Splash Screen

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Splash Screen
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Chapter Menu

• Lesson 10-1 Simplifying Algebraic Expressions
• Lesson 10-2 Solving Two-Step Equations
• Lesson 10-3 Writing Two-Step Equations
• Lesson 10-4 Sequences
• Lesson 10-5 Solving Equations with Variables on
  Each Side
• Lesson 10-6 Problem-Solving Investigation Guess
  and Check
• Lesson 10-7 Inequalities

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Lesson 1 Menu
Five-Minute Check (over Chapter 9) Main Idea and
Vocabulary Targeted TEKS Example 1 Write
Expressions With Addition Example 2 Write
Expressions With Addition Example 3 Write
Expressions With Subtraction Example 4 Write
Expressions With Subtraction Example 5 Identify
Parts of an Expression Example 6 Simplify
Algebraic Expressions Example 7 Simplify
Algebraic Expressions Example 8 Real-World
Example
4
Lesson 1 MI/Vocab

• Use the Distributive Property to simplify
  algebraic expressions.

• like terms
• Look alike! Same vars!
• Constant
• A number w/o a variable
• simplest form
• All like terms combined
• simplifying the expression
• Combining all the like terms

• equivalent expressions
• Expressions that are equal no matter what X is
• Term
• A part of an Alg. Expression separated by or
  -
• Coefficient
• The number in front of a variable

5
Lesson 1 TEKS

• NOTES
• Quick Review Session
• Distributive Property
• a (b c) ab ac
• I can only combine things in math that ?????
• LOOK ALIKE!!!!!!!
• In Algebra, if things LOOK ALIKE, we call them
  like terms.

The Distributive Property
6
Lesson 1 Ex1
Write Expressions With Addition
Use the Distributive Property to rewrite 3(x 5).
3(x 5) 3(x) 3(5) 3x 15 Simplify.
Answer 3x 15
7
Lesson 1 CYP1
Use the Distributive Property to rewrite 2(x 6).
A. x 8 B. x 12 C. 2x 6 D. 2x 12

1. A
2. B
3. C
4. D

8
Lesson 1 Ex2
Write Expressions With Addition
Use the Distributive Property to rewrite (a 4)7.
(a 4)7 a ? 7 4 ?7 7a 28 Simplify.
Answer 7a 28
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Lesson 1 CYP2
Use the Distributive Property to rewrite (a 6)3.
A. 3a 27 B. 3a 18 C. 3a 9 D. a 18

1. A
2. B
3. C
4. D

10
Lesson 1 Ex3
Write Expressions With Subtraction
Use the Distributive Property to rewrite (q 3)9.
(q 3)9 q (3)9 Rewrite q 3 as q
(3). (q)9 (3)9 Distributive Property 9q
(27) Simplify. 9q 27 Definition of
subtraction
Answer 9q 27
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Lesson 1 CYP3
Use the Distributive Property to rewrite (q 2)8.
A. q 16 B. q 10 C. 8q 16 D. 8q 10

1. A
2. B
3. C
4. D

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Lesson 1 Ex4
Write Expressions With Subtraction
Use the Distributive Property to rewrite 3(z
7).
3(z 7) 3z (7) Rewrite z 7 as z
(7). 3(z) (3)(7) Distributive
Property 3z 21 Simplify.
Answer 3z 21
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Lesson 1 CYP4
Use the Distributive Property to rewrite 2(z
4).
A. 2z 8 B. 2z 8 C. 2z 4 D. 2z

1. A
2. B
3. C
4. D

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Lesson 1 Ex5
Identify Parts of an Expression
Identify the terms, like terms, coefficients, and
constants in 3x 5 2x x.
3x 5 2x x 3x (5) 2x
(x) Definition of subtraction 3x (5) 2x
(1x) Identity Property x 1x
Answer The terms are 3x, 5, 2x, and x.The
like terms are 3x, 2x, and x.The coefficients
are 3, 2, and 1.The constant is 5.
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Lesson 1 CYP5
Identify the terms, like terms, coefficients, and
constants in 6x 2 x 4x.
Answer The terms are 6x, 2, x, and 4x.The
like terms are 6x, x, and 4x.The coefficients
are 6, 1, and 4.The constant is 2.
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Lesson 1 Ex6
Simplify Algebraic Expressions
Simplify the expression 6n n.
6n n are like terms.
6n n 6n 1n Identity Property n 1n (6
1)n Distributive Property 5n Simplify.
Answer 5n
17
Lesson 1 CYP6
Simplify the expression 7n n.
A. 10n B. 8n C. 7n D. 6n

