UNIT 3: (Math 8BACC) UNIT 3 Linear Inequalities and Systems of Equations _ Page Day of | Date of Number(s) Content Description the Unit | Lesson | i b Systems of Linear Equations | 4 (Solved Graphically) 4-12. Linear Inequalities 2 Review of All Types of Function Graphs QUICK CHECK: Evaluating Outputs When 3 Given an Equation and an Input Systems: Linear, Quadratic, Inequalities 4 SKILLS CHECK: Graphing Linear Inequalities Properties of Equality & Systems 19-2 (Review) 5 Systems of Equations 23-27 (Solved Algebraically by Substitution & 6 ' Elimination) _ Systems of Equations 7 (Solved Algebraically Twice) ‘System of Equations 8 (Determining the Number of Solutions by Examining the Equations) System Word Problems : | 9 Slope Intercept and Standard Form Word Problem Translations and Solving (Consecutive Integers, Smaller/Larger 10 Numbers, etc.) Review Assignment on Linear Equations QUIZ: Systems Graphic and Algebraic 11 System Word Problems 42 (More Practice) 5/-56 System Word Problems 43 imo> (More More Practice)System Word Problems (More More More Practice) 14 a Compound Inequalities 58-43, (Graphic) go Peete Compound Inequalities 19 64-68 (Solving Algebraically) | Writing Sets and Types of Sets 47 (Focus on Set Notation and Interval Notation) 1-8 More Compound Inequalities 48 is) Practice: Systems Word Problem 79-8) | EXTRA Practice: a Ol Systems Word Problem SEPARATE Take Home Practice: Hawbouer | Regents Questions...To Be Collected 20 QUIZ: Systems Word Problem An Inequality BL- BF Word Problems: 24 - Translate and Solve System of Inequality Bl-BQ Word Problems: 22 Translate and Graph (1st Day) a System of Inequality 40-93 Word Problems: 23 Translate and Graph (2"4 Day) Qu-aq System of Inequality 11-4] Word Problems: 24 Translate and Graph (34 Day) Prep on Factoring Review 28 QUIZ: All Inequality Topics NEXT TAKE HOME REGENTS DAY 4 of Unit 4 REVIEW ASSIGNEMENT WILL BE ONSTART UP. Scenario: e John was hired from Pizzeria A to make pizza deliveries. He gets $10 dollars an hour each week, plus $20 in gas money. ¢ Craig was hired by Pizzeria B. They do not pay gas money. Instead, they pay $15 an hour. A)Fill in the table with the total pay for John and Craig at each hour. B)Who has the best paying job? “Hours | John’s | Craig’s | Worked | Total | Total x Pay Pay y4 ya 00|~1]>/ en) 02/19) |Gtwo variables x, Systems Of Equa Systems Of Equations: ‘© Asystem of equations is simply more than just 1 equation. + The inputs (x's) and outputs (y’s) must be defined in the same way. Solution(s) to_a system: is ordered pair(s) of numbers that satisfy both equations (is 2 solution for both equations). Example; For the following 2 equations point (2, 3) is a solution for the system. Equation 1: y=-x+5 Equation 2: y=x+1 @)=-(2)+5 @=@+r1 3 = 3a solution) 3 = 3 (a solution) Since point (2, 3) checks out as a proper solution for both equations Its sald to be a SOLUTION TO THE SYSTEM. Steps for Graphing a System of Linear Equations & Determining Solutions 1) Make sure all of your equations are set equal to "y" (in other words, they are in proper SLOPE=INTERCEPT form) 2) Graph each graph on the SAME coordinate grid. 3) Identify the point(s) of intersection..."THESE ARE YOUR SOLUTIONS"..and identifying them is the entire reason for you graphing in the first place. 4) Check to make sure the solutions are correct by substituting them back into the equations/inequalities and solving. LINEAR SYSTEMS: two or more linear equations, can have-~ 0 Solutions 1 Solution Infinite Solutions (called Inconsistent) (called Consistent) (called Dependent) Parallel Lines Equations with the Equations with Equations with the SAME SLOPE, but DIFFERENT SLOPES, ‘SAME SLOPE DIFFERENT but the y-intercepts could be ord Y-INTERCEPTS ‘the same or different. SAME Y-INTERCEPT Ex.y = 5x43 ete yz-2x+7QUADRATIC LINEAR SYSTEMS: a quadratic and a linear equations, can have------- 0 Solutions 1 Solution 2 Solutions LINEAR INEQUALITY SYSTEMS: a linear inequality system, can have-—-- Infinite Solutions No SolutionsPractice Name. Period: Date: Solving Systems of Equations by Graphing inear Systems * Graph both linear equations on the same coordinate plane y+1=-x and y-2x=-4 Record the ordered pair where they intersect. This is your "Solution to the System’. Checking solution in BOTH equations, using their original format. State y+t=-x y-2x-4 Substitute SolveName Period: Date Solving Systems Graphically Prep Task 1) Solve the linear system graphically y=3x-2 and y=-x-2 Yt Solution: se | { | | [ [ [| UT to cI ! x Keo EEL I I Y Check your final answer State y=3x-2 yr-x-2 Substitute Solve2) Solve the system graphically a a Solution: x+3 and y=-2x-5 | | I [ { pale | | Check your final answer State Substitute Solve ye ExesName Notes/Practice Math 8 ACC Date Start thinking about IMEQUALITIES 1) Graph the inequality x <3on a number line: SS 2) Name the symbol: < 3) What is the inequality represented by: 4) Explain the difference between an open circle and a darkened circle when writing an equivalent inequality based on a graph. 5) Explain how you know which direction to darken on the number line. 6) Solve and graph the solution on a number line: -2x + 4 > 10 Pick a point in the solution as a Test Point to see if it satisfies the original inequality.Graphing Linear Inequalities (2 Variables) 1) Isolate the y by placing the inequality in Slope-Intercept Form (y=mx + b). *****Remember when multiplying or dividing by a negative coefficien ***** it results in the need to reverse the inequality symbol.***** ners 2) Graph the inequality (quidelines below). a) Line Style: For the symbols < and >, the line graphed should be a SOLID line. For the symbols < and >, the line graphed should be a DOTTED (dashed) line. b) Shading of Graph Grid For the symbols < and <, shade with neat striped lines on the part of the graph grid that is BELOW the line you drew. For the symbols > and >, shade with neat striped lines on the part of the graph grid that is ABOVE the line you drew. ¢) Special Cases: (such as x< 5 or y > 2) For graphs like x <, x >, x<, and x> the lines will be VERTICAL and the shading will be LEFT for < and < , but RIGHT for > and>. For graphs like y <, y=, y<, andy> the lines will be HORTZONTAL and the shading will be DOWN for < and < , but UP for > and >. 3) Check a Test Point: A point found within the shaded region needs to satisfy the inequality. When selecting the Test Point do not pick a point on the line. The purpose of the Test Point is to check to see if the shading has been done properly. SEE GRAPHED EXAMPLES ON THE NEXT PAGEGreater Than a) * Or Squares iron |Graphing Linear Inequalities Notes (2 Variables) 1) Solve for y by placing the inequality in standard form (y=mx + b). "Remember when multiplying or dividing by a negative coefficient saeeaeeman it results in the need to reverse the inequality symbol.”