zilongwang/ReadingBank huggingface dataset:
Control Activities Form for Revenue, Receivables, and Receipts—Governmental Funds Governmental Unit: Financial Statement Date: Completed by: Date: Instructions: See separate instructions at . Assertions Addresses or Significant Risk? Control Has Been Implemented? Automated or IT- dependent? Effectively Designed? Test Control? Comments Processing and Managing Billings for Property Taxes, Special Assessments, and Other Revenues C1000—Management reviews the entity’s financial statements on a periodic basis and investigates significant variances from budgets and expected results. E/O, C, R/O, V, A/CL, CO C2071—Rates and fees are approved by the governing body and publicly announced or published in accordance with applicable laws and regulations. E/O, C C2072—The governmental unit has established procedures to ensure that all reimbursable costs or contract costs are billed (as assessments, fees, etc.) and adherence to those procedures is periodically reviewed by the appropriate level of management or another appropriate person. E/O, C governmental unit prohibits loans to employees and governing body members. E/O, C, V C2074—Bills, assessments, permits, license renewals, etc., are agreed to authorized and/or approved amounts before recording. E/O, C, A/CL
C2069—Cash receipts (restricted revenue) are deposited in separate bank accounts when legally or contractually required. A/CL C2070—The government has a formal deposit policy that limits the government’s allowable deposits and addresses the specific types of risk to which the government is exposed. A/CL C5032—Bank reconciliations are prepared and reviewed in a timely fashion. E/O, C, V, R/O, A/CL, CO is adequate segregation of duties among those who: Authorize rates, fees, fines, or assessments. Prepare tax bills, assessments, permits, license renewals, notices, etc. Deposit cash receipts. Reconcile bank accounts. Investigate discrepancies or issues related to cash. Maintain access to cash. Post journal entries to the general ledger. E/O, C, V, R/O, A/CL, CO C2118—Bank statements are received, downloaded, or accessed online, and reviewed by a responsible person other than the person who reconciles the bank account before being submitted for reconciliation. E/O, C, V, R/O, A/CL, CO Estimating the Allowance for Uncollectible Accounts and Bad Debt Expense C1000—Management reviews the entity’s financial statements on a periodic basis and investigates significant variances from budgets and expected results. E/O, C, R/O, V, A/CL, CO C2026—Accounting policies and procedures specify the correct treatment for estimating the allowance for uncollectible accounts and bad debt expense. V, A/CL
Date: Teacher: DeWolfe Course: Alg II Period(s): 2,5,6,7 Day: Daily Learning Goal(s): Students will be able to solve quadratics using the quadratic formula. Activities: 5- PP question 5- turn in worksheet from Friday 25- teach section 2-6 and practice in class 10- pg 81 in workbook (1-9) Classwork / Homework Pg 81 in workbook (1-9) Standards or Frameworks: CC.9-12.N.CN.7. Solve quadratic equations with complex solutions.
Classwork / Homework Explorations workbook pg 124 (11-19) ODDS Look at focus and see if there are any assignments missing or that may be fixed Standards or Frameworks: CC.9-12.A.APR.5-know and apply the binomial theorem.
Classwork / Homework Start to study for quiz thursday Look at focus and see if there are any assignments missing or that may be fixed Standards or Frameworks: CC.9-12.A.APR.2- know and apply the remainder theorem- factor polynomials
Classwork / Homework Workbook pg 213 Look at focus and see if there are any assignments missing or that may be fixed Standards or Frameworks: CC.9-12.F.BF.5- Understanding the inverse relation between exponents and logs.
Monday Tuesday Wednesday Thursday Friday 11/7 Teacher Workday 11/8 Teacher Workday 11/9 A Graphing with and 11/10 B 11/11 A Graphing Linear Inequalities 11/14 B 11/15 A Graphing Review Day 11/16 B 11/17 A Graphing Summative Assessment 11/18 B 11/21 A SOL review and Regroup day 11/22 B 11/23 Thanksgiving Break 11/24 Thanksgiving Break 11/25 Thanksgiving Break 11/28 A Writing Linear Equations given m and b 11/29 B 11/30 A Point-Slope Form 12/1 B 12/2 A Formative and Regroup Day 12/5 B 12/6 A Standard Form 12/7 B 12/8 A Writing Equations of Parallel and Perpen. Lines 12/9 B 12/12 A Review Day 12/13 B 12/14 A Writing Linear Equations Summative Assessment 12/15 B 12/16 A Direct Variation Monday Tuesday Wednesday Thursday Friday 12/19 B 12/20 A 12/21 B 12/22 12/23
[ a: (3x + 4y)(3x + 4y), b: (x)(x + 2)(x + 2) 6. This parabola shows an equation which could be considered a “special quadratic”. What equation is it and why is it considered a special quadratic? [ y=(x–2)(x–2) perfect square trinomial; there is only one root ] 7. This parabola shows an equation which could be considered a “special quadratic”. What equation is it and why is it considered a special quadratic? [ y=(x–3)(x+3) or y= x2-9 : difference of squares; is no middle term ] 8. One type of “special quadratic” is called a “perfect square trinomial”. Why is this considered a “special quadratic”? Refer to both the equation itself and the graph of the parabola in your answer. [ A perfect square trinomial is the square of a binomial and it only has one root or x-intercept ] 9. One type of “special quadratic” is called a “difference of squares”. Why is this considered a “special quadratic”? Refer to both the equation itself and the graph of the parabola in your answer. [ A difference of squares quadratic is always in the form of y=(a+b)(a–b) and in sum form y= a2–b2. The graph of this type of parabola will have roots in which the absolute values of the roots are equal. (5 and –5, for example) ] 10. Antonio is president of Maths-R-Us and has asked his financial advisor for a report about the company’s expected profits. The advisor told him that the profits were expected to follow the equation y = 150210(0.82)x over the next 12 months. Tell Antonio everything you can tell about the company from the equation. [ Sample statements: They begin with $150,210.00 expected profit, which is decreasing at a rate of 18% per month. At the end of the year, they will have $13,882.42 expected profit. ]
n-3 + 9 negative exponent Degree of a Polynomial Polynomial Degree of Each Term Degree of Polynomial -7m3n5 -7m3n5 degree 8 8 2x + 3 2x degree 1 3 degree 0 1 6a3 + 3a2b3 – 21 6a3 degree 3 3a2b3 degree 5 -21 degree 0 5 The largest exponent or the largest sum of exponents of a term within a polynomial
-3n3 + 7n2 – 4n + 10 16t – 1 Add Polynomials (Group Like Terms – Horizontal Method) Example: (2g2 + 6g – 4) + (g2 – g) = 2g2 + 6g – 4 + g2 – g
= (2g2 + g2) + (6g – g) – 4 = 3g2 + 5g – 4 Add Polynomials (Align Like Terms – Vertical Method) Example: (2g3 + 6g2 – 4) + (g3 – g – 3)
2g3 + 6g2 – 4 + g3 – g – 3 3g3 + 6g2 – g – 7 Subtract Polynomials (Group Like Terms - Horizontal Method) Example: (4x2 + 5) – (-2x2 + 4x -7) (Add the inverse.) = (4x2 + 5) + (2x2 – 4x +7) = 4x2 + 5 + 2x2 – 4x + 7 (Group like terms and add.)
