Lesson 7-1 Multiplication Properties of Exponents, 7-2 Division Properties of Exponents, 7-4 Scientific Notation
We practiced using the properties of exponents to simplify exponential expressions. We reviewed how to simplify expressions containing negative and zero exponents. Hudson is going to send me his math review for the test on Thursday so that I can send him the answers to check.
Chapter 6 Systems of Linear Equations and Inequalities
Lesson Outline
Chapter 6 Systems of Linear Equations and Inequalities – We reviewed for a test on graphing, substitution, and elimination methods to solve systems of equations. We practiced determining the number of solutions of a system of linear equations by using algebraic methods. We graphed a system of linear inequalities to determine the solution region. We practiced solving real-world word problems by setting up a system of two equations and solving them by elimination or substitution.
Lesson 4-2 Writing Equations in Slope-Intercept Form – We practiced writing an equation of a line in slope-intercept form given the slope and one point. Then we wrote equations of a line in slope-intercept form given two points.
Lesson 4-3 Writing Equations and Point-Slope Form – We practiced writing linear equations in different forms. Then we wrote an equation of a line using the point-slope form given the coordinates of one known point on the line and the slope of that line.
Lesson 4-4 Parallel and Perpendicular Lines – We practiced writing an equation of a line that passes through a given point, parallel to a given line. Then we practiced writing an equation of a line that passes through a given point, perpendicular to a given line. We were given an equation in standard form, which we converted to slope-intercept form to identify the slope of the line. Then we used point- slope form to obtain the new equation of the line parallel or perpendicular to the given line.
Hudson and I used the standard form of a linear equation to find and plot a graph of the line. We determined whether equations were linear by plotting the line through finding the X and Y intercepts. Then we used the slope – intercept form to find the X and Y intercepts and graph the line. We determined the rate of change from a graph of a line. We found the slope and y-intercept of a line that passed through two points.
Hudson and I worked on solving the second page of the review for the test tomorrow. First we investigated how to set up absolute value algebraic equations when given two points on a number line. After a few examples, Hudson solved several of these with no problem. Next we solved three literal equations. Then we set up and solved problems requiring conversion of units. Finally, we used dimensional analysis to solve several word problems.
Hudson and I worked on solving algebraic equations involving absolute value, number lines, and proportions. Next, we determined the percent change for increases and decreases in value. Then we evaluated expressions for variables with a given value. There is a test on Thursday so I will find similar problems to the ones that are more of a challenge for Hudson.
We completed the review given for solving and applying proportions and percent equations. Then we worked on finding the percent of change, using proportions to solve percent problems, and solving proportions.
Hudson and I worked on solving algebraic equations with two variables and fractions. When we completed all the problems in his math book, we worked on similar problems that I found in other math books. Then we practiced translating words into an algebraic equation. Next, we determined whether an equation had one solution, no solution, or was an identity. Then I reviewed with Hudson when a set of ordered pairs is and is not a function. I know he will do very well on this test tomorrow.
