Algebra Concepts

An Interactive Learning System...
Algebra Concepts
for Macintosh and Windows Computers
Additional support materials for

educators are available online at:
http://www.venturaes.com
Ventura Educational Systems

1999 All Rights Reserved
www.venturaes.com
Algebra Concepts
Teachers Guide
Copyright Notice
This product is intended for use by individuals and schools. The purchaser is entitled to use this product but not
to transfer or sell reproductions of the software product or manual to other parties. Lab packs containing multiple
copies of the program disks are available. Please contact Ventura Educational Systems for more information on
options available to schools with more than one computer.
The program and manual are copyrighted by Ventura Educational Systems. All rights and privileges
guaranteed by the copyright laws of the United States are reserved.
Macintosh is a registered trademark of Apple Computer. Windows is a registered trademark of Microsoft
Corporation.
Disclaimer of Warranty and Limited Warranty
The software and accompanying written materials (including the instruction manual and teachers guide) are
provided as is without warranty of any kind. Ventura Educational Systems does not warrant, guarantee, or
make any representations regarding the use, or the results of the use of the software or written materials in
terms of correctness, accuracy, reliability, or currentness, or otherwise. The entire risk as to the results and
performance of the software is assumed by the user.
The program is provided on a CD-ROM for use on a single Macintosh or Windows computer. Ventura Educational
Systems warrants that the media on which the software is recorded is free from defects in materials and
workmanship under normal use and service for a period of thirty (30) days. Ventura Educational Systems entire
liability and exclusive remedy to the purchaser is to either refund the purchase price if the program is returned or
to replace the disk that does not meet the Ventura Educational Systems limited warranty.
The above are the only warranties of any kind, either express or implied, including but not limited to the implied
warranties of merchantability and fitness for a particular purpose, that are made by Ventura Educational Systems
on the product. No oral or written information or advice given by Ventura Educational Systems or its dealers,
distributors, agents or employees shall create a warranty or in any way increase the scope of this warranty, and
you may not rely on any such information or advice. This warranty gives you specific legal rights. You may have
other rights which vary from state to state.
Neither Ventura Educational Systems nor anyone else associated with the development of this product shall be
liable for any direct, indirect or consequential, or incidental damages arising out of the use of or inability to use
this product.
ISBN 1-57116-034-5
Copyright 1999 All Rights Reserved
910 Ramona Avenue Suite E
Grover Beach, CA 93433
(805) 473-7383
(800) 336-1022
www.venturaes.com
Tools for Active Teaching and Active Learning
-2-
1999 Ventura Educational Systems
Teachers Guide
Algebra Concepts
Table of Contents
Overview ............................................................................................ 4
Credits ................................................................................................ 5
A Note to Teachers ............................................................................. 6
Introduction ........................................................................................ 7
Curriculum and Content ..................................................................... 8
An Overview of the Algebra Concepts Learning System ................. 11
A Conceptual Framework for Algebra Concepts ...............................11
Materials........................................................................................... 12
System Requirements ...................................................................... 12
Getting Started ................................................................................. 12
File Menu ......................................................................................... 15
Activities Menu ................................................................................. 16
Topic Menu ....................................................................................... 17
Options Menu ................................................................................... 19
Instructions for Algebra Concepts Activities ..................................... 20
Overview ................................................................................. 20
Lesson .................................................................................... 21
Comprehension Check ........................................................... 23
Identification Game ................................................................. 24
Scrambler................................................................................ 25
Probe ...................................................................................... 26
Quiz Machine .......................................................................... 28
Glossary.................................................................................. 29
Integer Practice ....................................................................... 30
Prime Factorization ................................................................. 31
Algebra Tool Kit ....................................................................... 32
Solving for X............................................................................ 37
Scoreboard ............................................................................. 38
Terms Listed by Topic and Sequence .............................................. 39
Activity Pages................................................................................... 40
-3-
Algebra Concepts
Teachers Guide
Overview
This educational software product provides an introduction to computers and computer
systems:
Topics:
Activities:
Variables and Expressions

Real Numbers
Solving Equations
Polynomials
Factoring
Overview
Lessons
Comprehension Check
Identification Game
Scrambler
Probe
Quiz Machine
Glossary
Integer Addition Practice
Prime Factorization
Algebra Tiles
Number Line
Function Plot
Solving for X
Materials:
1 Mac/Win CD-ROM
Teachers Guide and
Supplementary Worksheets
Features:
Menu Driven Format

Self-Paced Lessons
Interactive Database of Essential Algebra Vocabulary
Challenging Games
Scholastic Quizzes
Algebra Tiles
Number Line Activities
Function Plotting Tool
Menubar
A menubar provides easy access to the main features of Algebra

Concepts.
-4-
Teachers Guide
Algebra Concepts
Credits
Software Design
Instructional Technology
and Programming
Fred Ventura, Ph.D.
Editor
Marne Ventura, M.A.
Dr. Fred Ventura is an experienced classroom teacher and has taught elementary, secondary
and college levels. He holds a doctorate in education from the University of California, and
presents workshops for educators on the instructional uses of microcomputers.
Marne Ventura is also an experienced classroom teacher and holds a masters degree in
reading and language development from the University of California. As a seminar leader,
Marne Ventura has assisted many teachers in learning about the educational opportunities
that can be derived from the use of microcomputers in the classroom.
Our publications include:
Algebra Concepts
All About Light & Sound
All About Matter
All About the Solar System
AlphaSmart Projects
Anatomy of a Fish
Anatomy of a Shark
Balancing Act
Borders, Certificates & Awards
Charts, Grids & Forms
ChemAid
Classroom Critters
Clip-Art for Elementary Teachers
Clip-Art for Math Teachers
Clip-Art for Science Teachers
Coordinate Geometry
Earthworm
Fetal Pig
Geometry Concepts
Geometry Toolkit
GraphPower
Hands-On Math Series
Holidays & Seasons
HyperCard Projects for Kids
HyperCard Projects for Language Arts
HyperCard Projects for Math Teachers
HyperCard Projects for Multicultural Ed
HyperCard Projects for Teachers
Insect World
Internet Projects for Teachers
Kooky Characters
Life Cycle of a Sea Lamprey
Marine Invertebrates
Probability Toolkit
Protozoa
Puzzle Logic
School Days
Senses
States
VisiFrog
Additional CD-ROMs
Many schools have more than one computer and to effectively use educational software
require additional legal copies of a program. Additional program disks are available for use in
a computer lab. For information on additional program disks contact Ventura Educational
Systems at (800) 336-1022. There is a 30 day warranty on original program disks. If for any
reason a program disk becomes defective within 30 days of the date of purchase, Ventura
Educational Systems will replace it at no charge.
-5-
Algebra Concepts
Teachers Guide
A Note To Teachers...
The secondary mathematics curriculum traditionally has been designed to provide students
with the opportunity to develop skills and acquire knowledge that would be important in
adulthood and to prepare students to enter careers that would not require a high level of
mathematical ability. Today the context of mathematics instruction needs to be much broader.
The accelerated pace at which modern society produces technological change requires that
high school graduates be prepared for careers in which mathematics will be very important.
In order to be successful in many careers students will need to be confident in their
mathematical abilities. They will need to be able to solve problems, to communicate
mathematical ideas and to think logically.
The National Council of Teachers of Mathematics (NCTM) in the Curriculum and Evaluation
Standards for School Mathematics calls for the establishment of a framework for a core
curriculum in grades 9-12 that reflects the needs of all students. The second standard of the
NCTM document addresses the need for the mathematics curriculum to...
include the continued development of the language and symbolism to

communicate mathematical ideas so that all students can
reflect upon and clarify their thinking about mathematical ideas and
relationships;
formulate mathematical definitions and express generalizations discovered

through investigations;
express mathematical ideas orally and in writing;
read written presentations of mathematics with understanding;
ask clarifying and extending questions related to mathematics they have

read or heard about;
appreciate the economy, power and elegance of mathematical notation and

its role in the development of mathematical ideas.
NCTM Standards 1989 National Council of Teachers of Mathematics

Algebra Concepts is a computer software product that is intended to help students develop
their ability to understand algebra and communicate algebraic concepts. It is specifically
designed to create a learning environment where the vocabulary of algebra can be learned in
an enjoyable way. Algebra Tiles give students the ability to use a computer as a tool for
exploring algebraic ideas. These programs are most effective if the students work in groups
of two so that the discussion of mathematical ideas is facilitated. Comments and feedback
on the effectiveness of this program are always welcome.
-6-
Teachers Guide
Algebra Concepts
Introduction
Algebra Concepts is an interactive learning system which has been designed to provide 7th
grade enrichment through adult level instruction in mathematics. Several approaches to algebra
instruction are combined in the design of this educational software package. Algebra Concepts
contains Lessons with a Comprehension Check, an Identification Game, a Probe, a Scrambler
Game, a Probe, a Quiz Machine and a Glossary which is used with each topic. Several
exploratory modules including Integer Addition Practice, Prime Factorization, Algebra Tiles,
Number Line, Function Plot, and Solving for X, which all serve to extend the usefulness of the
program.
With the Algebra Concepts program each topic is studied by reading a lesson, taking a
comprehension test, using a game where the object is to identify a term or key concept of
introductory algebra, a Probe where terms, key concepts and descriptions are accessed, or a
quiz where practice matching terms and key concepts is provided. With the Identification
Game students practice recognizing representations of basic algebraic concepts using
diagrams and symbolic notation as clues. It can be used as a discovery learning type of
activity for students who are unfamiliar with the algebraic terms or for reinforcement after the
concepts have been presented in class. The Probe is a computerized reference system that
allows students to review terms and concepts and to read detailed descriptions that explain
the algebraic significance of a term or concept. The quiz presents a term and asks the student
to select the key concept associated with that term.
The main instructional goals of Algebra Concepts are given in these educational objectives:
1. To provide practice identifying and matching terminology related to introductory
algebra. This computer based instruction unit graphically represents terms and
key concepts and motivates students to learn the term or key concept associated
with an algebraic expression or process.
2. To incrementally build an understanding of fundamental concepts by providing
an easy-to-use format for exploring algebra.
3. To support the development of a students sense of confidence in his/her
mathematical ability by measuring and reporting the students progress toward
understanding the topics presented in each unit using points and a percentage
correct rating.
The computer can be used to assist the learning process by providing a wealth of information
and by providing a structure for experimentation.
-7-
Algebra Concepts
Teachers Guide
Curriculum and Content

