Systems of equations quiz answers
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On the first day of the trip Aida drove for 2 hours and Malkia drove for 4. For the elimination method, equations are added or subtracted from each other in order to display an equation with one variable to be isolated. This test is a summative assessment to allow students to make their own decision on the appropriate method to use. The work should be logical, and the solution should be stated or explained. Finally, the last 2 word problems represent a linear combination, and 2 linear functions that are increasing situations.

The purpose of this is for students to make their own decision on what method to use and to solve the problems. There are 8 problems, with both special cases in the set of problems. I try to emphasize certain points that I feel is important, and group similar problems together to discuss. Aida and Malika went on a road trip. On the first day Brent worked for 4 hours and Kay worked for 5 hours, and they hammered in a total of 305 nails. Brent and Kay work as carpenter's apprentices.

The first day they went 354 miles and the second day they went 357 miles. Use the method of elimination to solve for x, y or x, y, z in the following systems of {e1, e2,. I also allow students a if needed that I have provided as an extra resource. Number 4 is a system of equations that are the same line, therefore the solution is infinitely many solutions. I use individual white boards when going over some of the problems to compare student work. Customers can buy packages of chocolate chip cookie dough or gingerbread cookie dough. How many miles did Aida drive on the second day? I take questions, and ask questions after students have attempted the problems.

Students have been introduced to different methods in the unit with reasoning of the best time to use each method. Which answer represents the cost of each package of chocolate chip and gingerbread cookie dough? I intend for the to be similar to the assessment because I the students are more successful when they know what to expect. . Which system of equations best represents the following situation? The number of tickets sold totaled 16. These methods have included graphing, substitution, and elimination. The two word problems at the end of the review and in the assessment allows me to check student understanding of distinguishing between these 2 types of problems.

It is not exactly the same, but again, I want the students to know what to expect. On the second day Brent worked for 3 hours and Kay worked for 7, and they hammered in a total of 349 nails. I want students to be able to translate the words into equations, tables, or some logical representation, and solve each problem. Once a solution to a variable is found, working backwards through equations to find other variable values is possible. Customers can buy apple pies and lemon meringue pies. Let x be the number of reserved tickets sold and y be the number of general admission tickets sold. I have worked with students to distinguish between word problems involving linear combinations, and linear functions in slope intercept form throughout the year and in this unit.

Hope they're not in a hurry. This is meant to take under 50 minutes to allow some slower paced students to finish the test in 50 minutes. Select all the statements that are true according to this question. Students are required to graph one of the problems. On the third day, the master carpenter they were working for asked them to stop hammering so many nails into the ground and get back to building the woodshed. I have had more success with students trying the problems on their own as homework and in guided practice, then just teaching the review.

Number 6 contains 2 parallel lines, and therefore there is no solution. Aida always drives one speed, and Malika always drives one speed. How much does each apple pie and lemon meringue pie cost? It is similar to the review and to the assessment. On the second day Aida and Malika each drove for 3 hours. . .

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