1. A
2. B
3. C
4. D

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Lesson 1 Ex7
Simplify Algebraic Expressions
Simplify 8z z 5 9z 2.
8z, z, and 9z are like terms. 5 and 2 are also
like terms.
8z z 5 9z 2 8z z (5) (9z)
2 Definition of subtraction 8z z (9z)
(5) 2 Commutative Property 8 1
(9)z (5) 2 Distributive Property 0z
(3) or 3 Simplify.
Answer 3
19
Lesson 1 CYP7
Simplify 6z z 2 8z 2.
A. z B. z 2 C. z 1 D. 2z

1. A
2. B
3. C
4. D

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Lesson 1 Ex8
THEATER Tickets for the school play cost 5 for
adults and 3 for children. A family has the same
number of adults as children. Write an expression
in simplest form that represents the total amount
of money spent on tickets.
Words 5 each for adults and 3 each for the same
number of children
Variable Let x represent the number of adults or
children.
Expression 5 ? x 3 ? x
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Lesson 1 Ex8
Simplify the expression.
5x 3x (5 3)x Distributive Property
8x Simplify.
Answer The expression 8x represents the total
amount of money spent on tickets.
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Lesson 1 CYP8
MUSEUM Tickets for the museum cost 10 for
adults and 7.50 for children. A group of people
have the same number of adults as children. Write
an expression in simplest form that represents
the total amount of money spent on tickets to the
museum.
A. 2.50x B. 7.50x C. 15.50x D. 17.50x

1. A
2. B
3. C
4. D

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End of Lesson 1
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Lesson 2 Menu
Five-Minute Check (over Lesson 10-1) Main Idea
and Vocabulary Targeted TEKS Example 1 Solve
Two-Step Equations Example 2 Solve Two-Step
Equations Example 3 Equations with Negative
Coefficients Example 4 Combine Like Terms First
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Lesson 2 MI/Vocab

• Solve two-step equations.

• two-step equation
• Contains TWO operations that need to be undone

26
Lesson 2 TEKS

• NOTES
• The Goal of solving EVERY algebra equation is to
  GET THE VARIABLE BY ITSELF!!!
• I can only combine things in math that ????
• To PUT SOMETHING TOGETHER, you follow the
  directions.
• In math, to put an expression together, we used a
  specific order of operations.
• PEMDAS
• If you want to take something APART you REVERSE
  the directions.
• To solve Algebra equations, REVERSE PEMDAS
• SADMEP

BrainPop Two-Step Equations
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Lesson 2 Ex1
Solve Two-Step Equations
Solve 5x 1 26.
Method 1 Use a model. Remove a 1-tile from the
mat.
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Lesson 2 Ex1
Solve Two-Step Equations
Separate the remaining tiles into 5 equal groups.
There are 5 tiles in each group.
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Lesson 2 Ex1
Solve Two-Step Equations
Method 2 Use Symbols
Use the Subtraction Property of Equality.
Write the equation.
Subtract 1 from each side.
30
Lesson 2 Ex1
Solve Two-Step Equations
Use the Division Property of Equality.
Divide each side by 5.
Simplify.
Answer The solution is 5.
BrainPop Two-Step Equations
31
Lesson 2 CYP1
Solve 3x 2 20.
A. 6 B. 8 C. 9 D. 12

1. A
2. B
3. C
4. D

32
Lesson 2 Ex2
Solve Two-Step Equations
Write the equation.
Subtract 2 from each side.
Simplify.
Multiply each side by 3.
Simplify.
Answer The solution is 18.
33
Lesson 2 CYP2
A. 14 B. 8 C. 26 D. 35

1. A
2. B
3. C
4. D

34
Lesson 2 Ex3
Equations with Negative Coefficients
Write the equation.
Definition of subtraction
Subtract 8 from each side.
Simplify.
Divide each side by 3.
Simplify.
Answer The solution is 2.
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Lesson 2 CYP3
Solve 5 2x 11.
A. 3 B. 1 C. 2 D. 5

1. A
2. B
3. C
4. D

36
Lesson 2 Ex4
Combine Like Terms First
Write the equation.
Identity Property k 1k
Combine like terms1k 3k (1 3)k or 2k.
Add 2 to each side.
Simplify.
Divide each side by 2.
Simplify.
37
Lesson 2 Ex4
Combine Like Terms First
Check
14 k 3k 2 Write the equation.
Answer The solution is 8.
38
Lesson 2 CYP4
Solve 10 n 4n 5.
A. 3 B. 5 C. 8 D. 10

1. A
2. B
3. C
4. D

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End of Lesson 2
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Lesson 3 Menu
Five-Minute Check (over Lesson 10-2) Main
Idea Targeted TEKS Example 1 Translate Sentences
into Equations Example 2 Translate Sentences
into Equations Example 3 Translate Sentences
into Equations Example 4 Real-World
Example Example 5 Real-World Example
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Lesson 3 MI/Vocab

• Write two-step equations that represent real-life
  situations.

