Transcript Intermediate Algebra

Intermediate Algebra
Summer School Credit Recovery
Welcome!
•
•
•
•
Expectations
Earning Credit
Passes
Supplies (student packet, folders, paper)
Day 1: Solving Equations
Goal: To solve equations in one variable that
contain more than one operation
Standard: Prior Standard
Guiding Question: How do I solve an equation
for a variable?
Materials: Pencil, Folder, Student Packet
Math Review Day 1
Adding and
Subtracting
Decimals
13.34 + 12
Adding and
Subtracting
Fractions
1 4

8 9


“When you add or
subtract decimals,
make sure you
line the decimals
up.”

Dividing Fractions
1 3

5 4

“When you add or
subtract fractions,
you need a
common
denominator”
“To give dividing
fractions a try, flip
the second and
multiply.”
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Apply the correct order of operations:
A) 7 x 4 + 3 =
B) (1 + 3)2 – 9 ÷ 3 + 6 =
C) 12 – 6 x 2 + 7 =
D) 24 – 12 ÷ 2 x 3 + 7 =
One-Step Equations:
A) 3 + x = 7
B) -10 = x – 4
Try:
C) X – 9 = 11
D) -5 – x = 10
E) -13 = x – 4
F) 17 = 6 - x
One-Step Equations:
G) 5x = -30
H) 6x - 42
Try:
I) 16 = -2x
J) 24 =5x
x
K)
8
3
L) x  8
9

Two-Step Equations:
A) 2x – 9 = 18
B) 3x + 6 = -8
Try:
C) 4 – 3x = 10
D) 17  3  x
2
E) 13 + 2x = 9

F) 2(5x + 3) = 20
Word Problems:
Josie bought 4 cases of sports drinks for an
upcoming meet. After talking to her coach she
bought three more cases spending an
additional $6.95 on additional items. Her
receipts totaled $74.15. Write and solve an
equation to find out how much each case of
sports drink costs.
Work Time:
Work through pages 3 and 4 in your packet
Multiplication test at: ______
Exit Slip at: _________
Multiplication Timed Test:
-Page 5 of your packet – tear in half and remove
one from the packet
You have five minutes to fill in as much as you
can
Go = Start, Stop = hands up!
Highlight the ones you did not know

Exit Slip: (on a half-sheet of scratch paper)
A) 5x – 9 = 17
B)
x 8
5
2
Make sure it has your name and turn it in!
Day 2: Solving Equations
Goal: To solve equations that have variables on
both sides
Standard: Prior Standard
Guiding Question: How do I solve an equation
for a variable?
Materials: Pencil, Folder, Student Packet
Math Review Day 2
Adding and
Subtracting
Decimals
45 – 9.867
Adding and
Subtracting
Fractions
4 1

7 3


“When you add or
subtract decimals,
make sure you
line the decimals
up.”

Dividing Fractions
7 8

8 11

“When you add or
subtract fractions,
you need a
common
denominator”
“To give dividing
fractions a try, flip
the second and
multiply.”
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Solve the equation:
A) 3x – 9 = 11
B)

C)

x 7
1
4
2
 x  4  10
3
Solve the equation:
A) 3d + 8 = 2d – 17
B) – t + 5 = t – 19
C) 5 – (t – 3) = -1 + (2 – 3)
D) x + 4 – 6x = 6 - 5x
E)-8x + 6 + 9x = -17 + x
Try:
F) 2y + 3 = 3(y + 7)
G) 10 - y + 5 + 6y = 1 + 5y + 3
Try:
H) 4(x – 3) = 2x + 3x – 9
I) 3(2x – 5) = 2(3x – 2)
Work Time:
Work through pages 7 and 8 in your packet
Multiplication test at: ______
Exit Slip at: _________
Multiplication Timed Test:
-Page 5 of your packet – tear out of packet
You have five minutes to fill in as much as you
can
Go = Start, Stop = hands up!
Highlight the ones you did not know
Exit Slip: (on a half-sheet of scratch paper)
Previous Material (PM):
A) 5y – 9 = 16
New Material (NM):
B) 3x – 8 = 6 – 2x
C) 6x = 5x – 10
Make sure your name is on it, and turn it in!
Day 3: Solving Inequalities
Goal: To solve multi-step inequalities AND to solve
inequalities that contain variables on both sides.
Standard: Prior Standard
Guiding Question: How do I solve an inequality for a
variable?
Materials: Pencil, Folder, Student Packet
Math Review Day 3
Adding and
Subtracting
Decimals
15.87+ 1.9
Adding and
Subtracting
Fractions
5 9

6 11


“When you add or
subtract decimals,
make sure you
line the decimals
up.”

Dividing Fractions
4 4

5 9

“When you add or
subtract fractions,
you need a
common
denominator”
“To give dividing
fractions a try, flip
the second and
multiply.”
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Solve the equation:
A) 3x + 9 = x – 8
B) 7 – 4x = 6x + 2
C) 7x = 10x - 1
Solve: - 3x > 9
Check a Number.
What is the rule when solving inequalities?

Solve the inequality and graph the solution:
A) 2m + 1 > 13
B) 2d + 21 ≤ 11
C) 3  2x
3
7
D) 4 – X > 3(4 – 2)
Solve the inequality and graph the solution:
E) 4r – 9 > 7
F) 3 ≤ 5 – 2x
G)-4x – 8 > 16
I) 12 (x – 3) + 2x ≥ 
6
H)
5  3p
10 
2
Solve the inequality and graph the solution:
J) 2x > 4x – 6
K) 5(4 – x) ≤ 3(2 + x)
Solve and graph the solution:
L) 27x + 33 > 58x – 29 M) 5c – 4> 8c + 2
N) 2(6 – x) < 4x
O) 4(y+1)< 4y +2
P) -3(n + 4) ≤ 6( 1 – n)
Work Time:
Work through pages 9 and 10 in your packet
Multiplication test at: ______
Exit Slip at: _________
Multiplication Timed Test:
-Page 11 of your packet – tear out of packet
You have five minutes to fill in as much as you
can
Go = Start, Stop = hands up!
Highlight the ones you did not know
Exit Slip: (on a half-sheet of scratch paper)
Previous Material (PM):
A) 2r + 20 = 200
B) 3(2x – 5) = 2(3x – 2)
New Material (NM):
C) 2 + (-6) > -8p
D) 3(1-x) ≥ 3(x + 2)
Make sure your name is on it, and turn it in!
Day 4: Graphing Linear Functions
Goal: To solve for a variable AND To graph linear functions
using tables or equations
Standard: 9.2.1.8 – Make Qualitative statements about the rate of
change of a function based on its graph or table of values
9.2.2.3 – Sketch graphs of linear, quadratic and exponential
functions and translate between graphs, tables and symbolic
representations. Know how to use graphing technology to graph
these functions.
Guiding Question: What and how are the many ways I can
graph a line?
Materials: Pencil, Folder, Student Packet
Math Review Day 4
Adding and
Subtracting
Decimals
1.309+ 134.8
Adding and
Subtracting
Fractions
4 1

5 8


“When you add or
subtract decimals,
make sure you
line the decimals
up.”