x2 + 2x + 3x + = x2 + 5x + 6 Multiply Binomials (Graphic Organizer) Apply the distributive property. Example: (x + 8)(2x – 3) = (x + 8)(2x + -3) 2x2 -3x 16x -24 2x2 + 16x + -3x + -24 = 2x2 + 13x – 24 Multiply Binomials
(Squaring a Binomial) (a + b)2 = a2 + 2ab + b2 (a – b)2 = a2 – 2ab + b2 Examples: (3m + n)2 = 9m2 + 2(3m)(n) + n2 = 9m2 + 6mn + n2 (y – 5)2 = y2 – 2(5)(y) + 25 = y2 – 10y + 25 Multiply Binomials
Examples: Factors Expanded Form 5b2 5∙b2 5∙b∙b 6x2y 6∙x2∙y 2∙3∙x∙x∙y ∙p2∙q3 ·(-5)∙p∙p∙q∙q∙q Factoring (Greatest Common Factor) Find the greatest common factor (GCF) of all terms of the polynomial and then apply the distributive property. Example: 20a4 + 8a
2 ∙ 2 ∙ 5 ∙ a ∙ a ∙ a ∙ a + 2 ∙ 2 ∙ 2 ∙ a GCF = 2 ∙ 2 ∙ a = 4a 20a4 + 8a = 4a(5a3 + 2) Factoring (By Grouping) For trinomials of the form Example:
4 – n2 = 22 – n2 = (2 – n) (2 + n) 9x2 – 25y2 = (3x)2 – (5y)2 = (3x + 5y)(3x – 5y) Difference of Squares (Model) a2 – b2 = (a + b)(a – b)
Quadratic Equation (Solve by Factoring) ax2 + bx + c = 0 a 0 Example solved by factoring: x2 – 6x + 8 = 0 Quadratic equation (x – 2)(x – 4) = 0 Factor (x – 2) = 0 or (x – 4) = 0 Set factors equal to 0
Quadratic Equation (Number/Type of Real Solutions) ax2 + bx + c = 0, a 0 Examples Graph of the related function Number and Type of Solutions/Roots x2 – x = 3 2 distinct Real roots (crosses x-axis twice) x2 + 16 = 8x 1 distinct Real root with a multiplicity of two (double root) (touches x-axis but does not cross)
x2 – 2x + 3 = 0 0 Real roots Inequality An algebraic sentence comparing two quantities Symbol Meaning < less than less than or equal to greater than greater than or equal to not equal to Examples: -10.5 ˃ -9.9 – 1.2
System of Linear Equations (Substitution) x + 4y = 17 y = x – 2 Substitute x – 2 for y in the first equation. x + 4(x – 2) = 17 x = 5 Now substitute 5 for x in the second equation. y = 5 – 2 y = 3 The solution to the linear system is (5, 3), the ordered pair that satisfies both equations.
Examples: 10pts Solve x2 + 8x + 8 = 0 by completing the square. Show and explain all the steps. Give examples of 4 different quadratic equations that would give 2 real rational solutions, 2 real irrational solutions, 1 solution, and 2 complex solutions. Write the equations and show how to solve them using the quadratic formula. Be sure to identify what kinds of solutions each equation has when they are solved. Put the following equations into vertex form and then them. Show and explain all of your steps. y = x2 + 8x + 16 y = -x2 – 4x -1 y = 2x2 – 12x + 17
Real Numbers The set of all rational and irrational numbers Natural Numbers {1, 2, 3, 4 …} Whole Numbers {0, 1, 2, 3, 4 …} Integers {… -3, -2, -1, 0, 1, 2, 3 …} Rational Numbers the set of all numbers that can be written as the of two integers with a non-zero denominator (e.g., , -5, , , ) Irrational Numbers the set of all nonrepeating, nonterminating decimals (e.g, , , -.23223222322223…)
Polynomial Example Name Terms 7 6x monomial 1 term 3t – 1 12xy3 + 5x4y binomial 2 2x2 + 3x – 7 trinomial 3 terms Nonexample Reason 5mn – 8 variable exponent
n-3 + 9 negative exponent Degree of a Polynomial Polynomial Degree of Each Term Degree of Polynomial -7m3n5 degree 8 8 2x + 3 2x degree 1 3 degree 0 1 6a3 + 3a2b3 – 21 6a3 degree 3 3a2b3 degree 5 -21 degree 0 5 The largest exponent or the largest sum of exponents of a term within a polynomial
16t – 1 Add Polynomials (Group Like Terms – Horizontal Method) Example: (2g2 + 6g – 4) + (g2 – g) = 2g2 + 6g – 4 + g2 – g = (2g2 + g2) + (6g – g) – 4
3g2 + 5g – 4 Add Polynomials (Align Like Terms – Vertical Method) Example: (2g3 + 6g2 – 4) + (g3 – g – 3) 2g3 + 6g2 – 4 + g3 – g – 3
3g3 + 6g2 – g – 7 Subtract Polynomials (Group Like Terms - Horizontal Method) Example: (4x2 + 5) – (-2x2 + 4x -7) (Add the inverse) = (4x2 + 5) + (2x2 – 4x +7) = 4x2 + 5 + 2x2 – 4x + 7 like terms and add.) = (4x2 + 2x2) – 4x + (5 + 7) 6x2 – 4x + 12
Apply the distributive property. (a + b)(d + e + f) (a + b)( d + e + f ) = a(d + e + f) + b(d + e + f) = ad + ae + af + bd + be + bf Multiply Binomials (Model) the distributive property. Example: (x + 3)(x + 2)
∙p2∙q3 ·(-5)∙p∙p∙q∙q∙q Factoring (Greatest Common Factor) Find the greatest common factor (GCF) of all terms of the polynomial and then apply the distributive property. Example: 20a4 + 8a 2 ∙ 2 ∙ 5 ∙ a ∙ a ∙ a ∙ a + 2 ∙ 2 ∙ 2 ∙ a GCF = 2 ∙ 2 ∙ a = 4a
Factoring (Difference of Squares) a2 – b2 = (a + b)(a – b) Examples: x2 – 49 = x2 – 72 = (x + 7)(x – 7) 4 – n2 = 22 – n2 = (2 – n) (2 + n) 9x2 – 25y2 = (3x)2 – (5y)2 = (3x + 5y)(3x – 5y)
Prime Polynomial Cannot be factored into a product of lesser degree polynomial factors Example r 3t + 9 x2 + 1 5y2 – 4y + 3 Nonexample Factors x2 – 4 (x + 2)(x – 2) 3x2 – 3x + 6 3(x + 1)(x – 2)
x2 – 6x + 8 = 0 (x – 2)(x – 4) = 0 (x – 2) = 0 or (x – 4) = 0 x = 2 or x = 4 Graph the related function f(x) = x2 – 6x + 8. Quadratic Equation (Number/Type of Solutions) ax2 + bx + c = 0, a 0
Mathematical Notation Equation or Inequality Set Notation Interval Notation 0 < x 3 {x|} (0, 3] y ≥ -5 {y: y ≥ -5} [-5, +) z<-1 or z ≥ 3 {z| z<-1 or z ≥ 3} (--1)3, + x < 5 or x > 5 {x: x 5} (- + Empty (null) set { }
