UNIT 5

(NOTE: Day 7 includes a homework quiz)Day 1 WU: factor boxes, polynomials, properties of shapes, order of operations

LESSON: Design challenge day 1

SB: Problem Solving

This is a 2-day SB. Students can work individually, with a partner, or a small group.

On the first day, students work (a) and (b)

On the second day, students complete (c) and (d)

HWK: solving equations, patterns, polynomials, properties of exponents, properties of shapes

Day 2 WU: factor boxes, slope, polynomials, properties of shapes, order of operations

LESSON: Design challenge day 2

SB: Problem Solving

This is a 2-day SB. Students can work individually, with a partner, or a small group.

On the first day, students work (a) and (b)

On the second day, students complete (c), (d), and (e)

Hwk: solving equations, patterns, polynomials, properties of exponents, properties of shapes

Day 3 WU: properties of exponents, slope, solve equations, polynomials, properties of shapes

LESSON: Design challenge day 3

SB: Problem Solving

Students can work individually, with a partner, or a small group. In (e), look for strategies and why certain questions were more challenging than others.

HWK: solving equations, patterns, polynomials, properties of exponents, properties of shapes

Day 4 Pre-Assessment Unit 5

Day 5 WU: properties of exponents, slope, solve equations, polynomials, properties of shapes

LESSON:

#1 ML: GCF (part 1)

Introduction: begin with what students know: the distributive property.

Look at the expression 3x(x + 2). Ask: do the terms in the parenthesis have anything in common? If so, what?

Simplify: 3x(x + 2) by applying the distributive property: 3x•x + 3x•2 Ask: do the terms have anything in common? If so, what?

Simplify: 3x•x + 3x•2 and you get 3x2 + 6x.

Lesson: What if instead, I asked you to “undistribute until the terms that are left have nothing left in common” – another word for that is factoring the greatest common factor. In other words, you will need to “unsimplify” to find out what number and/or variables (factors) the terms have in common, then “undistribute” those number and/or variables (factors) so that the terms that are left no longer have anything in common.

Look again at where we ended our example: 3x2 + 6x.

We can write 3x2 + 6x as 3x•x + 3x•2 and notice that both terms have 3x in common.

Now we “undistribute” to get the factored form: 3x(x + 2); vocabulary alert: 3x is called the Greatest Common Factor, and the expression 3x(x + 2) is called the factored form of the expression 3x2 + 6x

Reminder: always check to make sure that the terms in parenthesis have nothing left in common, if they do, you did not factor out the GREATEST common factor.

Sample problem: Factor the greatest common factor (GCF) 8x2 + 6x Ask: how might someone rewrite this expression? How do you know?

Sample problem: Factor the greatest common factor (GCF) 3xy + 18y Ask: how might someone rewrite this expression? How do you know?

Sample problem: Factor the greatest common factor (GCF) 25x2y + 15xy Think about how someone might try to rewrite this expression, try to rewrite this one your own.

Discuss as a group: if a student in my next class is having trouble with factoring, how might you explain the process to him/her?

Partner check: step 1: write an expression for which the greatest common factor will be 4x

Step 2: exchange expressions with your partner

Step 3: factor the expression

Partner check: step 1: write an expression of two terms that have numbers and/or variables in common (i.e. you choose the greatest common factor)

Step 2: exchange expressions with your partner

Step 3: factor the expression

Step 4: check each other’s work.

We will continue looking at factoring the Greatest Common Factor (GCF) next time.

SB: Stations (3 rotations @ 10 minutes each)

#2 ML: Function notation (part 1)

Introduction: begin with what the students know: I was given this problem: f(x) = 5x - 7, find f(3). Can someone remind me how to find f(3)? What does f(x) mean? (f(x) is actually a question: what is the value of y when x =…, instead of writing the whole sentence/question, we use the symbol f(x) – kind or like LOL or OMG when you’re texting)

Lesson: Throughout the course, we’ve looked at relationships between numbers by looking at graphs, tables, and equations. So what if instead of f(x) being represented with an equation, we looked at how the f(x) question would look in a table.

Sample problem:

Ask: how might someone find the value of f(3)? Explain your reasoning.

Ask: how might someone find the value of f(0)? Explain your reasoning.

