CCSS TP Algebra I Unit 4

Walch Education, Oct 20, 2015

These applets are provided by Walch Education as supplemental material for the [i]CCSS Traditional Pathway: Algebra I[/i] program. Visit [url="http://www.walch.com"]www.walch.com[/url] for more information on our resources.

Table of Contents

  1. Lesson 1
    1. Example 1
    2. Example 3
    3. Example 1
    4. Example 3
    5. Example 2
    6. Example 3
    7. Example 3
    8. Example 4
  2. Lesson 2
    1. Example 1
    2. Example 3
  3. Lesson 3
    1. Example 2
    2. Example 3
    3. Example 2
    4. Example 3
    5. Example 2
    6. Example 3
    7. Example 2
    8. Example 3
    9. Example 1
    10. Example 2
  4. Lesson 4
    1. Example 2
    2. Example 5
    3. Example 2
    4. Example 3
    5. Example 2
    6. Example 4
    7. Example 1
    8. Example 2
  5. Lesson 5
    1. Example 2
    2. Example 4
    3. Example 2
    4. Example 4

1.

Lesson 1

  • 1. Example 1
  • 2. Example 3
  • 3. Example 1
  • 4. Example 3
  • 5. Example 2
  • 6. Example 3
  • 7. Example 3
  • 8. Example 4

1.1.

Example 1

Identify each term, coefficient, and constant of [math]6(x – 1) – x(3 – 2x) + 12[/math]. Classify the expression as a monomial, binomial, or trinomial. Determine whether it is a quadratic expression.

[list=1] [*]Simplify the expression. [*]Identify all terms. [*]Identify all coefficients. [*]Identify any constants. [*]Classify the expression as a monomial, binomial, or trinomial. [*]Determine whether the expression is a quadratic expression. [/list] This applet is provided by Walch Education as supplemental material for their mathematics programs. Visit [url="http://www.walch.com"]www.walch.com[/url] for more information on their resources.
– Walch Education

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2.

Lesson 2

  • 1. Example 1
  • 2. Example 3

2.1.

Example 1

A city’s population has increased [math]40\%[/math] during the last [math]5[/math] years and is now [math]448,000[/math] people. What was the population [math]5[/math] years ago? Assuming that the population increased at the same rate each year, what was the annual rate of increase?

[list=1] [*]Write the exponential growth model and identify what each variable represents. [*]Substitute the given values into the growth model. [*]Find [math]a[/math], the initial amount in the exponential growth model. [*]To find the annual rate of increase, determine how to rewrite the exponential expression. [*]Rewrite the exponential expression to reveal the annual rate of increase. [*]Verify the answers shown in steps 3 and 5. [/list] This applet is provided by Walch Education as supplemental material for their mathematics programs. Visit [url="http://www.walch.com"]www.walch.com[/url] for more information on their resources.
– Walch Education

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3.

Lesson 3

  • 1. Example 2
  • 2. Example 3
  • 3. Example 2
  • 4. Example 3
  • 5. Example 2
  • 6. Example 3
  • 7. Example 2
  • 8. Example 3
  • 9. Example 1
  • 10. Example 2

3.1.

Example 2

Solve [math]4(x + 3)^2 – 10 = –6[/math] for [math]x[/math].

[list=1] [*]Isolate the squared binomial. [*]Isolate [math]x[/math]. [*]Split the answer into two separate expressions and evaluate. [/list] This applet is provided by Walch Education as supplemental material for their mathematics programs. Visit [url="http://www.walch.com"]www.walch.com[/url] for more information on their resources.
– Walch Education

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3.10.

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4.

Lesson 4

  • 1. Example 2
  • 2. Example 5
  • 3. Example 2
  • 4. Example 3
  • 5. Example 2
  • 6. Example 4
  • 7. Example 1
  • 8. Example 2

4.1.

Example 2

[math]h(x) = 2x^2 – 11x + 5[/math] is a quadratic function. Determine the direction in which the function opens, the vertex, the axis of symmetry, the [math]x[/math]-intercept(s), and the [math]y[/math]-intercept. Use this information to sketch the graph.
[list=1][br][*]Determine whether the graph opens up or down.[br][*]Find the vertex and the equation of the axis of symmetry.[br][*]Find the [math]y[/math]-intercept.[br][*]Find the [math]x[/math]-intercepts, if any exist.[br][*]Plot the points from steps 2–4 and their symmetric points over the axis of symmetry.[br][/list][br][br]This applet is provided by Walch Education as supplemental material for their mathematics programs. Visit [url="http://www.walch.com"]www.walch.com[/url] for more information on their resources.
– Walch Education

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5.

Lesson 5

  • 1. Example 2
  • 2. Example 4
  • 3. Example 2
  • 4. Example 4

5.1.

Example 2

Graph the system of equations below to determine the real solution(s), if any exist. [math]\begin{cases} y = 3x \\ y = x^2 + 4x - 2 \end{cases}[/math]

[list=1] [*]Graph the quadratic function, [math]y = x^2 + 4x – 2[/math]. [*]Graph the linear function, [math]y = 3x[/math], on the same grid. [*]Note any intersections that exist as the solution or solutions. [/list] This applet is provided by Walch Education as supplemental material for their mathematics programs. Visit [url="http://www.walch.com"]www.walch.com[/url] for more information on their resources.
– Walch Education

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