All things related to Mr. Holcomb's Algebra 1 classes.

### Friday, September 14, 2007

## Algebra (Class 6)

**Overview**

In today’s class we continue learning how to solve equations by thinking about balances. In particular we develop our skills for using algebraic symbols to represent the solution process for solving balance puzzles.

A great resource for thinking about solving equations as a balance can be found at http://nlvm.usu.edu/en/nav/frames_asid_324_g_3_t_2.html?open=instructions

**Textbook Sections**

§3-1 (Txt. p.95) transforming Equations: Addition and Subtraction

§3-2 (Txt. p.102) Transforming Equations: Multiplication and Division

**Key Attitudes**

Math is about investigating and confirming

**Key Ideas**

Process used to solve a balance problem can be represented using algebraic symbols.

**Key Skills**

Solving a balance problem while using algebra to record the process. (Week 11-SP6-SP8)

**Turn-In (#5****)**

§1-4 (Txt. p.16) #1-28

§1-3 (Txt. p.8) #31, 32

**Handouts**

No Handouts Posted

**Assignment**

§3-1 (Txt. p.97) #1-3 with pictures and algebra, #4-15 with just algebra

§3-2 (Txt. p.104) #1-4 with pictures and algebra (use “balloons” for negatives), #5-12 with just algebra

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 09/14 at 08:08 AM

Algebra 1 •

Permalink
### Wednesday, September 12, 2007

## Algebra (Class 5)

&t**Overview**

In today’s class we check to see how students doing on the material we have studied so far. In addition we begin our next section of material which focuses on the solving of equations-- first degree single-variable.

There is a nice interactive version of solving equations as a balance at http://nlvm.usu.edu/en/nav/frames_asid_324_g_3_t_2.html?open=instructions

**Textbook Sections**

§1-4 (Txt. p.14) Translating Words into Symbols

§3-1 (Txt. p.95) Transforming Equations: Addition and Subtraction

**Vocabulary**

balance scale

beam balance

equal sign

equation

expression

simplify an expression

solve an equation

distributive property

zero pairs

**Key Attitudes**

Math is about investigating and confirming

**Key Ideas;/b>
**

The meaning of an equal sign.

An equation can be represented by a balance scale.

The law of balance-- in order to keep a balance, what you do to one side of the balance, you have to do to the other side of the balance

**
**
**Key Skills**

Determine which stone weighs more on a balance (Week 11- SP2)

Determine the weight of stones on a balance. (Week 11- SP3)

Determine the missing stone on a balance. (Week 11-SP4)

Translating verbal statements into expressions.

Evaluating expressions.

**Turn-In (#4****)**

Unit 3: Expressions and Equations Week 10 packet

Txt. p.8 #1-10, 29, 30

**Handouts**

No Handouts Posted

**Assignment**

§1-4 (Txt. p.16) #1-28

§1-3 (Txt. p.8) #31, 32

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 09/12 at 08:01 AM

Algebra 1 •

Permalink
**
**
### Monday, September 10, 2007

## Algebra (Class 4)

**Overview**

In today’s class we continue our work with expressions and equations to include working with grouping symbols (ex: ( ), [ ], / ), translating words into expressions, and solving puzzles that involve balance.

**Textbook Sections**

§1.2 (Txt. p.6) Grouping Symbols

**Key Attitudes**

Being helpful and productive

**Key Ideas**

Using variables

Translating words into symbols

Equations are a balance

**Key Skills**

Solve problems with money and decimals.

Use variable in expressions and equations.

Use the distributive property and the conventions for order of operations to evaluate expressions.

Find the value that make an equation true.

Add and subtract proper fractions using pictures and numerical procedures

Place value, rounding, and expanded form of decimals

**Turn-In (#3****)**

Menu

**Handouts**

No Handouts Posted

**Assignment**

Finish Unit 3: Expressions and Equations Week 10 packet

Txt. p.8 #1-10, 29, 30

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 09/10 at 08:11 AM

Algebra 1 •

Permalink
### Thursday, September 06, 2007

## Algebra (Class 3)

**Overview**

In today’s class we continue learning about expressions and equations.

**Textbook Sections**

**Key Attitudes**

Being helpful and productive

**Key Ideas**

Using variables

Translating words into symbols

Equations are a balance

**Key Skills**

Solve problems with money and decimals.

Use variable in expressions and equations.

Use the distributive property and the conventions for order of operations to evaluate expressions.

Find the value that make an equation true.

