Integrated Math1G(A)-Period 3 Assignments

Five posters, five slides, or a five minute video.

Show the correlation between two variables of a linear situation using a picture, a table, a graph, and an algebraic equation.

Use a real life example of your choice.
Explain the rate of change.
Make a prediction.
Show the steps used for the equation written out (prove that your equation works).


Examples from the CPM material that we covered in class.
Remember Lesson 1.1.2 Hot Tub Design, Flu Epidemic, & Time it takes to sign 50 signatures when you needed to determine which case was linear? (The time it takes to sign 50 signatures is linear).
Other examples from the textbook:
The Great Tricycle Race
The height of the humanoid according to the size of the humanoid's femur

Examples from life
Pounds of fudge produced per day on Mackinac Island by their 14 fudge shops
Chirps of a cricket based on the temperature
Money needed per week to reach a savings goal
Hours of driving per day to drive 2000 miles across country
Amount of gas used per miles driven
Cups of food a puppy needs depending on its weight as it grows
Number of push-ups per day to reach a goal
Number of miles walked each day to reach a goal
Amount of toilet paper needed daily depending on number of people in the house
Number of plants grown from a packet of seeds
Number of cookies baked per cups of flour used
Number of lemons used for each 2 liter pitcher of lemonade
Pounds of cans recycled per week
Number of bottles needed for each pound
Strings that need to be replaced based on the number of hours playing a guitar
(etc…) come up with something that is interesting to you.

Steps:

Monday: Decide on your topic. You must let me know on the Form I will post next week.

Tue-Thur: Do research about your topic. I understand that you will not be actually performing the needed research for collecting data. Instead, you may pull data from resources online. Make sure you give the name of the site and the person who performed the testing so that they get the credit for this part.

You will put the information into a presentation using posters and markers (upload pictures of these posters), Google Slides (share the slides with me), or record a video of yourself with pictures of your table, graph, and equation. For the posters and slides, you will need to explain in writing what everything is. The video will be for those of you who prefer to explain these items verbally.

If you choose to make a video, my video for this post was 8 minutes and 20 seconds. As you can see, five minutes is not very long.

Friday: Turn in your final.
*upload it to Google Classroom
*email it to me
*share it with me through Google

Q&A
Yes, you may work with a peer, but each of you must turn in your own work.
Yes, you may research online (with parent permission).
Yes, you may ask me questions to help direct your thinking but not for answers.
Yes, you may ask a parent or sibling for help as you piece the parts together.
Yes, you may use your CPM material.
Yes, you may use Khan Academy or some other math site.

Hello, IM1G(A).
This week you will be working to complete the Khan Academy unit on sequencing which you did on Pear Deck last week. I only assigned the practice exercises and the quizzes to complete prior to the Sequences Unit Test. I broke the sections into days of study but you may do them in whatever plan you desire. If you need to watch a video or read an article, they are all available on Khan Academy. Of course if you would like to speak with me, message me and I will get back to you.

If my videos help, I will post some for you that cover last week's lessons. I have not gotten much feedback about my videos, so I do not know how many people are using them or if they are helping you. Please let me know.

The Pear Deck is the beginning of the last unit for the year.

1) Khan Academy
Monday 5/11/20
Sequences Unit
Extend arithmetic sequences_Exercise · 4 questions
Use arithmetic sequence formulas_Exercise · 7 questions
Recursive formulas for arithmetic sequences_Exercise · 4 questions
Explicit formulas for arithmetic sequences_Exercise · 4 questions
Converting recursive & explicit forms of arithmetic sequences_Exercise · 4 questions
Sequences: Quiz 1_Quiz · 5 questions from: Introduction to arithmetic sequences; Constructing arithmetic sequences

Tuesday 5/12/20
Extend geometric sequences_Exercise · 4 questions
Extend geometric sequences: negatives & fractions_Exercise · 5 questions
Use geometric sequence formulas_Exercise · 4 questions
Recursive formulas for geometric sequences_Exercise · 4 questions
Explicit formulas for geometric sequence_Exercise · 4 questions
Converting recursive & explicit forms of geometric sequences_Exercise · 4 questions
Sequences: Quiz 2_Quiz · 6 questions from: Introduction to geometric sequences; Constructing geometric sequences

Wednesday 5/13/20
Sequences word problems_Exercise · 4 questions
Evaluate sequences in recursive form_Exercise · 4 questions
Sequences: Quiz 3_Quiz · 5 questions from: Modeling with sequences; General sequences

Thursday 5/14/20
Sequences: Unit test_Unit test · 13 questions

Friday 5/15/20
2) IM1G(A) 6.1.1 REWRITING MULTI-VARIABLE EQUATIONS Pear Deck

Please fill in the S2 Final Form below to explain the topic that you will be working on this week.
*Remember, the S2 Final is due on Friday, May 22.

