Transcript Document

Chapter 1
Number Sense, Algebra, and Functions
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Number Sense, Algebra, and Functions
1
Lesson 1-1
Prime Factors
Lesson 1-2
Powers and Exponents
Lesson 1-3
Order of Operations
Lesson 1-4
Problem-Solving Investigation: Use the
Four-Step Plan
Lesson 1-5
Algebra: Variables and Expressions
Lesson 1-6
Algebra: Functions
Lesson 1-7
Problem-Solving Strategy: Guess and
Check
Lesson 1-8
Algebra: Equations
Lesson 1-9
Algebra: Area Formulas
Lesson 1-10
Algebra: The Distributive Property
1-1
Prime Factors
Five-Minute Check
Main Idea and Vocabulary
California Standards
Key Concept: Prime and Composite
Example 1
Example 2
Example 3
1-1
Prime Factors
• I will find the prime factorization of a composite
number.
• factor
• prime number
• composite number
• prime factorization
1-1
Prime Factors
Standard 5NS1.4 Determine the prime
factors of all numbers through 50 and write
the numbers as the product of their prime factors
by using exponents to show multiples of a factor
(e.g., 24 = 2 × 2 × 2 × 3 = 23 × 3).
1-1
Prime Factors
1-1
Prime Factors
Tell whether the number 13 is prime, composite,
or neither.
Factors of 13: 1, 13
A whole number that has exactly two unique factors,
1 and the number itself, is a prime number.
Answer: So, 13 is a prime number.
1-1
Prime Factors
Which of the following numbers is prime?
A. 4
B. 7
C. 6
D. 8
1-1
Prime Factors
Tell whether the number 30 is prime, composite,
or neither.
Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30
A number greater than 1 with more than two factors
is a composite number.
Answer: So, 30 is a composite number.
1-1
Prime Factors
Which of the following is a composite number?
A. 3
B. 5
C. 17
D. 9
1-1
Prime Factors
Write the prime factorization of 48.
48
4
48
12
2
×
2 × 2 × 2 × 6
2
× 6 × 4
2 × 2 × 2 ×2 × 3
2
× 3×2 ×2×2
×
24
1-1
Prime Factors
What is the prime factorization of 64?
A. 2 × 4 × 2 × 4
B. 8 × 8
C. 2 × 32
D. 2 × 2 × 2 × 2 × 2 × 2
1-2
Powers and Exponents
Five-Minute Check (over Lesson 1-1)
Main Idea and Vocabulary
California Standards
Example 1
Example 5
Example 2
Example 6
Example 3
Example 7
Example 4
1-2
Powers and Exponents
• I will use powers and exponents in expressions.
• base
• squared
• exponent
• cubed
• power
1-2
Powers and Exponents
Standard 5NS1.3 Understand and compute
positive integer powers of nonnegative integers;
compute examples as repeated multiplication.
Standard 5NS1.4 Determine the prime
factors of all numbers through 50 and write the
numbers as the product of their prime factors by
using exponents to show multiples of a factor.
1-2
Powers and Exponents
Write 7 × 7 × 7 × 7 × 7 using an exponent.
The base is 7. Since 7 is used as a factor five
times, the exponent is 5.
7 × 7 × 7 × 7 × 7 = 75
Answer: So, the answer is 75.
Write as a power.
1-2
Powers and Exponents
Which of the following is 4 × 4 × 4 × 4 × 4 × 4
written using an exponent?
A. 64
B. 45
C. 46
D. 44
1-2
Powers and Exponents
Write 93 as a product of the same factor. Then find
the value.
The base is 9. The exponent is 3. So, 9 is used as a
factor 3 times.
93 = 9 × 9 × 9
= 729
Write 93 using repeated multiplication.
Multiply.
1-2
Powers and Exponents
Which of the following is 27 written as the
product of the same factor?
A.
2 × 2 × 2 × 2 × 2 × 2 = 64
B.
2 × 2 × 2 × 2 × 2 × 2 × 2 = 128
C.
2 × 64 = 128
D.