Dividing Fractions
6 12

13 15

“When you add or
subtract fractions,
you need a
common
denominator”
“To give dividing
fractions a try, flip
the second and
multiply.”
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Graph the points on a coordinate plane:
A (5, 6)
B (-1, -3)
C (4, -9)
D (-1.5, 0)
Solve for a variable:
A) 2x - 3y = 12
B) 2x + y = 8
Try: C) 5y = 5x - 10
D) 2y - 6y = -8
What is a function?
What makes a function linear?
How can I graph a line?
Table, Slope and Intercept, x-and y- intercepts,
and slope-intercept form
Graph:
A) Slope =  2
5
y-intercept = 4

B) Slope = 4,
y-intercept =  1
2

Try:
1
C) Slope =
4
y-intercept = 4

D) slope = 3,
y-intercept = 2

Graph
A) y   1 x  3
2
1
B) y  x  5
3
C) y = x + 6

Try:
D) y  2 x  6
5
E) y = 3x - 1
F) y = -2x + 4
Graph:
A) 6x + 3y = 12
B) 2x + y = 8
Try:
C) 2x - 6y = 6
D) 2x + 3y = -12
E) 5x - 2y = 10
Work Time:
Work through pages 13 and 14 in your packet
Multiplication test at: ______
Exit Slip at: _________
Multiplication Timed Test:
-Page 11 of your packet – tear out of packet
You have five minutes to fill in as much as you
can
Go = Start, Stop = hands up!
Highlight the ones you did not know
Exit Slip: (on a half-sheet of scratch paper)
New Material (NM):
Solve for y:
A) 7y + 14x = 28
B) -5y = 2x + 7
Graph:
A) y  1 x  3
B) y = -3x
C) y = 2
D) 3x - 2y = 6
2
Make sure your name is on it, and turn it in!
Day 5: Graphing Linear Inequalities
Goal: To graph linear inequalities using tables or
equations. AND To write equations to describe
lines.
Standard: 9.2.4.4 – Represent relationships in various contexts
using systems of linear inequalities; solve them graphically. Indicate
which parts of the boundary are included in and excluded from the
solution set using solid and dotted lines.
Guiding Question: How do I graph a linear
inequality? AND How can I write equations of
lines?
Materials: Pencil, Folder, Student Packet
Math Review Day 5 QUIZ
Adding and
Subtracting
Decimals
A) 67.8 + 5.23
B) 71 – 8.09

Adding and
Subtracting
Fractions
5 2
A) 
7 5
10 3
B) 

7 2




Dividing Fractions
7 1
A) 
10 8
4 1
B) 
9 2
Access:
Graph:
A) y = 3x - 2
1
B) y  x
2
C) y = -2x + 5
Write an equation with the following
information:
A) Slope = 2 , y-intercept = 4
5
1
B) Slope = 4, y-intercept = 
2

Try:
C) Slope = 1 , y-intercept
=4

4
D) slope = 3, y-intercept = 2

E) Slope: -4 and contains (-1, -2)
F) Slope: 1 and contains (5, 1)
6
Try:
G) Slope = -4, and contains (0, 3)

H) Slope = 1 and contains (-1, -4)
I) Contains (1, -4) and (3, 2)
J) contains (4, -7) and (0, 5)
Try:
K) contains (2, -3) and (4, 1)
L) Contains (0, 1) and (-2, 9)
How are parallel lines related?
How are perpendicular lines related?
M) Parallel to y = -3x + 5, contains (6, -2)
N) Perpendicular to y = -2x + 4, contains (-2, 5)
Try:
O) Parallel to y = x - 6, contains (-1, 2)
P) Perpendicular to y = 5 - 3x, contains (2, -4)
Graph the inequality:
A) y ≥ - 2x + 6
B) y < 3x -3
C) y > 4x + 7
Try:
D) y ≤ 2 - 3x
E) 3x - 2y > 6
F) y ≥ x + 5
G) y > 3x + 1
H) y > 2/3x - 1
Work Time:
Work through pages 15 and 16 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
Previous Material (PM):
Solve for y:
A)6x - y = 10
B) 4y = 4x - 8
New Material (NM):
Write the equation:
A) Contains (1, 2) and (-3, 4)
B) slope: -2, contains (0, 3)
Graph:
A) Y ≥ x - 2
B) y < 2x + 3
Make sure your name is on it, and turn it in!
Math Review Day 6
Find 10%, 20%,
50% and 100%:
80
Solve the
proportion:
3 x

4 80
"Find 10% by
moving the
decimal one
 use
place, and
it to find the
others.”
Percent
Problems:
What is 15% of
40?


