Read this section, beginning on page 43, to learn how to solve equations involving fractions. Complete pages 15 and 16 of Wallace's workbook for practice with solving equations with fractions. The first video demonstrates how to solve equations that involve fractions.
The second explains how to distribute fractions in linear equations that have one variable. You may watch the videos as often as you please. You may refer to the videos when doing your homework, if necessary. Read this section. You now have the skills to take a formula that relates two or more quantities and solve it for whichever quantity you want.
Notice how this allows us to use formulas in many ways. This is also great practice for algebra skills we will use throughout the course. Complete page 17 of Wallace's workbook for practice with two-step formulas. Watch this brief video, paying attention to the examples being used to explain two-step formulas.
Complete page 18 of Wallace's workbook for practice with multi-step formulas. Watch this brief video, which explains how to use multistep formulas. Also, note that the four properties you studied earlier in this course are also applicable here. Complete page 19 of Wallace's workbook for practice with clearing fractions. Watch this five-minute video, paying attention to the examples being used to explain how to clear fractions when using formulas.
Review the topics, watch the videos, and do the exercises provided in the link above. Answer the odd-numbered questions from 1 to Solutions are given on page 2 of the PDF. Notice how we turn an equation with absolute values into two equations without absolute values. Note that this reading covers all the material you need to know for subunits 1. Complete page 20 of Wallace's workbook to practice solving absolute value equations with two solutions. Watch this five-minute video, which explains how two solutions are applied to absolute value equations.
Complete page 21 of Wallace's workbook for practice with isolating absolute values. Note that the final term in Example B in the workbook should be rather than Watch this five-minute video, paying attention to the examples being used to explain how to isolate an absolute value.
Watch the video as many times as necessary to understand the concept. Watch this five-minute video, which demonstrates how to solve absolute value equations when two absolute values are involved. Complete page 22 of Wallace's workbook to practice solving for variables with equations that contain two absolute values.
Review the topics covered in the course so far, and then complete the exercises linked above. Work on only the odd-numbered questions for numbers 1 through Word problems are about gathering information, turning it into equations, and then using the equations to solve the stated problem.
Please focus on the various ways that we turn English statements into mathematical equations. Watch this five-minute video, paying attention to the examples being used to learn how to translate words into mathematical expressions. Complete page 23 of Wallace's workbook to apply your knowledge of consecutive even and odd integers. Watch this five-minute video, paying attention to the examples being used to learn how to solve problems with consecutive integers. Complete page 24 of Wallace's workbook to practice solving word problems with consecutive integers.
Complete page 25 of Wallace's workbook to apply your knowledge of consecutive even and odd integers. Watch this five-minute video, which shows how to solve problems with consecutive even and odd integers. You may refer to the video when doing. Complete page 26 of Wallace's workbook to practice solving word problems that involve angles of triangles. Watch this five-minute video, which explains how to solve problems using angles of triangles.
Complete page 27 of Wallace's workbook to practice solving word problems involving perimeters. Watch this five-minute video, paying attention to the examples that explain how to problem solve with the perimeter of rectangles. Review the topics covered so far in this course, and attempt the odd numbered exercises in questions 1 to Solutions are on page 4 of the PDF.
Complete page 28 of Wallace's workbook to practice solving word problems that ask you to solve for a person's age. Watch this five-minute video, which demonstrates how to solve age problems. Watch this five-minute video, paying attention to the examples being used to further explain how to solve age problems. Complete pages 29 and 30 of Wallace's workbook to practice solving word problems to determine ages of a person in the past based on information given about the person's age now.
Review Unit 1 before taking this practice test. Be sure that you are ready before taking the practice test, as it will give you a clear picture of what you know and the areas you need to review, if necessary. This is very important. You may review the problems in the work pages in addition to watching the videos to prep for the practice test.
Skip to main content. Side panel. Log in or Sign up. Getting Started. Discussion Forums. MA College Algebra. Course Introduction. Unit 1: Basic Algebra Concepts. Unit 2: Solving Linear Inequalities and Graphing. Unit 3: Exponents and Polynomials. Unit 4: Factoring Polynomials. Unit 5: Rational Expressions. Course Feedback Survey. Certificate Final Exam. Saylor Direct Credit.
