3.1 Graphing Relationships
|
|
|
- Bethanie Conley
- 5 years ago
- Views:
Transcription
1 3.1 Graphing Relationships Can you think of a situation which these graphs could represent? 3.1 Graphing Relationships 1. Match simple graphs with situations. 2. Graph a relationship. Displaying trends, visually communicating large data
2 I. Relating Graphs to Situations 1. Each day several leaves fall from a tree. One day a gust of wind blows off many leaves. Eventually, there are no more leaves on the tree. Choose the graph that best represents the situation. Step 1 Read the graphs from left to right to show time passing. Step 2 List key words in order and decide which graph shows them. Step 3 Pick the graph that shows all the key phrases in order. 2. The air temperature increased steadily for several hours and then remained constant. At the end of the day, the temperature increased slightly before dropping sharply. Choose the graph that best represents this situation. What are the key words that led you to choose your graph?
3 II. Determining Continuous versus Discrete Continuous graph As seen in Example 1, some graphs are connected lines or curves called continuous graphs. Discrete graph Some graphs are only distinct points. They are called discrete graphs. The graph on theme park attendance is an example of a discrete graph. It consists of distinct points because each year is distinct and people are counted in whole numbers only. The values between whole numbers are not included, since they have no meaning for the situation. III. Sketching Graphs for Situations 3. Sketch a graph for the situation. Tell whether the graph is continuous or discrete. "A truck driver enters a street, drives at a constant speed, stops at a light, and then continues." As time passes during the trip (moving left to right along the x axis) the truck's speed (y axis) does the following: The graph is continuous.
4 Helpful Hint When sketching or interpreting a graph, pay close attention to the labels on each axis! 4. Sketch a graph for the situation. Tell whether the graph is continuous or discrete. "A small bookstore sold between 5 and 8 books each day for 7 days." a. What variable would go on the x axis? y axis? Why? b. What is an appropriate range and scale for each axis? c. Sketch the graph. d. Is the graph discrete or continuous? The number of books sold (y axis) varies for each day (x axis). Since the bookstore can only sell whole numbers of books, the graph is 7 distinct points. The graph is discrete.
5 5. Jamie is taking an 8 week keyboarding class. At the end of each week, she takes a test to find the number of words she can type per minute. She improves each week. a. What variable is on the x and y axis? b. Appropriate range and scale? c. Sketch graph. d. Discrete or continuous? Each week (x axis) her typing speed is measured. She gets a separate score (y axis) for each test. Since each test score is a whole number, the graph consists of 8 distinct points. The graph is discrete. 6. Henry begins to drain a water tank by opening a valve. Then he opens another valve. Then he closes the first valve. He leaves the second valve open until the tank is empty. a. What variable is on the x and y axis? b. Appropriate range and scale? c. Sketch graph. d. Discrete or continuous? As time passes while draining the tank (moving left to right along the x axis) the water level (y axis) does the following: initially declines decline more rapidly and then the decline slows down. The graph is continuous.
6 IV. Intro to Writing Situations for Graphs 7. Can you think of a situation which these graphs could represent? Step 1: Identify labels on x and y axis. Step 2: Analyze sections. For example... over time, the speed... Possible situation: Both graphs show a relationship about a child going down a slide Graph A represents the child s distance from the ground related t time. Graph B represents the child s Speed related to time. 8. Can you think of a possible situation which this graph could represent? Step 1: Identify labels on x axis: and y axis. Step 2 Analyze sections... over time, the speed... Possible situation: A car approaching traffic slows down, drives at a constant speed, and then slows down until coming to a complete stop.
