Lord of the Flies Powerpoint Assignment

Lord of the Flies PowerPoint Presentation: Linking Government with Lord of the Flies

Slide 1 : Title page.
Slides 2-3: Jack as a leader. Explain 3 characteristics of a leader that Jack has. Use at least 3 examples from the movie to explain them.
Slides 4-5: Ralph as a leader. What characteristics of a leader does Ralph display? List the good and bad qualities of a leader Ralph has and use examples from the movie to explain.
Slide 6: What purpose does Piggy’s character play in the movie?
Slide 7: What caused the boys to become savages?
Slide 8: What is the importance of the final scene? What do we learn from the scene?
Slide 9: List and explain 3 symbols from the movie. What do they represent? (Ex: conch shell, fire, island, beast, navy guys that rescue them, Ralph, Jack, etc.)
Slide 10: What would you think would have happened if there were Indigenous people on the island?
Slide 11: Credits – Group members name.

Evaluation:
Content - All questions are answered and properly supported with evidence from the film.
Creativity - Includes animations, images, and a short video clip.
Mechanics – Correct use of grammar, with no spelling errors.
Format: Background, fonts, slide transitions.

3.4 Multiplying Decimals

Focus: Multiply decimals using paper and pencil and Base-10-Blocks.

Blocks that are used are:

On your graph paper, draw blocks to model the number 2.53

Example: Multiply 1.3 by 2.1
Estimate first, then calculate using Paper & Pencil

Steps to follow:

1.) Multiply as if they were whole numbers.
2.) Count the number of digits after the decimal in the question.
There should be the same number of digits after the decimal in your answer.

Example 2 - Multiply 0.7 x 2.3

No Flats = 0.00
14 Rods = 1.40
21 units =

add ... =



Practice: In groups of 3-4, use your blocks and graph paper to complete the following questions:

1.2 x 0.3 = 3.2 x 1.4 =
2.1 x 1.2 = 4.1 x 0.2 =

2.0 x 0.8 = 3.4 x 1.6 =


Homework - pg. 102-103 #1-12 (odd)

Social 7 - Lord of the Flies

From now until Christmas Break, we will be exploring the importance of government and its' role in society through a film study of Lord of the Flies.

All video clips can be found on youtube (it's the old black and white version, Folks!)

Questions and activities about the film will be posted here, but it is important to get complete notes from a study buddy if you miss class.

There will be a project at the end, and you will want to have all the information available to you in order to do a very good job!

3.3 Adding and Subtracting Decimals

Focus … Adding and Subtracting Decimals to the thousandths position.

Explore pg. 96:

Add 5.763 + 3.94

First, use Front-End Estimation to estimate an answer.


Second, Add vertically by lining up the decimals; use 0 place holders so that each number has the same number of digits after the decimal.



The estimate was 8, so the calculated answer of 8.703 is reasonable.

Example pg. 97

Subtract 7. 456 - 3. 74

First, use Front-End Estimation to estimate an answer.


Second, Subtract vertically by lining up the decimals; use 0 place holders so that each number has the same number of digits after the decimal.



Practice
Page 98-99, 1-9 (Focus is # 4)

3.2 Comparing and Ordering Fractions and Decimals

Focus - Use Benchmarks, place value and equivalent fractions to compare and order fractions and decimals.

To order Fractions and decimals use 1 of the following 3 methods:


Method #1 - Construct a number line complete with Benchmarks. Estimate the position of each number.

Eg. 0.25, 3/8, 2/3, 3/4

._________________.________________.



Explore p. 91









Put these numbers in order from least to greatest:

Method #2 - Change all numbers to decimals and then compare their place value.

Eg. 3 1/8 =

11/3 =

3.25 =


Eg. 2.33 =

2 4/10 =

7/2 =



Method #3 - Change all numbers to equivalent fractions that have the same denominator.

Eg.
4.3 =

4 1/5 =

4 ½ =


Any fraction greater than 1 can be written as a mixed number - a number that contains a whole number and a fraction.

Explore p. 91 - Use a number line and benchmarks to put the fractions and mixed numbers in order.


