Download Learning Objectives: SWBAT solve word problems developing and

Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Do Now: Let’s review
our key words and
strategies to help us
solve a word problem!
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
We have spent the last
two days reviewing
solving word problems
by using equations.
Now it’s your TURN!
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Complete the following
worksheet in class.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Solving Word Problems
With Equations:
This is independent
work.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Complete the two
problems on your own
to the best of your
abilities.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Homework:
For homework, complete the following
problem in your notebook.
Mary is going on vacation to the
Bahamas. She has already paid $400 for
the hotel and airfare. In addition, she
has allotted herself x dollars per day for
the remainder of the trip.
a) Write an equation representing how
much money Mary will spend on her trip
in total. Let t=the total cost.
b) If Mary’s vacation cost $800 in total
and she was away for 4 days. How much
money did she allow herself to spend per
day?
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Do Now:
Take out yesterday’s worksheet on
problem solving. Let’s go over
question 2.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Today…
We are continuing with Problem
Solving.
In your packet, there are 4 word
problems.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Use the class time to work
independently and solve each one.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Homework:
For homework complete the
“Solving Algebraic Equations”
Worksheet.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Do Now: Solve the following Word
Problem
Ms. Williams went to the store to buy raffle
prizes for her classes. She went with $50.
She bought 12 pieces of candy for the
same price and a few small games for $30.
Write an equation representing the total
cost of Ms. Williams’ purchases. Let t=total
cost, let c=the cost of 1 piece of candy.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Solve to see how much money Ms.
Williams has left if the candy cost $0.75
each.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Let’s Review:
What have we been doing the last
few days?
Solving Word Problems Using
Equations!!!
What are the steps we take to solve
these word problems?
1. Read carefully
2. Underline keywords
3. Translate
4. Solve
5. Check
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Today:
We are going to complete the task:
EXPRESS YOURSELF!!!
(Do Not Misplace Your Packets,
We Will Finish Working with Them on Wednesday!
They are also going to be hung up!!!)
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
Learning Objectives: SWBAT solve
word problems developing and
solving their own algebraic equations
with fluency.
Homework:
In your notebook match the following equations
and word problems.
1. Mark is 6 times older than
his daughter. If his daughter
is 5, how old is Mark?
2. Justin can throw a football x
yards. Bryan can throw a
football two more yards
than Justin. What is the
sum that Justin and Bryan
can throw a football?
Standards: CCLS: 7.EE.4a Solve
word problems leading to equations
of the form px+q=r and p(x+q)=r,
where p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
3. Vanessa needs to do is pick
up some oranges for her
mom. She buys 5 oranges
for the same price. If she
spends $6 on oranges, how
much was each one?
a) x + x + 2 = t
b) 6x = M
c) 5o = 6
Learning Objectives: SWBAT Do Now:
factor linear expressions
with rational coefficients.
Let’s review the distributive property…
Translate and simplify the following expression:
3 times 6 less than a number
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Let’s Review…
In the Distributive property…we are
giving out a number in order to
make an expression easier to work
with.
1. 5 times the sum of a number and 2
2. 8 times 7 less than a number.
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
3. 2 times a number and 3.
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Now you try…
1.
4 times a number and 3
2.
6 times the sum of 5 and X.
3.
2 time the difference of 7 and a
number.
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Now…
What is the opposite of the
distributive property?
FACTORING!!!!!
Factoring is the process of finding the factors
OR
Finding what to multiply together to get an
expression!
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Let’s take a look…
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Example: factor 2y+6
Both 2y and 6 have a common
factor of 2:
2y is 2 × y
 6 is 2 × 3
So you can factor the whole
expression into:
2y+6 = 2(y+3)
So, 2y+6 has been
"factored into" 2 and y+3
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Let’s try together…
1. 3x + 9
2. 7p – 14
3. 5a + 10 – 25b
4. 8f – 4t
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
5. 2c + 14
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Now try on your own:
1. 10x + 20
2. 9t - 18
3. 2w + 6y + 8
4. 6b – 12s
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
5. 4e + 20
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Homework:
Complete the Factoring Worksheet.