7 9. Can you think of a situation which this graph could represent? Step 1: Identify labels on x axis: and y axis. Step 2 Analyze sections... over time, the speed... Possible situation: When the number of students reaches a certain point, the number of pizzas bought increases. 3.1 p.167 #3 16 all, 22 24, *20 problems *show drug videoin support of drug awareness week
8 Attachments notebook.galleryitem
4-1 Graphing Relationships. Holt Algebra 11
4-1 Graphing Relationships Warm Up Lesson Presentation Lesson Quiz 1 Bell Quiz 4-1 State whether each word or phrase represents an amount that is increasing, decreasing, or constant. 2 pts1. stays the
Math 7 Notes - Unit 4 Pattern & Functions
Math 7 Notes - Unit 4 Pattern & Functions Syllabus Objective: (3.2) The student will create tables, charts, and graphs to extend a pattern in order to describe a linear rule, including integer values.
Unit 6: Formulas and Patterns
Section 6.1: Connect the Dots? Section 6.2: Equations and Graphs Section 6.3: Graphing Equations by Plotting Points Section 6.4: Intercepts Section 6.5: Horizontal and Vertical Lines Section 6.6: Looking
Lesson 8 Practice Problems
Name: Date: Lesson 8 Skills Practice 1. Plot and label the points. A. (8, 2) B. (0, 0) C. (0, 5) D. (10, 10) E. ( 4, 4) F. ( 9, 1) G. ( 5, 0) H. (2, 8) 2. Give the coordinates of each of the points shown
Lesson 8: Graphs and Graphing Linear Equations
A critical skill required for the study of algebra is the ability to construct and interpret graphs. In this lesson we will learn how the Cartesian plane is used for constructing graphs and plotting data.
Identifying Slope and y-intercept slope y = mx + b
Practice 1 Identifying m and b Identifying Slope and y-intercept slope y = mx + b y-intercept 1 1. For each of the following, identify the slope and y-intercept, OR use the slope and y-intercept to write
Practice 7-1. Graphing on a Coordinate Plane. Give the coordinates AND quadrant of each point. 1. F 2. X 3. T 4. B 5. D 6. R 7. H 8.
Chapter 7 Practice 7-1 Graphing on a Coordinate Plane Give the coordinates AND quadrant of each point. 1. F 2. X 3. T 4. B 5. D 6. R 7. H 8. Y Graph and label each point on the coordinate plane. 9. A(2
Math 7 Notes - Unit 4 Pattern & Functions
Math 7 Notes - Unit 4 Pattern & Functions Syllabus Objective: (.) The student will create tables, charts, and graphs to etend a pattern in order to describe a linear rule, including integer values. Syllabus
Math 1201 Unit 5: Relations & Functions. Ch. 5 Notes
Math 1201 Unit 5: Relations & Functions Read Building On, Big Ideas, and New Vocabulary, p. 254 text. 5.1 Representing Relations (0.5 class) Read Lesson Focus p. 256 text. Outcomes Ch. 5 Notes 1. Define
DO MORE! Solve Linear Inequalities(Part 2)
Directions: Solve and graph the inequality DO MORE! Solve Linear Inequalities(Part 2) 1. 1 3 b < 6 2. 5s 9 2(s 6) Directions: Solve and graph the inequality if possible; if not determine the solutions.
Eureka Math. Algebra I, Module 5. Student File_B. Contains Exit Ticket, and Assessment Materials
A Story of Functions Eureka Math Algebra I, Module 5 Student File_B Contains Exit Ticket, and Assessment Materials Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work
Unit 2A: Systems of Equations and Inequalities
Unit A: Systems of Equations and Inequalities In this unit, you will learn how to do the following: Learning Target #1: Creating and Solving Systems of Equations Identify the solution to a system from
II. Functions. 61. Find a way to graph the line from the problem 59 on your calculator. Sketch the calculator graph here, including the window values:
II Functions Week 4 Functions: graphs, tables and formulas Problem of the Week: The Farmer s Fence A field bounded on one side by a river is to be fenced on three sides so as to form a rectangular enclosure
Week 8 Problems. #2 Points possible: 1. Total attempts: 2 Enter your answer rounded to two decimal places.
