Algebra Textbook Volume 1 Student Edition wc

C7 Review AI (cont.) Name ____________________________
11) ≥ −2 y
3 − 2 ≤ −2

x

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Chapter 7 Review B

C7 Review B Name ____________________________

I. Solving two equations with two unknowns

Solve each of the following systems of two equations with two unknowns using one of the
methods explained in this chapter. The graph is there if needed.

1) = 2 − 9 y

2 + 3 = 5

x

2) 6 + 4 = 3 Method used: __________________ Solution: ________________
3 − 3 = 4 y

x

Method used: __________________ Solution: ________________

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C7 Review B(cont.) Name ____________________________
3) 4 + 3 = −6 y
4 + 5 = −2
x

4) = 14−43 − + 1 Method used: __________________ Solution: ________________
= 3 y

x

5) = 2 − 13 Method used: __________________ Solution: ________________
3 + 4 = 1 y

x

Method used: __________________ Solution: ________________
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C7 Review B (cont.) Name ____________________________
6) 5 − 3 = −13
7 + 3 = −11

7) = − 1 Method used: __________________ Solution: ________________
1 y
= 3 − 3
x

8) 9 + 6 = −1 Method used: __________________ Solution: ________________
2 + = 0 y

x

Method used: __________________ Solution: ________________
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C7 Review B (cont.) Name ____________________________

II. Solving Linear Inequalities

Graph the solutions to the following problems: y
9) 3 − 2 > −4

x

y

10) + ≥ 3
2 − ≤ 3

x

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C7 Review B (cont.) Name ____________________________
11) < 1 y
4 − < 3

x

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VOLUME 1
Explorations

Interdisciplinary, common core lesson plans – Interdisciplinary lesson plans
for each chapter are compiled here.
Exploration 1.2 JJ – Golfing − Using Positive and Negative Numbers
Exploration 1.4 EE– Art Symmetry - Geometry
Exploration 2.10 F – Codes and Ciphers
Exploration 3.7 E – Selecting Flooring for Your Home
Exploration 4.2 F– Fundraising – One -step Inequalities
Exploration 5.7 D – Creating Story Graphs
Exploration 6.16 A– Weather Prediction
Exploration 7.7 B – Company Profits – Linear Programming
Each exploration probes a key algebraic topic in an engaging, problem solving
manner. Students utilize mathematics as a tool to explore the world. These
lessons include plans, activities, assessments, and answer keys.
They are easily adaptable to diverse audiences and include scaffolding and
teacher notes.

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1.2JJ Real World Exploration using positive and
negative numbers

Golf Rules
Goal: With the fewest possible strokes (or swings), you will attempt to hit the ball into each
hole. Each hole has a pre−determined number of swings that is considered normal (par) for
that hole. If you swing more than that, you are “over par,” written as a positive number.

If you swing under that average, you are “under par,” written as a negative number.
So, if par for hole 4 is three and you sink the ball in two swings, you are −1 or one
under par. However, if you sink the ball in 5 swings, then you are +2 or two over
par.
Your cumulative or overall score is determined by adding up your points. Remember, the
person with the least or smallest number of strokes wins.
Thus a score of 20 is better than a score of 25;
a score of −10 is far better than a score of 9.
To keep players honest, your opponent usually keeps your scorecard, and you keep your
opponents. At the end of each round, players initial that the scorecard is correct.

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1.2JJ (cont.) Tiger Golf Game MiniClip Golf Game: http://goo.gl/zRFbGu
http://www.miniclip.com/games/tiger−golf/en/
Name: _______________________
You will be playing an online game of Golf.

1. Choose a partner. This will be your golf opponent.
2. Go to the game. Be certain to turn off your sound!!

Once the promo is completed, the game will begin.
3. Click START to begin the game. You will play a ½ course

= 9 holes, alternating holes with your partner.
4. Your first two holes will be practice shots. This will help you to get the “swing” of

playing.
5. When playing, you will be able to manipulate three things: the direction you are

facing, the angle of your stroke, and the strength of your stroke.
a. Direction: Move the cursor to the left or right to determine which way you
are facing.

b. Angle of the stroke: By moving the cursor up and down, you can determine
the angle of your stroke. While only two possibilities are below, your range
of motion includes the full 90 degree arc.

Important: To make some holes, it will be necessary to bank the ball
or bounce the ball off of another object.
c. Strength of the stroke: By moving the cursor back (towards you) or up
(towards the sky), you can increase or decrease the strength or power of the
stroke.

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1.2JJ (cont.) Math assignment: Name: _______________________

Important: To make some of the shots, the power that you put
behind the stroke will be critical. Too much power and the ball can
richochet back to you. Too little power and you may not be able to
roll over pittfalls. On the other hand, you may desire a lot of might.
The strength of the shot depends upon you.

After you and your partner have played, report each of your cumulative scores.
• Determine the winner and write the number of strokes separating the scores. Circle
the winner.
• On the board, the teacher will write each team’s scores.
o By how many strokes did the score differ for each team? Circle the top three
teams

Total Total

P1 P2

Your total Your partner’s Stroke Partner I (P1) Partner 2 (P2) Stroke
score score difference Scores (class) Scores (class) differences

Circle top three

teams

Answer this question on your own!
If a team differed by 6 strokes, with one person scoring −2, what possible scores could the
second player have?

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1.4EE Real World Exploration – Art Symmetry
Many of you have seen symmetric art pictures similar to the ones below:

AB

C

This type of math art has one thing in common – translations, a term used to describe
glides. In translations, an object slides from one side to another without a gap. The graphic
is not flipped or rotated, but slid.

In Picture A above the figure is always slid two places, vertically or horizontally. In

the quilt (Picture B), the diamond without dots is slid four places horizontally and/or

vertically. In Picture C, the bird graphic can be slid one step in any direction to be

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duplicated. To determine the slide, choose one point on the graphic. Then find the same
point on the next sighting of the same graphic.
The coke bottle picture below is slightly different than the previous examples. To more
easily describe the movement of the graphic, a grid was superimposed onto the picture.
Looking at the first row, the original point chosen was the center of the bottom of the coke
bottle. Locate that point on the next light colored coke bottle. Using the grid, the light coke
bottle was slid four steps over. Another way to determine the slide is to go four steps
down (vertically) and one step to the right (horizontally).

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Art Symmetry Exploration 1.4EE (cont.) Name ______________________________
Describe the slides of each picture below. Remember, you are describing the transition
from between the same images; choose the same point on both images.

A. B. C.

A. __________________________________________________________________

B. __________________________________________________________________

C. __________________________________________________________________

I. Now, it’s your turn. Make a translation of your own that others can guess. Think of
a shape that when placed next to itself leaves no gaps. In other words, choose an
object that is symmetric when flipped vertically (up/down) or horizontally
(left/right).
y

Slide Translation Answer
__________________________
__________________________
__________________________
x____________________________________________________
__________________________
__________________________
__________________________
__________________________

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