Examined two ways of representing sets of numbers: "roster form" and "set-builder notation".
Homework: page 197, #9-20
Homework: page 197, #9-20
Examined two ways of representing sets of numbers: "roster form" and "set-builder notation".
Homework: page 197, #9-20
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Practiced solving and graphing inequalities, and using interval notation to represent solutions. Took chapters 3.1-3.6 (excluding 3.5) QUIZ, then spent remaining time on solving absolute value equations.
Homework: page 211, #14-16, 21-24, 27-31, 49-56 (skip 52 & 54) Practiced solving & graphing compound inequalities, and using interval notation to represent solutions. Discussed solving absolute value equations.
QUIZ on solving & graphing inequalities (single-step, multi-step, variables on both sides, no solution, compound "and" vs "or", and using interval notation) will be on TUESDAY. Homework: page 211, #9-13,16-20, 25 & 26 Explored "interval notation" as a method of representing a range of values on a number line, the connections with the graphs of both simple and compound inequalities, and the use of this notation as an alternative to (or additional method to) the typical writing and graphing of inequalities.
Homework: page 204, #4, 23-34 Continued our investigation of compound inequalities - solving and graphing.
Homework: page 204, #12-22 evens, 32, 34, 39 (Disregard any "interval notation" instructions for now.) Finished looking at solving and graphing multi-step inequalities and inequalities with variables on both sides. Began investigating "compound" inequalities: TWO distinct inequalities represented on the same number line, either as a range of values BETWEEN two numbers (an "and" inequality), or all of the values greater than or less than two numbers, with a GAP IN BETWEEN those two numbers (an "or" inequality).
Homework: (section 3.4) page 190, #33-43 odds (section 3.6) page 204, 11-21 odds, 35-37 Started chapter 3, discussing inequalities and their graphs. Practiced solving and graphing simple inqualities using addition and subtraction, and multiplication and division, and moved on to multi-step inequalities by the end of class. Note: when multiplying or dividing by a negative number, flip the inequality sign!
Homework: page 168, #13-33 odds page 174, #33-41 & 54-65 |
Algebra (Quadratic Emphasis)Archives
June 2015
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