Discovering Algebra - Investigative Approach by Jerald Murdock, Ellen Kamischke, Eric Kamischke

By Jerald Murdock, Ellen Kamischke, Eric Kamischke

Publication via Murdock, Jerald, Kamischke, Ellen, Kamischke, Eric

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A. 7 + (3 · 2) – 4 b. 8 + 2 – 4 · 12 16 c. 1 – 2 · 3 + 4 5 d. 1 – (2 · 3 + 4) 5 e. htm 12. ) shows how to use a doubling method to divide 696 by 29. (George Joseph, The Crest of the Peacock, 2000, pp. 61-66) Doubles of 29 Doubles of 1 58 116 232 464 928 2 4 8 16 32 Double the divisor (29) until you go past the dividend (696). Find doubles of 29 that sum to 696: 232 + 464 = 696. Then sum the corresponding doubles of 1: 8 + 16 = 24. So, 696 divided by 29 is 24. a. Divide 4050 by 225 with this method.

7. To tell whether an expression has an attractor value, you often have to look at the results of several different starting values. a. Evaluate this expression for different starting values. 1 · –2 Record the results for several recursions (stages) in a table like the one shown. b. Based on your table, do you think this expression reaches an attractor value in the long run? If so, what is it? If not, why not? c. If you found an attractor in 7b, use your calculator to see if substituting that value in the expression gives it back to you.

Saturn has how many times as many satellites as Mars? 4. This table shows how long it takes the students in one of Mr. Matau’s math classes to get to school. a. Construct a dot plot to display the data. Your number line should show time in minutes. b. How many students are in this class? c. What is the combined time for Mr. Matau’s students to travel to school? d. What is the average travel time for Mr. Matau’s students to get to school? Reason and Apply Travel Time to School Time (min) Number of students 1 3 5 6 8 10 12 14 15 2 2 6 1 6 7 3 2 1 5.

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