Update:
I have also added a sample set of slides and a pdf of the sample to the original post.

You may copy the Google slide sample and insert your own information if you wish to use Google Slides (easiest method). Of course, feel free to design it as you wish.

If you choose to be creative with posters, they should follow a similar pattern. I used the word "posters" but you may simply write your information out on regular printer paper. Then you would either scan the files or take pictures of them to upload through the assignment in Google Classroom. If you have tried to upload to Google Classroom and have trouble, you may upload your files through email.

The third method I mentioned would be to make a video. Please keep the video limited to five minutes (Hey, that could be a linear function... how many videos could I watch in an hour?)

I have one last thought about the method for sharing your ideas. If you choose to use Prezi or some other app for sharing information, I am totally happy to accept that. Just make sure you cover all the points: Situation, equation, table, graph, prediction.

Unless you are making a video, you must write your information down for me to understand what you are showing.

Hello, Integrated Math 1G(A).
I hope you are all doing well. This has been a trying time for everyone, but we are also making history. One day you will be able to look back and tell your grandchildren about the COVID-19 Pandemic from first hand experience.
I would love to hear from each of you. Please include a little note about your life this week. What new hobbies have you started? Are you reading a great adventure book? How about chores? How are you adding to your family’s daily upkeep. Are you bored? How have you handled distance learning? Do you have a place set up for all your “business” of learning? Do you play games? What about church? Do you workout? Write about whatever you want to share. Maybe you have been feeling lonely and just want to express that. I will be looking forward to hearing from each of you! There is a Google Doc attached below for you to type on. If it works correctly, I will be able to view it without you doing anything extra.
Please complete the following assignments to the best of your ability.
God bless you,
Mrs. Legler

Pear Deck Slides and Forms to complete:
5.1.1 - 5.1.3 INTRODUCTION TO SEQUENCES Pear Deck
5.1.1 - 5.1.3 INTRODUCTION TO SEQUENCES Form
5.2.1 - 5.2.3 EQUATIONS FOR SEQUENCES Pear Deck
5.3.1 PATTERNS OF GROWTH IN TABLES AND GRAPHS Pear Deck
5.3.1 PATTERNS OF GROWTH IN TABLES AND GRAPHS Form
5.3.2 WRITING EQUATIONS OF GEOMETRIC SEQUENCES Pear Deck

1) Complete the Pear Deck slides for analyzing a relationship between two variables using a residual plot.
Two videos are available for this Pear Deck. Please watch them as you go through the Pear Deck. You may pause and rewatch as needed.
2) Complete the 4.2.3 Causation Pear Deck Slides
One video is available for the 4.2.3 Causation Pear Deck Slides
3) Khan Academy
*Eyeballing the line of best fit
*Estimating slope of line of best fit
*Estimating equations of lines of best fit, and using them to make predictions
*Interpreting slope and y-intercept for linear models
*Scatterplots: Quiz 2
*Scatterplots: Unit test

1) Go through the videos before attempting the Pear Deck.
2) Complete the Pear Deck by going through the slides for IM1G(A) 4.1.4 How do I determine the LSRL?
3) Khan Academy_Scatter Plots Exercises and Quiz

IM1G(A) 4.1.3 What are the bounds of my predictions?
1) Review slides (first link- below. 4/6) Complete Pear Deck with recorded slides. Go to joinpd.com and enter "ayost". Please input your answers directly on the slides so that I can view them.
2) (second link - 4/7) Complete 4.1.3 Google Forms Worksheet. This form includes the answers you need to fill in the answer boxes. Read and review each part before inputting an answer.
3) 4/8 Complete A4.1.3 Review & Preview
4) A4.1.3 R&P Doc with CPM links
5) 4.1.3 Video Instructions
6) 4.1.3 Slides Instructional Video
7) 4.1.3 Worksheet Instructional Video (It starts with a black screen and will take a second to get started)

Week 2
Complete the worksheet for Week 2.
Week 2_Writing Equations in Slope Intercept Form
Show your work on a separate sheet of paper.
Remember to write neatly and box each answer.
An answer key is available at the end of the worksheet for reference only. You must show your work!
I will be available to answer questions if you need me. Email me and we can set up a time that I can call/facetime you.
Take a picture and upload your finished work to Google Classroom or you can scan your work and email it to me.

