Algebra 2 unit 1 lesson 6 illustrative mathematics answer key. The results are represented in the table.

Algebra 2 unit 1 lesson 6 illustrative mathematics answer key Then find the mean, median, and interquartile range for the data. Lesson Numbering for Learning Targets In some printed copies of the student workbooks, we erroneously printed a lesson number instead of the unit and lesson number. The height of a diver above the water, is given by h (t) = \text- 5t^2 + 10t + 3, where t is time measured in seconds and h (t) is measured in meters. IM Algebra 1, Geometry, and Algebra 2 are problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Alg1+. Students learn that exponential relationships are characterized by a constant quotient over equal intervals, and compare them to linear relationships which are characterized by a constant difference over equal intervals. This work requires students to make careful connections between points on the graphs, pairs of input and output values, and Unit 5 Rational Functions and Expressions Unit 6 Modeling Periodic Behavior Unit 7 Trigonometric Functions, Equations, and Identities Unit 8 Modeling with Functions Unit 9 Statistics Unit 10 Matrices Revisited Open Up HS Math is published as an Open Educational Resource. The work here progresses in two ways—in terms of the complexity of the relationships and in terms of the amount of scaffolding built into the prompts. This opening lesson invites students to experiment with expressions and equations to model a situation. 360, an IM K-12 Math Curriculum Free K-12 Math Curriculum and Implementation Support Engage students with our free problem-based math curriculum and give educators the tools, training, and resources they need to succeed. 2. The goal is for students to make conjectures about what standard deviation measures and how relative size of the standard deviation can be estimated from the shape of the distribution. The content of these video lesson summaries is based on the written Lesson Summaries found at the end of lessons in the curriculum. The purpose of this activity is to let students investigate what happens to the standard deviation using different data sets. 😉 How to find Illustrative Mathematics Practice problems and tutorials fast by searching in YouTube. Unlock the answers to Illustrative Mathematics Algebra 2 Unit 1 Lesson 6 with our comprehensive answer key and explanations. Design Principle (s): Support sense-making; Maximize meta-awareness Lesson 2 Words and Symbols These materials, when encountered before Algebra 1, Unit 2, Lesson 2 support success in that lesson. 0084 for questions 2 through 4. The purpose of this Math Talk is to expand students’ strategies for finding a mean beyond following an algorithm to reasoning that the mean of the values in a symmetric data set is the middle value. Illustrative Mathematics is a nonprofit organization founded on the belief that all students are capable of learning grade-level mathematics. Learn more about licensing terms applicable to the content on this page. Using the Tower of Hanoi puzzle, students first make sense of the rules of the puzzle before playing with different numbers of discs in order to generate a sequence In this unit, students are introduced to exponential relationships. Teachers can shift their instruction and facilitate student learning with high-leverage routines Lesson Numbering for Learning Targets In some printed copies of the student workbooks, we erroneously printed a lesson number instead of the unit and lesson number. Here is an example. Later in the lesson, students will dig deeper into what the 5. In the second half of the unit, students learn about logarithms in base 2 and 10 as a way to express the exponent that makes an exponential equation true. After brief quiet work time, ask students to compare their responses to their partner’s and decide whether they are both correct, even if they are different. The equations presented and the This Math Talk encourages students to look for connections between the features of graphs and of linear equations that each represent a system. The input values to be evaluated produce an output of 0, reminding students of the meaning of the zeros of a function and their connection to the horizontal intercepts Arrange students in groups of 2. Students think about relevant quantities, whether they might be fixed or variable, and how they might relate to one another. Follow with a whole-class discussion. This is the first of two lessons where students write equations to model various situations. B. We cover textbooks from publishers such as Pearson, McGraw Hill, Big Ideas Learning, CPM, and Houghton Mifflin Harcourt. Search #673math and see what you find! The goal of this warm-up is to motivate the need for a notation that can be used to communicate about functions. Unlike systems of linear equations, systems involving quadratic functions can have 0, 1, or 2 distinct solutions, in addition to the infinitely many solutions case. Writing and Modeling with Equations Manipulating Equations and Understanding Their Structure Systems of Linear Equations in Two Variables Linear Inequalities in One A study of 100 recent high school graduates investigates a link