Week 8 Problems Name: Neal Nelson Show Scored View # Points possible:. Total attempts: A pilot is flying over a straight highway. He determines the angles of depression to two mileposts,.6 mi apart, to
Algebra I Notes Graphs of Functions OBJECTIVES: F.IF.A.1 Understand the concept of a function and use function notation. F.IF.A.2.
OBJECTIVES: F.IF.A.1 Understand the concept of a function and use function notation. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element
Chapter 7: Linear Functions and Inequalities
Chapter 7: Linear Functions and Inequalities Index: A: Absolute Value U4L9 B: Step Functions U4L9 C: The Truth About Graphs U4L10 D: Graphs of Linear Inequalities U4L11 E: More Graphs of Linear Inequalities
3.6 MONITORING AND CONTROL SYSTEMS
3.6 MONITORING AND CONTROL SYSTEMS 3.6.1 OVERVIEW OF MONITORING AND CONTROL SYSTEMS REAL-TIME APPLICATIONS A real-time system is one that can react quickly enough to data input to affect the real world.
Unit 0: Extending Algebra 1 Concepts
1 What is a Function? Unit 0: Extending Algebra 1 Concepts Definition: ---Function Notation--- Example: f(x) = x 2 1 Mapping Diagram Use the Vertical Line Test Interval Notation A convenient and compact
The Normal Distribution & z-scores
& z-scores Distributions: Who needs them? Why are we interested in distributions? Important link between distributions and probabilities of events If we know the distribution of a set of events, then we
Pre-Algebra Class 9 - Graphing
Pre-Algebra Class 9 - Graphing Contents In this lecture we are going to learn about the rectangular coordinate system and how to use graphs to pictorially represent equations and trends. 1 Rectangular
boxplot - A graphic way of showing a summary of data using the median, quartiles, and extremes of the data.
Learning Target Create scatterplots and identify whether there is a relationship between two sets of data. Draw a line of best fit and use it to make predictions. Focus Questions How can I organize data?
G r a d e 1 1 A p p l i e d M a t h e m a t i c s ( 3 0 S ) Final Practice Examination
G r a d e 1 1 A p p l i e d M a t h e m a t i c s ( 3 0 S ) Final Practice Examination G r a d e 1 1 A p p l i e d M a t h e m a t i c s Final Practice Examination Name: Student Number: For Marker s Use
Lesson 21: Solution Sets to Inequalities with Two Variables
Student Outcomes Students recognize and identify solutions to two variable inequalities. They represent the solution set graphically. They create two variable inequalities to represent a situation. Students
Recognizing Bias in Graphs
Name Date Class WORKSHEET 28 Recognizing Bias in Graphs Graphs can be used to display your data at a glance. However, graphs can distort your results if you are not careful. The picture that results may
Lesson 7.2 _ Unlock the Problem. Math Talk. Try This! Evaluate the expression Name. Chapter 7 363
Name Evaluate Expressions Involving Exponents Essential Question How do you use the order of operations to evaluate expressions involving exponents? A numerical expression is a mathematical phrase that
Topic 1. Mrs. Daniel Algebra 1
Topic 1 Mrs. Daniel Algebra 1 Table of Contents 1.1: Solving Equations 2.1: Modeling with Expressions 2.2: Creating & Solving Equations 2.3: Solving for Variable 2.4: Creating & Solving Inequalities 2.5:
Homework Packet Week #2
All problems with answers or work are examples. Homework Packet Week #2 Section 1.1 Determine the independent and dependent quantities in each scenario. (1-2) 1. Phillip enjoys rock climbing on the weekends.
Students interpret the meaning of the point of intersection of two graphs and use analytic tools to find its coordinates.