Remember to use the form y = mx + b. Here are some videos in case you need a reminder.
When you have a graph: https://youtu.be/u9YZxBh1AxQ
When you have the slope and the y-intercept: https://youtu.be/bX-wAGiBUU0
When you have an equation that needs to be rewritten: https://youtu.be/SPZsJN_Wsdc
When you have a point and the slope: https://youtu.be/AqFwKecNaTk
When you have two points: https://www.youtube.com/watch?v=2O7sYAfKdKw
When you need an equation for a line that is either parallel or perpendicular to the given line, check out this great resource from mathisfun.com https://www.mathsisfun.com/algebra/line-parallel-perpendicular.html
*Pause and/or rewatch videos as many times as needed.

You will begin your remote learning by reviewing skills that we have covered previously this school year. Please follow the directions for what is expected for the next two weeks.

Week 1
Complete the two worksheets for Week 1.
Week 1_Solving Equations
Week 1_Solving Equations with fractions
Show all your work on a separate sheet of paper.
Remember to write neatly and box each answer.
An answer key is available at the end of the worksheet for reference only. You must show your work!
I will be available to answer questions if you need me. Email me and we can set up a time that I can call you.
Take a picture and upload your finished work to Google Classroom.

Remember: When solving equations with the variable on both sides of the equal sign, what is done to the left side of the equation, must be done to the right side.

To simplify equations, use the addition/multiplication principles to “Get rid of...”
Parentheses by using the distributive property.
Denominators: Multiply each term in the equation by the common denominator.
Decimals: Multiply each term in the equation by 10, 100, 1000, etc.
Combine (add) any like terms on the same side (clean up the equation). Use the integer rules for addition (add and give the sign) and subtraction (always add the opposite). Goal: The equation should be no more complicated than: 4x – 8 = -7x + 9
To solve equations, use the addition/multiplication inverses (undo) to:
Get variable terms on one side of the equation and all constant terms on the other side. Goal: The equation should be no more complicated than: 11x = 17
Get the coefficient to 1 by dividing by the coefficient (BY SAME NUMBER). Goal: x = number
*When your answer has a zero as the numerator (top number), the answer is zero.
*When your answer has a zero as the denominator (bottom number), there is no solution.

1) Answer each question on loose leaf paper.
2) Turn in to Mrs. Legler

This was an in-class assignment. You are welcome to complete it and still get points if you did not already do it.

1. Follow the steps to formally check your work from the attached slides.
2. Record your work on loose leaf paper to turn in.

If using extra paper, only loose leaf paper will be accepted for credit.

If using extra paper, only loose leaf paper will be accepted for credit.

Complete the problems on the last slide.

Complete at least one time.

Complete
1) Closure Lesson Notes continued
2) Quizizz link on Google Classroom
3) Reflect on your progress and decide a plan of action to practice skills.

Study for CHAPTER 2 TEST ON FRIDAY

Monday 11/4
T: CPM
O: TIW determine the y-intercept of a line given its slope and one point on the line.
M: Teamwork
L: 2.3.1 How can I use slope and a point to write an equation? #s 87-91
A: 2.3.1 #s 94-98

Tuesday 11/5
T: CPM
O: TIW determine the y-intercept of a line given its slope and one point on the line.
M: Teamwork
L: 2.3.1 How can I use slope and a point to write an equation? #s 90-91
A: 2.3.1 #s 94-98 due 11/6

Wednesday 11/6
T: CPM
O: TIW write the equations of lines from two points on a table or graph using knowledge of y=mx+b.
M: Direct Instruction, Teamwork
L: 2.3.2 Writing the Equation of a Line Through Two Points
A: 2.3.2 R&P #s 102-106 due 11/7

Thursday 11/7
T: CPM
O: TIW reinforce the ability to find the equation of a graph from various sets of information.
M: Direct Instruction, Teamwork
L: 2.3.3 What is the equation of the line? Writing y=mx+b from Graphs and Tables
A: 2.3.2 R&P #s 108-112 due 11/8

Friday 11/8
T: CPM
O: TIW reflect on what I have learned.
M: Direct Instruction, Teamwork, Quiz
L: Chapter 2 closure Lesson: Reflection and Synthesis
Week 14 Quiz
A: No new

Complete the problems on a separate sheet of paper. Please show all your work!
Turn in October 30th.

