Mr. Ohashi's Math Homepage

DAILY MATH CLASS SUMMARY
What did we do in class today?

1st Quarter ~ 2ND QUARTER ~ 3rd Quarter ~ 4th Quarter

Friday, 1/27

Purpose Statement: Use scatter plots to explore the relationship between two variables.
Handouts: Scatter Plots WS (Turn in: Mon, 1/30)

Up until now, we have been analyzing one single set of data at a time. Today, we worked with scatter plots, which analyze two sets of data and shows if there is a relationship between the two data sets.

To show the pattern, we draw in a trend line. The line should go through the middle of the data, where about half of the points are above the line and half the points are below. We can use the line to represent the data.

Once you had the line, you had to write an equation for the line. Just like we learned earlier this year, you need to find the y-intercept and the slope to write an equation for a line! When finding the slope, remember to places on the line that are far apart from each other (the accuracy of your slope will be better when the points are far away).

For Monday, finish #1-3. Have a great weekend!

Thursday, 1/26

Purpose Statement: Use box-and-whisker plots to analyze and compare the spread of data.
Handouts: Analyzing Box-and-Whisker Plots WS (Turn in: Fri, 1/27)

We continued our work with box-and-whisker plots today, but I showed you two new things. Because outliers will significantly affect a box-and-whisker plot, we do not include them in the whiskers. To show them, we represent them with an asterisk outside of the box-and-whiskers. There is a mathematical way to decide if a value is an outlier or not... if the value is further away than 1.5 times the IQR, then it is an outlier.

Also, you will sometimes find that one of the quartiles (either the upper quartile or lower quartile) is the same as the median. This happens when there are a lot of repeated numbers in your data set. In that case, your box-and-whisker plot will have a darker line at that place to represent that two of your five-number summary values falls on that place.

For classwork, finish #1-2e. Your homework is to do #3-5. The homework refers to some ACE questions from your book!

Wednesday, 1/25

Purpose Statement: Use box-and-whisker plots to analyze the spread of data.
Handouts: Box-and-Whisker Plots WS (Turn in: Thurs, 1/26)

Today we learned how to make box-and-whisker plots. To make a box-and-whisker plot, you take the five-number summary of the data set and plot the values above a number line. Then connect the three middle points to make a box, and connect the ends to the box to form the whiskers. Don't forget to title it too! The example we wrote in our notes uses the five-number summary we wrote in our notes on Wednesday:

What a box-and-whisker plot shows is a visual of the five-number summary and how spread out each quarter of your data set is. And it is really useful when comparing two data sets, because you can put two box-and-whisker plots above the same number line and really see their differences!

The other new term we learned was Interquartile Range (IQR). It is the range of the two quartiles. To find it, subtract the Upper Quartile and Lower Quartile.

For classwork, finish #1-2. Your homework is to do #4-5.

Tuesday, 1/24

Purpose Statement: Analyze data using data displays.
Handouts: Short Day Review WS (Turn in: Wed, 1/25)

Classes were short today, so your only assignment is the Short Day Review worksheet. On the front, you will have to answer ACE questions from out of your book. You will have to look at histograms and estimate a typical height for kids in different age groups. You can then compare those heights using the typical heights that you selected. You will have to estimate, so as long as you justify your answer, it is acceptable! The other set of ACE questions compared a bar chart with a histogram.

Finish the worksheet for tomorrow!

Monday, 1/23

Purpose Statement: Describe the spread of data using the five-number summary.
Handouts: Five Number Summary WS (Turn in: Tues, 1/24)

Welcome back! We started off by taking notes on the five-number summary. The five-number summary is a way to represent a set of data using five values (instead of one, like the mean does). Here are the notes:

The important thing to remember is that when the median is an actual number in your data set (as opposed to between two numbers), you do not include the median when you find your lower and upper quartiles. I also recommend that you write on your data set - put marks where you median, LQ, and UQ are so you can get a visual of your data!

At the end of the period, we talked about how the five-number summary divides your data into four equal-sized chunks. Each section is 25% of your data!

For classwork, finish #1-3e. Your homework is to do #6-7. Don't forget your CMP book tomorrow, you'll need it!

Tuesday, 1/17

Purpose Statement: Represent and analyze data using histograms and stem-and-leaf plots.
Handouts: Data Display Review (Turn in: Wed, 1/18)

Today was a review day for the periods that met (5th & 6th periods were snowed out!). There is supposed to be a quiz tomorrow, but if it is a snow day then I'll cancel the quiz!