"Make sure x is in
the numerator
and solve"
"Write an equation,
is =, of x, and
solve for x."
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Day 6: Exponents
Goal: To simplify expressions containing
exponents. AND to evaluate expressions
Standard: Standard 9.2.3: Generate equivalent algebraic
expressions involving polynomials and radicals; use algebraic
properties to evaluate expressions.
Guiding Question: How can I evaluate
expressions? AND How do I use exponent
properties to simplify expressions?
Materials: Pencil, Folder, Student Packet
Access:
What does 22 mean?
23?
24?
(x + 2)2?
Simplifying Exponential Expressions:
-no negative exponents
-same base does not appear more than once
-no powers, products or quotients are raised to
powers (ie no parenthesis)
-numerical coefficients are relatively prime
Integer Exponents:
Zero Exponent: x0 = 1
1
-n
Negative Exponent: x = n
x
Simplify:
A) 4-3
B) 70

Try:
C) (-5)-4
3
r
F)
7
D) -2-3
4
g
G)
3
h
E)2r0m-3
Product of Powers: aman = am+n
Power of a Power: (am)n = amn
Power of a Product: (xy)m = xmym
Simplify:
A) (x2)5
B)n6n2
C) (2t)5
5)2
Try:
E) (23)3
F) (36)0
G) (p4q2)7
I)(ab)3(ab)-2
D) (a2b2)5(a-
H) (-4x3)4


am
 a m n
n
a
Quotient of Powers:
a
(
Positive Power of a Quotient: b )
Negative Power of a Quotient: ( ba )

Simplify:
A) ( 2 ) 2
B) (2x3 ) 4
5
y
Try)
C) ( 3 ) 2

4
E)
an
 n
b
bn
n
 n
a
n
F)
9
3
36
D)
x6y4
x 9 yz

x 3 4
( 2)
y
Evaluate each Expression for the given variable:
A) 2x + 3 for x = 7 B)4x+8; x=-2
C) p0 for p = 9
Try)
E) 3n - 5 for n = 7
G) t-6 for t = 2
D) x-3y for x = 4 and y = -2
F)-5t - 15; t = 1
H) (5 – d)-7 for d = 6
I)r0s-2 for r=8 and s = 10
Work Time:
Work through pages 17 and 18 in your packet
Multiplication test at: ______
Exit Slip at: _________
Multiplication Timed Test:
-Page 19 of your packet – tear out of packet
You have five minutes to fill in as much as you
can
Go = Start, Stop = hands up!
Highlight the ones you did not know
Exit Slip: (on a half-sheet of scratch paper)
NM:
Simplify each expression:
A) x^4/y^-6
B) 8f-4g0
C) (m3n3)5
D)(x^3y^4/xy^5)^-3
Make sure your name is on it, and turn it in!
Day 7: Polynomials
Goal: To simplify polynomial expressions by
adding or subtracting
Standard: 9.2.3.2 – Add, subtract and multiply polynomials;
divide a polynomial by a polynomial of equal or lower degree.
Guiding Question: How do I simplify polynomials
expressions? AND how do I add or subtract
polynomials expressions?
Materials: Pencil, Folder, Student Packet
Math Review Day 7
Find 10%, 20%,
50% and 100%:
53
Solve the
proportion:
15 14

9
x
"Find 10% by
moving the
decimal one
place, 
and use
it to find the
others.”
Percent
Menta
Problems:
l
13 is what
Math
percent of 52?


"Make sure x is in
the numerator
and solve"
"Write an equation,
is =, of x, and
solve for x."
Reflection Starters: “I know……” or “I need to work on……”
Access:
Put a circle on those that are alike in each set:
A) 2x, 4, -10x, 7x2, 9x, 15
B) 8, -5x, 11, x2, 12x3, 14, -8
C) 14x4, 9x, 9x2, 14x2, -13, 6x2, x5
What is a polynomial?
Word Problems:
A tourist accidentally drops her lip balm off the
Golden Gate Bridge. The bridge is 220 feet from
the water of the bay. The height of the lip balms
is given by the polynomial -16t2 +220, where t is
the time in seconds. How far above the water
will the lip balm be after 3 seconds?
Try:
The surface area of a cone is approximated by
the polynomial 3.14r2 + 3.14rl, where r is the
radius and l is the slant height. Find the
approximate surface area of a cone that has
radius of 6 cm and slant height 10cm.
Add or Subtract:
A)12p3 + 11p2+ 8p3
Try:
C) t2 + 2s2 – 4t2 – s2
D) 10m2n + 4m2n – 8m2n
B) 5x2 - 6 - 3x + 8
E)(6x2 - 4y) + (3x2 + 3y – 8x2 - 2y)
F) ( 1 a2 + b + 2) + ( 3 a2 - 4b + 5)
2

2
Try:

G) (4m2 + 5) + (m2 - m + 6)
H) (10xy + x) + (-3xy + y)
I) (x3 + 4y) - (2x3)
J) (7m4 – 2m2) - (5m4 – 5m2 + 8)
Try:
K) (-10x2 - 3x +7) - (x2 - 9)
L) (9q2 - 3q) - (q2 - 5)
Work Time:
Work through pages 21 and 22 in your packet
Multiplication test at: ______
Exit Slip at: _________
Multiplication Timed Test:
-Page 19 of your packet – tear out of packet
You have five minutes to fill in as much as you
can
Go = Start, Stop = hands up!
Highlight the ones you did not know
Exit Slip: (on a half-sheet of scratch paper)
NM:
Add or Subtract:
A) 7m2 + 3m + 4m2
B) (r2 + s2) - (5r2 + 4s2)
C) (10pq + 3p) + (2pq - 5p + 6pq)
D) (14d2 - 8) +(6d2 - 2d + 1)
Make sure your name is on it, and turn it in!
Day 8: Polynomials
Goal: To simplify polynomial expression by
multiplying.
Standard: 9.2.3.2 – Add, subtract and multiply polynomials;
divide a polynomial by a polynomial of equal or lower degree.
Guiding Question: How can I multiply
polynomials?
Materials: Pencil, Folder, Student Packet
Math Review Day 8
Find 10%, 20%,
50% and 100%:
65
Solve the
proportion:
3
x

10 40
"Find 10% by
moving the
decimal one
place, 
and use
it to find the
others.”
Percent
Menta
Problems:
l
45 is 33% of what
Math
number?