between their childhood reading habits and achievement in high school. Avoid demonstrating a possible sequence of 5 numbers for the whole class first in order to set up the expectation that The purpose of this lesson is for students to work with sequences and describe them recursively in an informal way. Algebra 1 In Algebra 1, students build on the descriptive statistics, expressions and equations, and functions work first encountered in the middle grades while using more formal reasoning and precise language as they think deeper about the mathematics. The equations presented and the Solution For access, consult one of our IM Certified Partners. The cool-down reads: A band is playing at an auditorium with floor seats and balcony seats. Corrected the Tier 1 response to show the correct decimal places in the multiplication. See the launch for extended instructions for facilitating this activity successfully. Compare the strategies you used to find the volume in Problem 6 (#12) and in Problem 7 (#14). A ready to use formative assessment. It gives students a reason to use language precisely (MP6) in addition to recalling how volume is calculated and considering units of measurement in preparation for the following activities. This unit provides an opportunity to revisit representations of functions (including graphs, tables, and expressions) at the beginning of the Algebra 2 course, and also introduces the concept of sequences. Select 2–3 students to share if they think an equation is true or false and why. For a lesson in Algebra 1, unit 2, the learning goals are Create and interpret graphs of inequalities in two variables. While they have studied a variety of function types with different key features previously, this is the first time students are asked to consider periodic functions, that is, functions whose output values repeat at regular intervals. The data set represents the number of pages in the last book read by each of 20 students over the summer. In making comparisons, students have a reason to use language precisely (MP6). It prepares students to deepen their understanding of the factored form and the intercepts of a graph that represents a quadratic function. Like a math tutor, better than a math calculator or problem solver One key point to highlight is that the range of a function could be a single value (say 7, as shown in graph C), a bunch of isolated values (say, only some whole numbers, as shown in graph B), all values in an interval (say, all values from 1. The purpose of this warm-up is to elicit the idea that diagrams are a useful way to stay organized when multiplying polynomials and they can also be used to divide polynomials, which is the focus of the lesson. Deciding whether \ (10^2\) or \ (2^9\) is greater requires some estimation or further reasoning using properties of exponents Unit 7, Lesson 14, Activity 3. (From Unit 1, Lesson 2. Here is a data set: 1 2 3 3 4 4 4 4 5 5 6 7 What happens to the mean and standard deviation of the data set when the 7 is changed to a 70? For the data set with the Unit 1: Sequences and Functions This unit provides an opportunity to revisit representations of functions (including graphs, tables, and expressions) at the beginning of the Algebra 2 course, using the example of a sequence as a particular type of function. Students should recognize that \ (9^2 < 10^2\) and \ (2^9 < 2^ {10}\). Lesson 4 Evaluating Quadratic and Exponential Functions These materials, when encountered before Algebra 1, Unit 6, Lesson 4 support success in that lesson. Select 1–2 students per question to share their equations. Students analyze three graphs from an earlier lesson, interpret various points on the graphs, and use their analyses to answer questions about the situations. Each one has model problems worked out step by step, practice problems, as well as challenge questions at the sheets end. This table provides a key to match the printed lesson number with the unit and lesson number. How to Find Illustrative Tutor's Open Up Resources - Illustrative Mathematics Practice Problems Tutorials Fast! Search "#" "Grade Level" "Unit" "Lesson" "Math". Teachers can shift their instruction and facilitate student learning with high-leverage routines Illustrative Math | Alegbra 2 | 2. 163, 170, 171, 173, 175, 205, 220, 220, 220, 253, 267, 281 Algebra 2 answers, solutions, and theory for high school math, 10th to 11th grade. Algebra 2 Unit 2 Lesson 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Illustrative Mathematics® v. Many students are likely to approach the task by multiplying pounds of Use the data you collected from the numerical, statistical question from a previous lesson. They analyze equivalent quadratic Illustrative Mathematics is a problem-based core curriculum designed to address content and practice standards to foster learning for all. Use technology to create a dot plot, boxplot, and histogram for your data. 005. The reasoning here prepares them to think about exponential growth later in the lesson. Our innovative problem-based K–12 curriculum is designed to energize math classrooms and equip students with critical skills, understandings, and practices that can benefit them for a lifetime. This warm-up prompts students