1. Topic-
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| Reasoning with equations and inequalities A-CED |
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2. Content-
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| Explain each step in solving a simple equation as following from
the equality of numbers asserted at the previous step, starting from
the assumption that the original equation has a solution. Construct
a viable argument to justify a solution method. |
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3. Goals: Aims/Outcomes-
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1. Refresh students' understanding of past concepts to aid in learning
new concepts.
2. Create equations and inequalities in one variable and use them
to solve problems. Include equations arising from linear and quadratic
functions, and simple rational and exponential functions.
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4. Objectives-
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Review of:
1. Order of operations
2. Distributive property
3. Translate expressions and equations, verbal to algebraic
4. Solve one variable equations
5. Solve one variable inequalities |
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5. Materials and Aids-
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Entry ticket and handout
Whiteboard |
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6. Procedures/Methods-
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A. Introduction-
1. Read the problem carefully and figure out what it is asking you
to find.
2. Assign a variable to the quantity you are trying to find.
3. Write down what the variable represents. |
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B. Development-
1. Re-read the problem and write an equation for the quantities
given in the problem.
2. Solve the equation.
3. Answer the question in the problem.
4. Do warm-up exercises together. |
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C. Practice-
1. There are 60 students going on a field trip to the chocolate
factory. The students are from three different classes. Mrs. Hooper's
class has 24 students and Mr. Gomez's class has 18 students. Which
of the equalities correctly describes the students and could be used
to solve for how many students are from Mr. Anderson's class? (Let
A = the number of students in Mr. Anderson's class.)
2. A total of 66 people attended a field trip to a chocolate factory
for a tour. A maximum of 15 people are allowed to tour at one time.
Which equation correctly describes how many tour groups to organize?
(Let g = the number of groups.)
3. A heart shaped chocolate box is composed of one square and two
half circles. The total number of chocolates in the box is calculated
by adding the area of a square given by 4x2 and the area of a circle
approximated by 3x2. The company plans to add a small additional box
for a promotional campaign containing one row (2x) of chocolates.
If the total combined heart shape and small box contain 69 chocolates,
which of these equations could be utilized to solve for the number
of chocolates in the small box (2x)?
4. On the day of the class field trip, the chocolate factory produced
three times as many plain chocolate bars as crispy bars. They produced
50 more nutty bars than crispy bars. The ratio of plain chocolate
bars produced to nutty bars produced was 2 to 1. Which of the equations
below could be utilized to solve for the number of crispy bars produced
on the day of the field trip? |
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D. Independent Practice-
1. There are 60 students going on a field trip to the chocolate
factory. The students are from three different classes. Mrs. Hooper's
class has 24 students and Mr. Gomez's class has 18 students. How many
students are from Mr. Anderson's class?
2. A total of 66 people attended a field trip to a chocolate factory
for a tour. A maximum of 15 people are allowed to tour at one time.
What is the minimum number of tour groups that can be formed?
3. A heart shaped chocolate box is composed of one square and two
half circles. The total number of chocolates in the box is calculated
by adding the area of a square given by 4x2 and the area of a circle
approximated by 3x2. The company plans to add a small additional box
for a promotional campaign containing one row (2x) of chocolates.
If the total combined heart shape and small box contain 69 chocolates,
how many chocolates are in the small box (2x)?
4. On the day of the class field trip, the chocolate factory produced
three times as many plain chocolate bars as crispy bars. They produced
50 more nutty bars than crispy bars. The ratio of plain chocolate
bars produced to nutty bars produced is 2 to 1. How many crispy bars
were produced? |
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E. Accommodations (Differentiated Instruction)-
1. Work in pairs.
2. Assign different groups different problems based on abilities.
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F. Checking for understanding-
1. Check your solution.
2. Does your answer make sense?
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G. Closure-
1. Does anyone have questions?
2. Thank you for your attention and I'm looking forward to seeing
you soon. |
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7. Evaluation-
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1. Entry ticket answers.
2. Examine questions asked during lesson to prepare students for quiz
and test. |
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