Entering the Class room ProcedureActions Voice

•Enter the room and get the Do Now from the first desk in the row.•Make sure you have a writing utensil and sharpen your pencil before you sit down.•Take out any HW and place it on your desk.•Work on the Do Now, at your desk, until the 5 minute timer goes off.

•Whispering

Agenda

• Do Now• Procedures and Expectations• Goals, Goals, Goals• Notes• How Far Can You Go?• Reminders• Exit Ticket

Each day I will…

• Work Hard• Be Kind• Take Responsibility• Make it Right

Let’s set a new goal…• Think about what category you were in based

on the last Think Link test. Below Basic? Basic? Proficient? Advanced?

• Our Goal: All students will move up 1 category.

• End of the year goal: All students on grade level (proficient or advanced) so you can have all the opportunities possible for 8th grade, high school, and beyond.

Next Discovery Test – One Week

• We want to move up 1 category!

• Below Basic BasicProficientAdvanced

• TO HAVE SUCCESS WE MUST HAVE HARD WORK!

Never Make Excuses!!

• Don’t get down on yourself for where your score WAS, that was before we had worked so hard.

• No excuses, let’s improve!!

I can graph inequalities by plotting solutions on a number line.

What does this look like in real life?

Lisa is having a sleep over and her mom says she can have no more than 8 girls come and spend the night. She already told Laura and Jill to come, how many more people can she invite?

2 + x < 8

My solution means:

Graphing InequalitiesSign What does this

mean?Graphed using… Example

<

>

<

>

Check for Understanding

• Use inequality signs to make these true: • 5 _____ 2 -4 ______ 8 12 ______ 11

• Solve just like equations: Use _______ to _________ the variable.

Number Line

#’s get smaller (negative) 0 is in middle #’s get bigger (positive)

Example 1

1) ½x > 20

So this means… x could be any number _____________________, such as ________________________________________________

Example 2

2.) 11x + 5 < 10

So this means… x could be any number _____________________, such as ________________________________________________

Example 3

3) -2x + 11 < 3

So this means… x could be any number _____________________, such as ________________________________________________

Example 4

4) -1/4x – 4 > -28

So this means… x could be any number _____________________, such as ________________________________________________

Actions Voice•Take the next 5-10 minutes to work on completing the How Far Can You Go? worksheet Level 1 problems•Lean over to your partner to ask questions and compare answers. •Remain seated while finishing problems.•Once you have worked through Level 1 problems, graph the solutions. •Check answers at solution stations around the room.•Move on to Level 2 problems. Graph solutions.

•Whispering

Accelerated Math Grade• Green and Red Groups– IXL, master 1 objective per week• Objectives G.1-G.15, Operations with fractions

– Accelerated Math• 8 objectives to print a test• 8 tests in the 9 week period• Test grades count as Quiz grade

• Blue and Yellow Groups– Accelerated Math• 8 objectives to print a test• 6 tests per 9 week period

Test Thursday!

Exit Ticket• Draw four number lines, from negative six to

positive six. Solve and graph the following:1. x + 5 < 10

2. -3d > 9

3. 2f – 3 ≥ 3

4. -1/2 +1 ≤ 1

Intervention DO NOW

1.) 2 + 5n = 12 2.) 4b - 5 = 23 3.) 3x + 8 = 294.) 1/2d – 5 = 25.) 3 + 1/3x = 56.) -4 + 3s = 87.) -2 – ½g = 4

Intervention DO NOW CHECK

1.) 2 + 5n = 12

2.) 4b - 5 = 23

3.) 3x + 8 = 29

4.) 1/2d – 5 = 2

5.) 3 + 1/3x = 5

6.) -4 + 3s = 8

7.) -2 – ½g = 4

Intervention: KCC before isolating variable

• Before using inverse operation, must do keep, change, change with a subtraction problem that has two negatives beside each other. Not necessary when the subtraction signs are not next to each other.

Example 1: R – (-10) = 15

Example 2: D – (-3) = 5

Example 3: R – 2 = 10

Stop and Jot 1

1. R – (-10) = 20

2. D – (-2) = 4

3. R - 4 = 10

Multiply and Divide on Same Side

• When you have multiplication and division on the same side of the equation, you always want to do the inverse of the division, so multiply both sides first!!

• Example 1: 1/2z (4) = 8

• Example 2: (1/3p)(3) = 4

Stop and Jot 2

1.) 1/2z (5) = 10

2.) (1/4p)(4) = 4

Like Terms in Equations

• When have like terms on the same side of the equal sign, you must combine them!

• After combining then you separate the constant from the coefficient and isolate the variable.

STOP AND JOT 3

1.) 4 - 5x – 3 = 26

2.) 5 + 1/2x – 3 = 7

3.) 5x + 4 - 2x - 2 = 17

STOP AND JOT 4

1.) 4 – (-5x) – 3 = 26

2.) 5 + 1/2x – (-1) = 7

3.) 5x + 4 – (-2x) - 2 = 19

Exit Ticket

1.) 3b – (-7) + 2b + 2 = 34

2.) 4x + 6 + x -2 = 14

3.) 7c – c -3 + 2 = 23

4.) 1/2d – 3 - (-2) = 5