SOLVING EQUATIONS ENGAGE NY PINK PACKET PAGE 18

Similar documents
Lesson Writing Equations and Inequalities

Name For those going into. Algebra 1 Honors. School years that begin with an ODD year: do the odds

Lesson 5.5 and 5.6. Changing Fractions to Decimals and Decimals to Fractions

TABLE OF CONTENTS. About Finish Line PA Core Math 5. UNIT 1: Big Ideas from Grade 5 7 UNIT 1 REVIEW 39

Adding and Subtracting Fractions

Learning Plan 3 Chapter 3

We can use fractions to describe things that have been broken into equal parts, for example:

Foundation tier unit 4a check in test. Non-calculator. Q1. Three of these fractions are equivalent. Which is the odd one out? 6 8

(8m 2 5m + 2) - (-10m 2 +7m 6) (8m 2 5m + 2) + (+10m 2-7m + 6)

Section 9.1 Solving Linear Inequalities

1. Factors: Write the pairs of factors for each of the following numbers:

Yosemite Trip Participants

Aim #18.1: How do we solve problems with inequalities? What does this mean? You need at least a 65 to pass this class.

MSM Course 1 Flashcards. Associative Property. base (in numeration) Commutative Property. Distributive Property. Chapter 1 (p.

Here are the steps required for Adding and Subtracting Rational Expressions:

4.1 Write Linear Equations by Using a Tables of Values

6.1 Introduction to Percents and Conversions to Fractions and Decimals

Arithmetic. Mathematics Help Sheet. The University of Sydney Business School

Warm up. Seek and Solve!!!

3.1 Factors and Multiples of Whole Numbers

Chapter 7 BUILD YOUR VOCABULARY

1. FRACTIONAL AND DECIMAL EQUIVALENTS OF PERCENTS

Vocabulary & Concept Review

Sandringham School Sixth Form. AS Maths. Bridging the gap

5.2 Partial Variation

Skills Practice Skills Practice for Lesson 10.1

Algebra 1 Keystone Remediation Packet Module 1 Anchor 3

Help with fractions, percentages and decimals! 1 Numerator 2 Denominator

Math League SCASD. Meet #2. Self-study Packet

College Prep Mathematics Mrs. Barnett

CCAC ELEMENTARY ALGEBRA

par ( 12). His closest competitor, Ernie Els, finished 3 strokes over par (+3). What was the margin of victory?

Puzzle 5-1. Percents, Fractions, and Decimals

1) 17 11= 2) = 3) -9(-6) = 6) ) ) ) Find the 444. If necessary, round to the nearest tenth.

TOPIC SKILLS R A G. Expand Double Brackets Including brackets with 3 terms. Squaring Brackets (x + 8) 2. Amber/Red Go to. Page 8-10.

Unit 3: Writing Equations Chapter Review

3 cups ¾ ½ ¼ 2 cups ¾ ½ ¼. 1 cup ¾ ½ ¼. 1 cup. 1 cup ¾ ½ ¼ ¾ ½ ¼. 1 cup. 1 cup ¾ ½ ¼ ¾ ½ ¼

Pre-Algebra, Unit 7: Percents Notes

Park Forest Math Team. Meet #2. Self-study Packet

Lesson Multi-Step Inequalities with Distributive Property

Click on the links below to jump directly to the relevant section

Pre-Algebra Chapter 7 Solving Equations and Inequalities

Writing Exponential Equations Day 2

Warm Up Lesson Presentation Lesson Quiz. Holt Algebra McDougal 1 Algebra 1

Analyzing Financial Performance Reports

ACCUPLACER Elementary Algebra Assessment Preparation Guide

Sequences (Part 3) Supplemental Material Not Found in You Text

Cost (in dollars) 0 (free) Number of magazines purchased

Algebra. Chapter 8: Factoring Polynomials. Name: Teacher: Pd:

troduction to Algebra

P.1 Algebraic Expressions, Mathematical models, and Real numbers. Exponential notation: Definitions of Sets: A B. Sets and subsets of real numbers:

Lesson 5: Identifying Proportional and Non-Proportional Relationships in Tables Bellringer

Unit 8 Notes: Solving Quadratics by Factoring Alg 1

MATH 008 LECTURE NOTES Dr JASON SAMUELS. Ch1 Whole Numbers $55. Solution: =81+495= = 36$

Student-Built Glossary

Conversions Review. 1. Convert the following Percent s to Decimals. a. 50% = f. 65% = b. 25% = g. 150% = h. 86% = c. 5% = i. 60% = d. 9% = j.