**** 2) Graph the line, + make a dashed line +s and 2 make a solid line, 3) Shade the correct half plane of the graph. Decide which half plane to shade by “Check a Test Point” on either side of your graphed line. Solve and graph each linear inequality. 1) a@x+y< 0 2) 2@x+y-4>0 3) 3x-ty2tName: Date: Period: SOLVING AND GRAPHING INEQUALITES PREP Directions: Solve and Graph the following inequalities. Pick a Test Point and check for each one 1) 3x +2y2>6 2) 3x-8<2y 3) 8+ 4y>2x 4) 8-4y > 2xGRAPH 2 SOLVE 5) x+4y>8 y<3 6) 2x- 7) x24 8) y<4Name PRACTICE/REVISIT Math 8 ACC Date Linear & Non-Linear Graphs (a.k.a. Quadr: Directions: ‘+ Graph each of the following without a calculator. You may check with the TI-84 when the graphs after the graphs are completed by hand. 1) 3x-y26 2) x+y<3 Absolute & Exponential) 3) y=|x+3 " ‘Substion of oT and Evaluate T | x x+3, y it +t | aT i { S| |(-6)4 31 SEE a 8 aiaaial Er 4 Ae | 22oe8 3 Hr E ATT x 2 im | ae Fi ECE 2 EO ale LL | jf 1 0 TF : - cr I4) (0)? -6(0) + 8 5) =o Substitution of x ‘and Evaluate x cial y | —~ 3 300, 2 1 0 1 2 3Practice Name: Period: Date: Solving Systems “other” than Linear by Graphing (Linear/Quadratic AND Linear Inequality) Linear/Quadratic Systems y - 4x = -x? and y=x-4 xy ~~ Record the ordered pair(s) where they intersect. These are your “Solutions to the System" Gara) Check your solutions(s) in BOTH equations, using their original format. State y - 4x = -x? yrx-4 Substitute | Solve State y - 4x = -x' y=x-4 Substitute | Solve Gyear Inequality Systems + Graph both linear equations on the same coordinate plane + Shade the appropriate half-plane (above or below). © The intersection is all of the solutions, Label this region with an 9. y 22x-4 and y+3x 26 y Checking your final answers (for proper shadi Pick one ordered pair that is in the double shaded region. + DONOT pick a point if it falls on the “dashed line” of an inequality. This is will never be a solution + Even though a point on a solid line IS a solution, it DOES NOT make sense to pick one of those points. Your goal is to determine if you shaded properly. A point on a line will not tell you this. State y+3x26 y 22x -4 Substitute Solve ayName. Period: Date Prep Task Solving Systems “other” than Linear by Graphing (Linear/Quadratic AND Linear Inequality) 1) Solve the linear/quadratic system graphically Solution(s): Check your final answer(s) State yr-x+2 -6x +2 Substitute Solve State yr-x+2 y = x? -6x +2 Substitute Solve2) Solve the Linear Inequality System Graphically Remember to mark you solutions with a large S. 2x-3y>6 & 3x+y -4<0 Check one of your solutions: ( , ) State 2x - 3y 26 3xty -4<0 Substitute SolvePractice Name: Period: Date: ‘Systems of Equations AND Equivalent Forms of Equations using Properties of Equality ‘Systems Review/Reinforcement You are given the following Linear Functions y = x + 1 and y =- 2x +10 1) (3, 4) is a solution to the function y= x +1. | 2) (3, 4) is a solution to the function y = -2x + 10 (This point is on the line.) (This point is on the line.) Show work to justify this statement ‘Show work to justify this statement 3) Since this point is a solution to BOTH functions, it has a special name. What is the term using to describe (3, 4)? 4) Explain in as much detail as you can what the functions would look like if graphed on the same coordinate plane. Use appropriate math terminology when possible. 5) Would the tables of the two equations look identical? Explain why or why not? 6) You are told that y = x + 1 and y = -2x + 10 form a system of equations. In y =x + 1, the x variable represents the number of weeks you deposit money in the bank. The y variable represents the total amount in the account. a) What do the variable x and y represent in the equation y = -2x + 10. b) Jessica Bank account balance is represented by y = x + 1. What can you conclude about what is happening with Jessica's savings? ) Karen's Bank account balance is represented by y = -2x + 10. What can you conclude about what is happening with Karen's savings? d) What would the (3, 4) represent in this context of the savings account story?The ordered pair (3, 4) is a solution for both y = x + 1 AND y = -2x + 10 A property of equality has been used to transform the equation(s) ‘+ Name the property of equality. * Show work to proof that the transformed equation still has (3,4) as a solution. ‘Addition Property ‘Multiplication Property Reflexive Property Substitution Property Subtraction Property Division Property Symmetric Property Transitive Property Example yrx+T v 3y = -6x + 30 multiplication Property x+1=x+1 Hence, the (3, 4) is also a solution to the transformed equation. y=x+T y =-2x +10 + v y-5=x-4 y+2=-2x +12 y=xtT v x+1Fy, y=-2x+10 And y=x+1 v + -2x+10 = x+1 A) y=xt+1ox=y-1 Therefore in y = -2x + 10 v B) y=-2(y-1)+10 A) B)Properties of Operations Property Meaning Examples Commutative Property | The ORDER in which you add numbers will not affect |a+b =b+a Of Addition ‘their sum. 2+5 =5+2 Commutative Property ps ORDER inate yoo mull manbers willet | a. b sbea OF Multiplication | "es" their Produc! 3072703 Associative Property OF Addition Associative Property Of Multiplication ‘The way the numbers are PAIRED/GROUPED does not offect there sum The way the numbers are PAIRED/GROUPED does not affect there product. (a+b)+c=a+(b+c) (2+3)+5=2+(3+5) (aeb)eczae(bec) (402)03=40(203) Distributive Property over additic ‘Multiplying con be distributed over addition or subtraction, a(b+¢) =ab+ac 5(2 + 4) = 5(2)+5(4) a(b - c) = ab - ac 8(5 - 2) = 8(5) - 8(2) Additive Identity When adding zero (the additive identity) to arumber, |a+0 = a Property the number stays the SAME. 4+0=4 Additive Inverse When adding the additive inverse (opposite) toa | a+ (-a) =O (opposite) number, the sum is zero. 5+(-5) =0 rope (which happens to be the additive identity) Multiplicative Identity | When multiplying a number Pionitera - by 1 (the multiplicative identity), the number stays ei: mererly the SAME. eee 7 _ 1 Multiplicative Inverse | When multiplying a number by the multiplicative ae— el (reciprocal) inverse (reciprocal), the product is 1. a sores, (which happens to be the multiplicative identity) getet 8 Zero Property ‘The product of zero and any number is zero. a*0=0 40-0Properties of Equality The following are the properties of equality for real numbers. These are the logical rules which allow you to balance, manipulate, and solve equations. Reflexive Property Symmetric Property ‘Transitive Property Addition Property Subtraction Property ‘Multiplication Property Division Property Substitution Property xx A number equals itself lfx= then y= x. Order of equality does not matter. Ifx=yand y=z, then x= Two numbers equal to the same number are equal to each other. Ix=y, thenx+z=y+z. A balanced equation will stay balanced, if you add the same number to both sides. leey, then x-z=y A balanced equation will stay balanced, if you subtract the same number to from sides. Ifeey, then xz= yz A balanced equation will stay balanced, if you multiply both sides by the same number. Ifx=y, and 240, then x/2 = yz. A balanced equation will stay balanced, if you divide both sides by the same number. Ixy, then y can be substituted for x in any expression. If two expressions have the same value, ‘one can be used to replace the other. -zSTART UP: Properties of Equality and Systems of Equations a) If y=2x +5 andy =5x- 19. Then, 2x+5= b) Add the equations together by combining the like terms. 