Warm Up
• Write down objective and homework in
agenda
• Lay out homework (Volume worksheet)
• Homework (Formula worksheet)
Unit 1 Common Core Standards
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8.EE.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or
no solutions. Show which of these possibilities is the case by successively transforming the given
equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions.
8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate
system.
A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
Note: At this level, focus on linear and exponential functions.
A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R. Note: At this
level, limit to formulas that are linear in the variable of interest, or to formulas involving squared or
cubed variables.
Unit 1 Common Core Standards
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A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at
the previous step, starting from the assumption that the original equation has a solution. Construct a viable
argument to justify a solution method.
A-REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology
to graph the functions, make tables of values, or find successive approximations. Include cases where f(x)
and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Note: At
this level, focus on linear and exponential functions.
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For
example, interpret P(1+r)n as the product of P and a factor not depending on P.
Note: At this level, limit to linear expressions, exponential expressions with integer exponents and
quadratic expressions.
G-GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a
circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and
informal limit arguments.
Note: Informal limit arguments are not the intent at this level.
G-GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*
Note: At this level, formulas for pyramids, cones and spheres will be given.
G-GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles,
e.g., using the distance formula.
Unit 1 Common Core Standards
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N-Q.1 Use units as a way to understand problems and to guide the solution of
multi-step problems; choose and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and data displays.
N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when
reporting quantities.
N-RN.1 Explain how the definition of the meaning of rational exponents follows
from extending the properties of integer exponents to those values, allowing for a
notation for radicals in terms of rational exponents. For example, we define 51/3
to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (5 1/3)3
must equal 5.
N-RN.2 Rewrite expressions involving radicals and rational exponents using the
properties of exponents.
Note: At this level, focus on fractional exponents with a numerator of 1.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
MP.7 Look for and make use of structure.
Warm Up
• 97/3
-4
• Review quiz
Solving for a Variable
• Solving for a variable means you solve an
equation for a certain variable, rather than
trying to get a numerical answer
• When asked to solve for a variable, remember
to:
– use inverse operations to isolate the variable on
one side of the equation
• y+3+x=4
Example 1
• C=2·π·r
• C =2·π·r
2π
2π
• C =r
2π
Solve for r
(divide both sides by 2π)
Example 2
• 1. l1 + l2 + l3 = p
Solve for l2
• l1 + l2 + l3 = p (subtract l1 and l3 from both
sides)
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l2 = p - l1 – l3
Example 3
You Try!
• F = C(5/9) + 32
• t1 + t2 + t3 = a
3
• 9g + 7h = 9g – 7h – g
• A = ½ · (b1 + b2) · h
• a2 + b2 = c2
Solve for C
Solve for t3
Solve for g
Solve for b1
Solve for b
You Try!
F = C(5/9) + 32
• t1 + t2 + t3 = a
3
• 9g + 7h = 9g – 7h – g
A = ½ · (b1 + b2) · h
• a2 + b2 = c2
(F – 32)(9/5) = C
t3 = 3a - t1 - t2
g = -14h
2A – b2 = b1
h
b = √c2 – a2
Formulas
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1. V  Bh ; solve for h.
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2. P  2l  2w; solve for l.
3. D  r  t ; solve for r.
5  F  32 
4.
 C ; solve for F.
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More Practice!!!
Stations!
Extra Practice!
• http://www.regentsprep.org/Regents/math/ALGEBRA/
AE4/litPrac.htm
• http://www.regentsprep.org/Regents/math/ALGEBRA/
AE4/indexAE4.htm
• http://www.mcckc.edu/common/services/BR_Tutoring
/files/math/equat_inequ/Practice_Solving_Literal_Equ
ations.pdf
• http://www.mhhe.com/math/devmath/streeter/ia/gra
phics/streeter5ia/ch02/others/strI_2.2.pdf
• http://www.proprofs.com/quizschool/story.php?title=final-review-quiz-1-literalequations