Nicole's Math Classes - 12/12-12/16

6th Grade Homework:
Monday - pp. 183-184 #2-4, 13-19 odd, 39-43 odd
Tuesday - pp. 183-184 #5-11, 20, 36-37, 38-42 even
Wednesday - Find a cookie recipe (online or in a cook book) and copy it into your HW notebook. Turn all the mixed numbers into improper fractions. Then double the recipe and turn all the new mixed numbers into improper fractions.
Thursday - Study for tomorrow's test! Spend 30 minutes reviewing with an adult and get their signature on your half-sheet.

7th Grade Pre-Algebra Homework:
Monday - pp. 388 #9-21 odd
Tuesday - Slope-Intercept Form worksheet (copy the problems into your homework notebook)
Wednesday - Finish your work on the grocery store item you chose in class. Use this list as a checklist to make sure you've finished the entire assignment:

• Tell me what your item is and how much it costs (by ounce, by pound, or by the item)
• Make a table of data (same thing as a function table or in/out table) for the food item
• Graph the ordered pairs from your table on graph paper
• Write a description of the data - Does it make a line? Does the line rise or fall? Does your line ever go negative? Why or why not?
• Write an equation that fits your line. Hint: what mental math did you do to complete your data table?
• Write 3 questions that could be answered by your graph (or table)
• Tell me what your intercept means (how much does it cost you to not buy any grocery items?)

7th Grade Algebra Homework:
Monday - pp. 214 #12-24 even, 36-39. Here are some hints: 1) you can check whether a point is part of a line by plugging your coordinate pair into the equation, 2) to find coordinate points that fit an equation, make an in/out table for any values of x that your heart desires, 3) make in/out tables for #36-39 and then graph your coordinate points!
Tuesday - p. 215 #52-55, 57-59; p. 208 #46-52 even

• On #52-55, 1) rewrite each equation in slope-intercept form, 2) Identify the intercepts and slope, 3) create an in/out table of at least 4 points, 4) select the correct graph from the book.
• For help with graphing linear equations (#57-59) look to pp. 248-249 

Wednesday - Finish your work on the constant speed we calculated at the track. You will be sharing the following in class tomorrow:

• A completed data table (same as a function table or in/out table)
• A graph with the coordinate points from your data table
• An equation that fits your line on the graph
• A description of your data - 1) At zero seconds, where were you on the track?, 2) How long did it take you to finish the entire distance?, 3) What does your slope tell us about your speed?
• A comparison of the two different ways to we can look at speed and distance - 1) I have to run a mile and I want to know how much distance I have left after a certain time, or 2) I get to go for a run and I want to know how much distance I've already covered after a certain time.