3y = -5x + 29 + 2y= 5x-19) c) Given 5x + 2y=20 andy=x+1, Can you determine a way to rewrite 5x + 2y = 20, so that it only has x variables and “no” y variables. 2%Period: ___ Date: Notes Name: Solving Systems of Equations When solving systems of equations, the objective is to be able to combine the system in some way that only one of the variables remains in the equation. There are two techniques we will use: > Substitution Substitution : Replacing a variable in one of the equations, using an “equivalent expression” from the other equation. A) y=2x- 8 B) 2x-3y y=x- C) -3x -3y =-15 x=3y-1Elimination: A) Adding the two equations together if two equations contain a zero pair. 6x —5y =9 10x + Sy =7 B) Multiplying one of the equations by -1 to create a zero pair, before adding. 3x-2y= 8 3x — Sy = -7 C) Multiplying one of the equations by an integer to create a zero pair, before adding. 6x + 6y = -6 Sxt+y =-13 D) Multiplying both of the equations by integers to create a zero pair, before adding. 3x + 8y = 10 2x + 6y=8 @5)Name: Period: Solving Systems of Equations Solve using Substitution : A) y=2x4+1 y=5x-5 B) x=-3y+7 x=-2y+5 C) 8x - 8y = -24 y = -3x + 23 D) 5x + 5y = 20 x= 2y +13 Date: PREP Answer: (2,5) Answer: (1,2) Answer: (5,8) Answer: (7. -3)Solve using Elimination: A) -4x + 4y =-8 4x — 6y = 16 “Answer: (-2,-4) B) 5x-6y=4 Answer: (2,1) -7x — 6y = -20 O BSD oo D) 8x+7y=-2 Answer: (5,6) 9x + By =-3Name:, Period: Date: Start Up Set-Ups for Solving Systems of Equations Directions: For each pair of equations, write the technique (Elimination or Substitution) that you allow you to more easily combine the equations Combine the equations, using the technique you chose. Do not finish solving a)y=x+7 andy=2x-8 Technique: New equatio! b) x = -3y + 5 andx = 10y-9 Technique:, New equation:. c)y = 8x + 2andx=y+8 Technique: New equation:. d) 3y = 8x +12 and -3y = 5x-20 Technique:. New equation:. e) 5y = 3x-7 and 10y = -9x + 22 Technique: New equation:Name Practice with Both Methods For Questions 1-3: Solve each of the systems TWICE. 1 use the Substitution Method AND 2" use the Elimination Method. Substitution AND Elimination. Per # PREP/ PRACTICE Date 1) 3x + by ax + y ‘Substitution 6 1 2) 3x -4y =0 x-yel Substitution3) 4x - 4y = 12 3x + 2y = WHEN YOU TRY TO SOLVE, WHAT HAPPENED AND WHY??? WHAT DOES THIS MEAN ABOUT THE SYSTEM??? =14 5) 3x + 5y -3x - Sy 4) &-3e -4x + by =-28 25 -30Name Per #, NOTES Math 8 Date Determining If There Is A Solution To a System By Inspection One Solution If the equations have DIFFERENT SLOPES, they will cross one time. Example: NO Solution If the equations have the SAME SLOPES but, Different Y-Intercepts the lines are parallel and will never cross. Infinite Solutions If the equations are the SAME EQUATION, but in a DIFFERENT FORMAT they have INFINITE solutions. ix-15y=4 2x- 3y =8 4x-6y = 16 Graphing is a great way to get an idea of where lines are going to cross, if at all. There are limitations. Sometimes, graphing can only give us an estimate and not the exact answer. This happens when the line cross at points where the coordinates ARE NOT integers. 3!)Name:, Period: Date: Systems of Equations Review 1)a) Solve the system algebraically. ‘The coordinates will be rational (fractional). Aaswer (277, 27/2) b) What would the solution look like in decimal format. & y)= ( , ) 82)2) Without graphing, create a system of two linear equations with the following restrictions: The first equation must have a solution of (0, -2). ‘The second equation may not have a solution of (0, -2). The solution to the system must be (2, 8). Equation #1: Equation#2: Check the solution (2, 8) in both of your equation to confirm it is correct. 3) Consider two linear functions. The graph of the first is shown. The table of values for the second is shown. What is the solution to this system? x 1[2] Y SsName: Period: Dat Word Problem Applications (Systems of Linear Equations) Notes/Practice 1) John was hired from Pizzeria A to make pizza deliveries. He gets $10 dollars an hour each week, plus $20 in gas money. Craig was hired by Pizzeria B. They do not pay gas money. Instead, they pay $15 an hour. a) Create a pair of equations that represent John and Craig relationship between hours worked and total pay. b) Define each of the variables you chose to use in your equations. ©) Strategize: Explain which process you will use to combine the systems of equations. ‘* Which variable are you planning on removing in the equation? © Which variable are you planning on keeping in the equation? ‘+ What process will you use to remove the variable (Substitution or Elimination). + Explain how you will use the process you chose (explain in more detail how to you substitution or elimination in this particular problem). d) Carry out your plan to determine the value of the 1* variable. ) Use the value of the 1* variable to determine the value of the 2 variable in your system. Pick one of the original equations and state, substitute, solve. f) State the solution to the system: g) Explain what it represents in the context of this problem.2) Cody and Abhasra are selling pies for s school fundraiser. Customers can buy apple pies and blueberry pies. Cody sold 5 apple pies and 2 blueberry pies for a total of $92 Abhasra sold 4 apple pies and 2 blueberry pies for a total of $80. What is the cost of one apple pie and one blueberry pie? ‘a) Create a pair of equations that represent the relationship between apple pies sold and blue berry pies sold b) Define each of the variables you chose to use in your equations. ©) Strategize: Explain which process you will use to combine the systems of equations. ‘© Which variable are you planning on removing in the equation? + Which variable are you planning on keeping in the equation? © What process will you use to remove the variable (Substitution or Elimination). + Explain how you will use the process you chose (explain in more detail how to you substitution or elimination in this particular problem) d) Carry out your plan to determine the value of the 1* variable. e) Use the value of the 1% variable to determine the value of the 2" variable in your system. Pick one of the original equations and state, substitute, solve. f) State the solution to the system: g) Explain what it represents in the context of this problem. h) Is there an alternate way to get the answers to the solution than setting up a system and solving algebraically? Explain and/or show work.Name: Period: Date: Word Problem Applications (Systems