to compare four distributions. Unit 7, Lesson 15, Practice Problem 3. Students solve quadratic equations by reasoning, by rewriting expressions in factored form and using the zero To answer the first question (a system with one solution), students could write a second equation with randomly chosen parameters. Lesson Narrative So far in the unit, students have primarily used descriptions, expressions, and equations to represent relationships and constraints. Jun 22, 2025 · Find the Algebra 1 Unit 2 answer key from Illustrative Mathematics here! Instant access to the PDF solution guide for all your math needs. As students work, notice how they find the [Math Processing Error] -coordinate of the [Math Processing Error] -intercept. Sep 1, 2023 · The Unit 1 lesson 2 cumulative practice problem is related to mathematics. The 15-20 minute Unit Math Story video describes the progression of understanding across the unit, illustrates connections to previous and upcoming work, and illustrates strategies and representations used throughout the unit. While students may have used some variety of “guess and check,” encourage students to describe any strategies they identified for changing equations to meet specific criteria. Welcome to our mathematics-focused channel, dedicated to Describe the shape of the distribution. Students develop their capacity to represent, interpret, and use functions to make sense of quantities in situations and to solve problems. While students may notice and wonder many things about these equations and diagrams, the relationships between the entries in the diagram and the equations are the important discussion This product is based on the IM K-12 MathTM by Illustrative Mathematics® and offered under a CC BY 4. Through many concrete examples, students learn to identify geometric and arithmetic sequences. Answers and solutions for 8th and 9th grade. They make conjectures and build a logical Mathleaks offers learning-focused solutions and answers to commonly used textbooks for Algebra 2, 10th and 11th grade. This Math Talk encourages students to look for connections between the features of graphs and of linear equations that each represent a system. Teachers can shift their instruction and facilitate student learning with high-leverage routines Illustrative Mathematics is a problem-based core curriculum designed to address content and practice standards to foster learning for all. Many based directly off lessons in the Illustrative Mathematics Algebra 1 Curriculum. Select students to share how they matched the equations and the graphs. Go Math Answer Key: HMH Go Math Answer Key for Grade K, 1, 2, 3, 4, 5, 6, 7, and 8 are provided helps students to have learning targets and achieve success at chapter and lesson level and makes learning visible. This product is based on the IM K-12 MathTM by Illustrative Mathematics® and offered under a CC BY 4. Try it. Through many concrete examples, students learn to identify geometric and arithmetic This is the first math talk activity in the course. 08 - Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product – Exit Ticket The purpose of this Math Talk is to elicit strategies and understandings students have for adding fractions. The results are represented in the table. It gives students a reason to begin using language precisely (MP6) and gives you the opportunity to hear how This Math Talk refreshes students' knowledge about contraints and the values that meet them. Unit Title: Trigonometric Functions Lesson Title: Moving In Circles Common Core In this unit, students use what they know about exponents and radicals to extend exponent rules to include rational exponents (for example, \ (5^ {\frac {1} {3}}=\sqrt [3] {5}\)), solve various equations involving squares and square roots, develop the concept of complex numbers by defining a new number \ (i\) whose square is -1, and use complex In this warm-up, students begin to apply their new understandings about graphs to reason about quadratic functions contextually. This warm-up prompts students to analyze and compare the features of the graphs of four functions. For example, searching #6812math, would take you to my Illustrative Tutor, 6th grade, unit 8, lesson 12 practice problems tutorial on YouTube. ) Activity The purpose of this lesson is for students to solve systems of equations involving quadratics. Solutions are updated to use the correct area of 0. Morgan's Math Help Website! Below are links to different textbook series, grade level curriculum and the resources that have been put together to help you be successful in math this year! (6-8 Math) 6th Grade Resources U1, U2, U3, U4, U5, U6, U7, U8 7th Grade Resources U1, U2, U3, Here is a system of equations with a solution: \ (\begin {cases}\begin {align} p+8q&=\text-8\\ \frac12p+5q&=\text-5 \end {align}\end {cases}\) Write a system of equations that is equivalent to this system. They learn that writing and solving quadratic equations is a way to precisely describe and answer questions about quadratic functions. This warm-up prompts students to make sense of a problem before solving it by familiarizing themselves with a context and the In this unit, students revisit two-way tables to find associations