CCSS TP Algebra I Unit 1

Walch Education, Oct 15, 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 2
    2. Example 3
    3. Example 2
    4. Example 3
  2. Lesson 2
    1. Example 3
    2. Example 5
    3. Example 1
    4. Example 2
    5. Example 1
    6. Example 2
  3. Lesson 3
    1. Example 4
    2. Example 5
    3. Example 2
    4. Example 3
  4. Lesson 4
    1. Example 3
    2. Example 4
  5. Lesson 5
    1. Example 1
    2. Example 2
    3. Example 1
    4. Example 5
    5. Example 1
    6. Example 2
    7. Example 1
    8. Example 4
  6. Lesson 6
    1. Example 3
    2. Example 4

1.

Lesson 1

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

1.1.

Example 2

A smartphone is on sale for 25% off its regular price. The sale price of the smartphone is $149.25. What expression can be used to represent the regular price of the smartphone? Identify each term, the constant term, and the factors and coefficients of the terms that contain a variable.
[list=1][br][*]Translate the verbal expression into an algebraic expression.[br][/*][*]Identify each term in the algebraic expression.[br][/*][*]Identify any factors of the non-constant term(s).[br][/*][*]Identify any coefficients of the non-constant term(s).[br][/*][*]Identify any constant terms.[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.[br][br][br][br][br][br][br]
– Walch Education

1.2.

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1.3.

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1.4.

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2.

Lesson 2

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

2.1.

Example 3

Suppose two brothers who live 55 miles apart decide to have lunch together. To prevent either brother from driving the entire distance, they agree to leave their homes at the same time, drive toward each other, and meet somewhere along the route. The older brother drives cautiously at an average speed of 60 miles per hour. The younger brother drives faster, at an average speed of 70 mph, but still within the speed limit. How long will it take the brothers to meet each other?

[list=1] [*]Read the problem statement carefully. [*]Reread the scenario and list the known quantities. [*]Read the statement again, identifying the unknown quantity or variable. [*]Create an equation from the known quantities and variable(s). [*]Solve the equation for the variable. [*]Interpret the solution in the context of the problem and convert to the appropriate units if necessary. [/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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3.

Lesson 3

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

3.1.

Example 4

The velocity of a ball thrown directly upward can be modeled with the following equation: [math]v = -gt + v_0[/math], where [math]v[/math] is the velocity, [math]g[/math] is the acceleration due to gravity, [math]t[/math] is the elapsed time, and [math]v_0[/math] is the initial velocity at time 0. If the acceleration due to gravity is equal to 32 feet per second per second, and the initial velocity of the ball is 96 feet per second, what is the equation that represents the velocity of the ball? Graph the equation.

[list=1] [*]Read the problem statement and then reread the problem, determining the known quantities. [*]Identify the slope and the [i]y[/i]-intercept. [*]Substitute the slope and [i]y[/i]-intercept into the equation [i]y[/i] = [i]mx[/i] + [i]b[/i], where [i]m[/i] is the slope and [i]b[/i] is the [i]y[/i]-intercept. [*]Set up the coordinate plane. [*]Graph the equation using the slope and [i]y[/i]-intercept. Plot the [i]y[/i]-intercept first. [*]Graph the equation using the slope and [i]y[/i]-intercept. Use the slope to find the second point. [*]Connect the points and extend the line toward the right. Then, label your line. [/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

3.2.

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3.3.

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3.4.

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4.

Lesson 4

  • 1. Example 3
  • 2. Example 4

4.1.

Example 3

A school supply company produces wooden rulers and plastic rulers. The rulers must first be made, and then painted. [list] [*]It takes 20 minutes to make a wooden ruler. It takes 15 minutes to make a plastic ruler. There is a maximum amount of 480 minutes per day set aside for making rulers. [*]It takes 5 minutes to paint a wooden ruler. It takes 2 minutes to paint a plastic ruler. There is a maximum amount of 180 minutes per day set aside for painting rulers. [/list] Write a system of inequalities that models the constraints involved in the making and then painting of wooden and plastic rulers.

[list=1] [*]Identify the information you know. [*]Write an inequality using variables to represent the amount of time needed to make the rulers. [*]Use the same variables to write an inequality to represent the amount of time needed to paint the rulers. [*]Determine the constraints on this situation, then write inequalities to represent these constraints. [*]To write the system of inequalities for this situation, combine all the inequalities related to the situation and list them in a brace, {. [/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

4.2.

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5.

Lesson 5

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

5.1.

Example 1

Which property of equality is missing in the steps to solve the equation?

[list=1] [*]Observe the differences between the original equation and the next equation in the sequence. What has changed? [*]Refer to the table of Properties of Equality. [/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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5.3.

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5.4.

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5.5.

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5.6.

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5.7.

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5.8.

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6.

Lesson 6

  • 1. Example 3
  • 2. Example 4

6.1.

Example 3

Solve the equation for [i]y[/i]. [i]Note[/i]: This applet is dynamic, and shows a different equation each time it's accessed.

[list=1] [*]Begin isolating [i]y[/i] by subtracting [i]x[/i]-values from both sides of the equation. [*]Divide both sides of the resulting equation by the coefficient of [i]y[/i]. [/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

6.2.

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