Algebra Concepts covers the content recommend by national and state instructional resources.
It supports the curriculum frameworks for California and other states. The content specifically
follows the recomend guidelines provided by most of the state departments of education.
Because an active learning approach is used, Algebra Concepts also supports performance
standards specific to the secondary math curriculum. The main topics covered by this learning
system are listed below:
Real Numbers and Their Properties
Solving Equations
Polynomials
Factoring Polynomials
Constructivist Experiences: Algebra Concepts is designed to provide a variety of learning
experiences using different approaches and creative teaching methods. One key purpose of
the Algebra Tiles component of the program is to provide students with constructivist
experiences related to fundamental algebra concepts.
Cooperative Learning: The Algebra Tiles experience is appropriate for individuals or small
cooperative learning groups. Students can work together to share and compare their approach
to finding the solution to a specific set of algebra problems that can be provided by the teacher
or accessed on the internet.
Internet Support: http://www.venturaes.com/site/algebra_concepts/index.html.
Learning Styles: Research in education has found that students have a variety of learning
styles and modalities which must be considered when designing instructional approaches.
Algebra Concepts uses many techniques which are well-suited to visual learners. For example,
the Algebra Tiles module is an extremely effective way to make abstract algebraic ideas much
more understandable. In addition, because interactive sound is used is several of the learning
modules, students who are auditory learners will be more engaged. Terms are pronounced
and algebra expressions are read. Kinesthetic learners are engaged through the use of the
keyboard and the mouse. Also, several of the activities suggested in the teachers guide and
on the website involve a confluence of visual, auditory and kinesthetic learning approaches.
Independent Investigations: The lesson ideas and instructional activities provided in the
teachers guide and through the internet support site encourage students into independent
investigations of topics related to the application of the algebra concepts which are targeted
by the scope of the program.
-8-
Teachers Guide
Algebra Concepts
An Open-Ended Approach: Providing for open-ended questioning in math may seem like
an oxymoron when we consider that most problems have a single answer. However, giving
students an opportunity to think divergently in math class is important as a way to spark
creativity and stimulate insight. Algebra Concepts attempts to provide open-ended
experiences whenever possible. One example is the Solve for X activity where students
pick a number (1-10), a sign (+ or -) and an operation (+, -, x, ) in an attempt to solve for x
in a randomly generated equation. The solution can be found several ways and students
are encouraged to share the approach with others in a cooperative learning group.
Critical Thinking: Algebra Concepts engages the student in critical thinking and decision
making through a series of related activities. A key feature in the design of the Algebra Tiles
module is the empowerment of the student to make connections between representations of
algebraic expressions in three forms: algebra tiles, number lines, and graphs or functions.
Critical thinking in a mathematical context is achieved when teachers pose open-ended
questions and encourage the students to use representations of their own design in the
Algebra Tiles work area to justify the answer they have given. An example of such a question
might be: Prove that (3x+2)-(2x-4)=x+6
Steps in proof:
1.) Show 3x+2.
2.) Add zero (0) in the

form of (+4) and (-4).
-9-
Algebra Concepts
Teachers Guide
3.) Remove 2x-4 from the first set. The result is x+6.
This type of instructional approach will help students who are first learning to work with
operations with polynomials to internalize the underlying concepts and will better enable
these students to generalize and make inferences about algebra problems that they will
encounter later in their high school and college academic careers. Internalizing fundamental
concepts will facilitate a students ability to apply principles of algebra to new learning
experiences.
Educators will find that Algebra Concepts can be used in combination with other instructional
programs and closely parallels the algebra curriculum taught in most secondary schools. The
program provides students with the opportunity to review and explore the concepts learned in
mathematics classes. The format of the system is designed to make learning fun. Each topic
can be studied in a variety of ways. A quiz for each topic assesses the students mastery of
the material and helps to provide reinforcement. The system maintains a record of the students
performance on a disk and can be utilized by the teacher during instructional planning.
Algebra Concepts is useful as a supplement for most introductory level algebra students.
Much of the confusion that students feel in algebra is due to an inability to understand the
terminology used to describe the fundamental rules of algebra. Algebra Concepts is an effective
tool for mastering the vocabulary of algebra. In a similar way, the program is effective for
students who are learning English. The key words are read aloud by the computer, color
images are used and several other instructional strategies are employed to help all students
improve.
With Algebra Concepts, students enjoy learning the ideas that are essential for success in
higher level math courses. The program is an effective way to introduce students to algebraic
terms and concepts and can also be used as a tool to provide reinforcement.
Supplementary materials are provided in this manual and are designed to be used in conjunction
with the computer activities. The supplementary worksheets may be duplicated for classroom
use and lab packs with multiple copies of the program disks are available from the publisher.
-10-
Teachers Guide
Algebra Concepts
An Overview of the Algebra Concepts Learning System

Algebra Concepts combines traditional and innovative instructional techniques in an easy-touse learning system. Each topic can be studied in a variety of ways. For example, first time
users can opt to begin with the Identification Game and learn the terminology and related
concepts in a discovery learning mode or may decide to use the Probe first. Computer
graphics are used to illustrate key concepts and in many cases the graphics are interactive in
ways that help to illustrate a fundamental concepts.
The program is designed so that the students name, class period and performance on the
comprehension checks, identification games and quizzes can be saved. An unlimited number
of student scores can be saved. Student performance records can be printed. Supplementary
worksheets and other materials available on the internet are reproducible and can also help
teachers monitor each students progress and assess student achievement.
Text and graphics are used to convey to students an understanding of essential algebra
concepts. Activity pages are provided in this manual and are designed to be used in conjunction
with the use of the computer and as follow-up. Teachers are encouraged to duplicate the
supplementary materials for classroom use.
In the quiz mode the computers random number generating ability is employed to generate a
unique mix of possible answers. The quiz can be set up so that students match terms with
concepts or concepts with terms.
A Conceptual Framework for Algebra Concepts
Learning the terminology of algebra is an important goal because vocabulary is an essential
element in building a foundation for mathematical knowledge. A strong foundation is necessary
for success in the study of advanced mathematics where mathematical knowledge and skills
are put to use in a variety ways.
The study of mathematics is most exciting when students are able to proceed at their own
pace, taking time to explore concepts and experiment with the ideas that are being learned.
The philosophical approach taken in the design of Algebra Concepts is to provide a computer
based learning environment for studying terms and their related key concepts. In the Algebra
Tiles module links can be made to a number line or function plot. This ability provides students
with an opportunity to experiment with algebraic concepts and discover important relationships.
After completing an activity using the correlated supplementary materials, the student has the
opportunity to play a game or take a quiz. The results of the game and quiz are stored in the
students file and can be reported in a window on the screen or on the printer.
-11-
Algebra Concepts
Teachers Guide
Materials
The Algebra Concepts learning system includes these components:
Algebra Concepts Mac/Win CD-ROM

Documentation: A Teachers Guide (soft cover book)
Reproducible Black Line Masters and Activity Sheets
Documentation in Adobe Acrobat Page Description Format (.PDF)
Extended support materials on the internet
at http://www.venturaes.com/algebraconcepts/index.html
System Requirements
The minimum computer system configuration needed to use this program is given below:
Macintosh LC or Higher, PowerMac, G3, iMac, iBook or equivalent Apple

computer, System 7.5 or 8.0 or higher operating systems. CD-ROM drive
with approximately 10 Mb of free space, color Macintosh monitor capable of
256 colors.
Intel 386, 486, Pentium or equivalent processor, Windows 95, 98 or higher,

16Mb or RAM, CD-ROM, hard drive with approximately 60 Mb of free space
to run from hard drive,
color VGA or better
monitor.
Getting Started
Macintosh: Insert the CD-ROM into the
drive. Double-click the icon labeled
Algebra Concepts.Installer if you want
to load the program on your hard drive.
Drag the icon labeled Recommended
Files to the appropriate hard drive. After
the installation process is complete,
locate the folder labeled Algebra
Concepts on your computers hard
drive, open it and double click the
application icon to start the program.
Please consult your Macintosh Users Guide for more complete system operating instructions
-12-
Teachers Guide
Algebra Concepts
Windows: Insert the CD-ROM into the drive. Windows 95 will autorun the installation
application. Follow the on-screen instructions and choose to either install the application or
run if from the CD.
For more information on how to install and operate Windows programs see the information
that was supplied with your computer and your operating system manual.
Legal Information: The purchaser of this program is entitled to use one copy of this program
for each license. Purchasing a single copy and installing it on multiple machines for
simultaneous use is prohibited by federal and international copyright laws. (Using multiple
copies on other computers or using more than one copy at one time is considered a copyright
infringement. Additional licenses for this product are available and may be purchased by
schools with computer labs.)
In both the Macintosh and Windows versions of Algebra Concepts, once the program has
been launched, a copyright notice screen opens and the title screen sequence is displayed.
Click on the last screen of the Title window sequence and the Student Identification window
appears. Enter the appropriate information and then click on the OK button to close the
Student Identification window and proceed to use the learning system.
-13-
Algebra Concepts
Teachers Guide
Open can be selected to

retrieve a score file that has
been previously saved. Score
files can be kept on a floppy
disk, any of the computers
hard drives or the network
server.
When a new student is
entered, the scores currently
in memory, if any, are erased.
If the Open button is selected from the New Student screen a standard dialog box will be
shown for opening files. The Macintosh version is shown here. For Windows the Common
Dialog Box is used. In eiither case opening a score file is just like opening a file in any other
application. Teachers may find it convenient to organize score files by class period. It is
also possible to use identification numbers rather than names.
-14-
Teachers Guide
Algebra Concepts
File Menu
The File menu contains the options New Student, Open, Save, Print and Quit. Open the File
menu to reveal these choices and operations:
New Student...
The New Student option is used to enter the name
of the student using the program, the period, if
desired, and the date. Selecting this option,
entering student identification information and
completing the operation by clicking OK, resets
the scores for the activities. Cancel can be used
to stop this operation.
Open...
A record of each students performance can be
stored on a disk in a file. The name of the file is
entered prior to saving. To continue using the
program and add new scores to an existing file,
select Open and then select the appropriate file
name from the list presented. A separate disk can
be used for storing student scores. There is no limit
to how many students can use the program.
Save
The save option writes the current scores to a file. The student may specify the file name.
Print
During the use of the program there are times when the Print option becomes available. For
example, a certificate of completion can be printed at the end of the game and the scoreboard
can also be printed. To print a window select the Print option when the window is shown. If the
Scoreboard or Certificate windows are not opened and Print is selected, the program will print
an activity sheet for the selected topic. Use the activity sheet to encourage students to write a
description of the algebra concept shown in the selected view.
Quit
The Quit option is used to exit from the program and return to the operating systems desktop.
If scores have not been saved a warning dialog box will be presented.
-15-
Algebra Concepts
Teachers Guide
Activities Menu
The Activities Menu provides a variety of options. Some of the options are controlled by the
selection that is made in the Topic Menu. The first option, Overview, presents a brief description
of the various activities in a window. The Identification Game, Probe and Quiz Machine present
information based on which topic has been chosen.
Overview
Provides basic information about

the program.
Lesson
Read about anatomical information

related to the selected topic.
Comprehension
Check
Test students ability to understand
and remember information
presented in the lesson.
Identification
Game
Score points by accurately
identifying algebra term and related
concepts.
Scrambler
This game challenges students to

unscramble the letters in terms from
the glossary.
Quiz Machine
In this activity students test their
ability to match algebra terms and
related concepts.
Probe
The Probe links algebra terminology

with points on on a diagram for each
topic.
Glossary
The Glossary contains a list of

algebra terms and definitions.
Integer Addition Practice

Select this item to provide practice
adding and subtracting integers.
Algebra Tool Kit

Select this item to work with a set of
Algebra Tiles.
Prime Factorization
Find the prime factors for any
number between 1 to 100.
Solving for X
Select this item to practice simplifying
equations to solve for X.
-16-
Algebra Concepts
Teachers Guide
Topic Menu
The Topic Menu determines the content of the activities. The Algebra Concepts learning system
is divided into 5 topics which represent the important topics discussed in most introductory
algebra courses. Each of the topics can be studied in a variety of ways. To select a topic, use
the mouse to open the Topics Menu and drag the pointer to the desired selection.