Add and subtract proper fractions using pictures and numerical procedures

Place value, rounding, and expanded form of decimals

**Turn-In (#2****)**

§1-1 (Txt. p.3) #1-37 odd

**Handouts**

No Handouts Posted

**Assignment**

Packet-- Skill Builder 1A & 1B

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 09/06 at 08:09 AM

Algebra 1 •

Permalink
### Tuesday, September 04, 2007

## Algebra (Class 2)

**Overview**

During today’s class we will get and cover our textbooks, discuss the review assignment, and begin to work with expressions and equations

**Textbook Sections**

§1.1 (Txt. p.1) Variables

**Vocabulary**

variable

expression

evaluate an expression

equation

solve an equation

equals sign

balance scale

beam scale

fraction

proper fraction

improper fraction

mixed number

complement to one of a proper fraction

**Key Attitudes**

Being helpful and productive

**Key Ideas**

The equal sign is a relational symbol, not a “to do” symbol.

The concept of balance is a physical representation of the law of equality.

**Key Skills**

Solve problems with money and decimals.

Use variable in expressions and equations.

Use the distributive property and the conventions for order of operations to evaluate expressions.

Find the value that make an equation true.

Add and subtract proper fractions using pictures and numerical procedures

Place value, rounding, and expanded form of decimals

**Turn-In (#1****)**

First Day Review

**Handouts**

No Handouts Posted

**Assignment**

§1-1 (Txt. p.3) #1-37 odd

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 09/04 at 07:12 AM

Algebra 1 •

Permalink
### Thursday, August 30, 2007

## Algebra (Class 1)

**Overview**

The main focus of today’s class is getting our textbook, taking a diagnostic test, learning about the basic procedures of the class, and starting our first assignment.

**Textbook Sections**

No Textbook Sections

**Key Attitudes**

Being helpful and productive

**Key Ideas**

**Key Skills**

Pre-Algebra Review

**Handouts**

No Handouts Posted

**Assignment**

First Day Review-- make sure to use the correct heading, work in two columns, copy problems, show clear and complete work, box answers.

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 08/30 at 06:23 AM

Algebra 1 •

Permalink
### Thursday, March 29, 2007

## Algebra (Class 65)

**Overview**

In the last class students worked to develop their ability to write an equation for a line when given the y-values for x = 0 and 1. Today we extend this skill so that students can write the equation for a line given any two x-values.

**Textbook Sections**

§8.5 (Txt. p.371) Determining an Equation of a Line

**Key Attitudes**

Mathematics is about generalizing and applying patterns.

**Key Ideas**

Any two points can be used to find the slope of a line.

The slope of a line can be used for the coefficient of the x variable in an equation of a line.

The y-value when x = 0, the y-intercept, can be used for the constant in an equation of a line.

Equations for all lines can be written in the form y = mx+b where m represents the slope and b represents the y-intercept

**Key Skills**

Drawing and labeling a coordinate graph.

Plotting points on a coordinate graph.

Determining the coordinates of points on a coordinate graph.

Finding the slope of a line given two points.

Finding the y-intercept using equations.

Operations with integers and positive or negative rational numbers.

**Vocabulary**

coefficient

constant

variable

slope-intercept form

**Handouts**

No Handouts Posted

**Assignment**

Practice Worksheet 6.2 (Why did the Skeleton Visit the Butcher Shop) and Worksheet 7.5 (How does the toggle toxx feel today?)

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 03/29 at 06:29 AM

Algebra 1 •

Permalink
### Friday, March 23, 2007

## Algebra (Class 63)

**Overview**

In the last class we developed our ability to use slope triangles and proportions to find the y-intercept of a line when given the coordinates of two points on the line. In today’s class we see how equations can be written and used to find the y-intercept.

**Textbook Sections**

§8-3(Txt. p.360) Slope of a Line

§8-4 (Txt. p.366) The Slope-Intercept Form of a line.

**Key Attitudes**

Mathematics is about generalizing and applying patterns.

**Key Ideas**

The slope of a line is ∆y/∆x.

The y-intercept always has a 0 for the x-value.

The x-intercept always has a 0 for the y-value.

The y-intercept or x-intercept can be found using an equation once the slope is known.

All equations for lines can be written in the form y = mx + b where m represents the slope, b represents the y-intercept, x and y represent variables for the horizontal and vertical position on a coordinate graph.

**Key Skills**

Drawing and labeling a coordinate graph.

Plotting points on a coordinate graph.

Determining the coordinates of points on a coordinate graph.

Finding the slope of a line given two points.

Finding the x-intercept or y-intercept using equations.

Operations with integers and positive or negative rational numbers.