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating A.4 The student will n/a n/a n/a multistep linear equations in one variable algebraically; * X * quadratic equations in one variable algebraically; X * * literal equations for a specified variable; * X * systems of two linear equations in two variables algebraically and graphically; and X * * practical problems involving equations and systems of equations. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating A.6 The student will n/a n/a n/a a) determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line; X * * b) write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line; and * X * c) graph linear equations in two variables. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating A.1 The student will n/a n/a n/a represent verbal quantitative situations algebraically; and X * * evaluate algebraic expressions for given replacement values of the variables. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating A.2 The student will perform operations on polynomials, including n/a n/a n/a a) applying the laws of exponents to perform operations on expressions; X * b) adding, subtracting, multiplying, and dividing polynomials; and * X * c) factoring completely and second-degree binomials and trinomials in one variable. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating A.1 X * * A.2 X * * A.3 X * * A.4 X * * A.5 X * * A.6 X * * A.7 X * * A.8 X * * A.9 * X * 2017 Mathematics Textbooks and Instructional Materials Committee Consensus Form Correlation to the 2016 Mathematics Standards of Learning and Curriculum Framework - Algebra I Text/Instructional Material Title: _HMH Algebra 1 Virginia_________________ Publisher: _Houghton Mifflin Harcourt Publishing Company________________Copyright Date: 2019 The tables included in this document represent the consensus ratings of 2017 Mathematics Textbook committee members. KEY: X - rating applicable * - rating not applicable Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating A.8 The student, given a data set or practical situation, will analyze a relation to determine whether a direct or inverse variation exists, and represent a direct variation algebraically and graphically and an inverse variation algebraically. X * *
Criteria Adequate Rating Limited Rating No Evidence Rating 1. Materials emphasize the use of effective instructional practices and learning theory. n/a n/a n/a Students are guided through critical thinking and problem-solving approaches. X * * Concepts are introduced through concrete experiences that use manipulatives and other technologies. X * * Multiple opportunities are provided for students to develop and concepts through the use of calculators, hand held devices, computers, and other technologies. X * * Students use the language of mathematics including specialized vocabulary and symbols. X * * Students use a variety of representations (graphical, numerical, symbolic, verbal, and physical) to connect mathematical concepts. X * * The mathematics content is significant and accurate. n/a n/a n/a Materials are presented in an organized, logical manner represents the current thinking on how students learn mathematics. X * * Materials are organized appropriately within and among units of study. X * * Format design includes titles, subheadings, and appropriate for ease of use. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating AII.6 For absolute value, square root, cube root, rational, polynomial, exponential, and logarithmic functions, the student will n/a n/a n/a recognize the general shape of function families; and X * * use knowledge of transformations to convert between equations and the corresponding graphs of functions. X * *
Alex Larence 17-3 Head Coach COACHING EXPERIENCE Head 17 Power – Metro Volleyball Club (2014-2015) Camp Coach, Suwanee Sports Academy ( 2013 – Present) Coach, IUP Club Team Took team to Nationals Coached soccer, baseball, hockey, basketball and volleyball at YMCA for 10 years, through graduating college in 1993. Coaches children ages 3-16. PLAYING EXPERIENCE Setter at East Stroudsburg University (1989-1991) Ranked top 20 Division I – lettered both years Made final cuts at US Olympic Festival Team (1990) Player/coach – IUP – top ranked club program Served as treasurer first year and president of the club second year Nationals both years AA and Open for 5 years Served as player/coach Playing sophomore in high school OTHER Eye-tracking and analysis expert USA Volleyball Indoor IMPACT/Safesport certified