This lesson presents basic information about how variables are represented by symbols in
algebraic expressions. The lesson demonstrates to students the use of Algebra Tiles. The
meaning of each tile is explained and examples show the expressions in algebraic terms and
also with tiles.
Here is one example:
x+4
Real Numbers
In the lesson on real numbers, set theory is used to explain to students the different ways in
which numbers can be classified. First the set of natural numbers are compared to the set of
whole numbers. Later students learn that rational numbers including whole numbers and
natural numbers.
Natural
Numbers
Whole
Numbers
-17-
Rational
Numbers
Algebra Concepts
Teachers Guide
Solving Equations
In solving algebraic equations knowing which steps to take and when to take them is a critical
skill. The third lesson introduces students to all of the common techniques for solving equations.
A number line is used to show that every number has an opposite.
Polynomials
The fourth lesson explains the differences between monomials, binomials, and trinomials.
Algebra Tiles are used to help students realize how to recognize the number of terms in a
polynomial by determining the number of different algebra tile shapes used to make the
polynomial.
-x2 + 3x + 2
2x-1
Two shapes - binomal
Three shapes - trinomal
Factoring
The ability to factor polynomials is
critical for success in algebra. The
fifth lesson focuses on techniques
that students can use to factor
polynomials. Emphasis is placed
on finding the greatest possible
coefficent of a number, as in this
example:
6x2 + 3x = 3x(2x+1)
Factoring using Algebra tiles
involves the process of arranging
the tiles in a rectangle and
determining the factors from the
edges of the rectangle.
-18-
Teachers Guide
Algebra Concepts
Options Menu
The Options Menu provides for several special features. To view the current level of performance
choose "Scoreboard. Sound is used in various parts of the program and the computer terms
are pronounced when using the Probe. Sound can be turned on and off by selecting Sound
from the Options Menu. When the sound is on a check mark appears to the left of
the word Sound in the menu.
The Descriptions option is implemented in two activities. When the Descriptions option is
off the Descriptions window is not shown while using the Identification Game and Quiz Machine.
A check mark is shown to the left of the word Descriptions in the Options Menu. The
Descriptions and Sound options flip from on to off each time the item is selected from the
menu. The default status for the Descriptions and Sound option is off. The fourth item in
the Options Menu is Term/Key Concept. This option has an effect in the Identification Game
and the Quiz Machine. Each time this option is selected it changes from Term to Key Concept
or from Key Concept to Term.
Scoreboard Choosing the Scoreboard option causes
the system to display the current scores
for the Identification Game and the Quiz
Machine.
Sound
At various points in the program sounds
and beeps are used to enhance the
program. In the Probe, terms are
pronounced. When the sound option is
active, the sound option in the menu
appears checked.
Descriptions
-19-
Descriptions are the concise information

screens which are presented when using
the Probe. If this item is checked, the
Descriptions are shown after each correct
identification in the Identification Game.
Algebra Concepts
Teachers Guide
Term
The object of the Identification Game can be either terms or key

concepts. In the Quiz Machine the object can be either to match
terms to key concepts or key concepts to terms. Choosing this option
switches (toggles) these options.
Snap to Grid
The Snap to Grid option automatically aligns tiles as they are placed
to an invisible grid.
Speech
When speech is checked the program will pronounce terms and

evaluate expressions aloud.
Overview
The Overview option opens a window that explains the basic features of the program.
Clicking anywhere on the window closes the Overview Window. Click the More
Information button to learn about the pedagogical features of Algebra Concepts.
The More Information button links to information especially for

teachers about the instructional applications of the program. In
this area the curriculum and content, constructivism, cooperative
learning, internet support, learning styles, the value of an openended approach, and critical thinking are discussed.
-20-
Teachers Guide
Algebra Concepts
Lesson
The Lesson option starts a tutorial sequence for the selected topic. There are five unique
lesson sequences: Variables and Expressions, Real Numbers, Solving Equations,
Polynomials, and Factoring.
Four buttons are used to control actions while in the lesson:
The Stop button terminates the lesson.
The Back button is used to back up one page.
The Forward button advances the lesson one page.
The Glossary button opens the Glossary Window so that the definition of a
term can be found.
-21-
Algebra Concepts
Teachers Guide
Students should be encouraged to carefully read the lesson and to use the Glossary to find
the definitions of new math vocabulary terms. The general purpose of this software is to
enable students to master the terminology and to understand the fundamental concepts related
to algebra, so it should be appropriate for teachers to allow students to repeatedly access the
lessons.
After completing each lesson students should measure their understanding by doing the
Comprehension Check activity. If a satisfactory score is acheived using the Comprehension
Check, the student should then go on to the next activity as assigned by the teacher. If the
students score is unstatisfactory, the student should read the lesson again and then repeat
the Comprehension Check.
Many teachers require a specific level of performance on the activities before allowing students
to participate in a related math project. Some teachers will want to use the software as a
preparatory unit before a long term project is started and will set a performance standard
based on the instructional purpose.
-22-
Teachers Guide
Algebra Concepts
Comprehension Check
The Comprehension Check can be used after reading the lesson. In the Comprehension
Check Window, a question is presented at the top of the screen, and two or more possible
answers are shown at the center of the screen. To select an answer, move the mouse pointer
to the answer and click the button. The system will check the answer, report a score and
display the forward button. Click the forward button to continue the Comprehension Check
Questions in the Comprehension Check are presented in the standard multiple choice format.
Students select an answer by clicking on the answer.
Click on the marker to select an answer.
As students work through the
quiz, the scoreboard continually
reports their progress.
When the quiz is completed, the Comprehension Check Scoreboard is presented. From this
window the students can choose to try the quiz again, or to read the lesson again. To quit and
move on to a different activity is also an option.
The main Scoreboard will also report the students final score on the Comprehension Check
for each topic. It is reasonable to expect students to get a perfect score in this area since they
can retake the quiz.
-23-
Algebra Concepts
Teachers Guide
Identification Game
The Identification Game is an activity designed to provide practice in identifying the
algebra terms and related key concepts for the selected topic. The program uses a
detailed graphic display and a pointer which marks an icon or graphic related to the term. The
object of the game is to choose letters to spell the name of the term indicated by the pointer.
The Option Menu can be used to change the object of the game and the way that the game
operates.
A letter is chosen by selecting the letter buttons on the right side of the screen or by typing. As
each letter is chosen it is evaluated by the system. If the letter is correct the position of the
letter is shown in the word at the bottom of the screen. If the letter occurs more than one time
in the term, each occurance is shown. Correct vowels earn 1 point and correct consonants
earn 3 points.
Incorrect letters result in the loss of 1 point. A bonus of 10 points can be earned by identifying
the term before any letter guesses are made. If the bonus is attempted, one chance is given
to enter the correct term. The scores earned in this activity are reported on the scoreboard
and can be saved in a file using the students name.
-24-
Algebra Concepts
Teachers Guide
The indicator shows the location of the term to be identified.

Letter buttons are used to identify the term.
A prompt shows letters in the term as they are identified.

Scrambler
The Scrambler, as the name suggests, scrambles the letters in a term. The object of
this game is to unscramble letters as quickly as possible to spell a algebra term,
when given a definition of the term. Words are randomly selected from the glossary.
To unscramble a word, use the hand to grab a letter and drag it to the correct position in the
set of blanks below the scrambled letters. If the letter is correct it will stay in the position. If it
is incorrect the letter will return to its original position. As words are correctly unscrambled
points are earned.
The Stop button is used to terminate this activity.
-25-
Algebra Concepts
Teachers Guide
Probe
The Probe presents a graphic screen and links parts of the graphic to complete
descriptions of the computer concept. Four buttons are used to control activity
while in the Probe.
Control buttons are used to move forward and

backward through the list of terms and to show
detailed descriptions of key concepts.
To reinforce the study of algebra, the
marked term and its related key concept
are shown on the screen.
After a topic has been selected from the Topic Menu access to related information on the topic
is given in the Probe. Teachers can use the Probe to present information on the selected
topic. The data and graphic used in the Probe changes when a different item is selected in the
Topics Menu. Topics can be changed at any time during the use of the Probe. The Probe can
be used in a variety of ways to enhance the learning experience.
-26-
Algebra Concepts
Teachers Guide
When the Sound option is checked in the Options Menu, the term shown in the Probe is
pronounced. As students use the forward and backward arrows to move through the list of
terms, the indicator moves on the graphic, the term and key concept change and the term is
pronounced.
The control buttons in the Probe are explained below:
The Back button is used to return to a previous term.
The Forward button is used to advance to the next term.
The Description button is used to display the information
screen for the particular algebra term that is currently
selected.
The Stop button is used to terminate use of the Probe.
Accessing a Description
The student may select the
Description button to open
a window containing a more
complete description of the
term and key concept. Click
the close box on the
Description Window to
resume your activity.
-27-
Algebra Concepts
Teachers Guide
Quiz Machine
The Quiz Machine presents a matching quiz for terms and key concepts. The way the Quiz is
presented can be changed by making choices in the Options menu. The object of this activity
is to match a key concept with the algebra term. As in the example below, the challenge is
to select the term for the key concept yields opposite of number. The correct answer is
property of negative one, since multiplying a number by negative one yields the opposite of
the number. Select this answer by clicking the mouse on the term.
After selecting an answer by clicking on one of the three choices,

click on the check mark to confirm the selected choice.
If students are unsure of an answer, click the question mark to see the
location of the term in the associated diagram.
To stop the quiz, click on the stop sign at any time. If students stop the
quiz before completing it, the score is reset and they will need to start
the quiz from the beginning to get a score.
-28-
Algebra Concepts
Teachers Guide
Glossary
The Glossary gives students the opportunity to read a definition of one of the mathematical
terms found in other parts of the program.
Click an arrow indicator to change the term by moving forward or

backward in the list.
Click on the Descriptions button to bring up a description of the term.
The Stop button is used to close the Glossary window and continue
with other activities.
-29-
Algebra Concepts
Teachers Guide
Integer Practice
The Integer Practice activity presents a set of problems for the students to answer. The goal
is to get 10 problems right. Each time a problem is answered correctly, a star appears in the
row at the bottom of the screen.
+1 +2 + 3 +4
-4 -3
-2
-1
The arrow controls are used to select an

integer for the answer. The different
positions on the arrow increase or
decrease the answer.
The check button is used to enter the

answer. If the answer is correct, a star will
appear. The object of the activity is to get
10 stars.
-30-
Algebra Concepts
Teachers Guide
Prime Factorization
The Prime Factorization of a number can be found by selecting a number and then clicking on
the Go button. The expanded version of the prime factorization is shown at the bottom of the
screen. Students should use this information to write the prime factorization as the product of
primes raised to a power. In this example the prime factorization would be 26.
Use the number line to select a number between 0 and 100. Use the
arrow keys to move one number at a time or click on the number line to
select a number.
Find the prime factorization by clicking on the Go button.
-31-
Algebra Concepts
Teachers Guide
Algebra Tool Kit