Is there a pattern in the table? If so what is the pattern? (answer: f(x) = 3x + 2)

Ask: how might someone find the value of f(10). (accept any valid approach to this problem, students might just want to follow the next/now pattern in the table until they have reached the y-value for when x = 10)

Ask: how might someone find the x for which f(x) = 2? Explain your reasoning.

x f(x)0 -11 22 53 84 11

Ask: how might someone find the x for which f(x) = 11? Explain your reasoning.

Ask: what might be a value for f(1.5)? Explain your reasoning.

Now, with the people at your table look at the following table and answer the questions, make sure everyone at your table can give a valid reason for the answers you decide on:

How might someone find the value of f(3)? Explain your reasoning.

How might someone find the value of f(0)? Explain your reasoning.

Is there a pattern in the table? If so what is the pattern? (answer: f(x) = -2x + 8)

How might someone find the value of f(10). (accept any valid approach to this problem, students might just want to follow the next/now pattern in the table until they have reached the y-value for when x = 10)

How might someone find the x for which f(x) = 0?. Explain your reasoning.

How might someone find the x for which f(x) = 6? Explain your reasoning.

What might be a value for f(1.5)? Explain your reasoning.

(check with individual teams to make sure the answers/reasoning is on target)

We will continue looking at function notation next time.

Hwk: solving equations, patterns, polynomials, properties of exponents, properties of shapes

x f(x)0 81 62 43 24 0

Day 6 WU: next-now tables, factor boxes, order of operations, special products, properties of shapes

LESSON:

#1 ML: GCF (part 2)

Introduction: Processing loop: Please make sure everyone around you has an index card. Last time we looked at the expression 3x2 + 6x. In your own words, please write how to write this expression in factored form. In other words: Find the Greatest Common Factor and write the expression in factored form. Please stand up. You will walk around the room and exchange cards with every student that you pass, please read what is written on the card you receive and keep walking. No talking during this walk. (after you have made sure that students have made at least 3 exchanges continue with the group processing) Please stop walking and form groups of 3 or 4 with people around you. Take a moment to share what is written on the card that is in your hand – each person share in your group.

Thank you, please return to your seat.

Lesson: Today we are going to continue the process of factoring the GCF

Sample problem: Look at the following expression: 3x(x + 2) + 5(x + 2). Please discuss with the student next to you what you think might be the GCF and what might be the factored form for this expression.

Have several student pairs share out. Factored expression: GCF is (x + 2) and the factored form is (x + 2)(3x + 5).

OPTIONAL: (it might be good to discuss whether (3x + 5)(x + 2) is also a correct factored form and review the commutative property)

Sample problem: 7(x – 4) + 5x(x – 4)

Sample problem: 2x(5x – 3) – 9(5x – 3)

Sample problem: 1(2x + 3) – 13x(2x + 3)

Partner check: step 1: write an expression for which the greatest common factor will be 4x + 5

Step 2: exchange expressions with your partner

Step 3: factor the expression

Partner check: step 1: write an expression of two terms that have a binomial in common (i.e. you choose the greatest common factor)

Step 2: exchange expressions with your partner

Step 3: factor the expression

Step 4: check each other’s work.

We will continue looking at factoring the Greatest Common Factor (GCF) next time.

SB: CHOICE BOARD – a review of box plots, solving equations, and properties of exponents

In this choice board, students complete 3 in a row – either diagonally or vertically.

#2 ML: Function notation (part 2)

Introduction: Last time, so far we have looked at two different ways in which function notation could possibly be represented. We’ve looked at equations: f(x) = 3x + 2, find f(2) and last time we looked at tables. Today we’ll make sure we understand these two different ways and add the last one: function notation represented in a graph.

Lesson: Suppose I am given two different representations for function notation at the same time:

f(x) = 7x – 3 and

Ask: find f(3)

Ask: find g(1)

Ask: find g(3.5)

Ask: find f(1.5)

Ask: find x so that g(x) = 0

Ask: find x so that f(x) = 39 (NOTE: students might struggle here unless they truly understand what f(x) represents)

Ask: which do you prefer – function notation represented by an equation or function notation represented by a table? Why?

x g(x)0 -31 -22 -13 04 1

Now let’s look at the third option: function notation represented by a graph:

Ask: What is f(3)? Explain your reasoning

Ask: What is f(1)? Explain your reasoning

Ask: What is f(0)? Explain your reasoning

Ask: For what value of x does f(x) = 5? Explain your reasoning

Ask: How might you find f(2.5)?

