splash screen. lesson menu five-minute check (over lesson 25) ccss then/now new vocabulary example...
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Over Lesson 2–5 5-Minute Check 1 A.s – 25 = 3 B.|s – 25| = 3 C.s = 3 < 25 D.s – 3 < 25 Express the statement using an equation involving absolute value. Do not solve. The fastest and slowest recorded speeds of a speedometer varied 3 miles per hour from the actual speed of 25 miles per hour.TRANSCRIPT
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Five-Minute Check (over Lesson 2–5)CCSSThen/NowNew VocabularyExample 1: Determine Whether Ratios Are EquivalentKey Concept: Means-Extremes Property of ProportionExample 2: Cross ProductsExample 3: Solve a ProportionExample 4: Real-World Example: Rate of GrowthExample 5: Real-World Example: Scale and Scale Models
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Over Lesson 2–5
A. s – 25 = 3
B. |s – 25| = 3
C. s = 3 < 25
D. s – 3 < 25
Express the statement using an equation involving absolute value. Do not solve. The fastest and slowest recorded speeds of a speedometer varied 3 miles per hour from the actual speed of 25 miles per hour.
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Over Lesson 2–5
A. s – 25 = 3
B. |s – 25| = 3
C. s = 3 < 25
D. s – 3 < 25
Express the statement using an equation involving absolute value. Do not solve. The fastest and slowest recorded speeds of a speedometer varied 3 miles per hour from the actual speed of 25 miles per hour.
![Page 5: Splash Screen. Lesson Menu Five-Minute Check (over Lesson 25) CCSS Then/Now New Vocabulary Example 1:Determine Whether Ratios Are Equivalent Key Concept:](https://reader036.vdocuments.net/reader036/viewer/2022062504/5a4d1b6f7f8b9ab0599b4e09/html5/thumbnails/5.jpg)
Over Lesson 2–5
Solve |p + 3| = 5. Graph the solution set.
A. {–8, 2}
B. {–2, 2}
C. {–2, 8}
D. {2, 10}
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Over Lesson 2–5
Solve |p + 3| = 5. Graph the solution set.
A. {–8, 2}
B. {–2, 2}
C. {–2, 8}
D. {2, 10}
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Over Lesson 2–5
Solve | j – 2| = 4. Graph the solution set.
A. {2, 6}
B. {–2, 6}
C. {2, –2}
D. {–6, 8}
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Over Lesson 2–5
Solve | j – 2| = 4. Graph the solution set.
A. {2, 6}
B. {–2, 6}
C. {2, –2}
D. {–6, 8}
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Over Lesson 2–5
Solve |2k + 1| = 7. Graph the solution set.
A. {5, 3}
B. {4, 3}
C. {–4, –3}
D. {–4, 3}
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Over Lesson 2–5
Solve |2k + 1| = 7. Graph the solution set.
A. {5, 3}
B. {4, 3}
C. {–4, –3}
D. {–4, 3}
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Over Lesson 2–5
A. {34.8°F, 40.4°F}
B. {36.8°F, 42.1°F}
C. {37.6°F, 42.4°F}
D. {38.7°F, 43.6°F}
A refrigerator is guaranteed to maintain a temperature no more than 2.4°F from the set temperature. If the refrigerator is set at 40°F, what are the least and greatest temperatures covered by the guarantee?
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Over Lesson 2–5
A. {34.8°F, 40.4°F}
B. {36.8°F, 42.1°F}
C. {37.6°F, 42.4°F}
D. {38.7°F, 43.6°F}
A refrigerator is guaranteed to maintain a temperature no more than 2.4°F from the set temperature. If the refrigerator is set at 40°F, what are the least and greatest temperatures covered by the guarantee?
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Over Lesson 2–5
A. x = 5, 21
B. x = –5, 21
C. x = 5, –21
D. x = –5, –21
Solve |x + 8| = 13.
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Over Lesson 2–5
A. x = 5, 21
B. x = –5, 21
C. x = 5, –21
D. x = –5, –21
Solve |x + 8| = 13.
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Content StandardsA.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.Mathematical Practices6 Attend to precision.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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You evaluated percents by using a proportion.
• Compare ratios.
• Solve proportions.
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• ratio
• proportion
• means
• extremes
• rate
• unit rate
• scale
• scale model
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Determine Whether Ratios Are Equivalent
Answer:
÷1
÷1
÷7
÷7
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Determine Whether Ratios Are Equivalent
Answer: Yes; when expressed in simplest form, the ratios are equivalent.