**Handouts**

No Handouts Posted

**Assignment**

Graph, find the slope, the coordinates of three points on the line, and the y-intercept for the lines passing through the following points:

1) (-5, 3) and (3, 2)

2) (-5, 3) and (3, 4)

Finish practice worksheets 17.6 and 17.7

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 03/23 at 06:12 AM

Algebra 1 •

Permalink
### Wednesday, February 07, 2007

## Algebra (Class 48)

**Announcements**

The first quiz for the second semester will be this Friday— make sure to review your homework assignments and your corrections from the final exam!

**Overview**

The focus of our lesson remains the review and deepening of our understanding of fractions as we move towards working with fractions which involve algebra

**Textbook Sections**

No New Text Book Sections

**Key Attitudes**

Mathematics is about looking for patterns.

**Key Ideas**

In order to compare quantities a common unit is needed.

A common unit for fractions can be created by using the prime factors of the denominators.

**Key Skills**

Converting units

Naming fractions

Finding equivalent fractions

Simplifying fractions

**Handouts**

No Handouts Posted

**Assignment**

Txt. p. 245 #12

Txt. p.243 #20-22, 29-31, 38

Posted by Mr. Holcomb on 02/07 at 07:41 AM

Algebra 1 •

Permalink
### Thursday, January 18, 2007

## Algebra (Class 43)

**Overview**

Our review for the final continues. We also continue our work developing methods for writing an equation we can use for representing uniform motion.

**Textbook Sections**

No New Sections

**Key Attitudes**

Mathematics is about reasoning.

**Key Ideas**

Finding the rate from data.

Finding the starting distance from data.

**Key Skills**

Multiplication and division.

Interpreting graphs

Calculating rates and starting distances

**Handouts**

Graphing Lesson 16

Graphing Lesson 17

**Assignment**

Final Exam Review Chapter 5

Posted by Mr. Holcomb on 01/18 at 07:11 AM

Algebra 1 •

Permalink
### Tuesday, January 16, 2007

## Algebra (Class 42)

**Overview**

Our review for the final continues. We also continue our work developing methods for writing an equation we can use for representing uniform motion.

**Textbook Sections**

No New Sections

**Key Attitudes**

Mathematics is about reasoning.

**Key Ideas**

Finding the rate from data.

Finding the starting distance from data.

**Key Skills**

Multiplication and division.

Interpreting graphs

Calculating rates and starting distances

**Assignment**

Final Exam Review Chapters 4

Posted by Mr. Holcomb on 01/16 at 07:30 AM

Algebra 1 •

Permalink
### Saturday, January 13, 2007

## Weekly Summary Forms

I’m trying to figure out an easy way to post worksheets and such. This is a test and may not work.

Weekly Summary Form-- Mind Map Version

Weekly Summary Form-- List Version

### Thursday, October 12, 2006

## Algbera 1 (Class 16)

**Overview**

§4-1 (p.141) Exponents

§4-2 (p.146) Adding and Subtracting Polynomials

A Visual Approach to Functions: §3 and §4

Our work with algebraic symbols focuses on reviewing the meaning of exponents and learning how to add and subtract polynomial expressions.

In our work with functions we continue looking at distance versus time graphs using the coordinates of graphs to help answer questions.

**Key Ideas**

“If you add them, they’ve got to be the same!”

For terms to be like terms they have to have the same variables raised to the same powers.

An exponent tells you how many times you are multiplying something.

The degree of a monomial is the sum of the powers of its variable.

The degree of a polynomial is equal to the greatest degree of its terms.

**Vocabulary**

Exponent (Power)

Monomial

Binomial

Trinomial

Polynomial

Terms

**Assignment**

Txt. p.148 #3k| k = 1 to 10

Txt. p.127 #7

Txt. p.122 #7

Txt. p.118 #9

Posted by Mr. Holcomb on 10/12 at 06:31 AM

Algebra 1 •
(0)

Comments •
(0)

Trackbacks •

Permalink
### Tuesday, October 10, 2006

## Algebra 1 (Class 15)

**Overview**

Today we extend our work interpreting graphs that represent situations involving distance and time. In particular we work on Lesson 3: Comparing and Describing Motion from “A Visual Approach to Functions”.

**Vocabulary**

Axis (pl: Axes)

Origin

Intersect

**Key Ideas**

Writing descriptions of a situation represented by a graph

Using graphs to infer speed, direction of travel

Developing a deeper understanding of what can not be inferred from a distance and time graph (like the actual location of each person).

**Assignment**

Txt. p.127 #5, 6

Txt. p.118 Written Exercises #3k-1| k = 6 to 10;

Txt. p.28 #10

Posted by Mr. Holcomb on 10/10 at 06:10 PM

Algebra 1 •
(0)

Comments •
(0)

Trackbacks •

Permalink
Page 1 of 1 pages