2 × 2 × 32 = 128
1-2
Powers and Exponents
King’s Peak is the highest point in Utah. It stands
just a bit more than 46 meters. What is the height
of the peak?
The base is 4. The exponent is 6. So, 4 is used as a
factor 6 times.
46 = 4 × 4 × 4 × 4 × 4 × 4
= 4,096
Write 46 as a product.
Multiply.
Answer: So, Pike’s Peak is 4,096 meters.
1-2
Powers and Exponents
The Taipei 101 building in Taiwan is just under 37
feet tall. What is the height of the building?
A. 2,187 feet
B. 3,000 feet
C. 2,000 feet
D. 1,678 feet
1-2
Powers and Exponents
The hottest temperature at Salton Sea State Park
in California can reach 53 degrees. What is the
temperature?
53 = 5 × 5 × 5
= 125
Write 53 as a product.
Multiply.
Answer: So, the highest temperature is 125 degrees.
1-2
Powers and Exponents
The coastal shelf of the Pacific Ocean is 36 feet
deep. How deep is it?
A. 700 feet
B. 650 feet
C. 828 feet
D. 729 feet
1-2
Powers and Exponents
Write the prime factorization of 28 using
exponents.
28 = 2 × 2 × 7
=
22
× 7
Write the prime factorization.
Write products of identical
factors using exponents.
1-2
Powers and Exponents
Which of the following is the prime factorization
of 36?
A. 33 × 22
B. 22 × 33
C. 22 × 32
D. 34 × 2
1-2
Powers and Exponents
Write the prime factorization of 45 using
exponents.
45 = 3 × 3 × 5
=
32
× 5
Write the prime factorization.
Write products of identical
factors using exponents.
1-2
Powers and Exponents
Which of the following is the prime factorization
of 50?
A. 33 × 52
B. 24 × 33
C. 22 × 33
D. 52 × 2
1-2
Powers and Exponents
Write the prime factorization of 34 using
exponents.
34 = 2 × 17
= 2 × 17
Write the prime factorization.
Write products of identical
factors using exponents.
1-2
Powers and Exponents
Which of the following is the prime factorization
of 26?
A. 33 × 2
B. 2 × 3
C. 2 × 13
D. 17 × 2
1-3
Order of Operations
Five-Minute Check (over Lesson 1-2)
Main Idea and Vocabulary
California Standards
Key Concept: Order of Operations
Example 1
Example 2
Example 3
Example 4
Example 5
1-3
Order of Operations
• I will find the value of expressions using the order
of operations.
• numerical expression
• order of operations
1-3
Order of Operations
Reinforcement of Standard 4AF1.2 Interpret
and evaluate mathematical expressions that
now use parentheses.
1-3
Order of Operations
1-3
Order of Operations
Find the value 7 + 4 × 8.
7 + 4 × 8 = 7 + 32
= 39
Multiply 4 and 8 first.
Add 7 and 32.
1-3
Order of Operations
Find the value of 6 + 2 × 7.
A. 84
B. 44
C. 20
D. 56
1-3
Order of Operations
Find the value of 6 + 12 – 8.
6 + 12 – 8 = 18 – 8
= 10
Add 6 and 12 first.
Subtract 8 from 18.
1-3
Order of Operations
Find the value of 4 + 7 – 3.
A. 8
B. 7
C. 9
D. 2
1-3
Order of Operations
Find the value of 80 ÷ 4 + (8 – 5) – 10.
80 ÷ 4 + (8 – 5) – 10 = 80 ÷ 4 + 3 – 10
Subtract 5
from 8.
= 20 + 3 – 10
Divide 80 by 4.
= 23 – 10
Add 20 and 3.
= 13
Subtract 10
from 23.
1-3
Order of Operations
Find the value of 50 ÷ 5 + (6 – 2) + 3.
A. 15
B. 13
C. 17
D. 12
1-3
Order of Operations
Find the value of 24 + 6 × 3 – 5.
24 + 6 × 3 – 5 = 24 + 18 – 5
Multiply 6 and 3 first.
= 42 – 5
Add 24 and 18.
= 37
Subtract 5 from 42.
