Algebra Discussions

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Algebra Math Discussions

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by tacallya1997 on January 26, 2010, 6:40 pm

I need to write a word problem for order of operations but  i can't come up with anything

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Algebra Word Problem

by Guest on November 21, 2009, 4:44 pm

A cubic container, with sides of length, x inches, has a volume equal to x^3 cubic inches.  The height of the container was decreased and the length was increased so that the volume is now modeled by the expression


By how many feet were the height and length changed?
(Hint: Volume = length times width times height)

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I Need Help Solving This Equation

by Guest on September 3, 2009, 11:42 pm

solve for x:

2x + 27 + 24x + 12 - 13x

I don't understand how to isolate the variable and get to just x =.

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Algebra 1 By Mcdougal Little

by Guest on September 3, 2009, 9:20 pm

Write a formula for the lenght l of a rectangle given it's perimeter p and it's witdth. Justify your answer.

I am not sure how to solve this question.

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A Polynomial.

by ksteen2007 on August 8, 2009, 8:16 pm

A polynomial in x has degree 3. The coefficient of x2 is 3 less than the coefficient of x3. Te coefficient of x is three times the coefficient of x2. The remaining coefficient is more than the coefficient of x3. The sum of the coefficients is -4. Find the polynomial.

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Patterns In Algebra

by Guest on July 20, 2009, 3:46 pm

For many years, I was a frustrated algebra teacher.  I wanted my students to understand the algebra they were learning, but wasn't always sure what I wanted them to understand.  Then I had an idea, triggered by the old axiom, "Mathematics is the study of patterns."  If that was true, then why don't we teach algebra as the recognition and extension of patterns.  I could find little material that followed this approach.  There was nothing online, and certainly nothing in the text books.  So, working with a colleague or two, I created my own material.  I was truly amazed at the diffference in my students and their attitudes toward algebra.  They became enthusiastic learners, and met the big ideas of algebra--completing the square, for example--with a shrug, because when they got there they already had explored the patterns involved.  
As we shared this approach, most recently at the 2009 NCTM National in Washington D.C., teachers were excited at the idea of teaching algebra through patterns.  As they worked through the material we gave them, they quickly saw how easily algebra could be learned when it was developed through patterns.

Bob Greer

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I Need Help With Solving This Problem

by Guest on June 12, 2009, 4:21 pm

Solve for b:
ax + b = cb
I understand multiplying each side by 1/c to get (ax + b)/c = b
I don't understand how to isolate "b" to one side without eliminating it from the other.

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