Pre-Algebra Lesson 12 Objectives

1. Mapping out what’s been done to a variable using order of operations 2. Using flow charts to solve equations 1. Observing that we have to use reverse order of operations to find the value of a variable

Materials and Handouts 1. Copy the arrows and boxes onto thicker paper and cut them out. It would be great if I could put packing tape or laminate over the boxes so we could write on them with white board markers.

Homework

5-10 Go over homework minutes 5 Warm-up/Review minutes 1. Have them write in all the values in the flow chart by evaluating each expression 2. Then have them write what’s being done to the expression each time by putting the operation over the arrow. Instruction 1. Have them work through each of the three flow chart examples. a. I do the first one with them, b. We do the second together c. They should be able to do the third on their own. 2. Explain that in the last problem, a new word popped up: equation. What do they think it means? a. Equation means: An expression squirted out a specific number when something was plugged in originally, so we write it as “expression”=”the number squirted out” b. Solving an equation means: Taking the number that was squirted out and undoing everything the expression did to find the original number that was plugged in. 3. Play a game using the manipulatives on the next page. a. They make an expression using the arrows and boxes on the next page. b. I roll a die (don’t let them see it) an plug it into the expression and tell them the result c. They have to figure out what I rolled. If they figure it out, they get a point. If they can’t figure it out, I get a point. d. Repeat with a new expression. 4. Then go through the “real-world” Natalia example with them. Make sure they’re writing the expression, then drawing the flow chart, then writing the equation, then going backwards to solve for the variable.

Pre-Algebra Lesson 12

Name:_______________ Date:_________

Intro to Solving Equations Class Work
Exercise 1: Let’s review what we did in the last lesson by evaluating some expressions. a. Fill out the flow chart if a2-3 a2-3 2 a2 2a2 2a+1 3

2(a2-3)

a

2a

2a+1

3(a+2)-1

3(a+2)

a+2

3(2a+1)

b. Next to each arrow, show what’s being done from one box to get to the next box. For example, to go from the middle box, to the right, above the arrow. Exercise 2: These flow chart things are pretty cool right? They show what has been done to a number or variable and they show the order of operations as well. a. Draw the flow chart that created the expression below. is being multiplied by so put a “ ”

b. If you plug in

for

what does the expression produce? Fill in the chart:

c. Suppose that, for some reason we know that the expression produced the number 33 and we want to go backwards to find the value of that produced this result. So we know that . Put 33 in the box on the far right and try to go backwards to find .

Exercise 3: Let’s try it again a. Draw the flow chart that created the expression

b. If you plug in

for

what does the expression produce? Fill in the chart:

c. Suppose that, for some reason we know that the expression produced the number 5 and we want to go backwards to find the value of that produced this result. So we know that . Put 5 in the box on the far right and try to go backwards to find .

Exercise 4: And again a. Draw the flow chart that created the expression

b. If you plug in

what does the expression produce? Fill in the chart:

c. Suppose that, for some reason we know that the expression produced the number 162 and we want to go backwards to find the value of that produced this result. So we know that . Put 162 in the box on the far right and try to go backwards to find .

Exercise 5: Try drawing the whole flow chart for yourself. a. Draw the flow chart that created the expression

b. If you plug in

what does the expression produce? Fill in the chart:

c. Solve the equation

Definition of Equation _____________________________________________________________ _____________________________________________________________ What it means to “solve” an equation ___________________________________________________________________ ___________________________________________________________________ Exercise 6: Let’s see if we can use this new knowledge to help us analyze some real life situations. a. Natalia brings in a bunch of cupcakes for the students in homework café. Each student had two cupcakes except for Jess who only had one. There were no cupcakes left over. If there were students, write an expression for how many cupcakes were consumed.

b. Make a flow chart of the expression

c. If there had been 6 students in homework café, how many cupcakes were eaten?

d. If 23 cupcakes were eaten, write an equation that represents this situation

e. Use your flow chart to find how many students there were if 23 cupcakes were eaten.

Pre-Algebra Lesson 12

Name:_______________ Date:_________

Intro to Solving Equations Homework

1. In the flow chart, one value has been written in with red. Fill in the rest of the flow chart. a2-3 2 a2 -3 a2 2a2

61

2a+1 3

2(a2-3)

a

2a

2a+1

3(a+2)-1

3(a+2)

a+2

3(2a+1)

2. Consider each flow chart: a. What equation is the person trying to solve? Use the variable

b. What’s the solution to their equation?

c. What equation is the person trying to solve? Use the variable

d. What’s the solution to their equation?

e. What equation is the person trying to solve? Use the variable

f. What’s the solution to their equation?

3. Draw a flow chart for each equation, then go backwards to solve the equation. a. c.

b.

d.

4. In a game, someone asked Ari to:     Think of a number Subtract 1 from your number Multiply the result by 2 Add 6

a. Draw a flow chart to represent this game.

b. If Ari 10, what equation could you solve to figure out what number Ari originally thought of? Find the number.

5. Lizzy decides to keep a pet T-rex. The T-rex, so that he doesn’t hurt anyone, eats every day. Each steak costs . Lizzy goes out shopping and spends in addition to the money she spends on steaks.

steaks

on non steak items

a. Write an expression to represent how much money Lizzy spent when she went shopping. b. Draw a flow chart to represent this expression.

c. If Lizzy spent rex eats.

total, use your flow chart to determine how many steaks a day the T-

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