# msfl6_te_08 - 8 Inequalities 8.1 Writing and Graphing...

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Chapter 1 / Exercise 55
Applied Calculus for the Managerial, Life, and Social Sciences
Tan
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Inequalities 8.1 Writing and Graphing Inequalities 8.2 Solving Inequalities Using Addition or Subtraction 8.3 Solving Inequalities Using Multiplication or Division 8.4 Solving Two-Step Inequalities “If you reached into your water bowl and found more than \$20...” “And then reached into your cat food bowl and found more than \$40...” “What would you have?” “Dear Precious Pet World: Your ad says ‘Up to 75% off on selected items’.” “I select Yummy Tummy Bacon-Flavored Dog Biscuits.” 8
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Chapter 1 / Exercise 55
Applied Calculus for the Managerial, Life, and Social Sciences
Tan
Expert Verified
T-326 Check Your Resources Record and Practice Journal Resources by Chapter Skills Review Handbook Assessment Book Worked-Out Solutions Pacing Guide for Chapter 8 Chapter Opener 1 Day Section 1 Activity Lesson 1 Day 2 Days Section 2 Activity Lesson 1 Day 1 Day Study Help / Quiz 1 Day Section 3 Activity Lesson 1 Day 1 Day Section 4 Activity Lesson 1 Day 1 Day Quiz / Chapter Review 1 Day Chapter Test 1 Day Standardized Test Practice 1 Day Total Chapter 8 14 Days Year-to-Date 132 Days Strands Development 3rd & 4th Grade Describe mathematical relationships using equations and visual representations. 5th Grade Use properties of equality to solve numerical and real-world situations. 6th Grade Write, solve, and graph one-step and two-step linear inequalities. Math in History Primitive cultures from all over the world tended to develop counting methods—often before the culture developed a written language. It was possible to count without naming many different numbers. The Aboriginal Australians were able to count even though they had only a few names for numbers. 1 = Neecha 2 = Boolla 3 = Boolla Neecha (2 + 1) 4 = Boolla Boolla (2 + 2) 5 = Hand (not spoken) With this system, a person could communicate the number 23 by saying “boolla neecha” and holding up both hands twice. The ancient Incas used a knotted string called a quipu to record numbers. A number was represented by knots in the string, using a base 10 system. For example, the number 586 was represented as follows. 5 8 6 ( ( The Dynamic Planning Tool Editable Teacher’s Resources at BigIdeasMath.com
T-327 Reteaching and Enrichment Strategies If students need help. . . If students got it. . . Record and Practice Journal Fair Game Review Skills Review Handbook Lesson Tutorials Game Closet at BigIdeasMath.com Start the next section Math Background Notes Vocabulary Review Common Denominator Mixed Number Improper Fraction Ordering Fractions Students have been working with fractions since Grade 3 but learned to order them using a number line in Chapter 1. You may choose to review converting mixed numbers into improper fractions and finding common denominators prior to covering Example 1. You may also want to discuss the scaling of the number line with students.