Now, with the people at your table look at the following graph and answer the questions, make sure everyone at your table can give a valid reason for the answers you decide on:

What is f(3)? Explain your reasoning

What is f(1)? Explain your reasoning

What is f(0)? Explain your reasoning

For what value of x does f(x) = 5? Explain your reasoning

How might you find f(2.5)?

Ask: Which function notation representation do you prefer? An equation? A table? Or a graph? Why? (We’ll continue to look at function notation next time)

HWK: box plots, polynomials, properties of shapes, next-now table, factor boxes, properties of exponents

Day 7 WU: factor GCF, solve literal equation, write equation of a line, properties of exponents.

LESSON:

#1 ML: Linear functions – connecting algebra(equations), tables, and graphs Part I

Scenario:

To raise money, students plan to hold a car wash. They ask some adults how much they would pay for a car wash.

Cari put the results of their research in the table.

Car wash price, x $4 $5 $6 $7 $8 $9Number of customers, N

120 110 100 90 80 70

Darion created a graph of the results of their research.

Ask: Does Darion’s graph show the same information as Cari’s table? How do you know?

Ask: is there a pattern in the table? If so what?

Ask: how does the pattern show up in the graph?

Ask: Using either the table or the graph, what is the slope (rate of change) of the line?

Ask: Using either the table or graph, what do you think might be the y-intercept? Explain how you figured it out.

Ask: Now that we have a slope and a y-intercept, how can we write an equation to represent the data in the table?

Ask: Using the table, how can we write a NEXT-NOW equation?

Ask: How does the number in the NEXT-NOW equation show up in the equation? In the graph?

Ask: Does the y-intercept from the equation show up in the graph? If not, how can we extend the graph so that the y-intercept shows?

Ask: Does the y-intercept from the equation show up in the table? If not, how can we extend the table so that the y-intercept shows?

Ask: What does the y-intercept mean in the context of the scenario?

Ask: Use the equation, table or graph to find N(12). What does this mean? Was it easier to use the equation, the table or the graph to find N(12)?

Ask: Use the equation, table or graph to find x so that N(x) = 140. What does this mean? Was it easier to use the equation, the table or the graph to find this value of x?

Ask: How does the equation: -10x + 160 = 100 show up in the table? In the graph?

Next time, we will continue to look at the connections between algebra(equations), tables and graphs.

SB: Homework Quiz

This quiz consists of 5 problems taken from the students’ homework.

#2 ML: review of GCF and Function Notation.

First GCF: So far, we have looked at 2-term expressions like: 3x2 + 9x and 7x(x + 1) + 3(x + 1). What if we had more terms in an expression? The process remains the same, there are now just more terms to consider.

Sample problem: 5x7 + 10x4 + 25x3 + 15x

Sample problem: 3x6 + 5x5 + 4x3 – 2x2

Sample problem: 3x4 + 12x2 – 33

Sample problem: 25x3 – 40x2 + 10x

Challenge: 24ab4 + 12ab3 – 18ab2

Next let’s review Function Notation

Here are three different functions, the first is represented by an equation, the second by a table, and the third by a graph.

f(x) = 5x – 8

Ask: How might I explain to someone how to find g(4)?

Ask: How might I explain to someone how to find h(2)?

Ask: How might I explain to someone how to find f(-3)?

Ask: How might I explain to someone how to find x so that g(x) = 7?

Ask: How might I explain to someone how to find x so that h(x) = -3?

Ask: How might I explain to someone how to find x so that f(x) = 7?

Ask: For which function is it easiest to determine the y-intercept: f(x), g(x) or h(x)? Explain

Ask: For which function is it easiest to determine the slope: f(x), g(x), or h(x)? Explain

Ask: For which function is it easiest to determine the value of the function when x = 15? Explain

Ask: Which function is easiest to write in NEXT-NOW form? Explain

Ask: For which two functions is the slope (rate of change) positive? Explain

Ask: In what way are the three functions the same?

HWK: factor GCF, factor special products, slope, write equation of a line

x g(x)0 154 118 712 3

Day 8 WU: factor boxes, slope, literal equations, function notation, factor GCF, special products.

LESSON:

#1 ML: Linear function – connecting algebra, tables, and graphs Part II (will need index cards)

Last time looked at research data that Cari and Darion had collected. Cari represented her information in a table and Darion used a graph. Today we will compare two sets of two different functions.

The first set compares data represented by an equation with data represented in a table.

Function #1: f(x) = 3x + 5 Function #2:

Take a moment to look at the two different functions, think about any patterns you notice - slope(rate of change) – the y-intercept – NEXT-NOW equations etc.