Algebra 2 Trig - Unit 1 - 1st Degree Polynomials – Chapter 2- Linear Equations and Functions Day 1 (5.2, 2.1) – What is a polynomial? Properties and names of Polynomials. What is a function? Vertical Line Test. Library of parent functions (names, pictures) & recurring themes for the entire year– intercepts, domain, range, solution, increasing/decreasing functions, FTA, end behavior. (SH 22pts) Homework: Pg. 341, #3 – 8 Pg. 76, #5 – 23 odd, 35, 38, 39, 45, 46 . Day 2 (2.2) – What makes a function? Input, output, independent, dependent, discrete, continuous, function notation f(x) and f(3) Understanding Slope & Rate of Change and it's applications, (SH 20pts) Review Summer Homework. Homework: Pg 81, #5 – 9, Pg 86, #24, 44, 45, Pg 94 #60, 68 . Day 3 (2.3, 2.4) Graphing and writing equations of review In Class Work: Worksheet on Graphing & Writing Equations of Lines Homework: Finish in class worksheet, pg 93 #24, 27, 28, 43 – 46, pg 101 #10, 11, 18, 19, 22, 23, 42, 44__ . Day 4 (2.6) – summer homework quiz (35pts) Graphing Calculator – Can you…? What is correlation? Best fitting lines (by hand, by calculator) How do you best represent data? How confident is the representation? In Class Work: Worksheet on Correlation Homework: Pg 117, #3 – 6, 13, 17 – 21, 27 . Day 5 (2.7 Extension)– Piecewise Functions Homework: Pg 131, #1 – 7, 8b and finish Piecewise worksheet _ . Day 6(2.7)– Absolute Functions –TRANSFORMATIONS Packet Homework: Pg 127 #3 – 6, 11, 13, 15 – 17 . Day 7 – Word Problem Day – Homework: Finish WP’s, Prepare Study Guide . Day 8 –Review Day Worksheet / Defend your Study Guide Day Homework: Review WS .
Algebra 2 with Trig Chapter 5 Schedule –2018 Quadratic Functions Monday Tuesday Wednesday Thursday Friday 10/22 LP Practice 10/23 Chapter 3 Review 10/24 Chapter 3 Test 10/25 10/26 Square part 1 10/29 Square part 2 10/30 5-1 Using Transformations to Graph Quadratic Functions 10/31 5-2 Properties of Quadratic Functions 11/1 11/2 5-2 Properties of Quadratic Functions 11/5 FOILING 11/6 Foiling and Factoring 11/7 Quiz 5-1 to 5-2 FOILING and Factoring Practice 11/8 11/9 5-3 Solving Quadratic equations by Graphing and Factoring, part 1 11/12 5-3 Solving Quadratic equations by Graphing and Factoring, part 2 11/13 5-4 Completing the Square, part 1 11/14 5-4 Completing the Square Part 2 11/15 11/17 Completing the Square Practice 11/19 Comparing Methods U6 BI2 L4 11/20 5-5 Complex Numbers and roots 11/21 Quiz 11/22 Thanksgiving 11/23 Break 11/26 5-6 Quadratic Formula 11/27 5-6 Quadratic Formula, part 2 11/28 5-9 Operations with Complex Numbers 11/29 11/30 Modeling with Quadratics 12/3 Review 12/4 Chapter 5 Test 12/5 12/6 12/7 Review
X Y -5 8 -4 0 -3 -6 -2 -10 -1 -12 0 -12 1 -10 2 -6 3 0 4 8 5 18 X Y -10 -1080 -8 -512 -6 -168 -4 0 -2 40 0 0 2 -72 4 -128 6 -120 8 0 10 280 5. 6. 7. Factor and find the zeros of each function. 8. 9.
ABSTRACT TITLE Author(s) + Affiliation(s) + e-mail address of corresponding author Instructions: For abstracts (closing date 03 October 2017): please use the template shown email your completed abstract to For posters No larger than A0 size Posters will only be accepted if accompanying abstracts have been accepted by conference organisers
Assessment: Use the SJSD Revised Argument Rubric for All Content Areas Components Proficiency Indicators Exceeds Meets Revision Not Applicable Claim: clearly states an idea or belief that is supported by evidence *All types of argument Establishes a credible claim. Reasons: cause, justification, or explanation for how the evidence supports the claim *All types of argument Can support claim with clear, valid reasons. Evidence: something that gives a sign or proof of the existence or truth *All types of argument Provides relevant and accurate evidence to back up the reasons. Counterclaim: acknowledges other claims *Policy Argument, Science FACT, Literary Judgment, Math FACT (if applicable) Develops counterclaim fairly including a refutation. Conclusion: summative statement of the argument that was made *Policy Argument, Science FACT, Literary Judgment Provides a concluding statement or section. Content Understanding Demonstrates accurate content knowledge. Sources: publications or other documents or records that give information Uses credible sources.
1.0 With help, I can do some of the 2.0 and 3.0 skills. 0.5 With help, I can do some of the 2.0 skills. 0.0 Even with help, I have no success. . WICR Strategies used during each unit. Writing Writing activities that help students understand the content Inquiry Questioning strategies that help students understand the content Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Reading Any strategies in reading that help students understand Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, . Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make of problems and persevere in solving them. • Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way.
QBA Review MP2 2015 Part 1 What inequality represents the verbal expression? ____ 1. all real numbers less than 64 a. b. c. x > 64 d. x < 64 ____ 2. 2 less than a number n is less than 10 a. 10 < 2 – n c. 2 – n < 10 b. 10 – 2 < n d. n – 2 < 10 number is a solution of the inequality? ____ 3. m  a. –18 b. 2 c. –19 d. –2 ____ 4. 8 < x(7 – x) a. 2 b. 8 c. –1 d. 0 What is the graph of the inequality? ____ 5. x  –3 a. b. c. d. What inequality represents the ____ 6. a. b. x > 5 c. x < 5 d. x < –5 What inequality describes the situation? ____ 7. Let t = the amount Thomas earned. Thomas earned $27 or more. a. b. t < 27 c. d. t > 27 ____ 8. Let n = the number. A number exceeds 67. a. b. n < 67 c. d. n > 67 What are the solutions of the inequality? Graph the solutions. ____ 9. a. b. c. d.