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Lesson 3 TEKS

• CONVERTING ENGLISH SENTENCES TO MATH SENTENCES!
• There are 3 steps to follow
• Read problem and highlight KEY words.
• Define variable (What part is likely to change OR
  What do I not know?)
• Write Math sentence left to Right (Be careful
  with Subtraction!.)

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Lesson 3 TEKS

• Notes CONT.
• Looks for the words like
• is, was, total
• EQUALS
• Less than, decreased, reduced,
• SUBTRACTION - BE CAREFUL!
• Divided, spread over, per, quotient
• DIVISION
• More than, increased, greater than, plus
• ADDITION
• Times, Of
• MULTIPLICATION

44
Lesson 3 Ex1
Translate Sentences into Equations
Translate three more than half a number is 15
into an equation.
Answer
45
Lesson 3 CYP1
Translate five more than one-third a number is 7
into an equation.

1. A
2. B
3. C
4. D

46
Lesson 3 Ex2
Translate Sentences into Equations
Translate nineteen is two more than five times a
number into an equation.
Answer 19 5n 2
47
Lesson 3 CYP2
Translate fifteen is three more than six times a
number into an equation.
A. 15 3n 6 B. 15 6n 3 C. 15 3(n
6) D. 15 6(n 3)

1. A
2. B
3. C
4. D

48
Lesson 3 Ex3
Translate Sentences into Equations
Translate eight less than twice a number is 35
into an equation.
Answer 2n 8 35
49
Lesson 3 CYP3
Translate six less than three times a number is
22 into an equation.
A. 3(n 6) 22 B. 6(n 3) 22 C. 3n 6
22 D. 6n 3 22

1. A
2. B
3. C
4. D

50
Lesson 3 Ex4
TRANSPORTATION A taxi ride costs 3.50 plus 2
for each mile traveled. If Jan pays 11.50 for
the ride, how many miles did she travel?
Words 3.50 plus 2 per mile equals 11.50.
Variable Let m represent the number of miles
driven.
Equation 3.50 2m 11.50
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Lesson 3 Ex4
3.50 2m 11.50 Write the equation.
3.50 3.50 2m 11.50 3.50 Subtract 3.50
from each side 2m 8 Simplify.
Divide each side by 2.
Simplify.
Answer Jan traveled 4 miles.
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Lesson 3 CYP4
TRANSPORTATION A rental car costs 100 plus
0.25 for each mile traveled. If Kaya pays
162.50 for the car, how many miles did she
travel?
A. 200 miles B. 250 miles C. 300 miles D. 325
miles

1. A
2. B
3. C
4. D

53
Lesson 3 Ex5
DINING You and your friend spent a total of 33
for dinner. Your dinner cost 5 less than your
friends. How much did you spend for dinner?
Words Your friends dinner plus your dinner
equals 33.
Variable Let f represent the cost of your
friends dinner.
Equation f f 5 33
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Lesson 3 Ex5
f f 5 33 Write the equation.
2f 5 3 Combine like terms. 2f 5 5
33 5 Add 5 to each side. 2f
38 Simplify.
f 19 Simplify.
Answer Your friend spent 19 on dinner. So you
spent 19 5, or 14, on dinner.
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Lesson 3 CYP5
DINING You and your friend spent a total of 48
for dinner. Your dinner cost 4 more than your
friends. How much did you spend for dinner?
A. 22 B. 26 C. 28 D. 30

1. A
2. B
3. C
4. D

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End of Lesson 3
57
Lesson 4 Menu
Five-Minute Check (over Lesson 10-3) Main Idea
and Vocabulary Targeted TEKS Example 1 Identify
Arithmetic Sequences Example 2 Describe an
Arithmetic Sequence Example 3 Real-World
Example Example 4 Test Example
58
Lesson 4 MI/Vocab

• Write algebraic expressions to determine any term
  in an arithmetic sequence.

• Sequence
• An ordered list of numbers
• Term
• A specific number in a sequence
• common difference
• The difference between EVERY term is the SAME
• arithmetic sequence
• Where the terms all have a common difference

59
Lesson 4 TEKS

• NOTES
• To Identify Arithmetic Sequences
• Look for a pattern that has a common difference
• If one exists, the sequence is arithmetic
• Ex 15, 13, 11, 9, 7, .
• To find the rule that describes a sequence
• Write the terms on top of the sequence number
  (1,2,3)
• Find the common difference.
• Write down common difference followed by the
  variable
• Find out how much you need to ADD or SUBTRACT to
  get to the first term.
• Check your rule for the rest of the terms

