   Required Vocabulary for Algebra One   The student needs to master every word on the list below.  The list includes a working vocabulary.  That means the student needs to know the meaning of the word or phrase and how to apply it if it indicates some kind of action (for example the word solve).  Working vocabulary words or phrases are in bold.  New words and phrases will constantly be added to the list.     Equations  constant  variable  coefficient  term  expression  equation  quantity  left-side (of an equation)  right-side (of an equation)  like-terms  simplify (combine like-terms)  solve for  isolate  remove/move (a term)  remove/move (a coefficient or divisor)  flip/reverse (the equation)  change the signs of every term (in the equation)  Expressions  Substitute (a number for a variable)  Evaluate (a numerical expression)  Simplify (an expression by properly removing all parentheses and combining like terms)  Problem Solving  What is the question?  Define the variable(s)  Translate from English into Algebra  Translate from Algebra into English  State the solution  Presentation Form  polynomials  monomial  binomial  like binomials  trinomial  polynomial  power  exponent  Index (indices)  base  degree of a variable  degree of a monomial  degree of a polynomial  distributive rule  double-distributive rule  multiply monomials (uses the multiplication rule for monomials)  raise a monomial to a power (uses the power rule for monomials)  multiply a term times a quantity (using the distributive rule)  simplify (by distributing a minus sign)    simplify (by distributing a term)  F(OI)L  factor out a sign  factor out a number  factor out a variable  factor into a product of binomials Geometry  point  line  horizontal  vertical  slanted line  graph (noun, meaning picture representing data)  graph (verb, meaning draw a graph)  number line  x-axis  y-asis  origin  draw/mark a point  draw/mark a point (on graph paper)  T-chart  Evaluate y for x = (some number)  Find y when x = (some number)  increasing  rising  decreasing  falling  angle  vertex  rectangle  triangle  side  perimeter  area  Find the perimeter  Find the area of the rectangle  Find the area of the triangle   Mathematics for the Intuitive Learner Math 8 (MYP3)  Home | Math 6 (MYP1) | Math 8 (MYP3) | Completing the Square | Drill Sheets  Week of November 3 (and after)

Assignment for Thursday, Friday, week of Nov. 3, 2013

In your textbook, read chapter 7, sections A-C.  Try the problem sets in each section: Exercises 7A, 7B and 7C.  Look for the problems that are algebraic in nature.  You should be able to work almost any of these problems -- check your answers in the back of the book.  If your can't make sense of it, ask me in class at the beginning of the period.

Expect a quiz.

Assignment for Monday, Nov. 3, 2014:
Do the worksheet at
You should be able to do any problem on this worksheet.

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The class is taught in strands.  Each class period, the students are presented two to three topics (strands) that are not mutually dependent.  In other words, they don't need to know one subject to understand the other one.

This approach avoids boredom and brain meltdown.  It also allows me to revisit each topic more frequently, giving the students more opportunities to ask questions and catch on.
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 Current Topics Solving Linear Equations:  We are finishing up with solving linear equations (with denominators) efficiently. We are just starting intuitive geometry:  Recognizing the fundamental theorems of geometry using our own intuition.  The students will see algebraic problems resulting from those principles. Graphing linear equations from their description.  Students should be able to graph a linear equation with any of the following information:  A point and a slope.  A point and a description (vertical, horizontal, parallel to __, perpendicular to __.)  Students will be expected to memorize "The Equation Maker", a rule for creating the equation of a line from a point and a slope.  [This topic will be coming soon.] Completed Topics Multiplying fractions efficiently*. Converting fractions and decimal numbers to percentages.Reading data and extracting information which will be correctly presented as percentages. Solving Linear Equations:  Solving linear equations (with no denominators) efficiently.* Multiplying monomials and reducing fractions with monomial numerators and denominators. Distributing monomials over polynomials. Applying the Double-Distributive Rule. Describing the graph of a given linear equation.  Students should be able to extract:  Sample points  Intercepts and Slope (both by two-point method and from converting the equation to slope-intercept form).  Students should be able to recognize the equations of horizontal and vertical lines. Graphing linear equations from their description.  Students should be able to graph a linear equation with any of the following information:  Two points (either of which could be intercepts)  __________________________________*efficiently is used here to mean without the usual written-out carryings, borrowings and various others thinking steps traditional to grade-school arithmetic.  When multiplying fractions, this also means reducing in place.   