A lot of students had questions about the first problem on the review. When it asks you to "describe the variability in the distribution" of the data, it is simply asking you to describe the spread of the data... where is it clumped, where is most of the data, basically summarize what you see!

Your assignment is to finish the entire review.

Friday, 1/13

Purpose Statement: Use stem-and-leaf plots to display and analyze data.
Handouts: Stem-and-Leaf Plots (Turn in: Tues, 1/17)

Today we worked with stem-and-leaf plots. Here are the notes we wrote down:

We learned yesterday that a histogram is visual and easy to understand, but does not show you each individual value. The great thing about stem-and-leaf plots is that it does all of things that histograms do, but also give you the individual data values.

Somethings to remember about stem-and-leaf plots: there is always a title and a key, we do not have to label the leaves, and the leaves are always written out in order.

For Tuesday, finish #1-3. We have a quiz planned for Wednesday. Have a great three-day weekend!

Thursday, 1/12

Purpose Statement: Use histograms to display and analyze data.
Handouts: Histograms (Turn in: Fri, 1/13)

Today we worked with histograms. Here are the notes we wrote down:

So a histogram is like a bar graph to counts the number of items that fit into each range. It is important to remember that the first number in each range starts that bar... for example, if we have a $5 CD, it would count toward the $5 to $10 bar and not the $0 to $5 bar.

Labels are important on all graphs! Notice that there are labels for each axis and a title. Also notice that the scale is consistent on each axis.

For classwork, finish #1-2. Your homework is to do #8-10.

Tuesday, 1/10

Purpose Statement: Use the mean to solve story problems.
Handouts: Problem Solving With the Mean (Turn in: Thurs, 1/12)

Today we solved story problems involving the mean. This involved setting up an algebra equation and solving. Here are the notes we took:

We know that we calculate the mean by adding all the values up and dividing by the number of values, so we do that to set up our equation! Add up the values given to us plus the unknown value, then divide it by the number of values (5) and it should equal the mean (90). Now we solve the equation to find the missing value!

For classwork, finish #1-5. Your homework is to do #10-12.

Monday, 1/9

Purpose Statement: Use measures of center to represent data sets.
Handouts: Measures of Center (Turn in: Tues, 1/10)

We started a new unit today - data and data displays. We started by taking some notes on our new note sheets:

This is basically review, so it was an easy day!

For classwork, finish #1-2. Your homework is to do #9-10.

Friday, 1/6

Purpose Statement: Solve inequalities in order to find all of their possible values.
Handouts: More Practice Solving Inequalities (Turn in: Mon, 1/9)

We had another day to practice solving inequalities again today.

For Monday, finish #1-3f. Have a great weekend!

Thursday, 1/5

Purpose Statement: Solve inequalities in order to find all of their possible values.
Handouts: Solving Inequalities (Turn in: Fri, 1/6)

Today we solved inequalities. That means, we found all of the possible values of x that could make the inequality true. Here are the notes we took:

So we can solve an inequality just like we solved an equation... what you do to one side you have to do to the other! But, as we learned yesterday, there are two exceptions to that rule - if we multiply or divide by a negative, the inequality no longer works. To fix this, we simply flip the inequality sign around!

For the example above, we flipped the inequality sign around because we divided both sides by -2. We get the solution x>14, which means any number bigger than 14 will make the original statement true! If you want to check it, pick any number bigger than 14 and put it into the original inequality statement, it should work out!

The last thing we have to do for each problem is graph the solution on a number line. You don't have to write out every single number, just the important number is fine!

The classwork was to finish #1. Your homework is to do #5-6.

Wednesday, 1/4

Purpose Statement: Explore inequalities in order to understand their properties.
Handouts: Exploring Inequalities (Turn in: Thurs, 1/5)

We know from working with equations that if you do an operation to one side of the equal sign, then you have to do the same thing on the other side of the equal sign to keep the sides balanced. Today, we explored inequalities to see if that same rule is true with them. It turns out, there are two specific cases where if you do the same operation to both sides, the inequality is not true!

From the classwork, we found that when you multiply or divide both sides by a negative number, we form an inequality that is not true. The reason that most students explained for this was that when you multiply/divide by a negative it makes the numbers the opposite sign, and the rule for which number is greater changes with the opposite sign (i.e. big positive numbers are greater, but big negative numbers are actually smaller!)