Practice - Page 94-95, #1 - 11

3.1 Fractions to Decimals

Focus: Use patterns to convert between decimals and fractions

Use a calculator - write each fraction as a decimal:

a) 1/11
2/11
3/11
4/11

What's the pattern? Write a rule...

b) 1/9
2/9
3/9
4/9

What's the pattern? Write a rule...

c) 1/99
2/99
3/99
4/99

* 3/5 means 3÷5

To change a fraction to a decimal...

A) Change the fraction to an equivalent fraction with a denominator of 10, 100, 1000, etc.

Eg. 1 = 5 = 0.5
2 10

B) Use a calculator to divide the numerator by the denominator

Eg. 1 = 1÷2 = 0.5
2

C) Look for a pattern to change decimals to fractions...

Eg. 1 = .01 2 = .02 15 = .15 43 = ?
99 99 99 99


Terminating decimal: a decimal with a certain number of digits after the decimal.

Eg. 1 = 0.125
8

Repeating decimal: a decimal with a repeating pattern in the digits that
follow the decimal point; it is written with a bar above the repeating digits.

Eg. 1 = 0.0909090909.... = 0.09
11

The 0 and 9 repeat, so the bar covers both the 0 and the 9.

Practice - p. 88-89, #1-7

Social 7 - Chapter 3 Study Notes Outline

pg.1 - Chapter 3: The British in North America

pg.2 - Keywords: mercantilism, merchants, intendant, elected assembly, sovereignty, Thirteen Colonies, B.N.A., HBC

p. 3 - Different perspectives of the French, British, First Nations, Merchants and Colonists (p. 53)

p.4 - Reason's British came to North America

p.5 - Differences between New France and the Thirteen Colonies (Ex: government, economy, climate, etc.)

p. 6 - Newfoundland - key details in the development of a colony there

p. 7 - Halifax - key details in the development (ex: previously Acadia, turned over to the British in the Treaty of Utrecht, etc.)

p. 8 - Hudson's Bay Company - key details in the development of the company, Rupert's Land, competition with the French for control of the fur trade and for buisness with First Nations trappers.

The British Continue to Explore

The British Continue to Explore

The Hudson Bay and Beyond.
At first, traders at the HBC posts stayed at their forts. They waited for the First Nations peoples to bring fur to them.
Then, the French began interfering in the British fur trade. They met First Nation trappers before the trappers reached the British forts. The French bought the furs the British were expecting.
The British would now have to travel into the interior to compete with the French.

Henry Kelsey
1690 - Henry Kelsey, who worked for the Hudson Bay Company decided to travel west with a group of Cree. His goal was to meet Aboriginal peoples and convince them to trade with the British.
He remained on the prairies for two years. Travelling as far as a present day Saskatchewan. Through his contact with First Nations, he increased the flow of furs from the interior to the Hudson Bay posts.

Anthony Henday
1745 - Anthony Henday, another British explorer, ventured even farther west, to present day Red Deer.
He wanted to make contact with First Nations (Siksika) and convince them to bring their furs to the Hudson Bay.
He suggested the Siksika adopt an economy driven by profit.
The Siksika refused his offer.
The idea of trading for profit was new to them. The affect of this trade on their hunting and gathering activities would have to be carefully considered before it could be accepted.

Samuel Hearne
1770 - Samuel Hearne set out from Hudson Bay to find a river rich in gold and copper. He travel north and joined a party of Dene and their leader, Matonabbee.
Hearne did not find any gold or copper, but he was the first European to reach the shores of the Arctic Ocean.

James Cook
1778 - James Cook sailed into a harbour in Vancouver Island in search of a Pacific entrance to the Northwest Passage.
He was welcomed by the Nuu~chah~nulth who lived on the island.
Cook failed to find the route he was searching for and set sail across the Pacific to Asia.
When his ship reached China, he discovered that the sea otter skins they had traded with Nuu~chah~nulth were so valuable that the traders called the sea otter pelts “soft gold”.
When word spread, fur traders rushed to the pacific coast to grab these precious furs.

Math 7 - 2.5

2.5 Subtracting Integers on a Number Line.
Focus: Subtract Integers on a Number Line.

Note: subtraction is finding the difference between two numbers

* Using tiles, subtract (-7) - (-2)...