What compound inequality represents the phrase? Graph the solutions. ____ 25. all real numbers that are greater than –4 and less than 4 a. –4  x  4 b. –4 < x < 4 c. –4  x  4 d. –4 < x < 4 ____ 26. all real numbers p that are less than –1 or greater than 8 a. p < –1 or p > 8 b. p < –1 or p 8 c. –1 < p < 8 d. p < 8 or p > –1 27. all real numbers at least –7 and at most 5 28. all real numbers at most –8 or at least 7.5 What are the solutions of the compound inequality? Graph the solutions. ____ 29. a. b. c. d. ____ 30. A student scored 74 and 98 on her two quizzes. Write and solve a compound inequality to find the possible values for a third quiz score that would give her an average between 80 and 90, inclusive. a. b. c. d. What are the solutions of the compound inequality? Graph the solutions. ____ 31. 5x – 8 < –13 or 3x + 6 > 6 a. x < or x > b. x < –10 or x > –3 c. x < –1 or x > 0 d. x < –1 or x > ____ 32. What is the graph of (–9, 1]? a. b. c. d. ____ 33. How do you write and in interval notation? a. (–4, 1) c. [–4, 1] b. [–4, 1) d. (–4, 1]
Mon Tue Wed Thu Fri Week 17 2 Domain & Range Review: students will identify the domain & range from assorted graphs using interval notation. HW – Domain & Range Worksheet 3 Transformations & Function Notation Parent graphs (x2, squareroot, absolute value & cube root?) Transformations 4 Unit 11: TSW identify and the parent functions for absolute value of x, square root of x, and cube root of x. 5 Unit 11: TSW use transformations to translate common parent graphs. 6 Early Release
Week 18 9 Unit 11 TSW graph and evaluate piecewise defined functions. 10 Review 11 Unit 11 QUIZ 12 Review 13 Function Scavenger Hunt Week 19 16 Review 17 Unit 11 Test 18 Final Exam Review 19 Final Exam Review 20 Last day for seniors Written Final Exam Week 20 23 Final Exam Review 24 Final Exam Review 25 Early Release FINALS Multiple Choice Final Exam 26 Early Release FINALS Last Day for Students 27
Algebra 2 Unit 4: Quadratics Name ______________________ Day/Date Lesson Topic(s) Assignment Day 1 A: Nov 1 B: Nov 2 Solving Quadratic Equations by Square Root method, Completing the square and quadratic formula. HW #1 – Worksheet and begin Unit 4 Summary Spiral Review # 3 Due Next Class Day 2 A: Nov 3 B: Nov 4 More Factoring – Factor by grouping; Sum and Difference of Cubes; Solving quadratics by factoring HW #2 – Worksheet Desmos Project Due Next Class Day 3 A: Nov 9 B: Nov 10 Daily Quiz HW #1 (10 MIN max) Connection Solving Equations to Graphing: Show relationship to factoring, completing the square, quadratic formula, etc. HW #3 – Worksheet Day 4 A: Nov 11 B: Nov 14 Daily Quiz HW #2 (10 MIN max) Solve non linear systems graphically and algebraically. Quadratic applications HW #4 –Worksheet Day 5 A: Nov 15 B: Nov 16 Quiz HW #3 (10 MIN max) Writing equations from graphs; Review quadratic regression and applications HW #5 – Unit Summary Day 6 A: Nov 17 B: Nov 18 Unit 4 Review HW #6 – Last Chance Review FOR TEST Day 7 A: Nov 21 B: Nov 22 UNIT 4 TEST! Spiral Review #4 - must earn 50% or higher for grade replacement Due: A: Nov. 30 B: Dec 1 REMEMBER: There will be a cumulative semester test at the end of the second quarter! ALL Spirals must be completed and have earned 50% or higher for grade replacement of Quarter 2 cumulative test. Algebra 2 help Sessions (Tuesdays Room 132 – 8:00 – 8:45am) Get help as soon as you feel you are falling behind.
Socorro Independent School District Leading * Inspiring * Innovating 2016-2017 High School Planning Calendar Algebra 2 1ST 9 WEEKS JULY/AUGUST/SEPTEMBER/OCTOBER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY July 25 Development 26 Staff Development 27 Staff Development 28 Staff Development 29 Staff Development August 1, 2016 First Day of School Rules & Procedures 2 Lesson 1.1 Relations & Functions 3 Lesson 1.1 Relations & Functions 4 Lesson 1.3 Function Operations & Composition 5 Lesson 1.3 Function Operations & Composition 8 Lesson 1.3 Function Operations & Composition 9 Lesson 1.4 Inverse Functions 10 Olweus 11 Lesson 1.4 Inverse Functions 12 Lesson 3.1 Solving Systems Using Tables & Graphs 15 Lesson 3.1 Solving Systems Using Tables & Graphs 16 Lesson 3.2 Solving Systems Algebraically 17 Lesson 3.2 Solving Systems Algebraically 18 REVIEW 19 TEST End of 3 Weeks 22 Lesson 3.3 Systems of Inequalities 23 Lesson 3.3 Systems of Inequalities 24 Lesson 3.5 Systems in Three Variables 25 Lesson 3.5 Systems in Three Variables 26 Lesson 3.5 Systems in Three Variables 29 Lesson 3.6 Solving Systems Using Matrices 30 Lesson 3.6 Solving Systems Using Matrices 31 Early Release September 1 Lesson 3.6 Solving Systems Using Matrices Lesson 3.6 2 Solving Systems Using Matrices 5 Day Holiday 6 Lesson 2.1 Absolute Value Equations 7 Lesson 2.1 Absolute Equations 8 REVIEW End of 6 Weeks 9 TEST 12 Lesson 2.2 Absolute Value Inequalities 13 Lesson 2.2 Absolute Value Inequalities 14 Lesson 2.3 Attributes of Absolute Value Functions 15 Lesson 2.3 Attributes of Absolute Value Functions 16 Lesson 2.4 Transformations Of Absolute Value Functions 19 20 BUFFER DAY 21 BUFFER DAY 22 BUFFER DAY 23
12/21 12/22 Unit Assessment 12/23 Re-teaching 12/24 No school 12/25 No School 12/26 No School 12/27 12/28 12/29 No school 12/30 No school 12/31 No school 1/1 No school 1/2 No school 1/3 Scope and Sequence Overview Lesson Topic Suggesting Pacing and Dates 1 Polynomial Functions 2 days 2 Polynomials, Linear Factors, and Zeros 3 days 3 Solving Polynomial Equations 3days 4 Dividing Polynomials 3 days 5 Polynomial Models in the Real World 2 day
