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I will be assigning homework through here.

You will notice that I will provide links for each week/chapter. These links will take you to a website called Khan Academy. This website has videos that walk you through how to do similar problems you will see on your homework. IN ADDITION to these videos, I still recommend you read the pages right before the assignment as they will have examples that are exactly like the homework. This gives you two methods to learn.

TURNING IN
To turn in your assignments, write your answers on a Google Docs page and share it with me. Please make sure the "title" or "headline" is the date of the assignment. If it is an assignment for 3/23, title your document "3/23" please.

Assignments will be due before midnight the day listed next to "DUE".

If you have any questions, email me at trinity.mr.c@gmail.com

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EXTRA CREDIT OPPORTUNITY

PG. 622

#8-14, 18-22, 23-25

I will count this assignment as Extra Credit. There is no guarantee this will boost you to the next letter grade. Doing this 🤬 nilly without care will not help you. If you REALLY want to get on my GOOD side, do the work on paper, SHOW YOUR WORK, and email me a picture of it.

DUE BEFORE THURSDAY EVENING AT 9:00 PM

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https://www.youtube.com/watch?v=4AVKQ6jr400

THIS One is super helpful: https://www.youtube.com/watch?v=78JElSSvTdk

https://www.youtube.com/watch?v=XnyRUqueT7s

Remember what happens to exponents when you divide them.

READ: pg. 612 - 613

HOMEWORK: pg. 614 #1 - 10

IM GIVING EXTRA DAYS TO DO THIS ASSIGNMENT. IT WILL ESSENTIALLY BE THE LAST ONE.

DUE: 5/25 by 11:59 pm

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https://www.youtube.com/watch?v=ZMLFfTX615w

https://www.youtube.com/watch?v=EX18-4PjiUA

PAY SPECIAL ATTENTION TO SIGNS LIKE NEGATIVES AND POSITIVES WHEN FOILING

READ: pg. 609 - 610

HOMEWORK: pg. 610 #1-14

DUE: 5/21 by 11:59 pm

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Continue working on previous assignment

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WATCH: https://www.youtube.com/watch?v=iHnzLETGz2I

This video has all of the necessary information to complete the lesson. It is around 10 minutes long, shorter than a class lecture, please watch it completely through!!!

READ: pg. 604 - 606

HOMEWORK: pg. 606 #1 - 10

DUE: 5/18 by 11:59 pm

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Today we look at SUBTRACTING polynomials. Now I want you to pay attention to the full video that this guy does. He starts by showing one method which can cause confusion amongst many students. However, he moves on to use to Distributive property. Remember that distributing a negative like he does in that first problem, changes signs. However when its a "plus" or "positive" sign, a plus between two polynomials distributed to the second polynomial does not change signs. Two pluses still make a plus, and a plus & negative make a negative. Keep this in mind.

https://www.youtube.com/watch?v=RhBXtGPrQOE

This next video shows a little bit more complexity, but remembering basics of variables and exponents will help!

https://www.youtube.com/watch?v=5ZdxnFspyP8

Please message me with any questions!!!

READ: pg. 599 - 601

HOMEWORK: pg. 601 #1-18

This homework is a bit longer, so I am obliged to give you longer to complete it. Message me with questions through email, NOT ON HERE EVER.

DUE: 5/15 by 11:59 pm

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WATCH: https://www.youtube.com/watch?v=ahdKdxsTj8E

https://www.youtube.com/watch?v=DKC74YKJpNY

Super important that you watch both videos.

READ: pg. 596 - 597

HOMEWORK: pg. 598 #1-10

DUE: 5/13 by 11:59 pm

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Day off while I figure out the most important lessons/chapters that I feel are able to be taught remotely for the end of the year.

Will be having a meeting with Mr. Fritsche regarding remainder of the year and what we both believe are important Math Lessons.

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Today is a very easy lesson, which I believe is perfect for a Friday lesson! Today we look at pairs of angles.

When we think of angles, we think of two rays, coming from the same origin, extending at a certain degree measure away from each other. An "angle" that measure 20 degrees, is simply two "rays" that have the same start point that are 20 degrees away from each other.

This lesson covers TWO angles together. We are looking at Complimentary  and
Supplementary Angles. The difference between these to are that Complimentary angles are two angles that add up together to make a total of 90 degrees. Whereas Supplementary Angles are two angles that add up together to make a total of 180 degrees.