Label one side of an index card: #1 and the other side #2.

On side #1, write down as much as you know or can figure out about function #1.

On side #2, write down as much as you know or can figure out about function #2.

Begin Processing Loop: Please stand up. You will walk around the room and exchange cards with every student that you pass, please read what is written on both sides of the card you receive and keep walking. No talking during this walk. (after you have made sure that students have made at least 3 exchanges continue with the group processing) Please stop walking and form groups of 3 or 4 with people around you. Take a moment to share what is written on the card that is in your hand – each person share in your group.

Thank you, please return to your seat.

Share out: what were some things that you read? – record…

Ask: How are the two functions the same? (both are linear, both have same y-intercept)

Ask: Compare the slopes of the two functions, what do they tell you about how their graphs might look?

Ask: Which function is easier to use to write a NEXT-NOW equation? Explain

Ask: How might you find out if the two functions intersect at some point?

Ask: If you graphed both functions, which line would contain the point (-1, 2)? Explain

x g(x)0 51 32 13 -1

The second set compares data represented in a table with data represented in a graph.

Function #3: Function #4:

Ask: Are the two functions actually the same function? Explain

Ask: According to the NEXT-NOW equation, is function #3 linear?

Ask: What is the slope of function #3?

Ask: How might you find the slope(rate of change) of function #4?

Ask: What is the y-intercept of function #3?

Ask: How might you use the slope(rate of change) to find the y-intercept of function #4?

Ask: How might you find out if the two functions intersect at some point?

Ask: If you graphed both functions, which line would contain the point (-1, -13)? Explain

Next time, we will continue to look at the connections between algebra(equations), tables and graphs.

SB: Equations, Tables and Graphs # 1

#2 ML: review of GCF - Speed Drill OR Blitz

In a Speed Drill, the teacher models a worked example of a “medium” level problem, and then gives the students one to two minutes to complete 5 problems beginning with an easy level and working to a high level problem.

In a Blitz, the teacher models a worked example of a “medium” level problem, then gives the students 5 problems beginning with an easy level and working toward a high level problem, but the problems are given and checked one at a time.

x g(x)0 -81 -62 -43 -2

Model Problem: Factor: 32w4 + 8w3 – 24w

1. Factor: 5x2 + 25x2. Factor: 6x2 + 9x + 273. Factor: 14x3 – 7x2 – 35x4. Factor: 7ab5 – 56ab5. Factor: 8a4b4 – 28a3b3 +4a2b2 – 16ab

HWK: factor GCF, write equation of a line, factor special products.

Day 9 WU: properties of exponents, function notation, factor GCF, slope, equation of a line

LESSON:

#1 ML: write the equation of a line through 2 points Part I

This mini-lesson is in the form of a task in which students “discover” how to write the equation of a line through 2 points. The task is posted on the secondarymath wiki under the unit 5 resources tab and is called “discovering patterns in solutions task”

#2 ML: connecting algebra, tables, and graphs Part III

This mini-lesson is a quick review that leads students into the Bicycle Task.

Remind students of Functions #1, #2, #3, and #4 from day 8, emphasizing the different ways in which a function can be represented. Introduce the Bicycle Task by asking them to think about all that is involved in setting up a successful company like the one described in the problem – what type of data might need to be collected, how might different departments within a company present this information, etc…

SB: Bicycle Task

Students should work with a partner to complete this task, but I would make sure that every student turn in their own work since this would make a great portfolio piece if you need one.

HWK: function notation, analyze graphs & tables, slope, linear equation, properties of shapes, patterns.

Day 10 WU: solve inequalities, factor GCF, order of operations, properties of shapes, box plot

LESSON:

#1 ML: Exponential Functions – connecting tables and graphs Part I

Look at the function shown in the table:

Ask: what is the pattern in the y-values?

Ask: write a NEXT-NOW equation

The number in the next-now equation is called the constant multiplier or growth factor of the function.

Look at the graph of the data:

There are two kinds of exponential functions: Exponential Growth functions and Exponential Decay functions. By looking at the graph, is this and Exponential Growth function or and Exponential Decay function? Explain.

How can you tell from the table that it represents an Exponential Growth function?

How do you think an Exponential decay function might look?

x y-2 ¼-1 ½0 11 22 43 84 16

What might a table of an Exponential Decay function look like?