The classwork was to finish #1-5. Your homework is to do #9-12.

Tuesday, 1/3

Purpose Statement: Graph inequalities in order to represent their possible values.
Handouts: Intro to Inequalities (Turn in: Wed, 1/4)

Today we worked with inequalities and algebra. We are used to having x represent one single value, but with inequalities, x could be a lot of different values! To show all of the possible values that x could be, we represent it visually on a number line. Here are the notes we took:

Just remember that if x is greater than or equal to a value, then x could be that number and it is represented with a closed (filled-in) circle on the number line. If x is just less than a number, then x cannot be the number and we represent it with an open circle (not filled in).

The classwork was to finish #1-5. Your homework is to do #11-15.

Friday, 12/16

Purpose Statement: Finish MAP testing... and then explore tile patterns to examine linear and non-linear relationships.
Handouts: More with Tile Patterns (Turn in: Mon, 1/3)

We finished the MAP test today. Your assignment for after the MAP test was More With Tile Patterns (finish what ever you can do!). Have a great winter break!

Thursday, 12/15

Purpose Statement: Finish the Unit Test... and then explore tile patterns to examine linear and non-linear relationships.
Handouts: Working with Tile Patterns (Turn in: Fri, 12/16)

Today we finished our Unit Test! The assignment afterwards had you look at tile patterns and answer questions about them. You need to have #1-3 completed by tomorrow. Don't forget, we will meet in room 119 to finish the MAP testing tomorrow!

Wednesday, 12/14

Purpose Statement: Unit Test!
Handouts: Unit Reflection (Turn in: Thurs, 12/15)

We took the Unit Test today! You'll have more time to finish it tomorrow. Your only homework is the Unit Reflection.

Tuesday, 12/13

Purpose Statement: Review linear relationships in order to get ready for the Unit Test.
Handouts: Linear Relationships Unit Test Review (Turn in: Wed, 12/14)

Today we reviewed for tomorrow's Unit Test. For the test, you should be able to:

Understand the relationship between tables, graphs, equations, and stories.

Solve multi-step word problems involving linear relationships.

Explain what the slope and y-intercept represent in word problems involving linear relationships.

Determine whether table represents a linear relationship and justify your answer.

Your homework is to finish the entire review!

Monday, 12/12

Purpose Statement: MAP Testing!
Handouts: MAP Test Homework (Turn in: Tues, 12/13)

We took the MAP test in the computer lab today! What you had for homework tonight (or if I even assigned you homework) depended on how long you took on the test. If you were absent, then do #1-3.

Friday, 12/9

Purpose Statement: Use various techniques to write equation to match linear relationships in different forms.
Handouts: Going to the Car Wash (Turn in: Mon, 12/12)

In today's assignment, we compared various car wash prices by writing equations for them. The price of each car wash was given to you in a different form, so you had to use all of the skills you have been building up for this unit!

For Monday, finish #1-6. Don't forget, we are MAP testing on Monday in room 119. Have a great weekend!

Thursday, 12/8

Purpose Statement: Write equations to match tables of linear relationships.
Handouts: Two Points Again (Turn in: Fri, 12/9)

Today we revisited a situation that we had last week. I gave you two points and you had to write an equation for the line that goes through them. Last week, we graphed them and wrote the equation. Today, we put them into a table and then wrote the equation!

The classwork started with some more practice of taking tables and writing equations for them. We talked in class about making a new table and then continuing the pattern when the y-intercept was hard to find. It is far too easy to make a calculation mistake when trying to do the work in your head... make it easy on yourself and write out a table to keep track of the numbers!

Your classwork was to finish #1-3. Your homework is #8-9.

Wednesday, 12/7

Purpose Statement: Write equations to match tables of linear relationships.
Handouts: More With Tables OR More With Tables (Period 4 only) (Turn in: Thurs, 12/8)

It was a short day today, so today's assignment was more practice with writing equations for tables.

For periods 1, 2, 5, and 6, you need to finish the entire worksheet.

For period 4, you need to finish #1-6.

Tuesday, 12/6

Purpose Statement: Write equations to match tables of linear relationships.
Handouts: From Tables to Equations (Turn in: Wed, 12/7)

We continued our work with tables again today, but they were a little bit harder. Here are the notes we took in class:

Writing equations for tables involves finding the same two things - slope and y-intercept. The y-intercept is the value of y when x is zero. Notice on the second table, we actually have to extend the table to find the y-intercept!