Multiple Representations Multiple Representation (Dividing Polynomial) Concreted Model Symbolic (Polynomial Long Division) Key: ( x2 + 7x + 6 ) (x + 1) Quotient Q(x)=(x + 6) Divisor D(x)=(x + 1) Divident P(x)= ( x2 + 7x + 6 ) Remainder R(x) = 0 Divident = (Divisor)(quotient) + Remainder P(x) = D(x)Q(x) + R(x) Polynomial Graph
1:00—3:00: Review of imaging (Cone beam computed tomography), Joint Vibration Analysis. Discussion of patients and clinical procedures. Staff: Insurance, procedure codes, patient follow-up. 3:15--?: Case studies and/or Q & A. If you need to leave you won’t miss any lecture, but this is a great time to try to tie everything together in your mind so you can use it on Monday. Discussion on working with PRI physical therapists. Cost: $1200.00 for Drs. $300 for staff. This course will be limited to six Dr.’s and one staff per Dr. If we don’t have room we will offer it again in the fall. This is not a beginner’s course, but as the saying goes: if you decide to go swimming it doesn’t matter which end of the pool you jump into. We will proceed as fast as the participants can absorb the material. The Power Points will be given on a ‘thumb drive’ as well as other reference material. This will be new information to most dentists. Breakfast and both days, and dinner on Thursday will be provided by us. Hotel: Candlewood Suites is across the street from our office at . Telephone: Ask for the Craniofacial Pain Center of Nebraska rate. To reserve you place in the course: call Clarissa at 402-488-1113.
23 5/16 Lesson #7: Factoring by Grouping (4 Terms) Lesson #6 HW 24 5/21 Lesson #8: Factoring x2+bx+c Unit 4 Quiz #3: Factoring GCF and Grouping Lesson #7 HW 25 5/23 Lesson #9: Factoring ax2+bx+c Lesson #8 HW 26 5/28 Lesson #10: Factoring Sums/Difference of Cubes Unit 4 Quiz #4: Factoring Trinomials Lesson #9 HW 27 5/30 Lesson #11: Mixed Factoring Lesson #10 HW 28 6/4 Lesson #12: Solving Equations by Factoring Unit 4 Quiz #5: Factoring-All methods Lesson #11 HW 29 6/6 Lesson #13: Quadratic Word Problems by Factoring Lesson #12 HW 30 6/11 Unit 4 Test Review Unit 4 Quiz #6: Solving Equations by Factoring Lesson #13 HW * Polynomial Project Due 31 6/13 Unit 4 TEST 32 6/18 Final Exam Review 33 6/20 Algebra 2 FINAL EXAM 34 6/25 Closure Day (Topics to be determined)
2017 AUTUMN LEAVES FESTIVAL BANDSTAND SCHEDULE FRIDAY OCTOBER 13TH 11:30AM Opening Ceremonies 11:50 – 12:35 The Foothills Band (Bluegrass) 12:35 – 1:20 Crossriver (Gospel) 1:20 – 2:05 Over The Hill Bluegrass Band (Bluegrass) 2:05 – 2:50 Cranford Creek Bluegrass (Bluegrass) 2:50 – 3:35 The Goodfellers (Bluegrass) 3:35 – 4:20 Robert Tilley & The Hard Times Band (Bluegrass) 4:20 – 5:05 Snow Creek Old Time Band (Old Time) 5:05 – 5:50 2 Young 2 Old (Bluegrass) 5:50 – 6:35 Hubert Lawson & The Bluegrass Country Boys (Bluegrass) 6:35 – 7:20 Mountain Park Old Time Band (Old Time) 7:20 – 8:05 The South Carolina Broadcasters (Old Time) 8:05 – 9:00 The Nunn Brothers (Bluegrass) SATURDAY OCTOBER 14TH 9:15 – 10:00 Possum Hollow Old-Time String Band (Old Time) 10:00 – 10:40 Plank Road Telephone Company (Bluegrass) 10:40 – 11:20 Farmington Bluegrass (Bluegrass) 11:20 – 12:00 Bluegrass & Beyond (Bluegrass) 12:00 – 12:45 Twin County Ramblers (Old Time) 12:45 – 1:30 Fisher's Peak Timber Rattlers (Old Time) 1:30 – 2:15 The Southern Gentlemen (Bluegrass) 2:15 – 3:00 The Old-Time Buddies (Old Time) 3:00 – 3:45 Narrow Road (Gospel) 3:45 – 4:30 The Country Boys (Bluegrass) 4:30 – 5:15 The Buckstankle Boys (Bluegrass) 5:15 – 6:00 Slate Mountain Ramblers (Old Time) 6:00 – 6:45 Wood Family Tradition (Bluegrass) 6:45 – 7:30 Steve Marshall & Highroad (Bluegrass) 7:30 – 8:15 The Zephyr Lightning Bolts (Old Time) 8:15 – 9:00 Larry Sigmon & The Unique Sound Of The Mtns. (Old Time) SUNDAY OCTOBER 15TH 1:00 – 2:00 Jonah Riddle & Carolina Express (Bluegrass) 2:00 – 3:00 By Grace (Gospel) 3:00 – 4:00 Rich In Tradition (Bluegrass) 4:00 – 5:00 Silver Leaf Mountain (Bluegrass)
60 quiz 61 Solve rational exponent equations p. 456: 6,7, 10, 14, 36-43, 65 62 Solve rational exponent equations Solve rational exponent equations day 2 WS 63 Review 64 Review 65 Unit 4 Test 66 Rationals: Multiply and Divide rational functions Multiply and divide rational expressions WS 67 Rationals: Add and Subtract rational functions 9-2: Pg. 565 #9-13,28-33 68 Rationals: Solve equations 9-6: Pg. 600-601 #1-8,16-21 69 Mid-chapter review Mid chapter review worksheet 70 Graph Rationals: Horizontal and vertical asymptotes (with technology). Domain and Range. Graphing rational functions day 1worksheet 71 Graph Rationals: Horizontal/Vertical asymptotes and intercepts (with technology). Graphing rational functions day 2 worksheet 72 quiz 73 Write equations given asymptotes and intercepts. Modeling with equations and graphs. Write rational equations worksheet 74 Review 75 Review 76 Unit 5 Test 77 78 79 80 81
B. C. D. 4. Solve the following compound inequality. -6x + 9 < 39 AND 4x - 4 < 12 A. -5 < x < 5 B. x < -5 AND x > 4 C. x < 4 D. -5 < x < 4 5. Solve the following compound inequality. 5x + 7 < -8 OR 5x - 3 > 17 A. x < -4 OR x > 5 B. x < -3 OR x > 4 C. x < D. -3 < x < 4 6. Solve the following inequalities. A.