1-3
Order of Operations
Find the value of 15 + 2 × 8 – 12.
A. 19
B. 124
C. 21
D. 18
1-3
Order of Operations
Maria and 2 friends buy
school supplies. Each
person buys a pen, a
folder, and a book.
Write an expression for the total cost of their
school supplies. Then find the cost.
To find the total cost, write an expression and then find
its value.
1-3
Order of Operations
3 × $1 + 3 × $2 + 3 × $8
= $3 + 3 × $2 + 3 × $8
Multiply 3 and 1.
= $3 + $6 + 3 × $8
Multiply 3 and 2.
= $3 + $6 + $24
Multiply 3 and 8.
= $33
Add 3, 6 and 24.
Answer: So, the total cost for school supplies was
$33.
1-3
Order of Operations
Kelly and her 2 sisters buy a new outfit. Each girl
buys a shirt for $5, a skirt for $6, and a hair ribbon
for $2. Choose the correct expression and total
cost of their clothes.
A. 2 × $5 + 2 × $6 + 2 × $2 = $26
B. 3 × $5 + 3 × $6 + 3 × $2 = $39
C. 2 × $5 + 2 × $6 + 2 × $2 = $39
D. 3 × $5 + 3 × $6 + 3 × $2 = $26
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Five-Minute Check (over Lesson 1-3)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
1-4
Problem-Solving Investigation: Use the Four-Step Plan
• I will use the four-step plan to solve a problem.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Standard 5MR1.1 Analyze problems by identifying
relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information,
and observing patterns.
Reinforcement of Standard 4NS3.4 Solve
problems involving division of multi-digit
numbers by one-digit numbers.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
DAVID: Today, I learned that there
are 5,280 feet in one mile. I
wonder how many pennies would be in
one mile if I lined the pennies up
side by side?
YOUR MISSION: Find how many pennies
are in a row that is one mile long.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Understand
What facts do you know?
• There are 5,280 feet in one mile.
What do you need to find?
• You need to find how many pennies
are in a row that is one mile long.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Plan
Plan a strategy for solving the problem.
Find how many pennies are in one foot. Then
multiply by 5,280 to find how many pennies are
in one mile.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Solve
Use your plan to solve the problem.
Line up pennies along a ruler. There are 16
pennies in one foot, and 16 × 5,280 = 84,480.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Solve
What is the solution?
Answer: So, a row of pennies one mile long will
contain 84,480 pennies.
1-4
Problem-Solving Investigation: Use the Four-Step Plan
Check
Does the answer make sense?
Look back at the problem. Use estimation to check.
15 × 5,000 = 75,000
1-5
Algebra: Variables and Expressions
Five-Minute Check (over Lesson 1-4)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
Example 3
Example 4
Example 5
1-5
Algebra: Variables and Expressions
• I will evaluate algebraic expressions.
• algebra
• variable
• algebraic expression
• evaluate
1-5
Algebra: Variables and Expressions
Standard 5AF1.2 Use a letter to represent
an unknown number; write and evaluate simple
algebraic expressions in one variable by
substitution.
1-5
Algebra: Variables and Expressions
Evaluate 30 + d if d = 6.
30 + d = 30 + 6
= 36
Replace d with 6.
Add 30 and 6.
1-5
Algebra: Variables and Expressions
Evaluate 42 – c if c = 12.
A. 54
B. 40
C. 30
D. 10
1-5
Algebra: Variables and Expressions
Evaluate e – f if e = 12 and f = 9.
e – f = 12 – 9
=3
Replace e with 12 and f with 9.
Subtract 9 from 12.
1-5
Algebra: Variables and Expressions
Evaluate a + b if a = 6 and b = 7.
A. 12
B. 13
C. 14
D. 15
1-5
Algebra: Variables and Expressions
Evaluate 4y – 5 if y = 3.
4y – 5 = 4 • 3 – 5
Replace y with 3.
= 12 – 5
Multiply 4 and 3.
=7
Subtract 5 from 12.
1-5
Algebra: Variables and Expressions
Evaluate 3x + 7 if x = 5.