÷1
÷1
÷7
÷7
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A. They are not equivalent ratios.
B. They are equivalent ratios.
C. cannot be determined
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A. They are not equivalent ratios.
B. They are equivalent ratios.
C. cannot be determined
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Cross Products
A. Use cross products to determine whether the pair of ratios below forms a proportion.
Original proportion
Answer:
Find the cross products.
Simplify.
?
?
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Cross Products
A. Use cross products to determine whether the pair of ratios below forms a proportion.
Original proportion
Answer: The cross products are not equal, so the ratios do not form a proportion.
Find the cross products.
Simplify.
?
?
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?
Cross Products
B. Use cross products to determine whether the pair of ratios below forms a proportion.
Answer:
Original proportion
Find the cross products.
Simplify.
?
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?
Cross Products
B. Use cross products to determine whether the pair of ratios below forms a proportion.
Answer: The cross products are equal, so the ratios form a proportion.
Original proportion
Find the cross products.
Simplify.
?
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A. The ratios do form a proportion.
B. The ratios do not form a proportion.
C. cannot be determined
A. Use cross products to determine whether the pair of ratios below forms a proportion.
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A. The ratios do form a proportion.
B. The ratios do not form a proportion.
C. cannot be determined
A. Use cross products to determine whether the pair of ratios below forms a proportion.
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A. The ratios do form a proportion.
B. The ratios do not form a proportion.
C. cannot be determined
B. Use cross products to determine whether the pair of ratios below forms a proportion.
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A. The ratios do form a proportion.
B. The ratios do not form a proportion.
C. cannot be determined
B. Use cross products to determine whether the pair of ratios below forms a proportion.
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Solve a Proportion
Original proportion
Find the cross products.
Simplify.
Divide each side by 8.
Answer:
A.
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Solve a Proportion
Original proportion
Find the cross products.
Simplify.
Divide each side by 8.
Answer: n = 4.5 Simplify.
A.
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Solve a Proportion
Original proportion
Find the cross products.
Simplify.
Subtract 16 from each side.
Answer:
B.
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Solve a Proportion
Original proportion
Find the cross products.
Simplify.
Subtract 16 from each side.
Answer: x = 5 Divide each side by 4.
B.
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A. 10
B. 63
C. 6.3
D. 70
A.
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A. 10
B. 63
C. 6.3
D. 70
A.
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A. 6
B. 10
C. –10
D. 16
B.
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A. 6
B. 10
C. –10
D. 16
B.
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Rate of Growth
BICYCLING The ratio of a gear on a bicycle is 8:5. This means that for every eight turns of the pedals, the wheel turns five times. Suppose the bicycle wheel turns about 2435 times during a trip. How many times would you have to crank the pedals during the trip?
Understand Let p represent the number pedal turns.
Plan Write a proportion for the problem and solve.
pedal turns
wheel turns
pedal turns
wheel turns
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Rate of Growth
3896 = p Simplify.
Solve Original proportion
Find the cross products.
Simplify.
Divide each side by 5.
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Rate of Growth
Answer:
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Rate of Growth
Answer: You will need to crank the pedals 3896 times.
Check Compare the ratios. 8 ÷ 5 = 1.63896 ÷ 2435 = 1.6The answer is correct.
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A. 7.5 mi
B. 20 mi
C. 40 mi
D. 45 mi
BICYCLING Trent goes on 30-mile bike ride every Saturday. He rides the distance in 4 hours. At this rate, how far can he ride in 6 hours?
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A. 7.5 mi
B. 20 mi
C. 40 mi
D. 45 mi
BICYCLING Trent goes on 30-mile bike ride every Saturday. He rides the distance in 4 hours. At this rate, how far can he ride in 6 hours?
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Scale and Scale Models
Let d represent the actual distance.
scale
actual
Connecticut:scale
actual
MAPS In a road atlas, the scale for the map of Connecticut is 5 inches = 41 miles. What is the
distance in miles represented by 2 inches on the map?
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Scale and Scale Models
Find the cross products.
Simplify.
Divide each side by 5.
Simplify.
Original proportion
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Scale and Scale Models
Answer:
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Scale and Scale Models
Answer: The actual distance is miles.
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A. about 750 milesB. about 1500 milesC. about 2000 milesD. about 2114 miles
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A. about 750 milesB. about 1500 milesC. about 2000 milesD. about 2114 miles
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