-2 -2 -2 -2
60
Lesson 4 Ex1
Identify Arithmetic Sequences
State whether the sequence 23, 15, 7, 1, 9,
is arithmetic. If it is, state the common
difference. Write the next three terms of the
sequence.
23, 15, 7, 1, 9 Notice that 15 23
8, 7 15 8, and so on.
Answer The terms have a common difference of
8, so the sequence is arithmetic.
Continue the pattern to find the next three terms.
9, 17, 25, 33
Answer The next three terms are 17, 25, and
33.
61
Lesson 4 CYP1
State whether the sequence 29, 27, 25, 23, 21,
is arithmetic. If it is, state the common
difference. Write the next three terms of the
sequence.
Answer arithmetic 2 19, 17, 15
62
Lesson 4 Ex2
Describe an Arithmetic Sequence
Write an expression that can be used to find the
nth term of the sequence 0.6, 1.2, 1.8, 2.4, .
Then write the next three terms of the sequence.
Use a table to examine the sequence.
The terms have a common difference of 0.6. Also,
each term is 0.6 times its term number.
Answer An expression that can be used to find
the nth term is 0.6n. The next three terms are
0.6(5) or 3, 0.6(6) or 3.6, and 0.6(7) or 4.2.
63
Lesson 4 CYP2
Write an expression that can be used to find the
nth term of the sequence 1.5, 3, 4.5, 6, . Then
write the next three terms.
Answer 1.5n 7.5, 9, 10.5
64
Lesson 4 Ex3
TRANSPORTATION This arithmetic sequence shows
the cost of a taxi ride for 1, 2, 3, and 4 miles.
What would be the cost of a 9-mile ride?
The common difference between the costs is 1.75.
This implies that the expression for the nth mile
is 1.75n. Compare each cost to the value of 1.75n
for each number of miles.
65
Lesson 4 Ex3
Each cost is 3.50 more than 1.75n. So, the
expression 1.75n 3.50 is the cost of a taxi
ride for n miles. To find the cost of a 9-mile
ride, let c represent the cost. Then write and
solve an equation for n 9.
66
Lesson 4 Ex3
c 1.75n 3.50 Write the equation.
c 1.75(9) 3.50 Replace n with 9. c 15.75
3.50 or 19.25 Simplify.
Answer It would cost 19.25 for a 9-mile taxi
ride.
67
Lesson 4 CYP3
TRANSPORTATION This arithmetic sequence shows
the cost of a taxi ride for 1, 2, 3, and 4 miles.
What would be the cost of a 15-mile ride?

1. A
2. B
3. C
4. D

A. 18.75 B. 21.50 C. 24.50 D. 27.00
68
Lesson 4 Ex4
Which expression can be used to find the nth term
in the following arithmetic sequence, where n
represents a numbers position in the sequence?
A. n 3 B. 3n C. 2n 1 D. 3n 1
69
Lesson 4 Ex4
Read the Test Item You need to find an
expression to describe any term.
Solve the Test Item The terms have a common
difference of 3 for every increase in position
number. So the expression contains 3n.

• Eliminate choices A and C because they do not
  contain 3n.
• Eliminate choice B because 3(1) ? 2.
• The expression in choice D is correct for all the
  listed terms. So the correct answer is D.

Answer D
70
Lesson 4 CYP4
Let n represent the position of a number in the
sequence 7, 11, 15, 19, Which expression can be
used to find any term in the sequence?
A. 7n B. 4n 3 C. 7 n D. 4n 3

1. A
2. B
3. C
4. D

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End of Lesson 4
72
Lesson 5 Menu
Five-Minute Check (over Lesson 10-4) Main
Idea Targeted TEKS Example 1 Equations with
Variables on Each Side Example 2 Equations with
Variables on Each Side Example 3 Real-World
Example
73
Lesson 5 MI/Vocab

• Solve equations with variables on each side.

74
Lesson 5 TEKS

• NOTES
• The goal of solving EVERY Algebra equation you
  will ever see for the rest of your life is??????
• GET THE VARIABLE BY ITSELF!!
• To solve equations with variables on each side
  of the equation
• Add or subtract all VARIABLES on ONE side to get
  rid of them on that side.
• Add or subtract all the NUMBERS on OTHER side to
  move them to the side without the variables.
• Solve it like weve been doing all year!
• HINT Get rid of the SMALLEST variable term!

75
Lesson 5 Ex1
Equations with Variables on Each Side
Solve 7x 4 9x. Check your solution.
Write the equation.
Subtract 7x from each side.
Simplify by combining like terms.
Mentally divide each side by 2.
To check your solution, replace x with 2 in the
original equation.
Check
Write the equation.
Replace x with 2.
The sentence is true.
?
Answer The solution is 2.
76
Lesson 5 CYP1
Solve 3x 6 x. Check your solution
A. 5 B. 3 C. 1 D. 1

1. A
2. B
3. C
4. D

77
Lesson 5 Ex2
Equations with Variables on Each Side
Solve 3x 2 8x 13.
Write the equation.
Subtract 8x from each side.
Simplify.
Add 2 to each side.
Simplify.
Mentally divide each side by 5.
Answer The solution is 3.
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Lesson 5 CYP2
Solve 4x 3 5x 7.
A. 4 B. 7 C. 10 D. 12

