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Intermediate Algebra

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  1. Intermediate Algebra Summer School Credit Recovery

  2. Welcome! • Expectations • Earning Credit • Passes • Supplies (student packet, folders, paper)

  3. Day 1: Solving Equations Goal: To solve equations in one variable that contain more than one operation Standard: Prior Standard Guiding Question: How do I solve an equation for a variable? Materials: Pencil, Folder, Student Packet

  4. Math Review Day 1 Adding and Subtracting Decimals 13.34 + 12 “When you add or subtract decimals, make sure you line the decimals up.” Dividing Fractions “To give dividing fractions a try, flip the second and multiply.” Mental Math Adding and Subtracting Fractions “When you add or subtract fractions, you need a common denominator” Reflection Starters: “I know……” or “I need to work on……”

  5. Access: Apply the correct order of operations: • 7 x 4 + 3 = B) (1 + 3)2 – 9 ÷ 3 + 6 = • 12 – 6 x 2 + 7 = D) 24 – 12 ÷ 2 x 3 + 7 =

  6. One-Step Equations: • 3 + x = 7 B) -10 = x – 4 Try: C) X – 9 = 11 D) -5 – x = 10 E) -13 = x – 4 F) 17 = 6 - x

  7. One-Step Equations: G) 5x = -30 H) 6x - 42 Try: I) 16 = -2x J) 24 =5x K) L)

  8. Two-Step Equations: A) 2x – 9 = 18 B) 3x + 6 = -8 Try: C) 4 – 3x = 10 D) E) 13 + 2x = 9 F) 2(5x + 3) = 20

  9. Word Problems: Josie bought 4 cases of sports drinks for an upcoming meet. After talking to her coach she bought three more cases spending an additional $6.95 on additional items. Her receipts totaled $74.15. Write and solve an equation to find out how much each case of sports drink costs.

  10. Work Time: Work through pages 3 and 4 in your packet Multiplication test at: ______ Exit Slip at: _________

  11. Multiplication Timed Test: -Page 5 of your packet – tear in half and remove one from the packet You have five minutes to fill in as much as you can Go = Start, Stop = hands up! Highlight the ones you did not know

  12. Exit Slip: (on a half-sheet of scratch paper) • 5x – 9 = 17 Make sure it has your name and turn it in!

  13. Day 2: Solving Equations Goal: To solve equations that have variables on both sides Standard: Prior Standard Guiding Question: How do I solve an equation for a variable? Materials: Pencil, Folder, Student Packet

  14. Math Review Day 2 Adding and Subtracting Decimals 45 – 9.867 “When you add or subtract decimals, make sure you line the decimals up.” Dividing Fractions “To give dividing fractions a try, flip the second and multiply.” Mental Math Adding and Subtracting Fractions “When you add or subtract fractions, you need a common denominator” Reflection Starters: “I know……” or “I need to work on……”

  15. Access: Solve the equation: • 3x – 9 = 11 B) C)

  16. Solve the equation: • 3d + 8 = 2d – 17 B) – t + 5 = t – 19 C) 5 – (t – 3) = -1 + (2 – 3) D) x + 4 – 6x = 6 - 5x E)-8x + 6 + 9x = -17 + x

  17. Try: F) 2y + 3 = 3(y + 7) G) 10 - y + 5 + 6y = 1 + 5y + 3

  18. Try: H) 4(x – 3) = 2x + 3x – 9 I) 3(2x – 5) = 2(3x – 2)

  19. Work Time: Work through pages 7 and 8 in your packet Multiplication test at: ______ Exit Slip at: _________

  20. Multiplication Timed Test: -Page 5 of your packet – tear out of packet You have five minutes to fill in as much as you can Go = Start, Stop = hands up! Highlight the ones you did not know

  21. Exit Slip: (on a half-sheet of scratch paper) Previous Material (PM): • 5y – 9 = 16 New Material (NM): B) 3x – 8 = 6 – 2x C) 6x = 5x – 10 Make sure your name is on it, and turn it in!

  22. Day 3: Solving Inequalities Goal: To solve multi-step inequalities AND to solve inequalities that contain variables on both sides. Standard: Prior Standard Guiding Question: How do I solve an inequality for a variable? Materials: Pencil, Folder, Student Packet

  23. Math Review Day 3 Adding and Subtracting Decimals 15.87+ 1.9 “When you add or subtract decimals, make sure you line the decimals up.” Dividing Fractions “To give dividing fractions a try, flip the second and multiply.” Mental Math Adding and Subtracting Fractions “When you add or subtract fractions, you need a common denominator” Reflection Starters: “I know……” or “I need to work on……”