If I told you I had two complimentary angles with one of them being 40 degrees, and then I asked you what the other one was, you should think that the total of "Complimentary" equals 90 therefore:

90 - 40 = 50

the other angle would be 50 degrees to fully "COMPLIMENT"  the other angle.

If I had an angle that was 100 degrees and told you another angle was supplementary to it, you should be thinking that the total would be 180 and therefore:

180 - 100 = 80 degrees

The other angle would need to be 80 degrees in order to be SUPPLEMENTARY to it.

https://www.khanacademy.org/math/basic-geo/basic-geo-angle/vert-comp-supp-angles/v/complementary-and-supplementary-angles

READ: pg. 491 - 494

HOMEWORK: pg. 495 #1-12

DUE: 5/11 by 11:59 pm

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Take this time to catch up on other work and make sure you aren’t missing anything for me.

No Homework assigned today.

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After this review, we'll now be making a large skip into some Geometry Basics. You'll be in Geometry in two years, it's a good idea to take this knowledge with you.

https://www.khanacademy.org/math/basic-geo/basic-geo-lines/lines-rays/v/language-and-notation-of-basic-geometry

https://www.khanacademy.org/math/basic-geo/basic-geo-lines/lines-rays/v/lines-line-segments-and-rays

Watch the above two videos.

I want you to realize that in Geometry, we name lines typically using two letters to show what "points" they pass through. We can tell if its a line, segment, or ray based on the type of line you put above the two letters. For instance a "line" of AB would have AB written and then a line with an arrow on each end to show that it is a line that extends both directions.

Meanwhile, a "ray" of AB would be written as "AB" with above it, a line with a dot on the left side, and a arrow on the right side. Now I know we are using Google Docs, so it is pretty much not possible to use the full naming system by adding lines above letters, so for now I am happy to allow just the use of letters so long as you instead tell me it is "Ray AB" if it is a ray. Or "Line AB" if it is a line. OR "Segment AB" if it is a segment.

I will be monitoring your answers to make sure you correctly label these answers to account for the use of Google Docs.

READ: pg. 486 - 488 And pay special attention to the tables and examples listed. KNOW them.

HOMEWORK: pg. 488 #9-13

DUE: 5/7 by 11:59 pm

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A Zoom Meeting will be held at 2:00 PM - 2:40 PM. It is not required to attend. It is there for anyone who has questions on the review

You'll need to look into Zoom/create an account for the app on your phone or Chromebook.

Email with link will be sent, follow the link, allow or hit "yes" for voice over internet so that you can use your phone/chromebook's microphone.

Zoom only allows 40 minute calls. Please use this to ask questions on problems only, you do not need to stay the entire time period of the class. Please be civil as we are on that 40 minute time limit.

Comment on this post if you wish to attend so that I know who to send a link.

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CHAPTER 9 REVIEW

Make sure to ask me about any problems you do not understand.

HOMEWORK: pg. 388-389 #5-30
SKIP: #9, 10, 25, 26

DUE: 5/6 by 11:59pm

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I'm going to take a day to let anyone ask me questions on material they might not understand.

This does not mean no late work, it's simply a day for you to make sure you understand things and an opportunity to focus on filling in the gaps.

PLEASE use it wisely.

No assigned work until Monday

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Okay so for this lesson, I want you to be thinking in the form of patterns as this lesson heavily relies on patterns. We are talking about "direct variation". While last lesson, we had a new variable called "m" that told us what "slope" was. This lesson we are scrapping a lot of things and talking about JUST variation. In this lesson, k is the constant of variation. Now imagine that this "k" value is a "rule" that is telling us what will become of x if we have a y value. The video I link will explain more but lets take a look at an example.

Y = 2x

In this situation, we have a "constant" ( or coefficient in front of a variable that is multiplied by the "variable" or letter X"). The Constant is 2, and the variable is "x". So if we put this into a what we call a table we cant see how this constant affects things. Remember we are substituting numbers for "variables" which are the letters x and y.

If y = kx:

Y = 2X

X   |    Y
________
1        2
2        4
3         6
4          8

In the table, if I plug in 1 for X in our equation I will get Y = 2(1) which makes Y = 2. This fills out the first section of the table. Since we started with 1, lets move to 2. What if I set X = 2 and plug that in?:

Y = 2(2), I'll get 4 just like I put in the "table" up above.