"Make sure x is in
the numerator
and solve"
"Write an equation,
is =, of x, and
solve for x."
Reflection Starters: “I know……” or “I need to work on……”
Access:
Simplify using exponent properties:
A) x2x4
B) 3x(4x3)
C) 2x2 - 9x + x2
D) -7x3 + 9x + 18x3 - 10x
Multiply:
A) (6y3)(3y5)
Try:
C) (3x3)(6x2)
B) (3mn2)(9m2n)
D) (2r2t)(5t3)
E) 6pq(2p-q)
Try:
F) 4(3x2 + 4x - 8)
F
O
I
L
A)(s + 4)(s - 2)
3n)
Try:
C) ( a + 3)(a - 4)
B)(x – 4)2
C)(8m3 – n)(m3 -
D) ( x – 3)2 E) (2a – b2)(a + 4b2)
Multiply:
A) (x - 5)(x2 + 4x - 6)
B) (2x – 5)(-4x2 - 10x + 3)
C) (3x + 1)(x3 + 4x2 - 7)
Try:
D) (x + 3)(x2 - 4x + 6)
E) (3x + 2)(x2 - 2x + 5)
Work Time:
Work through pages 23 and 24 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
NM:
Multiply:
A) (6s2t2)(3st)
B) 4xy2(x + y)
C) (x + 2)(x - 8)
D) (2x - 7)(x2 + 3x - 4)
E) 6mn (m2 + 10mn -2)
F) (2x - 5y)(3x + y)
Make sure your name is on it, and turn it in!
Day 9: Factoring
Goal: To factor polynomials by using the greatest
common factor
Standard: 9.2.3.3 – Factor common monomial factors from
polynomials, factor quadratic polynomials, and factor the
difference of two squares.
Guiding Question: How do I find the greatest
common factor of a polynomial?
Materials: Pencil, Folder, Student Packet
Math Review Day 9
Find 10%, 20%,
50% and 100%:
90
Solve the
proportion:
1 x

2 61
"Find 10% by
moving the
decimal one
 use
place, and
it to find the
others.”
Percent
Problems:
What is 22% of
31?


"Make sure x is in
the numerator
and solve"
"Write an equation,
is =, of x, and
solve for x."
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Simplify:
A) 2(w + 1)
8)
B) 3x(x2 - 4)
C) (x + 3)(x +
Write the prime factorization (factor tree)
A) 20
B) 50
C) 17
D) 38
What is the greatest common factor:
A) 100 and 60 B) 26 and 52
C) 18 and 27
Try)
D) 12 and 16
E) 15 and 25
F)55 and 121
Find the GCF of the pair of monomials:
A) 15x3 and 9x2 B) 8x2 and 7y3 C)3x3 and 6x2
Try:
D) 18g2 and 27g3 E) 16a6 and 9b F) 8x and 7x2
Word Problems: A cafeteria has 18 chocolate
milk cartons and 24 regular milk cartons. The
cook wants to arrange the cartons with the
same number of cartons in each row.
Chocolate and regular milk will not be in the
same row. How many rows will there be if the
cook puts the greatest possible number of
cartons in each row?
Try: Samantha is making beaded necklaces
using 54 glass beads and 18 clay beads. She
wants each necklace to have the same
number of beads, but each necklace will have
only one type of bead. If she puts the greatest
number of beads on each necklace, how many
necklaces can she make?
Factor each polynomial:
A) 2x2 - 4
B) 8x3 – 4x2 - 16x
C) -14x – 12x2
D) 3x3 + 2x2 – 10
Try:
E) 5b + 9b3
F) 9d2 – 82
G) -18y3 – 7y2
H) 8x4 + 4x3 – 2x2
Factor each expression
A) 5(x + 2) + 3x(x + 2) B) -2b(b2 + 1) + (b2 + 1)
Try:
C) 4s(s+ 6) - 5(s+6)
D) 3x(y + 4) - 2y(y+4)
Work Time:
Work through pages 25 and 26 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
PM: Multiply
A) 2x(3x2 + 9x - 8)
B) (x - 6)(x+6)
NM: Find the GCF:
A) 18 and 75
B) 12x and 28x3
Factor:
A) 16x + 20x3
B) 4m4 – 12m3 + 8m
C) 7k(k-3) + 4(k-3)
Make sure your name is on it, and turn it in!
Day 10: Factoring
Goal: To factor quadratic trinomials of the form
x2 + bx + c
Standard: 9.2.3.3 – Factor common monomial factors from
polynomials, factor quadratic polynomials, and factor the
difference of two squares.
Guiding Question: How does FOIL help me factor
trinomials?
Materials: Pencil, Folder, Student Packet
Math Review Day 10 QUIZ
Find 10%, 20%,
50% and 100%:
A) 30
Solve the
proportion:
x 16

8 72
B) 41
2 8

3 x




Percent
Problems:
A) 15 is what
percent of
80?
B) What is 9% of
72?
Reflection Starters: “I know……” or “I need to work on……”
Access:
A) What two numbers add or subtract to 6 and
multiply to 8?
B) What two numbers add or subtract to -1 and
multiply to 42?
C) What two numbers add or subtract to 5 and
multiply to -6?
D) What two numbers add or subtract to 14 and
multiply to 24?
Factor:
A) x2 + 6x + 5
B) x2 + 6x + 9
Try:
D) x2 + 8x + 12 E) x2 - 5x + 6
C)x2 - 8x + 15
F) x2 + 13x + 42
G) x2 + x -20
H) x2 - 3x - 18
I) x2 + 7x - 18
Try:
J) x2 + 2x - 15
K) x2 - 6x + 8
L) x2 - 8x - 20
How would you know if the trinomial is not
factored correctly?
Work Time:
Work through page 27 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
NM:
Explain in your own words how to factor
x2 + 9x + 14. Show how to check your answer.
Factor:
A) x2 - 11x + 30
B) x2 + 10x + 9
C) x2 - 6x -27
D) x2 + 14x – 32
Make sure your name is on it, and turn it in!
Day 11: Factoring
Goal: To factor quadratic trinomials of the form
ax2 + bx + c
Standard: 9.2.3.3 – Factor common monomial factors from
polynomials, factor quadratic polynomials, and factor the
difference of two squares.
Guiding Question: How does FOIL help me factor
trinomials?
Materials: Pencil, Folder, Student Packet
Math Review Day 11
Order the
Decimals from
least to
greatest:
0.88, 0.8, 8, 0.81
Order the Fractions
from least to
greatest:

"When ordering
"To order
fractions,


they must have a
common
denominator."
decimals
compare each
place value"
Prime
Factorization:
24
2 3 7 4
, , ,
5 10 20 5
"What prime
numbers
multiply to
make the
number?"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Find the product:
A) (x-2)(2x+7)
B) (3y +4)(2y+9)
Factor:
A) x2 + 4x - 32
B)z2 + 15z + 36
Factor:
A) 2x2 + 17x + 21
B) 3x2 - 16x + 16
C) 6x2 + 17x + 5
D) 9x2 - 15x + 4
Try:
E) 5x2 + 11x + 2
F) 2x2 + 11x +5
G) 4x2 - 9x + 5
H) 2y2 - 11y + 14
I)3n2 + 11n - 4
J) 2x2 + 9x - 18
K) 4x2 - 15x - 4
L) 6x2 + 7x – 3
Try:
M) 4a2 + 8a - 5
N) 15x2 + 4x - 3
O) 2x2 + x - 6
P) 6n2 - 11n -10
Q) -2x2 - 5x - 3
R) -6x2 - 17x - 12
S) -3x2 - 17x - 10
T) -2x2 -15x – 7
Try:
U) -2x2 + 5x + 12
V) -4n2 - 16n + 9
Work Time:
Work through page 28 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
NM:
Factor each trinomial:
A) 5x2 + 17x + 6
B) 2x2 + 5x - 12
C) 6x2 - 23x + 7
D) -4x2 + 11x + 20
E) -2x2 + 7x - 3
F) 8x2 + 27x + 9
Make sure your name is on it, and turn it in!
Day 12: Quadratics
Goal: To identify and graph a quadratic function.
Standard: 9.2.1.8 – Make qualitative statements about the
rate of change of a function, based on its graph or table of
values.
Guiding Question: How can I graph a quadratic
using a table?
Materials: Pencil, Folder, Student Packet
Math Review Day 12
Order the
Decimals from
least to
greatest:
13.876, 13.901,
11.875, 13.87
Order the Fractions
from least to
greatest:

"When ordering
decimals
compare each
place value"
"To order
fractions,


they must have a
common
denominator."
Prime
Factorization:
30
4 5 5 1
, , ,
9 6 18 3
"What prime
numbers
multiply to
make the
number?"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Evaluate x2 + 5x for x = 4 and x = -3
What is Domain?
What is range?
Tell whether each function is a quadratic.
Explain:
A) {(-2, -9), (-1, -2), (0, -1), (1, 0), (2, 7)}
B) y = 7x + 3
C) y – 10x2 = 9
Try:
D) {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}
E) y + x = 2x2
Use a table of values to graph each quadratic
function
A) y = 1 x2
B) y = -4x2
3
 Try:
C) y = x2 + 2
D) y = -3x2 + 1
Tell whether the graph of each quadratic
function opens up or down. Explain:
A) y – 1 x2 = x - 3
B) y = 5x – 3x2
4
Try:
 C) f(x) = -4x2 - x + 1
D) y – 5x2 = 2x - 6
Identify the vertex of each parabola. The give
the maximum or minimum value of the
function. Find the domain and Range.
Identify the vertex of each parabola. The give
the maximum or minimum value of the
function. Find the domain and Range.
Try:
Work Time:
Work through pages 29 and 30 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
NM:
A) Is y = -x - 1 quadratic? Explain.
B) Graph using a table of values y = 1.5x2
C) Identify the vertex
D) Does the function have a
minimum or maximum?
What is it?
E) Find the domain and range
Make sure your name is on it, and turn it in!
Day 13: Quadratics
Goal: To find the axis of symmetry, vertex and
zeroes of a quadratic function.
Standard: 9.2.1.5 – Identify the vertex, line of symmetry and
intercepts of the parabola corresponding to a quadratic
function, using symbolic and graphical methods, when the
function is expressed in the form f (x) = ax2 + bx + c, in the
form f (x) = a(x – h)2 + k , or in factored form.
Guiding Question: How can I find the axis of
symmetry, zeroes and vertex of a quadratic
function?
Materials: Pencil, Folder, Student Packet
Math Review Day 13
Order the
Decimals from
least to
greatest:
0.7, 0.77, 0.707,
0.717
Order the Fractions
from least to
greatest:

"When ordering
decimals
compare each
place value"
"To order
fractions,


they must have a
common
denominator."
Prime
Factorization:
17
3 1 3 5
, , ,
8 3 4 6
"What prime
numbers
multiply to
make the
number?"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Find the x-intercept of each linear function:
(hint y = 0)
A) y = 2x - 3
B) y = 3x + 6
Evaluate each quadratic function for the given
input values
A) y = -3x2 + x - 2, when x = 2
B) y = x2 + 2x + 3, when x = -1
Find the zeros of each quadratic function from
its graph. Check your answer.
Try:
Find the axis of symmetry of each parabola:
Try:
C) y = -3x2 + 10x + 9
Try:
E) y = x2 + 4x - 7
D) y = x2 + x + 3
F) y = 3x2 - 18x + 1
Find the vertex:
B)y = -3x2 + 6x - 7
C) y = 5x2 - 10x +3
Try:
D) y = -5x2 + 10x + 3
E) y = x2 + 4x - 7
F) y = -x2 + 6x - 1
Word Problems:
The graph of f(x) = -0.6x2 + 0.6x + 10.26 can be
used to model the height in meters of an arch
support for a bridge, where the x-axis
represents the water level and x represents
the distance in meters from where the arch
support enters the water. Can a sailboat that is
14 meters tall pass under the bridge? Explain.
Try:
The height of a small rise in a roller coaster
track is modeled by f(x) = -0.07x2 + 0.42x +
6.37, where x is the distance in feet from a
support pole at ground level. Find the height
from the rise.
Work Time:
Work through pages 31 and 32 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
NM:
A) Find the zeros and axis
of symmetry of the parabola.
Find the axis of symmetry and vertex:
A) y = 3x2 + 12x + 8
B) y = -x2 + 8x + 16
C) y = x2 + 7x
Make sure your name is on it, and turn it in!
Day 14: Quadratics
Goal: To graph a quadratic function using the
axis of symmetry, vertex and zeroes.
Standard: 9.2.2.3 – Sketch graphs of linear, quadratic and
exponential functions, and translate between graphs, tables
and symbolic representations. Know how to use graphing
technology to graph these functions.
Guiding Question: How can I graph a quadratic
function?
Materials: Pencil, Folder, Student Packet
Math Review Day 14
Order the
Decimals from
least to
greatest:
15.409, 14.509,
15.4, 14.609
Order the Fractions
from least to
greatest:

"When ordering
decimals
compare each
place value"
"To order
fractions,


they must have a
common
denominator."
Prime
Factorization:
32
1 2 3 2
, , ,
4 5 10 20
"What prime
numbers
multiply to
make the
number?"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Find the axis of symmetry:
A) y = 4x2 - 7
B) y = x2 - 3x + 1
Find the vertex:
A) y = x2 + 4x + 5
B) y = 3x2 + 2
Graph the Quadratic Function:
Step 1: Find the axis of symmetry
Step 2: Find the vertex
Step 3: Find the y-intercept
Step 4: Find two points on the same side of the
axis of symmetry as the point containing the
y-intercept.
Graph:
A) y = 3x2 - 6x + 1 B)y = 2x2 + 6x + 2
C) y + 6x = x2 +9
Try:
D) y = x2 - 2x - 3
F) y = x2 + 4x - 8
E) y = 2x2 + 2x - 4
G) y + x2 + 5x + 2 = 0
Word Problems:
The height in feet of a basketball can be
modeled by f(x) = -16x2 + 32x, where x is the
time in seconds after its thrown. Find the
basketball's maximum height and the time it
takes the basketball to reach this height. Then
find how long the basketball is in the air.
Try:
The height in feet of a golf ball that is hit from
the ground can be modeled by the function
f(x) = -16x2 + 96x, where x is the time in
seconds after the ball is hit. Find the ball's
maximum height and the time it takes the ball
to reach this height. Then find how long the
ball is in the air.
Work Time:
Work through pages 33 and 34 in your packet
Exit Slip at: _________
Exit Slip: (on a half-sheet of scratch paper)
NM: Graph:
A) y = -2x2 - 8x + 4
B) y = x2 - 8x
C) y = 3x2 + 12x + 9
D) The height in feet of a fireworks shell can be
modeled by h(t) = -16t2 + 224t, where t is the
time in seconds after it is fired. Find the
maximum height of the shell, the time it
takes to reach its maximum height, and the
length of time the shell is in the air.
Make sure your name is on it, and turn it in!
Day 15: Data
Goal: To organize data in various graphs. AND To
describe the central tendency of data.
Standard: 9.4.1.1 – Describe a data set using data displays,
including box-and-whisker plots; describe and compare data sets
using summary statistics, including measures of center, location and
spread. Measures of center and location include mean, median,
quartile and percentile. Measures of spread include standard
deviation, range and inter-quartile range. Know how to use
calculators, spreadsheets or other technology to display data and
calculate summary statistics.
Guiding Question: How can I organize data? AND
What can the measures of central tendency tell
me about a set of data?
Materials: Pencil, Folder, Student Packet
Math Review Day 15 QUIZ
Order the
Order the Fractions
Decimals from
from least to
least to
greatest:
greatest:
2 3 7 4
A) , , ,
A) 0.01, 0.1, 0.11,
15 10 30 5
0.101
B) 16.7, 16.07,
1 3 5 4
B) , , ,
15.7, 16.32

Prime
Factorization:
A) 18
B)72
4 7 28 14

Reflection Starters: “I know……” or “I need to work on……”
Access:
Write the percent:
A) 4
B)
16
12
60
Put the data set in order from least to greatest:
A) 2.4, 5.1, 3.7, 2.1, 3.6, 4.0, 2.9,

B) 5, 5, 6, 8, 7, 4, 6, 5, 9, 3, 6, 6, 9
Read and Interpret the graph:
A) What casserole was
ordered the most?
B) About how many orders
were placed?
C) About how many more
tuna noodle casseroles
were ordered than king
ranch casserole?
D) About what percent of the
total orders were baked
ziti?
A) Which feature received the same satisfaction
rating for each SUV?
B) B) Which SUV received a better rating for
mileage?
A) At what time was the humidity the lowest?
B) During which 4-hour time period did the
humidity increase the most?
A) In which
months did
station A
charge more
than station B
B) During which
month(s) did
the stations
charge the
same for
gasoline?
A) Which ingredients are present in equal
amounts?
Stem and Leaf plots:
The number of defective widgets in batches of
1000 are given below. Use the data to make a
stem-and-leaf plot.
14, 12, 8, 9, 13, 20, 15, 9, 21, 8, 13, 19
Try) The temperatures in degrees Celsius for two
weeks are given below. Use the data to make a
stem-and-leaf plot.
7, 32, 34, 31, 26, 27, 23, 19, 22, 29, 30, 36, 35, 31
Frequency Tables and Histograms: The numbers
of students enrolled in Western Civilization
classes at a university are given below. Use
the data to make a frequency table with
intervals and then a histogram: 12, 22, 18, 9,
25, 31, 28, 19, 22, 32, 14
Try:
The number of days Maria's last 15 vacations are
listed below. Use the data to make a
frequency table and then a histogram:
4, 8, 6, 7, 5, 4, 10, 6, 7, 14, 12, 8, 10, 15, 12
Measures of Central Tendency:
Mean:
Median:
Mode:
Rico scored 74, 73, 80, 75, 67 and 55 on six
history tests. Find the mean, median and
mode.
Which value best describes Rico's scores?
Try:
Josh scored 75, 75, 81, 84 and 85 on five tests.
Find the mean, median and mode.
Which value best describes the score Josh
received most often?
Which value best describes Josh's scores?
Box-and-Whisker Plot:
Quartiles:
Interquartile Range (IQR):
The numbers of runs scored by a softball team
at 19 games are given. Use the data to make a
box-and-whisker plot: 3, 8, 10, 12, 4, 9, 13, 20,
15, 10, 5, 11, 5, 10, 6, 7, 6, 11
Try:
Use the data to make a box-and-whisker plot:
13, 14, 18, 13, 12, 17, 15, 12, 13, 19, 11, 14,
14, 18, 22, 23
Misleading Graphs:
Explain why this graph is misleading:
Try:
Explain why this graph is misleading:
Exit Slip: (on a half-sheet of scratch paper)
A) The number of people at a caterer's last 12 parties are
given below. 16, 18, 17, 19, 15, 25, 18, 17, 18, 16, 17, 19
i)
Use the data to make a frequency table with intervals.
ii) Use your frequency table to make a histogram
B) The daily high temperatures on 14 consecutive days in one
city were: 59, 49, 48, 46, 47, 51, 49, 43, 35, 52, 51, 51, 51,
and 38
i)
ii)
Find the mean, median and mode of the temperature
Which value describes the average high temperature for the
14 days?
iii) Which value best describes the high temperature?
Explain.
C) Use the data in B to make a box-and-whisker plot.
Day 16: Data and Probability
Goal: To determine the experimental or
theoretical probability of an event.
Standard: 9.4.3.1 – Select and apply counting procedures,
such as the multiplication and addition principles and tree
diagrams, to determine the size of a sample space (the
number of possible outcomes) and to calculate probabilities.
Guiding Question: How can I determine the
probability of an event?
Materials: Pencil, Folder, Student Packet
Math Review Day 16
Time:
"The short hand
on the clock
gives the hour,
the long hand
gives the
minute"
Conversions:
How many inches
are in 6 feet?
Find the
perimeter:


"When converting
make sure your
labels cancel”
"Perimeter is the
distance
around an
object"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Write the percent:
A) 3/10
B) 18/90
Write the fraction:
A) 40%
B) 35%
Write the decimal:
A) 18%
B) 1/5
Experiment:
Trial:
Outcome:
Sample Space:
Identify the sample space and the outcome of
A) rolling a number cube.
A) Flipping a coin
Event:
Probability:
Write impossible, unlikely, as likely as not, likely,
or certain to describe each event.
A) A shoe selected from a pair of shoes fits the
right foot
B) Katrina correctly guesses the last digit of a
phone number
C) Max pulls a green marble from a bag of all
green marbles
D) A radomonly selected month contains the
letter R
Try:
Write impossible, unlikely, as likely as not, likely
or certain to describe the event:
A) Anthony rolls a number less than 7 on a
standard number cube.
B) A coin lands heads up
C) There are 31 days in August
D) You roll a 10 on a standard number cube.
Experimental Probability:
An experiment consists of spinning a spinner.
Use the results in the table to find the
experimental probability of each event:
Green
15
Orange
10
Purple
8
Pink
7
A) the spinner lands on orange
B) The spinner does not land on orange.
A manufacturer inspects 500 strollers and finds
498 have no defects
A) what is the experimental probability that a
stroller chosen at random has no defects?
B) The manufacturer shipped 3500 strollers to a
distribution center. Predict the number of
strollers that are likely to have no defects.
Try:
One game of bowling consists of ten frames.
Elyse usually rolls 3 strikes in each game.
A) What is the experimental probability that
Elyse will roll a strike on any frame?
B) Predict the number of strikes Elyse will throw
in 18 games.
Theoretical Probability:
An experiment consists of rolling a number
cube. Find the theoretical probability of each
outcome:
A) rolling a 5
B) rolling an odd number
C) rolling a number less than 3
Try:
Find the Theoretical probability of each:
A) flipping 2 coins and both landing on heads
B) rolling a number divisible by 3 on a number
cube
You have a 1/50 chance of winning, what is the
probability of not winning?
A box contains only red, black and white blocks.
The probability of choosing a red block is 1/4,
the probability of choosing a black block is
1/2. What is the probability of choosing a
white block?
Try:
The probability of randomly choosing a blue
marble from a bag of 5 blue marbles, 8 red
marbles and 7 yellow marbles?
Exit Slip: (on a half-sheet of scratch paper)
A) The neighbor's dog barked at Tana the last 4 out
of 5 times she walked by the house.
i) What is the experimental probability that the dog
barks at Tana when she walks past the house?
ii) Predict the number of times the dog will bark at
Tana if she walks past the house 45 times.
B) Find the theoretical probability of randomly
choosing B from the letters in ALGEBRA.
C) The probability that it will be sunny is 15%. What
is the probability that it will not be sunny?
Day 17: Data and Probability
Goal: To find the probability of independent or
dependent events AND To solve problems
involving permutations and combinations.
Standard: 9.4.3.1 – Select and apply counting procedures,
such as the multiplication and addition principles and tree
diagrams, to determine the size of a sample space (the
number of possible outcomes) and to calculate probabilities.
Guiding Question: How can I find the probability
of an event? AND How can I determine the
amount of times an event will occur?
Materials: Pencil, Folder, Student Packet
Math Review Day 17
Time:
"The short hand
on the clock
gives the hour,
the long hand
gives the
minute"
Conversions:
How many feet are
in 3.5 yards?
 converting
"When