of Linear Equations) Prep Task 1) Mrs. Ferrante and Mrs, McNamee are both planning a trip to Dutch Wonderland, They start out at the same time in different cars on the same route, but then get separated. When they text each other again, Mrs. Ferrante has traveled 20 miles and Mrs. McNamee has traveled 50 miles. They agree to adjust their rates of speed to catch up with one another again. Mrs. Ferrante will travel at an average speed of 60 mph. Mrs. McNamee agrees to slow down to 40 mph. a) Create a pair of equations that represents the relationship between the ime (in hours) and distance traveled (in miles) on the trip to Dutch Wonderland for each teacher at the time they connect by text. b) Define each of the variables you chose to use in your equations. ©) Strategize: Explain which process you will use to combine the systems of equations. ‘+ Which variable are you planning on removing in the equation? + Which variable are you planning on keeping in the equation? ‘+ What process will you use to remove the variable (Substitution or Elimination). + Explain how you will use the process you chose (explain in more detail how to you substitution or elimination in this particular problem). d) Carry out your plan to determine the value of the 1* variable. e) Use the value of the 1* variable to determine the value of the 2" variable in your system. Pick one of the original equations and state, substitute, solve. f) State the solution to the system: g) Explain what it represents in the context of this problem2) Ted and Lea each improved their yards by planting hostas and ivy. They bought their supplies from the same store. Ted spent $79 dollars on 5 hostas and 8 pots of ivy. Lea spent $63 on 5 hostas and 6 pots of ivy. What is the cost of one hosta and the cost of one pot of ivy? a) Create a pair of equations that represent the relationship between hostas and the ivy purchased. b) Define each of the variables you chose to use in your equations. ©) Strategize: Explain which process you will use to combine the systems of equations Which variable are you planning on removing in the equation? * Which variable are you planning on keeping in the equation? + What process will you use to remove the variable (Substitution or Elimination), * Explain how you will use the process you chose (explain in more detail how to you substitution or elimination in this particular problem) d) Carry out your plan to determine the value of the 1* variable. e) Use the value of the 1* variable to determine the value of the 2% variable in your system. Pick one of the original equations and state, substitute, solve. f) State the solution to the system: g) Explain what it represents in the context of this problem. h) Is there an alternate way to get the answers to the solution than setting up a system and solving algebraically? Explain and/or show work.Do Now: Do you remember, what you need to remember to be successful with word problems??? 1) What does it mean to be consecutive integers? 2) How do you write a list of consecutive integers using the variable “x”? 3) What does it mean to be consecutive even integers? 4) How do you write a list of consecutive even integers using the variable “x"? 5) What does it mean to be consecutive odd integers? 6) How do you write a list of consecutive odd integers using the variable "x"? 7) What are the formulas for: * Perimeter of a triangle: « Perimeter of a rectangle: « Area of a triangle: * Area of a rectangle: © Area of a trapezoid: 8) What does it mean for angles to be: * Supplementary. « Complementary. 9) What does it mean if figures are SIMILAR? 10) What does it mean for figures to be CONGRUENT?. 11) What is the sum of the degrees of a triangle?. 12) What is the sum of the degrees of a rectangle or square?.Date _ NOTES Name: Perioc Translating and Solving Word Problems One Variable Step that must be followed... 1) Read the problem and determine the "unknown(s)". 2) Create a variable for that unknown and define the variable. 3) Make a list of “givens” 4) Translate the verbal statements into math expression and/or equations. * Ifthe problem can be represented by a picture, you must do that too. 5) Solve the equation you created. 6) Look back at BOTH the question and the variable you defined. Does that variable value answer the question being asked??? + IF YES...write a final statement with appropriate measurement units (if necessary) + IF NO...determine what more you need to do, using the variable value you found to “really” answer what is being asked of you. 1) The width of a rectangle is 8 feet less than its length. If the width is 9.5 feet, find the length of the rectangle. 2) Six less than 3 times a number is 12 less than twice the number. Find the number.3) The sum of the first and third ODD consecutive integer exceeds the second by 5. Find the numbers. . Find 4) The perimeter of a triangle is 48cm. The lengths of the sides are in the ratio 3:4: the actual length of each side. ©)PREP: Name Period: Dat Translating and Solving Word Problems One Variable 1) If two numbers represented by 2m +1 and 2m + 5 have a sum of 74, find m. 2) The larger of two numbers is 12 more than twice the smaller. The larger number is 36. What is the smaller number?3) Find two consecutive EVEN integers such that the sum of the smaller and twice the greater number is 100. 4) Find three consecutive integers such that the sum of twice the second and ¥ of the third is 88.5) 16 years from now, Pia’s age will be twice her age 12 years ago. Find her present age.Name Per # NOTES/PRACTICE Math 8 Date _ Given the slope and at least one ordered pair the y-intercept can be found: Example: Find the y-intercept, b when given the point (3,5) and y = 2x +b Gay) A) Restate the slope-intercept form mx +b B) Substitute 3 for x and 5 for y (3) +b C) Perform indicated operations +b D) Solve for ‘b’ Slope (m) = 2 (it is given) y-intercept (b) is -1 Write the equation: y = 2x-1 **Note: if you are given two ordered pairs you decide which x & y values you use Given any two points on a given line the slope can be determined. Example: Given the points P(-6, -9) and Q (2,7) determine the slope. Sketch a table: — _. Now find slope like you always do x 6 | 9 87 16 The slope for these two points is: = or 2 | TRY THESE: 1) Given y = 4x + b and the points 2) Given points M (-3, 2) and N (7, -5) (1,2) & (3,10) find the y-intercept: determine the slope. (remember you only need one set of ordered pairs to find the y-intercept. The other is just there to make you think ©)Name Per # PRACTICE Math 8 Date Linear Equations Using Ordered Pairs 1) Given the ordered pairs (5,0) and (15, 50) A) Show work to find the slope, m: B) Show work to find the y-intercept, b: C) The equation in slope-intercept form (y = mx + 6) is D) Is this a proportional or a non-proportional relationship? (circle the correct answer) E) Explain how you know that your answer for Part D is correct? 