Glad we were able to connect in the store and here is the site we discussed. If you have questions at any time, you can email me at mbriscoe@myedme.com. The sections below are divided into reading and math sections.

Updates!

• Complete the first 6 pages of The Legend of Sleepy Hollow.
• Complete the introductory materials on functions and equations.
• Note: There are now 6 readings on informational topics. Try to read one in the next 2-3 days.

Reading Section – Fiction

The Legend of Sleepy Hollow is half mystery and half a record of how people lived in New York a long time ago. We are using it as an interesting way to build vocabulary and see how citing evidence goes. Please complete the readings and questions here by Sunday, January 5.

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Here are the additional pages of the book that we will continue to work with next week. If you have the energy, please work ahead!

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Reading Section – Nonfiction

The reading about NC State’s admission information is first. Then there are readings about electronics. These readings are at a slightly lower reading level, so you can really focus on finding evidence within the text.

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Readings about science:

• How a Tesla Model S Operates
• The Magical World of Television
• Cool Tech: Smartphones
• Electric Grid
• Laptops & Computers

If you have any questions, you can log in and then put comments below. (Only you and I have access to this page.)

Math Section

Equations are powerful because they tell us what is true. In math class, we often complete equations to make them true. You started this by solving 2 + 3 = and then progressed to 5 x ? = 45. Now we use this idea often in algebra to work with unknown numbers represented by variables.

Ratios and rates show us how to things are related. For example, a recipe may have 1 cup of berries for every pound of melon. A marathon runner may move at 5 miles per hour. We can use these relationships to create powerful equations.

• (1 cup)b = (1 pound)m, where b stands for berries and m stands for melon
• D = 5t, where D stands for total distance traveled and t stands for time.

This list of question sets will grow but here is some initial work with thinking critically about equations.

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New problems (Jan 15; 4 of 5 sets added):

• https://myedme.com/login7EE_SATB/
• https://myedme.com/login7EE_SATC/
• Multistep problems

New Sets:

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Other aspects of myedme.com

If you want to use the comment sections, you will just have to register as a user first. There is a button in the upper right corner that shows you how to do that.

Also, here is the January calendar with times when we can touch base for a face-to-face. In the meantime, I will check in on your progress from time to time to ensure things are off to a strong start.

I have had a couple more new people sign up the last couple days, so we are going to be open from 3:30pm-8pm Thursday and Friday. If you want to work from here, you are more than welcomed.

Please email or comment at any time with questions!

This video shows kingfishers at different positions in this instance rates of change describe the change in elevation. Use these ideas to invent your own kingfisher journey. Add time stamps (e.g., 1:27) that show a kingfisher doing the same thing in your story.

Check: When the kingfisher hovers do your y-values stay consistent? Are the slopes (f‘) 0? Put labels on your vertical axes to share your estimate of the calculus values in your very own penguin stories.

If you want to share your amazing Kingfisher story, you can upload it here.

This video shows penguins at different positions in this instance rates of change describe the change in elevation. Use these ideas to invent your own penguin journey. Add time stamps (e.g., 1:27) that show a penguin doing the same thing in your story.

Check: Are your rates of change negative when the elevation is decreasing? Put labels on your vertical axes to share your estimate of the calculus values in your very own penguin stories.

If you are interested, you can upload a picture or screenshot of your story.

Functions take x values to y values. Inverse functions reverse the direction. Now y values go to x values.

Some equations are easy to find the inverse of others because it is easy to see how to reverse the function for all values.

Here are 3 examples of increasing complexity:

1. If f(x) = x + 3, then we can reverse the function by solving x = f(x) + 3 for f(x), which is f(x) = x – 3.

2. If f(x) = 5x, then we can reverse the function by solving x = 5 f(x) for f(x), which is

3. If f(x)=x³, then we can reverse the function by solving for x = (f(x))³ which is

Same Content from OpenStax

We can now consider one-to-one functions and show how to find their inverses. Recall that a function maps elements in the domain of f to elements in the range of f. The inverse function maps each element from the range of f back to its corresponding element from the domain of f. Therefore, to find the inverse function of a one-to-one function f, given any y in the range of f, we need to determine which x in the domain of f satisfies f(x)=y. Since f is one-to-one, there is exactly one such value x. We can find that value x by solving the equation f(x)=y for x. Doing so, we are able to write x as a function of y where the domain of this function is the range of f and the range of this new function is the domain of f. Consequently, this function is the inverse of f, and we write x=f⁻¹(y). Since we typically use the variable x to denote the independent variable and y to denote the dependent variable, we often interchange the roles of x and y, and write y=f⁻¹(x). Representing the inverse function in this way is also helpful later when we graph a function f and its inverse f⁻¹ on the same axes.

PROBLEM-SOLVING STRATEGY: FINDING AN INVERSE FUNCTION

1. Solve the equation y=f(x) for x.
2. Interchange the variables x and y and write y=f−1(x).

Refreshment is a fun word that usually means a drink of something tasty. The word parts show that it’s about being “fresh”. When a word starts with “re”, it means to do again. Altogether the word means to keep fresh again and again.

That is what math is about: keeping the number line and the operations fresh!

The main thing to do is keep practicing your factors so they are even stronger than when you started break. Practice the game below every other day.

You can also review the pages on Multiplication and our number line to see if they capture everything we discussed. If you have suggestions on how to make it better, just leave a comment below.

Creating a number line will help you see how fractions have the same value. It’s a big idea that will help you order fractions, add fractions, and subtract fractions.

First tape together five pieces of paper and draw a line across all five pieces of paper.

Use a ruler to mark “1” at 1 foot, “2” at 2 feet, “3” at 3 feet, and “4” at 4 feet.

Now, you can mark your halves. One half is exactly in between 0 and 1. It is 6 inches from 0. Every 6 inches add another 1/2. You will have:

You probably know that:

When you have an even number of halves, you will have a whole number. Why is that?

Now, we will add fourths. “Fourths” are often called quarters because a whole divided into four equal sections has four equal quarters. There are four fourths in one whole. So one fourth is smaller than one half. In numbers, this inequality is:

In fact, you will quickly find that

In fact, this equation shows the phrase “four fourths in one whole”:

Add, fourths until you have at least 17 fourths on your number line. Look at how many fourths and halves are at the same spot.

Now, you will add eighths. It reinforces the ideas from adding the fourths. But, this time you will have over 35 eights. This time you will use these two equations to make sure you put the eighths in the right places.

Double check your growing number line by making sure these numbers are at the same place:

This video shows an expertly made number line (and challenges you to make your own with thirds and sixths!).

1) A paintbrush is 1/4 inch wide. How many paintbrush would it take to cover 20/4 inches?

2) A recipe needs 1/2 tablespoon of sugar. How much sugar is needed to cook the recipe 7 times?

3) Ava uses these directions to walk to school:

• 1/5 mile down Maple St.
• 2/5 mile down Main St.
• 1/5 mile down School St.

How far does Ava walk to get to school?

4) Manuel puts 2 1/2 cups of strawberries and 4 1/2 cups of melon into a fruit salad. How much fruit salad did he make?

5) Nala made 5 1/2 cups of fruit salad. She used 1 1/2 cups of kiwi. The rest of the fruit salad is melon. How much melon did she use?

6) Nick is 4 1/2 feet tall and Pat is 3 1/2 feet tall. How much taller is Nick?

7) Kim will read for an hour. She has already read for 37 minutes. How many more minutes will she read?