Algebra Tool Kit provides an open-ended learning environment for exploring algebra
concepts. There are three main tools available in this exploratory work area: Algebra Tiles,
Grids for Plotting Functions and Number Lines. A palette of tools at the top and left edge of
the window provides access to the learning devices. The main purpose of these tools is to
provide teachers with a powerful way to help students develop a lasting understanding of
fundamental algebra concepts.
A single click on the eraser selects the eraser tool and changes the mouse to
an eraser icon. When this tool is selected objects which have been placed in
the work area can be removed by clicking on them.
A double click on the eraser icon clears the entire work area of all icons.
The eraser icon:
-32-
Algebra Concepts
Teachers Guide
The hand tool is used to pick up and move tiles which have been placed in the
work area.
An open hand is used for the mouse cursor:
For some procedures, espcially multiplication of binomials, it is convenient to
orientate some tiles vertically and some horizontally. The flip tool changes the
orientation of the tile.
The flip tool mouse cursor shows a tile placed vertically:
The light bulb tool is used to make a frame around a set of algebra tiles. The
tiles are evaluated and the polynomial is displayed at the top of the frame.
The cursor will change to this symbol when the light bulb tool is selected:
polynomial
Color for function if
frame is linked to a
grid.
algebra tiles
There are six types of algebra tiles that can be placed anywhere in the work
area. Each tile has a related value. This chart shows the tool palette symbol,
mouse cursor and value of the 6 tiles. The students should learn to associate
red with negative values and black with positive as is commonly used in
accounting.
Tool Bar Icon
Cursor
Algebra Tile
-33-
Algebraic Value
+1
-1
+x
-x
+x2
-x2
Algebra Concepts
Teachers Guide
The Link Tool allows the student to link frames containing algebra tiles to
number lines and grids.
The cursor for the Link Tool is a small blue square:
The Grid Tool allows the student to draw a Cartesian grid where an algebraic
function can be plotted.
The icon for the Grid Tool is an x/y grid:
Grid lines can be shown or not
shown using these icons.
The color of the line drawn on a number line or grid can be set by clicking on
one of these four colors.
The cursor will change to a drop of color:
Click on the frame display area to set the color.
The Number Line Tool allows the student to draw a number line in the work
area.
-34-
Teachers Guide
Algebra Concepts
Example #1: In this example links have been made between two frames and a number
line.
The number line shows a jump
from 0 to +3 and from +3 to +1,
thus the result.
+3+(-2)=+1
Example #2: A link has been drawn between a set of algebra tiles and a grid. The grid
shows the plot of the function represented by the algebra tiles contained by the linked
frame.
The color of the plot of the function
is defined by the small box at the
top left of the algebra tile frame. It
can be changed by click it with a
different color drop.
-35-
Algebra Concepts
Teachers Guide
Example #3: Here two links have been drawn between two sets of algebra tiles and a
single grid. The color drop has been used to change the colors of the lines to red and
green. The grid shows the plot of the function represented by the algebra tiles contained
by the linked frame.
Example #4: In this example, the product of (x+1) and (x-1) has been found using tiles.
First (x+1) is placed horizontally above an empty frame and then (x-1) is placed vertically.
The product is found by multiplying each horizontal piece times each vertical piece.
(x+1)
-36-
Teachers Guide
Algebra Concepts
Solving for X
Solving for X is an activity that is designed to help students learn the step involved in
solving for x in common equations. When the window for this activity is opened a random
problem appears at the top of the notepad. The student selects a positive or negative
integer by clicking on buttons and then choses an operaton (+,i,x or ) to perform.
Step #1: Positive 2 is added to both sides of the equation.

Step #2: The next step is to divide both sides of the equation by 6.
Step #3: When x is found, a happy face appears in the window. Any subsequent mouse
click automatically generates a new problem.
-37-
Algebra Concepts
Teachers Guide
Scoreboard
The Scoreboard choice in the Options menu opens a window showing the scores for the
current student. Note the Y2K compliant date field.
The Scoreboard window can be opened whenever the

option Scoreboard is active in the Options Menu. The
Scoreboard reports the number of points earned using the
Comprehension Check, Identification Game and the
percentage score achieved on the Quiz Machine for each
topic. When the Scoreboard window is displayed, Print
can be selected from the File menu to print a copy of the
Scoreboard on the printer.
When save is selected from the File menu, a file containing
the scores shown on the Scoreboard are written to the hard
disk or floppy disk. If New Student is selected from the File
Menu, all the scores will be initialized. Open can be used
to retrieve a previously saved score file.
-38-
Teachers Guide
Algebra Concepts
Terms Listed by Topic and Sequence

1. variable
2. less than
3. greater than
4. equal
5. not equal
6. less than equal to
7. greater than equal to
8. value of a variable
9. parentheses
10. brackets
11. fraction bar
12. simplifying an expression
13. replacement set
14. equation
15. solution set
Real Numbers
1. graph of a number
2. origin
3. negative integers
4. positive integers
5. absolute value
6. opposites in products
7. opposite of a sum
8. property of negative one
9. property of zero
10. closure property
11. addition identity property
12. multiplication identity
13. distributive property
14. opposites
15. commutative property
16. associative property
Solving Equations
1. property of equality
2. adding to both sides
3. negative integers
4. multiplication of equals
5. multiplying both sides
6. addition of the opposite
7. rule for subtraction
8. multiplying by a reciprocal
9. rule for division
Polynomials
1. monomial
2. binomial
3. trinomial
4. base
5. exponent
6. coefficient
7. exponents in multiplication
8. power of a power rule
9. power of a product rule
10. simplification
11. order of operations
12. factored form
13. exponential form
-39-
Algebra Concepts
Teachers Guide
Table of Contents
Activity Pages
Activity pages to be used with the Probe:

Variables and Expressions ...................................................... 42
Real Numbers ......................................................................... 43
Solving Equations ................................................................... 44
Polynomials ............................................................................. 45
Factoring ................................................................................. 46
Practice Pages
Review of Real Number Properties ......................................... 47
Evaluating Expressions ........................................................... 48
Using the Commutative Property ............................................ 49
Evaluating Expressions ........................................................... 50
Problem Solving: Solving Algebraic Expressions .................... 51
Comparing Expressions .......................................................... 54
Using Number Properties to Simplify Expressions.................. 55
Working with Parentheses, Brackets and Fraction Bars ......... 57
Locating Points on a Number Line .......................................... 58
Adding Positive and Negative Numbers.................................. 59
Working with the Distributive Property .................................... 60
Reflecting on Reciprocals ....................................................... 61
Algebra Tiles: Introduction....................................................... 62
A Powerful Set of Tools in the Algebra Tool Kit........................ 63
Algebra Tiles: Addition of Integers........................................... 64
Expressing Binomials with Algebra Tiles ................................. 65
Evaluating Groups of Algebra Tiles ......................................... 66
Addition of Polynomials ........................................................... 68
Subtraction of Polynomials...................................................... 70
Multiplying Polynomials ........................................................... 71
Factoring Polynimals ............................................................... 73
-40-
Teachers Guide
Algebra Concepts
A First Look at Plotting Functions............................................ 74

Which Quadrant? .................................................................... 75
The Graph of a Linear Equation .............................................. 76
Understanding the Slope......................................................... 77
Looking at the Effect of the b-term .......................................... 78
Quadratic Functions ................................................................ 79
Operations with Integers ......................................................... 80
Table Mania ............................................................................. 81
Graphing Linear Equations ..................................................... 82
Leap into Graphing.................................................................. 83
Equations with Two Variables.................................................. 84
Solving for X ............................................................................ 85
Prime Factorization ................................................................. 88
Multiplying Prime Factors ........................................................ 89
Finding the GCF ...................................................................... 90
Finding the LCM ...................................................................... 91
Systems of Equations ............................................................. 92
Solving Problems Using Systems of Equations ...................... 93
Writing Your Own Examples of Problems................................ 95
Graph Paper............................................................................ 96
Glossary .................................................................................. 98
Answers .................................................................................. 99
Online Activities ..................................................................... 109
-41-
Name:
Date:
Select Variables and Expressions from the Topic Menu. From the Activity Menu select Probe
to find out about each of the algebra terms for this topic. Write each term on one of the lines
below. Put a number on the graphic to show the location of the indicator for each term.
1.
____________________
10.
____________________
2.
____________________
11.
____________________
3.
____________________
4.
____________________
5.
____________________
6.
____________________
7.
____________________
8.
____________________
9.
____________________
Algebra Concepts - Activity Pages
-42-
Name:
Date:
Select Real Numbers from the Topic Menu. From the Activity Menu select Probe to find out
about each of the algebra terms for this topic. Write each term on one of the lines below. Put
a number on the graphic to show the location of the indicator for each term.
1.
____________________
9.
____________________
2.
____________________
10.
____________________
3.
____________________
11.
____________________
4.
____________________
12.
____________________
5.
____________________
13.
____________________
6.
____________________
14.
____________________
7.
____________________
15.
____________________
8.
____________________
16.
____________________
-43-
Name:
Date:
Select Solving Equations from the Topic Menu. From the Activity Menu select Probe to find
out about each of the algebra terms for this topic. Write each term on one of the lines below.
Put a number on the graphic to show the location of the indicator for each term.
1.
____________________
5.
____________________
2.
____________________
6.
____________________
3.
____________________
7.
____________________
4.
____________________
8.
____________________
-44-
Name:
Date:
Select Polynomials from the Topic Menu. From the Activity Menu select Probe to find out
about each of the algebra terms for this topic. Write each term on one of the lines below. Put
a number on the graphic to show the location of the indicator for each term.
1.
____________________
8.
____________________
2.
____________________
9.
____________________
3.
____________________
10.
____________________
4.
____________________
11.
____________________
5.
____________________
12.
____________________
6.
____________________
13.
____________________
7.
____________________
-45-
Name:
Date:
Select Factoring from the Topic Menu. From the Activity Menu select Probe to find out about
each of the algebra terms for this topic. Write each term on one of the lines below. Put a
number on the graphic to show the location of the indicator for each term.
1.
____________________
4.
____________________
2.
____________________
5.
____________________
3.
____________________
6.
____________________
-46-
Name:
Date:
Review of Important Properties of Real Numbers

Write an example of each property. Use a, b and c as variables.
Associative Property (Addition)
a+(b+c)=(a+b)+c
Commutative Property (Addition)
Distributive Property
Identity for Multiplication
Addition of Opposites
Multiplying by the Inverse
-47-
Name:
Date:
Evaluating Expressions
This table shows the values of six variables. Substitute the value of the variable given in the
table in each expression.
Write the value of each expression.
1.
3y+4
2.
4z+3
3.
xyz
4.
x+y+z
5.
4a-y
6.
3b+z
7.
(x+y)
8.
2x+3y+4z
9.
3y+4c+1
10.
4a+xy
11.
2y+4abc
12.
8ab-c
Simplify the expression.
1.
(7-3)+3+2
2.
5+(12-3)
3.
8+(3-1)+5
4.
1+2(4+6)
5.
3(5-2)
6.
3(2+6)-3
7.
3(5+2)
8.
6+(2+8)-3
-48-
Name:
Date:
Using the Commutative Property