B. x < C. -1 < x < 3 D. x < -2 OR x > 4 13. Solve the inequality below for y. y + 9 > 6y + 14 A. B. C. D. 14. Solve. 3|x 1| = 3 A. { 1 , 2 } B. { -2 , 0 } C. { -1 , 2 } D. { 0 , 2 } 15. the inequality below for x.
To receive an ‘A’, the student must show ‘A’ level mastery in at least 4 of the 7 available TSW’s and ‘B’ level mastery on all of the remaining TSW’s. TSW ‘A’ LEVEL (in addition to B-level work, the student also) ‘B’ LEVEL Notes write prime factorizations and find the Greatest Common Factor of monomials Uses GCF to create and solve own word problems. Uses prime factorization to find all the factors of a number. Identifies the GCF of numbers and monomials using prime factorization. factor polynomials using the GCF N/A Applies GCF and grouping techniques to factor polynomials. factor quadratic trinomials of the form x2 + bx + c Recognizes when a trinomial can be factorized; applies various techniques to factorize. Factor a quadratic in the form . factor quadratic trinomials of the form ax2 + bx + c Elaborates on the differences between factoring x2 + bx + c and ax2 + bx + c. Successfully applies the FOIL or other method to factorize. factor perfect square trinomials using difference of two squares Justifies using perfect squares. Determines if a trinomial is a perfect square; factors using perfect squares and difference of two squares. use appropriate methods to factor a multitude of polynomials Justifies using a particular factoring method and lists possible alternatives. Matches various methods of factorizing to appropriate polynomials; factorizes. develop and/or engage in a real-life activity involving some or all of the concepts covered in this unit. Reflects on the project and consistently justifies the mathematical concepts used and how they apply to the activity. Activity clearly demonstrates mastery of key concepts of the unit as defined in this rubric; student articulates and explains mathematical concepts used.
Secondary Algebra Training Academy, August 6 2013 Workshop Schedule 9:00 - 10:15 Welcome and introductions Growth vs. fixed mindset Clothesline algebra Adult Ed/AHS standards Webb’s DOK 10: 15 – 10:30 Break 10:30 – 12:15 Polya problem solving model Seeking patterns, building 2 color counters 12:15 – 1:15 Lunch 1:15 – 2:30 Algebra tiles Cards TI 30 SX Multiview/Exponents 2:30 – 2:45 Break 2:45 – 3:45 Teaching with questions Modeling: Phone plan GED 2014 Math anxiety 3:45 – 4:30 Resource sharing, evaluation Workshop Objectives - Understand the importance of developing algebra skills for adult secondary learners - Understand ways to help ease math anxiety and strengthen adult secondary learners' content knowledge through fostering collaboration and communication in the classroom - Learn how to generate interest in algebra through media and manipulation for adult secondary learners - Develop contextualized lesson plans based on Adult Education Standards for adult secondary learners
Monday 05th March Monday 12th March LABOUR DAY Monday 19th March Cathy Monday 26th March Glenda Morning tea Bayswater Hotel NO SERVICE PUBLIC HOLIDAY Morning Tea Crave Boronia Morning Tea The Eastern Golf Club CBROE - ALF Mondays Planned Activity Group – March 2018 In the event of emergency contact Staff on 9735 7900 or 0437 373 225
F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★ Not included in the course. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. Not included in the course. F-LE.A.1a Distinguish between situations that can be modeled with linear functions and with exponential functions. a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. Not included in the course. F-LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Not included in the course. S-ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. Not included in the course.
Monday 06th November Emma & Staff Monday 13th November Glenda & Emma Monday 20th November Emma & Staff Monday 27th November Glenda & Staff Morning tea Lunch at Croydon Hotel Morning Tea Lunch at Kingsland Chinese Morning Tea Lunch at Dixons Creek Bar and Grill Morning Tea Lunch at Elevation Emerald CBROE - ALF Mondays Planned Activity Group – November 2017 In the event of emergency contact Staff on 9735 7900 or 0437 373 225 or Team Leader Sharon 0477 801 122
Recognize that sequences are functions, sometimes defined recursively, domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n – 1), for n > 1.★ Domain: Building Functions (F-BF) Cluster: Build a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. Linear functions have a constant difference, whereas exponential functions have a constant ratio. Real situations can be represented symbolically and graphically. Essential Question(s) What are the characteristics of exponential functions? What are real world models of exponential growth and decay? How can one differentiate an exponential model from a linear model given a real world set of data? Objective(s): Students will describe and interpret exponential functions that fit the patterns. Students will evaluate and graph exponential functions. Students will model exponential growth and decay. Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Use the textbook resources to address procedural skill and fluency. Pearson Chapter 7- Exponents and Exponential Functions (Briefly review 7-1, 7-3, 7-4, & 7-5 as needed) 7-6 Exponential Functions 7-7 Exponential Growth & Decay Glencoe 7-6 Exponential Functions Use the following resources to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to problems. Task(s) Illustrative Math: Snake on a Plane Illustrative Math: College Fund Illustrative Math: Folding decay, decay factor Writing in Math /Discussion How does the graph of y = bx change as the base b increase or decreases? How can you tell if an exponential function models growth or decay? Give an example of an exponential function in the form y = abx that is neither an exponential growth function nor an exponential decay function. Explain your reasoning. Explain how the recursive rule and the exponential rule are related?
