Applied Pre-Algebra

A Curriculum for EFL 5 Adult Learners

June 2008

Co-Authors and Editors:

Ann Marie Barter, Maine Department of Education

Louise Burns, Noble Adult Education
Trudy Martin, Sumner Adult Education

Questions regarding this document should be directed to Andy McMahan at andy.mcmahan@maine.gov

or Ann Marie Barter at annmarie.barter@maine.gov.
 Applied Pre-Algebra

Table of Contents:

Page 1: Cover Page

Page 2: Table of Contents
Page 3: How to Use the Curriculum Document
Page: 4: Curriculum and Content Outline
Pages 5: Resources and Recommended Texts
Pages 6-14: Curriculum
Pages 15-33: Appendix

Pre-Algebra Pre-Assessment Inventory

Learning Styles Inventory Recommendation
SMART Goal Sheet
Goal-Setting work sheet
Essential Questions
Guess My Rule
Work Stations
Comparing Fractions Using Cross-Multiplying
Flash Cards Template
Laws of Exponents
Scientific Notation
Multiplicative versus Exponential Growth
Exponents and Power of Ten
Combining like terms
Perimeter and Area Formulae
 How to Use the Curriculum Document A Guide for Instructors

This curriculum is designed to match the needs of your learners with your teaching style in a way that
addresses standards-based instruction. The following guide is intended to help you better understand how
the designers of this curriculum envision its use.

1. 1) Print out all the pages of the document and organize the sections of the curriculum into a user-
friendly format (a three-ring binder divided into Resources, Curriculum, and Appendix works well).

1. 2) Read each section carefully, paying particular attention to the pages just before the actual
curriculum that informs you about the curriculum.

1. 3) Consult the pre-requisite knowledge and skills of the instructor section. Having these skills will
ensure successful implementation of the curriculum. See #9 for suggestions.

1. 4) If it is your responsibility to conduct standardized learner assessments (CASAS), it is

recommended that you do this PRIOR to placement into this course and not during class time.

1. 5) Familiarize yourself with the standards and objectives of the course because in a standards-based
curriculum these are your instructional and assessment targets.

1. 6) Review Resources and Appendix to select appropriate texts and supporting documents for use in
class. You may decide to use authentic materials exclusively or select a course text and then supplement
with additional selections. You may have a different learning style inventory or goal sheet that you are
comfortable using. The curriculum is meant to be a flexible document and substitutions are encouraged
as long as the materials used are adult-friendly AND meet the criteria for EFL 5 math level. You may
wish to go to the websites cited in the Appendix and print out resources before the class starts.

1. 7) Decide how you prefer to spend the first 3-6 hours of instruction do you focus exclusively on
assessing prior knowledge and goal-setting to get to know the learners better or do you embed those
activities in the first unit in order to start with math instruction? There is no right or wrong way as long
as you dont eliminate any portion of the curriculum.

1. 8) Write your lesson plans. Determine how much time you will allot to each unit and/or activity,
and what activities will be done outside of class.

1. 9) Seek professional development on any aspect of the curriculum that is unfamiliar to you.
Although most instructions are included in the appendix, there are on-line courses, websites, books, and
DOE or MAEA sponsored learning opportunities to support your use of this curriculum.

1. 10) Have fun! .

Notes:
o The curriculum is a guideline that can be easily adapted to suit you and your learners needs.
o To insure the integrity of the level, it is critical that materials and/or activities that are modified
continue to meet the criteria of the NRS descriptors.
o Do not eliminate any portion of the curriculum doing this compromises the learners
opportunity to meet standards and demonstrate mastery through the learning activities and assessments.
o The standards and/or performance indicators addressed in each part of the curriculum are printed
in the column to the left of the learning activities for each unit and assessment activity.
 Applied Pre-Algebra Curriculum - EFL 5 Outline

EFL: NRS Level 5

Standards:

MLR: A . Number Real Number Performance Indicator 9-D 1

C. Geometry-Geometric Figures Performance Indictors 9-D 1
D. Algebra-Symbols and Expressions Performance Indicators 9-D 1
EFF: Learn Through Research
Use Math to Solve Problems and Communicate

Format: Unit-based

Curriculum is built around four main units: Review of General Math Skills, Real Numbers, Simple Algebraic
Expressions, and Geometry.

Appendix includes recommended texts and websites.

Curriculum has standards and performance indicators identified next to learning activities.