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Do Now:
Factor the Following Expression:
5t + 25 – 5bt
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Learning Objectives: SWBAT
factor linear expressions
with rational coefficients.
Yesterday…
We learned all about FACTORING.
Today we are going to continue…
Let’s break into groups and work
together to factor!
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Learning Objectives:
SWBAT factor linear
expressions with rational
coefficients.
Group 1: Brandon, Sammy, Bryan and Natari
Blue Handbook Page 243
Ms. N
Group 2: Carlos O., Carlos T., Mya, and
Semion
IXL.com: Algebra Section
Factoring: AA.2 Factor out a monomial
Ms. Williams
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
You have 30 minutes to complete your
work, then we will switch.
Let’s Get Started!!!
Learning Objectives:
SWBAT factor linear
expressions with rational
coefficients.
Standards: CCLS: 7.EE.1
Apply properties of
operations as strategies to
add, subtract, factor,
and expand linear
expressions with rational
coefficients.
Homework:
Complete the Equations Worksheet.
Learning Objectives:
SWBAT solve multi-step
mathematical problems
with rational number.
Do Now:
Find the expression for the area of this
rectangle:
Hint: A = LW
3x + 4x
2
Standards: CCLS:7.EE.3 Solve multi-step
real-life and mathematical problems
posed with positive and negative rational
numbers in any form (whole numbers,
fractions, and decimals), using tools
strategically. Apply properties of
operations to calculate with numbers in
any form; convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and estimation
strategies.
What is the factor of the expression you
got?
Learning Objectives:
SWBAT solve multi-step
mathematical problems
with rational number.
Let’s Review…
When solving a word problem we must:
1. Translate
2. Solve
3. Check
However, word problems represent real
life scenarios, so we may need other
information as well.
Standards: CCLS:7.EE.3 Solve multi-step
real-life and mathematical problems
posed with positive and negative rational
numbers in any form (whole numbers,
fractions, and decimals), using tools
strategically. Apply properties of
operations to calculate with numbers in
any form; convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and estimation
strategies.
How do we find the perimeter of a square
or rectangle?
How do we find the area of a square or
rectangle?
Learning Objectives:
SWBAT solve multi-step
mathematical problems
with rational number.
Let’s try to find the area together:
3x + 8
10
Let’s try to find the perimeter together:
Standards: CCLS:7.EE.3 Solve multi-step
real-life and mathematical problems
posed with positive and negative rational
numbers in any form (whole numbers,
fractions, and decimals), using tools
strategically. Apply properties of
operations to calculate with numbers in
any form; convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and estimation
strategies.
3x
24 + x
Learning Objectives:
SWBAT solve multi-step
mathematical problems
with rational number.
Let’s step it up a notch…
This rectangle is missing a corner,
lets find expressions to represent
its area and perimeter together.
3x - 2
3
7
Standards: CCLS:7.EE.3 Solve multi-step
real-life and mathematical problems
posed with positive and negative rational
numbers in any form (whole numbers,
fractions, and decimals), using tools
strategically. Apply properties of
operations to calculate with numbers in
any form; convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and estimation
strategies.
x+4
Learning Objectives:
SWBAT solve multi-step
mathematical problems
with rational number.
Now you try…
Complete the Worksheet:
Area and Algebra
Standards: CCLS:7.EE.3 Solve multi-step
real-life and mathematical problems
posed with positive and negative rational
numbers in any form (whole numbers,
fractions, and decimals), using tools
strategically. Apply properties of
operations to calculate with numbers in
any form; convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and estimation
strategies.
Learning Objectives:
SWBAT solve multi-step
mathematical problems
with rational number.
Homework:
What does each symbol mean?
>
<
Standards: CCLS:7.EE.3 Solve multi-step
real-life and mathematical problems
posed with positive and negative rational
numbers in any form (whole numbers,
fractions, and decimals), using tools
strategically. Apply properties of
operations to calculate with numbers in
any form; convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and estimation
strategies.
=
<
>
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Do Now:
What does each symbol mean?