Student Outcomes Students interpret the meaning of the point of intersection of two graphs and use analytic tools to find its coordinates. Classwork Example 1 (7 minutes) Have students read the situation
Essential Questions. Key Terms. Algebra. Arithmetic Sequence
Linear Equations and Inequalities Introduction Average Rate of Change Coefficient Constant Rate of Change Continuous Discrete Domain End Behaviors Equation Explicit Formula Expression Factor Inequality
Your Name: Section: INTRODUCTION TO STATISTICAL REASONING Computer Lab #4 Scatterplots and Regression
Your Name: Section: 36-201 INTRODUCTION TO STATISTICAL REASONING Computer Lab #4 Scatterplots and Regression Objectives: 1. To learn how to interpret scatterplots. Specifically you will investigate, using
Activity One: Getting started with linear programming. This problem is based on a problem in the Algebra II Indicators for Goal 1.
Linear Programming Goals: 1. Describe graphically, algebraically, and verbally real-world phenomena as functions; identify the independent and dependent variables (3.01) 2. Translate among graphic, algebraic,
Chapter at a Glance FLORIDA. Benchmark Lesson Worktext CHAPTER 3 CHAPTER 3. Student Textbook. Chapter 3 Graphs and Functions 49.
Graphs and Functions FLORIDA CHAPTER 3 Name Class Date Chapter at a Glance Copright b Holt McDougal. All rights reserved. Benchmark Lesson Worktet Student Tetbook Remember It? 51 5 Rev. MA.7.G..3 3-1 Ordered
CHAPTER 3: REPRESENTATIONS OF A LINE (4 WEEKS)...
Table of Contents CHAPTER 3: REPRESENTATIONS OF A LINE (4 WEEKS)... 1 SECTION 3.1: REPRESENT LINEAR PATTERNS AND CONTEXTS... 4 3.1a Class Activity: Connect the Rule to the Pattern... 5 3.1a Homework: Connect
Independent Practice #2
All problems with answers or work are examples. Independent Practice #2 Section 1.1 Determine the independent and dependent quantities in each scenario. (1-2) 1. Phillip enjoys rock climbing on the weekends.
Let s review some things we learned earlier about the information we can gather from the graph of a quadratic.
Section 6: Quadratic Equations and Functions Part 2 Section 6 Topic 1 Observations from a Graph of a Quadratic Function Let s review some things we learned earlier about the information we can gather from
Algebra 1 (ACP1) Summer Refresher Assignment
Algebra 1 (ACP1) Summer Refresher Assignment This summer bridge assignment represents topics from the first chapter of the text. These topics will not be taught in class. However, please go to http://www.glencoe.com/sec/math/algebra/algebra1/algebra1_05/index.php4/oh
Ready To Go On? Skills Intervention 4-1 Graphing Relationships
Read To Go On? Skills Intervention -1 Graphing Relationships Find these vocabular words in Lesson -1 and the Multilingual Glossar. Vocabular continuous graph discrete graph Relating Graphs to Situations
i) Natural numbers: Counting numbers, i.e, 1, 2, 3, 4,. are called natural numbers.
Chapter 1 Integers Types of Numbers i) Natural numbers: Counting numbers, i.e, 1, 2, 3, 4,. are called natural numbers. ii) Whole numbers: Counting numbers and 0, i.e., 0, 1, 2, 3, 4, 5,.. are called whole
The Normal Distribution & z-scores
& z-scores Distributions: Who needs them? Why are we interested in distributions? Important link between distributions and probabilities of events If we know the distribution of a set of events, then we
Pre-Test. David s Bike Ride. Distance from Home (miles) Time (minutes) Chapter 1 Assessments Carnegie Learning
Pre-Test Name Date. Hector knows there is a relationship between the number of cars he washes and the time it takes him to wash those cars. Identif the independent quantit and the dependent quantit in
Systems of Linear Equations and Graphs
8.1 Systems of Linear Equations and Graphs Focus on explaining the meaning of the point of intersection of two linear equations solving systems of linear equations by creating graphs, with and without
Name: Beaumont Middle School 8th Grade, Advanced Algebra I Topic 3a
Beaumont Middle School 8th Grade, 2018-2019 Advanced Algebra I Topic 3a Name: I can model a life situation with a graph. I can distinguish between a function and a relation. I can represent ordered pairs
UNIT 4 DESCRIPTIVE STATISTICS Lesson 2: Working with Two Categorical and Quantitative Variables Instruction
Prerequisite Skills This lesson requires the use of the following skills: plotting points on the coordinate plane, given data in a table plotting the graph of a linear function, given an equation plotting
Making Science Graphs and Interpreting Data
Making Science Graphs and Interpreting Data Scientific Graphs: Most scientific graphs are made as line graphs. There may be times when other types would be appropriate, but they are rare. The lines on
1.2 Characteristics of Function Graphs
1.2 Characteristics of Function Graphs Essential Question: What are some of the attributes of a function, and how are they related to the function s graph? Resource Locker Explore Identifying Attributes
Normal Curves and Sampling Distributions
Normal Curves and Sampling Distributions 6 Copyright Cengage Learning. All rights reserved. Section 6.2 Standard Units and Areas Under the Standard Normal Distribution Copyright Cengage Learning. All rights
The first few questions on this worksheet will deal with measures of central tendency. These data types tell us where the center of the data set lies.