A. 50
B. 21
C. 22
D. 30
1-5
Algebra: Variables and Expressions
The expression 6x – 3 represents the amount of
money Dhara will need to pay for 6 binders with a
$3 off coupon where x is the cost of each binder.
How much will she pay if each binder is $5?
6x – 3 = 6 • 5 – 3
Replace x with 5.
= 30 – 3
Multiply 6 and 5.
= 27
Subtract 3 from 30.
Answer: So, Dhara will pay $27 for the binders.
1-5
Algebra: Variables and Expressions
The expression 5x + 8 represents the amount of
money Myra will need to pay for 5 candles with an
$8 off coupon where x is the cost of each candle.
How much will she pay if each candle is $8?
A. $48
B. $69
C. $104
D. $55
1-5
Algebra: Variables and Expressions
An expression for finding the area of a triangle
whose height is 5 units longer than its base is
(b + 5) • b ÷ 2, where b is the measure of the base.
Find the area of a triangle with a base of 6.
(b + 5) • b ÷ 2 = (6 + 5) • 6 ÷ 2
Replace b with 6.
= 11 • 6 ÷ 2
Add 6 and 5.
= 66 ÷ 2
Multiply 11 and 6.
= 33
Divide 66 and 2.
Answer: So, the area of the triangle is 33 square units.
1-5
Algebra: Variables and Expressions
An expression for finding the area of a triangle
whose height is 7 units longer than its base is
(b + 7) • b ÷ 2, where b is the measure of the base.
Find the area of a triangle with a base of 3.
A. 12 square units
B. 20 square units
C. 15 square units
D. 10 square units
1-6
Algebra: Functions
Five-Minute Check (over Lesson 1-5)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
Example 3
Example 4
1-6
Algebra: Functions
• I will complete function tables and find function
rules.
• function
• function table
• function rule
• defining the variable
1-6
Algebra: Functions
Standard 4AF1.2 Use a letter to represent
an unknown number; write and evaluate simple
algebraic expressions in one variable by
substitution.
1-6
Algebra: Functions
Standard 5AF1.5 Solve problems involving
linear functions with integer values; write the
equation; and graph the resulting ordered pairs of
integers on a grid.
1-6
Algebra: Functions
Complete the function table below.
4+5
9
10 + 5
15
11 + 5
16
The function rule is x + 5. Add 5 to each input.
1-6
Algebra: Functions
Which answers
complete the
function table?
A. 10, 14, 19
B. 11, 14, 19
C. 10, 13, 19
D. 10, 14, 20
1-6
Algebra: Functions
Find the rule for the function table.
Study the relationship between each input and output.
Each output is three more than the input.
Answer: So, the function rule is n + 3.
1-6
Algebra: Functions
Find the function
rule for the function
table.
A. n + 5
B. n + 7
C. 3n
D. 2n
1-6
Algebra: Functions
Find the rule for the function table.
Study the relationship between each input and output.
Each output is one-ninth the input.
Answer: So, the function rule is t ÷ 9.
1-6
Algebra: Functions
Find the rule for
the function table.
A. t – 6
B. t – 10
C. t ÷ 3
D. t ÷ 4
1-6
Algebra: Functions
Taylor earns $20 for each yard she mows. Define a
variable. Then write a function rule that relates the
money she earns to the number of yards she mows.
Words
$20 for each yard
Variable
Let y represent the number of
yards Taylor mows.
Expression
20 • y
1-6
Algebra: Functions
Shane earns $2 for every item he sells during the
fundraiser. Define a variable. Then write a function
rule that relates the money he earns to the number
of items sold.
A. 2f
B. f – 2
C. f + 2
D. 2 ÷ f
1-7
Problem-Solving Strategy: Guess and Check
Five-Minute Check (over Lesson 1-6)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
1-7
Problem-Solving Strategy: Guess and Check
• I will solve problems by using the guess and
check strategy.
1-7
Problem-Solving Strategy: Guess and Check
Standard 5MR2.6 Make precise calculations
and check the validity of the results from the
context of the problem.
Reinforcement of Standard 4NS2.1 Estimate
and compute the sum or difference of whole
numbers and positive decimals to two places.