1. A
2. B
3. C
4. D

79
Lesson 5 Ex3
GEOMETRY The measure of an angle is 8 degrees
more than its complement. If x represents the
measure of the angle and 90 x represents the
measure of its complement, what is the measure of
the angle?
Words 8 less than the measure of an angle equals
the measure of its complement.
Variable x and 90 x represent the measures of
the angles.
Equation x 8 90 x
80
Lesson 5 Ex3
x 8 90 x Write the equation.
x 8 8 90 8 x Add 8 to each side.
x 98 x x x 98 x x Add x to
each side. 2x 98
Divide each side by 2.
x 49
Answer The measure of the angle is 49 degrees.
81
Lesson 5 CYP3
GEOMETRY The measure of an angle is 12 degrees
less than its complement. If x represents the
measure of the angle and 90 x represents the
measure of its complement, what is the measure of
the angle?
A. 39 degrees B. 42 degrees C. 47 degrees D. 51
degrees

1. A
2. B
3. C
4. D

82
End of Lesson 5
83
Lesson 6 Menu
Five-Minute Check (over Lesson 10-5) Main
Idea Targeted TEKS Example 1 Guess and Check
84
Lesson 6 MI/Vocab

• Guess and check to solve problems.

85
Lesson 6 TEKS
8.14 The student applies Grade 8 mathematics to
solve problems connected to everyday experiences,
investigations in other disciplines, and
activities in and outside of school. (C) Select
or develop an appropriate problem-solving
strategy from a variety of different types,
includingsystematic guessing and checkingto
solve a problem.
86
Lesson 6 Ex1
Guess and Check
THEATER 120 tickets were sold for the school
play. Adult tickets cost 8 each, and child
tickets cost 5 each. The total earned from
ticket sales was 840. How many tickets of each
type were sold?
Explore You know the cost of each type of ticket,
the total number of tickets sold, and the total
income from ticket sales.
Plan Use a systematic guess and check method to
find the number of each type of ticket.
87
Lesson 6 Ex1
Guess and Check
Solve Find the combination that gives 120 total
tickets and 840 in sales. In the list, a
represents adult tickets sold, and c represents
child tickets sold.
Check So, 80 adult tickets and 40 child tickets
were sold.
Answer 80 adult and 40 child
88
Lesson 6 CYP1
THEATER 150 tickets were sold for the school
play. Adult tickets were sold for 7.50 each, and
child tickets were sold for 4 each. The total
earned from ticket sales was 915. How many
tickets of each type were sold?
A. 90 adult tickets, 60 child tickets B. 100
adult tickets, 50 child tickets C. 110 adult
tickets, 40 child tickets D. 120 adult tickets,
30 child tickets

1. A
2. B
3. C
4. D

89
End of Lesson 6
90
Lesson 7 Menu
Five-Minute Check (over Lesson 10-6) Main
Idea Targeted TEKS Example 1 Write Inequalities
with lt or gt Example 2 Write Inequalities with lt
or gt Example 3 Write Inequalities with or
Example 4 Write Inequalities with or
Example 5 Determine the Truth of an
Inequality Example 6 Determine the Truth of an
Inequality Example 7 Graph an Inequality Example
8 Graph an Inequality
91
Lesson 7 MI/Vocab

• Write and graph inequalities.

92
Lesson 7 TEKS

• NOTES
• Translating English to Mathlish Inequalities is
  similar to converting to equations.
• Look for the following clues
• SOLVING INEQUALITIES
• Solve inequalities just like you do equations
  GET THE VARIABLE BY ITSELF!

93
Lesson 7 TEKS

• NOTES - CONTINUED
• To check your answer, pick 3 numbers and check
  them to see if they work in your answer.
• Pick a number higher
• Pick a number lower
• Pick the actual number to see if you need a
  greater than or equal to sign (or a less than or
  equal to).
• TO DETERMINE IF INEQUALITIES ARE TRUE
• PLUG IN WHAT YOU KNOW AND SEE IF ITS TRUE!!
• TO GRAPH INEQUALITIES
• Graph the point on a number line
• Figure out if the point should be filled in or
  not.
• Use an arrow to show which direction the
  inequality should go.

