Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Summer Packet – 2015 - Students entering Geometry This packet is intended for students who will be taking Geometry in the 2015-2016 school year. This packet includes material and practice which students should know before entering the Geometry course at Franklin High School. Although this packet is not mandatory homework over the summer, students are strongly encouraged to review the necessary material to be as successful as possible in geometry. Students will be given an assessment on this material by the end of the first week of school to assess their strengths and weaknesses of these skills and concepts. This will help teachers support students earlier in the year to eliminate or minimize gaps in understanding. You may find this list of online resources helpful: http://www.ixl.com http://www.purplemath.com http://www.mathway.com http://www.amathsdictionaryforkids.com The following is a list of mathematical terms that students should know: absolute value expression irrational number radical real number rotation variable coordinate plane fraction linear equation ratio reflection transformation whole number The following is a list of properties or theorems that students should know: additive inverse properties of equality multiplicative inverse order of operations Pythagorean Theorem exponent integer prime factorization rational number rigid motion translation associative property of addition associative property of multiplication Identity property of zero commutative property Students should also know addition and subtraction facts within 5, 10, 100, or 1000 and multiplication and division facts within 100. Students should know divisibility rules and be able to use them appropriately (see below) 2 3 4 5 6 7 8 9 10 Divisibility Rules All even numbers Sum of its’ digits is divisible by 3. Number formed by the last two digits is divisible by 4 Ends in a 5 or 0 Divisible by BOTH 2 and 3 Number formed by the last three digits is divisible by 8 Sum of its’ digits is divisible by 9 Ends in a 0 The following is a list of basic essential skills that continually develop throughout mathematics courses. These skills should be applied without the use of a calculator unless accommodations have been made. o (5.NF.1, 5.NF.7a, 5.NF.7b, 6.NS.1) how to add, subtract, multiply and divide with fractions (mixed or improper) as well as any integer or rational number. Perform each operation. 7 5 3 5 8 35 a. b. c. 2 3 2 2 15 20 d. 4 12 5 2 e. 5 15 3 4 o (5.OA.1, 6.EE.2c) how to use of Order of Operations [PEMDAS or GEMDAS] Simplify the following. a. 12 3[1 7(10 3)] / 5 5[6 4(2)] b. 10 c. 3[6 4(9 1) 1] 4 d. Insert grouping symbols (parentheses, brackets, etc.) into 4 5 6 7 to produce a value of 9 e. Insert groups symbols into 4 2 32 5 to produce a value of 9 o (N.RN.2) Rewrite expressions involving radicals. Simplify the radical. a. 45 b. 84 c. 120 The following is a list of standards from algebra 1 that students should know, along with practice problems. 1. (A-CED 1) Create equations and inequalities in one variable and use them to solve problems, including linear and quadratic functions. (skill to meet the standard) a. Find the equation of the line that passes through the point (1, 6) and has a slope of 3. b. Find the equation of the line that passes through the point (3, 9) and has a slope of –5. c. What is the equation of the line shown on the graph? i. ii. 2. (A-REI 1) Explain each step in solving a simple equation. Construct a viable argument to justify a solution method. Solve each equation for the variable and include an explanation for each step. 91 1 a. 7 x 4 2 x 2 x 4 x 3 2 b. x x 6 2 x 3 c. 3 4x 3x 2 3x 6 7 x 3x 3. (F-LE 1a) Prove that linear functions grow by equal differences over equal intervals. (skill to meet the standard) a. Find the slope of the line containing the points (1, 8) and (2, 5) . b. Find the slope of the line containing the points (2, 11) and (3, 2) . c. Find the slope of the line containing the points (4, 1) and (1, 8)