>
<
=
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question: which
values from a specified set, if any, make
the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an
equation or inequality true.
6.EE.8 Write an inequality of the form x >
c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of
the form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams.
<
>
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
What we’ve done…
We have been translating and solving
equations.
Let’s Review:
A number less than 5 is 2.
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question: which
values from a specified set, if any, make
the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an
equation or inequality true.
6.EE.8 Write an inequality of the form x >
c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of
the form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams.
2 times the sum of 3 and b is 10.
The quotient of 4 and a number is 2.
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Where we’re going…
Today we are going to start
working with inequalities…
Less than OR Equal to
Less Than
Greater Than
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question: which
values from a specified set, if any, make
the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an
equation or inequality true.
6.EE.8 Write an inequality of the form x >
c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of
the form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams.
Greater than OR Equal to
Equal to
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question: which
values from a specified set, if any, make
the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an
equation or inequality true.
6.EE.8 Write an inequality of the form x >
c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of
the form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams.
Let’s watch a Brain Pop video on
Inequalities…
http://www.brainpop.com/math/dataanalysis/inequalities/
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Let’s look at some key words for
solving Inequalities…
>
Is more than
>
Is smaller than Minimum
<
Maximum
Is greater than Is less than
At least
Is larger than
Is not less than Not more than
above
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question: which
values from a specified set, if any, make
the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an
equation or inequality true.
6.EE.8 Write an inequality of the form x >
c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of
the form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams.
<
Below
At most
Not smaller
Is not greater
than
than
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Let’s try together…
3 less than a number is greater than 4
The sum of 6 and a number is less
than 12.
The product of 5 and a number is
greater than or equal to 25.
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question: which
values from a specified set, if any, make
the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an
equation or inequality true.
6.EE.8 Write an inequality of the form x >
c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of
the form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams.
The quotient of 6 and a number is less
than or equal to 3.
3 times the difference of 4 and a
number is greater than 12.
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Now try it own your own…
6 less than x is greater than 2.
4 times the difference of 6 and a number is
greater than or equal to 12.
8 and a number are greater than 10.
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question:
which values from a specified set, if
any, make the equation or inequality
true? Use substitution to determine
whether a given number in a specified
set makes an equation or inequality
true.
6.EE.8 Write an inequality of the form
x > c or x < c to represent a constraint
or condition in a real-world or
mathematical problem. Recognize that
inequalities of the form x > c or x < c
have infinitely many solutions;
represent solutions of such inequalities
on number line diagrams.
The quotient of 6 and a number is less
than or equal to 2.
The sum of 12 and a number is no more
than 15.
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Let’s try using only key words:
A number and 6 is above 9.
The sum of 4 and x is smaller than 10.
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question:
which values from a specified set, if
any, make the equation or inequality
true? Use substitution to determine
whether a given number in a specified
set makes an equation or inequality
true.
6.EE.8 Write an inequality of the form
x > c or x < c to represent a constraint
or condition in a real-world or
mathematical problem. Recognize that
inequalities of the form x > c or x < c
have infinitely many solutions;
represent solutions of such inequalities
on number line diagrams.
The quotient of a number and 10 is at
least 5.
The product of 2 and as number is no
more than 12.
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Your turn…
12 and a number is more than 15.
7 less than a number is smaller than 3.
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question:
which values from a specified set, if
any, make the equation or inequality
true? Use substitution to determine
whether a given number in a specified
set makes an equation or inequality
true.
6.EE.8 Write an inequality of the form
x > c or x < c to represent a constraint
or condition in a real-world or
mathematical problem. Recognize that
inequalities of the form x > c or x < c
have infinitely many solutions;
represent solutions of such inequalities
on number line diagrams.
24 divided by X has a minimum of 3.
5 times X is not greater than 60.
Learning Objectives: SWBAT
understand solving an
inequality and write an
inequality in the form of x>c
or x<c.
