Mrs. Engle's 8th Grade Math

Ms. Lehman's Alg.A/B

Ms. Frisbee's Alg.1

Mrs. Mosier's Geometry Class

Mr. Lehman's Geometry Class

Mrs. Tyner's Alg. II

Class

Mrs. Tyner's Bridge to ALG 11 Class

Math Dept. - WAMI Day #3

Solve the following equations putting them in slope intercept form. Then explain the slope and y-intercept of each equation. 1. -4x-4y=-8 3. -8x+4y=-162. y=3x+2-7x 4. y-14=-3x(x+6) (AR.8.EE. 7)

Derive the Domain and Range of the function Y=?.

Derive the Domain and Range of the function Y=X + 4. (AR.MATH.CONTENT.HSF.IF.A.3)

Derive the Domain and Range of the function Y=?. Derive the Domain and Range of the function Y=X + 4.

(AR.MATH.CONTENT.HSF.IF.A.3)

Find three cylinders and use string to measure their diameters. Cut the strings so that each string represents the diameter of each cylinder. Use the its string to measure the circumference of each cylinder. In two

paragraphs, describe the relationship you found between them and how do they relate to the formula for finding the circumference. (HSG.C.A.2)

Find three cylinders and use string to measure their diameters. Cut the strings so that each string represents the diameter of each cylinder. Use the its string to measure the circumference of each cylinder. In two paragraphs, describe the relationship you found between them and how do they relate to the formula for finding the circumference. (HSG.C.A.2)

1. Evaluate the following expressions given the functions below:

g(,-c) = -3x + 1 f(x) = x2 + 7

a. g(10) =

b. f(3) =

C. g( - 4) =

d. f (-2)

(AR.MATH.CONTENT.A.SSE.1b)

Solve each equation and check your solution

1. 11x - 4 = 29

2. 2x - 6 = 43. -?x - 9= 12

(AR.MATH. CONTENT.A. REI. 3)

Draw and label the unit circle by memory. Ms. Fulmer's Pre-Cal/Alg 3 (T.4.PC.1)

Ms. Fulmer's What is the calculus definition of an integral? AP Cal (LO 3.2A)

Mr. Tyner's 1. Evaluate the following expressions given the functions below:Alg. 2 g(x) = -3x + 1 f(x) =x2

+ 7

a. g(12) = C. g( - 5) =

b. f(-3) = d. f (-3)

(AR.MATH.CONTENT.A.SSE.1b)

Mrs. London's Substitute the values into the equations and show your work own paper. Class 1 . f(x)=x+ 11 use x=23 4 . f(x) = 3(x - 5) use x = 7

2. f(x) = 3x - 5 use x = 10 5. f(x) = -2x + 4 - 10 use x = -3 3. f(x) = (x - 1) + (x + 4) use x = 7 (AR.HSF.IF.A.1)

Mrs. Kemp's Class Matt and Alvin were born on the exact day, but not the same year. Their

ages are shown in the table below. What is the rule for this data table?

Matt's 11 17 19 21 26 28 Age

Alvin's 15 21 23 25 30 32 Age

(CCSS.8.FA.1)

Westside High School WAMI: . Science Packet Day 3: Observation and Inference

What do you need in order to form a hypothesis? A hypothesis is not just a random guess; it is a prediction based on some facts, or observations. You studied the concept of observation in Chapter 1. But a hypothesis is not a proven fact, so it is also based on infer­

ence. Inference means drawing conclusions about the things you have observed. For example, suppose you hear a crash coming from your bedroom. You enter the room to find your window broken· and a baseball rolling across the floor. You can infer that someone hit the baseball through your window and broke it. You did not see the incident happen, but you can make a hypothesis based on your inference.

A very important part of scientific thinking-and thinking in gen­eral-is the ability to separate observation and inference. Observations are things you have experienced through the senses, by seeing, hearing, tasting, touching, or smelling. An inference is an explanation or interpretation of what you have observed.

Two people can observe the same situation, and if they are care­ful observers, they can use their observations to come up with facts about the situation that are not subject to opinion. Inference is very different. Inference depends greatly on personal opinion and ideas. Therefore, two people might observe the exact same events, and infer very different things from them. Hypotheses must be tested. For this reason they are not considered to be fact. If hypotheses were bas:ed only on ob�ervation and not on inference, there would be no need to test them; they would be fact. Exercise 2 tests your skills in identifying observation and inferences.

Observation and Inf ere nee

Read the following passage and decide: (a) what observations Inspector Richards made and (b) what inferences were based on each observation.

Murder?

The rain had just stopped. Inspector Richards arrived at the house at

2 P.M. The front door was locked. He pried open the door and went

in. Mrs. Williams was lying in bed. She was dead. The bedroom win­

dow faced the garden. The window was open and there were sev­

eral small puddles of water between Mrs. Williams's bed and the

window. The woman was wearing a pearl necklace, and there was a

bottle of pills on the night table near the bed. Mr. Williams was out

of town on business.

PiimaxySources, 1877-1898 Appendix

Name __________ _

Handout29 Date ___________ _

Photograph Analysis Worksheet*

Step 1. Observa�OD

a. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examineindividual items. Next, divide the photo into quadrants and study·each section to see what new details become visible.

b. Use the chart below to list people, objects, and activities in the photograph.

People

Step 2. Inference

Objects

" ....

Activities

Based on what you have observed above, list three things you might infer from this photograph .

Step 3. Questions

a. What questions does this photograph raise in your mind?

b. Where could ·you find answers to them?

•. '

. .,, .

:, .. , . .: .

.�

··•·.

*Adapted from worksheets developed by the staff of the Education Branch, National Archives, Washington, DC ·20408.

© COPYRIGHT, The Center for Leaming. Used with permission. Not for resale.

99

Day 3

Agricultural Literacy 2019-2020

Installment #3

To be used with the article entitled, "Acorns, Small but Potentially Deadly" by Kasey Miller for

Angus Beef Bulletin. Students can retrieve this article from

http://www.angusbeefbulletin.com/extra/2011/10oct11/101lhn_acorns.html

COMMON CORE TECHNICAL CORE STANDARDS

AG-ANl-5

AG-ANl-7

OPEN RESPONSE RUBRIC

4 pts.-Using information from the article, students describes four specific treatments for acorn poisoning.

3pts.-Using information from the article, students describes three specific treatments for acorn

poisoning.

2pts.- Using information from the article, students describes two specific treatments for acorn poisoning.

1 pt.-Using information from the article, students describes one specific treatment for acorn poisoning.

POSSIBLE ANSWERS:

1. A rumenotomy empties the rumen. The animal may survive but will have long-term consequences.

2. Nutritional drugs can be administered intravenously by a veterinarian to treat gastritis and damage to

kidneys and liver.

3. If caught early, cattle can be supplemented with protein and good-quality hay and should recover.

4. Fluid and electrolytes and keep kidneys working.

5. Broad spectrum antibiotics can fight infections from ulcers.

6. Kansas State University provides a feed recipe of cottonseed meal or other protein, alfalfa meal,

calcium hydroxide, and molasses that can help affected cattle.