in categorical data using relative frequencies. A sequence is defined here as a list of numbers while a term (of a sequence) is one of the numbers in the list. Annual sales for a fast food restaurant are $650,000 and are increasing Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube. The third item is designed to illustrate that this In this unit, students interpret, write, and solve quadratic equations. EXPONENTIAL GROWTH FUNCTION Directions: Read each problem carefully, choose the correct model, then solve. What do these points mean in this situation? Could the point [Math Processing Error] represent the length and area of the garden? Explain how you know. Unit 7, End of Unit Assessment, Problem 6. May 4, 2016 · Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. The reasoning elicited here prepares them to write and solve systems of linear equations in two variables later. Algebra 2 Lesson 6 Answer Key and Explanations: Illustrative Mathematics Edition This resource specifically targets Lesson 6 in Unit 1 of Algebra 2, offering clear and concise answer keys. Previously, students worked mostly with descriptions of familiar relationships and were guided to reason repeatedly, which enabled them to see a general relationship between two quantities. Lesson Summaries Advertisement OUR Standards Based Grading Guide: Grade 6 Entire IM “Enhancement” List Answer Keys for Every Unit Lesson Planning Template Mathematical Language Routines Resources: Three Reads Protocol Supporting Academic Language and Content in Mathematics Advertisement This course contains Khan Academy practice problems crafted to support the Illustrative Math (IM) curriculum. The purpose of this warm-up is to elicit the idea that rewriting expressions in different ways allows us to notice different features, which will be useful when students manipulate the structure of polynomial expressions in later activities. As students refer to the numbers that represent the slope and \ (y\) -intercept in the equations, encourage students to use the words “coefficient” and “constant term” in their explanations. Welcome to Mr. Explain how you know the new system has the same solution as the original system. Some key takeaways from this lesson are the ideas that real-life situations often involve constraints, that we can use expressions, equations, and inequalities to represent these constraints. The mathematical purpose of this activity is to gain familiarity with entering data into a spreadsheet and to prepare students for finding statistics using technology. 1. Designed to make it easier for districts, teachers, and students to find and use practice problems that complement IM lessons, this course was not produced in official partnership with Illustrative Math. They evaluate a simple quadratic function, find its maximum, and interpret these values in context. It also draws attention to statements that correspond to the intercepts of a graph of a function (for instance, \ (d (0)\) and \ (d (m) = 0\)), preparing students to reason about them in the lesson (particularly in the second activity). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items This warm-up prompts students to compare four open-top boxes with specific dimensions. Students add to the statistical work from the middle grades by working with standard deviation, describing statistical distributions more Solution For access, consult one of our IM Certified Partners. Students could reason about the answers by considering the signs This warm-up refreshes the work in an earlier lesson. 1 Lesson Brian Cesear • 8. Plot these 2 points on coordinate plane, if you haven’t already done so. In this lesson, students continue to develop their ability to identify, describe, and model relationships with mathematics. Then they examine other quadratic relationships via tables, graphs, and equations, gaining appreciation for some of the special features of quadratic functions and the situations they represent. In particular, students should recognize that adding or subtracting the same value Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. Plus each one comes with an answer key. 5. The third item is designed to illustrate that this In the first activity of the lesson, students consider whether the expression \ (2x+3y\) is greater than, less than, or equal to 12 for given \ ( (x,y)\) pairs. The purpose of this warm-up is for students to recall some of the ways functions can be represented, such as tables, graphs, equations, and descriptions. This warm-up familiarizes students with the computation and reasoning that they will need later to determine the solution region of a linear inequality in two variables. Students begin by revisiting ways to calculate a given percentage of a given number, in preparation for computations they'll need to do in the lesson Videos Video 1: Building a Model (Lessons 1–3) Video 2: Solutions to Linear Equations (Lessons 4–6) Video 3: Rewriting Equations (Lessons 7–9) Video 4: Equations and Their Graphs (Lessons 10–12) Video 5: Solving Systems of Equations (Lessons 13–17) Video 6: One-Variable Inequalities (Lessons 18–20) Video 7: Systems of Inequalities (Lessons 21–25) In this unit, your student will May 4, 2016 · Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. It is especially useful for finding input values that produce certain outputs. Master quadratic equations, factoring, graphing functions, solving systems, and inequalities. . This will help students organize data throughout the unit. Students are reminded that each point on a graph is a solution to an equation the graph represents. Video Unit 2 Linear Equations, Inequalities, and Systems The 15-20 minute Unit Math Story video describes the progression of understanding across the unit, illustrates connections to previous and upcoming work, and illustrates strategies and representations used throughout the unit. 0 License. Students are prompted to determine if four given combinations of raisins and walnuts meet a certain cost constraint. The focus here is on exponential and linear functions, and identifying either the rate of change or growth factor. Identify students who do so by evaluating [Math Processing Error]. Enjoy these free printable math worksheets. Students will continue to use this skill later in the unit when they review writing explicit equations for exponential and This is the first math talk activity in the course. 08 - Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product – Exit Ticket Illustrative Mathematics is a problem-based core curriculum designed to address content and practice standards to foster learning for all. They make assumptions and estimates, and use numbers and letters to represent the quantities and relationships. This warm-up prompts students to compare four open-top boxes with specific dimensions. Videos Video 1: Building a Model (Lessons 1–3) Video 2: Solutions to Linear Equations (Lessons 4–6) Video 3: Rewriting Equations (Lessons 7–9) Video 4: Equations and Their Graphs (Lessons 10–12) Video 5: Solving Systems of Equations (Lessons 13–17) Video 6: One-Variable Inequalities (Lessons 18–20) Video 7: Systems of Inequalities (Lessons 21–25) In this unit, your student will May 4, 2016 · Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. The lesson also draws attention to the idea of Spark discussion, perseverance, and enjoyment of mathematics. Tell students there are many possible answers. Name: Date: Bell: Unit 6: Exponents & Exponential Functions Homework 8: Exponential Growth & Decay ** This is a 2-page document! ** EXPONENTIAL DECAY FUNCTION Directions: Write the formula for each function below. The purpose of this warm-up is to elicit the idea that we can combine functions to determine additional information about a situation. 1 Adding, Subtracting, and Working with Data Imagine IM is the certified Illustrative Mathematics® curriculum optimized for engagement, accessibility, and usability. They are introduced to new tools for communicating about functions: function notation, domain and range, average rates of change, and mathematical In the lesson synthesis, after the terms “numerical data” and “categorical data” have been introduced, ask students to sort the collected language into two groups, one for each type of data. Collections sorted by grade-band and In this unit, students study quadratic functions systematically. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items I am a post pandemic high school math teacher building digital resources for students & colleagues both locally & globally. These understandings help students develop fluency and will be helpful in later activities when The mathematical purpose of this warm-up is to collect informal terminology students may use to describe shapes of distributions, as well as any ways to describe distributions they may remember from work in earlier grades. In this lesson, they revisit the idea that graphs can be a useful way to represent relationships. 2 Extra Support Materials for Algebra 1 Unit 2 Linear Equations, Inequalities, and Systems Lessons Writing and Modeling with Equations (Alg1+) Here are the video lesson summaries for Algebra 1, Unit 6: Introduction to Quadratic Functions. Ask them to In this unit, students interpret, write, and solve quadratic equations. Students will do more work with long division and rational expressions in the next lesson, however, so this is not a technique that needs to be examined in depth at this time. Most of my content is based on the IM® K-12 MathTM by Illustrative Activities used during the virtual school year 2020-21. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Given two graphs on an unlabeled coordinate plane, students must rely on what they know about horizontal and vertical lines, intercepts, and slope to determine if the graphs could represent each pair of equations. To support students vocabulary development, and to prepare them for the lesson, consider writing the equations from the warm This warm-up is an opportunity to practice interpreting statements in function notation. Cumulative practice problems are common in math courses to reinforce understanding and make connections between topics. 5K views • 2 years ago In this warm-up, students compare the values of exponential expressions by making use of their structure (MP7). Unit Title: Introduction to Quadratic Functions Lesson Title: A Different Kind of The points [Math Processing Error] and [Math Processing Error] each represent the length and area of the garden. Lesson 5 Graphs, Tables, and Equations These materials, when encountered before Algebra 1, Unit 2, Lesson 5 support success in that lesson. 