2) The Smith family went on vacation. The table shows the distances traveled in the first 4 hours. {Time | Distance Identify the x-values (input) and y-values (output) on the table | (in hours) | (in miles) A) The slope is 1 __ 52 B) The y-intercept is z - al 3 156 4 _208 C) The equation, y = mx + bis D) Is this a proportional or a non-proportional relationship? (circle the correct answer) E) How do you know that your answer for Part D is correct? F) If the Smith family traveled the same distance each hour during the entire trip, how many miles would the family have traveled in 14 hours? (Hint: Use your equation and substitute 14 in for the hours) (Answer must be placed in statement form) Show your work: a5)Name: Period: Date. NOTES/Practice Solving Systems of Equations (Word Problems) Two Variables and Two Equations Directions: Follow the steps for solving word problems that you have already been given to solve the following problems. 1) You sell hotdogs and soda at your convenience store. Each hot dog costs $1.50 and each soda costs $0.50, At the end of the day you earn $78.50. You sold 87 items combined. Some were hotdog sales and some were soda sales. How many hotdogs were sold and how many sodas were sold? 2) The perimeter of a rectangle is 50cm. The length is 9 more than the width. Find the length and width of the rectangle. At)3) The total age of a woman and her son is 51 years. Three years ago, the woman was eight times as old as her son, How old is the son now?Name: Period: Date. Prep Solving Systems of Equations (Word Problems) Two Variables and Two Equations Directions: Follow the steps for solving word problems that you have already been given to solve the following problems. 1) You go to the local Mexican fast food restaurant with a friend. Your friend's bill is $10.00 for four tacos and two burritos. You pay $11.25 for three tacos and three burritos. How much did the tacos and burritos cost? 2) The length of a rectangle is 8 meters less than 5 times the width. If the perimeter of the rectangle is 104 meters, find the length and the width of the rectangle.3) A father is now 24 years older than his son. In eight years, the father will be twice as old as his son will be then. Find their present ages. 4) Two angles are supplementary. The larger angle measures 120 degrees more than the smaller. Find the degrees of each angle.Name: Period: Date. MORE Practice Solving Systems of Equations (Word Problems) Two Variables and Two Equations Directions QUESTIONS 1-4: Follow the steps for solving word problems that you have already been given to solve the following problems. You must write a system of ‘equations and solve algebraically 1) Guy and Jim work at a furniture store. Guy is paid $185 per week plus 3% of his total sales in dollars, x, which can be represented by g(x) = 185 + 0.03x. Jim is paid $275 per week plus 2.5% of his total sales in dollars, x, which can be represented by f(x) = 275 + 0.025x. Determine the value of x, in dollars, that will make their weekly pay the same, 2) During the 2010 season, football player McGee's earnings, m, were 0.005 million dollars more than those of his teammate Fitzpatrick’s earnings f. The two players earned a total of 3.95 million dollars. Determine the amount each player earned, in millions of dollars? yn Q) (O3) Last week, a candle store received $355.60 for selling 20 candles. Small candles sell for $10.98 and large candles sell for $27.98. How many large candles did the store sell? 4) Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50 for four bags of popcorn and two drinks. What is the price of one popcorn and the price of one drink (to the nearest cent)? ®5) Albert says that the two systems of equations shown below have the same solutions. (First System Second System 8x + 9y = 48 8x + 9y = 48 12x +5y = 21 -8.5y =-51 Determine if you agree by solving each system and showing whether the solutions are the same or not.Name: Period: Date. MORE PREP Solving Systems of Equations (Word Problems) Two Variables and Two Equations Directions : Systems of equations problems do not always have to be solved by setting up a system and solving algebraically. Sometimes, using a graphing calculator, doing a little bit of calculations, and/or using some logic mixed with a good explanation can get you the same answer. If directions do not insist on setting up @ system and solving algebraically, you can/will get full credit for a different, but valid solution process. ‘The following questions are the some of the same questions that were given on your practice today. This time try to determine the answer a “different way”. It is always important to have another way to solve a problem, just in case? © You must show or explain how you arrived at your answer. You must work as if you have not solved the problem already on the practice page. No looking back at your practice page. 2) Solve by Another Method: During the 2010 season, football player McGee's earnings, m, were 0,005 million dollars more than those of his teammate Fitzpatrick’s, earnings f. The two players earned a total of 3.95 million dollars. Determine the amount each player earned, in millions of dollars? 3) Solve by Another Method: Last week, a candle store received $355.60 for selling 20 candles. Small candles sell for $10.98 and large candles sell for $27.98. How many large candles did the store sell? Multiple Choice Answers: (6 (3) 10 (2)8 (4) 125) Solve by Another Method: ‘Albert says that the two systems of equations shown below have the same solutions. First System Second System 8x + 9y = 48 12x +5y = 21 Determine and state whether you agree Albert. Justify your answer. (Notice, I did not say you had to solve both algebraically. If you see a valid way to prove it without solving both systems, the door is wide open to do so). ©Name: Period: Date. NOTES/Practice/Prep Solving Systems of Equations (Word Problems) Two Variables and Two Equations More Applications Directions: Follow the steps for solving word problems that you have already been given to solving the following problems. 1) Omar has $84 and Calina has $12. How much money must Omar give to Calina so that Calina will have three times as much as Omar? 2) Pepe invested x dollars in a savings account and y dollars in a certificate of deposit (CD). His total investment was $500. After one year, he received 4% interest on the money in the savings account and 6% on the CD. His total interest earned was $26.00. How much had he invested in each account?3) In Paul's piggy bank that is $2.60 in pennies, nickels, and dimes. In all there are 45 coins. If there are twice as many nickels as pennies, find out how many of each kind there are. 6 7)Name: Date: Period: Start UP: Compound Inequalities What would the graphs look like? a) Arrecipe for baking cookies states that the cookies must be baked between 16 — 20 minutes. The baking time must be greater than or equal to 16 minutes and less than or equal to 20 minutes. ee b) Some laboratory chemicals are very sensitive to heat so the supervisor installed alarms to alert the staff if the temperature rose above 72 degrees or below 60 degrees. The alarm will go off if the temperature is greater than 72 degrees or less than 60 degrees. 