Zuzanna Grzyl - WS Student Practice (PDF)
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Zuzanna Grzyl
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Summary
This document contains a collection of mathematics practice problems focused on integers, unit rates, and coordinate graphs. It includes several practice questions, some which guide students to write out number sentences. The problems target different levels of understanding and may be part of a student worksheet or practice assignments.
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NAME: _____________________________ LG1. Understand the order of integers and their real world implications 1. ( level 1-2) Put the following in order fromleast to greatest: 4, -12, -208, 190, -250 2. ( level 3-4) Place the integers -20, 4, -8...
NAME: _____________________________ LG1. Understand the order of integers and their real world implications 1. ( level 1-2) Put the following in order fromleast to greatest: 4, -12, -208, 190, -250 2. ( level 3-4) Place the integers -20, 4, -8, -1, 5 and 13 on the number line. - 10 0 < ---------l---------l---------l---------l---------l---------l---------l---------l---------l--------- > 3. ( level 5-6) For the following, write a number sentence that BEST models the situation and find the result a. I had 15 dollars in my bank account. I bought a TV for 80 dollars. How much money do I have now? Number sentence:____________________________________ b. T he temperature at 6am was -5℃. It then warmed up 2℃ each hour until 11am. What is the current temperature? Number sentence:____________________________________ c. I begandescendinga mountain from 6000m above sealevel. Idescended400m an hour for the first 5 hours. After that I slowed and descended 150m an hour for 4 hours. How many m above sea level am I now? Number sentence:____________________________________ G2. Accurately calculate with all operations with integers including multistep problems L where order is important. 1. ( level 1-2) Calculate: a. 5 - 8 = b. -5 + 2 = c. -6 ✕ 5 = d. -9 ➗ -3 = 2. ( level 3-4) Calculate: a. -10 - (-3) = b. 4 - (-6) = c. -3 x (-4) = d.− 18 ÷ 2 = . (level 5-6) 3 Calculate: SHOW ALL STEPS a.-5 + 3 x -2 = b. 12÷ (-3) - (-3 + -5) = C. 5 + ( 2 x (-3) + (-2)3 ) D. 3 - 2(-4 - 2)2 + 12 LG3. Find and apply unit rates to solve problems. 1. ( level 1-2) Soda costs 24 zl for a 6-pack. What is the unit rate (cost per soda)? 2. ( level 3-4) Wedel chocolate is on sale “buy 2 get 1 free”. Each block costs 18 pln. What is the unit rate (cost per 1 bar) if I buy 3 using this sale (so only pay for 2 bars but I get 3)? nother store sells the same block in packs of 6 for 66 pln. Which store is a better deal? A Show work/explain your thinking. 3. ( level 5-6) Working at the same time it takes 5 people 20 minutes to build 5 models. If they were working at the same rate, how long would it take 7 people to build 7 models? LG4. Use tables and graphs to help model and solve problems involving rates and proportions 1. ( level 1-2) Using the coordinate grid to the right: a. Plot point A at (3, 4) b. Give the coordinates of point B: _________ c. Plot point C at (-4, 0) d. Give the coordinates of point D: _________ 2. (level 3-4) 3. ( level 5-6) There is a drought (it is not raining). The water tank had 4000 L on July 1. It was measured on July 3 and it had 3700 L. On July 6 it had 3250 L. a. Assuming a constant rate of change, complete the table below: Date Water in Tank (L) July 1 July 2 July 3 July 4 July 5 July 6 July 7 Rate of change of water in tank: b. M ake a graph (above) showing the water in the tank for the first 2 weeks of July. Make sure you label the axes. c. U se therate of changeto find out how many days thewater will last (until there is none).