You'll be seeing a lot of tables in this lesson, just know that tables are simply a way of saying "Hey, what if i put this for X, plug it into the equation, what will I get for Y?" It's simply a table of inputting that value of X and getting the answer for Y.

NOW: Let's look at homework. When talking about varying DIRECTLY, remember that we only talk about "y = kx" where K is a constant number. Notice we don't add a + 1 after it. If I said "are these direct variations?" let's look at some examples:

y = 2x          k = 2          YES
y = 1/2x      k = 1/2       YES
y = 2x +1     NO
y = 5x/2      k = 5/2        YES

Notice when I add or subtract any number, it ruins the simplicity of the equation. It makes the equation more complex, I can't predict in a table as easily if I'm adding or subtracting values on top of "direct variation".

PLEASE watch the video: https://www.khanacademy.org/math/algebra-home/alg-rational-expr-eq-func/alg-direct-and-inverse-variation/v/direct-and-inverse-variation

Email me if you have questions so I can walk you through what problems you have.

READ: pg. 378 - 380

HOMEWORK: pg. 381 #1-10

DUE: 4/30 by 11:59 pm

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Today we are taking that idea of having a "slope" and putting it into our "linear equation". Remember a "linear equation" is the equation that names a line of varying slope on a coordinate plane. The homework you did yesterday, where you named the slopes, those lines also have "names" or equations. These equations are put in a specific form called "slope-intercept form". The common way we see slope-intercept form shown to us consists of three parts typically:

It includes the "y" on the left set equal to "x" and if theres any other numbers sometimes there are some after the "x" or multiplied/divided by the "x". Here are some examples:

y=x
y=x + 4
y=3x - 10
y= -2x + 3

Notice they have an order of y first, then the equal sign, then the variable "x", and lastly any number that my follow that isn't part of the variable. Sometimes there's a variable in front of x, sometimes there isn't.

Not only does the equation name the the line, but we can also use it to find points that land on the line that it names. Let's say we have "y = x + 4". I want to know what the "y intercept" and "x intercept" are. These are points that the line "intercepts" or crosses. I can find two points by doing two separate things. If I want to see where a line crosses the X axis, I will replace the Y with a zero. If I want to see where a line crosses the Y axis, I will replace the X in the equation with a zero and solve:

X:
y = x + 4
(0) = x + 4

(0) = x + 4
-4          -4

-4 = x
x = -4
So now I can say it is: (-4,0) since we just found the x value and (-4,0) is on the x axis.

Y:
y = x + 4
y = (0) = 4
y= 4

So now I can say it is: (0,4) since what I found was the y-value and (0,4) is on the y axis.

Another thing with slope intercept form is using the form to name the "slope". The slope will always be the number in front of the variable and we name slope as "m". SO:

y = x                     m = 1
y = 2x                   m = 2
y = -5x - 4             m = -5

"m =" is how we identify to others what the slope of a line is.

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:forms-of-linear-equations/x2f8bb11595b61c86:intro-to-slope-intercept-form/v/slope-intercept-form

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:forms-of-linear-equations/x2f8bb11595b61c86:intro-to-slope-intercept-form/a/introduction-to-slope-intercept-form

READ: pg. 373 - 376

HOMEWORK pg. 377 #1-14

DUE: 4/29 by 11:59 pm

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Hope everyone is doing okay!

Today we will explore the topic of "Slope". Again, I want to highlight the importance of some of these lessons, this one included. If you take the time to really understand this lesson, you'll be using this next year, in high school, as well as in college. So this isn't just a "learn and forget" thing, you'll see this topic again later. It pays off to learn it now.

Slope of a line can be thought of as how steep a line is. For instance, maybe the slope of a mountain when you go skiing. This lesson talks about giving the steepness of a line on a graph a number value (a way to tell by numbers how steep something is or is not).

Watch the following videos, they are short! Remember, it pays to learn this stuff now.

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:linear-equations-graphs/x2f8bb11595b61c86:slope/v/introduction-to-slope

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:linear-equations-graphs/x2f8bb11595b61c86:slope/v/positive-and-negative-slope

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:linear-equations-graphs/x2f8bb11595b61c86:slope/v/slope-of-a-line

ALSO

READ: pg. 368 - 371

HOMEWORK: pg. 371 #1-12

HINT: There are some lines that are completely flat, some completely vertical, and one doesn't even exist. Pay attention to the reading/videos for those ones. Don't let them fool you!

