The Xs and Whys of Algebra: Key Ideas and Common Misconceptions

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The Xs and Whys of Algebra: Key Ideas and Common Misconceptions
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The Xs and Whys of Algebra: Key Ideas and Common Misconceptions

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For your Common Core curriculum.
Emphasizes 5 essential algebraic concepts: using variables meaningfully, using multiple representations for expressions, connecting algebra with numbers, connecting algebra with geometry, and manipulating symbols with understanding. Based on the NCTM and Common Core State Standards, the 30 research-based modules are designed to engage all students in mathematical learning that develops conceptual understanding, addresses common misconceptions, and builds key ideas essential to future learning. One or more reproducibles support each module. Spiral-bound flip chart. 84 pages.

Click here for a PDF sample.

CCSS Product Alignment
Math High School: Algebra
HSA.SSE.3a Factor a quadratic expression to reveal the zeros of the function it defines.
HSA.SSE.3b Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
HSA.SSE.3c Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
HSA.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication, add, subtract, and multiply polynomials.
HSA.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
HSA.CED.2 Create equations in two or more variables to represent relationships between quantities, graph equations on coordinate axes with labels and scales.
HSA.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
HSA.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
HSA.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
HSA.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
HSA.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
HSA.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = ƒ(x) and y = g(x) intersect are the solutions of the equation ƒ(x) = g(x), find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where ƒ(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
HSA.REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Brand  :       Stenhouse Publishers
Item Weight  :       0.75
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