Look at the following table:

Ask: Does this function represent exponential growth or exponential decay? Explain

Ask: Write a NEXT-NOW equation for the data in the table.

(NOTE: the students will most likely write this as a division problem, you’ll want to take a moment to discuss how to write the equation as a multiplication problem, i.e. division by 2 is equivalent to multiplication by ½ : Next = NOW• ½ where the growth factor is ½ )

Ask: Complete the table of values, using the following information: the function is an exponential growth function and the growth factor is 3:

Next time, we will continue to look at Exponential functions.

SB: Equations, Tables and Graphs #2

#2 ML: write the equation of a line through 2 points Part II

Using the discovery task from last time, have 2-3 students share the problem with solution that they created as a review of how to write the equation of a line through 2 points. Then have students write the equations for the three lines shown in the graphs below. If necessary, students can use their discovery task to help them create the equations.

x y0 321 162 83 44 25 16 ½

x y0 1123456

HWK: function notation, slope, GCF, polynomials, equation of a line, literal equation, properties of exponents

Day 11 WU: solve inequalities, factor GCF, order of operations, properties of shapes, box plot

LESSON:

#1 ML: Exponential – connecting tables and graphs Part II

Last time we began looking at connecting tables and graphs of exponential functions. Please review with the people at the table everything you know about the following words: Exponential Growth, Exponential Decay, growth factor (also called constant multiplier) – and – complete the following four questions.

Consider the following table:

a. Write a NEXT-NOW equation for the functionb. Determine whether the data represents exponential growth or exponential decay.c. What is the growth factor for the function?d. Sketch a possible graph for the data – clearly label three of the data points.

The graph above shows part of an exponential function

Ask: Is this function exponential growth or exponential decay? Explain

Ask: How might you be able find the growth factor for the function from the graph?

x y0 6251 1252 253 54 15 1/56 1/25

Ask: Create a table for the data given and write a NEXT-NOW equation for the data

The graph above shows part of an exponential function

Ask: Is this function exponential growth or exponential decay? Explain

Ask: Create a table for the data given and write a NEXT-NOW equation for the data

Ask: What is the y-intercept for this function?

Ask: What is the growth factor for this function?

Next time we will continue our function analysis by comparing linear and exponential functions.

SB: Stations: Focus: linear equations, tables, and graphs.

Students work through 3 stations @ 10 minutes each station.

#2 ML: Solving equations and inequalities Part I

Ask: Remind me how I might solve the following equation:

3x + 5 = 28

(work out the solution as the students guide)

Ask: Now compare this one to the following worked example:

Step 1

Step 2

Step 3

Now consider the following problem:

5x+17

=8

Work the following 2 problems:

a.

7 x−35

=12b.

4 x−96

=−2

What happened in step 2? Why do you think this step was

done first? What happened in step 3? Notice how being able to

eliminate the denominator, made solving the equation a much simpler problem.

What should be step 2 in solving this equation?

What should be step 3 in solving this equation?

What if there’s more than one denominator? Examine the following worked example:

Step 1

Step 2

Step 3

Step 4

Step 5 15 x+8=70

15 x=62

x=62/15

You Try:

4 x3+ 52=−7

Next time, we’ll continue to look at equations that contain fractions.

HWK: function notation, slope, GCF, polynomials, equation of a line, literal equation, properties of exponents

What happened in step 2? How is this the same/different

than what we did in the last few problems?

What happened in step 3? How is this the same/different

than what we did in the last few problems?

Explain what happened between step 4 and step 5

Notice how being able to eliminate the denominator, again made solving the equation a much simpler problem.

Day 12 WU: equation of a line, factor boxes, special products, polynomials, function notation, function analysis

LESSON:

#1 ML: Comparing linear and exponential functions Part I

Below are two tables of data – examine each table and answer the questions:

TABLE 1 TABLE 2

1. What is the pattern in table 1? Write a NEXT-NOW equation for table 12. Graph the data for table 13. Is the pattern (function) linear, exponential or neither?4. What is the pattern in table 2? Write a NEXT-NOW equation for table 25. Graph the data for table 26. Is the pattern (function) linear, exponential or neither?

Graph for Table 1 Graph for Table 2

x y-1 -20 01 22 43 6

x y-1 10 21 42 83 16

Ask: does the exponential function indicate exponential growth or exponential decay? Explain.

Ask: What are the slope and y-intercept for the linear equation?

Ask: What are the growth factor and y-intercept for the exponential equation.