DUE: 4/28 by 11:59 pm

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The last lesson this week deals with what we call "Linear Functions". Notice that LINEar means we are talking about functions that form a line. In other words, those ordered pairs in the functions when graphed and connected will form a straight line.

The main idea, I want you to get from this lesson is how these pairs or coordinates can relate to a line equation. Typically when we see linear equations, they are in a from of y = x. For instance we might see y = x + 2
Or y = 3x +2.

If I give you a coordinate or pair and an equation, you should be able to tell me if that specific coordinate LANDS on the line of the graph.

So let's look at Example 1. They want to know if a certain pair, is a "solution" to that equation. Well, we know that pairs are in (x,y) form. And the equation has an X and Y. So really you just need to plug that pair into the equation:

(-1,2)
y=2x+3

(2) = 2(-1) + 3
2 = -2 + 3
2 = 1   This is not true

Since 2 does NOT equal 1, that pair is not a solution and your answer would be a big fat "NO".  If we had gotten 2 = 2, this would be true and therefore your answer would then have been YES.

https://www.youtube.com/watch?v=3f1vYgM0qzo

READ: pg. 363 EX 1&2

HOMEWORK: pg. 366 #1-12

DUE: 4/27 by 11:59 pm

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Today, I would like to take the time to give a short break in homework.

If you do not understand the most recent assignment, or assignments, I want you to EMAIL me at trinity.mr.c@gmail.com so that I can help you understand anything you may have fallen behind on.

If there is ANY concept during this remote learning that you feel “iffy” about or have questions on, I’ll be happy to help you over email or Zoom.

By giving you this day, it is my hope that you use your time wisely and get a breather to catch up in other classes if you need to. After today, there should be no excuse for not understanding something covered in the past few weeks.

Homework assigned on Friday is still due today, and late work will still be counted late.

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After you've watched those videos, you should have the necessary information in order to do the next few lessons.

IF you do not understand the lesson, I highly suggest you take a look at the videos again.

Today's lesson is on the basics of the coordinate plane.

READ: pg. 346 - 348

HOMEWORK: pg 348 #1 - 16 EVENS, #30 - 40 EVENS

DUE: 4/22 by 11:59 pm

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This next lesson covers something called "Relations". There are two important words in this lesson: "set" and "relation". A set is simply a group of ordered pairs. So lets said I have:

A= (1,2), (2,3) (3,3)

B: 1,2,3,4,5

This would be called "set A" and it is a relation because it is a set OF ordered PAIRS.

Set B, is not a relation, because it does not have pairs. So it is only a set.

If you look at Example 1, we have a relation and they ask for "Domain" and "Range". You should remember that Domain means all of the X values, and Range means all of the Y values. So if we look at MY example above, set A, if I ask you to show me the Domain and Range, we can make two sets.

Domain =( 1,2,3)
Range = (2,3,3)

For Domain, I just took the X value or first number of each pair. For the Range I just took the second number or y-value of each pair.

https://www.youtube.com/watch?v=RNZfxOzgS4Y

READ: pg. 350 - 352

HOMEWORK: pg. 353 #1-9

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The next lesson covers something called "Functions". You should think of a function, somewhat like a computer or a machine. If I input one thing, I should get 1 thing. A function by definition means that a relation (set of ordered pairs) can NOT have the same x-value.

Set A: (1,1) (2,1) (3,1)
Set B: (4,4) (4,5) (4.6)

Notice that Set A, has DIFFERENT x-values, but SAME y-values. Since the X's (or first numbers) are different, this would be checked yes as a Function. So it is both a relation AND a function.

Notice that Set B has the SAME X-value or first number in each pair. This means it is NOT a function. Is it still a set of pairs? Yes, so it is a relation, but NOT a function. A function is just a more specific type of relation. Just like a relation is a more specific type of "set".

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions/x2f8bb11595b61c86:functions/x2f8bb11595b61c86:evaluating-functions/v/what-is-a-function?modal=1

https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-linear-equations-functions/cc-8th-function-intro/v/relations-and-functions

Now let's go a little deeper. Notice a function starts with "f)x)" or "g(x)". This is simply telling you that this set of pairs or equation is a function. In speaking terms, this would be said as "f of x" or "g of x". Now lets say I present you with an equation

f(x) = -3x + 2

We have the x value, and we have the function or machine. Now lets say I want you to find the "function of 5" or "f(5)". Notice that the 5 took the "x" place. We'd do the same in the equation, just plug it in:

f(5) = -3(5) + 2
f(5) = -15 +2
f(5) = -13

So our "function of 5 is equal to -13.

