This quick lesson entailed different, slightly more sophisticated compound inequalities, including variable terms with an exponent of 2.
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In this lesson, we introduced the concept of a compound inequality separated by either "and" or "or."
This lesson (re)introduces students to the concepts of inequalities by solving inequalities and graphing them on a number line.
On Tuesday, we clearly enumerated the steps in solving equations and discussed the need to maintain equality while applying properties of equality and mathematics to isolate variables. We also looked at a few pitfall steps to avoid.
On April 13, we looked at how to express solutions for equations and inequalities (in one variable) in three different ways--in words, in set notation, and on a number line.
This lesson focused on additional ways to manipulate polynomials and look for regularity and repeated reasoning in performing operations on polynomials.
On Tuesday and Wednesday, we looked at a couple of tasks--one was called Seeing Dots, which involved students looking at a developing pattern and show how the given polynomials represented the pattern.
The second task was called Circle Pattern, which asked students to determine the pattern of circles inside of circles, and make some judgments about area.
This challenging lesson focused on rearranging formulas and solving for variables. There were several students who struggled with this lesson. While solving equations has become child's play for nearly all of us, solving for a particular variable is new and a bit more abstract. We will continue to work on this.
Students had no trouble with this lesson, and have grown very comfortable with polynomials. We used array models (and distribution) to multiply polynomials.
We began multiplying polynomials by first multiplying polynomials by monomials. We used both distribution and a visual array model to perform our operations.
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