* To subtract numbers on a number line, add the opposite

Eg. (+9) - (-19) is the same as (+9) + (+19)...both equal +28

Follow the same steps you used to complete addition equations on number lines:
1.) Draw an arrow from 0 to the first integer.
2.) Draw an arrow from the first integer, counting the number of spaces that the 2nd integer indicates.
3.) Where your arrow stops is the answer to your equation.

Except this time.....ADD THE OPPOSITE INTEGER! ****Turn your subtraction equation into an addition equation and change the 2nd integer from negative to positive (or positive to negative) before you do anything else!***

Examples - Let's work through these together! Use tiles to solve the subtraction equations, then model the equation on the number line:

Practice!
Homework for tomorrow:
- pgs. 73-75 #s 1 - 11 (odd)

Hudson Bay Company

The Company by the Bay

Beaver furs were in great demand all over Europe. As a result, Britain and France competed for furs in North America.
Two coureurs de bois, Pierre Radisson and Sieur des Groseilliers had heard stories from the First Nations about a vast sea that lay far to the north. This “sea” was the Hudson Bay.
In 1668, des Groseillier and his crew reached the Hudson Bay.
They traded with the local Cree and Innu during the winter and in the summer returned to England with a shipload of furs.
Hudson Bay provided an ocean route into the heart of the continent and an abundant supply of new furs.

In 1670, King Charles II of England granted a monopoly to the Hudson’s Bay Company.
The monopoly covered all the lands and rivers that flowed into Hudson Bay. Most of what is now Western and Northern Canada.
This area was known as Rupert’s Land.
The Hudson’s Bay Company was not interested in building a colony. They were merchants, interested only in trade.
They built trading posts at the mouths of important rivers.
First Nations and Inuit brought furs to these posts.

2.4 - Subtracting Integers with Tiles

Focus: use Colored Tiles to subtract Integers.

Introductory Activity: Explore page 66...
Use what you know about solving addition problems with tiles to see if you can figure out the steps to solving subtraction equations. Solve the 4 equations on page 66 and sketch your tiles.


A. (+5) - (+3)

B. (+5) - (-3)

C. (-3) - (+5)

D. (-3) - (- 5)

What happens when you subtract a negative integer? (write a rule to help you remember this)

Steps to Using Tiles to subtract Integers.....
1. Use tiles to model the first integer.
2. Then make as many zero pairs as the number in the integer indicates. (ex: If the 2nd integer is (+9) make 9 zero pairs.)
2. Circle the tiles indicated by the 2nd integer and remove
with an arrow. (ex: Circle and remove all 9 positive tiles and leave all 9 negative tiles.)
3. The integer that is represented by the remaining tiles is the answer to the subtraction equation.

Example: (-7) - (+5)

Let's solve these examples: Remember to follow the steps!

Hint: Use these tiles on the right side to solve the second problem!

Think, Pair, Share for Practice - Complete the 2 questions at the bottom of
Page 68 using Tiles.
Compare your results to a Partner's.

Homework:
Complete Practice page 69....1-11

13 Colonies/British North America - Monday November 7

***Read the textbook, pages 56-59***

13 Colonies:

The 13 colonies were set up along the eastern United States (New England).
Each colony was unique, having their own social structure, religious groups and government.
Mercantilism was a major reason behind the English coming to North America

13 Colonies Vs New France:
Britain and France had different reasons for colonizing North America
They had different goals and used different systems to run their colonies

The British in Atlantic Canada:
John Cabot claimed Newfoundland for Britain

Britain not interested in Newfoundland as a colony( Too Cold + Not good for farming)

Fish kept the English sailors coming back. The established fishing villages later became a colony.

Creation of Halifax
Strong French presence in Nova Scotia and Louisbourg concerned the English, so they created a fortress at Halifax to counter the French military presence.
Halifax became a colony
The colony of Halifax had the first elected assembly in BNA.

The British in North America

Why did the British come to BNA?

1/Economy – Britain wanted to make money off its’ colonies’ resources.
2/Competition – Britain wanted to prevent the other European nations from becoming more powerful.
3/Quality of Life – Cities were overcrowded and there was little good farmland left.
4/Religious Freedom – Wanted to find a place where they could practice their faith without being persecuted (Puritans, Quakers, Baptists).

Governing the 13 Colonies:

The type of government in the 13 Colonies was called the colonial government.
The Government consisted of:
Governor (a representative of the British Government)
A council of men who helped the Governor
A representative assembly which made laws

The Governor and his council were appointed by the King and the members of the representative assembly were elected.