HOMEWORK – Chapter 12 Day #5 Name _______________________________________ Date ________
Both Sides Learning Activity Quiz: Solving Inequalities with Variables on Both Sides 1-6: Solving Compound & Absolute Inequalities CompassLearning Odyssey https://www.thelearningodyssey.com/ Learning Activity -A1551 Solving Compound Inequalities Learning Activity -A1552 Quiz: Solving Compound Inequalities Learning Activity -A1561 Absolute Value Equations and Inequalities Learning Activity -A1562 Quiz: Absolute Value Equations and Inequalities Chapter 2 2-1: Relations and Functions CompassLearning Odyssey https://www.thelearningodyssey.com/ Learning Activity -A1621 Introduction to the Coordinate Plane and Relations Learning Activity -a2020 Domain and Range of a Function Learning Activity -aqa2020 AQ: Domain and of a Function Learning Activity -A1631 Identifying Functions Learning Activity -A1632 Quiz: Identifying Functions 2-2: Linear Relations and Functions CompassLearning Odyssey https://www.thelearningodyssey.com/ Learning Activity -A1641 Function Rules, Tables, and Graphs Learning Activity -A1642 Quiz: Function Rules, Tables, and Graphs Learning Activity -pc090 Linear Functions Learning Activity -a2020 Domain and Range of a Function Learning Activity -aqa2020 AQ: Domain and Range of a Function Learning Activity -a2060 Graphing Linear Functions Learning Activity -aqa2060 AQ: Graphing Linear Functions
Focused Mathematical Practices MP 2: Reason abstractly and quantitatively MP4: with mathematics MP 5: Use appropriate tools strategically MP 6: Attend to precision MP7: Look for and make sense of structure Vocabulary Rational functions, Parent function, Domain, Range. Fluency Computing with percent and Ratios Writing linear functions with one variables Domain and Range Suggested Structure and Pacing day Objective(s) covered Mind “Blocks” (see Professional Support for further lesson details) MP Additional Notes Day 1 1 & 2 Block 1 & 2 2,4,7 Overview: “Rational Function” Pages 1 - 4 Explore: “Modeling with rational functions” page 1 – 5 Day 2 1 & 2 & 3 Block 3 & 4 2, 4, 7 Explore: “Modeling with rational functions” pages 6 – 12 CCSS Concepts What students will know Skills What students will be able to do Material/Resource
write rational equations to model problem situation Solve rational equations using graphs, tables, and analytic strategies Identify extraneous solutions. Focused Mathematical Practices MP 2: Reason abstractly and quantitatively MP4: Model with mathematics MP7: Look for and make sense of structure Vocabulary: Rational Equations, Extraneous solutions Fluency Solving proportion Solving linear equations with variables on both sides of the equal sign Creating linear equations with one variable Computing rates in terms of distance and time Suggested Topic Structure and Pacing Day Objective(s) covered Agile Mind “Blocks” (see Professional Support for further lesson details) MP Additional Notes 1 1, 2 Block 2 2, 4, 7 Exploring "Solution Methods" 6 – 11 CCSS Concepts What students will know Skills What students will be able to do Material/Resource A-REI A.2: Understand solving equations as a process of reasoning and explain the reasoning 2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. A-CED. A.1: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. Day1 (Concept) Review: Definition of Definition of proportion New Definition of rational equations Definition of extraneous solution Day 1 (Skills) Review Computing rates using distance and time Solving equations with variables on both ides Writing proportions Solving proportions New Creating rational equations Solving rational equations Day 1 (Material) Mind Topic 9 * Exploring “Rational Equations ” P 6-11 SAS 2 Suggested assignment: SAS 2 Q19a-c More Practice 1 10: Square root functions and Equation Topic Objectives (Note: these are not in 3-part or SMART objective format) After completing the topic square root functions and equations, students will be able to .
Strand: Sequences and Series Content Standard 5: Students will use sequences and series to represent and analyze mathematical situations. Connections to CCSS-M SS.5. AIII.1 Write arithmetic and geometric sequences both recursively and with an explicit formula; translate between the two forms F.BF.2 SS.5. AIII.2 Use arithmetic and geometric sequences both recursively and with an explicit formula to situations F.BF.2 SS.5. AIII.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers F.IF.3 SS.5. AIII.4 Use sequences and series to solve real world problems, with and without appropriate technology Not Applicable
________ 36) ________ 37) ________ 38) ________ 39) ________ 40) ________ 41) –0.7 – 0.78 ________ 42) –121 + 121 ________ 43) ________ 44) ________ 45) ________ 46) ________ 47) 4(2x – 3) ________ 48) –5(3y + 12) ________ 49) –(6a – 18) ________ 50) ________ 51) ________ 52) 2 – (x – 7) ________ 53) ________ 54) ________ 55) ________ 56) ________ 57) ________ 58) ________ 59) 0.4(3x – 0.26) ________ 60) Objective: Exponents and Square Roots Write each expression using exponents.
Find the slopes and y-intercepts of the linear functions f and g. Then compare the graphs of the two functions. 1. f(x)  x  2 slope of f  _________________ slope of g  _________________ y-intercept of f: _________________ y-intercept of g: _________________ 2. f(x)  6x  1 slope: of f  _______ of g  _______ y-intercept: of f _______ of g  _______ ______________________________________________ ______________________________________________ ______________________________________ Objective: Comparing Functions, cont. Four Views of a situation: Example Rate of Change (slope) Initial