94
Lesson 7 Ex1
Write Inequalities with lt or gt
SPORTS Members of the little league team must be
under 14 years old. Write an inequality for the
sentence.
Let a persons age.
Answer a lt 14
95
Lesson 7 CYP1
SPORTS Members of the peewee football team must
be under 10 years old. Write an inequality for
the sentence.
A. a lt 10 B. a 10 C. a gt 10 D. a 10

1. A
2. B
3. C
4. D

96
Lesson 7 Ex2
Write Inequalities with lt or gt
CONSTRUCTION The ladder must be over 30 feet
tall to reach the top of the building. Write an
inequality for the sentence.
Let b ladders height.
Answer b gt 30
97
Lesson 7 CYP2
CONSTRUCTION The new building must be over 300
feet tall. Write an inequality for the sentence.
A. h lt 300 B. h 300 C. h gt 300 D. h 300

1. A
2. B
3. C
4. D

98
Lesson 7 Ex3
Write Inequalities with or
POLITICS The president of the United States must
be at least 35. Write an inequality for the
sentence.
Let a presidents age.
Answer a 35
99
Lesson 7 CYP3
SOFTBALL The home team needs more than 7 points
to win. Which of the following inequalities
describes how many points are needed to win?
A. p gt 7 B. p 7 C. p lt 7 D. p 7

1. A
2. B
3. C
4. D

100
Lesson 7 Ex4
Write Inequalities with or
CAPACITY A theater can hold a maximum of 300
people. Write an inequality for the sentence.
Let p theaters capacity.
Answer p 300
101
Lesson 7 CYP4
CAPACITY A football stadium can hold a maximum
of 10,000 people. Write an inequality for the
sentence.
A. p lt 10,000 B. p 10,000 C. p gt 10,000 D. p
10,000

1. A
2. B
3. C
4. D

102
Lesson 7 Ex5
Determine the Truth of an Inequality
For the given value, state whether the inequality
is true or false.
x 4 lt 6 x 0
x 4 lt 6 Write the inequality.
4 lt 6 Simplify
Answer Since 4 is less than 6, 4 lt 6 is true.
103
Lesson 7 CYP5
For the given value, state whether the inequality
is true or false.
x 5 lt 8 x 16
A. true B. false

1. A
2. B

104
Lesson 7 Ex6
Determine the Truth of an Inequality
For the given value, state whether the inequality
is true or false.
3x 4 x 1
3x 4 Write the inequality.
Answer Since 3 is not greater than or equal to
4, the sentence is false.
105
Lesson 7 CYP6
For the given value, state whether the inequality
is true or false.
2x 9 x 5
A. true B. false

1. A
2. B

106
Lesson 7 Ex7
Graph an Inequality
Graph n 1 on a number line.
Place a closed circle at 1. Then draw a line and
an arrow to the left.
Answer
107
Lesson 7 CYP7
Graph n 3 on a number line.
Answer
108
Lesson 7 Ex8
Graph an Inequality
Graph n gt 1 on a number line.
Place an open circle at 1. Then draw a line and
an arrow to the right.
Answer
109
Lesson 7 CYP8
Graph n gt 3 on a number line.
Answer
110
End of Lesson 7
111
CR Menu
Five-Minute Checks Image Bank Math Tools
Graphing Equations with Two Variables Two-Step
Equations
112
5Min Menu
Lesson 10-1 (over Chapter 9) Lesson 10-2 (over
Lesson 10-1) Lesson 10-3 (over Lesson
10-2) Lesson 10-4 (over Lesson 10-3) Lesson
10-5 (over Lesson 10-4) Lesson 10-6 (over Lesson
10-5) Lesson 10-7 (over Lesson 10-6)
113
IB 1
To use the images that are on the following three
slides in your own presentation 1. Exit this
presentation. 2. Open a chapter presentation
using a full installation of Microsoft
PowerPoint in editing mode and scroll to the
Image Bank slides. 3. Select an image, copy it,
and paste it into your presentation.
114
IB 2
115
IB 3
116
IB 4
117
5Min 1-1
(over Chapter 9)
Use the histogram shown in the image. How many
people were surveyed?
A. 10 B. 12 C. 22 D. 30

1. A
2. B
3. C
4. D

118
5Min 1-2
(over Chapter 9)
Use the histogram shown in the image. How many
people drink more than 3 carbonated beverages per
day?
A. 2 B. 6 C. 8 D. 12

1. A
2. B
3. C
4. D

119
5Min 1-3
(over Chapter 9)
Use the histogram shown in the image. What
percentage of people drink 23 carbonated
beverages per day?
A. 12 percent B. 20 percent C. 30 percent D. 40
percent

1. A
2. B
3. C
4. D

120
5Min 1-4
(over Chapter 9)
Find the mean, median, and mode for the following
set of data. 20, 27, 40, 17, 25, 33, 21
A. about 26.1 25 none B. about 26.1 17
none C. about 26.1 25 17 D. about 26.1 17 40

1. A
2. B
3. C
4. D

121
5Min 1-5
(over Chapter 9)
Find the range for the following set of data.20,
27, 40, 17, 25, 33, 21
A. 17 B. 23 C. 25 D. 40