2.01 Products of Polynomials

1, are not real numbers.

10% is 8, and 1% is 0.8. ACTIVITY: Finding 10% of a Number. a. How did Newton know that 10% of 80 is 8? = 10 =

Lesson 4 Section 1.11, 1.13 Rounding Numbers Percent

CHAPTER 7: PERCENTS AND APPLICATIONS

Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Correlated to: Minnesota K-12 Academic Standards in Mathematics, 9/2008 (Grade 7)

How can you use what you know about adding integers to add rational numbers? ACTIVITY: Adding Rational Numbers

Name Period. Linear Correlation

6th Grade Mathematics. STAAR Study Guide. This Study Guide belongs to:

EXPONENTIAL MODELS If quantity Q is known to increase/decrease by a fixed percentage p, in decimal form, then Q can be modeled by

GCSE Homework Unit 2 Foundation Tier Exercise Pack New AQA Syllabus

As you scroll through the slides

Inequalities - Solve and Graph Inequalities

Criteria A: Knowledge and Understanding Percent. 23 = x

REVIEW PROBLEMS FOR NUMERICAL SKILLS ASSESSMENT TEST-Rev 1 (Note: No calculators are allowed at the time of the test.)

Chapter 12. Sequences and Series

Chapter 10: Exponential Functions

Not for sale or distribution

CH 39 CREATING THE EQUATION OF A LINE

MFM 1P. Foundations of Mathematics Grade 9 Applied Mitchell District High School. Unit 2 Proportional Reasoning 9 Video Lessons

Math 1205 Ch. 3 Problem Solving (Sec. 3.1)

Equalities. Equalities

MAT103: Fundamentals of Mathematics I Final Exam Review Packet

Chap3a Introduction to Exponential Functions. Y = 2x + 4 Linear Increasing Slope = 2 y-intercept = (0,4) f(x) = 3(2) x

Polynomial and Rational Expressions. College Algebra

SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.

Addition and Subtraction of Fractions, Comparing Fractions, and Complex Fractions: Comparing Fractions *

par ( 12). His closest competitor, Ernie Els, finished 3 strokes over par (+3). What was the margin of victory?

Percents, Explained By Mr. Peralta and the Class of 622 and 623

Park Forest Math Team. Meet #4. Self-study Packet

UNIT 3A. Uses and Abuses of Percentages

Review for MAT033 Mid-Term. 3) Write < or > between each pair of numbers to make a true statement. a) 0 4 b) 3 1 c) 2 2 d) 2 1

12.3 Geometric Series

Adding & Subtracting Percents

Chapter 6.1: Introduction to parabolas and solving equations by factoring

Review of Beginning Algebra MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

Park Forest Math Team. Meet #4. Self-study Packet

Percent: Slide 1 / 194. Slide 2 / 194. Slide 4 / 194. Slide 3 / 194. Slide 6 / 194. Slide 5 / 194. Table of Contents. Ratios as Percents

b. $52.50; Sample explanation: $63 120% 100% 11. (See Figure 1) 12. (See Figure 2) Selling Price

5.1 Exponents and Scientific Notation

Math "Multiplying and Reducing Fractions"

Annuities: Present Value

2-4 Completing the Square

Chapter 6. Percents and their Applications

Transcription:

SOLVING EQUATIONS ENGAGE NY PINK PACKET PAGE 18

INEQUALITIES SPRINT #2 You will have 3 minutes to complete as many problems as possible. As soon as the bomb goes off, submit!!! Winner= Person with the most correct in the shortest amount of time. 1 st Place = +1 EC, $100 Kudos, Candy 2 nd Place = $75 Kudos & Candy 3 rd Place = $50 Kudos & Candy

REMEMBER. At Least > At Most <

THE ANNUAL COUNTY CARNIVAL IS BEING HELD THIS SUMMER AND WILL LAST 5 ½ DAYS. You are the owner of the biggest and newest rollercoaster, called the Gentle Giant. The rollercoaster costs $6 to ride. The operator of the ride must pay $200 per day for the ride rental and $65 per day for a safety inspection. If you want to make a profit of at least $1000 each day, what is the minimum number of people that must ride the rollercoaster to make the profit?

RECALL PROFIT IS THE REVENUE (MONEY RECEIVED) LESS THE EXPENSES (MONEY SPENT). What is the revenue? What are the daily expenses?

