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Entering the Class room Procedure

Entering the Class room Procedure. Agenda. Do Now Procedures and Expectations Goals, Goals, Goals Notes How Far Can You Go? Reminders Exit Ticket. Each day I will…. Work Hard Be Kind Take Responsibility Make it Right. Let’s set a new goal….

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Entering the Class room Procedure

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  1. Entering the Class room Procedure

  2. Agenda • Do Now • Procedures and Expectations • Goals, Goals, Goals • Notes • How Far Can You Go? • Reminders • Exit Ticket

  3. Each day I will… • Work Hard • Be Kind • Take Responsibility • Make it Right

  4. Let’s set a new goal… • Think about what category you were in based on the last Think Link test. Below Basic? Basic? Proficient? Advanced? • Our Goal: All students will move up 1 category. • End of the year goal: All students on grade level (proficient or advanced) so you can have all the opportunities possible for 8th grade, high school, and beyond.

  5. Next Discovery Test – One Week • We want to move up 1 category! • Below Basic  BasicProficientAdvanced • TO HAVE SUCCESS WE MUST HAVE HARD WORK!

  6. Never Make Excuses!! • Don’t get down on yourself for where your score WAS, that was before we had worked so hard. • No excuses, let’s improve!!

  7. I can graph inequalities by plotting solutions on a number line.

  8. What does this look like in real life? Lisa is having a sleep over and her mom says she can have no more than 8 girls come and spend the night. She already told Laura and Jill to come, how many more people can she invite? 2 + x < 8 My solution means:

  9. Graphing Inequalities

  10. Check for Understanding • Use inequality signs to make these true: • 5 _____ 2 -4 ______ 8 12 ______ 11 • Solve just like equations: Use _______ to _________ the variable.

  11. Number Line #’s get smaller (negative) 0 is in middle #’s get bigger (positive)

  12. Example 1 1) ½x > 20 So this means… x could be any number _____________________, such as ________________________________________________

  13. Example 2 2.) 11x + 5 < 10 So this means… x could be any number _____________________, such as ________________________________________________

  14. Example 3 3) -2x + 11 < 3 So this means… x could be any number _____________________, such as ________________________________________________

  15. Example 4 4) -1/4x – 4 > -28 So this means… x could be any number _____________________, such as ________________________________________________

  16. Green and Red Groups IXL, master 1 objective per week Objectives G.1-G.15, Operations with fractions Accelerated Math 8 objectives to print a test 8 tests in the 9 week period Test grades count as Quiz grade Blue and Yellow Groups Accelerated Math 8 objectives to print a test 6 tests per 9 week period Accelerated Math Grade

  17. Test Thursday!

  18. Exit Ticket • Draw four number lines, from negative six to positive six. Solve and graph the following: • x + 5 < 10 • -3d > 9 • 2f – 3 ≥ 3 • -1/2 +1 ≤ 1

  19. Intervention DO NOW 1.) 2 + 5n = 12 2.) 4b - 5 = 23 3.) 3x + 8 = 29 4.) 1/2d – 5 = 2 5.) 3 + 1/3x = 5 6.) -4 + 3s = 8 7.) -2 – ½g = 4

  20. Intervention DO NOW CHECK 1.) 2 + 5n = 12 2.) 4b - 5 = 23 3.) 3x + 8 = 29 4.) 1/2d – 5 = 2 5.) 3 + 1/3x = 5 6.) -4 + 3s = 8 7.) -2 – ½g = 4

  21. Intervention: KCC before isolating variable • Before using inverse operation, must do keep, change, change with a subtraction problem that has two negatives beside each other. Not necessary when the subtraction signs are not next to each other. Example 1: R – (-10) = 15 Example 2: D – (-3) = 5 Example 3: R – 2 = 10

  22. Stop and Jot 1 1. R – (-10) = 20 2. D – (-2) = 4 3. R - 4 = 10

  23. Multiply and Divide on Same Side • When you have multiplication and division on the same side of the equation, you always want to do the inverse of the division, so multiply both sides first!! • Example 1: 1/2z (4) = 8 • Example 2: (1/3p)(3) = 4

  24. Stop and Jot 2 1.) 1/2z (5) = 10 2.) (1/4p)(4) = 4

  25. Like Terms in Equations • When have like terms on the same side of the equal sign, you must combine them! • After combining then you separate the constant from the coefficient and isolate the variable.

  26. STOP AND JOT 3 1.) 4 - 5x – 3 = 26 2.) 5 + 1/2x – 3 = 7 3.) 5x + 4 - 2x - 2 = 17

  27. STOP AND JOT 4 1.) 4 – (-5x) – 3 = 26 2.) 5 + 1/2x – (-1) = 7 3.) 5x + 4 – (-2x) - 2 = 19

  28. Exit Ticket 1.) 3b – (-7) + 2b + 2 = 34 2.) 4x + 6 + x -2 = 14 3.) 7c – c -3 + 2 = 23 4.) 1/2d – 3 - (-2) = 5

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