Using Equations to Solve Problems

We looked at equations that can be used to solve real-life problems, such as the formula that allows us to convert temperatures from one scale to another (˚C to ˚F or vice versa). Knowing where to stick the numbers into the equation are key to solving the problems correctly.

Tonight's Homework: ACE 3 (23, 43 - 45)

Finding the Point of Intersection

As we continue our study of linear functions, we spent time today looking at situations where two lines intersect. One common example uses a company's costs vs. income data. Another example looked at speeds of different people walking and when they might be at the same spot. We looked at how using equations could give us the same result as a graph and a table, and might be a quicker way to solve the problem.

Tonight's Homework: Complete the first page of the ivory colored packet called "Does Order Matter?" Then do ACE 3 (25, 27, 38, and 42). For each of these problems, make a graph and a set of equations to help you answer the questions.

Using Algebraic Expressions to Solve Number Tricks

Using algebraic expressions to represent situations can be both educational and useful. Today we looked at another way to use them--for fun! We explored several magic number "tricks" and discovered how they work by using both pictures and symbols to represent the different steps of the "tricks". Students were first amazed, and then satisfied to understand the algebra behind the tricks.

Tonight's Homework: Complete the rest of the pink packet on number tricks. Do ACE 3 (24 and 26).

More on Solving Equations and Looking for Patterns

Today, we focussed on developing strategies for solving linear equations. Once again, order of operations played a big part in ensuring student success in the process. We also worked on recognizing subtle shifts in equations and how these shifts affect the solution to a given problem.

Tonight's Homework: ACE 3 (22, 32) and finish problem 3.4 on page 54 of your book.

Solving One and Two Step Equations

In order to solve equations efficiently, students reviewed the rules for using order of operations. Next, we solved a variety of equations involving either one or two steps to solve. Students realized that to solve equations, you really need to do the opposite of what is asked for in the original equation. Students were introduced to the formal check step today.

Tonight's Homework: ACE 3 (15-19)

Bags and Coins = Two Step Equations!

After going through a number of examples using pictures of bags and coins, students were urged to use expressions to represent the bags and coins. These algebraic expressions were then put into algebraic equations, and we used statements of equality to start solving for the unknown variable.

Tonight's Homework: ACE 3 (6 - 14, 38 - 41)

Looking at Equations

We began our study of solving equations today by looking at pictures and trying to figure out what might be placed in the bags to make each statement true. Then we used symbols to represent the pictures. These introductory steps should help students to transition from the concrete examples to the more abstract nature of algebraic expressions and equations.

Tonight's Homework: ACE 3 ( 2 - 5 )