Chapter 3 - The British in North America

Comparing New France with the Thirteen Colonies

Math 7: 2.3 - Adding Integers on a Number Line

Focus: Add Integers using a Number Line

·Or....begin at 4 and draw 1 Arrow

Homework...

Page 62-64
#1 through #11

Chapter 2 Study Notes format:

Take 3 pieces of paper, place them on top of eachother with ½ an inch overlapping on each side. Then fold in half and staple to make a 6 pg booklet of study notes.

p.1 – Title Page – “Chapter 2 Quiz: New France and the Fur Trade”

p.2 – Fur Trade Vocabulary – courers de bois, wampum, Metis, etc.

p.3 – Fur Trade – Key Players (see class notes or notes on blog) roles of Merchants, First Nations, Courers de bois, King, etc.

p.4 – New France: Government – the roles and responsibilities of the King, Marquis de Frontenac, Jean Talon, Jean Baptiste Colbert,

p. 5 – New France: Seigneurial System - Seigneuries, Seigneurs, Habitants, roles and responsibilities of each.

p. 6 – Reflection:(leave space between each question to complete them later!)
During Studying: Questions to ask my teacher during class:

What concepts are difficult to understand?


After the quiz: What did I find difficult on the quiz?

Seigneurial System Nots - October 27,28

Seigneuries – a large piece of land in New France given to a Seigneur by the King or the Governor.

Seigneur – a “land lord” or land owner who was given a piece of land by the king.

They were usually wealthy , important citizens e.g. retired military leaders, bishops, merchants.

The seigneurs split the large piece of land into smaller pieces and gave them to settlers (called Habitants).

2.2 - Adding Integers with Tiles

Brackets:

We use brackets to make sure we don't get confused between symbols for positive and negative integers and between operations that tell us to add or subtract these integers.

-3 + -4 or (-3) + (-4)

In order to add integers with tiles, follow these steps:
1.) Draw positive and negative tiles to represent each integer in the equation.
2.) Put the zero pairs together – these tiles cancel each other out.
3.) Count the remaining positive or negative tiles that remain.
4.) The integer represented by these tiles is your answer.

Practice Page 58-59….1-12 (Assessment Focus is # 9)

2.1 Representing Integers

Focus: Use coloured tiles to represent integers

* An integer is a positive or negative whole number or 0.

* Tiles can be used to represent integers

* Together, a negative tile and a positive tile are a zero pair

* A zero pair cancels out...leaving zero!

What Integer is represented by the following boxes?

Practice...Page 54-55, 1-7

Seignuerial System handout

New France – The Seigneurial System

Seigneuries – a large __________ ____ __________ in New France ___________ to a

_________________ by the _________ or the ___________________.

Seigneur – a “_______________” who was given a __________ of _______by the king.

They were usually ______________ , ________________ citizens e.g. retired _________

leaders, _____________, ________________.

The seigneurs split the large piece of land into ______________ ____________ and gave

them to ______________ (called _________________).

In addition to giving the land away, the Seigneur had to _____________ a small _______

or __________, and a ________ where the _________ could grind their ________ into

_____________.

1. Why did all the seigneuries and all of the settler’s strips of land need access to the river?
_______________________________________________________________________

_______________________________________________________________________

As the population grew and the river front was filled up, a ___________ ______ of

________________ was developed with no ____________ on the rivers.

2. What was a Habitant? __________________________________________________

_______________________________________________________________________

The habitants could make a _________ _____________ on the land given to them. They

___________ their own ______ __________, cleared and _____________ their land, and produced enough to live on.

However, the habitants owed something to the seigneur for letting them live there.

Their _________ was called ________________________.

These were not __________ ________ and could usually be paid in _______ from the
_________ or with ____________.

The Habitants also agreed to give __ ________ each ________ to help ________ the

_______________ _________ ___ ________ (usually during ____________ and

____________ season).

3. Why do you think the Seigneur would have the Habitants work during those times of the year?
_______________________________________________________________________

They also had to agree to give him 1/14th of the ____________ they produced at the

_______, a certain amount of the _________ ______ on their land, and some of the ____ they caught on their river front.

This was usually enough __________ to ensure that the ______________ lived a relatively comfortable life.