READ: pg. 357 - 359

HOMEWORK: pg. 360 #1-6, 19-24

DUE: 4/24 by 11:59 pm

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Today is a day that I am allowing any late-work to be turned in without repercussion. You should check that you have turned in everything, (count the padlet posts that have "Homework due" on them and make sure that you're good. I will not count any assignments turned in today as late.

You are fully capable of spending the small amount of time to double check yourself. I don't WANT to give zeros or 75's, hence why I'm giving you this opportunity.

If you are all caught up, send me and Email saying "Avocado" so I know you read this. Otherwise, turn in your work that is missing. Since you have no homework today, this should be an easy task. Any homework that is not turned in today will be counted as a zero unless you email and tell me what you're working on and missing.

DUE: 4/14 11:59 PM (THATS THE SAME DAY)

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We will be skipping 8.5 "Applying.." and moving on to the review. This was a very short chapter compared to all of our previous ones.

For this review, we will only do a section of it. I will give you two days worth of problems so it will be due Friday.

Most importantly: READ THE DIRECTIONS FOR EACH PROBLEM

HOMEWORK: pg. 342 #1-20 ALL

DUE: 4/17 by 11:59 pm

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CONTINUE WORKING ON REVIEW
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DUE: 4/17 by 11:59 pm

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This is the start of Chapter 9, Relations and Functions. This is a section that can be very confusing for some as we get into the later lessons of it, so it important that you build a strong foundation of understanding to build on.

Today, and over this weekend there is no homework as I want to tackle this chapter next week all together without a weekend separating it.

HOWEVER you will have videos to watch. I count 10 videos total in this section. Mostly short.

I CAN'T EXPRESS ENOUGH HOW IMPORTANT THIS SECTION IS. YOU WILL USE THIS INFORMATION IN THIS CLASS, ALGEBRA, ALGEBRA 2 IN HIGHSCHOOL, AND COLLEGE ALGEBRA. FUNCTIONS/RELATIONS, MUCH LIKE EQUATIONS, ARE VITAL PIECES.

https://www.khanacademy.org/math/pre-algebra/pre-algebra-negative-numbers#pre-algebra-coordinate-plane
(10 VIDEOS)

HOMEWORK: Watch each video. For every video, write one sentence of what you learned. That means if there are 10 videos, I want a sentence for each one, a total of 10 sentences emailed to me in a Google Doc.

DUE: 4/20 by 11:59 pm

EDIT: https://www.khanacademy.org/math/pre-algebra/pre-algebra-negative-numbers/pre-algebra-coordinate-plane/v/the-coordinate-plane?modal=1

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We are out of the fractions for now! On to equations! However I think you'll like these homeworks better.

WATCH: https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-equations-expressions/pre-algebra-evaluating-expressions/v/what-is-a-variable
(2 VIDEOS)

https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-equations-expressions/pre-algebra-intro-equations/v/variables-expressions-and-equations
(2 VIDEOS)

https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-equations-expressions/pre-algebra-solving-equations/v/why-we-do-the-same-thing-to-both-sides-simple-equations
(4 VIDEOS)

Here's the deal. I know this is a decent amount of videos. 8 Videos total. However, I won't give homework so long as you watch these videos today. However you do have to do something so I know that you've watched them, as these are important.

HOMEWORK: Email me and tell me you watched the videos, AFTER you've watched them. Also tell me if they made sense.

DUE: 4/7 by 11:59 pm

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Pay attention to the Examples in this lesson. Notice you aren't solving. You are SIMPLIFYING which means just combining the like terms through addition or subtraction, or distributing to things in parentheses.

READ: pg 312 - 314 EXAMPLES 1,2,3,45,6,7

HOMEWORK: pg. 315 #1-16 EVEN

DUE: 4/8 by 11:59pm

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Here is where those videos will start helping. Especially the video that showed the scale and the cubes. You are moving things from one side of equation to another so that it can be combined.

READ: pg. 318 - 321

HOMEWORK: pg. 321 #5-15

DUE: 4/9 by 11:59 pm

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WATCH: https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-greater-than-less-than/v/greater-than-and-less-than-symbols
(5 VIDEOS)

READ: pg 331 - 333

HOMEWORK: pg. 333 #9-20

DUE: 4/14 by 11:59pm

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This day we will focusing on the review. But here's the deal. I'm going to give you an extra day to work on it since it is a bit longer. Do not procrastinate just because you have longer to do it.

