Download File

Warm Up!
• Write down the objective and homework in
your agenda
• Lay out homework (Writing & Simplifying
expressions wkst)
• Homework (Kuta Rational Exponents wkst)
Unit 1 Common Core Standards
•
•
•
•
•
•
•
•
•
•
•
8.EE.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or
no solutions. Show which of these possibilities is the case by successively transforming the given
equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions.
8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate
system.
A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
Note: At this level, focus on linear and exponential functions.
A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R. Note: At this
level, limit to formulas that are linear in the variable of interest, or to formulas involving squared or
cubed variables.
Unit 1 Common Core Standards
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at
the previous step, starting from the assumption that the original equation has a solution. Construct a viable
argument to justify a solution method.
A-REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology
to graph the functions, make tables of values, or find successive approximations. Include cases where f(x)
and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Note: At
this level, focus on linear and exponential functions.
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For
example, interpret P(1+r)n as the product of P and a factor not depending on P.
Note: At this level, limit to linear expressions, exponential expressions with integer exponents and
quadratic expressions.
G-GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a
circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and
informal limit arguments.
Note: Informal limit arguments are not the intent at this level.
G-GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*
Note: At this level, formulas for pyramids, cones and spheres will be given.
G-GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles,
e.g., using the distance formula.
Unit 1 Common Core Standards
•
•
•
•
•
•
•
•
•
N-Q.1 Use units as a way to understand problems and to guide the solution of
multi-step problems; choose and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and data displays.
N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when
reporting quantities.
N-RN.1 Explain how the definition of the meaning of rational exponents follows
from extending the properties of integer exponents to those values, allowing for a
notation for radicals in terms of rational exponents. For example, we define 51/3
to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (5 1/3)3
must equal 5.
N-RN.2 Rewrite expressions involving radicals and rational exponents using the
properties of exponents.
Note: At this level, focus on fractional exponents with a numerator of 1.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
MP.7 Look for and make use of structure.
Warm Up
• What is the difference between an expression
and an equation? Give an example of each.
• What is the difference between solving an
equation and simplifying and expression?
• Simplify -(3x + 5) - 4x + 3
• Write & solve
Warm Up
• What is the difference between an expression and an
equation? Give an example of each.
• Expression: no equal sign, Equation: equal sign
• Expression: 4x + 5 Equation: 23 + x = 9
• What is the difference between solving an equation
and simplifying and expression?
• Solving an equations means you have one final answer,
solving an expression means you simplify as much as
you can
• Simplify -(3x + 5) - 4x + 3 -7x - 2
• J
50/(5 + x) = 10
x=0
Reviewing Laws of Exponents
• Multiplying exponential expressions with like
bases
• When multiplying exponential expressions with
like bases, you should _____________ the
exponents.
• ADD
Dividing exponential expressions with
like bases
• When dividing exponential expressions with like
bases, you should _______________ the
exponents.
• SUBTRACT
Raising a power to a power
• When raising an exponential expression to a
power, you should __________________ the
exponents.
• MULTIPLY
Negative exponents
• Remember: ALWAYS get rid of the negative
exponents!!!!!
• 3-2
• 4-8
• -2-7
• -33
• To get rid of the negative exponent, flip the
side of the fraction it is on!
Reviewing Laws of Exponents
• What is the meaning of the expression 23? What
is the value of the expression 23? How do you
know?
• Recall that in an exponential expression of the
form bn, b is called the base and n is called the
exponent.
• You can say that b is raised to the nth power.
• In expanded form, we would write 54=5∙5∙5∙5.
• So what about 51/2? How can we multiply 5 by
itself one-half times?
Rational Exponents
• Rational exponents are exponents raised to a
rational number, such as 21/3 (two to the onethird power)
• How would you say the following:
– 32/5
– 81/4
– 25/8
• We will focus on switching the rational
exponents into radical form and vice versa
Rational Exponents
Rational Exponents
NOTE: There are 3 different
ways to write a rational
exponent
4
3
27 = 27 =
3
4
(
3
27
)
4
Video on Rational Exponents
• http://www.youtube.com/watch?v=T1punCdxas
Examples:
3
2
36
(
) = (6) = 216
1. 36
4
3 = ( 27 ) = 3 = 81
2. 27
()
3
4 = ( 81) = 3 = 27
3. 81
()
3
=
3
4
4
3
3
4
3
More Examples
• Rewrite the following exponential expressions
as radical expressions.
• 51/3
• (xy)1/2
• 16x1/4
Examples
More Examples
• Rewrite the following radical expressions as
exponential expressions.
• 3√x
• √(6)3
• 5√32
( )
Simplify
• 5 19/3
• 93 • x 10/3
Review Laws of Exponents
Extra Resources
• http://www.regentsprep.org/Regents/math/algtri
g/ATO1/Pracratpower.htm
• http://www.mathexpression.com/fractionalexponent.html
• http://www.onemathematicalcat.org/algebra_bo
ok/online_problems/rational_exp.htm
• http://math.uww.edu/~mcfarlat/141/expo2.htm
• http://www.themathpage.com/alg/rationalexponents.htm