Homework:
Explain the steps involved in solving
this inequality:
8a + 2 < 24
Standards: CCLS: 6.EE.5 Understand
solving an equation or inequality as a
process of answering a question:
which values from a specified set, if
any, make the equation or inequality
true? Use substitution to determine
whether a given number in a specified
set makes an equation or inequality
true.
6.EE.8 Write an inequality of the form
x > c or x < c to represent a constraint
or condition in a real-world or
mathematical problem. Recognize that
inequalities of the form x > c or x < c
have infinitely many solutions;
represent solutions of such inequalities
on number line diagrams.
Do Now: Solve the following
inequality
A number and 4 is more than 12.
Let’s review:
What are the keywords for solving
inequalities?
>
<
>
<
Is more than
Is smaller
Minimum
Maximum
Is greater
than
At least
At most
than
Is less than
Is not less than
Not more than
Is larger than
Below
Not smaller
Is not greater
than
than
above
Let’s review:
Now translate and solve these
inequalities:
12 less than a number is at least 5
6 and a number is greater than 28
The quotient of 15 and a number is
less than 3.
But what’s the next step?
Now we have to place the answer
on a number line!
Let’s take a look: x > 4
3
4
5
6
7
***Be Careful With The Dot***
(If the sign is < or > then the dot is
open! If the sign is < or > then the
dot is closed!)
Let’s try together…
Graph the following:
x>2
-1
0
1
2
3
x<6
2
x>7
5
4
6
6
7
8
10
8
9
Now you try…
Graph the following:
x > -1
-1
0
1
2
3
x<5
2
4
6
6
7
8
10
x<8
5
8
9
*Pay attention to the dot*
Homework:
Complete the Inequalities Worksheet
Do Now:
Write down our problem solving steps? Do you
think we may need to add an additional step for
solving inequalities?
Today we are going to review our problem
solving skills and key words.
This will help us to solve word problems in the
future.
We are going to do this by creating a:
Math Reference Book
Let’s do this together…
Follow the DIRECTIONS!
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Do Now:
Translate, Solve and Graph
the following Inequality.
The product of X and 4 plus 6
is at least 24.
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
Let’s Review…
A number less than 4 is
greater than 2.
Five times a number and 2
is 15 at most.
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Now let’s try to apply this new
knowledge to solving word
problems!
What are the steps to solving
word problems?
1. Translate
2. Solve
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
3. Check
We’re going to use the same
steps but add graphing our
answers!
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
The NEW steps will be…
1. Translate
2. Solve
3. Graph
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
4. Check
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
Let’s Try Together…
Thomas received $14.00 for his
birthday and a $5.00 i-tunes gift card.
He wants to purchase songs for his
IPod. How many $ 0.95 songs (s) can
Thomas purchase if he uses his gift
card and spends no more than the
money he received? Find your solution
by writing an inequality, then graph the
inequality.
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
Now You Try…
The new sign regarding height
requirements at the entrance of the
Viper Roller Coaster ride at Darien Lake
is shown below. Your friend meets the
sign’s requirements. Write an algebraic
inequality to show his height (h) and
write a replacement sign in word form
that could be used at the Viper’s
Entrance.
48
49
50
51
52
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
Carlos O and Bryan are playing
basketball against Sammy and
Natari. Carlos and Bryan have
scored x three-pointers and 6
baskets for 2 points each. Their
total score is above Sammy and
Natari’s 50 points. Write an
inequality representing Carlos and
Bryan’s points. Then solve to show
how many three-pointers they
must have thrown. Graph your
answer on a number line.
Learning Objectives: SWBAT
graph the solution set and
interpret it in the context of
the problem.
Standards: CCLS 7.EE4b Solve word
problems leading to inequalities of
the form px + q > r or px + q <
r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it
in the context of the problem. For
example: As a salesperson, you are
paid $50 per week plus $3 per sale.
This week you want your pay to be
at least $100. Write an inequality
for the number of sales you need to
make, and describe the solutions.
Homework:
Your elementary school is having a fall
carnival. Admission into the carnival is
$3 and each game inside the carnival
costs $0.25. Write an inequality that
represents the possible number of
games that can be played having
$10. What is the maximum number of
games that can be played?