2. PLEASE HAVE OUT: u 1. PENCIL and PAPER (Possibly Eraser and Calculator) u 2. Yesterday’s HOMEWORK. u 3. MATHBOOK  PLEASE BE QUIET !

3. Class/Homework Monday (10/4) u 1. u 1. Pgs. 24-26: 6, 8, 10, 12, 16 u 2. u 2. Work on 1 st 1 st Quarter Project or Assigned Replacement

4. Yesterday’s Homework u Pgs. 24-26: 6, 8, 10, 12, 16 u 6. u 6. perimeter: 42 m, area: 72 m 2 u 8. u 8. perimeter: 30 yd, area: 33 yd 2 u 10. u 10. 90 ft of fencing is needed. u 12. u 12. 5.11 mi u 16. u 16. 1, 099, 986, 900 mi

5. 1.6 “Problem Solving”  Goal 1 - You should learn how recognize problems with too much or too little information. ä Sometimes problems include numbers, measurements, or other data that are NOT needed for finding the solution.

6. 1.6 “Problem Solving”  This extra information is called irrelevant and/or extraneous information. ä It is put in problems to make them more life-like and to distract you. ä You may also find that some problems CANNOT be solved because they do NOT contain enough information.

7. Example 1 – Irrelevant Information ä A family is remodeling the kitchen in their home. Cabinets cost $1548. Plumbing costs $618. Tiles for the kitchen floor cost $720. Exactly 240 tiles are needed for the floor. ä What is the price of one floor tile? ä $3.00

8. Example 1 – Irrelevant Information ä A family is remodeling the kitchen in their home. Cabinets cost $1548. Plumbing costs $618. Tiles for the kitchen floor cost $720. Exactly 240 tiles are needed for the floor. ä Identify the unneeded information. ä cost of cabinets and plumbing

9. Example 2 – Inadequate Information ä A family trip covered 320 miles. Half the distance was traveled the first day of the trip. ä How may days did the trip take? ä Describe the missing information needed to solve the problem. ä distance traveled on subsequent days.

10. 1.6 “Problem Solving” ä Are there any questions about Identifying Relevant Information?

11. 1.6 “Problem Solving”  Goal 2 - You should review or learn how recognize and describe number patterns. ä Sometimes when you see numbers in real-life, the numbers form a pattern. ä For instance, when you go into a shoe store, you might see numbers representing shoe sizes.

12. Shoe Sizes ä For instance, when you go into a shoe store, you might see numbers representing shoe sizes. ä 6, 6½, 7, 7½, 8, 8½, 9, 9½, 10, 10½ sequence  An ordered list of numbers is called a sequence. In the sequence above, each number is ½ more than the previous number.

13. Example 3 Describing Number Patterns ä LOOK FOR A PATTERN ä Describe a pattern for each sequence. ä Then, use the pattern to write the next three numbers in the sequence. a. a. 4, 8, 12, 16, 16, ?, ?, ? Solution Solution One pattern for this sequence is that each number is 4 more than the previous STRATEGY

14. a. 4, 8, 12, 16, ?, ?, ? Solution Solution One pattern for this sequence is that each number is 4 more than the previous number. The next 3 numbers are shown below. a.4, a.4, 8, 12, 16, 20, 20, 24, 24, 28 +4 +4 +4

15. NEED TO KNOW When you use a pattern to make a prediction, you are making a conjecture conjecture. For instance, in part (a) of Example 3, your conjecture is that the next three numbers are 20, 24, and 28.

16. NEED TO KNOW This identifying and extending patterns, is inductive reasoning reasoning, a type of reasoning that is essential to scientific and mathematical study. Sequences can sometimes be extended in more than one way.

17. Example 3 Describing Number Patterns ä LOOK FOR A PATTERN ä Describe a pattern for each sequence. ä Then, use the pattern to write the next three numbers in the sequence. b. b. 128, 64, 32, 16, 16, ?, ?, ? Solution Solution One pattern for this sequence is that each number is one half of the previous STRATEGY

18. b. 128, 64, 32, 16, ?, ?, ? Solution Solution One pattern for this sequence is that each number is one half of the previous number. The next 3 numbers are shown below. b. b. 128, 64, 32, 16, 8, 8, 4, 4, 2 x ½ x ½ x ½

19. ONGOING ASSESSMENT ä Talk About It ä Use the rule given to find the next three numbers in the sequences. ä 2, 3, 5, ?, ?, ? 1)Add 1, then add 2, then add 3, and so on. 8, 12, 17

20. ä Talk About It ä Use the rule given to find the next three numbers in the sequences. ä 2, 3, 5, ?, ?, ? 2) To get the next number, add the two previous numbers. 8, 13, 21 3) Write the next prime number. 7, 11, 13

21. 1.6 “Problem Solving” ä Are there any questions about Problem Solving using Number Patterns? ä Classwork ä 1.6 Pgs. 29 - 31: 1-9 and 34-36

22. Make sure you have the proper heading and format. ä 930 Danny Dana  10 / 5 ä Math 7 - Dequer and 34-36 1. 6 Pg.29-31: 1-9 and 34-36 1. Please work Quietly and On-Your-Own for 15 min. You may now get help from and give help to near neighbors. When your done, check odd numbered problems in the back of the book on SA-2.

23. u 1. The price of lemons u 2. The number of branches and the location of the employees. u 3. The number of pens purchased and the number of pens remaining. 1.6 “Guided Practice” Pgs. 29 - 31: 1-9 and 34-36

24.  4. Each number is 3 less than the preceding one. 38, 35, 32.  5. Start with 20. Add 1, then 2, then 3 and so on. 35, 41, 48.  6. Each number is 13 more than the previous number. 65, 78, 91. 1.6 “Guided Practice” Pgs. 29 - 31: 1-9 and 34-36

25.  7. Each number is 1 / 10 the number before it. 0.01, 0.001, 0.0001. u 8. The number of pounds of cheese. u 9. The weight of a bottle of mustard.  34. A 35. G 36. B 1.6 “Guided Practice” Pgs. 29 - 31: 1-9 and 34-36

26. Class/Homework Assignment -- Tuesday (10/5) u Pgs. 29-31: 10, 12, 16, 18, 32.