CCSS TP Algebra I Unit 3

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

1.

Lesson 1

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

1.1.

Example 1

A pharmacy records the number of customers each hour that the pharmacy is open. The staff is using the information to determine how many people need to be working at the pharmacy at each time of day. The number of customers is in the table below.[br][br]Use the table to create a histogram to help the pharmacy staff understand how many customers are in the pharmacy at each time of day.
[list=1][br][*]Draw a number line on an [i]x[/i]-axis that corresponds to the range of the data.[br][/*][*]Draw a[i] y[/i]-axis that corresponds to the least and greatest number of times a data value is repeated. The [i]y[/i]-axis should be to the left of the labeled [i]x[/i]-axis.[br][/*][*]Create a rectangle at each value showing the number of data points at each data value.[br][/*][/list][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.
– Walch Education

1.2.

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1.3.

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1.4.

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1.5.

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1.6.

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2.

Lesson 2

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

2.1.

Example 2

Abigail surveys students in different grades, and asks each student which pet they prefer. The responses are in the following table. What is the marginal frequency of each type of pet?

[list=1] [*]Sum the responses of people with each characteristic for the first pet type, “bird.” [*]Sum the responses of people with each characteristic for the first pet type, “cat.” [*]Sum the responses of people with each characteristic for the first pet type, “dog.” [*]Sum the responses of people with each characteristic for the first pet type, “fish.” [*]Organize the marginal frequencies in a two-way frequency table. [/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

2.2.

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2.3.

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2.4.

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2.5.

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2.6.

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2.7.

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2.8.

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3.

Lesson 3

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

3.1.

Example 1

The following graph shows a linear model that approximates the relationship between the size of a home and how much it costs. The [i]x[/i]-axis represents size in square feet, and the [i]y[/i]-axis represents cost in dollars. Calculate the slope and the [i]y[/i]-intercept of the linear model, and describe what these values mean in terms of housing prices.

[list=1] [*]Find the equation of the linear fit. [*]Determine the units of the slope. [*]Describe what the slope means in context. [*]Determine the units of the [i]y[/i]-intercept. [*]Describe what the [i]y-[/i]intercept means in context. [/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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3.3.

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3.4.

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3.5.

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3.6.

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Information