1-7
Problem-Solving Strategy: Guess and Check
A comic book store sells used comic books in
packages of 5 and new comic books in packages
of 3. Keisha buys a total of 16 comic books for
her brother Trent for his birthday. How many
packages of new and used comic books did
Keisha buy for Trent?
1-7
Problem-Solving Strategy: Guess and Check
Understand
What facts do you know?
• The comic book store sells 3-book packages and
5-book packages.
• The used comic books come in packages of 5.
The new comic books come in packages of 3.
• 16 books were bought.
What do you need to find?
• How many packages of new and used comic
books did Keisha buy for Trent?
1-7
Problem-Solving Strategy: Guess and Check
Plan
Plan a strategy for solving the problem.
Make a guess until you find an answer that makes
sense for the problem.
1-7
Problem-Solving Strategy: Guess and Check
Solve
Use your plan to solve the problem.
1
1
2
2
1
2
1
2
1(3) + 1(5) = 8
1(3) + 2(5) = 13
2(3) + 1(5) = 11
2(3) + 2(5) = 16
Answer: So, Keisha bought two 3-book packages
and two 5-book packages.
1-7
Problem-Solving Strategy: Guess and Check
Check
Does the answer make sense?
Look back at the problem. Two 3-book packages result
in 6 books.
Two 5-book packages result in 10 books. Since 6 + 10
is 16, the answer is correct.
1-8
Algebra: Equations
Five-Minute Check (over Lesson 1-7)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
Example 3
1-8
Algebra: Equations
• I will solve equations by using mental math and
the guess and check strategy.
• equation
• equals sign
• solve
• solution
1-8
Algebra: Equations
Standard 5AF1.1 Use information taken from a
graph or equation to answer questions about a
problem situation.
Standard 5AF1.2 Use a letter to represent
an unknown number; write and evaluate simple
algebraic expressions in one variable by substitution.
1-8
Algebra: Equations
Is 4, 5, or 6 the solution of the equation f + 9 = 15?
4
5
6
4 + 9 = 15
13 ≠ 15
5 + 9 = 15
14 ≠ 15
6 + 9 = 15
15 = 15
no
no
yes
Answer: The solution is 6 since replacing f with 6
results in a true sentence.
1-8
Algebra: Equations
Is 5, 6, or 7 the solution of the equation n + 8 = 14?
A. 5
B. 6
C. 7
D. 8
1-8
Algebra: Equations
Solve 24 = 8w mentally.
24 = 8w
THINK
24 = 8 • 3
You know that 24 = 8 • 3.
24 equals 8 times what number?
Answer: So, w = 3. The solution is 3.
1-8
Algebra: Equations
Solve 45 = 5x mentally.
A. 8
B. 10
C. 9
D. 7
1-8
Algebra: Equations
The highest temperature recorded in Saskatchewan,
Canada was 113 degrees. This is 21 degrees fewer
than the highest temperature recorded in Death
Valley, California. Solve the equation t – 21 = 113 to
find the Death Valley temperature.
Use the guess and check strategy.
1-8
Algebra: Equations
Try 130.
t – 21 = 113
?
Try 132.
t – 21 = 113
?
130 – 21 = 113
132 – 21 = 113
109 ≠ 113
111 ≠ 113
NOT TRUE
NOT TRUE
1-8
Algebra: Equations
Try 134.
t – 21 = 113
?
134 – 21 = 113
113 = 113
TRUE
Answer: So, the highest temperature recorded in
Death Valley, California is 134 degrees.
1-8
Algebra: Equations
The average depth of Lake Erie is 65 feet. This is
130 feet shallower than Lake Huron. Solve the
equation d – 65 = 130 to find the depth of Lake
Huron.
A. 200 feet
B. 195 feet
C. 155 feet
D. 175 feet
1-9
Algebra: Area Formulas
Five-Minute Check (over Lesson 1-8)
Main Idea and Vocabulary
California Standards
Key Concept: Area of a Rectangle
Key Concept: Area of a Square
Example 1
Example 2
Example 3
Example 4
Area of Rectangles and Squares
1-9
Algebra: Area Formulas
• I will find the areas of rectangles and squares.