About Saylor Academy. College Credit Partners. Back to course 'MA College Algebra'. Log in or Sign up to track your course progress, gain access to final exams, and get a free certificate of completion! Unit 1: Basic Algebra Concepts We begin by quickly reviewing the basic concepts you will need to understand as you begin your study of algebra.
Completing this unit should take you approximately 26 hours. Upon successful completion of this unit, you will be able to: evaluate order of operations with absolute value; distribute and combine like terms; evaluate algebraic expressions; solve linear equations simple, dual side variables, infinite or no solution, and rational coefficients ; solve linear absolute value equations simple and dual side ; solve algebraic formulas with several variables for one of the variables; and solve applications of linear equations age, integers, and triangles.
Order of Operations - Introduction Page. Order of Operations - Absolute Value Page. Order of Operations - Fractions Page. Read this section to learn how to evaluate algebraic expressions for some given values. Show how to represent the information using a concrete representation first and then a visual representation.
What it is: With peer interaction, you pair up students to work together and have discussions about math. For example, students might do independent practice and then meet up with a partner to share what they learned. You can use flexible grouping to match up students, like pairing students with similar math abilities or by different strengths. It can also help them become more aware of problem-solving processes — both how they solved the problem and how others solved it.
Students who struggle with math may find this routine helpful because their peers may be able to explain a concept in a way they better understand. All students can benefit from seeing that the same problem can be solved in multiple ways. Pre-teach how to have peer-to-peer discussions. Encourage students to compare the ways they solved a problem and discuss the differences in their approaches.
Build in time at the end of your lessons for students to reflect with each other about their independent practice opportunities. Students with dyscalculia , a learning disability that affects math, may have difficulty understanding number-related concepts. For instance, they may struggle to understand that the numeral 5 is the same as a group of five items and as the word five. They might also have trouble using math symbols or understanding math-related concepts like greater than or less than.
Evidence-based math instruction helps students with dyscalculia because it provides them with the explicit guidance and scaffolding they need to help them gain skills and understanding. Students may also struggle with math because of trouble with executive functioning. Math requires students to pay attention to details, plan, and self-monitor.
Students also have to keep track of steps — and maybe even change direction while they work. Evidence-based math instruction helps these students because it breaks problems into multiple steps and reduces distractions.
If you want to have a better understanding of these strategies, you can also advocate for professional development in your school on this topic. But even without formal training, you can try out any one of the elements of evidence-based math instruction in your classroom. For example, if a student is having trouble with the concept of place value, begin by providing base 10 blocks to show how two hundreds blocks, three tens blocks, and four ones blocks make the number concrete.
Representing numbers. Counting with manipulatives. Place value with straw bundles. Place value with disks. Building fact fluency. Fraction number lines. Dividing fractions with fractions strips. Common Core math standards. Before your parent-teacher conferences, share this checklist Spanish version here with families. The checklist will help families prepare their questions about math ahead of your meeting.
Use synchronous lessons to hold discussions, check for understanding, give targeted instruction, and build relationships. Provide asynchronous options, like recorded lessons, so students can preview and review the content on their own time. Give students learning activities, like guided notes, to help them focus and retain information during all asynchronous learning. Use small flexible groups to give more targeted instruction and opportunities for peer interaction.
Prompt students to share their thinking with you and with each other. If possible, send manipulatives home for students to use. Otherwise, have students use virtual manipulatives , common household items, or manipulatives cut from paper. Share Evidence-based math instruction: What you need to know. Because differences are our greatest strength Donate Opens new window. Why support Understood? Who does evidence-based math instruction help?
How do I get started with evidence-based math instruction in my classroom? How can families support this at home? How do I use evidence-based math instruction during distance learning? What is evidence-based math instruction? There are four elements that make up effective math teaching. Explicit instruction with cumulative practice. Share a clear learning goal with students.
Give a crystal clear explanation of the skill or strategy. Do a think-aloud to verbalize your thinking. Allow lots of opportunities for guided and independent practice. Include previously learned skills in practice opportunities. Give students immediate feedback. Show concepts and skills using representations and pictures, like tallies, dots, and circles. Model concepts and skills at the abstract level, like using numbers and symbols.
Provide students with practice opportunities at each stage. Identify for students the unique features of each type of problem. Explicitly teach the math vocabulary needed for that problem. Show multiple ways to solve the same problem. Explore these strategies that include key elements of evidence-based math instruction:.
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