59) 29Graphing NOTES Compound Statements (Equations and Inequalities) With One Variable (AND/OR) Compound Statements AND If two clauses are separated by “and,” both clauses must be true for the entire compound statement to be deemed true. Examples: + Lam in English class AND in Math class right now. (NOT TRUE...not possible) + Lam in math class AND in Algebra Class right now. (True). Compound Statements O} If two clauses are separated by “or,” ONLY one of the clauses must be true for the entire compound statement to be deemed true. Both can be true, but a minimum of 1 needs to be true. Examples: ‘+ Tam in English class OR in Math class right now. (TRUE, the claim was that you were in one or the other.) ‘+ Lam in English class OR in Science class right now. (NOT TRUE, since we are sitting in math right now) What does that loak like in math clas: A)3+5=8AND5<7-1 TRUE B) 10+2+12 AND 8-3>0 FALSE Tue and Tre = True False and True = False C) 3<54+4 OR 6+4=9 TRUE D)16-20>1O0R5+4=10 FALSE Tre or False = True False or false = FalseCompound Inequalities and Graphs: EXAMPLE 1) x=2 OR x= -5 410-987 6 54321401 234567 6 8 EXAMPLE 2) x =2 OR x<-5 10-987 6 643240123 45 67 8 9 EXAMPLE 3) x=2 OR x>-5 1098-7 6 5432401234567 69 EXAMPLE 4) x>-1 AND x<3 i | | 4 { | i lela T T T T 10-9 8-7 6 5-4 3241 01 23 4567 8 9 1 EXAMPLE5) x<-4 OR x>0Special Case Inequalities Graphs: Example 6) x>-5 OR x>-2 10-9 -8 7 5432401234567 89 10 Example 7) x>-5 OR x<-2 {oj jf {t ay H+ H+ +H + +H + +4 0987 6 5432401234567 8689 0 Example 8) x>3 AND x<-2 10-987 6 54324 01 23 4567 68 0PREP TASK: Graphing Name: Period:___Date: Graphing Compound Inequalities and Equation in 1 variable: Directions: Graph each compound sentence on a number line. 1) x=20rx>3 6543240123 4567 89 0 2) xs-30r x22 1 T 87 6 '3) pps) xesp3) 10-987 6 104 2°34) 5 6 7) 6 9) 10 Rewrite as a compound sentence using AND an making 2 separate inequalities. 4) Graph the compound sentence x >-2 or x=-2 onthe number line below. WOT SSH 22101 2345807 69 0 How could we abbreviate the sentence x >-2 or x =-2? 5) x=20R x= 40987 6 5432401234587 89 010 69 7 ° 432 5 7 98 40 7) x<2AND x>0 4567 89 10 3 987565432 40 8) x<25 OR x>8 10 9) x<6 OR x>6 10 88 587 3 4 $432 7 a8 40 10) x<6 AND x>6 7 89 10 17654324 10-9 8START UP 1) Graph the following: a) x>2 OR x<2 <> b) x>2 AND x<2 ¢———————————_> 2) What would be a simpler way to write each compound inequality? a) x>2 OR x<2 b) x>2 AND x< 2Name: Period: Date:, Solving NOTES Compound Statements (Equations and Inequalities) With One Variable (AND/OR) Directions: Solve each compound equation/inequality and state the solution. Simplify the final solution (if possible). Example: 1) x-2=0 or x+5=0 Example: 2) 5x-8=-23 and x+1=-10 Example: 3) 5x+1<0 or 8s x-5S Example: 4) 5x +2227 and 3x-1< 29Example: 5) 5 <2x+1<4 Example: 6) -6 < ao iS Example: 7) Solved a different way...without breaking it apart into two inequalities. 5 -1 2) 10>3x-2 or x=4 3) x-2<4 OTE pete 4) x-2s4 and x-224 5) eee Xeno ely COKE 6) x-2<6 or8) 9) 10) 11) 5x$21+2x or 3(x+1)224 4x+8>2x-10 or 3x-3<2 7-3x<16 and x+12<-8 &SETS A set is any collection of objects, people, or things that are carefully defined, such as: {American coins} {one-digit prime numbers} {even numbers} {baseball players on a team} or {1, 2,3, 4,5,6, 7.8.9} member or element: Each object ina set. Example: 1,3, 5, etc. are elements (or members) of the Odd number set. ‘Symbols used when writing sets. { }is read "the set of” and are used to enclose the members (elements) of a set. € is read *is an element of”. € is read “is NOT an element of". Examples: 1) Le {prime numbers} “IL is an element of the set of prime numbers” 2) 7 ¢ (multiples of 10} “7 is not an element of the set of multiples of 10. Types of Set: Used frequently in Algebra Replacement Set: (also called Domain) The choices given as possible options to make a sentence true. This type of set is most common in algebra, Example: You may be asked to determine what value of x will make the algebraic equation x + 6 = 10 true, but you are told you can only pick an x value from the set (3, 4, 5}, which would be called the replacement set, Solution Set: (also called Range) The element(s) of the Replacement Set (domain) that make the algebraic equation true Example: From the replacement example, the solution set would be (4. It is the only option from the ones allowed that result in a true statement, since 4+6=10 @Finite Set: In this type of set if you were to count the elements the counting would eventually come to an end. Example: The set of two-digit integers written as (10, 11, 12,.. 99} Infinite Set: In this type of set the process of counting the elements would never end. Example: The whole numbers is an infinite set written os (0, 1,2,3,..} Types of Sets Describing Size Empty Set: (Null Set) A set containing no elements (written as @ or (}). Example: The set of integers between 7 and 8 is Sor NOTES: Subset: If A= (0, 1,2), then any set that contains only the elements from set A is said to be a subset of set 4. Example: The following sets are all subsets of set A. {0} 0,1} {0, 1,2} a} {0, 2} {2 a2) ¥ ‘ empty improper set subset (1) The , @, is a subset of all sets except itself. (2) Sets can fall into several of the categories listed above at the same time. For example, as listed above, {0, 1} is a finite, subset of set A.4 Woyp soqwou8 sxoquunu yeas |, suey (co ‘$) :MONRION peAZDIUT § XS7 Anpenbauy ayy, 2(1) aqdurexg _Aituygur aarusod,, sunatt co “AqUKjUL AtTeROU,, SUED co 398 a4) UE papnyour,, sueaut [ID | 398 94) UH papnjout ou, sues ( TS) STORPVOU TOATOTUT UT POST sfOqU ‘uty zaquinu ayy wo 11 Surydes’ 40 * Z 40 *< ‘5 “> sjoquiKs ayn Bussn Jo peorsut Aqyenbaut anim 01 Atm aqeusoq]e Ue St UONEIOU pealatUy ‘sasqns [earoqu Jo sajdurexa axe somtjenbouy “sioquinu Jo sqns paysouUOD v S| [eAIOIUL UY THOMPSON) [OATOSUT ayy 40 pua ‘ays yooau ana 4,uD9 nok 2ouls AjiuiJut 2n406au pup Ayiuisur yim Burjoap Udy joquiAs ,papnjoui sou, 24s as :240N 4S J0 afdnyma e st we “rey yons “ue TT, Jo ajdinjnuu st ca : ta} 40 {Jo ajdnymus e st w| a} :woneION 4apEMgL 19S rmopeysues Jo sajdnynuu Jo 98 a1 Suquosag -(Z) ajduexg siequinu Seyp Yons * x |e, :woeysMEA, (IN 28:3} 40 (A 3 |x} cMonEON sapling 9g Jeamyeu aup Jo quows} ue s: (siaquinu Sunwunos) jexmeu ayp {Je Jo 198 941 SUIqudseq :(1) a{dwexa 19S v aquiosap 01 Kem © 9q 01 parapisuod s} 11 ng “Woy ayn o1 se|IWHIS St UOHTeIOU JaplINg 19g 79S auf Jo stuaM|9 ay SuNst| InOYN ,puEyOYS [eoneWOyREUL, Ur 98 e Buiquosap Jo ken y WOIPOFON| Japying 436 ‘Bunwinsuo2-21ul4 00} 2q nom {u900 oyloeg ayy YMO} WYP “S"/] a Jo says} ISSA P4OM ax] Jo SIAM] a} {siaqumu auutad 1131p-2u0} mae any 451) 424504 9640) L10h 