How to plot points… LearnZillion Notes: --For some lessons it may be best to include a slide or two about “A Common Mistake.” These slides show students.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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Laura had a bag of marshmallows

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Are 4(5x + 2) and 4(5x) +4(2) equivalent expressions?

Rule: double the number and add 1

How do you find the length of sides and then use that to find perimeter and area when only given ordered pairs? For example: (4,1) (4,-4) (-6,1) (-6,-4)

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

SAY: Both ratios have a 1/2 relationship because ½ of 10 is 5 and ½ of 12 is 6.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example, how can you use exponents to write

7 x 2 5 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try.

For example: Equilateral Triangle All sides are congruent. All angles are 60˚. LearnZillion Notes: --Some lessons may build off of previous lessons.

For example, what would the value of this numerical expression be?

2 3 = …. LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do.

Find the first six multiples of 8.

How do you determine an author’s purpose? LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” or “Yeah, what.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

--This is our lesson objective

For example, if you have 3 4 of a giant candy bar and decide to eat 1 6 of it, how much of the candy bar will you be eating? LearnZillion Notes: --This.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Find the first six multiples of 4.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

0.7 = ? ? LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Ticket in the Door a = -7 3 d – 19 = 4 20 Agenda Ticket in the Door

1 4 = 2 8 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you.

0.73 = ? ? LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Input Output LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

x ft 30 ft 40 ft LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

1 2 ÷ 4 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --Some lessons may build off of previous lessons. In those cases, it may be helpful to include one or more review slides.

For example: How do you show an increase of 12% over the original cost, if the original cost is $x? LearnZillion Notes: --This is your hook. Start with.

I wonder…2 _ 1 2 ? LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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How to plot points…

LearnZillion Notes: --For some lessons it may be best to include a slide or two about “A Common Mistake.” These slides show students what mistakes to avoid so that they can follow the Core Lessons more easily. --Feel free to move or resize the blue text box to fit your content. --Remember that you can add multiple “A Common Mistake” slides if you need them or you can just delete this slide!

How does the average speed from hour 1 to hour 4 compare to the average speed from hour 5 to hour 6? One way to estimate between which pair of coordinates the average speed was greater is to look at the graph and see where the rate of change, or change in miles per change in hours was greater, which would subsequently make the line graph steeper. The line segment between hour 5 and 6 appears to be steeper to me than the line segment between hour 1 and 4, but to make sure, let’s find the precise average speed between each pair of coordinates.

Let x and y be two proportional quantities. Let k be a constant.

k = unit rate of miles per hour (speed) y = distance (miles) k = unit rate of miles per hour (speed) x = time (hours)

How does the average speed from hour 1 to hour 4 compare to the average speed from hour 5 to hour 6? One way to estimate between which pair of coordinates the average speed was greater is to look at the graph and see where the rate of change, or change in miles per change in hours was greater, which would subsequently make the line graph steeper. The line segment between hour 5 and 6 appears to be steeper to me than the line segment between hour 1 and 4, but to make sure, let’s find the precise average speed between each pair of coordinates.

k = miles per hour (speed) y = distance (miles) k = miles per hour (speed) x = time (hours) k = 45 miles per hour y = 45 x

(1,30) (2,60) (3,90) (4,120)

Barbara's beagle needs to be walked each morning and evening Barbara's beagle needs to be walked each morning and evening. Barbara and the dog usually walk 3/5 of a mile in 20 minutes each morning and evening. Graph this relationship between distance and time. How many miles will Barbara travel in 7 days, and how much time will she spend walking?

To return home, Jason left the Wellington, New Zealand, hotel at 4:00 A.M. and arrived at home at 11:30 P.M. Eastern Standard Time (EST) on the same day of the week. He traveled west to east. How long did it take him to make the trip? Hint: Thursday at 7 P.M. EST is noon on Friday in Wellington.

(4,200) (3,150) (2,100) (1,50) LearnZillion Notes: --”Quick Quiz” is an easy way to check for student understanding at the end of a lesson. On this slide, you’ll simply display 2 problems that are similar to the previous examples. That’s it! You won’t be recording a video of this slide and when teachers download the slides, they’ll direct their students through the example on their own so you don’t need to show an answer to the question.