Use the commutative property to write an equivalent expression.
Write an equivalent expression.
1.
3+x
2.
4y+9
3.
10x+3y
4.
2mn
5.
3mx+mn
6.
5a+2b
7.
8bc
8.
abc
9.
9m+8c
10.
2x+y
xy+z
12.
(3)(6)
11.
-49-
Name:
Date:
Evaluating Expressions
Study each example and determine if the expressions are equivalent. Mark Yes if the statements are equivalent and No if they are not.
1. 3x+y and 3y+x.
Yes
no
2. mn+1 and 1+mn.
Yes
no
3. a+3b and 3b+3a.
Yes
no
4. 8+y and 8y+1.
Yes
no
5. 5m+y and my+5.
Yes
no
-50-
Name:
Date:
Problem Solving: Solving Algebraic Expressions

Solve each problem by substituting the values and evaluating each expression.
The area of a rectangle is the product of the length and width.
A=lw
1.
If l=20 and w=15, find A.
2.
If l=4 and w=8, find A.
3.
If l=5.6 and w=3.5, find A.
4.
5.
If l=5 and w=3.5, find A.
6.
The perimeter of a rectangle is found by multiplying the sum of the length and width by 2.
P=2(l+w)
1.
If l=25 and w=19, find P.
2.
3.
4.
If l=8 and w=2.5, find P.
5.
If l=6 and w=3.5, find P.
6.
If l=8.5 and w=4.7, find P.
The area of a triangle is found by dividing the product of the length and width by 2.
A=
ab
2
1.
If a=25 and b=10, find A.
2.
3.
4.
If a=8 and b=2.5, find P.
5.
If a=5 and b=3.2, find A.
6.
If a=8.5 and b=4.7, find P.
-51-
Name:
Date:
The perimeter of a triangle is the sum of the three sides.
P = a+b+c
1. If a=5, b=10 and c=3, find P.
2. If a=4, b=0.8 and c=1.5, find P.
3. If a=5.2, b=1 and c=3 find P.
4. If a=8, b=3.4 and c=2.5, find P.
5. If a=1.5, b=3 and c=1 find P.
6. If a=6.5, b=8.4 and c=4.3, find P.
Evaluate each expression. Use these values for the variables.
d=4
u=0
e=3
f=5
w=9
v=2
Variables
1.
def.
2.
3d+4u
3.
w-(e+v)
4.
3e+4v.
5.
(fw)-e
6.
4d-(e+f)
7.
u+e.
8.
w(d+2e)
9.
3w-(u+e)
Use the values given in each problem to find the area and perimeter.
Isosceles
Trapezoid
b1
P=2a+b1+b2
b2
(b
( b1+b
+ c2)
A =
h
2
Find the perimeter of an isosceles trapezoid with these dimensions.

1. a=4
b1=8
b2=5
2.
a=6.5
b1=10
b2=8
3.
a=10
b1=9
b2=6
4.
a=3.5
b1=8
b2=4
8.
h=3.5
b1=8
b2=4
Find the area of an isosceles trapezoid with these dimensions.

5. h=3
b1=9
b2=8
6.
h=3.5
b1=12
b2=10
7.
-52-
h=10
b1=9
b2=6
Name:
Date:
P = 2 ( a + b)
A = bh
h
b
Find the perimeter of a parallelogram with these dimensions.

9. a=3
b=5
10.
a=3.5
b=4.5
11.
a=10
b=6
12.
a=2.5
b=3.8
b=10
h=5
16.
b=2.6
h=4.8
Find the area of a parallelogram with these dimensions.

13. b=7
h=5
14.
b=5.5
h=4.5
15.
Write the symbols for the basic operations (addition, subtraction, multiplication and division)
in the small circles to make a true statement.
7
start
end
3
5
start
2
end
6
5
start
=
end
-53-
=
Name:
Date:
Comparing Expressions
Circle true or false for each expression.
1.
2.
3.
4.
5.
6.
7.
3<1
3
5
True
False
3. 2
<1
43
( 10 + ( 4 2 ) )
> ( 1.4 + 3.8 )
( 9 3)
( ( 3 6 ) + ( 3 1 ) )
> 3.9
3 1 + 1.5
2
3 1 > ( 4 3)
4 3
( 2 3 )
( 10 3 )
> 0.875
4 2
3 ( 4 + 2) > ( 2 + 1) 7
-54-
True
False
True
False
True
False
True
False
True
False
True
False
Name:
Date:
Using Number Properties to Simplify Expressions

The operations of addition and multiplication have several important basic properties that can
make it easier to simplify expressions. These properties are assumed to be true and are
called axioms or postulates.
The Axiom of Closure: If a and b are real numbers, then a+b is a unique
real number and ab is a unique real number.
Simplify each expression to find a unique real number. Show your work.
1.
( 34 + 23 ) ( 12 + 10 )
2.
4.
( 9 8 ) + 17
5.
7.
1700 + 2349
8.
3
3
2 x1
8
4
3 1
+
8 5
1934x27
3.
3.45 + 12.8
6.
9.
1
1
3 x 9 x 2.5
4
2
1
1
+ 2 x 3
4
3
4
1
The Commutative Property: If a and b are real numbers, then a+b is

equal to b+a and ab is equal to ba.
Usually addition and multiplication are performed in a left to right order.
33 + 29 + 14 + 78 + 21 + 98 + 78
The Associative Property: If a,b and c are real numbers, then (a+b)+c
is equal to a+(b+c) and (ab)c is equal to a(bc).
( 3 s + 2t) + 5t = 3s + ( 2t + 5t) = 3 s + 7t
( 4 x ) ( 5 a) ( 6 z) = 4 5 6 a x z = 1 2 0 a x z
-55-
Name:
Date:
Some problems are easier to compute if the terms are in a different order or are grouped in
a different way. For example:
25 + 47 + 25
is easier to compute if it is changed to:
25 + 75 + 47
( 30 50 ) 2
and,
is simpler if the terms are grouped as shown:
38 ( 50 2)
Use the commutative and associative properties to write each of these expression in a way
that is easier to compute. Simplify the expression.
1.
50 + 98 + 25 + 34 + 25
2.
(23 x 25) x 4
3.
1 5 2
+ +
3 8 3
4.
5.
2.5x ( 6.7x4)
6.
1
3
3
+2 +2
4
5
4
60 + 45 + 35 + 40
Use the commutative and associative properties to simplify these expressions. For example:
( 3 a) ( 4 b) = ( 3 4) ( a b) = 1 2 a b
1.
( 4 a) ( 9 b) ( 5 c)
2.
3x + 6 y ( 9z ) + 2 x
3.
( 3 b) ( 9 a) ( 2 b)
4.
( ( 34 + 2 s) 8r )
( 5t ) a ( 3m )
5.
6b ( 4 a ( 3 b) )
6.
( 3 x 4 y( y2 ) ) 2 x
-56-
Name:
Date:
Working with Parentheses, Brackets and Fraction Bars

Parentheses, brackets and fraction bars are used to tell the order in which calculations should
be performed. Study these examples:
1.
2.
3.
( 3 + 2) 8
All over the
world the same
rules for math
are used. That
way everybody
gets the same
answer!
1 8
8
Simplify
each
expression.
Remember to do the operations
within the parentheses and brackets
first. Multiply or divide in a left-toright order second and do addition
or subtraction last.
1.
4.
[ ( 3 4) + 5] + 6
2.
1.
( ( 3 + 7) 5)
( 2 6 ) 2
2.
10 5
12 2
50
= 5
10
3.
2 ( 3 x + 4 x)
5.
( ( 5 ( 4) + 3) ) + 3 ( 6 + 2)
3.
2 1 + 3 1 7
2
3
5x [ 3x + (2x + 4x )]
To simplify expressions with a fraction bar, first solve the expression above the bar, then the
expression below the bar. If possible divide the expression above the bar by the expression
below the bar.
1.
3 (x + 2)
( x + 2 x)
4.
( ( 2 + 9 ) 5 ) 12
6 ( 18 15 )
2.
1 (x + 2)
4 (x 2)
5.
-57-
3.
15 ( 12 9)
( 4.55 + 4.45 )
3 1 + 4 1 5
5
10
1 3 + 3 1
4
4
Name:
Date:
Locating Points on a Number Line

Every real number corresponds to a point on a number line. Simplify each expression and
locate the result on this number line.
( (9 + 3) + ( 7 (9 4) ) )
( 3 ( 3) )
(4 2)
( 32 2)
( 5 (3) )
( ( 5) + 2) 2
1 ( (1 + 2) )
( ( 5 + 3 ) 9) + 69
( 8) + 2
( 5 + ( 7 ( 9 4) ) )
Locate these numbers on this close-up of a section

of a number line.
Nu mber Line
1.
3.
3 2.5
0.1 0.3
2.
8 (3 + 4)
5 (2 + 1)
4.
22 3.5
-58-
Name:
Date:
Adding Positive and Negative Numbers

Adding a positive number can be thought of as moving to the right on a number line. Moving
to the left on a number line is the same as adding a negative number. To find the sum of (+3)
plus (-9), start at +3 on the number line and move to the left nine units. The result is (-6). To
find the absolute value of a negative number using the number line locate the positive number
that is exactly the same distance from 0.
Use this number

line to simplify
each expression.
1.
( 2 + 8) + ( 4 )
2.
3.
( 15 + 22 ) + ( 3 )
4.
5.
4.5 + ( 3.2 )
6.
1 + ( 3) 4 + 2
7.
6 + 7
8.
4
+ ( 5)
5 + ( 3)
9.
10.
3 + 7
6 + ( 3 2)
-59-
1 1
+
2 4
3+8
Name:
Date:
Working with the Distributive Property

The distributive property is used in simplifying expressions. The
rule states that for all real numbers a, b and c.
a(b+c)=ab+ac and (b+c)a=ba+ca

Use the distributive property to simplify these expressions.
1.
30
1 2
+
3 5
2.
3a ( 5 b + 8c )
3.
4.
18t + 12t
5.
15s + ( 3 ) s
6.
6a + 7 a
7.
3 (b + 7) + 8
8.
8 ( x + 3 y) 14
9.
10z + 5 ( b + z )
10.
a ( b + c)
11.
b ( 3 b c c)
12.
3a ( b + 2 c)
14.
2 (a 3) + 5 b
15.
bc b ( 3 b c c )
13.
4 ( 2 a b 3c )
16.
5c ( c2 a b)
1
3 a b
3
17. 6 a b 4 a ( b c )
-60-
Name:
Date:
Reflecting on Reciprocals
Each number in the set of real numbers has
a reciprocal except for 0.
1
a = 1
a
and
1
(a) = 1
a
Study these examples of reciprocals:
1
3 = 1
3
5 3
1
= 1
8 5
0.4 ( 2.5 ) = 1
1
x y z
= 1
x y z
0.5 ( 2 ) = 1
1
ab 2
( a b2 ) = 1
Draw a line to match each expression on the left with its reciprocal on the right.
1.
a
bc
2.
ab
2
c2
1
a + bc
( a b + 3 c)
3.
b
a
c
b
2a
4.
a + bc
5.
2a
b
bc2
a
c
ab
6.
c2
ab
1
ab + 3 c
-61-
Name:
Date:
Algebra Tiles: Introduction

Algebra tiles are used to represent positive and negative values.
x2
1
Positive
Negative
The small white square is used to represent +1 and the shaded square represents -1. The
rectangle is used to represent the x term. A white rectangle represents x and a shaded
rectangle represents -x. The large square represents x2. As with the other tiles, the white
square is positive x2 and the shaded square is -x2. Select Algebra Tiles from the Activity
Menu to open the Algebra Tiles window.
Eraser Tool
Erase a single tile, frame, grid or number line.