Instructions: You are given the following data below these instructions. Your client (Courtney) wants you to statistically analyze the data to help her reach conclusions about how well she is teaching.
Math 20 Practice Exam #2 Problems and Their Solutions!
Math 20 Practice Exam #2 Problems and Their Solutions! #1) Solve the linear system by graphing: Isolate for in both equations. Graph the two lines using the slope-intercept method. The two lines intersect
line test). If it intersects such a line more than once it assumes the same y-value more than once, and is therefore not one-to-one.
AP Calculus Assignment #5; New Functions from Old Name: One-to One Functions As you know, a function is a rule that assigns a single value in its range to each point in its domain. Some functions assign
Advanced Algebra Chapter 3 - Note Taking Guidelines
Advanced Algebra Chapter 3 - Note Taking Guidelines 3.1 Constant-Increase or Constant-Decrease Situations 1. What type of function can always be used to model a Constant-Increase or Constant-Decrease Situations
The Normal Distribution & z-scores
& z-scores Distributions: Who needs them? Why are we interested in distributions? Important link between distributions and probabilities of events If we know the distribution of a set of events, then we
RELEASED. Student Booklet. Precalculus. Fall 2015 NC Final Exam. Released Items
Released Items Public Schools of North arolina State oard of Education epartment of Public Instruction Raleigh, North arolina 27699-6314 Fall 2015 N Final Exam Precalculus Student ooklet opyright 2015
Pre-Algebra Notes Unit 8: Graphs and Functions
Pre-Algebra Notes Unit 8: Graphs and Functions The Coordinate Plane A coordinate plane is formed b the intersection of a horizontal number line called the -ais and a vertical number line called the -ais.
Name Class Date. Understanding Functions
Name Class Date 3-2 Relations and Functions Going Deeper Essential question: How do you represent functions? F-IF.. ENGAGE Understanding Functions A set is a collection of items called elements. A function
Step 2: Find the coordinates of the vertex (h, k) Step 5: State the zeros and interpret what they mean. Step 6: Make sure you answered all questions.
Chapter 4 No Problem Word Problems! Name: Algebra 2 Period: 1 2 3 4 5 6 A. Solving from Standard Form 1. A ball is thrown so its height, h, in feet, is given by the equation h = 16t! + 10t where t is the
ACTIVITY TWO CONSTANT VELOCITY IN TWO DIRECTIONS
1 ACTIVITY TWO CONSTANT VELOCITY IN TWO DIRECTIONS Purpose The overall goal of this activity is for students to analyze the motion of an object moving with constant velocity along a diagonal line. In this
Practices (1) 6.MP.2. Reason abstractly and quantitatively.