5 to 4, as shown in graph D, or all values between 0 and 30, as in graph A), or a combination of these. Students first consider circular motion and learn to use right triangle trigonometry to identify Features Easy navigation, with search feature functions that produce relevant results Free Illustrative Mathematics resources that enhance & complement the IM curriculum and implementation Unit math story videos for IM 6–8 Math™ and Algebra 1 that help educators understand the mathematical arc of a unit. How were the the SAME? How were they DIFFERENT? In this unit, students expand their understanding of functions, building on what they learned in grade 8. Student Facing In an earlier lesson, we saw that an equation such as \ (h (t) = 10 + 78t - 16t^2\) can model the height of an object thrown upward from a height of 10 feet with a vertical velocity of 78 feet per second. Nov 21, 2022 · Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. This warm-up prompts students to interpret and make sense of some equations in context, familiarizing them with the quantities and relationships (MP2). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of linear, exponential, and quadratic functions and their graphs. Teachers can shift their instruction and facilitate student learning with high-leverage routines The 15-20 minute Unit Math Story video describes the progression of understanding across the unit, illustrates connections to previous and upcoming work, and illustrates strategies and representations used throughout the unit. Write inequalities in two variables to represent situations. The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without the prior and express written consent of Illustrative Mathematics. The purpose of this Math Talk is to elicit strategies and understandings students have for interpreting an exponential function and for multiplying fractions. Answering the second and third questions, however, relies on an understanding of what "zero solutions" and "infinitely many solutions" mean and how these conditions are visible in the pair of equations and graphically. The unit also builds on previous knowledge of scatter plots by assessing how well a linear model matches the data using residuals as well as the correlation coefficient for best-fit lines (found using technology). While students may notice and wonder many things about the table, the books sold per person is the important discussion point. These understandings help students develop fluency and will be helpful later in this lesson when students will need to add and subtract fractions. They then use logarithms to solve exponential equations and to answer questions about exponential functions. The solution to part e is updated to 0. Get Algebra 1 theory for high school - like a math tutor, better than a math calculator or problem solver In this unit, students are introduced to trigonometric functions. They look at patterns which grow quadratically and contrast them with linear and exponential growth. Participants are asked if they read books every night with another person when they were ages 2 to 5, as well as their grade average for all of their high school classes. Select all statements that are true about the situation. While students may notice and wonder many things about the four representations of 329, the use of exponents and parentheses to illuminate the different In this unit, students use what they know about exponents and radicals to extend exponent rules to include rational exponents (for example, \ (5^ {\frac {1} {3}}=\sqrt [3] {5}\)), solve various equations involving squares and square roots, develop the concept of complex numbers by defining a new number \ (i\) whose square is -1, and use complex In this warm-up, students begin to apply their new understandings about graphs to reason about quadratic functions contextually. Describe what you did to the original system to get the new system. Each video highlights key concepts and vocabulary that students learn across one or more lessons in the unit. While students may notice and wonder many things about the four representations of 329, the use of exponents and parentheses to illuminate the different Free Resources to Support Your Use of IM K–12TM Math You are now in the IM Resource Hub, where you can explore a variety of useful documents, on-demand videos, and presentations that are useful to the IM Community. Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. Teachers can shift their instruction Throughout this lesson, students will use a context that involves two variables—the number of games and the number of rides at an amusement park—and a budgetary constraint. If any students tried to use long division to make sense of \ (\frac {x} {x+7} =1+\frac {x} {7}\), invite them to share their thinking. How many values are represented by the histogram? Write a statistical question that could have produced the data set summarized in the histogram. ziasb udgjpgk hfpzwc yqpt mbfn qsk khuy lpisn jqik oxkthy eqlis lmxhv rpnubf exc mpehsv