0 Bulsism ido} 424504 24s uoUs ypo1s0ud vous! wu) 2jna 24 “95 0 us suouiaja 40 saquinu ‘nisua4x9 Uo Si 204s ST (ueasey “eysepy “woTUTYse,y “UoFaIG “eRUO;ED} ‘peyeodes jou ave s/en2) UL “2)0N {sd'wt} Lise 7) Woy J24s0y doar sas au Jo sited axon. 19s 2 iar Yum posh urease A 1s Joquinu snonunuo> ve quosauday or fee pensta e st (Qapenbouy) oun « Surydessy SLas ONILIUM ‘ogte 9g pinoa pue snonunues st ies jenbau ue se poruasaudos ‘pasn WONEION 1eAx99U uuey aZow ang a[ns 0 se|NHS HONEION, OPIN 19g (e1oyoeug uli) spu0m uw paqudsop 19s 31m > eMIDe ay Jo ISH 40 ADISORL SFOS SHIM OF SAOInterval Notation: (description) (graphic) Open Interval: (1, 5) (1, 5) © is the inequality / b) 4) x<-1 OR K>2.5 a > b) °)5) x>0 a) b) °) 6) x<-1 a) b) °) 7) x>-5 8) a) b) 9 ce a) b) °) AND x<4 AND x >2.5 <> AND x < 10 <)> x< 10 @)“pinby)-uou si Ainozaus ysiym Je saimereduiay arp 105 Awjenbaut punodusos AIIM “4o8'EZ9 UeLA 19y20U6 10 40°8E = uewg ssa] saimjereduiay 404 pinbi|-uou si Ainaiay “eunyesadway woos ye pinbly st Jeu} SUAWUA|a ong AJUO Jo BUD S| AINDI_W (P “386 0) padx@ ued ayepIpueD a4p SIA Jo aBeuad!ed aug 40) Ayenbau! punodwio> 2 BUM ‘%€ SMUILL 40 sid SI 401s 105 UIBseW aLp J] “SA}OA ALYY JO % ZS ANIBIEL OF parpafoud si ayeprpued e yeuy SMOYS jIod Vy (2 “4ap|o 10 aBe Jo sieah 99 40 ZT pur Z 6ulpnpul ‘ZT pue 7 Jo sabe ayy uaamyaq ‘aq Jsnu Uosiad e “junoDsip e anlaoad OL “49]29U} BAO BU} Ye $}842N UO JUNODsIP: @ anladau SUAZAID JoIUaS pue UAIPIIUD (4 “seqnuiw ZT pavoxe you yng saynuiws sea] ye aq ysnuy ypaads ayy yeu) a1215 Sauljapin6 ay. “ssej> ysi}6uy Ut yoaads anisensuad e quasaid 0} aye quapms “(e yder ‘Ayenbaut alqeuen, oueusss, eu Ayyenbou punodwo> e aqUM pue quauiaeys 29), & BU SALON ‘2UL] JquINu e UO J>s LOANIOS 5}! MIG “UAAIG oLeUADs at SjUBseIdo: Im Aq a1qeuIeA aig Aypads “yee 404 “soueUsds Buymoyjoy oyp 19pIsuOD (T (swejqo1d pom) s yenbauy punoduo> 0Name: Period: Date: Review for Systems Word Problem Directions: Solve each problem. Show work algebraically for full credit. 1) The length of a rectangle is 12 meters less than 6 times the width. If the perimeter of the rectangle is 256 meters, find the length and the width of the rectangle. Answer w= 20 & C=108 2) A large pizza at Palanzio’s Pizzeria costs $6.80 plus $0.90 for each topping. The cost of a large pizza at Guido's Pizza cost $7.30 plus $0.65 for each topping. Create a system of equations that represents the relationship between the number of toppings, x and the total cost, y. For each restaurant. Solve the system you created. Answer x= 2 &y-8.60 What does the solution represent in the context of this problem:3) A store sells Brazilian coffee for $10 per pound and Columbian coffee for $14 per pound. They decide to make a blend of Brazilian and Columbian coffee. The total weight of the blend will be 150 pounds. The total cost of the blend the blend they create will be $1, 650. How much of each type of coffee must be used. Answer 0375 & B15 4) Ava and Emily are selling fruit for their class fundraiser. Emily sold 5 boxes of apples and 7 boxes of oranges, earning a total of $172. 25. Ava sold 6 boxes of apples and 2 boxes of oranges, earning a total of $107.50. Write a system of equations to determine the cost of one box of apples and one box of oranges.Name:, Period Date: Extra Systems Word Problem Directions: Solve each problem. Show work algebraically for full credit. 1) The length of a rectangle is 5 meters less than 8 times the width. If the perimeter of the rectangle is 170 meters, find the length and the width of the rectangle. ‘Answer: Width is 10 meters and length is 75 meters 2) Andrea's Catering Service charges a $5 fee plus $0.40 appetizer. Her cousin Candy starts a rival business where she charges $0.60 per appetizer, but does not charge a fee. A) Write a total cost equation for each catering service and solve the system you created. Let x = number of appetizers andy = total cost, ‘Answer: At 25 appetizers sold, both Andrea and Candy will charge $15. @ya 8) Graph the system of equations on the graph provided, on the back. T 7] C) What does the solution represent in this situation?,3) You go to the local fast food restaurant with a friend. Your friend's bill is $10.00 for four hot dogs and two hamburgers. You pay $11.25 for three hotdogs and three hamburgers. How much was the unit price for each hotdog and hamburger? ‘Answer: A hotdog costs $1.25 1 hamburger costs $2.50 @)NOTES/PREP Period: Date: ing Inequalities Name:__ Translating and Sol Directions: Translate the following word problems into inequalities and solve. 1) A truck must cross a bridge that can support a maximum weight of 24,000 pounds. The weight of the empty truck is 1,500 pounds and the driver weighs 190 pounds. What is the maximum load that the truck can carry? 2) Victoria is training for a marathon. Her running is tracked over the course of five days She starts by running “x” number of miles. Each day she increases her total distance by one mile from the first to the third day, at which time her run time peaks. For the next two days, she decreases her run time by 1 mile each day a) Write an expression using "x" for the 5 days of her run cycle. Dayt=x Day2= Day 3 Day 4= Day 5=. b) Find all the possible values that Victoria can run on Day 1 such that her total number of miles over five days is at least 55. (Create an inequality and solve.) ) If Victoria chooses to run only whole number of miles, how many miles will she have to run on Day 1 to make her goal of at least 55 miles. Justifwyour answers with words and work.3) Ava's age is three years more than twice her younger brother’s age. The sum of their ages is at most 18. Find all the possible ages Ava's brother could be. 4) Two consecutive even integers are such that their sum is greater than 98 decreased by twice the larger. Find the smallest possible values for the integers. @5) The length of a rectangle is 10cm less than 3 times its width. If the perimeter of the rectangle is at most 180cm, find the greatest possible length of the rectangle. 