2. GSE Algebra I unit 1 number sense

3. KEY STANDARDS Reason quantitatively and use units to solve problems
KEY STANDARDS Reason quantitatively and use units to solve problems. MGSE9–12.N.Q.1 Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems: a. Identify, use, and record appropriate units of measure within context, within data displays, and on graphs; b. Convert units and rates using dimensional analysis (English–to–English and Metric– to–Metric without conversion factor provided and between English and Metric with conversion factor); c. Use units within multi–step problems and formulas; interpret units of input and resulting units of output. MGSE9–12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. Given a situation, context, or problem, students will determine, identify, and use appropriate quantities for representing the situation. MGSE9–12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. For example, money situations are generally reported to the nearest cent (hundredth). Also, an answers’ precision is limited to the precision of the data given.

4. Interpret the structure of expressions Limit to linear expressions and to exponential expressions with integer exponents. MGSE9–12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context. MGSE9–12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in context. MGSE9–12.A.SSE.1b Given situations which utilize formulas or expressions with multiple terms and/or factors, interpret the meaning (in context) of individual terms or factors.

5. Create equations that describe numbers or relationships MGSE9–12. A
Create equations that describe numbers or relationships MGSE9–12.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, quadratic, simple rational, and exponential functions (integer inputs only). MGSE9–12.A.CED.2 Create linear, quadratic, and exponential equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (The phrase “in two or more variables” refers to formulas like the compound interest formula, in which A = P(1 + r/n) NT has multiple variables.) MGSE9–12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equation and/or inequalities, and interpret data points as possible (i.e. a solution) or not possible (i.e. a non–solution) under the established constraints. MGSE9–12.A.CED.4 Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations. Examples: Rearrange Ohm’s law V = IR to highlight resistance R; Rearrange area of a circle formula A = π r 2 to highlight the radius r.

6. Essential Question “How can I write, interpret and manipulate algebraic expressions, equations, and inequalities to solve real world problems?”

8. Please make sure you are prepared to start class
Please make sure you are prepared to start class. Please take out your math materials to begin class.

9. You should review and practice all the problems on slides 11 through 38.

16. Write the slope intercept and standard form of the equation of the line through the given point and with the given slope. 1. (3,5), slope = (-4,-6), slope = 1/ (12,-4), slope = 2/ (-8, 6), slope = -1/4

22. How to convert slope intercept form to standard form, watch the following video

38. If you need further instruction on converting slope intercept form to standard form, watch the following video

62. KEY STANDARDS Reason quantitatively and use units to solve problems
KEY STANDARDS Reason quantitatively and use units to solve problems. MGSE9–12.N.Q.1 Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems: a. Identify, use, and record appropriate units of measure within context, within data displays, and on graphs; b. Convert units and rates using dimensional analysis (English–to–English and Metric– to–Metric without conversion factor provided and between English and Metric with conversion factor); c. Use units within multi–step problems and formulas; interpret units of input and resulting units of output. MGSE9–12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. Given a situation, context, or problem, students will determine, identify, and use appropriate quantities for representing the situation. MGSE9–12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. For example, money situations are generally reported to the nearest cent (hundredth). Also, an answers’ precision is limited to the precision of the data given.

63. Interpret the structure of expressions Limit to linear expressions and to exponential expressions with integer exponents. MGSE9–12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context. MGSE9–12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in context. MGSE9–12.A.SSE.1b Given situations which utilize formulas or expressions with multiple terms and/or factors, interpret the meaning (in context) of individual terms or factors.

64. Create equations that describe numbers or relationships MGSE9–12. A
Create equations that describe numbers or relationships MGSE9–12.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, quadratic, simple rational, and exponential functions (integer inputs only). MGSE9–12.A.CED.2 Create linear, quadratic, and exponential equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (The phrase “in two or more variables” refers to formulas like the compound interest formula, in which A = P(1 + r/n) NT has multiple variables.) MGSE9–12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equation and/or inequalities, and interpret data points as possible (i.e. a solution) or not possible (i.e. a non–solution) under the established constraints. MGSE9–12.A.CED.4 Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations. Examples: Rearrange Ohm’s law V = IR to highlight resistance R; Rearrange area of a circle formula A = π r 2 to highlight the radius r.

65. Essential Question “How can I write, interpret and manipulate algebraic expressions, equations, and inequalities to solve real world problems?”

70. Cara’s Candles Revisited

71. Cara likes candles. She also likes mathematics and was thinking about using algebra to answer a question that she had about two of her candles. Her taller candle is 16 centimeters tall. Each hour it burns makes the candle lose 2.5 centimeters in height. Her short candle is 12 centimeters tall and loses 1.5 centimeters in height for each hour that it burns. Cara started filling out the following table to help determine whether these two candles would ever reach the same height at the same time if allowed to burn the same length of time. Finish the table for Cara.

72. Use the data in the table to determine what time the two candles will be at the same height. Also, she wants to know what height the two candles would be at that time. If it is not possible, she wants to know why it could not happen and what would need to be true in order for them to be able to reach the same height. To help Cara understand what you are doing, justify your results. You will explain your thinking using the table and create a graphical representation of the situation.

73. 1. Complete the table, and use it to write an equation for the height of each candle in terms of the number of hours it has burned. Be sure to include any constraints for the equation.
2. Create a graphical representation of your data, taking into account natural restrictions on domain, range, etc.
3. Cara has another candle that is 15 cm tall. How fast must it burn in order to also be 6 cm tall after 4 hours? Explain your thinking.
4. If Cara had a candle that burned 3 cm every hour, how tall would it need to be to also reach the same height as the other three candles after 4 hours? Explain your thinking.

78. Analytic geometry

84. KEY STANDARDS Reason quantitatively and use units to solve problems
KEY STANDARDS Reason quantitatively and use units to solve problems. Understand similarity in terms of similarity transformations MCC9-12.G.SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor: a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. MCC9-12.G.SRT.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

85. MCC9-12.G.SRT.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. Prove theorems involving similarity MCC9-12.G.SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. MCC9-12.G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

86. Understand congruence in terms of rigid motions MCC9-12. G. CO
Understand congruence in terms of rigid motions MCC9-12.G.CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. MCC9-12.G.CO.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. MCC9-12.G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

87. Prove geometric theorems MCC9-12. G. CO
Prove geometric theorems MCC9-12.G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. MCC9-12.G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180 degrees; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

89. Triangle concurrency practice

91. Let’s take a look at the definition of point of concurrency
Let’s take a look at the definition of point of concurrency. Click on the link below.