Learn Alberta - video (Unit 10) Review Expressions/Equations/Variables.

Learn Alberta - video

http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell08.swf

(Unit 10) ReviewExpressions/Equations/

Variables

http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell08.swf

3 + 4 = 7v + 4 = 7, what must v =

s + 4, if s = 10 what is the answer?w – 12, if w = 20 what is the answer?b x 3, (b3, 3b) if b = 7 what is the answer?Y ÷ 6, ( y )if y = 30 what it the answer?

6

(Unit 10) ReviewExpressions/Equations/

Variables

Patterns can be made of shapes, colours, number, letters,words and more. Some patterns are quite easy todescribe. Others can be more difficult.Find the PatternHow many hexagons are in the next 3 diagrams? How will you do this?

Describe Patterns (Unit 10)

Student Outcome: Describe patterns using words, tables and diagrams.

Patterns can be made of shapes, colours, number, letters,words and more. Some patterns are quite easy todescribe. Others can be more difficult.Find the PatternHow many cubes are in the 4th and 7th shape? How will you do this?



Patterns can be made of shapes, colours, number, letters,words and more. Some patterns are quite easy todescribe. Others can be more difficult.Find the PatternHow many squares are in the 48th diagram? How will you do this?



Describe Patterns (Unit 10)Student Outcome: Describe patterns using words, tables and diagrams.

1. Make a T – Chart2. Fill in chart 3. Pattern Rule

Figure # Pattern(# of hexagons)

12345

Figure 1 Figure 2 Figure 3

Describe Patterns (Unit 10)Student Outcome: Describe patterns using words, tables and

diagrams.

1. Make a T – Chart2. Fill in chart 3. Pattern Rule

Shape # Pattern(# cubes)

12345

Pattern: an arrangement of shapes, colours, #’s, letters, words…etc, which you can predict what comes next.

Create a T - chart which includes…Figure # and Pattern

Describe Patterns of shapes…

Figure # Pattern(# of Squares)

1

2

3

4

5

Use the chart to help describe the pattern in words…Hint: Use the figure #’s in your answer…

Describe Patterns of shapes…

Figure # Pattern(# of squares)

1 1

2 3

3 5

4 7

5 9

Using your description above…predict thenumber of squares in… (show your work)

Figure # 7:

Figure # 12:

Find the pattern of “ninths” changed to decimals.

Example: 1/9 = 0.111111111 repeated __

This can be changed to 0.1 called a repeating decimal

Describe a Number Pattern…

Student Outcome: Describe patterns with repeating decimals.

Change the ninths below to repeating decimals!

2/9 = 5/9 = 8/9 = 3/9 =

What is the pattern of ninths?

Describe a Number Pattern…

Student Outcome: Describe patterns with repeating decimals.

Answer: when you change the ninths to a decimal number, the numerator of the fraction becomes the digit used as a repeating decimal.

Repeating Decimal: we use a bar notation to illustrate the a number hasrepeated one ore more times continuously.

Describe Patterns of shapes & numbers…

Page 354: # 1ab, 6 (Draw & Create a chart)

Page 355: # 7, 9ac

Page 356: # 13 (Good Luck!)

Practical Quiz #1

Write the “expression” to represent the pattern…

Exploring Variables & Expressions…

Student Outcome: I can write an expression to represent a pattern.

A kitchen floor is being covered with red & white tiles.

1. Try to figure our in “words” what the pattern(s) are…• • • •




A kitchen floor is being covered with red & white tiles.

Create a chart for your information (to help find the expressions)

Picture #1 2 3 4 5 9

White Tiles

Red Tiles




Use your data to find expressions for patterns…Picture #

1 2 3 4 5 9

White Tiles

4 8 12

Red Tiles 2 4 6

Red Tiles = W ÷ 2 or W/2

White Tiles =

Use your expression to “predict” the amount of red or white tiles forthe examples below.

Exploring Making Predictions…


1. How many red tiles if there are…

a. 10 white tiles? b. 22 white tiles?

2. How many white tiles if there are…

a. 24 red tiles? b. 110 red tiles?

Red Tiles = W ÷ 2 or W/2White Tiles = 2 x R or 2R

Variable: a letter that represents an unknown number (x, a, b, etc…)

Expression: a number or variable combined with an operation (+, -, x…)

Value: a known or calculated amountEquation: a mathematical statement with 2 expressions ( = )

Constant: a number that does NOT change. It increases or decreases the value.

Numerical Coefficient: a number that multiplies the variable.

Describing patterns using EXPRESSIONS

Student Outcome: Identify constant, numerical coefficient and variable.

Label the “terms” above to the arrows in the example below…Learn Alberta

http://www.learnalberta.ca/content/memg/index.html?term=Division02/Variable/index.html

3c x 4 = 45

http://www.learnalberta.ca/content/memg/index.html?term=Division02/Variable/index.html

Use your knowledge of the terms to answer the questions below:

1. Everyday three employees work at the food bank with some volunteers. What is the variable, constant and expression for

the statement above.