1. A
2. B
3. C
4. D

122
5Min 1-6
(over Chapter 9)
Select an appropriate display for the number of
people who prefer skiing to all of the winter
sports.
A. histogram B. box-and-whisker plot C. circle
graph D. line graph

1. A
2. B
3. C
4. D

123
5Min 2-1
(over Lesson 10-1)
Use the Distributive Property to rewrite the
expression 8(y 3).
A. 8y 3 B. y 24 C. 8y 24 D. 8y 24

1. A
2. B
3. C
4. D

124
5Min 2-2
(over Lesson 10-1)
Use the Distributive Property to rewrite the
expression 2(11m n).
A. 22m 2n B. 22m n C. 11m n D. 11m n

1. A
2. B
3. C
4. D

125
5Min 2-3
(over Lesson 10-1)
Simplify 7k 9k.
A. 15k B. 16k C. 17k D. 18k

1. A
2. B
3. C
4. D

126
5Min 2-4
(over Lesson 10-1)
Simplify 14h 3 11h
A. 3h 3 B. 3h 3 C. 3h 3 D. 3h 3

1. A
2. B
3. C
4. D

127
5Min 2-5
(over Lesson 10-1)
Sara has x number of apples, 3 times as many
oranges as apples, and 2 peaches. Write an
expression in simplest form that represents the
total number of fruits.
A. 3x 2 B. 3x 2 C. 4x 2 D. 4x 2

1. A
2. B
3. C
4. D

128
5Min 2-6
(over Lesson 10-1)
Which expression represents the perimeter of the
triangle?
A. 5x 1 B. 3x C. 2x 1 D. 6x

1. A
2. B
3. C
4. D

129
5Min 3-1
(over Lesson 10-2)
Solve 3n 2 8. Then check your solution.

1. A
2. B
3. C
4. D

130
5Min 3-2
(over Lesson 10-2)
Solve 6n 3 21. Then check your solution.

1. A
2. B
3. C
4. D

131
5Min 3-3
(over Lesson 10-2)
Solve 2 3 a. Then check your solution.
A. 5 B. 1 C. 1 D. 5

1. A
2. B
3. C
4. D

132
5Min 3-4
(over Lesson 10-2)
Solve 5 2a 3a 11. Then check your solution.
A. 16 B. 6 C. 6 D. 16

1. A
2. B
3. C
4. D

133
5Min 3-5
(over Lesson 10-2)
Jack traveled 5 miles plus 3 times as many miles
as Janice. He traveled 23 miles in all. How far
did Janice travel?

1. A
2. B
3. C
4. D

134
5Min 3-6
(over Lesson 10-2)
If 3x 2 16, which choice shows the value of
2x 3?

1. A
2. B
3. C
4. D

135
5Min 4-1
(over Lesson 10-3)
Translate the sentence into an equation. Then
find the number. The difference of three times a
number and 5 is 10.
A. 3 n 10 7 B. 3 n 10 7 C. 3n 5
10 5 D. 3n 5 10 5

1. A
2. B
3. C
4. D

136
5Min 4-2
(over Lesson 10-3)
Translate the sentence into an equation. Then
find the number. Three more than four times a
number equals 27.

1. A
2. B
3. C
4. D

137
5Min 4-3
(over Lesson 10-3)
Translate the sentence into an equation. Then
find the number. Nine more than seven times a
number is 58.

1. A
2. B
3. C
4. D

138
5Min 4-4
(over Lesson 10-3)
Translate the sentence into an equation. Then
find the number. Four less than the quotient of a
number and three equals 14.

1. A
2. B
3. C
4. D

139
5Min 4-5
(over Lesson 10-3)
Jared went to a photographer and purchased one 8
x 10 portrait. He also purchased 20 wallet-sized
pictures. Jared spent 97 in all, and the 8 x 10
cost 33. How much is each of the wallet-sized
photos?
A. 2.33 B. 3.20 C. 3.61 D. 6.50

1. A
2. B
3. C
4. D

140
5Min 4-6
(over Lesson 10-3)
What is the value of x in the trapezoid?
A. 35 B. 55 C. 70 D. 105

1. A
2. B
3. C
4. D

141
5Min 5-1
(over Lesson 10-4)
State whether the sequence is arithmetic or not
arithmetic. If it is arithmetic, state the common
difference. Write the next three terms of the
sequence. 32, 38, 44, 50, 56,
A. arithmetic 6 62, 68, 74 B. arithmetic 6
50, 44, 38 C. not arithmetic 62, 68, 74 D. not
arithmetic 84, 126, 189

1. A
2. B
3. C
4. D

142
5Min 5-2
(over Lesson 10-4)
State whether the sequence is arithmetic or not
arithmetic. If it is arithmetic, state the common
difference. Write the next three of the
sequence.15, 17, 20, 24, 29,
A. arithmetic 2 31, 33, 35 B. arithmetic 3
32, 35, 38 C. not arithmetic 31, 33, 35 D. not
arithmetic 35, 42, 50

