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- Distance Learning Google Slides Linear Inequalities Bundle ONLINE worksheets for your homeschool or distance teaching or even going to classrooms.A linear inequality is an inequality that involves a linear function. A linear inequality contains one of the symbols of inequality: It shows the data whi$24.47$34.95Save $10.48
Distance Learning Google Slides Linear Inequalities (1) ONLINE worksheets for your homeschool or distance teaching or even going to classrooms.
A linear inequality is an inequality which involves a linear function. A linear inequality contains one of the symbols of inequality:. It shows the data which is not equal in graph form. < is less than.
In mathematics, a linear inequality is an inequality that involves a linear function. A linear inequality contains one of the symbols of inequality.
This file includes Solving Linear Inequalities (1) (10 ONLINE OR PRINTABLE WORKSHEETS including 10 Answer Keys).
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1- Your First MATH lesson.
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3- Common Core Standards
HSA-REI.A.1Explain 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.HSA-REI.A.2Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.HSA-REI.B.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.HSA-REI.B.4Solve quadratic equations in one variable.HSA-REI.B.4aUse the method of completing the square to transform any quadratic equation in into an equation of the form ( – )² = that has the same solutions. Derive the quadratic formula from this form.HSA-REI.B.4bSolve quadratic equations by inspection (e.g., for ² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as ± for real numbers and .
HSA-REI.C.5Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.HSA-REI.C.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.HSA-REI.C.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line = –3 and the circle ² + ² = 3.
HSA-REI.C.8Represent a system of linear equations as a single matrix equation in a vector variable.HSA-REI.C.9Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
HSA-REI.D.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).HSA-REI.D.11Explain why the -coordinates of the points where the graphs of the equations = () and = () intersect are the solutions of the equation () = (); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where () and/or () are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
Texas Essential Knowledge and Skills
MA.9-12.AR.1.AMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace;MA.9-12.AR.1.BMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;MA.9-12.AR.1.CMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;MA.9-12.AR.1.DMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;MA.9-12.AR.1.EMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;
MA.9-12.AR.1.FMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas; andMA.9-12.AR.1.GMathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.MA.9-12.AR.2.APatterns and structure. The student applies mathematical processes to connect finite differences or common ratios to attributes of functions. The student is expected to: determine the patterns that identify the relationship between a function and its common ratio or related finite differences as appropriate, including linear, quadratic, cubic, and exponential functions;
MA.9-12.AR.2.BPatterns and structure. The student applies mathematical processes to connect finite differences or common ratios to attributes of functions. The student is expected to: classify a function as linear, quadratic, cubic, and exponential when a function is represented tabularly using finite differences or common ratios as appropriate;MA.9-12.AR.2.CPatterns and structure. The student applies mathematical processes to connect finite differences or common ratios to attributes of functions. The student is expected to: determine the function that models a given table of related values using finite differences and its restricted domain and range; andMA.9-12.AR.2.DPatterns and structure. The student applies mathematical processes to connect finite differences or common ratios to attributes of functions. The student is expected to: determine a function that models real-world data and mathematical contexts using finite differences such as the age of a tree and its circumference, figurative numbers, average velocity, and average acceleration.
Virginia Standards of Learning
EO.A.1.aThe student will represent verbal quantitative situations algebraically; andEO.A.1.bThe student will evaluate algebraic expressions for given replacement values of the variables.EO.A.2.aThe student will perform operations on polynomials, including applying the laws of exponents to perform operations on expressions;EO.A.2.bThe student will perform operations on polynomials, including adding, subtracting, multiplying, and dividing polynomials; and
EO.A.2.cThe student will perform operations on polynomials, including factoring completely first- and second-degree binomials and trinomials in one variable.EO.A.3.aThe student will simplify square roots of whole numbers and monomial algebraic expressions;EO.A.3.bThe student will simplify cube roots of integers; and
EI.A.4.aThe student will solve multistep linear equations in one variable algebraically;EI.A.4.bThe student will solve quadratic equations in one variable algebraically;EI.A.4.cThe student will solve literal equations for a specified variable;EI.A.4.dThe student will solve systems of two linear equations in two variables algebraically and graphically; andEI.A.4.eThe student will solve practical problems involving equations and systems of equations.EI.A.5.aThe student will solve multistep linear inequalities in one variable algebraically and represent the solution graphically;EI.A.5.bThe student will represent the solution of linear inequalities in two variables graphically;EI.A.5.cThe student will solve practical problems involving inequalities; andEI.A.5.dThe student will represent the solution to a system of inequalities graphically.EI.A.6.aThe student will determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line;EI.A.6.bThe student will write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line; andEI.A.6.cThe student will graph linear equations in two variables.
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