4. In the space remaining, draw and label the digram of the seignurie from the

New France - Monday Oct. 25

New France

The Barter System

definition: the exchange of goods
used historically among First Nations Peoples
included food, tobacco, furs, pottery etc.
was used to meet their needs 

Wampum
 definition: a string of shells / beads used between trading partners to show honor and respect

Pos (+) and Neg (-) of Trade:
Pros Neg
French:
+obtained furs which were in demand
+they could get rich
- usually had to wait for the First Nations to bring the furs to them
- created enemies

First Nations
+obtained new technologies (metal utensils, guns)
- often taken advantage of (unfair trade)
- developed enemies

Key Players in French Fur Trade:
Coureurs de Bois
-traded with First Nations & carried furs to trading posts

First Nations
-men hunted & trapped
-women skinned & prepared the pelts
-both traveled to trading posts by canoe to trade

Merchants
-financed & organized trade
-purchased trading goods from Europe & shipped them to Canada
-shipped furs to Europe & sold them to hat makers

Role of First Nations in the Fur Trade

Helping the Europeans:
1) showed them how to find food
2) taught them how to make medicines
3) provided advice for clothing for cold weather
4) provided transportation (canoes, snowshoes, toboggans)
5) shared knowledge of region
6) translation (in trade negotiations)
7) helped in negotiations
8) provided workers: cooks, sewing, snaring animals etc.

First Nations Women
1) prepared furs
2) worked in the forts- making moccasins & clothing, collected birch bark for canoes, wove fishing nets & snowshoes, gathered firewood, snared small animals, collected nuts, roots, berries etc.
3) worked “on the road” – paddled canoes, worked in camps
4) shared language and geography skills – interpreters, guides

Contribution & Benefits of the Fur Trade
First Nations Men
Furs, canoes, snowshoes, guidance, medicines, clothing, food, workers
Iron tools and pots, guns, hatchets, thread, blankets, work, new knowledge

First Nations’ Women
Prepared pelts, worked in forts, paddled canoes, worked in camps, language & geography skills
Similar to those of First Nations men

Europeans
Traded goods (iron pots, tools, weapons, etc), built trading posts, paid wages, provided a market for furs
Furs for , profit, travel, food, medicines, new knowledge, clothing, transportation, claims to new territories

New France Government Officials

King of France:
Most power
Appointed officials to carry out his wishes
impact on fur trade - had major control but was far away

Jean Baptiste Colbert
In charge of planning
Used the mercantile system
Prevented trading posts from being built in the interior
impact on the fur trade - Benefited more than the colony
Relied on Wendat traders to bring furs to

Jean Talon
Intendent
Increased number of colonists
impact on the fur trade - more colonists meant more people involved in the fur trade

Marquis de Frontenac
Governor
Sent coureur de bois into interior to trade and set up trading posts
impact on the fur trade - Greatly expanded the fur trade by directly going to the source rather than waiting for furs to come to them





New France Government Officials

1.8 Solving Equations Using Algebra Tiles

· Follow these steps:
·Write the Equation down.
·Draw a vertical line under the = sign.
·Arrange tiles on each side of the line to represent the equation.
·Isolate the variable (get variable by itself) by drawing a circle around everything else and an arrow showing that you are taking it away.
·But...if you remove something from 1 side you must take it away from the other as well.

1.7 Reading and Writing Equations

1.7 Reading and Writing Equations

Focus - Translate statements into EQUATIONS

2c + 1 is an ALGEBRAIC EXPRESSION

It reads...One more than twice a number.


2c + 1 = 7 is an EQUATION

It reads…..One more than twice a number is seven.


In an Equation, the variable has only ONE value...only one value makes this equation true.

The only value for c that makes this equation true is "3"
2(3) + 1 = 7
6 + 1 = 7
7 = 7

When writing an equation from a statement, follow these steps:

Eg. A NUMBER SUBTRACTED FROM TEN IS FOUR.