• area
• formula
1-9
Algebra: Area Formulas
Standard 5AF1.2 Use a letter to represent an
unknown number; write and evaluate simple
algebraic expressions in one variable by substitution.
Standard 5MG1.4 Differentiate between, and use
appropriate units of measures for, two- and three
dimensional objects.
1-9
Algebra: Area Formulas
1-9
Algebra: Area Formulas
1-9
Algebra: Area Formulas
Find the area of the
rectangle with length 13
feet and width 10 feet.
A=
w
A = 13 • 10
Replace
A = 130
Multiply.
with 13 and w with 10.
Answer: The area is 130 square feet.
1-9
Algebra: Area Formulas
Find the area of a rectangle with a length 8 feet and
a width 5 feet.
A. 40 square feet
B. 35 square feet
C. 45 square feet
D. 50 square feet
1-9
Algebra: Area Formulas
Find the area of a square
with side length of 5 meters.
A = s2
Area of a square
A = 52
Replace s with 5.
A = 25
Multiply.
Answer: The area is 25 square meters.
1-9
Algebra: Area Formulas
Find the area of a square with a side length of
6 inches.
A. 25
B. 30
C. 32
D. 36
1-9
Algebra: Area Formulas
An adult regulation soccer field is 100 yards long
and 60 yards wide. What is the area of the field?
A=
w
Area of a rectangle
A = 100 • 60
Replace
A = 6,000
Multiply.
with 100 and w with 60.
Answer: The area is 6,000 square yards.
1-9
Algebra: Area Formulas
A professional basketball court is 90 feet long by
50 feet wide. What is the area of the court?
A. 450 square feet
B. 4,500 square feet
C. 9,000 square feet
D. 5,000 square feet
1-9
Algebra: Area Formulas
The gymnasium is 30 square. What is the area of
the gymnasium?
A = s2
Area of a square
A = 302
Replace s with 30.
A = 900
Multiply.
Answer: The area is 900 square feet.
1-9
Algebra: Area Formulas
The dance floor is 20 feet square. What is the area
of the dance floor?
A. 400 square feet
B. 600 square feet
C. 40 square feet
D. 300 square feet
1-10
Algebra: The Distributive Property
Five-Minute Check (over Lesson 1-9)
Main Idea and Vocabulary
California Standards
Key Concept: Distributive Property
Example 1
Example 2
1-10
Algebra: The Distributive Property
• I will use the Distributive Property in equations
and expressions.
• Distributive Property
1-10
Algebra: The Distributive Property
Standard 5AF1.3 Know and use the distributive
property in equations and expressions with
variables.
1-10
Algebra: The Distributive Property
1-10
Algebra: The Distributive Property
Find 7 × 84 mentally using the Distributive Property.
7 × 84 = 7 × (80 + 4)
Write 84 as 80 + 4.
= (7 × 80) + (7 × 4)
Distributive Property
= 560 + 28
Find each product mentally.
= 588
Add 560 and 28 mentally.
1-10
Algebra: The Distributive Property
Find 6 × 37 mentally using the Distributive Property.
A.
6 × (30 + 7) = (6 × 30) + (6 × 7) = 180 + 42 = 322
B.
6 × (30 + 7) = 322
C.
6 × (30 + 7) = 222
D.
6 × (30 + 7) = (6 × 30) + (6 × 7) = 180 + 42 = 222
1-10
Algebra: The Distributive Property
Suppose it costs students $3 to bowl a game and
$2 to rent shoes. What is the cost for 25 students?
25 × (3 + 2) = (25 × 3) + (25 × 2)
Distributive Property
= 75 + 50
Multiply.
= 125
Add.
Answer: The total cost is $125 for 25 students.
1-10
Algebra: The Distributive Property
Suppose it costs students $7 to see a movie at a
theater and $4 for popcorn. What is the cost for
20 students?