Double-click erase everything.
Hand Tool
Pick up a tile and move it.
Rotate Tool
Rotate a tile 90.
Evaluate Tool
Frame a group of tiles and do algebraic

evaluation.
The evaluate tool is used to make a

set in which the tiles within the
rectangle are evaluated as a
polynomial. Evaluation rectangles can
be drawn when the tool is selected and
the cursor is a small light bulb.
A small cursor is used to indicate that tiles can be placed in the work area.
-62-
Name:
Date:
A Powerful Set of Tools in the Algebra Tool Kit

The Algebra Tool Kit provides teachers and students with a work area that is specifically
designed for exploring algebra concepts. In addition to the tiles, a grid tool and number line
tool make it possible for teachers to creatively investigate mathematical relationships.
LinkTool
Use this tool to draw a link between a tile frame

and a grid or number line.
Grid Tool
Erase a single tile, frame, grid or number line.

Double-click to erase everything.
Grid Lines
No Grid Lines
Click on this icon to enable grid lines.
Click on this icon to disable grid lines.
Color Drops
Drop a color on a frame to set the color of the grid

or number line plot.
Number
Line Tool
Use this tool to draw a number line. The number

line expands from the center.
A Sample of Linking Tiles to a Grid

The Algebra Tool Kit provides teachers and students with a work area that is specifically
designed for exploring algebra concepts. In addition to the tiles, a grid tool and number line
tool make it possible for teachers to creatively investigate mathematical relationships.
-63-
Name:
Date:
Algebra Tiles: Addition of Integers

In this activity you will build two sets of algebra tiles and find the sum.
This examples shows a method for
simplifying this expression by
finding the sum of two integers.
3 + ( 4)
Practice Adding Integers

3+5
1.
5.
( 5) + 1
2.
6+2
6.
8 + ( 1)
3.
2 + ( 2)
7.
( 3) + ( 1)
4.
( 4) + ( 3)
8.
( 3) + 5
( 3) + 2 + ( 2)
( 5) + (6 + ( 3) )
( 2) + 3 + ( 3)
( 4) + (5 + ( 3) )
( 3 + 5) + ( 3)
( 3) + (4 + ( 1) )
-2
-6
-2
-4
-6
+7
-3
+6
-64-
+2
-6
-6
+2
-6
-2
Name:
Date:
Expressing Binomials with Algebra Tiles

A binomial is an expression with two terms.
3 x2 + 4 x
7x + 4
3 x2 + 3 x
x2 1
2x + 1
Algebra tiles can be used to represent binomials.
2x + 4
1.
x2 2 x
2.
x2 + 4
2 x2 x
3.
4.
-65-
Name:
Date:
Evaluating Groups of Algebra Tiles

Any group of algebra tiles represents a monomial, binomial or trinomial. For each problem,
examine the set of algebra tiles shown. Decide if a monomial, binomial or trinomial is
represented. Write an algebraic expression for the tiles.
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
-66-
3 x2 3 x + 3
Name:
Date:
Evaluating Groups of Algebra Tiles (page 2)

These groups of algebra tiles represent
monomials, binomials or trinomials. For
each problem, examine the set of
algebra tiles shown. Decide if a
monomial, binomial or trinomial is
represented. Write an algebraic
expression for the tiles.
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
Check one:
monomial
binomial
trinomial
Expression:
-67-
Name:
Date:
Addition of Polynomials
You can add polynomials by combining two groups of algebra tiles.
Use algebra tiles to

find the sum of two
polynomials.
2 x2 4 x + 2
x2 + x 1
x2 3 x + 1
Use the Algebra Tool Kiit to build the two groups of algebra tiles shown in each problem.
Write the polynomial represented in the space at the top of the enclosing frame.
1.
2.
-68-
Name:
Date:
Addition of Polynomials (page 2)

Continue adding polynomials by combining two groups of algebra tiles.
3.
4.
5.
6. 3 x + 2 x 1
Use algebra tiles to find the sum of these polynomials.
2 x2 + 5 x 4
5 x2 2 x + 3
3 x2 x 3
2 x2 + 4 x + 2
4 x2 + 5 x + 6
-69-
x2 + 2 x + 5
3 x2 + x + 1
Name:
Date:
Subtraction of Polynomials
Algebra tiles can be used to study the process of subtracting polynomials.
Use algebra tiles to find the
difference between two
polynomials.
2 x2 4 x + 2
x2 + x 1
3 x2 5 x + 3
Remember that the axiom of opposites states that a positive and a negative equals 0. In
order to subtract -x2+x-1 from 2x2-4x+2 you must first apply the axiom of opposites. Follow
these steps to place as many sets of positive and negative tiles needed to make it possible
to take away -x2+x-1:
1.
2.
3.
4.
5.
In the example there are no negative x2's. Place one +x2 tile
and one -x2 tile in the work area so that one negative x2 can
be taken away.
Again, since there are no +x's, again a set with one +x and
one -x is placed in the work area.
Also, since there are no negative units, a set of positive and
negative units is placed in the work area.
Move the tiles representing -x2+x-1 off to the right side of
the work area.
Use the evaluation tool to find the value of the remaining
tiles. Check your answer.
-70-
Name:
Date:
Multiplying Polynomials
Multiplication of binomials can be illustrated with
algebra tiles. Here is how to set up a problem.
(2 x + 2) ( x + 1)
Rules for Multiplication

A positive integer times a positive
integer yields a positive integer.
A negative integer times a negative
integer yields a positive integer.
A positive integer times a negative
integer yields a negative integer.
How to multiply with algebra tiles.
(3 x + 1) ( x + 2)
1. Place tiles representing

the first binomial in a row
across the top of the work
area. Use the evaluate
tool to check the binomial.
2. Place the tiles that represent the second
binomial in a column along the left side of
the work area. Use the rotate tool to turn a
tile 90 and use the evaluate tool to check
the binomial.
-71-
Name:
Date:
3. Apply the rules for multiplication of positive and negative integers to place the tiles
for the product. If necessary use the rotate tool to turn a tile 90.
Use the Algebra Tool Kit to find the product of these binomials. Write the answer in the
box.
1. ( 2 x + 3 ) ( x 1 )
2. ( x + 1 ) ( x 1 )
3. ( 2 x 1 ) ( 2 x 3 )
4. ( x + 5 ) ( x 2 )
-72-
Name:
Date:
Factoring Polynomials
Using algebra tiles to represent the process of factoring a polynomial is similar to multiplying
binomials.
The first step in factoring a polynomial

is to find a way to represent the
polynomial with tiles in a rectangle
shape. The next step is to think about
which tiles would fit in the factor
positions on the edges of the
rectangle and finally to use the rules
for multiplying positive and negative
numbers to determine the sign of the
tiles on the edges.
x2 3 x + 2
x+2
x2 3 x + 2
polynomials
x2 2 x 3
x2 + 2 x
6 x2 5 x + 1
2 x2 3 x + 1
6 x2 3 x
8 x2 + 2 x
x2 3 x + 2
factors
-73-
Name:
Date:
A First Look at Plotting Functions

A coordinate plane is drawn from a horizontal and vertical number line. The point where the
horizontal axis intersects with the vertical axis is called the origin. The coordinate plane is
divided into four sections called quadrants. Each quadrant is labeled with a Roman numeral.
An ordered pair is used to name the graph of a point in a plane. A coordinate plane is used
to graph points.
y-axis
x-axis
An ordered pair gives the position of a point. The first number in the pair is the horizontal
position. The second number is the vertical position. To locate the point (2, -3), first locate
the graph of 2 on the horizontal axis and then find the graph of -3 on the vertical axis. The
intersection is the location of the point (2,-3).
(2, -3)
-74-
Name:
Date:
Which Quadrant?
The horizontal and vertical axes divide the coordinate plane into four sections. Every point is
either in one of the four quadrants or the point is on one of the axes. The origin is the point
which is at the intersection of the coordinate axes.
D
C
F
E
The first coordinate in an ordered pair corresponds to the horizontal axis (abscissa). The
second coordinate corresponds to the vertical axis (ordinate). In the first column write the
ordered pair for each point. In the second column write the name of the quadrant in which
the point lies. If a point is on an axis, write the name of the axis.
point
A
B
position
quadrant I
ordered pair
(2,3)
C
D
E
F
G
H
-75-
Name:
Date:
The Graph of a Linear Equation

In a coordinate plane, the horizontal axis is customarily called the x-axis. The vertical axis
is called the y-axis. The ordered pair which is used to name a point is represented by (x,y).
The set of numbers which solve an equation can be used to produce a graph.
The abscissa is the x-coordinate

The ordinate is the y-coordinate
(4,4)
(3,3)
(1,1)
(-2,-2)
(-3,-3)
(-4,-4)
The set {(-4,-4),(-3,-3),(-2,-2),(1,1),(3,3),(4,4)} solves the equation x-y=0. This equation
can also be written in the form y=x. When these points are located on a coordinate plane,
a straight line results.
The equation y=x is a linear equation with two variables. If A, B and C are real numbers
and A and B are both not zero, any equation which can be written in the form given below
is called a linear equation. The standard form for a linear equation is:
a x + by c
Another form of the linear equation which is commonly used in algebra is the slope-intercept
form. The slope-intercept form expresses the relationship between the x and y as a function.
slope intercept
y = m x+ b
-76-
Name:
Date:
Understanding the Slope

In the slope-intercept form, the slope is a ratio defined by the
rise
run
run
6
slope=
6
3
The line that results when an equation in the form y=mx is graphed in a coordinate plane
passes through the origin. The slop of the line is the coefficient of the x-term in the equation.
Link a set of algebra tiles to a grid to graph each equation given in this exercise.
1. Complete the table and sketch the graphs.
equation
slope
y = 4x
type of slope
positive
negative
y = 3x
positive
negative
y = 2x
positive
negative
2. Use the Algebra Tool Kit to build these polynomials with algebra tiles and link each
set to a graph.
y = x
y = 3x
-77-
y = 2x
Name:
Date:
Looking at the Effect of the b-term

In the slope-intercept form of a linear equation, the b-term is the point where the line crosses
the y-axis.
Each of these lines have the same slope but cross the y-axis at a different point.
y = x +3 y = x
y = x +2
y = x 3
1.
Use the Algebra Tool Kit to plot these functions. Complete the chart by writing
the slope and y-intercept. Sketch the graph.
equation
slope
y-intercept
y = x +2
y = 3 x + ( 3)
y = 2x + 1
2.
Use the Algebra Tool Kit to graph each of these functions.
y = 3x + 1
y = 2 x 1
y = 3 x + ( 4)
y = 3 x 2
y = x+2
y = x+1
-78-
Name:
Date:
Quadratic Functions
A function produces a set of ordered pairs. An equation with two variables can be used to
define a function. A graph is used to show the solution set for the equation. For example:
y = x2 3 x 4
y = 3 x 1
y = x2 9
Quadratic functions produce a special type

of curve called a parabola. If the coefficient
of x2 is positive the curve opens upward. If
the coefficient of x2 is negative, the curve
will open downward.
The form of a quadratic function is:
y = a x2 + b x + c
(a0)
All quadratic functions produce parabolas.