1. Select a variable…..
...Let c = the number.

2. Write an algebraic expression representing the relationship.
...10 - c

3. Write an equal sign between the expression and the constant.
...10 - c = 4

There are 3 parts to an algebraic expression:

Numerical coefficient - N.C.
variable - v
Constant Term - C.T.

when writing an equation we add a 4th part

answer =

To solve a word problem, organize all the information you have into the correct spot:

Ex: THREE MORE THAN SIX TIMES THE NUMBER IS THIRTY-THREE

N.C. - 6 ("6 times")
v - n ("a number")
C.T. - +3 ("3 more")
answer = 33

So, our EQUATION is... 6n + 3 = 33

Relationships in Patterns

• You can write an algebraic expression for the term when we know the term number…..
• for example…….

Term Number 1 2 3 4 5 6
Term
8 16 24 32 40 48

• Each term is 8 times the term number.….or 8n

• When you compare or relate a variable to an expression that contains the variable, you have a RELATION.
8n is related to n.

• Find the Term if the Term Number is………17.
Answer 8n
8(17)
= 136


If the term Number is 17, then the term is 117.
• Add this to your Table above…



Term Number ……………… 17
Term ……………… 136

Social 7 - Exploration

Vocabulary:

Imperialism – a system of having control over other countries/colonies for wealth or power. Many colonies controlled by one empire.

Colony – a territory or country controlled by another country.

Mother Country – A wealthy or powerful country that controls one or more colonies.

Mercantilism - A system that creates great wealth for a mother country by taking the resources from its colonies, and selling them in exchange for gold and silver.

Why did the European Explorers come to North America?

1. Silk Road was dangerous - Traders were ambushed, goods stolen or they were charged a tax
 
2. Economic Reasons - To claim resources off the new land.
In Canada this resource was fur.
 
3. Competition reasons - Controlling new lands lead to increased power & prestige. Resources provided the money to build armies.

4. Religious reasons - Europeans were Christians (Catholic or Protestant). They wanted to send missionaries to spread their faith

5. Curiosity Reasons - The development of new technologies increased the ability to explore new lands.

Social 7 Syllabus

Social Studies GRADE 7:
Canada: Origins, Histories and Movement of Peoples

OVERVIEW

Grade 7 students will explore the origins, histories and movement of peoples who forged the foundations of Canadian Confederation. They will examine how the political, demographic, economic and social changes that have occurred since Confederation have influenced ways in which contemporary Canada has evolved.

RATIONALE

Through an examination of events preceding and following Confederation, Grade 7 students will acquire an understanding of how Canada has evolved into a multicultural, bilingual, pluralistic and diverse society; and they will appreciate how these dimensions of Canada have affected citizenship and identity over time.

General Outcome 7.1 - Toward Confederation
Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.

General Outcome 7.2 - Following Confederation: Canadian Expansions
Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.

Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Materials

Text: Voices and Visions: A Story of Canada, Daniel Francis.
Binder, pens, pencils. For projects you will need pencil crayons, felt markers, scissors and glue.

Assessment:

Report cards will be issued three times a year on November 25, 2011, March 9, 2011 and June 28, 2012. Cumulative marking will be used throughout the school year. Marks are carried forward each term. We strongly suggest that you sign up for Power School as this will allow you to view your child’s progress throughout the school year.
Chapter Quiz – 30%
Projects – 30%
Assignments/Current Events – 15%
Final Exam – 25%

Social 7 - Chapter 1 Defenitions

Culture, Perspective & Pluralism:
 

§Culture: the learned way of life shared by a group of people

§Perspective: values & ideas shared by people with a common language, culture & history

§Pluralism: respecting & valuing individual and collective opinions & identities of all people

Math 7 - Algebraic Expressions

Algebraic Expressions

Variable
• represents an unknown quantity.

• any letter can be used, usually lower case.

Eg. Tickets for a movie cost $10.
The cost of a bunch of tickets
would be 10t, where t represents the number of tickets purchased.

• In the example above, t is the variable 10 t is an algebraic expression. Here are several more….

• n + 6……some number plus six more, or your age 6 years
from now.


• b/20 …..some number divided by twenty


• 8b …..8 is multiplied by some number.

• f – 11 ….eleven less than a number.

Expressions have parts:

Eg. 6n – 9

6 - is the numerical coefficient of the variable.
n - is the variable.
2 - doesn’t change so it’s called the constant.


*Note:
Students must replace the variable with a given number.
When substituting into an expression, substitute with
brackets.


Eg. 6y + 9 (y = 7)

6 (7) + 9

42 + 9

=51