Ask: Compare the patterns and NEXT-NOW equations, what might be a good way to explain how to use the table to determine whether a function is linear or exponential?

Look at the following three tables and determine whether the functions are linear or exponential, if the function is exponential, specify exponential growth or exponential decay.

A B C

SB: Jeopardy power point posted on the secondarymath wiki under Transitions unit 5 resources.

If you have a TINavigator system, you can have every student answer each question using quickpolls. i.e. send them P100 for polynomials for 100 etc. You then have data! - notice that the same would work if you had a clicker system. If you don’t have a TINavigator system (or clickers), you’ll want to stipulate that every person on the team has to be able to justify the answer choice of the team.

x y-1 1200 601 302 153 7.5

x y-1 3.33….0 101 302 903 270

x y-1 2100 1901 1702 1503 130

#2 ML: solving equations and inequalities Part II

Continuing solving equations with fractions:

Review what we did last time:

Sample #1 Sample #2

Last time we discussed these two sample problems and how eliminating the denominator leads to a much simpler equation to solve. Today, we’ll continue to look at problems with fractions and again focus on eliminating the denominator. Look at the completed problem below:

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Let’s look at this step by step. What happened in step 1? Explain steps 2 and 3. How did we get the equation

in step 4? Notice that the equation in

step 5 is a much simpler equation to solve than the original problem

You try: (use the completed sample if you’d like)

Solve for x:

52x−2=2 x+1

5+4

(solution: x = 62/21)

Next time, we’ll continue solving equations with fractions.

HWK: function analysis, write the equation of a line through 2 points, factor GCF, solve literal equation, polynomials, next-now

Day 13 WU: polynomials, function notation, equation of a line, analyze functions, problem solving.

LESSON:

#1 ML: comparing linear and exponential functions Part II - (scenario adapted from CMP2: Growing, Growing, Growing) (This short task can be completed as a task to review determining linear or exponential from a table).

Scenario: Jenna is planning to swim in a charity swim-a-thon. Several relatives said they would sponsor her. Each of their donations is explained.

Grandmother: I will give you $1 if you swim 1 lap. I will give you $3 if you swim 2 laps. I will give you $5 if you swim 3 laps. I will give you $7 if you swim 4 laps… and so on.

Mother: I will give you $1 if you swim 1 lap. I will give you $3 if you swim 2 laps. I will give you $9 if you swim 3 laps. I will give you $27 if you swim 4 laps… and so on.

Aunt Lori: I will give you $2 if you swim 1 lap. I will give you $3.50 if you swim 2 laps. I will give you $5 if you swim 3 laps. I will give you $6.50 if you swim 4 laps…and so on.

Uncle Jack: I will give you $1 if you swim 1 lap. I will give you $2 if you swim 2 laps. I will give you $4 if you swim 3 laps. I will give you $8 if you swim 4 laps… and so on.

a. Complete the tables below.Grandmother Mother Aunt Lori Uncle Jack

________________ ________________ _________________ ________________

_________________ ________________ __________________ ________________

b. Write a NEXT-NOW equation under each table.c. Under each table, write whether the data in each table represents a linear or exponential

function.

Check the work of each group and follow this with choral response: What might the graph of the data in each table look like? Have all students simultaneously “draw” the graphs (one by one) in the air or on white boards.

#laps $1 2 3 4

#laps $1 2 3 4

#laps $1 2 3 4

#laps $1 2 3 4

Introduce Skill Builder and explain what each team is responsible for producing.

SB: SCRAMBLED

Students will match a set of cards describing linear, exponential decay, or exponential growth patterns. Each set consists of 3 cards: description of graph, table, next-now equation. There are a total of 10 sets. Directions: cut out the cards and rearrange them so that each row represents the same function. When you are sure you have all 10 sets correct, glue them on the paper provided.

#2 ML: solving equations and inequalities Part III

Here are some of the sample problems we have looked at:

Sample #2 Sample #3

Have a student (or students) explain the steps to the class OR have the students explain the steps for solving each sample problem to their neighbor – partner A explains #2 to partner B and partner B explains #1 to partner A.

Then have the students complete the following 3 problems with a partner. (provide a solution station if necessary)

1.

4−2d5

+3=9

2.

5x3−27=8

3.

29x−6= x+3

5+8

HWK: properties of shapes, equation of a line, function notation, solve equation, analyze functions, polynomials, factor GCF)

Day 14 REVIEW DAY

Day 15 Post-Assessment Unit 5