Algebra Tile Lesson Reflection Although my students are in RSP‚ most have significant learning disabilities. Due to their special needs‚ the students have a difficult time performing above the ‘Far Below Basic’ level in most subjects‚ especially in Math. However‚ with the given opportunity to teach a math concept‚ I embraced it and learned from every aspect of the experience. During previous lessons‚ the students had learned about positive and negative integers. Using concrete and
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MAT 117 /MAT117 Course Algebra 1B MAT 117 /MAT117 Week 9 Discussion Question Version 8 Week 9 DQ If your neighbor asked you to explain what you learned in this course‚ what would you tell her? RESPONSE If my neighbor asked me what I learned in this math course‚ I would tell her "probably the same thing your kids are learning in school." As our generations progress‚ so does the advancement of the math that is taught to our kids in school. What I mean is‚ what may be considered
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“2-7 Algebra Lab Percentiles” 1. Find the median‚ lower quartile‚ and upper quartile of the scores. Median: 16.5 Lower quartile: 10.5 Upper quartile: 23.5 2. Which performer was at the 50th percentile? the 25th percentile? the 75th percentile? 50th percentile: Arnold 25th percentile: Ingrid 75th percentile: Brooke 3. Compare and contrast the values for the median‚ lower quartile‚ upper quartile‚ and the scores for the 25th‚ 50th‚ and 75th percentiles. If you estimate the percentiles‚ then the
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Unlike geometry‚ algebra was not developed in Europe. Algebra was actually discovered (or developed) in the Arab countries along side geometry. Many mathematicians worked and developed the system of math to be known as the algebra of today. European countries did not obtain information on algebra until relatively later years of the 12th century. After algebra was discovered in Europe‚ mathematicians put the information to use in very remarkable ways. Also‚ algebraic and geometric ways of thinking
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Is Algebra truly necessary to graduate? Many students and adults dislike algebra‚ and are making the claim that it may not be necessary to graduate a high school education. With adults with no knowledge of algebra‚ it will significantly limit their options in career options. Ultimately creating more unemployed Americans. The US performs lower in mathematics‚ taking algebra away will only make us perform worse. Without algebra‚ people’s logic skills will be worsened and it will be harder for them
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Course Syllabus MAT/116 Version 8 1 Course Syllabus Natasha Ramsay-Jordan College of Natural Sciences MAT/116 Version 8 Algebra 1A Copyright © 2012‚ 2010‚ 2009‚ 2007‚ 2006 by University of Phoenix. All rights reserved. Course Description This course introduces basic algebra concepts and assists in building skills for performing specific mathematical operations and problem solving. Students will solve equations‚ evaluate algebraic expressions‚ solve and graph linear equations and linear inequalities
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Evelyn Boyed Granville was born May 1‚ 1924 in Washington D.C. She was the second child and second daughter born to William Boyed and Julia walker Boyed. Her father‚ William Boyed worked as a custodian in the apartment Evelyn was living in. Her father later on left the family early in her childhood. She and her older sister Doris were by her mother and her mother twin‚ Louise walker. The period of time was very difficult and was during segregation. Obstacles that Evelyn Boyed Granville
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1. Graph the function f(x) = (x + 3)3 by hand and describe the end behavior. (1 point) The Function is cubic so it ends in opposite directions‚ the left side will go down and the right side up since the first coefficient is positive. 2. Graph the function f(x) = –x4 – 4 by hand and describe the end behavior. (1 point) The function is quartic so the left and right end will continue in the same direction‚ the lead coefficient is negative so both sides will go down. 3. Graph the function f(x) =
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1. A line passes through the points (–3‚ –3) and (–1‚ 3). What is the slope of the line that passes through the two points? Hint X -3 -1/3 3 1/3 2. A line passes through the points (3‚ –4) and (7‚ 12). What is the y-intercept of the line? Hint X (0‚ 4) (4‚ 0) (0‚ –16) (–16‚ 0) 3. Consider the following system of equations. y = 8x - 8 y - 8x = 7 What can you conclude about the system of equations? Hint X The system of equations is inconsistent. The system
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Quadratic Equations ax2 + bx + c = 0 Examples of Quadratic equations 1. x2 +2x – 8 = 0 2. x2 – 10x + 25 = 0 3. 3x2 + x - 2 = 0 Quadratic Formula If [pic] a x2 + b x + c = 0‚ then [pic] Finding the zeros of the quadratic functions - The zeros of a function are the input values which result in an output value of zero. One way of solving quadratic equations is using factoring Examples are the following: 1) x2 + 5x + 6 = 0 Set this equal to zero:
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