Common Core Scope and Sequence Sixth Grade Quarter 3 Unit 6: Coordinate Plane and Proportional Relationships Domain: The Number System, Geometry, Expressions and Equations, Ratios and Proportional Relationships
Fractions Part 1 Chapter Problems
Fractions Part Chapter Problems Meaning of Fractions Identify the numerator in each of the following fractions:...... Identify the denominator in each of the following fractions:... 0... State whether
Fair Game Review. Chapter 2. and y = 5. Evaluate the expression when x = xy 2. 4x. Evaluate the expression when a = 9 and b = 4.
Name Date Chapter Fair Game Review Evaluate the epression when = and =.... 0 +. 8( ) Evaluate the epression when a = 9 and b =.. ab. a ( b + ) 7. b b 7 8. 7b + ( ab ) 9. You go to the movies with five
Applications. 72 Variables and Patterns
Applications. Sean bought a DVD player and a receiver. The store offered him an interest-free payment plan with weekly installments. Sean figured out that after n weeks of payments, he would still owe
Lesson 5: Identifying Proportional and Non-Proportional Relationships in Graphs
Lesson 5: Identifying Proportional and Non-Proportional Relationships in Graphs Student Outcomes Students decide whether two quantities are proportional to each other by graphing on a coordinate plane
b. Find the slope of the line through the points (66, 166) and (73, 178). Explain the real-world meaning of the slope.
Chapter 4 Quiz 1 1. Find the slope and the equation of each line. a. y b. y c. y 0 0 0 2. Find the slope of the line through each pair of points, then name another point on the same line. a. (2, 0) and
Quadratic Functions. Chapter Properties of Quadratic Functions... p Investigating Quadratic Functions... p. 6 in Vertex Form: Part 1
Chapter 3 Quadratic Functions 3. Properties of Quadratic Functions........... p. 1 3.1 Investigating Quadratic Functions........... p. 6 in Vertex Form: Part 1 3.1 Investigating Quadratic Functions...........
MAFS Algebra 1. Quadratic Functions. Day 17 - Student Packet
MAFS Algebra 1 Quadratic Functions Day 17 - Student Packet Day 17: Quadratic Functions MAFS.912.F-IF.3.7a, MAFS.912.F-IF.3.8a I CAN graph a quadratic function using key features identify and interpret
Chapter 3: Functions
Chapter 3: Functions Index: A: Introduction to Functions 1 Page 2 B: Introduction to Functions 2 (U3 L1) Page 8 C: Function Notation (U3 L2) Page 13 D: Graphs of Functions (U3 L3) Page 18 E: Graphical
4-1 (Part 2) Graphing Quadratics, Interpreting Parabolas
4-1 (Part 2) Graphing Quadratics, Interpreting Parabolas Objectives Students will be able to: Find the vertex and y-intercept of a parabola Graph a parabola Use quadratic models to analyze problem situations.
LCD: 2 ( ) ( ) Interval Notation: (
MTH 065 Class notes Lecture 3 (1.4b 1.6) Section 1.4: Linear Inequalities Graphing Linear Inequalities and Interval Notation We will look at two ways to write the solution set for a linear inequality:
Page 1 CCM6 Unit 10 Graphing UNIT 10 COORDINATE PLANE. CCM Name: Math Teacher: Projected Test Date:
Page 1 CCM6 Unit 10 Graphing UNIT 10 COORDINATE PLANE CCM6 2016-17 Name: Math Teacher: Projected Test Date: Main Concept Page(s) Vocabulary 2 Coordinate Plane Introduction graph and label 3-6 Reflect across
DLA Review Printable Version
1. In the equation y = 7x + 3, as the value of x decreases by 1, what happens to the value of y?. A cell phone company charges $.00 a month plus an additional $0.10 per call. A competitor charges $10.00
SCHOLAR CYCLE: SEMESTER: AUGUST-DECEMBER 2017 REVIEW ACTIVITY OF MATHEMATICS I DATE: OCTOBER 2017