The slope is the rise over the run. The rise is the change in y values for any two rows. The run is the change in x values for any two rows.

You will also come across tables that are not linear. To make sure that the table is linear, just find the slope of every pair of rows (like we did above). If the slopes are the same, the table is linear. If the slopes are different (like in the third table), they could not possible graph a straight line and the table is not linear!

Your classwork was to finish #1-3. Your homework is #6-7.

Monday, 12/5

Purpose Statement: Make graphs, equations, and stories to match tables of linear relationships.
Handouts: Working With Tables (Turn in: Tues, 12/6)

Today is the start of the last part of the linear relationships unit. The focus is on starting with tables. Making graphs and stories is pretty easy, but writing equations from just a table is tricky. Today's assignment walked you through that.

We found that the y-intercept is always the y-value when x is zero. Sometimes it is at the top of the table, but sometimes it is not... so be careful!

To find the rise, just find the difference in y values for two rows. The run is the difference in x values for the same two rows. Your slope is rise over run!

Here are the notes we took after the classwork:

Your classwork was to finish #1-4a. Your homework is #6-8.

Friday, 12/2

Purpose Statement: Quiz day!
Handouts: Brain Teaser (any 8) (Turn in: Mon, 12/5)

We took a quiz today! Your only assignment is the Brain Teaser. Have a great weekend!

Thursday, 12/1

Purpose Statement: Review linear relationships in order to get ready for the quiz.
Handouts: Quiz 2 Review (Turn in: Fri, 12/2)

Today was a review to get ready for tomorrow's quiz. For the quiz, you should be able to:

Solve problems using equations

Solve problems using graphs

Given a graph, make a matching table, equation, story problem

Understand the slopes of parallel & perpendicular lines

Complete the entire quiz review for tomorrow. Also, be sure to bring a calculator and your notes!

Wednesday, 11/30

Purpose Statement: Use two points to write an equation for a line.
Handouts: Two Points (Turn in: Thurs, 12/1)

We continued to write equations for lines, but today, you were only given the coordinates of two points on the line. You had to plot the two points, draw the line through them, and then write an equation for the line.

Some tips I gave in class:

Make sure you plot the points correctly, otherwise all of the work that follows will be wrong.

Use a straight edge for making the line and draw the line carefully!

After finding the slope, use the slope to plot the pattern of the points on the line. Then, you can be sure where your graph crosses the y-axis.

For classwork, you should have finished #1-4. Your homework is to do #7-8.

Tuesday, 11/29

Purpose Statement: Use graphs to solve problems involving linear relationships.
Handouts: Using Graphs to Solve Problems (Turn in: Wed, 11/30)

Today we were given graphs of situations and had to use the graphs to solve problems. We found that we could estimate the answers using the graphs, and then calculate the exact answer using equations!

The hard part of today's classwork was that the graphs did not have simple scales. To find the slope (the rise and the run), you have to pay close attention to how each axis is increasing!

For classwork, you should have finished #1-2. Your homework is to do #5-6.

Monday, 11/28

Purpose Statement: Explore parallel and perpendicular lines in order to understand their properties.
Handouts: Parallel & Perpendicular Lines (Turn in: Tues, 11/29)

Today we wrote equations for pairs of lines. The lines were either parallel or perpendicular, and you had to compare their slopes.

What you should have found was that parallel lines have the same slope! This makes sense since the slope controls the angle of the line, and parallel lines have to have the same angle!

You should have also found that perpendicular lines have slopes that are the reciprocal and have the opposite sign. So if one line has a slope of 3/4, a perpendicular line to it has a slope of -4/3.

We wrote both of these into our notes:

In class, you should have finished #1-3. Your homework is to do #5-6. Also, we have a quiz on Friday!

Wednesday, 11/23

Purpose Statement: Make a table to match the graph of a linear relationship.
Handouts: From Graphs to Tables (Turn in: Mon, 11/28)

Today we again started with graphs, but had to make tables that matched them. Here are the notes we wrote down:

Remember that every row in a table represents a point on the line. If you are given a line, you can take the coordinates of the points and fill in the table rows.

On your classwork, you found that not every single point that you needed were whole numbers. In that case, you needed to find the slope of the line and use that to find the coordinates of places on the line that were in between the whole number coordinates!

You should finish #1-3B by Monday. Have a great Thanksgiving break!

