# alegebra 1 Reliable Assignment Help

### Question Description

i dont understand number 2 and 3

a1_ccpw19.pdf

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COMMON
COREPractice
STANDARDS PRACTICE
Common
Core Standards
Week 19
For use after Lessons 7-5 through 7-7
Algebra 1
OVERVIEW
Looking Back
Mathematics of the Week
In Chapter 4, students graphed
non-linear functions using
tables. In earlier lessons in
this chapter, students used the
properties of exponents to simplify expressions (A.REI.D.10,
F.IF.B.4).
expressions by first rewriting
the expressions using rational
exponents. Students graph exponential functions by making
tables for the function rules and
graphing points.
In Algebra 2, students will
graph exponential functions and their inverses, as
well as logarithmic functions
(F.IF.C.7.e).
COMMON CORE CONTENT STANDARDS
N.RN.A.2 Rewrite expressions involving radicals . . . using the properties of exponents.
A.CED.A.2 Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.
F.IF.B.5 Relate the domain of a function . . . to the quantitative relationship it describes.
F.LE.A.2 Construct . . . exponential functions, . . . given a graph, [or] a description of a
relationship. . . .
F.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.
Mathematical Practice Standards: 1, 2, 4, 6, 7
Materials: Graphing calculator
TEACHING NOTES
Selected Response
1. Error Analysis: Students simplify radical expressions using properties of exponents.
If a student selects answer choice A, he or she does not multiply the two 8s properly. If
a student selects answer choice B, he or she ignores the variable a in the first radical.
If a student selects answer choice D, he or she did not take the cube root of the expression.
Constructed Response
2. Students show understanding of the defined variables in an exponential growth problem.
To help students understand what x 5 25 means with respect to the value of y, ask students what the value of y represents when x 5 0 and what the value of y means when x 5 1.
Extended Response
3. Students write, graph, and evaluate an exponential equation for an exponential growth
problem. For part (a), remind students that their function should grow from a population of 8 at month 0. Encourage students to make a table that shows the growth in mouse
population for several months. Then ask them to compare their table with the results they
get from the equation when they evaluate for several months. For part (b), ask students
what value they should substitute for x, and why (24, because x represents months and
there are 24 months in two years). For part (c), ask students how many months they think
should be represented on the x-axis and what number of mice should be included on the
scale on the y-axis. Students could graph the equation using a graphing calculator.
T19
Name
Class
Date
Common Core Standards Practice
Selected Response
Constructed Response
3
3
1. Write the expression ”
8a2 ? ”
8ab5 in
exponential form.
2. A population of prairie dogs doubles
every year in the plains of North
Dakota. The number of prairie dogs
can be modeled by the equation
y 5 400?2x , where x is the number
of years after a scientist measures the
population size. When x 5 −5, what does
the value of y represent?
11
2
A 833ab
ab2
22 11 5 5
3 3 3
B
B 8
8 3aa 3bb 3
5
C
C
D
D
Week 19
5
4ab33
4ab
64a33b55
64a b
Extended Response
3. There are 8 mice in an attic. Their population is growing at a rate of 15% per month.
a. Write an exponential growth equation to model
y
this situation.
b. How many mice will there be in the attic in two
years if nothing is done to slow down or stop
the growth?
c. Sketch a graph of the function.
x
O 