A. $200
B. $250
C. $220
D. $180
Number Sense, Algebra, and Functions
1
Five-Minute Checks
Area of Rectangles and Squares
Number Sense, Algebra, and Functions
1
Lesson 1-1
Lesson 1-2
(over Lesson 1-1)
Lesson 1-3
(over Lesson 1-2)
Lesson 1-4
(over Lesson 1-3)
Lesson 1-5
(over Lesson 1-4)
Lesson 1-6
(over Lesson 1-5)
Lesson 1-7
(over Lesson 1-6)
Lesson 1-8
(over Lesson 1-7)
Lesson 1-9
(over Lesson 1-8)
Lesson 1-10 (over Lesson 1-9)
Number Sense, Algebra, and Functions
1
Divide.
44 ÷ 2
A. 20
B. 18
C. 22
D. 11
Number Sense, Algebra, and Functions
1
Multiply.
92,104 × 20
A. 182,080
B. 1,842,080
C. 1,202,202
D. 18,828
Number Sense, Algebra, and Functions
1
Estimate. Tell whether the estimate is more or less
than the actual product.
$55
× 60
A. $3,400; less
B. $3,000; more
C. $3,600; more
D. $3,100; less
Number Sense, Algebra, and Functions
1
(over Lesson 1-1)
Tell whether the number 33 is prime, composite,
or neither.
A. prime
B. composite
C. neither
Number Sense, Algebra, and Functions
1
(over Lesson 1-1)
Tell whether the number 41 is prime, composite,
or neither.
A. prime
B. composite
C. neither
Number Sense, Algebra, and Functions
1
(over Lesson 1-1)
Tell whether the number 49 is prime, composite,
or neither.
A. prime
B. composite
C. neither
Number Sense, Algebra, and Functions
1
(over Lesson 1-1)
Find the prime factorization of 48.
A. 2 × 2 × 3 × 4
B. 4 × 4 × 3
C. 2 × 2 × 2 × 2 × 3
D. 2 × 4 × 6
Number Sense, Algebra, and Functions
1
(over Lesson 1-1)
Find the prime factorization of 102.
A. 2 × 3 × 17
B. 6 × 7 × 10
C. 2 × 2 × 2 × 17
D. 4 × 5 × 5 + 2
Number Sense, Algebra, and Functions
1
(over Lesson 1-2)
Write 5 × 5 × 5 × 5 × 5 × 5 using an exponent.
A. 55
B. 253
C. 56
D. 1252
Number Sense, Algebra, and Functions
1
(over Lesson 1-2)
Write 13 as a product of the same factor. Then find
the value.
A. 1 × 3; 3
B. 1 × 1 × 1; 3
C. 1 + 1 + 1; 3
D. 1 × 1 × 1; 1
Number Sense, Algebra, and Functions
1
(over Lesson 1-2)
Write the prime factorization of 100.
A. 22 × 52
B. 4 × 5 × 5
C. 10 + 20 + 20 + 20 + 30
D. 10 × 10
Number Sense, Algebra, and Functions
1
(over Lesson 1-2)
Carlos has 92 CDs. What whole number is this?
A. 18
B. 72
C. 11
D. 81
Number Sense, Algebra, and Functions
1
(over Lesson 1-3)
Find the value of the following expression.
27 – 18 ÷ 3 × 2
A. 6
B. 15
C. 24
D. 42
Number Sense, Algebra, and Functions
1
(over Lesson 1-3)
Find the value of the following expression.
4 + 62 ÷ 4
A. 7
B. 10
C. 13
D. 19.5
Number Sense, Algebra, and Functions
1
(over Lesson 1-3)
Find the value of the following expression.
5 × (6 – 4) + 7
A. 45
B. 10
C. 57
D. 17
Number Sense, Algebra, and Functions
1
(over Lesson 1-3)
Find the value of the following expression.
12 ÷ (4 – 1) × 7
A. 35
B. 28
C. 14
D. 2
Number Sense, Algebra, and Functions
1
(over Lesson 1-4)
Use the Four-Step Plan to solve the problem. Halima
runs one mile in 9 minutes. If she continues at this
rate, how long will it take for her to run 6 miles?