WRITE AN INEQUALITY THAT CAN BE USED TO FIND THE MINIMUM NUMBER OF PEOPLE, P, THAT MUST RIDE THE ROLLERCOASTER EACH DAY TO MAKE THE DAILY PROFIT. 6P 200 65 > 1000

6p 200 65 > 1000 6p -265 > 1000 +265 > 1265 6p > 1265 6 6 p > 210 5/6 There needs to be a minimum of 211 people to ride the rollercoaster every day to make a daily profit of at least $1000.

Why was the inequality used? The owner would be satisfied if the profit was at least $1000 or more. The phrase at least means greater than or equal to. Was it necessary to flip or reverse the inequality sign? Explain why or why not. No, when solving the inequality we did not multiply or divide by a negative number.

Why is the answer 211 people versus 210 people? The answer has to be greater than or equal to 210 5 6 people. You cannot have 5 of a person, and if only 6 210 people purchased tickets, the profit would be $995 which is less than $1000, so we round up to assure the profit of at least $1000.

What if the expenses were charged for a whole day versus a half day? How would that change the inequality and answer? The expenses would be multiplied by 6, which would change the answer to 432 people.

EXAMPLE 1: A youth summer camp has budgeted $2000 for the campers to attend the carnival. The cost for each camper is $17.95, which includes general admission to the carnival and 2 meals. The youth summer camp must also pay $250 for the chaperones to attend the carnival and $350 for transportation to and from the carnival. What is the greatest amount of campers that can attend the carnival if the camp must stay within their budgeted amount? Write an inequality and solve using the 7 steps of algebra.

17.95C + 250 + 350 < 2000 17.95c + 250 + 350 < 2000 17.95c + 600 < 2000-600 > -600 17.95c < 1400 17.95 17.95 c < 77.99 The greatest amount of campers that can attend the carnival is 77 campers if the camp must stay within their budgeted amounts.

Why did we round down instead of rounding up? In the context of the problem, the number of campers has to be less than 77.99 campers. Rounding up to 78 would be greater than 77.99, thus the reason we rounded down.

EXAMPLE 2: The carnival owner pays the owner of an exotic animal exhibit $650 for the entire time the exhibit is displayed. The owner of the exhibit has no other expenses except for a daily insurance cost. If the owner of the animal exhibit wants to make more than $500 in profits for the 5 ½ days, what is the greatest daily insurance rate he can afford to pay? Write an inequality and solve using the 7 steps of algebra.

650 5.5i > 500-650 > -650-5.5i > -150-5.5-5.5 i < 27.27 The maximum daily cost that the owner can pay for insurance is $27.27.

Write an equivalent inequality clearing the decimals. 6500 55i > 5000 Why do we multiply by 10 to clear the decimals and not 100? The smallest decimal terminates in the tenths place.

EXAMPLE 3: There are several vendors at the carnival who sell products and also advertise their businesses. Shane works for a recreational company that sells ATVs, dirt bikes, snowmobiles and motorcycles. His boss paid him $500 for working all of the days at the carnival plus 5% commission on all of the sales made at the carnival. What was the minimum amount of sales Shane needed to sell if he earned more than $1,500? Write an inequality and solve using the 7 steps of algebra.

500 + 5 100 s > 1500-500 > -500.05s > 1000.05.05 s > 20,000 The sales had to be more than $20,000 for Shane to earn more than $1,500.

How can we write an equivalent inequality containing only integer coefficients and constant terms? Write the equivalent inequality. Every term can be multiplied by the common denominator of the fraction. In this case, the only and common denominator is 100. After clearing the fraction the equivalent inequality is 50,000 + 5x > 150,000 Now solve the new inequality.

50,000 + 5s > 150,000-50,000 > -50,000 5s > 100,000 5 5 s > 20,000 The sales had to be more than $20,000 for Shane to earn more than $1,500.

Lesson Summary The goal to solving inequalities is to use If-then moves to make 0s and 1s to get the inequality into the form x > a number or x < a number. Adding or subtracting opposites will make 0s. According to the If-then move, a number that is added or subtracted to each side of an inequality does not change the solution of the inequality. Multiplying and dividing numbers makes 1s. A positive number that is multiplied or divided to each side of an inequality does not change the solution of the inequality. However, multiplying or dividing each side of an inequality by a negative number does reverse the inequality sign. Given inequalities containing decimals, equivalent inequalities can be created which have only integer coefficients and constant terms by repeatedly multiplying every term by ten until all coefficients and constant terms are integers. Given inequalities containing fractions, equivalent inequalities can be created which have only integer coefficients and constant terms by multiplying every term by the least common multiple of the values in the denominators.

HOMEWORK: PROBLEM SET PAGES 22-23 (1-6) WRITE INEQUALITIES & SOLVE USING THE 7 STEPS OF ALGEBRA.