2. The following diagrams are made up of toothpicks. Find the expression for this pattern. How will you do this?



1. Find the pattern(s)…put into words2. Create a T-chart3. Find an expression for the diagrams and number of toothpicks.4. Predict the number of toothpicks for diagrams 10, 22 and 35.5. Do you see another pattern? HINT “use the base” Can we create

an expression based on the base and total number of toothpicks?



Complete #4 on page 361 (squares made from toothpicks)…youmay work with a partner and discuss.

1. Find the pattern(s)…put into words2. Create a T-chart3. Find the expressions comparing the “base” and the “total

number of toothpicks”4. Predict the total number of toothpicks (perimeter) if the

base is 10, 22 and 35?5. Predict the # of toothpicks on the base if the perimeter is 40, 60, and 120?



Finding Expressions for patterns…

Page 361: # 5

Page 362: # 6, 7de, 12c

Page 363: # 16ab

Practical Quiz #2

Evaluate Expressions…Student Outcome: I will be able to model an expression.

Model an expression: draw a picture for an expression

Let “c” represent the unknown number of pennies in the cup(s)…then add 4 more pennies. If you where to Place 6 pennies in the cup. Write the expression, draw a model for the expression, what is the value of “c” and find the value of the expression?


Student Outcome I can make and solve equations with adding and subtracting

Expression Value of “c”

Value of Expression

c + 4 c = 6 10

Let “c” represent the unknown number of pennies in the cup(s)…then add 4 more pennies. If you place 6 more pennies in the cup. Write the expression, what is the value of “c” and find the value of the expression?

+


Student Outcome I can make and solve equations with adding and subtracting

Expression Value of “c”

Value of Expression

c + 4 c = 6 10

Let “c” represent the unknown number of pennies in the cup…then add 4 more pennies. Place 6 more pennies in the cup. Write the expression, what is the value of “c” and find the value of the expression?

+

Make a Table of Values…Student Outcome: Understand how to make a table of values for an

expression.

A table show two sets of related numbers.

In your table have the picture # replace value of “n” and then complete the equation. For example…

Figure # (n)Number of

Squares(n + 2)

1 (1) + 2 = 3

2 (2) + 2) = 4

3 (3) + 2 = 5

4 (4) + 2 = 6

Model

Make a Table of Values…Student Outcome: Understand how to make a table of values for an

expression.

Your Turn!In your table have the picture # replace value of “n” and then complete the equation. For example…

Figure # (n)Number of Triangles

(2n -1)

1

2

3

5

7

Model

Practical Quiz #3Use the model below to complete the following…

1. What is the expression?2. Show a “table of values” from 0-5 as your variables.3. How many pennies in the 13th picture? Show Work!4. What is the expression to find the picture #?5. What is the picture # of 77 pennies? Show Work!

Evaluate & Formulate Tables…

Page 368: # 5 (mode as a class)

Page 369: # 8, 9, 10, 11,12

Page 370: # 15, 18

Extend: 19, 20

Linear Relation: a pattern made by two sets of numbers that results in pointsalong a straight line (pattern) on a coordinate grid.

Graph Linear Relations …

Student Outcome: I will be able to graph a linear relation.

1. What can we do to make the data on the grid make more sense?

2. What is the pattern? 3. What is the “expression?”

Take the data from the chart and complete the following…

1. Find the Expression(s) using the first 3 sets of data.2. Complete the rest of the chart.3. Then Label the data onto a coordinate grid.

Remember, the 1st number of the coordinates is always the x-axis!

Plot Points From a Given Data…

Student Outcome: I will be able to graph a linear relation.

Number of Pups, “p” Number of Fish, “f” Ordered Pair (p, f)

1 3 (1, 3)2 63 97

10


Number of Pups,

“p”

Number of Fish,

“f”

Ordered Pair (p, f)

1 3 (1, 3)

2 6 (2, 6)

3 9 (3, 9)

7 21 (7, 21)

10 30 (10, 30)

1. What is the pattern?

2. What is the expression to find “p”

3. What is the expression to find “f”


Number of Pups “p”

NUMBER

ofF

FISH

”f”

Number of Pups,

“p”

Number of Fish,

“f”

Ordered Pair (p, f)

1 3 (1, 3)

2 6 (2, 6)

3 9 (3, 9)

7 21 (7, 21)

10 30 (10, 30)

Describe a Graph to Solve a Problem

Armand is four years

old. His allowancestarts at $2 perweek. Each year hewill get a $1 perweek increase. Thegraph shows whathis total allowancewill be afterthe increase eachyear.

Plot, Analyze and Find Expressions

Page 378: # 3

Page 379: # 5, 8

Page 380: # 15

Math Games – Page 386

Learn Alberta - video (Unit 10) Review Expressions/Equations/Variables.

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