UANL UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN SCHOLAR CYCLE: 017 018 SEMESTER: AUGUST-DECEMBER 017 REVIEW ACTIVITY OF MATHEMATICS I DATE: OCTOBER 017 MADE BY: MATHEMATICS ACADEMY FIRST SEMESTER ACADEMY COORDINATOR
Graphing Calculator Activity: Compound Inequalities
Graphing Calculator Activity: Compound Inequalities GIVEN: 2 < 3x < 2 STEP : Rewrite Inequality Rewrite as two separate inequalities joined by and. 2 < 3x and 3x < 2 STEP 2: Enter Inequality in Y= To enter
Lesson 1: The Path of a Ball s Flight
Opening Exploration [adapted from the UCLA Curtis Center] In this activity, you will model the path of an object in projectile motion. To do this, several students will line up at regular intervals about
Common Core Algebra 2. Chapter 1: Linear Functions
Common Core Algebra 2 Chapter 1: Linear Functions 1 1.1 Parent Functions and Transformations Essential Question: What are the characteristics of some of the basic parent functions? What You Will Learn
Proloquo 2 Go. Tips for Getting Started
Proloquo 2 Go Tips for Getting Started Orientation to the App for Staff Michele Haczkewicz Good Spirit School Division #204 P a g e 2 Proloquo 2 Go Setting Up GEAR - SETTING BUTTON CUSTOMIZATION STUDENT
Power Standard 5 Practice Test
Name Date 1) Variable a. A symbol that is used to represent a number. b. A symbol that is used to represent another symbol. c. A number that is used to represent a symbol. 2) Expression Power Standard
9-1: Slope NAME: 1. What do you think is meant by the terms rise and run?
9-1: Slope NAME: CUES: PER: DATE: 1. What do you think is meant by the terms rise and run? 2. What is the vertical change between: a. points A and B? b. points A and C? c. points C and D? 3. What is the
3.7 Graphs of Real- World Situations
3.7 Graphs of Real- World Situations In this lesson ou will describe graphs using the words increasing, decreasing, linear, and nonlinear match graphs with descriptions of real- world situations learn
Practice 5-1. Mixed Exercises. Find the slope of each line. 3 y. 5 y. Find the slope of the line passing through each pair of points.
Practice - Mied Eercises Find the slope of each line.... 6 6.. 6. Find the slope of the line passing through each pair of points. 7. (, ), (, ) 8. (7, ), (, ) 9. (0, ), (, 6) 0. (, ), (, ). (, ), (6, 7).
Honors Pre-Calculus. 6.1: Vector Word Problems
Honors Pre-Calculus 6.1: Vector Word Problems 1. A sled on an inclined plane weighs 00 lb, and the plane makes an angle of 0 degrees with the horizontal. What force, perpendicular to the plane, is exerted
Georgia Online Formative Assessment Resource (GOFAR) AG Algebra Functions Domain
AG Algebra Functions Domain Name: Date: Copyright 2014 by Georgia Department of Education. Items shall not be used in a third party system or displayed publicly. Page: (1 of 21 ) 1. Which is equivalent
Do you need a worksheet or a copy of the teacher notes? Go to
Name Period Day Date Assignment (Due the next class meeting) Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday
10.3 vertex and max values with comparing functions 2016 ink.notebook. March 14, Vertex and Max Value & Page 101.
10.3 vertex and max values with comparing functions 2016 ink.notebook Page 101 Page 102 10.3 Vertex and Value and Comparing Functions Algebra: Transformations of Functions Page 103 Page 104 Lesson Objectives
Lecture 8 Network Flow Models
Lecture 8 Andrew Nunekpeku / Charles Jackson Fall 2011 Outline 1 1 Assignment 4 When we ask for the solution of an LP, we typically mean tell me the values of the decision variables or what is the plan?