Monday 10/21
T: Teacher Generated
O: TIW make corrections for each error on my W10Quiz.
M: whole class
Week 9 Quiz & Week 10 Quiz Corrections
A: Khan Academy Slope

Tuesday 10/24
T: CAASP
O: TIW evaluate proportional relationships and lines using IAB.
M: Individual testing
L: Benchmark
A: No new

Wednesday 10/23
T: CPM
O: TIW convert units using dimensional analysis.
M: Direct Instruction, Teams
L: 2.2.4 Dimensional Analysis
A: 2.2.4 R&P #s 82-86 due 10/24

Thursday 10/24
T: CPM
O: TIW determine the y-intercept of a line given its slope and one point on it using multiple methods.
M: Direct Instruction, Teams
L: 2.3.1 How can I use slope and a point to write an equation? Writing the equation of a line given the slope and a point.
A: 2.3.1 R&P #s 94 - 98 due 10/25

Friday 10/25
T: CPM
O: TIW write the equations a lines from two points on a table or graph using knowledge of y=mx+b.
M: Direct Instruction, Teams, Quiz
L: 2.3.2 Writing the Equation of a Line Through Two Points
A: No new

Week 12 Quiz

1) Watch the vimeo video linked below.
2) Complete the Scavenger Hunt in Google Docs by copying and sharing the completed document from the linked below. You will need to access the ebook to answer the questions. Here is the code for the ebook. RHNVK
If you have not accessed the ebook, follow the instructions linked below.
3) Watch the Khan Academy video assigned (Two-variable linear equations intro).
4) Go to Quizizz link posted today and complete the quiz on linear relationships.
5) Thank you for your diligence.

Sub day 2 Quiz

2.2.2 R&P #s 58-62 due 10/17
2.2.2 R&P #s 63-67 due 10/18
The answer key is provided so that you can check your progress only, not for copying. Turn in a paper that shows all your work, not just answers.

Monday 10/14
T: Teacher Generated
O: TIW make corrections for each error on my W10Quiz.
M: whole class
Week 9 Quiz & Week 10 Quiz Corrections
A: Khan Academy
Slope

Tuesday 10/15
T: CPM
O: TIW describe speed as a rate using the contextual meaning of m and b.
M: Direct Instruction, Teams
L: 2.2.2 Rate of change
A: R&P 2.2.2 #s 58 – 62 due 10/16

Wednesday 10/16
T: CPM
O: TIW calculate slopes and write linear equations while solving a challenging team puzzle.
M: Direct Instruction, Teams
L: 2.2.3 How can I use y=mx+b?
A: R&P 2.2.2 #s 63- 67 due 10/17

Thursday 10/17
T: CPM
O: TIW convert units using dimensional analysis.
M: Direct Instruction, Teams
L: 2.2.4 Dimensional Analysis
A: R&P 2.2.3 #s 71 - 75 due 10/18

Friday 10/18
T: CPM
O: TIW write the equation of a line using the slope and one point on the line.
M: Direct Instruction, Teams, Quiz
L: 2.3.1 Writing the Equation of a Line Given the Slope and a Point
Week 11 Quiz

Please complete the assignment on Khan Academy.

Monday 10/7
T: CPM
O: P2/P3_I will compare relative steepness of lines using slope triangles.
P5_I will write the equation of a line using slope and the y-intercept.
M: Direct Instruction, teams
L:
P2/P3_2.1.3 How steep is it?
P5_2.1.4 What information determines a line?
A: No new

Tuesday 10/8
T: CPM
O: I will write the equation of a line using the slope and the y-intercept
M: Direct Instruction, Teams
L: 2.1.4 What information determines a line?
A: R&P 2.1.3 #s 30 -34 due 10/10

Wednesday 10/9
T: CPM
O: I will describe speed as a rate using the contextual meaning of m and b.
M: Direct Instruction, Teams
L: 2.2.2 Rate of change
A: R&P 2.1.4 #s 40 -44 due 10/11

Thursday 10/10
T: CPM
O: I will describe speed as a rate using the contextual meaning of m and b.
M: Direct Instruction, Teams
L: 2.2.2 Rate of change
A: R&P 2.2.1 #s 47 - 51 due 10/11

Friday 10/11
T: CPM
O: I will write the equation of a line using a situation.
M: Direct Instruction, Teams, Quiz
L: 2.2.3 What information determines a line?

Week 10 Quiz

Follow the steps carefully. Check your work after each problem to be sure you are doing it correctly.

Never subtract integers, always change the operation to addition and change the sign of the second number to its opposite. Now add using addition rules for integers.

Beginning on page 47.
#s 86-94
Show all the steps you take!

Complete in your notebook. Due Thursday, September 5.