make sure your
labels cancel”
Find the
perimeter:
"Perimeter is the
distance
around an
object"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Find the theoretical probability of each
outcome.
A) rolling a 6 on a number cube
B) rolling on an odd number on a number cube
C) flipping a coin and it landing heads up
Independent Event:
Dependent Event:
Tell whether each set of events is independent
or dependent. Explain your answer. :
A) You select a card from a standard deck of
cards and hold it. A friend selects another
card from the same deck
B) You flip a coin and it lands heads up. You flip
the same coin and it lands heads up again.
Try:
Tell whether each set of events is independent
or dependent. Explain your answer,
A) A number cube lands showing an odd
number. It is rolled a second time and lands
showing a 6.
B) One students in your class is chosen for a
project. Then another student in the class is
chosen.
Probability of Independent Events: If A and B
are independent events, then
P(A and b) = P(A) P(B)
A) An experiment consists of randomly selecting
a marble from a bag, replacing it and selecting
another marble. The bag contains 3 red
marbles, and 12 green marbles. What is the
probability of selecting a red marble, and then
a green marble?
B) A coin is flipped 4 times, what is the
probability of flipping 4 heads in a row?
Try:
An experiment consists of spinning the spinner
twice. What is the probability of spinning two
odd numbers?
Probability of Dependent Events: If A and B are
dependent events, then
P(A and B) = P(A) P(B after A)
A) A snack cart has 6 bags of pretzels and 10
bags of chips. Grant selects a bag at random,
and then Iris selects a bag at random. What is
the probability that Grant will select a bag of
chips?
Try:
A bag has 10 red marbles, 12 white marbles and
8 blue marbles. Two marbles are randomly
drawn from the bag. What is the probability of
drawing a blue marble and then a red marble?
Fundamental Counting Principle: If there are m
ways to choose a first item and n ways to
choose a second item after the first item has
been chosen, then there are mn ways to
choose both items.
A) A voicemail system password is 1 letter
followed by a 3-digit number less than 600.
How many different voicemail passwords are
possible?
Try)
A sandwich can be made with 3 different types
of bread, 5 different meats and 2 types of
cheese. How many types of sandwiches can
be made if each sandwich consists of one
bread, one meat, and one cheese?
Compound Event:
Combination:
Permutation:
Tell whether each situation involves
combinations or permutations. Then give the
number of possible outcomes.
A) An English test contains 5 different essay
questions labeled A, B, C, D and E. You are
supposed to choose 2 to answer. How many
different ways are there to do this?
B) A family of 3 plans to sit in the theater. How
many ways can the family be seated in 3
seats
Try:
A) Ingrid is stringing three different types of
beads on a bracelet. How many ways can she
use one bead of each type to string the next
three beads?
B) Nathan wants to order a sandwich with two
of the following ingredients: mushroom,
eggplant, tomato and avocado. How many
different sandwiches can Nathan choose?
Factorial:
A) Four people need to be selected from a class
of 15 to help clean up campus. How many
different ways can the 4 people be chosen?
Try:
A basketball team has 12 members who can play
any position. How many different ways can
the coach choose 5 starting players?
Exit Slip: (on a half-sheet of scratch paper)
A) Tell whether the set of events is independent or
dependent and explain your answer: flipping two
different coins and each coin landing showing heads
B) Eight cards are numbered from 1 to 8 and placed in a
box. ne card is selected at random and not replaced.
Another card is randomly selected. What is the
probability that both cards are greater than 5?
C) You are ordering a triple-scoop ice-cream cone. There
are 18 flavors to choose from and you don’t care
which flavor is on the top, middle, or bottom. How
many different ways can you selected a triple-scoop
ice-cream cone?
Day 18: Exponential Functions
Goal: To evaluate, identify and graph
exponential functions.
Standard: 9.2.4.2 – Represent relationships in various
contexts using equations involving exponential functions;
solve these equations graphically or numerically. Know how to
use calculators, graphing utilities or other technology to solve
these equations.
Guiding Question: How can I graph, evaluate
and identify exponential functions?
Materials: Pencil, Folder, Student Packet
Math Review Day 18
Time:
"The short hand
on the clock
gives the hour,
the long hand
gives the
minute"
Conversions:
How many feet are
in 1.2 miles?
 converting
"When

make sure your
labels cancel”
Find the
perimeter:
"Perimeter is the
distance
around an
object"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Simplify each expression:
A) 3-2
C) 2(3)3
B) 54
D) 2/3(3)4
Exponential Function:
A) The function f(x) = 500(1.035)x models the
amount of money in a certificate of deposit
after x years. How much money will there be
in 6 years?
B) The function f(x) = 200,000(0.98)x, where x is
the time in years, models the population of a
city. What will the population be in 7 years?
Try:
The function f(x)= 1500 (0.995)x, where x is the
time to years, models a prairie dog
population. How many prairie dogs will there
be in 8 years?
Tell whether each set of ordered pairs satisfies
and exponential function. Explain your
answer. A) {(-1, 1.5), (0, 3), (1, 6), (2, 12)}
B) {(-1, -9), (1, 9), (3, 27), (5, 45)}
Try:
Tell whether the set of ordered pairs satisfies an
exponential function. Explain your answer: {(1, 1), (0, 0), (1, 1), (2, 4)}
Graph:
A) y = -1/4 (2)x
B) -1(1/4)x
C) y = 4(0.6)x
Try:
Graph
A) y = -6x
B) y = 4(1/4)x
Exponential Growth:
Exponential Decay:
Compound Interest:
A)A sculpture is increasing in value at a rate of
8% per year, and its value in 2000 was $1200.
Write an exponential growth function to
model this situation. The find the sculpture's
value in2006.
B) Write a compound interest function to model
the situation, then find the balance after the
given number of years. $1200 invested at a
rate of 3.5% compound quarterly; 4 years
Try:
A) The original value of a painting is $9000 and
the value increases by 7% each year. Write an
exponential growth function to model this
situation. Then find the painting's value in 15
years.
B) The population of a town is decreasing at a
rate of 3% per year. In 2000, there were 1700
people. Write an exponential decay function
to model the situation. Then find the
population in 2012.
General Forms of Functions:
Linear:
Quadratic:
Exponential:
Look for a pattern in the data set to determine
which model best describes the data:
Try:Look for a pattern in the data set to determine which model best describes the
data:
Exit Slip (on a half-sheet of scratch paper)
A) The function y = 11.6(1.009)x models
residential energy consumption in quadrillion
Btu where x is the number of years after
2003. What will residential energy
consumption be in 2013?
B) Graph y = -0.5(3)x
C) What kind of model best describes the data
set?
Day 19: Review
Goal: To review the last 18 days in preparation
for the Final!
Standard: See Days 1 to 18.
Guiding Question: How can I study for the Final?
Materials: Pencil, Folder, Student Packet
Math Review Day 19
Time:
"The short hand
on the clock
gives the hour,
the long hand
gives the
minute"
Conversions:
How many inches
are in 5.5 feet?
 converting
"When

make sure your
labels cancel”
Find the
perimeter:
"Perimeter is the
distance
around an
object"
Reflection Starters: “I know……” or “I need to work on……”
Menta
l
Math
Access:
Look over your packet, exit slips, and notes.
Create three questions you have still in this
class?
Ask questions.
- Teacher answer
- Student answer
- work in pairs to answer
Do you need some work time to complete the
packet?
How can I study for the final?
Sample Problem for Final (this question is NOT
on the final)
Part I: Short Answer
1) Simplify the
expression:
6 – (8 + 1) x 9 ÷ 3
Part II: Multiple Choice
1) Simplify the
expression:
6 – (8 + 1) x 9 ÷ 3
A) -9
B) -21
C) -25
D) -3
Make 5 to 15 practice problems for a friend.
Include the short answer and multiple choice.
Trade to take home and study!
Exit Slip: (on a half-sheet of paper)
Quick Write: How can I study for the test? How
will I know I am prepared?
Day 20: Final
Goal: To show what you have learned at summer
school!
Standard: See Days 1 to 18.
Guiding Question: Will I pass this class?
Materials: Pencil!
GOOD LUCK!