Khan Academy Video Tutorial. Introduction to basic algebraic equations of the form Ax=B
This is an advanced topics course in model theory whose main theme is simple theories. We treat simple theories in the framework of compact abstract theories, which is more general than that of first order theories. We cover the basic properties of independence (i.e., non-dividing) in simple theories, the characterization of simple theories by the existence of a notion of independence, and hyperimaginary canonical bases.
Build coin expressions, then exchange them for variable expressions. Simplify and evaluate expressions until you are ready to test your understanding of equivalent expressions in the game!
In this seminar you will learn what radical expressions are and how to simplify them. You will also be able to recognize real-world situations that involve radical expressions and how to apply the use of radical expressions to a variety of day-to-day situations you may face as you get older. You will come to understand strategies for taking complex situations and making them more simple in order to find solutions for them.StandardsCCSI: HS: Algebra: HSA-SSE.B. Write expressions in equivalent forms to solve problems.CCSI: HS: Algebra: HSA-APR.D. Rewrite rational expressions
In this seminar you will learn how to simplify square roots whose radicands contain factors that are perfect squares. You will learn how to perform these operations on both integers and variables. You will be able to do this by learning how to identify factors that are perfect squares. These will be necessary skills as you continue to perform operations that contain radical expressions. StandardsCC.2.2.8.B.1Apply concepts of radicals and integer exponents to generate equivalent expressions.
This seminar will help you to identify a linear equation written in slope-intercept form. It will also help you to write and graph slope-intercept equations when you are given different pieces of information. You will be able to make connections between algebraic equations written in slope-intercept form and the real-life situations that they represent. StandardsCC.2.2.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.
Algebra students need practice determining equations of lines given a pair of points, or the line parallel or perpendicular to a given line through a given point. This Demonstration, along with guiding worksheets or a teacher presentation, gives students a chance to see the relationships between these lines and points.
Students will calculate the glide slope of paper airplanes they have created.
This project will allow students to gather data on changes in congressional diversity in order to understand its relationship to population demographics. Students will:Gather data on changes in congressional diversity over time (gender, ethnicity)Display data in tables and graphs.Compute percent change.Use linear regression to model changes over timeSolve systems of linear equations to determine when two variables will be equalDraw conclusions and make recommendations based on data
In this project students will explore changes in income over time for the three largest racial/ethnic groups: Whites, Blacks and Hispanics. Students Will: Graph real data income data from different ethnic groups over time.Make decisions about which data set is best for comparison.Graph differences in income between ethnic groups.Compute the differences in income for each of the groupsDraw conclusions about the characteristics of the graphs and the average rate of change.General Education (Quantitative Reasoning)
The typical system of equations or inequalities problem gives the system and asks for the graph of the solution. This task turns the problem around. It gives a solution set and asks for the system that corresponds to it. The purpose of this task is to give students a chance to go beyond the typical problem and make the connections between points in the coordinate plane and solutions to inequalities and equations. Students have to focus on what the graph is showing.
Represent inequalities on a number line.
Represent inequalities using interval notation.
Use the addition and multiplication properties to solve algebraic inequalities and express their solutions graphically and with interval notation.
Solve inequalities that contain absolute values.
Combine properties of inequalities to isolate variables, solve algebraic inequalities, and express their solutions graphically.
Simplify and solve algebraic inequalities using the distributive property to clear parentheses and fractions.
This activity allows students to practice solving one and two step equations by using an interactive tool teaching zero pairs to eliminate constant values and division and mulitplication properties to eliminate coefficient values.
This lesson unit is intended to help teachers assess how well students are able to: solve linear equations in one variable with rational number coefficients; collect like terms; expand expressions using the distributive property; and categorize linear equations in one variable as having one, none, or infinitely many solutions. It also aims to encourage discussion on some common misconceptions about algebra.
This lesson unit is intended to help teachers assess how well students are able to formulate and solve problems using algebra and, in particular, to identify and help students who have the following difficulties: solving a problem using two linear equations with two variables; and interpreting the meaning of algebraic expressions.
This resource helps provide additional help for students who may be struggling with the concept of solving multiple-step equations.
In this seminar will learn how to use the Quadratic Formula to solve quadratic equations. You will learn to place quadratic equations into the appropriate form in order to use the formula, and you will be shown how to correctly interpret the structure of the formula so that all of the calculations are performed correctly. You will have to apply correct and careful order of operations in order to correctly simplify the radicals. You will apply techniques you have learned to simplify radical expressions. You will then interpret your solutions not only as solutions to the equation, but then translate that information to understand how it relates to the graph of the parabola that represents the function.StandardsCC.2.2.HS.C.5Construct and compare linear, quadratic, and exponential models to solve problems.
This resource is a series of four videos that provide scaffolding for students who are learning to solve rational equations. Subtitles are included on the videos and for each video there is an accompanying worksheet for students to practice. Solutions are provided for each worksheet.
This seminar will explore how to solve systems of equations using elimination. You will discover the most efficient methods of preparing a system to be solved using elimination and how to identify the best variable to eliminate.StandardsCC.2.2.HS.D.10Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.
Linear equations in three variables are, in theory, solvable by hand. Using Gaussian elimination.
That is great, except that sometimes just CANNOT seem to get the answer.
In that case, a TI-84 can do this for you.