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4.20.15. Reminders of BEHAVIOR 2 ND HOUR: (that next time I have to call home): Deshawn bell (TALKING, (POUNDING), PLAYING GAME ON PHONE, NOT WORKING) jawan bough (NOT WORKING BUT READING OR PUTTING HEAD DOWN) JEREMY (PHONE) 3 RD HOUR CAWAN (PHONE). Alg 2; 4.17.15.
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4.20.15 Reminders of BEHAVIOR 2ND HOUR: (that next time I have to call home): Deshawn bell (TALKING, (POUNDING), PLAYING GAME ON PHONE, NOT WORKING) jawan bough (NOT WORKING BUT READING OR PUTTING HEAD DOWN) JEREMY (PHONE) 3RD HOUR CAWAN (PHONE)
Alg 2; 4.17.15 Introduction to systems of inequalities Sections 7.1 & 7.2 CARNEGIE Consider handing out construction paper (cover up paper) because we want the class to work together.
Quote for the day: "I would rather be the last A than the first F". Slow. Down. Your. Work. Be thoughtful. Be careful. Be neat.
Daily Learning Goal: I will learn a real-world situation that involves an inequality with two variables. Daily Learning Objective: I can describe a real-world situation that involves an inequality with two variables.
“Warm-up” Problem A basketball player has been averaging 20 points per game from scoring 2- and 3-point shots. If she scores 6 two-point shots and 2 three-point shots, will she meet her points-per-game average? 2 shots 6 shots Underline what the problem is asking you to do. Circle supporting information. Discuss with a neighbor and determine your answer.
Stop! Pause… What are the short lines on your paper? Where your elbow partner initials that you worked together on that step.
If she scores 7 two-point shots and 2 three-point shots, will she meet her points-per-game average? Show you calculations on paper. Discuss your answer with your elbow partner.
2. If she scores 7 two-point shots and 4 three-point shots, will she meet her points-per-game average? Show you calculations on paper. Discuss your answer with your elbow partner.
3. Write an equation to represent the number of 2-point and 3-point shots that total 20 points. Use x as the number of 2-point shots and y as the number of 3-point shots. Underline what the problem above is asking you to do. Circle supporting details. Compare your answer with a neighbor and determine your collective answer.
Graph the equation 2x + 3y = 20 Graph the ordered pairs from previous questions. What can we change in the EQUATION that will show AT LEAST 20 points? # Of 3- Pt S H O T S Number of 2-point shots
How many total points do these make? Which ordered pairs are part of the solution?
2x + 3y ≥ 20 Remember that we SHADED the line to show solutions on the number line. How do you think we could show solutions here? # Of 3- Pt S H O T S Number of 2-point shots
Do Now 4/21 Graph the inequality 4x + 2y ≥ 10
Do Now 4/22/15 • Determine the solution to the system of equations • 2x = 12 – 3y • 4x – y = 10
Do Now 4/23/15 • Karen and Amanda are tutors. Karen offers tutoring sessions for $3.00 each, plus a $5.00 fee for supplies. Amanda offers tutoring sessions for $2.00 each, plus an $8.00 fee for supplies. Write and graph a system of linear equations that represents this situation. Determine the number of sessions at which both tutors will cost the same amount.
Do Now 4/24 • On the NUMBER LINE: • > Or < we used a _________ dot • ≥ or ≤ we used a ________ dot • On a GRAPH: • > Or < we used a _________ line • ≥ or ≤ we used a ________ line
Warm Up x – 2y = 14 x + 3y = 9
Do Now 4/27/15 • How to solve systems • *Substitution by solving for _____ or ______ • *Elimination-use ______________ to get ____ or _____ to cancel • (After completing your do now, take a clean sheet of paper and fold it into 4 sections.)
Do Now 4/28 Dashedline or Solid line? y > 9 – x 4x – 5y ≤ 37 x + 2/3y ≤ 6 x + y < 4 7x – y > 12 y ≤ 0.65x + 33
On a NUMBER LINE, we shaded ________ (direction) when it was GREATER THAN. e.g., x > 2 On a NUMBER LINE, we shaded ________ (direction) when it was LESS THAN. e.g., x < 2
a. How should we shade on a COORDINATE PLANE for y > 2x + 1? b. How should we shade on a COORDINATE PLANE for y < 2x + 1? a. b.
Do Now 4/29 • Graph the inequalities on ONE coordinate plane • y > x + 3 • y ≤ - x + 4
Do Now 4/30 • Graph the inequalities on ONE coordinate plane • y ≤ 4x - 2 • y > 2x
Do Now 5/1 • Graph the inequalities on ONE coordinate plane • y ≤ 4 • x> -2
Review ‘Quiz’Solve the system all 4 ways • -6x + y = – 11 • -2x – 3y = -7 1. Substitution with x 2. Substitution with y 3. Elimination with x 4. Elimination with y
Practice solving systems of inequalities by graphing. Materials needed: 2 colored pencils Circle one inequality in one color (and graph it in that color) Circle the other inequality in the 2nd color (and graph it in that color)
Exit Ticket: Describe the word problem that we worked on today (in your own words). (Minimum 2 complete sentences) Explain why it has two variables. (Minimum 1 complete sentence) Describe another real-life situation where there may be two variables in an inequality. (Minimum 1 complete sentence)