Use the Function Plot program to graph these quadratic functions.
1.
y = x2 + 4 x
2.
y = 2 x2 9
3.
y = 4 x2 6
4.
y = x2 3
5.
y = x2 1
6.
y = 2 x2 2
7.
y = 4 x2 3
8.
9.
y = x2 + 1
y = 3 x2 2
-79-
Name:
Date:
Operations with Integers

Draw a line to connect each problem with the correct solution.
1.)
2.)
3.)
4.)
5.)
6.)
7.)
-80-
Name:
Date:
Table Mania
Add across and down to get the magic number.
-4
1.
2.
3
1 -2 -1
3.
4.
These problems are self-checking. If the magic

number is not the sum of the numbers in both
directions, then a mistake was made.
-81-
Name:
Date:
Graphing Linear Equations

Build each expression using the Algebra Tiles in the Algebra Tiles Tool Kit. Frame the tiles to
make a set and link the set to make a graph. Draw the line on the grid.
Example:
1. Build expression
with tiles...
2. Draw a frame to make a set...
3. Open a grid...
4. Link frame and grid...
1.
y = 3 x+ 2
2.
y = 2 x 5
3.
y = x +1
4.
y = 4x 4
5.
y = 2x
6.
y = x 3
7.
y = x+1
8.
y = 2x 1
9.
y = x +1
10. y = 2 x 4
-82-
Name:
Date:
Leap into Graphing

In this activity you will build a table and make a graph. A
relation is a set of order pairs. A relation can be descirbed
in a table or a graph.
1. Suppose a frog is 2 meters from you and the frog jumps
away. The frog travels a distance of 3 meters with each
leap. Show the relationship between leaps and distance
by completing the table.
Leap Distance
1
2
3
4
5
6
5 meters
Write an expression to describe this relation.

Use the Algebra Tool Kit to build the expression
with Algebra Tiles and link the set of tiles to a
graph.
Leap, x
Distance, y
2. A fish at the Monterey Bay Aquarium swims a distance of

12 meters in 6 minutes. A student observing the fish recorded
an estimate of the distance that the fish swam every minute.
Show the relation between time and distance in
this table. Write an expression to describe
the relation and make a graph.
Time Distance
1
2
3
4
5
6
2 feet
3. Make up a problem to describe the relation between a balloon and the

distance it is carried by the wind. Write your problem in the space provide
below. Use Algebra Tiles to describe the relation. Make a graph.
-83-
Name:
Date:
Equations with Two Variables

A mathematical expression can be used to describe the value of one variable in relation to
another. For example:
y = 2 x+ 1
In this example, if the value of x is 4 then y=9.
Algebra Tiles can be used to describe a relation

for x.
Substitute each value of x into the expression to compute the value of y.
1.)
x
-1
0
1
2
3
3x
3 ( 1)
y
-3
2.)
x
-1
0
1
2
3
x+ 1
3.)
x
-1
0
1
2
3
2x 1
4.)
x 3x + 2
-1
0
1
2
3
-84-
Name:
Date:
Solving for X
The Solving for X activity involves selecting a positive or negative integer and then an
operation to perform on both sides of the equation. The purpose is to find the value for x
that will make the equation true.
As steps are selected the computer displays how the operation changes the left and right
sides of the equation.This chart shows how to solve for x given the example shown above .
Equation
x+6=13
x+6+(-6)=13+(-6)
x=13
Steps
1. Study the equation and develop a plan.
2. Add negative six to both sides of the equation.
3. The six drops out and the solution is found.
1. Use the Solve for X activity. Write the equation on the left and list the steps used to solve
for x on the right.
Equation
Steps
-85-
Name:
Date:
Solving for X (page 2 of 3)

for x on the right.
Equation
Steps
for x on the right.
Equation
Steps
for x on the right.
Equation
Steps
-86-
Name:
Date:
Solving for X (page 3 of 3)

for x on the right.
Equation
Steps
for x on the right.
Equation
Steps
for x on the right.
Equation
Steps
-87-
Name:
Date:
Prime Factorization
A whole number greater than 1 with only two factors, itself and 1, is a prime number All
other whole numbers are composite numbers.
Examples of prime numbers: 2, 3, 5, 7, 11, 13, 17, 23, 29
Every composite number can be shown as the product of primes. The process of finding
these primes is called prime factorization.
In this example, the number 72 has been selected on the number

line and the prime factorization is shown in the chart.
23 x3 2
Write the prime factorization for each of these numbers.
2.
64
55
7.
96
45
3.
32
8.
12
4.
78
9.
24
5.
84
10.
80
1.
6.
-88-
Name:
Date:
Multiplying Prime Factors

Write the number represented by the prime factorization.
1.
22325
5.
2217
2.
32527
6.
2527
3.
23352
7.
2435
4.
2333
8.
23252
Prime or Composite
Use the Prime Factorization activity to determine if a number given below is prime or
composite.
1.
3.
5.
7.
9.
87
17
43
59
88
Prime
Composite
2.
Prime
Composite
4.
Prime
Composite
6.
Prime
Composite
8.
Prime
Composite
10.
-89-
16
25
39
81
97
Prime
Composite
Prime
Composite
Prime
Composite
Prime
Composite
Prime
Composite
Name:
Date:
Finding the GCF

The Greatest Common Factor (GCF) is the product of the common prime factors
of two or more numbers. The GCF can be used to solve problems.
Anna is planning to cut squares from a large piece of cloth. The cloth is 96
inches long and 80 inches wide. What is the largest square that can be cut from
this piece of cloth that will use all the fabric?
Find the prime factorization of 80 and 96.
80 = 2 x 2 x 2 x 2 x 5
96 = 2 x 2 x 2 x 2 x 2 x 3
The GCF is found by multiplying the common factors:
2 x 2 x 2 x 2 = 16
96 inches
Use the Prime Factorization tool to find the GCF for these pairs of numbers.
1.
3.
5.
7.
12
20
25
40
39
24
60
36
9.
18
20
11.
65
39
13.
45
80
GCF
2.
GCF
4.
GCF
6.
GCF
8.
GCF
GCF
GCF
39
75
35
56
90
32
50
10.
45
20
12.
16
20
14.
-90-
26
72
54
GCF
GCF
GCF
GCF
GCF
GCF
GCF
Name:
Date:
Finding the LCM

The Least Common Multiple (LCM) is the product of the highest power of each
prime factor. The LCM can be used to solve problems.
Paul is planting two orchards of cherry trees. He wants
to have the same number of trees in each orchard.
The first orchard will have 24 rows of trees and the
second will have 18 rows. What is the least number of
trees needed for each orchard?
Find the prime factorization of 24 and 18.
24= 2 x 2 x 2 x 3 = 23 x 3
18= 2 x 3 x 3 = 2 x 32
LCM = 23 x 32 = 72
Use the Prime Factorization Tool to find the LCM for these
pairs of numbers.
1.
15
12
3.
12
5.
10
7.
24
36
9.
18
11.
12
10
13.
24
LCM
LCM
LCM
LCM
LCM
LCM
LCM
-91-
2.
18
12
4.
15
35
6.
8.
10
14
10.
24
28
12.
16
20
14.
12
36
LCM
LCM
LCM
LCM
LCM
LCM
LCM
Name:
Date:
Systems of Equations
The intersection of two lines is a single point.
Jose bought a sandwich and drink for $6.00. The
sandwich cost $3.00 more than the drink. What
was the price of each item?
Here is how to solve this problem.
Write two equations for the problem:
Let x = the price of the sandwich.
Let y = the price of the drink.
The sandwich and drink cost $6.00.
x+y = 6
or
y = x+ 6
y = x+3
The sandwich cost $3.00 more
than the drink.
Point of
intersection
Two or more equations

such as the equations in
this example form a
system of equations. To
solve the system use the
Algebra Tool Kit to graph
both equations.
-92-
Name:
Date:
Solving Problems using Systems of Equations

Remember that if two lines lie in the same plane and are not parallel, then the lines intersect
at a single point. Use the Algebra Tool Kit to build each expression with tiles. Link each pair
to a grid. Find the point of intersection. Write the coordinates.
y=3x+2
y=-x+1
y=2x+1
y=-2x-1
y=x+2
y=-x-1
y=x+1
y=-x-1
-93-
Name:
Date:
Solving Problems using Systems of Equations

Remember that if two lines lie in the same plane and are not parallel, then the lines intersect
at a single point. Use the Algebra Tool Kit to build each expression with tiles. Link each pair
to a grid. Find the point of intersection. Write the coordinates.
y=x-1
y=-2x+1
y=x-1
y=-x-1
y=x+2
y=-x-3
y=3(x+1)
y=-2(x-1)
-94-
Name:
Date:
Writing Your Own Examples of Problems using Systems of Equations

For each example, use the Algebra Tool Kit to build two expressions with tiles. Link each pair
to a grid. Find the point of intersection. Write the expression and coordinates for the point of
intersection.
y=3x+2
y=-x+1
y=2x+1
y=-2x-1
y=x+2
y=-x-1
y=x+1
y=-2x-1
-95-
Name:
Date:
Graph Paper
-96-
Name:
Date:
Graph Paper
-97-
Name:
Date:
Glossary
algebra
a generalization of arithmetic in which letters representing numbers

are combined according to the rules of arithmetic
associative
a property which states that for all real numbers a, b, and c, addition:
a+(b + c)=(a + b)+c;
multiplication: a*(b*c) = (a*b)*c
base
in exponential notation x to the nth power, x is the base
commutative
a property which states that for any real numbers a and b, addition:
a+b = b+a | multiplication: ab = ba
equivalent
equal in value
exponent
in exponential notation x to the nth power, n is the exponent. The

exponent tells how many times the base is used as a factor
expression
a number, or two or more numbers together with operation signs
factor
when two or more numbers or expressions are multiplied, each is

a factor of the product
identity
a property which states that for any real number a, addition: 1 + 0

= a and 0 + a = a;
multiplication: 1*a = a and a*1 = a
natural number
a number used for counting, such as 1, 2, 3, 4, and so on.
operation
any of various mathematical or logical processes of deriving one

expression from others according to a rule
power
a number that can be named with exponential notation product

the number or expression resulting from the multiplication together
of two or more numbers or expressions
ratio
a comparison of one number to another, expressed as a quotient

rational number any number that can be expressed as the ratio of
two integers in the form a/b where b is not equal to 0
simplifying
the process of finding the simplest form of an expression
-98-
Answer Key
Algebra Concepts
Answer Key
Variables and Expressions (page 42)
1.
2.
3.
4.
5.
6.
7.
8.
variable
less than
greater than
equal
not equal
less than equal to
greater than equal to
value of a variable
9.
10.
11.
12.
13.
14.
15.
parentheses
brackets
fraction bar
simplifying an expression
replacement set
equation
solution set
9.
10.
11.
12.
13.
14.
15.
16.
property of zero
closure properties
addition identity property
multiplication identity
distributive property
opposites
commutative property
associative property
Real Numbers (page 43)