1. A
2. B
3. C
4. D

143
5Min 5-3
(over Lesson 10-4)
State whether the sequence is arithmetic or not
arithmetic. If it is arithmetic, state the common
difference. Write the next three terms of the
sequence. 400, 200, 100, 50, 25,

1. A
2. B
3. C
4. D

144
5Min 5-4
(over Lesson 10-4)
State whether the sequence is arithmetic or not
arithmetic. If it is arithmetic, state the common
difference. Write the next three terms of the
sequence. 2, 4, 12, 24, 72,
A. arithmetic 48 120, 168, 216 B. arithmetic
2 74, 76, 78 C. not arithmetic 120, 168,
216 D. not arithmetic 144, 432, 864

1. A
2. B
3. C
4. D

145
5Min 5-5
(over Lesson 10-4)
What are the first 4 terms of an arithmetic
sequence with a common difference of (6) if the
first term is 76?
A. 64, 58, 52, 46 B. 76, 70, 64, 58 C. 76, 82,
88, 94 D. 70, 64, 58, 52

1. A
2. B
3. C
4. D

146
5Min 5-6
(over Lesson 10-4)
Which sequence is arithmetic?

1. A
2. B
3. C
4. D

147
5Min 6-1
(over Lesson 10-5)
Solve 8b 12 5b. Then check your solution.

1. A
2. B
3. C
4. D

148
5Min 6-2
(over Lesson 10-5)
Solve 5c 24 c. Then check your solution.
A. 6 B. 4 C. 4 D. 6

1. A
2. B
3. C
4. D

149
5Min 6-3
(over Lesson 10-5)
Solve 3x 2 2x 3. Then check your solution.
A. 5 B. 1 C. 1 D. 5

1. A
2. B
3. C
4. D

150
5Min 6-4
(over Lesson 10-5)
Solve 4n 3 2n 7. Then check your solution.
A. 5 B. 2 C. 2 D. 5

1. A
2. B
3. C
4. D

151
5Min 6-5
(over Lesson 10-5)
Todd is trying to decide between two jobs. Job A
pays 400 per week plus a 20 commission on
everything sold. Job B pays 500 per week plus a
15 commission on everything sold. How much would
Todd have to sell each week for both jobs to pay
the same? Write an equation and solve.
A. 400 0.20x 500 0.15x 285.70 B. 400
0.20x 500 0.15x 2,000 C. 0.20x 400 500
0.15x 2,571.40 D. 0.20x 400 500 0.15x
18,000

1. A
2. B
3. C
4. D

152
5Min 6-6
(over Lesson 10-5)
Find the value of x so that the pair of polygons
shown in the image has the same perimeter.
A. 3 B. 4 C. 5 D. 6

1. A
2. B
3. C
4. D

153
5Min 7-1
(over Lesson 10-6)
The product of two consecutive odd integers is
3,363. What are the integers? Solve using the
guess and check strategy.
A. 25 and 27 B. 57 and 59 C. 157 and 159 D. 1,681
and 1,682

1. A
2. B
3. C
4. D

154
5Min 7-2
(over Lesson 10-6)
Jorge decided to buy a souvenir keychain for
2.25, a cup for 2.95, or a pen for 1.75 for
each of his 9 friends. If he spent 22.05 on
these souvenirs and bought at least one of each
type of souvenir, how many of each did he buy?
Solve using the guess and check strategy.
A. 2 keychains, 4 cups, 3 pens B. 4 keychains, 3
cups, 2 pens C. 3 keychains, 4 cups, 2 pens D. 3
keychains, 2 cups, 4 pens

1. A
2. B
3. C
4. D

155
5Min 7-3
(over Lesson 10-6)
A number squared is 729. Find the number. Solve
using the guess and check strategy.
A. 27 B. 31 C. 29 D. 25

1. A
2. B
3. C
4. D

156
5Min 7-4
(over Lesson 10-6)
Candace has 2.30 in quarters, dimes, and nickels
in her change purse. If she has a total of 19
coins, how many of each coin does she have? Solve
using the guess and check strategy.
A. 5 quarters, 5 dimes, 9 nickels B. 7 quarters,
9 dimes, 3 nickels C. 2 quarters, 13 dimes, 4
nickels D. 6 quarters, 3 dimes, 10 nickels

1. A
2. B
3. C
4. D

157
5Min 7-5
(over Lesson 10-6)
In the Brown home, there are 30 total legs on
people and pets. Each dog and cat has 4 legs, and
each family member has 2 legs. The number of pets
is the same as the number of family members. How
many people are in the Brown family home? Solve
using the guess and check strategy.
A. 4 people B. 5 people C. 6 people D. 7 people

1. A
2. B
3. C
4. D

158
End of Custom Shows
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