A. 52 minutes
B. 14 minutes
C. 54 minutes
D. 15 minutes
Number Sense, Algebra, and Functions
1
(over Lesson 1-4)
Use the Four-Step Plan to solve the problem.
Reynaldo stencils the following pattern on his
bedroom wall: circle, circle, triangle, square, circle,
circle. If the pattern continues, what will the 14th
shape be?
A. triangle
B. circle
C. rectangle
D. square
Number Sense, Algebra, and Functions
1
(over Lesson 1-5)
Evaluate the following expression if a = 4 and b = 2.
4a – b
A. 4
B. 6
C. 10
D. 14
Number Sense, Algebra, and Functions
1
(over Lesson 1-5)
Evaluate the following expression if a = 4 and b = 2.
3a
A. 9
B. 12
C. 7
D. 6
Number Sense, Algebra, and Functions
1
(over Lesson 1-5)
Evaluate the following expression if a = 4 and b = 2.
14 ÷ b
A. 7
B. 8
C. 10
D. 28
Number Sense, Algebra, and Functions
1
(over Lesson 1-5)
Evaluate the following expression if a = 4 and b = 2.
a+b–4
A. 0
B. 2
C. 4
D. 6
Number Sense, Algebra, and Functions
1
(over Lesson 1-6)
Find the rule for the function table.
A. 2x
B. x + 12
C. 3x
D. x + 20
Number Sense, Algebra, and Functions
1
(over Lesson 1-6)
Osvaldo hit 7 more home runs than Josh. Define
a variable. Write a function rule that relates the
number of home runs hit by Osvaldo to the
number hit by Josh.
A.
Let J represent Josh’s hits and O represent
Osvaldo’s hits; J + O = 7
B.
Let h represent Josh’s hits; 7 – h
C.
Let J represent Josh’s hits; J × 7
D.
Let h represent Josh’s hits; h + 7
Number Sense, Algebra, and Functions
1
(over Lesson 1-7)
Solve. Use the Guess and Check strategy. Aja
has 10 coins in his pocket that total $2.17. What
are the coins?
A. 8 quarters, 1 dime, 1 nickel, 2 pennies
B. 2 half-dollars, 4 quarters, 1 dime, 1 nickel, 2
pennies
C. 6 quarters, 1 dime, 1 nickel, 2 pennies
D. 1 half-dollar, 6 quarters, 3 nickels, 2 pennies
Number Sense, Algebra, and Functions
1
(over Lesson 1-8)
Identify the solution.
19 – x = 12
A. 5
B. 6
C. 7
D. 8
Number Sense, Algebra, and Functions
1
(over Lesson 1-8)
Identify the solution.
35 = 7y
A. 3
B. 5
C. 7
D. 9
Number Sense, Algebra, and Functions
1
(over Lesson 1-8)
Solve the following equation mentally.
56 ÷ w = 7
A. 7
B. 9
C. 6
D. 8
Number Sense, Algebra, and Functions
1
(over Lesson 1-8)
Solve the following equation mentally.
x + 22 = 38
A. 26
B. 18
C. 16
D. 6
Number Sense, Algebra, and Functions
1
(over Lesson 1-9)
Find the area of a rectangle with a length of 13 ft
and a width of 9 ft.
13 ft
A. 117 ft2
B. 111 ft2
C. 108 ft2
D. 44 ft2
9 ft
Number Sense, Algebra, and Functions
1
(over Lesson 1-9)
Find the area of a rectangle with a length of 20 m
and a width of 11 m.
A. 40 m2
B. 220 m2
C. 62 m2
D. 231 m2
11 m
20 m
Number Sense, Algebra, and Functions
1
(over Lesson 1-9)
Find the area of a square with a side length of
18 yd.
A. 72 yd2
18 yd
B. 162 yd2
C. 316 yd2
D. 324
yd2
18 yd
Number Sense, Algebra, and Functions
1
(over Lesson 1-9)
Find the area of a square with a side length of 7 cm.
A. 42 cm2
7 cm
B. 28 cm2
C. 49 cm2
D. 32 cm2
7 cm
This slide is intentionally blank.