1.
2.
3.
4.
5.
6.
7.
8.
graph of a number
origin
negative integers
positive integers
absolute value
opposites in products
opposite of a sum
property of a negative one
Solving Equations (page 44)

1.
2.
3.
4.
property of equality
adding to both sides
multiplication of equals
multiplying both sides
5.
6.
7.
8.
addition of the opposite

rule for subtraction
multiplying by a reciprocal
rule for division
Polynomials (page 45)

1.
2.
3.
4.
5.
6.
7.
monomial
binomial
trinomial
base
exponent
coefficient
exponents in multiplication
8.
9.
10.
11.
12.
13.
-99-
power of a power rule

power of a product rule
simplification
order of operations
factored form
exponential form
Algebra Concepts
Answer Key
Factoring (page 46)

1.
2.
3.
4.
5.
6.
prime factorization
property of quotients
cancellation rule
division rules
zero product property
multiplying binomials
Review of Important Properties of Real Numbers (page 47)

answers will vary
Evaluating Expressions (page 48)
1. 10
3. 20
5. 10
7. 12
9. 39
11. 484
1.
3.
5.
7.
9
15
9
21
2.
7
4. 13
6. 16
8. 27
10. 32
12. 112
2.
4.
6.
8.
14
21
21
13
Using the Commutative Property (page 49)

1.
3.
5.
7.
9.
11.
x+3
3y+10x
mn+3mx
8cb
8c+9m
z+xy
2.
4.
6.
8.
10.
12.
9+4y
2nm
2b+5a
bca
y+2x
(6)(3)
-100-
Algebra Concepts
Answer Key
Evaluating Expressions (page 50)

1.
2.
3.
no
yes
no
4.
5.
no
no
Problem Solving: Solving Algebraic Expressions (page 51)

Area (rectangle)
1. 300
2. 32
3.
19.6
4. 76.5
5.
17.5
6. 76.26
Perimeter (rectangle) Area (triangle)

1. 88
2. 24
1. 125
4.
3. 26
4. 40
2. 16
5.
5. 21
6. 26.4 3. 20
6.
10
8
19.975

1.
18
2.
6.3
3.
5.
9.2
5.5
4.
6.
13.9
19.2
1.
60
2.
12
3.
4.
7.
19
3
5.
8.
25.5
90
6.
9
8
24
perimeter
1.
21
2.
31
3.
35
4.
19
area
1.
25.5
2.
38.5
3.
654
4.
21

9. 16
13. 24
10. 16
14. 20
11. 32
15. 30
12 12.6
16. 14.8
8+73+2=7
6+45=2
answers will vary
-101-
Algebra Concepts
Answer Key
Comparing Expressions (page 54)

1.
2.
3.
4.
false
true
false
false
5.
6.
7.
true
false
false
Using Number Properties to Simplify Expressions (page 55)

1.
1254
2.
133 =4.1562
32
3.
16.25
4.
89
5.
23 =0.575
40
6.
1235 =77.1875
16
7.
4049
8.
52,218
9.
53 =8.833
6
Using Number Properties to Simplify Expressions (page 56)

1.
232
2.
2300
1.
180abc
2.
5x + 54yz
3.
5
8
4.
3
5
3.
54ab2
4.
8r ( 2 s + 34 )
15amt
5.
67
6.
180
5.
72ab2
6.
24x 2 y3
Working with Parentheses, Brackets and Fraction Bars (page 57)

1.
-1
2.
14x
4.
18
5.
45x 2
1.
x+2
x
2.
x 1
4 (x 2)
4.
5.
73
10
3.
245
6
3.
-102-
Algebra Concepts
Answer Key
Locating Points on a Number Line (page 58)

a.
c.
e.
g.
0
14
-3
7
b.
d.
f.
h.
2
-8
4
10
1.
3.
-5
-0.2
2.
4.
-5
0.5
Adding Positive and Negative Numbers (page 59)

1.
2.
-11
3.
5.
1.3
6.
11
4
-6
7.
8.
-3
9.
10.
Working with the Distributive Property (page 60)

1.
4.
7.
10.
13.
16.
22
-6t
3b+29
ab+ac
8ab-12c
5c3-5abc
2.
5.
8.
11.
14.
17.
15ab+24ac
12s
8x+24y-14
3b2c-bc
2a+5b-6
6ab-4ab-4ac
3.
6.
9.
12.
15.
a-3b
13a
5b+15z
3ab+bc
bc-3b2c-bc
Reflecting on Reciprocals (page 61)

2
1. bc
a
4.
1
a + bc
2.
5.
1
ab + 3 c
3.
b
2a
6.
-103-
c
ab
ab
c2
Algebra Concepts
Answer Key
Algebra Tiles: Addition of Integers (page 64)

1.
2.
3.
4.
-8
2
-4
0
-7
5.
6.
7.
8.
-6
-4
7
-4
2
A.
B.
C.
-4
-3
-2
-1
D.
E.
F.
-2
-2
0
Expressing Binomials with Algebra Tiles (page 65)

2.
1.
4.
3.
Evaluating Groups of Algebra Tiles (page 66-67)

1.
2.
3.
4.
5.
binomial
monomial
trinomial
trinomial
trinomial
1.
2.
3.
4.
5.
binomial
binomial
trinomial
binomial
trinomial
Addition of Polynomials (page 68)

1. -x2+3x-3
4. -5x+6
6. 5x2+7x-5
2. 3x2-3x-3
5. 5x2-4x+6
8x2-3x
3. -2x2+x-2
6x2+9x+8
-104-
4x2+3x+6
Algebra Concepts
Answer Key
Multiplying Polynomials (page 72)

1.
2.
3.
4.
-2x2+5x-3
-x2+2x-1
-4x2+4x+3
-x2+5x-10

1.
2.
3.
4.
5.
6.
(x-3)(x+1)
x(x+2)
(-3x+1)(-2x+1)
(-2x+1)(-x+1)
(3x)(x-1)
(2x)(4x+1)

A.
B.
C.
D.
E.
F.
G.
H.
(2,3)
(3,-2)
(-4,1)
(-2,4)
(-3,-3)
(-2,0)
(0,-3)
(4,1)
|
|
|
|
|
|
|
|
quadrant I
quadrant IV
quadrant II
quadrant II
quadrant III
x-axis
y-axis
quadrant I
1.
2.
slope
4
-3
2
type of slope
positive
negative
positive
check work on screen
-105-
Algebra Concepts
Answer Key
Looking at the Effect of the b-term (page 78)
1.
2.
slope
1
-3
-2
y-intercept
+2
-3
1
check work on screen
Quadratic Functons (page 79)

1.
2.
3.
4.
5.
6.
7.
8.
9.
-106-
Algebra Concepts
Answer Key
Quadratic Functons (page 80)

1.
2.
3.
4.
5.
6.
7.
-6
3
-1
1
-5
-7
-4
Table Mania (page 81)

1.
3.
-1
2
2.
4.
-3
-2
Graphing Linear Equations (page 82)

1-5.
6-10.
Leap into Graphing (page 83)

1. 3x+2
Leap
1
2
3
4
5
Distance
5m
7m
11 m
14 m
17 m
2. 2x
Leap
1
2
3
4
5
Distance
2 ft
4 ft
6 ft
8 ft
10 ft
3. Answers will vary. Look for a clearly stated relation between time
and distance.
-107-
Algebra Concepts
Equations with Two Variables (page 84)
1.
x
-1
0
1
2
3
3x
3(-1)
3(0)
3(1)
3(2)
3(3)
y
-3
0
3
6
9
2.
x
-1
0
1
2
3
-x+1
-(-1)+1
(0)+1
-(1)+1
-(2)+1
-(3)+1
y
2
1
0
-1
-2
3.
x
-1
0
1
2
3
2x-1
2(-1)-1
2(0)-1
2(1)-1
2(2)-1
2(3)-1
y
-3
0
3
6
9
4.
x
-1
0
1
2
3
-3x+2
-3(-1)+2
(0)+1
-(1)+1
-(2)+1
-(3)+1
y
2
1
0
-1
-2
Solving for X (pages 85-87)

Answers will vary based on problems generated randomly by computer. Look for clear and
concise description of steps and correct solution for x.
Prime Factorization (page 88)

1. 64 =2x2x2x2x2x2=26
2. 55=5x11=511
3. 32=2x2x2x2x2=25
4. 78=2x3x13=2313
5. 84=2x2x3x7=2237
6.
7.
8.
9.
10.
96=2x2x2x2x2x3=253
45=3x3x5=325
12=2x2x3=223
24=2x2x2x3=233
80=2x2x2x2x5=245
-108-
Algebra Concepts
Accessing the Online Curriculum for Algebra Concepts
In addition to the support materials provided in this teachers guide and on the
CD-ROM that accompanies this product, teachers and students can access
online instructional materials at:
http://www.venturaes.com/site/algebra_concepts/index.html
In order to use the online materials follow this simple procedure:
1. Log on to the site referenced above with your browser.
2. Choose Set up new Teacher Account from the menu.
3. Complete the online registration and email the
form to <registration@venturaes.com> by clicking
on the submit button.
4. After we have received and accepted your registration you will receive
by return email an account identificaton number.
-109-
Algebra Concepts
5. Students work the activity pages by accessing them through the worldwide web (www). The URL for the menu is:
http://www.venturaes.com/curriculum/algebra_concepts/welcome.html
6. Activities are linked to the main menu.
7. The heading on the activity page contains essential information. The

Account ID number is used to validate the self-checking routines that
are used to compare the students answers to the answers in the database.
-110-
Algebra Concepts
8. The activity pages accept answers into a form. When the submit button is
clicked the answers are automatically checked and the results are mailed
to both the teacher and the student.
9. The score report shows the results in columns. Correct answers are marked
with an X. The question number, student answer and correct answer are
given.
-111-

Algebra Concepts

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Algebra Concepts

Uploaded by

Copyright:

Available Formats

An Interactive Learning System...

for Macintosh and Windows Computers

Additional support materials for

Ventura Educational Systems

Tools for Active Teaching and Active Learning

1999 Ventura Educational Systems

1999 Ventura Educational Systems

Tools for Active Teaching and Active Learning

Variables and Expressions

Menu Driven Format

A menubar provides easy access to the main features of Algebra

Tools for Active Teaching and Active Learning

1999 Ventura Educational Systems

Ventura Educational Systems

Fred Ventura, Ph.D.

Marne Ventura, M.A.

1999 Ventura Educational Systems

Tools for Active Teaching and Active Learning

include the continued development of the language and symbolism to

formulate mathematical definitions and express generalizations discovered

express mathematical ideas orally and in writing;

read written presentations of mathematics with understanding;

ask clarifying and extending questions related to mathematics they have

appreciate the economy, power and elegance of mathematical notation and

NCTM Standards 1989 National Council of Teachers of Mathematics

1999 Ventura Educational Systems

1999 Ventura Educational Systems

Tools for Active Teaching and Active Learning

Curriculum and Content

Tools for Active Teaching and Active Learning

1999 Ventura Educational Systems

2.) Add zero (0) in the

1999 Ventura Educational Systems

Tools for Active Teaching and Active Learning

1999 Ventura Educational Systems

An Overview of the Algebra Concepts Learning System

1999 Ventura Educational Systems

Tools for Active Teaching and Active Learning