Tuesday, 11/22

Purpose Statement: Write an equation to match the graph of a linear relationship.
Handouts: Writing Equations for Graphs (Turn in: Wed, 11/23)

Today we wrote equations for graphs again, but they were a little harder because they included all four quadrants of the coordinate grid! Here are the notes we wrote down in class:

We learned yesterday that we have to pay attention to the scale of the grid because it will affect the slope of the line! In the first example, the scale for each axis is just 1, so it is a fairly easy problem. For the second example, the vertical scale must be 2 and the horizontal scale must be 5 (based on the coordinates of the two points). Once we know that, we can find the slope and y-intercept like before.

A couple of common mistakes during work time today... calculate your slope to the right (up & right is a positive slope, down & right is a negative slope). Also, do not forget to put the x in your equation next to your slope! And finally, some of the graphs do not show you where they cross the y-axis. You have to use the slope and pattern of the line to figure out where the line would cross the y-axis!

Your classwork was #1-3b. The homework is #4-5.

Monday, 11/21

Purpose Statement: Write an equation to match the graph of a linear relationship.
Handouts: From Graphs to Equations (Turn in: Tues, 11/22)

For the next several days, we are going to focus on starting with graphs and coming up with the other linear representations. Today, we had to take a graph, and write a story for it and write an equation for it.

Finding the y-intercept (starting point) was not too hard, but finding the slope (rate of change) sometimes was. Sometimes the slope was a fraction (like in #2 & #3). You also have to pay careful attention to the scale along each axis (like in #4)!

For classwork, you should complete #1-3. Your homework is to do #6-8.

Friday, 11/18

Purpose Statement: Quiz today!
Handouts: Brain Teaser (Turn in: Mon, 11/21)

We took a quiz today! Your only assignment was a Brain Teaser. Have a great weekend!

Thursday, 11/17

Purpose Statement: Review linear relationships in order to get ready for the quiz.
Handouts: Quiz 1 Review (Turn in: Fri, 11/18)

Today was a chance to review for tomorrow's quiz. For the quiz, you should be able to:

Identify the slope and explain its meaning in the story

Identify the y-intercept and explain its meaning in the story

Distinguish between the independent and dependent variable

From a story problem, make a table, graph, and equation

From an equation, make a story, table, and graph

Your assignment is to finish the entire quiz review by tomorrow.

Wednesday, 11/16

Purpose Statement: Produce a table, graph, and story to match the equation of a linear relationship.
Handouts: Starting With Equations (Turn in: Thurs, 11/17)

Today we put into words all of the work we have been doing lately. The focus was on explaining the process of taking an equation and creating a table, graph, or story.

In class, you should have finished #1-3. Your homework is to do #5-6.

Tuesday, 11/15

Purpose Statement: Use equations to solve problems involving linear relationships.
Handouts: Solving Problems with Equations (Turn in: Wed, 11/16)

Today we continued our work with linear equations, but used them to solve story problems. Here is the example we talked about in class:

We start with the equation. Make sure that you know what each variable represents. When you have a story problem, you are usually given one piece of information. Substitute it for the variable in the equation and solve for the other variable.

Sometimes, like in the first example, all you have to do is compute the entire side to get the value of the other variable. But other times, like in the second example, you are going to have to undo the problem to find the value of the variable - this is where you have to use your algebra skills!

In class, you should have finished #1-4. Your homework is to do #7-9.

Monday, 11/14

Purpose Statement: Produce a graph to match the equation of a linear relationship.
Handouts: Horizontal & Vertical Lines (Turn in: Tues, 11/15)

Today we continued graphing lines for equations, but learned about two new kinds of lines - horizontal and vertical lines. Here are the notes we took on them:

When you have an equation like y=2, you will end up with a horizontal line because no matter what the x value is, the y value will always be 2. This results in a pattern of points that all line up horizontally at 2 on the y-axis!

You have a similar result when you have equations like x=3. No matter what the value of y is, x is always 3. This results in a pattern of points that line up vertically at 3 on the x-axis!

In class, you should finish #1-2. Your homework is to do #5-6. I also announced that we have a quiz on Friday!

Thursday, 11/10

Purpose Statement: Produce a graph to match the equation of a linear relationship.
Handouts: Graphing Equations (Turn in: Thurs, 11/10)

Today we graphed equations again, but this time we had both the positive and negative parts of the coordinate grid. Here are the notes we took on graphing equations:

When you graph lines, be sure you plot the points to clearly show the pattern, continue the pattern in both directions, and put arrows on the ends of the line to show that the line continues forever!