Since this a review, I do not have any videos or reading pages.

HOMEWORK: pg 308-309 #1-40 EVENS

DUE: 4/3 by 11:59pm

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I will work on trying to get a test setup to send to you. More than likely it will be emailed out to you or posted on here.

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You should still be working on the review that was assigned on 4/1.

DUE: 4/3 by 11:59pm

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READ: 269-272 Pay attention to the examples, they can help you figure out what is happening
.
WATCH: The following linked videos. These videos will help you through the week as we go through Chapter 7.

"Intro to Percents" (4 videos):
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-intro-percents/v/describing-the-meaning-of-percent

AND

"Percent Problems" (3 videos):
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-percent-problems/v/finding-percentages-example

HOMEWORK: pg. 273 #1-12

DUE: 3/24 (next day)
TURN IN: Google Docs
EMAIL: trinity.mr.c@gmail.com

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This assignment focuses on Percent Change, or by what percentage did a number change. If I increase 50 by 100%, I'm increasing the number 50 by its full amount, or another 50 to get 100. We just did a percent change. Luckily there are formulas for us:

Percent change =
(amount of change/original amount) x 100

READ: Examples on pg 302 - 304

WATCH:
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-percent-problems/v/taking-a-percentage-example?modal=1

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-percent-problems/v/identifying-percent-amount-and-base?modal=1

HOMEWORK: pg 305 #1-12

DUE: 4/1 by 11:59pm
TURN IN: Google Docs
EMAIL: trinity.mr.c@gmail.com

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For this lesson, we will be looking at "interest". Interest is money earned for USING money. For example, money kept in banks can earn extra interest.

This lesson is another one that makes use of a "formula". Remember that with formulas, we each letter in a formula represents something. Typically we use formulas and plug numbers into each letter except one. Then we solve for that one letter by moving the other numbers to the opposite side of that variable or letter.

The two formulas used are"

I = PRt
which solves for interest earned.

A = P + I
Where we take that interest that was earned and add it to the money that was "sitting in the bank" or wherever it earned interest.

READ:  pg 297 - 300

WATCH: https://www.youtube.com/watch?v=NCYNXkbTTUo

Feel free to use a calculator to help out or check work.

HOMEWORK: pg 300 #1-12

DUE: 3/31 by 11:59pm
TURN IN: Google Docs
Email: Trinity.mr.c@gmail.com

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READ: pg. 292-294
In this lesson you are looking at commissions and tips.  This is another assignment that focuses on formulas. All you need to do is identify what the problem wants, look at the examples, and find what formula you need to use to find that. For instance #1 gives you "sales" and "commissions" however it wants you to FIND "earnings". You should then look back and find what example solves for "earnings". On pg. 293, Example 1, I can see that "earnings = commission x sales" so I would turn the percentage into a decimal (7% is .07) and multiply it to the sales (4300 x .07 = $301).

HOMEWORK: pg. 295 #1-6 & #13-18

DUE:  Before 3/30 (Monday)
EMAIL: trinity.mr.c@gmail.com

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READ: pg. 288-290

This assignment is very FORMULA heavy. The videos on Khan Academy might not help much. However, ALL of the formulas are mentioned in the pages before the assignment. For instance: if a question asks for "sale price" you can see on pg. 288 there is a formula that states "sale price = retail price - discount" and to find discount it is "discount = discount rate x retail price". To solve one formula, you might be missing a piece and have to use another formula to find that piece first before you can continue on the first formula. Pay attention to the words used when it asks you to solve for something and look back at the lesson to see if you can find the formulas used for those words.

HOMEWORK: pg: 290-291 #1-10

DUE: 3/26 (next day)
EMAIL: trinity.mr.c@gmail.com

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READ: pg. 276-278 Look at examples.

WATCH: Continue to watch "Ratios, rates and proportions" on Khan Academy from the link on 3/23

HOMEWORK: pg. 278 #1-9

DUE: 3/25 (next day)
TURN IN: Google Docs
EMAIL: trinity.mr.c@gmail.com

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READ: pg. 281-284 In this lesson, notice on the examples that we are using proportions as well as making use by multiplying by percentages that have been converted into decimals (67% is .67).

HOMEWORK: pg 285 #1-10

DUE: 3/25 (next day)
EMAIL: trinity.mr.c@gmail.com