Algebra 1

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 1Permalink

Wednesday, September 12, 2007

Algebra (Class 5)

&tOverview
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 1Permalink

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 1Permalink

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 1Permalink

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 1Permalink

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
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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 1Permalink

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 1Permalink

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 1Permalink

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
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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 1Permalink

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

Posted by Mr. Holcomb on 01/13 at 09:44 AM
GeometryGeometry MaterialsAlgebra 1Algebra MaterialsPermalink

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
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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
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