By Monday, have #1-2 complete. Have a great three day weekend!

Wednesday, 11/9

Purpose Statement: Produce a table to match the equation of a linear relationship.
Handouts: Fractional Slopes (periods 1, 2, 5) OR Fractional Slopes (periods 4 & 6) (Turn in: Thurs, 11/10)

Today, we continued to take equations and make matching graphs. However, all of the slopes today were fractions. Here is the example I talked about in class:

You could graph the y-intercept and go up 1/3 each time over, but there is an easier way! The numerator tells you the rise (how many squares up to go) and the denominator tells you the run (how many squares to the right you go). Then just follow the pattern to make the line!

For periods 1, 2, and 5, just finish the classwork.

For period 4, you need to do all of the classwork and do #5-6 for the homework.

For period 6, you need to do #1-3 for the classwork and do #5-6 for the homework.

Tuesday, 11/8

Purpose Statement: Produce a graph to match the equation of a linear relationship.
Handouts: From Equations to Graphs (Turn in: Wed, 11/9)

Today, we started with equations and had make matching graphs and stories. It was pretty easy because you simply have to find the y-intercept (the starting point) and the slope (rate of change). Once you know those two things, plot the starting point and increase/decrease based on the slope!

For classwork, finish #1-3. Your homework is to do #5-6.

Monday, 11/7

Purpose Statement: Produce a table to match the equation of a linear relationship.
Handouts: From Equations to Tables (Turn in: Tues, 11/8)

Last week, our work centered around linear relationships when you start with a story problem. This week, we are going to be starting with equations. Here are the notes we took on taking an equation and making a table:

If the table starts at 0 and goes up by 1, then filling in the y side is easy because you can use the y-intercept and slope. If the table does not start out easy (like the example we wrote in our notes), then you have to plug in the value of x and calculate the value of y.

After making the table, you also had to write a story problem to match the equation. Make sure that you mention two important numbers in your story problem... the starting amount (y-intercept) and the rate of change (slope)!

For classwork, finish #1-3. Your homework is to do #5-6.

Friday, 11/4

Purpose Statement: Produce a table, graph, and equation to match the story of a linear relationship.
Handouts: Starting With Story Problems (Turn in: Mon, 11/7)

Today, I gave you several story problems and you had to make equations, table, and graphs to match. The focus today, however, was being able to explain how to make each of those three from the story problem... what do you look for and how do they affect each representation? We found that in all three instances, you needed to find the starting point (y-intercept) and the rate of change (slope) in order to make the representation.

By Monday, you should have #1-3 complete. Have a great weekend!

Thursday, 11/3

Purpose Statement: Produce a table, graph, and equation to match the story of a linear relationship.
Handouts: More Linear Relationships (Turn in: Fri, 11/4)

We continued our work with linear relationships today. We started by taking some notes on writing equations for story problems of linear relationships:

So when you have a linear relationship, you need to look for two things: The "starting" point is the amount that you begin with and that is your y-intercept. The rate of change is how the amount is changing, and that is your slope.

For classwork, finish #1-2c. Your homework is to do #3-4.

Wednesday, 11/2

Purpose Statement: Produce a table, graph, and equation to match the story of a linear relationship.
Handouts: Linear Relationships (Turn in: Thurs, 11/3)

Today we started by comparing the our math vocabulary with science vocabulary. We both use variables, but we call them different things. To help you remember them, we wrote the following in our notes:

Our focus today was on reading a story of a linear relationship and creating a table, graph, and equation for it. A couple things to remember as you are doing this: start your table at 0, make sure your graph has a consistent scale on both axes, and make sure the independent variable goes on the x-axis!

For classwork, finish #1-2. Your homework is to do #4.

Tuesday, 11/1

Purpose Statement: Analyze situations in order to determine the independent and dependent variables.
Handouts: Independent & Dependent Variables (Turn in: Wed, 11/2)

We are taking a little break from the algebra work, and starting on some work with linear equations. Here are the notes we took on our new note sheet:

Our focus today was on identifying the independent and dependent variables in a situation. You need to first figure out which two amounts are changing in the scenario, then figure out which one depends on the other one. For the example, the price of the carpet cleaning is dependent because the price is based on the size of the carpet. Also, don't forget that the variables are amounts of something, so be sure to phrase them in a way that makes them amounts!

In class, you should have finished at least #1-2. Your homework is to do #6-7. Don't forget, all 1st quarter work is due on Monday!