6) Jessie is a waitress at Red Robin. In one night she earned at least $75 while working a six- hour shift. If Jessie earned $31.50 in tips, find all possibilities for the amount she earned in wages per hour. Represent your answer both algebraically and graphically.7) The low temperatures for the previous two days were 62°and 58°. What would the temperature be for the third day such that the average daily temperature is at least 64° 8) Janine plans to buy a car two years from now. She currently has $3,000 saved up to buy the car. She plans on saving a certain amount of money “monthly” over the next two years to increase the amount of money she has to buy the car. The least expensive car she is willing to buy is $15, 000 and the most expensive car is $25,800. a) Write a compound inequality using an AND that represents the range of possibilities for her monthly savings over the two years. Solve the inequalities you created. b) Graph the solutionName Math 8 ACC Applications with System Inequalities Per # NOTES/ PRACTICE Date 1) You can work a total of no more than 41 hours each week at your two jobs. Housecleaning pays $5 per hour and your sales job pays $8 per hour. You need to eam at least $254 each week to pay your bills. Write a system of inequalities that shows the various numbers of hours you can work at each job and use it to determine the inequalities for the hours worked for each type of job. Let y = hours worked housekeeping The two inequalities are: Inequality A: Substitute x = 0 into Inequality A and solve for y. X = hours worked sales job Inequality B:, Substitute x = 0 into Inequality B and solve for y. New Inequality: Ordered Pair: (0 , ) New Inequality: Ordered Pair: (0, ) Substitute y = 0 into Inequality A and solve for x. Substitute y = 0 into Inequality B and solve for x. New Inequality: Ordered Pair: ( 10) New Inequality: Ordered Pair: ( , 0) Plot the 2 ordered pairs you created. Use the new simplified inequalities to shade the graph appropriately. Plot the 2 ordered pairs you created. Use the new simplified inequalities to shade the graph appropriately.2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities:Name Per # PREP TASK Math 8 ACC Date Applications and Graphing Systems of Inequalities 1) Luis received a gift card worth $25 to an online retailer that sells digital music and games. Each song cost $1 and each game cost $2. He wants to buy at least 15 items with his card. Set up a system of inequalities that represents this scenario and identify the range of possible purchases using a graph. Let y = the number of songs x = the number of games The two inequalities are: Inequality A: Inequality B:, Substitute x = 0 into Inequality B and solve for y. Substitute x = 0 into Inequality A and solve for y. New Inequality: New Inequality: Ordered Pair: (0 , ) Ordered Pair: (0, ) Substitute y = 0 into Inequality A and solve for x. Substitute y = 0 into Inequality B and solve for x. New Inequality: New Inequality: Ordered Pair: ( 10) Ordered Pair: ( 1 0) Plot the 2 ordered pairs you created. Use the new simplified inequali to shade the graph appropriately. Plot the 2 ordered pairs you created. Use the new simplified inequalities to shade the graph appropriately.2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities: @Name Per # NOTES/ PRACTICE Math 8 ACC Date MORE Applications with System Inequalities 1) A potter is making cups and plates. It takes her 6 min. to make a cup and 3 min. to make a plate. Each cup uses 2b, of clay and each plate uses 1 Ib. of clay. She has 20 hr. available to make the cups and plates and has 250 Ib. of clay. Write a system of inequalities to represent the situation. Let c= number of cups made —_p = number of plates made 6 min per cup 3 min per plate 3b. per cup 1 Ib. per plate total 250 Ibs. total 20 hours * First, we must convert all time units to either “minutes” or “hours” to make a proper comparison. The two inequalities are: Inequality A: Inequality B: Substitute c = 0 into Inequality A and solve for y. Substitute c = 0 into Inequality B and solve for y. New Inequality: New Inequality: Ordered Pair: (0 , ) Ordered Pair: (0, Substitute p = 0 into Inequality A and solve for x. Substitute p = 0 into Inequality 8 and solve for x. New Inequality: New Inequality: Ordered Pair: ( Ordered Pair: ( Plot the 2 ordered pairs you created. Use the new simplified inequalities to shade the graph appropriately. Plot the 2 ordered pairs you created. Use the new simplified inequalities to shade the graph appropriately.2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities:Name er PREP TASK Math 8 ACC Date Applications of Systems of Inequalities Directions: For each of the 4 problems complete the following steps. ‘© Translate the system of inequalities. ‘= Substitute x = 0 into each inequality to determine the y-intercepts and a simplified inequality. © Substitute 0 into each inequality to determine the x-intercepts and a simplified inequality. Look at the class examples and prep task we have already completed for guidance, if needed. We will graphing these tomorrow, so come prepared with the proper points and inequalities. 1) Mary babysits for $4 per hour, She also works as a tutor for $7 per hour. She is only allowed to work 13 hours per week, She wants to make at least $65. Write a system of inequalities to represent this situation. Let hours of babysitting y= hours of tutoring 2) Marsha is buying plants and soil for her garden. The soil costs $4 per bag, and the plants cost $10 each, She wants to buy at least 5 plants and can spend no more than $100. Write a system Of linear inequalities to model the situation. Let x = bags of soil y= number of plants (dD Qa)3) Jonah is going to the store to buy candles. Small candles cost $3.50 and large candles cost $5.00. He needs to buy at least 20 candles, and he cannot spend more than $80.00. Write a system of linear inequalities that represent the situation. number of small candies y = number of large candies let x 4) A-clothing manufacturer has 1000 yd. of cotton to make shirts and pajamas. A shirt requires 1 yd. of fabric and a pair of pajamas requires 2 yd. of fabric. It takes 2 hr. to make a shirt and 3 hr. to make the pajamas, and there are 1600 hr. available to make the clothing. Write a system of linear inequalities that represent the situation. umber of shirts y = number of pajamasName Per # PREP TASK Math 8 ACC Date Applications of Systems of Inequalities Directions: Graph each of the inequalities you prepared last night. 1) Mary babysits for $4 per hour, She also works as a tutor for $7 per hour. She is only allowed to work 13 hours per week. She wants to make at least $65. Write a system of inequalities to represent this situation. Y x 2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities: @2) Marsha is buying plants and soil for her garden. The soil costs $4 per bag, and the plants cost $10 each, She wants to buy at least 5 plants and can spend no more than $100. Write a system of linear inequalities to model the situation. 2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities: ®3) Jonah is going to the store to buy candles. Small candles cost $3.50 and large candles cost $5.00. He needs to buy at least 20 candles, and he cannot spend more than $80.00, Write a system of linear inequalities that represent the situation. 2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities:4) A clothing manufacturer has 1000 yd. of cotton to make shirts and pajamas. A shirt requires 1 yd. of fabric and a pair of pajamas requires 2 yd. of fabric. It takes 2 hr. to make a shirt and 3 hr. to make the pajamas, and there are 1600 hr. available to make the clothing. Write a system of linear inequalities that represent the situation. 2) Go back to the original inequalities determined and test a point from the shaded region in each of the inequalities: