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Group Activity: Applications of Linear Equations

Constructing Linear Equations from Real World Applications


This activity will have students construct and solve linear equations that they derive from real
world situations.
Estimated time: 20 minutes
Group size: 4 people
1.

Construct a linear equation in which the solution is the number of apps that you have on
your smartphone. (If you do not have a smartphone then your solution should be a = 0).
The equation should require at least two operations. For example:
3(61 a) = 63 where a represents the number of apps.

2.

Pass your paper to the student sitting to your right. That student will solve the equation and
verify that the answer is correct.

3.

Next, construct another linear equation. The solution to this equation should be the number
of movies that you have seen in a theater in the last year. For this equation, be sure to have
a variable on each side of the equation. For example:
4m 6 = 2m + 2 where m represent the number of movies.

4.

Pass your paper to the student sitting to your left. That student will solve the equation and
verify that the answer is correct.

5.

Each of you will construct another equation in which the solution is the number of classes
that you are taking this semester. This time include fractions in the equation.
For example:
2
c 11 13 where c represents the number of classes.
3

6.

Pass your paper to the student sitting across from you, diagonally. That student will solve
the equation and verify that the answer is correct.

7.

Construct a linear equation whose solution is the price per gallon of gas that you most
recently purchased (rounded to the nearest cent). For example:
100p 201 = 188 where p represents price per gallon.

8.

Take all four papers and exchange them with another group. Those students will solve the
equations and verify that the answers are correct.

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Group Activity: Application with Fractions


Cooking Chili for Company
Estimated time: 20 minutes
Group size: 3 4 people
This recipe for chili serves 6 people.
CHILI
1 tablespoon oil

3
teaspoons cumin
8

3
cup onion
4

1
lb ground beef
2

14 oz of canned tomatoes
1

1
teaspoons chili powder
4

1
teaspoon salt
8

1
teaspoon cayenne pepper
8

4 whole cloves
15 oz of canned kidney beans

1. This recipe is to be used for a Super Bowl party for 30 people. Each person in the group will
select two or three ingredients and determine the amount needed for the recipe to serve 30
people.
Step 1: The first step is to determine the factor that each quantity needs to be multiplied by to
obtain the new amounts for the ingredients. This multiplying factor is found by dividing the
number of servings desired, by the number of servings in the original recipe. Fill in the blanks
and simplify to determine the multiplying factor.

number of desired servings


=
number of servings in the recipe

You should have determined a multiplying factor of 5.

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Step 2: The amount of each ingredient in the original recipe must be multiplied by the
multiplying factor to determine the new amount needed. The table below will help organize the
process.
Ingredient

OriginalAmount

Oil

Onion

Groundbeef

Tomatoes

ChiliPowder

Cumin

Salt

CayennePepper

WholeCloves

KidneyBeans

1tablespoon

Multiplybythe
MultiplyingFactor

15

AmountNeededto
Serve30People

3
cup
4

1
1 lb
2

14oz

1
1 teaspoons
4

3
teaspoons
8

1
1 teaspoons
8

1
teaspoon
8

4cloves

15oz

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5
4

145

1
5
8

45

155

1
1 5
2

1
1 5
4
3
5
8

1
1 5
8

238

Step 3: Write the new recipe.


This recipe for chili serves 30 people.
CHILI
____ tablespoon oil

____ teaspoons cumin

____ cup onion

____ teaspoon salt

____ lb ground beef

____ teaspoon cayenne pepper

____ oz of canned tomatoes

____ whole cloves

____ teaspoons chili powder

____ oz of canned kidney beans

2. Kathi and Jon want to invite another couple over for dinner and serve chili. They need to
revise the recipe given above so that it serves 4 people with no leftovers. Each person in the
group will select two or three ingredients and determine the amount needed for the recipe to
serve 4 people.

Step 1: Determine the multiplying factor.

number of desired servings


=
number of servings in the recipe

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Step 2: Complete the table using the multiplying factor from Step 1.

Ingredient

OriginalAmount

Multiplybythe
MultiplyingFactor

AmountNeededto
Serve30People

Oil

Onion

1tablespoon

15oz

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Groundbeef

Tomatoes

ChiliPowder

Cumin

Salt

CayennePepper

WholeCloves

KidneyBeans

3
cup
4

1
1 lb
2

14oz

1
1 teaspoons
4

3
teaspoons
8

1
1 teaspoon
8

1
teaspoon
8

4cloves

Step 3: Write the new recipe.


This recipe for chili serves 4 people.
CHILI
____ tablespoon oil

____ teaspoons cumin

____ cup onion

____ teaspoon salt

____ lb ground beef

____ teaspoon cayenne pepper

____ oz of canned tomatoes

____ whole cloves

____ teaspoons chili powder

____ oz of canned kidney beans

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Group Activity: Operations with Decimals


Budget Activity
Group Size: 3 or 4

FOR RENT: House with 4 bedrooms and 3 baths, garage. Washer and dryer included. No pets
allowed. Rent is $2250 per month. Utilities per month are approximately: electricity $149.60,
water $48.20, satellite $92.32, Internet $44.11.
Angie intends to rent the house described above with 3 roommates. They are using the table
shown to work on a budget. Complete the table using the information given in the advertisement
for the house. Round amounts to the nearest cent if necessary. The expenses listed in the chart
will be shared equally among 4 people.
ITEM

AMOUNT
(monthly)

AMOUNT
PERPERSON
(monthly)

AMOUNT
PERPERSON
(annually)

Rent

Electricity

Water

Cable/Satellite

InternetAccess

TOTAL

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Angie refers to her checkbook register from a previous month


to estimate her personal expenses in a typical month. Complete
the balance column of the check register.

Category

BeginningBalance

Grocery
Gasoline
CellPhone
Grocery
Deposit(paycheck)
Cash(spendingmoney)
ClothingStore
Deposit(paycheck)

Deposit

Withdrawal

$52.62
$20.19
$69.99
$41.07

$644.88

$42.00
$45.92

$644.88

Cash(spendingmoney)

Grocery

TOTAL:
Gasoline

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$11.82
$75.00
$38.98

243

Balance

$1356.28

Use the check register given previously to fill in the chart with Angies typical expenditures.
ITEM

AMOUNT
(monthly)

AMOUNT
(annually)

Grocery

Clothes

SpendingMoney

Gas

CellPhone

TOTAL

THE BOTTOM LINE


How much does Angie deposit monthly from her paycheck? _______

How much would she deposit in 1 yr? ________

What would Angies house expenses be for 1 yr.? ________

What would Angies personal expenses be for 1 yr? _______

What are Angies total expenses (house and personal) for 1 yr? _________

Compare Angies income to her expenses for a 1 yr period.

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Group Activity: Operations with Whole Numbers


Backyard Makeover

An estimate is needed for a backyard makeover


for the landscape plan shown. The customers
yard is in the shape of a rectangle that is 40 ft
by 100 ft. She wishes to have a planted area that
covers approximately 1300 ft2 and the
remaining area will be sod. The rectangular
region will be enclosed by a fence on three
sides with one of the longer sides unfenced.

No fence along this side

40 ft
sod area

100 ft
Cost of Sod
What is the area of the entire yard?
What is the area of the yard that will be sod?
If each piece of sod covers 3 ft2 how many pieces will be needed?
The sod is sold in pallets of 100 pieces. How many pallets are needed?
The price of one pallet is $75. How much will the sod cost?
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Cost of Fence
What is the length of fence that is needed?
The fencing is sold in sections that are 4 ft long. How many sections will be needed?
The price of each section of fence is $16. How much will the fence cost?

Cost of Plant Area


The landscape plan requires four evergreen plants and one large tree. The evergreens cost $28
each and the large tree is $175. How much will the plants cost?
The plant area will need to be covered in mulch. Each bag of mulch covers 20 ft2. How many
bags of mulch are needed?
The price of one bag of mulch is $6. How much will the mulch cost?
The plant area will be edged with 120 ft of edging. The edging is sold in sections that are each 10
ft long. How many sections of edging are needed?
The price of each section of edging is $25. How much will the edging cost?

TOTAL
14. What is the total cost of this backyard makeover?

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Sod

_______

Fencing

_______

Plants

_______

Mulch

_______

Edging

_______

Total

_______

Group Activity: Application with Percents


Credit Card Payments
This exercise will explore credit card payments with different interest rates and
different monthly payments for a card with a balance of $2000. Students will
calculate interest on an account that requires a $25 minimum payment with an
annual percentage rate (APR) of 15%. Then they will do the same exercise with
an account that requires a $35 minimum payment with an APR of 18%.
Estimated time: 45 minutes, depending on the length of the discussions
Group size: Discussion with the whole class. Split the class into 4 groups to fill out
Tables 1 4.
1.

a. For an APR of 15%, what is the monthly interest rate?


b. Have students calculate the balance after the first month if only the minimum payment
of $25 is made on the account with 15% APR.

2.

a. For an APR of 18%, what is the monthly interest rate?


b. Have students calculate the balance after the first month if only the minimum payment
of $35 is made on the account with 18% APR.

3.

Discuss the amount of interest for that month with the amount of the minimum payment. At
this rate, will the card be paid off any time soon?

4.

Have students calculate the balance after the first month if a $50 payment is made on the
account with 15% APR.

5.

Have students calculate the balance after the first month if a $75 payment is made on the
account with 18% APR.

6.

Discuss the amount of interest for that month with the payments of $50 and $75. Is this a
better situation that paying the minimum payment?

7.

Split the class in groups and have them fill out the following tables and answer the question.

Table 1
Month

Initialbalance

Month1
$2000
Month2
$1974.38
Month3

Month4

Month5

Month6

th
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Monthly
payment
$50
$50
$50
$50
$50
$50

Amountafter
payment
$1950

247

Monthlyinterest
of1.25%
$24.38

Ending
balance
$1974.38

What is the total interest accrued for the six-month period?


Table 2
Month
Month1
Month2
Month3
Month4
Month5
Month6

Initialbalance
$2000

Monthly
payment
$75
$75
$75
$75
$75
$75

Amountafter
payment

What is the total interest accrued for the six-month period?

Table 3
Month
Month1
Month2
Month3
Month4
Month5
Month6

Initialbalance
$2000

Monthly
payment
$50
$50
$50
$50
$50
$50

Month1
Month2
Month3
Month4
Month5
Month6

Initialbalance
$2000

Monthly
payment
$75
$75
$75
$75
$75
$75

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Ending
balance

Monthlyinterest
of1.5%

Ending
balance

__________________________

Amountafter
payment

What is the total interest accrued for the six-month period?

Monthlyinterest
of1.25%

__________________________

Amountafter
payment

What is the total interest accrued for the six-month period?

Table 4
Month

__________________________

Monthlyinterest
of1.5%

Ending
balance

__________________________

8.

Discuss the amount of interest paid for each account comparing monthly payment and
interest rates.

Instructor Note: As a follow up, consider helping students use Excel to determine the number of
months to pay off the credit card with the parameters outlined in Tables 1 4.
9.

Ask Since 2000 6 = $333.33, will you pay off the credit card if your monthly payment is
$333.33? They can use this table to help answer the question.

Table 5
Month

Initialbalance

Month1
Month2
Month3
Month4
Month5
Month6

Monthly
payment
$333.33
$333.33
$333.33
$333.33
$333.33
$333.33

$2000

Amountafter
payment

Monthlyinterest
of1.5%

Ending
balance

10. Ask students to determine what the minimum monthly payment should be to pay off this
credit card in 6 months with an APR of 18%. Have each group in the class try a different
monthly payment, such as $335, $338, $340, $342, $345, $348. Then based on the results,
fine tune the estimate of the monthly payment accordingly. Provide tables for the groups to
work on.
Alternatively, help students use Excel to perform the trial-and- error. The recommended
formulas for Excel are given in the answers appendix.
Table 6
Month
Month1
Month2
Month3
Month4
Month5
Month6

Initialbalance

Monthly
payment

$2000

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Amountafter
payment

249

Monthlyinterest
of1.5%

Ending
balance

Group Activity: Practice with Fractions


Percent Activity
ESTIMATING PERCENTAGES MENTALLY
It is often helpful to be able to calculate percentages mentally, particularly when shopping or
eating in a restaurant. When estimating quantities mentally, it is first important to decide if your
answer makes sense. In each of the following exercises, three estimates for answers are given.
Without calculator or pencil and paper, choose which estimate makes sense. Remember that
these are approximate answers, not exact answers.
1.

10% of $72.56

a. $0.70

b. $7.00

c. $700

2.

40% of $29.98

a. $12

b. $1.20

c. $120

3.

75% of $90

a. $63

b. $120

c. $20

Make note of the following shortcut:


To take 10% of a number, divide the number by 10. (This moves the decimal point one place to
the left.)
Find the following.
4.

10% of 400

5.

10% of 60

6.

10% of 178

7.

10% of 82

Here are some additional tips:


Sometimes it is helpful to use front end rounding when estimating percents. For example 10%
of 698 is approximately 10% of 700, which is 70.
Since 10% of 50 is 5, 20% of 50 is 2 times 5 or 10 and 30% of 50 is 3 times 5 or 15.

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Lets quickly estimate 40% of $60.99


Round 60.99 to 60.
10% of 60 is 6 and multiply times 4 to get 24.
So 40% of $60.99 is approximately $24.
Mentally estimate the following. Use front-end rounding when needed.
8. 60% of 80
9.

30% of 42

10. 20% of 189.79


11. 82% of 98 (Hint: round both the percent and the number)
12. 19% of 304
Additional helpful tips:
50% is equivalent to 12 . To find 50% of a number, divide by 2.
25% is equivalent to 14 . To find 25% of a number, divide by 4.
33% is approximately 13 . To find 33% of a number, divide by 3.
Mentally estimate the following.
13. 25% of 400
14. 33% of 120
15. 50% of 68

RESTAURANTS
In restaurants it is customary to leave a tip that is 15% of the cost of the meal. Create a shortcut
that you can use to find 15% of an amount. When calculating a tip, it is better to round up so that
the tip amount is sufficient. Try it out on these exercises.
16. 15% of $20
17. 15% of $48.79
18. 15% of $32.98

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SHOPPING
19. Celine wants to purchase a shirt priced at $60. She has a choice of buying the shirt on sale for
30% off or using a store coupon for $15 off. Which will give her the greater discount?
20. Helen needs to purchase 10 candles priced at $2 each. She has a choice of a coupon for 20%
off her purchase or $5 off the purchase. Which will give her the greater discount?
In #19 and #20 we were able to quickly calculate a discount. If we want to quickly calculate the
final price of an item on sale, this can be done by subtracting the discount rate from 100% and
then calculating the percentage. For example:
A sweater priced at $60 is on sale for 70% off. The price of the sweater can be found by
calculating 30% of $60, which is $18. Use this shortcut for #21 and #22.
21. Seth has $40 in his pocket. The shoes that he wants are priced at $79.99 on sale for 40% off.
Does he have enough money to buy the shoes?
22. Marcus wants to purchase 4 pairs of socks. The socks can be purchased individually for $10
per pair on sale with a 30% discount, or the socks can be purchased in a package of 4 pairs for
$27.50 with no discount. Which is the better buy?

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Group Activity: Practice with Fractions


Getting Ready For Fractions
Instructor: Students have worked with fractions in previous courses. This exercise will help
them to recall what they already know and to share that knowledge with group members.
Students should be told that they may not know all of the answers and that is okay, but they may
be surprised at how much they do remember.
Divide the class into groups of equal size. Each group gets a stack of cards with each card
containing one of the questions listed below. The cards are placed face down in the center of the
group. The class is given about 5 minutes to answer the questions on the cards. They can work
individually in the groups or together. At the end of the given time, the group that has the most
cards with correct answers is the winner. (The letters on each card are to identify the question to
check answers.)

Trueorfalse:Whenmultiplyingfractions,a
commondenominatorisneeded.

Simplifythefraction

Whatfractionalpartofthisfigureisshaded?

1
Whatistheleastcommondenominatorof
6
1
and ?
4

5
Change 3 toanimproperfraction.
8

Circletheimproperfractionsinthelist:
7 9
9
9


9 7
9
10

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12
.
20

253

Whatisthereciprocalof

4
?
11

Change

34
toamixednumber.
7

Trueorfalse:Whendividingmixednumbers,
theymustfirstbechangedtoimproper
fractions.

3
1
4
=

Trueorfalse: +
5
8
13

Trueoffalse:Whensubtractingfractions,a
commondenominatorisneeded.

Trueorfalse:

3
1
3

5
8
40

1
1
Whichislarger? or
2
8

1
Whichfractionisequalto ?
2
5
5
5
,
,

5 10 25

3
Whichfractionisequalto ?
4
12 12 12
,
,

16 15 20

o
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Fillintheblank:
_______

p
254

11
3
11


12
5
12

Circlealloftheoperationswithfractionsthat
requireacommondenominator.

additionsubtractionmultiplication
division

Whenanumberismultipliedbyitsreciprocal
the

resultis_______.

20
Changetoamixednumberandsimplify.
14

Whichofthefollowingisnotinlowestterms?

4
27
21

9
32
24

Whatistheleastcommondenominatorfor

1 5
3
, and .

3 6
8

Fillintheunknownvalue.

5
?

6
36

2
Shade ofthefigure.
3

3 1
_______
4 4

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Group Activity: Problem Solving Strategy


I. A Diet for Endurance
Cole is training for a marathon and is on a diet designed to build endurance. In his diet, the
number of fat calories is 1760 more than the number protein calories. If he consumes 2640
calories from fat and protein, find the number of calories from each source.

Step 1
Read the
problem
completely.

What is the problem asking us to find?


What information has been given?

Step 2
Assign
labels to
unknown
quantities.

Here we will identify the unknown quantities and write algebraic


expressions to represent them.
Lets use x to represent the number of protein calories.
Write an expression for the number of fat calories. __________

Step 3
Write an
equation in
words.

Use the information about the number of calories in Coles diet to


verbalize the quantities that must be equal.

)=(

Step 4
Write a
mathematical
equation.

Replace the verbal equation from STEP 3 with a mathematical


equation using the variable and the expression from in Step 2.
___________ + ___________ = ____________

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Step 5
Solve the
equation.

Solve the equation from Step 4 using the steps for solving a linear
equation.

x = ____________

Step 6
Interpret the
results and
write the final
answer in
words.

Since the number of protein calories was represented by x, we know


that the number of protein calories in Coless diet is __________.
The number of fat calories was represented by _________. By
substituting the value of x, we get the number of fat calories is
__________.

Cole consumes _________ calories from protein and __________ calories from fat.

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II. A Diet for Losing Weight


1
as many calories from protein as she does
3
from carbohydrates. If she consumes 1000 calories from protein and carbohydrates, find the
number of calories from each source.
Joana is on a diet to lose weight. She consumes

Step 1
Read the
problem
completely.

What is the problem asking us to find?


What information has been given?

Step 2
Assign
labels to
unknown
quantities.

Here we will identify the unknown quantities and write algebraic


expressions to represent them.
Use x to represent the number of carbohydrate calories.
Write an expression for the number of protein calories. __________

Step 3
Write an
equation in
words.

Use the information about the number of calories in calories in


Joanas diet to verbalize the quantities that must be equal.

)=(

Step 4
Write a
mathematical
equation.

Replace the verbal equation from STEP 3 with a mathematical


equation using the variable and the expression from in Step 2.
___________ + ___________ = ____________

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Step 5
Solve the
equation.

Solve the equation from Step 4 using the steps for solving a linear
equation. Consider clearing fractions as a first step.

x = ____________

Step 6
Interpret the
results and
write the final
answer in
words.

Since the number of carbohydrate calories was represented by x, we


know that the number of carbohydrate calories in Joanas diet is
__________.
The number of protein calories was represented by _________. By
substituting the value of x, we get the number of protein calories is
__________.

Joana consumes _________ calories from carbohydrates and __________ calories from protein.

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III. Applications Involving Percents


The percent equation is:
Amount = (p%) (base)
In solving a percent problem three quantities are involved. One of the quantities will be
unknown. In each case, begin by identifying the quantities that are known, and the quantity that
is unknown. Then write an equation using the percent equation.
1. It is believed that the minimum number of calories required for the average female to avoid
starvation is 1200 calories. The brain requires about 12% of the calories. How many calories
does the brain require?
Fill in the known quantities. Choose a variable to label the unknown quantity.
Amount:

_________

p%:

_________

base:

_________

Write an equation using the percent equation:

________________________________

Write the equation with the percent


expressed in decimal form.

__________________________________

Solve the equation:

Interpret the result:


In a 1200-calorie diet the number of calories required by the brain is _________.
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2. For health reasons, Sloan needs to limit her fat intake to 25% of the total calories consumed
in a day. If the fat intake is 550 calories, find the total number of calories she consumed for the
day.
Fill in the known quantities. Choose a variable to label the unknown quantity.
Amount:

_________

p%:

_________

base:

_________

Write an equation using the percent equation:

________________________________

Write the equation with the percent


expressed in decimal form.

__________________________________

Solve the equation:

Interpret the result:


Sloan consumed a total of __________ calories.

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3. It is believed that the minimum number of calories needed to for the average male to avoid
starvation is 1500 calories. To fuel the muscles and skeleton, 450 calories are needed. What
percent of the total calories are needed for the muscles and skeleton?
Fill in the known quantities. Choose a variable to label the unknown quantity.
Amount:

_________

p%:

_________

base:

_________

Write an equation using the percent equation:

________________________________

Solve the equation:

The percent value in the equation is in decimal form. Convert this to % form. ___________
Interpret the result:
The muscles and skeleton require ______ % of the total calories.

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Group Activity: Application of Slope


Slope of Ramps
The Americans with Disabilities Act (ADA) of 1990 has specific requirements for the steepness
of ramps. ( http://www.access-board.gov/adaag/html/adaag.htm) It states that the maximum
slope of a ramp in new construction shall be 1:12. This means that for every 1 unit that the ramp
1
. We call this
goes up, it must go 12 units over. The ratio 1:12 can be written as the fraction
12
number the slope of the ramp. The top number represents the rise and the bottom number
represents the horizontal distance, sometimes called the run. We can remember the slope as
rise
1
. A slope larger than
will not be ADA compliant.
run
12
1.

Determine the slope for each ramp. Then state whether or not it satisfies the ADA
requirements.
a.
b.

c.

2.

d.

If a ramp has to have a height of 4 in., what is the horizontal distance it needs to be ADA
compliant?

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Let us extend this to any type of incline. Remember that slope is determined by a fraction with
rise
the vertical distance in the numerator and the horizontal distance in the denominator,
.
run
Look at each grid and determine slope of the inclines.
3.

4.

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5.

6.

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Group Activity: Solving Linear Equations


Creating Equations
Give each group the following list of equations to write. When they have completed writing
the equations, have the groups exchange papers to check that the conditions have been met
and to solve the equations. If time is limited, have students make a selection of problems to
complete. Limit students to using numbers for coefficients and constants that are between
20 and 20 inclusive.
1.

Write an equation that can be solved in one step using the addition or subtraction property of
equality.

2.

Write an equation whose solution is 2 that can be solved in one step using the division
property of equality.

3.

Write an equation that can be solved in two steps by first using the addition property of
equality and then using the division property of equality.

4.

Write an equation that requires simplifying by using the distributive property to clear
parentheses on one side of the equation and with a constant term on the other side.

5.

Write an equation whose solution is 0, with two terms on each side of the equation.

6.

Write an equation containing three fractional terms whose LCD is 12.

7.

Write an equation that requires clearing decimals.

8.

Write an equation whose solution is 3 that has one variable term and one constant term on
one side of the equation and a constant term on the other side.

9.

Write an equation that has a constant term on one side of the equation and requires the
distributive property to simplify two sets of parentheses on the other side.

10. Write an equation containing at least three terms that has

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2
as the solution.
3

Group Activity: Study Skills


Constructing a Portfolio and Identifying Learning Styles
This activity is in two parts.
Part 1: Portfolio
Students can organize their own portfolios using the Student Portfolio packet. They should fill in
the information about the course, label their dividers, and take the Mathematics Attitude Survey.
The instructor should have copies of the portfolio materials with 3-hole punch, including the
rating sheet. The instructor may also want to provide dividers.
Part 2: Learning Styles
Students should be in groups and move through all three stations as described in the Leaning
Styles packet. These stations include viewing a video* (auditory) reading a section in the text
(visual) and working with several sets of fraction strips that students can handle (physical). After
the students all have been through the stations, there can be a class discussion regarding the
categories of auditory learner, visual learner, and physical learner.
*The video is found on the web. A laptop, iPad, or Smartphone can be used.

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STUDENT

PORTFOLIO

Name:_____________________________________________
Section:____________________________________________
Bldg./Room:________________________________________
Days and Time of Class:_______________________________
Instructor:__________________________________________

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Part 1: Portfolio

STUDENT PORTFOLIO
CONTENTS
Portfolio Self-Assessment
Course Syllabus
Student Record of Grades
Course Calendar
Mathematics Attitude Survey
Homework Guidelines
Test Correction Guidelines
Chapter 1

Chapter 6

Notes
Homework
Chapter 1 Test and Corrections

Notes
Homework
Chapter 6 Test and Corrections

Chapter 2

Chapter 7

Notes
Homework
Chapter 2 Test and Corrections

Notes
Homework
Chapter 7 Test and Corrections

Chapter 3

Chapter 8

Notes
Homework
Chapter 3 Test and Corrections

Notes
Homework
Chapter 8 Test and Corrections

Chapter 4

Chapter 9

Notes
Homework
Chapter 4 Test and Corrections

Chapter 5

Notes
Homework
Chapter 5 Test and Corrections

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Notes
Homework
Chapter 9 Test and Corrections

PORTFOLIO SELF-ASSESSMENT
Name:_____________________

Section:___________

Directions: The instructor may want to review your portfolio at different times during the
semester. Before you are tested on each chapter, you may use this sheet to rate how well you
have completed the assigned material. Assign yourself a grade from A to F for your efforts
on the homework, definitions of key terms, and test corrections.
It is important that you realize that you assign your own portfolio grades. The portfolio directs
you toward an honest and realistic assessment of your own performance. Your teacher will either
agree or disagree with the grades you give yourself.
1

Chapter:

Criteria
Homework: Rate by the percentage of
homework completed. All problems
numbered and neatly written following the
homework guidelines.
96-100% 91-95% 86-90%
A

80-85% less
than 80%
D
F

Vocabulary and Key Concepts: Rate by


completion.
96-100% 91-95% 86-90%
A

80-85% less
than 80%
D
F

*Test Corrections: Rate by the number


of problems not corrected. All corrections
should be done on another sheet of paper,
with written explanations.
All problems
corrected
A

missing missing missing missing


B

* Please note that you cannot do your test corrections until the instructor grades your exam and
hands it back. Soon after the exam is returned to you, you should correct your mistakes with
written explanations.

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RECORD OF GRADES
Name:_______________ Course: ______________ Section:__________________
Directions: After each exam, quiz, or assignment is graded and returned to you, record the
results below.

Exam
Number

Other
Assignments:

Grade/Points

Quizzes/Home
work, etc.

(write-in)

3
4
5
6
7
8
9
TOTAL:

TOTAL:

TOTAL POINTS:

________

PORTFOLIO GRADE:

__________

AVERAGE BEFORE
FINAL EXAM:

__________

FINAL EXAM GRADE:

__________

COURSE GRADE:

__________

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Grade/Points

COURSE CALENDAR
Name:_______________ Course: ______________ Section:__________________
Directions: Record exam days and other important dates. Also record which days you are absent.
Week

Monday

Tuesday

Wednesday

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

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Thursday

Friday

Saturday

MATHEMATICS ATTITUDE SURVEY


Directions: This survey investigates your attitudes and opinions toward mathematics. Two
blank survey forms are provided in your portfolio. Complete one during the first week of class,
and place it in the introductory section of your portfolio. Complete the second survey form
during the last week of class. After completing the second form, spend a few minutes comparing
your responses. Have any of your opinions changed? Has your attitude toward mathematics
changed since the beginning of the semester?
A = Strongly Agree
B = Agree
C = No Opinion
D = Disagree
E = Strongly Disagree
Math is fun.

I learn math better when I learn concepts


as opposed to memorizing steps.

I have a fear of math.

I have positive feelings about my ability


in math.

Algebra has no useful applications in


my life.

A B

D E

The final answer in a math problem is


not as important as the problem solving
strategies used to arrive at the answer.

Math is a language.

I want to understand algebra better.

Studying algebra will improve my problem


solving skills.

Math should not be required in college.

I experience anxiety when I study algebra.

I frequently use essays as a means to


explain difficult concepts in algebra.

A B

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C D E

HOMEWORK GUIDELINES
To obtain the maximum benefit from your homework, complete your homework using the
following guidelines:
Do all your homework before the next class period. The concepts practiced in the homework will
probably be used as building blocks for the next section of material. Try not to fall behind.
The homework should be done neatly on 8 by 11-inch paper. Use as much space as you need
and show all steps. At the top right of each page, label the section number and page number you
are working from. When you are finished, place the assignment in the appropriate section in your
portfolio.
Attempt each homework problem by yourself first before seeking assistance. After you have
completed a problem, check your answer if possible.
Attempt every problem! If you still cannot answer a question after making a valiant effort, see
your instructor, a classmate, or a tutor for help. Try not to let a single question go unanswered.
For any problem you had trouble with, place written comments in the margins to help you
remember the proper solution. These comments can also be used to guard against common
errors. Its not a bad idea to write your comments in colored ink to draw attention to the trouble
spots.
Learning formulas and important definitions is part of your homework. Complete the vocabulary
sheets for each chapter and place them in your portfolio. Make index cards for important
formulas and ideas.
To help you study for exams, work sample problems on index cards with written explanations on
the back of the card.
Dont hesitate to get extra practice. You can certainly do extra homework problems from the
text, or you can make use of instructional software and video tapes.

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TEST CORRECTION GUIDELINES


Most students view exams strictly as a device to determine grades. Unfortunately, this point of
view does not recognize the most important purpose of testing. Tests allow students to
demonstrate their strengths and diagnose their weaknesses. If students dont want to repeat the
same mistakes over and over again, they need to learn from them.
To obtain the maximum benefit from your tests, its best to correct your mistakes using the
following guidelines:
Work the test corrections on a separate sheet of paper so as not to confuse the wrong solution
with the corrected one.
Fold the paper in half lengthwise. Write the proper solution to each question that you missed on
the left-hand side of the page. On the right-hand side, add written comments explaining the
correct procedure to work the problem. It is also helpful to make note of what you did wrong and
how you corrected the mistake. Your written explanation is probably more important than the
actual mathematical correction. You need to understand and be able to articulate what you did
wrong.
Place your test and your corrections in your portfolio. Remember, one of the best ways to study
for your final exam is to study from your old tests.
The following is an example of a test correction done in the proper format:
Gus Miller

Test Corrections
Exam #1

Problem #3
Simplify. 15 2(16 12)
Correct Solution:

Explanation:

15 2(16 12)

Original problem

= 15 2(4)

Work within parentheses first.

= 15 8

Multiply before subtracting.

=7

Subtract.

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Part 2: Learning Styles


Comparison of Fractions
Have pairs or groups of student spend 5 minutes at each station.
Station 1: Watch video 2, section 1.1 of Beginning Algebra from www.millerhelp.com
(Auditory learner)
Station 2: Read Concept 3 on page 8 of Beginning Algebra. (Visual learner)
Station 3: Use strips to make equivalent fractions and answer these exercises. (Physical learner)
Fill in the blank with = or .
2
1
2
3
1.
2.
4
2
3
5
Have students discuss the method that they prefer to learn a new topic.

(Cut out strips. Make several sets.)

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Group Activity: Estimating with Unit Conversion


A Trip to Europe
Most countries outside the U.S. use the metric system of measurement. In the text you will find a
table for conversion factors between metric and U.S. customary measures. However,
occasionally it is convenient to have a quick way to mentally convert metric units to more
familiar U.S. units of measure. So here are a couple of quick tips for approximate conversions.
To change meters to feet multiply by 3.

To change kilometers to miles multiply by 0.6.


To change kilograms to pounds multiply by 2.
To change Celsius to Fahrenheit multiply by 2 and add 32.

The Young family is planning a trip to Europe.

1.

The temperature when they arrive is predicted to be 30 C. Will they be hot or cold?

2.

The family does a lot of hiking and does not mind walking 5 miles or less. They learn that
their hotel is 3 km from the train station. Will they be able to walk to the train?

3.

Each piece of luggage that they carry onboard the plane cannot weigh more than 12 kg.
How many pounds is this?

4.

At an amusement park, one of the rides requires that children are less than 1.5 m tall. How
tall is this in feet?

5.

On the same ride, the weight requirement is that children are less than 40 kg. How much is
this in pounds?

6.

Mrs. Young does not like to drive faster than 60 mph. The speedometer in the car reads 90
km/hr. What is the speed in mph?

7.

Mr. Young is 511tall. He is told that the bed in their hotel room is 2 m long. Is it long
enough for Mr. Young?

8.

The children want to bring candy home for 5 friends. They purchase 2 kg of candy. Is this
enough to give each friend 12 lb of candy?

9.

The family can walk at a pace of 2 mph. How long will it take them to walk to a museum
that is located 5 km from their hotel?

10. When the family arrives back in the U.S. the pilot announces that the temperature is 10 C.
What is the approximate temperature in degrees Fahrenheit?

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