1. Compiled & presented by: CATHY JONES Math Instruction Specialist Center for Mathematics and Science Education Arkansas NASA Education Resource Center 346 N. West Avenue, Room 202 Fayetteville, Arkansas 72701 (479) 575-3875 (479) 575-5680 (FAX) e-mail: cej001@uark.edu Website: www.cmase.uark.edu Wiki: www.cmasemath.pbwiki.com Print the following slides: 2, 4, 6, 8, 9, 14, 16, 18, 22, 23, 24, 25, 26, 29, 31

3. LA.1.AI.9: Add, subtract, and multiply simple radical expressions like 3(square root of 20) + 7(square root of 5) and 4(square root of 5) * 2(square root of 3) http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=112&ClassID=1664846

4. 16. What is the simplest form of the expression below? (4 √ 6 )( √ 3 ) A. 12 B. 27 C. 7 √ 2 D. 12 √ 2

5. 16. What is the simplest form of the expression below? (4 √ 6 )( √ 3 ) A. 12 B. 27 C. 7 √ 2 D. 12 √ 2

6. 5. What is the simplified form of the expression below? 4 + 2 3 – 4 A. 2 3 B. 2 7 C. 4 + 2 3 D. 2 4 + 2 3

7. 5. What is the simplified form of the expression below? 4 + 2 3 – 4 A. 2 3 B. 2 7 C. 4 + 2 3 D. 2 4 + 2 3

8. On a Fraction Island board or graph paper, mark off an area that is 18 square units, or connect 18 cubes in one layer. Arrange them so that the length is twice the width. Now try this with an area of 24 units. Will it work? Explain why or why not. ________________________________________ Find and list two other areas that will allow you to have the length twice the width. __________________ Explain how you would be able to find this for any size area. __________________________________________________ LA.1.AI.2: Translate word phrases and sentences into expressions, equations, and inequalities, and vice versa

9. 29. Bob budgets enough money to build a rectangular deck that is 450 square feet. He wants the deck’s length to be twice its width. What will be the dimensions of the deck, rounded to the nearest foot? A. 15 ft × 30 ft B. 18 ft × 25 ft C. 20 ft × 40 ft D. 21 ft × 22 ft

10. 29. Bob budgets enough money to build a rectangular deck that is 450 square feet. He wants the deck’s length to be twice its width. What will be the dimensions of the deck, rounded to the nearest foot? A. 15 ft × 30 ft B. 18 ft × 25 ft C. 20 ft × 40 ft D. 21 ft × 22 ft

11. SEI.2.AI.5: Solve real world problems that involve a combination of rates, proportions and percents http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=261

12. SEI.2.AI.5: Solve real world problems that involve a combination of rates, proportions and percents http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=265

13. SEI.2.AI.5: Solve real world problems that involve a combination of rates, proportions and percents http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=507

14. 28. Mrs. Walker earned $212 for working 8 ½ hours. At this rate, how much should she expect to earn for working 16 hours? Round your answer to the nearest whole dollar. A. $120 B. $136 C. $399 D. $424

15. 28. Mrs. Walker earned $212 for working 8 ½ hours. At this rate, how much should she expect to earn for working 16 hours? Round your answer to the nearest whole dollar. A. $120 B. $136 C. $399 D. $424

16. 30. Andy can maintain a speed of 15 miles per hour on his bicycle. How long will it take him to finish a 60-mile bicycle race? A.¼ hours B. 4 hours C. 45 hours D. 900 hours

17. 30. Andy can maintain a speed of 15 miles per hour on his bicycle. How long will it take him to finish a 60-mile bicycle race? A.¼ hours B. 4 hours C. 45 hours D. 900 hours

18. 11. It took Frances 10 minutes to read the first 14 pages of her English assignment. If she continues to read at the same rate, how long will it take her to read the remaining 22 pages, to the nearest minute? A. 15 minutes B. 16 minutes C. 18 minutes D. 31 minutes

19. 11. It took Frances 10 minutes to read the first 14 pages of her English assignment. If she continues to read at the same rate, how long will it take her to read the remaining 22 pages, to the nearest minute? A. 15 minutes B. 16 minutes C. 18 minutes D. 31 minutes

20. LF.3.AI.1: Distinguish between functions and non-functions/relations by inspecting graphs, ordered pairs, mapping diagrams and/or tables of data

21. If each of these archers shoot one arrow, would any one of them hit more than one target? NO…That is the way FUNCTIONS work also. Each ARROW makes only one HOLE. Each INPUT has only one OUTPUT. Introducing Functions

26. 44. Which chart below represents a function?

28. 2. Which set of ordered pairs is a function? A. {(2, –5), (–3, –5), (–4, –5), (–5, 5)} B. {(4, –2), (–1, –3), (0, –6), (4, –1)} C. {(7, 3), (–7, –2), (7, 2), (–6, –1)} D. {(6, 0), (0, 6), (6, 1), (1, 6)}

29. 2. Which set of ordered pairs is a function? A. {(2, –5), (–3, –5), (–4, –5), (–5, 5)} B. {(4, –2), (–1, –3), (0, –6), (4, –1)} C. {(7, 3), (–7, –2), (7, 2), (–6, –1)} D. {(6, 0), (0, 6), (6, 1), (1, 6)}

30. 58. Which graph below represents a function?

32. LF.3.AI.7: Determine by using slope whether a pair of lines are parallel, perpendicular, or neither http://www.mathwarehouse.co m/algebra/linear_equation/para llel-perpendicular-lines.php Parallel and Perpendicular Lines Parallel lines have the same slope and will never intersect. Parallel lines continue, literally, forever without touching (assuming that these lines are on the same plane).slopeplane Parallel Lines in greater depth Parallel Lines in greater depth On the other hand, the slope of perpendicular lines are the negative reciprocals of each other, and a pair of these lines intersects at 90 degrees. Perpendicular Lines in greater depth.slopenegative reciprocals Perpendicular Lines in greater depth.

33. 16. If the equations y = 3x + 6 and y = 3x – 6 were graphed on the same coordinate grid, how would the two lines relate to one another? A. They would be parallel. B. They would be vertical. C. They would be intersecting. D. They would be perpendicular.

34. 16. If the equations y = 3x + 6 and y = 3x – 6 were graphed on the same coordinate grid, how would the two lines relate to one another? A. They would be parallel. B. They would be vertical. C. They would be intersecting. D. They would be perpendicular.

35. 21. What do the two lines in the graph below have in common? A. the same slope B. the same y-intercepts C. the same solution sets D. the same tables of data

36. 21. What do the two lines in the graph below have in common? A. the same slope B. the same y-intercepts C. the same solution sets D. the same tables of data