Lesson 5: Investigating Quadratic Functions in the Standard Form, ff(xx) = aaxx 2 + bbxx + cc
: Investigating Quadratic Functions in the Standard Form, ff(xx) = aaxx 22 + bbxx + cc Opening Exercise 1. Marshall had the equation y = (x 2) 2 + 4 and knew that he could easily find the vertex. Sarah
Section 9.1 Identifying Quadratic Functions Section 9.2 Characteristics of Quadratics
1 Algebra 1, Quadratic Notes Name Learning Targets: Section 9.1 Identifying Quadratic Functions Section 9.2 Characteristics of Quadratics Identify quadratic functions and determine whether they have a
Chapter 2 - Frequency Distributions and Graphs
1. Which of the following does not need to be done when constructing a frequency distribution? A) select the number of classes desired B) find the range C) make the class width an even number D) use classes
Graphs and Linear Functions
0 Graphs and Linear Functions A -dimensional graph is a visual representation of a relationship between two variables given by an equation or an inequality. Graphs help us solve algebraic problems by analysing
STAAR Mixed Practice HW
Show all work and label units of measurement. 1. The equation y = x + 7 represents a linear relationship that is non-proportional. What change could you make to the equation to make it proportional? Name:
Secondary One Mathematics: An Integrated Approach Module 4 Features of Functions
1 Secondary One Mathematics: An Integrated Approach Module 4 Features of Functions By The Mathematics Vision Project: Scott Hendrickson, Joleigh Honey, Barbara Kuehl, Travis Lemon, Janet Sutorius www.mathematicsvisionproject.org
March 13, Bellwork. Due Today!
Bellwork Due Today! Bellwork March 13, 2014 Bellwork Kayla has taken three tests worth 100 points each. Her scores are 85, 93, and 88. She has one test left to take. What score must she get on her last
Geometric Sequences 6.7. ACTIVITY: Describing Calculator Patterns. How are geometric sequences used to. describe patterns?
6.7 Geometric Sequences describe patterns? How are geometric sequences used to ACTIVITY: Describing Calculator Patterns Work with a partner. Enter the keystrokes on a calculator and record the results
8 th Grade - SBAC Review #1 Name:
8 th Grade - SBAC Review #1 Name: 1. Each day, Maria walks from home to school and then from school to home. The graphs below show the distance that Maria is from home at different times during her walk.
Integrated Algebra Regents Exam 0608 Page ia, P.I. A.G.4 Which graph represents a linear function?
Integrated Algebra Regents Exam 0608 Page 1 1. 060801ia, P.I. A.G.4 Which graph represents a linear function? [A] [C] [B] [D]. 06080ia, P.I. A.S. A spinner is divided into eight equal regions as shown
Student Activity: To investigate arithmetic sequences and series
Student Activity: To investigate arithmetic sequences and series Use in connection with the interactive file, Arithmetic Sequence and Series, on the Student s CD. 1. The first term a of an arithmetic sequence
SPH3U1 Lesson 09 Kinematics
VECTORS IN TWO-DIMENSIONS LEARNING GOALS Students will Draw vector scale diagrams to visualize and analyze the nature of motion in a plane. Analyze motion by using scale diagrams to add vectors. Solve
Unit 1.2: Black Box. Name: Per: Score:
Unit 1.2: Black Box Name: Per: Score: Unit 1.2 Big Ideas I can create an equation to represent a set of inputs and outputs create an equation and table from a graph create an equation and graph from a
Performance Assessment Spring 2001
Cover Page of Exam Mathematics Assessment Collaborative Course Grade Two 3 Performance Assessment Spring 2001 District's Student Id # District's Student Id # District's Student Id # (Option: District District's
Lesson 18: There is Only One Line Passing Through a Given Point with a Given
Lesson 18: There is Only One Line Passing Through a Given Point with a Given Student Outcomes Students graph equations in the form of using information about slope and intercept. Students know that if
Lesson 20: Solution Sets to Equations with Two Variables
Student Outcomes Students recognize and identify solutions to two variable equations. They represent the solution set graphically. They create two variable equations to represent a situation. They understand
X & Y COORDINATES. Teachers Guide
Teachers Guide Background: One piece of information that is essential to us on a daily basis is our location. We may not realize how often we use this type of information, but a little reflection on your