  24. Access: Solve the equation: • 3x + 9 = x – 8 B) 7 – 4x = 6x + 2 C) 7x = 10x - 1

  25. Solve: - 3x > 9 Check a Number. What is the rule when solving inequalities?

  26. Solve the inequality and graph the solution: • 2m + 1 > 13 B) 2d + 21 ≤ 11 C) D) 4 – X > 3(4 – 2)

  27. Solve the inequality and graph the solution: E) 4r – 9 > 7 F) 3 ≤ 5 – 2x G)-4x – 8 > 16 H) I) 12 (x – 3) + 2x ≥ 6

  28. Solve the inequality and graph the solution: J) 2x > 4x – 6 K) 5(4 – x) ≤ 3(2 + x)

  29. Solve and graph the solution: L) 27x + 33 > 58x – 29 M) 5c – 4> 8c + 2 N) 2(6 – x) < 4x O) 4(y+1)< 4y +2 P) -3(n + 4) ≤ 6( 1 – n)

  30. Work Time: Work through pages 9 and 10 in your packet Multiplication test at: ______ Exit Slip at: _________

  31. Multiplication Timed Test: -Page 11 of your packet – tear out of packet You have five minutes to fill in as much as you can Go = Start, Stop = hands up! Highlight the ones you did not know

  32. Exit Slip: (on a half-sheet of scratch paper) Previous Material (PM): • 2r + 20 = 200 B) 3(2x – 5) = 2(3x – 2) New Material (NM): C) 2 + (-6) > -8p D) 3(1-x) ≥ 3(x + 2) Make sure your name is on it, and turn it in!

  33. Day 4: Graphing Linear Functions Goal: To solve for a variable AND To graph linear functions using tables or equations Standard: 9.2.1.8 – Make Qualitative statements about the rate of change of a function based on its graph or table of values 9.2.2.3 – Sketch graphs of linear, quadratic and exponential functions and translate between graphs, tables and symbolic representations. Know how to use graphing technology to graph these functions. Guiding Question: What and how are the many ways I can graph a line? Materials: Pencil, Folder, Student Packet

  34. Math Review Day 4 Adding and Subtracting Decimals 1.309+ 134.8 “When you add or subtract decimals, make sure you line the decimals up.” Dividing Fractions “To give dividing fractions a try, flip the second and multiply.” Mental Math Adding and Subtracting Fractions “When you add or subtract fractions, you need a common denominator” Reflection Starters: “I know……” or “I need to work on……”

  35. Access: Graph the points on a coordinate plane: A (5, 6) B (-1, -3) C (4, -9) D (-1.5, 0)

  36. Solve for a variable: • 2x - 3y = 12 B) 2x + y = 8 Try: C) 5y = 5x - 10 D) 2y - 6y = -8

  37. What is a function? What makes a function linear? How can I graph a line? Table, Slope and Intercept, x-and y- intercepts, and slope-intercept form

  38. Graph: • Slope = y-intercept = 4 B) Slope = 4, y-intercept =

  39. Try: C) Slope = y-intercept = 4 D) slope = 3, y-intercept = 2

  40. Graph A) B) C) y = x + 6

  41. Try: D) E) y = 3x - 1 F) y = -2x + 4

  42. Graph: • 6x + 3y = 12 B) 2x + y = 8

  43. Try: C) 2x - 6y = 6 D) 2x + 3y = -12 E) 5x - 2y = 10

  44. Work Time: Work through pages 13 and 14 in your packet Multiplication test at: ______ Exit Slip at: _________

  45. Multiplication Timed Test: -Page 11 of your packet – tear out of packet You have five minutes to fill in as much as you can Go = Start, Stop = hands up! Highlight the ones you did not know

  46. Exit Slip: (on a half-sheet of scratch paper) New Material (NM): Solve for y: • 7y + 14x = 28 B) -5y = 2x + 7 Graph: A) B) y = -3x C) y = 2 D) 3x - 2y = 6 Make sure your name is on it, and turn it in!

  47. Day 5: Graphing Linear Inequalities Goal: To graph linear inequalities using tables or equations. AND To write equations to describe lines. Standard: 9.2.4.4 – Represent relationships in various contexts using systems of linear inequalities; solve them graphically. Indicate which parts of the boundary are included in and excluded from the solution set using solid and dotted lines. Guiding Question: How do I graph a linear inequality? AND How can I write equations of lines? Materials: Pencil, Folder, Student Packet

  48. Math Review Day 5 QUIZ Adding and Subtracting Decimals • 67.8 + 5.23 • 71 – 8.09 Dividing Fractions Adding and Subtracting Fractions

  49. Access: Graph: • y = 3x - 2 B) C) y = -2x + 5

  50. Write an equation with the following information: • Slope = , y-intercept = 4 B) Slope = 4, y-intercept = Try: C) Slope = , y-intercept = 4 D) slope = 3, y-intercept = 2