Content:

Identifying and converting fractions, decimals and percents

Add, subtract, multiply and divide fractions, decimals and percents
Multiplicative versus exponential growth
Laws of exponents
Scientific notation
Using a variable to define an unknown when problem solving
Geometric formulae
Concept of similar shapes
Pythagorean theorem
Graphic representations of solutions
Integrating the relationship between Geometry and Algebra
Integrated use of technology
 Applied Pre-Algebra EFL 5
Course Resources

Copyright note: It is legal under the fair use doctrine of copyright law to copy a portion of a copyrighted
text for non-profit educational use. The law does not specify what quantity of the whole text is permissible.

Prior Knowledge and Learning Style Inventory Pre-Assessment Resources:

*Help Yourself: How to take advantage of your learning styles by Gail Sonbuchner, New Readers Press

Learning Style Websites:

http://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.rrcc-online.com/~psych/LSInventory.html
http://www.metamath.com/lsweb/dvclearn.htm

Recommended Math Texts:

Number Power 3: A Real World Approach to Math, Contemporary

Number Power X: A Real World Approach to Math, Contemporary
Number Power 4: A Real Approach to Math, Contemporary
Algebra I Mathematics in Context, Second Edition, Cord Communications
Beginning Algebra with Applications, Houghton Mifflin
Math for All Learners: Pre-Algebra, Pam Meader and Judy Storer, Walch Publisher
Empower Over, Around, and Within: Geometry and Measurement , Key Curriculum Press

Recommended Math Websites:

Zero Population Growth video

http://www.populationconnection.org

Sample rubrics:
http://www.csusm.edu/cwis/ilast/_private/curriculum/supportpages/Lesson%20Plans/Graphing%20With
%20Excel/Data%20and%20Graphs%20Rubric.doc

http://www.csusm.edu/cwis/ilast/_private/curriculum/supportpages/Lesson%20Plans/Graphing%20With
%20Excel/Graphing%20rubric.doc

http://rubistar.4instructors.org/index.php?screen=ShowRubric&rubric_id=1049757

Web Instruction
www.billingsschools.org/math-video-project.htm.

www.visualfractions.com

Standards and Assessment:

Classroom Assessment that Works by Anne Davies, ASCD

Maine Learning Results http://www.maine.gov/education/
EFF Standards http://eff.cls.utk.edu/
 Applied Pre-Algebra Curriculum - EFL 5

This curriculum was designed to be used with adult learners who are functioning at the beginning of NRS Level
5. It is intended to provide the opportunity for learners to earn a high school diploma credit in Math and/or be a
foundation-building course for learners who are college-bound. It would serve equally well as a high school
diploma elective credit or as a course for any learner identified as working at this level whose goal is to improve
his/her math skills. The estimated duration of this course is 45-60 hours.

Pre-requisite knowledge and skills necessary for the learner to be successful in this course:

Learners can already perform all four basic math operations with whole numbers and fractions,
can determine correct math operations for solving word problems, can convert fractions to decimals and
decimals to fractions, can read basic graphs, charts and multi-step diagrams, and can follow simple
instructions for using technology.

CASAS score of 236 or higher as measured on the Life and Work series Math test

Mastery of Performance Level Three or higher on the EFF Technology standard

Learners can already do basic Internet searches using key word, be familiar with the Internet, and use
Help functions to solve problems.

Pre-requisite knowledge and skills for the instructor to successfully implement this curriculum:

Understanding of adult learning theory and evidence-based instructional practices in math

Working knowledge of NRS level descriptors, EFF standards and MLR standards
Willingness to partner with learners in an inquiry-based, learner-centered approach to instruction
Familiarity with formative assessment
Basic familiarity with navigating the Internet and accessing quality sites

This course primarily focuses on building an understanding of the foundation of Algebra skills that are needed
to pursue higher levels of mathematical thinking. It is a unit-based course with choices for the instructor and
adult learners throughout the curriculum. This course is offered to be used as designed or to serve as a model of
a course curriculum that meets the criteria of the Curriculum Framework Rubric and aligns to Maine Learning
Results, Equipped for the Future Standards and NRS Level 5 descriptors. The developers of this curriculum
recommend following the sequence of instructional activities in the order given to provide scaffolding for the
learners in the course.

This course addresses and assesses the following Maine Learning Results Standards (Revised 2007):

A. NUMBER: Learners use numbers in everyday and mathematical contexts to quantify or describe
phenomena, develop concepts of operations with different types of numbers, use the structure and properties of
numbers with operations to solve problems, and perform mathematical computations. Learners develop number
sense related to magnitude, estimation, and the effects of mathematical operations on different types of
numbers. It is expected that learners use numbers flexibly, using forms of numbers that best match a situation.
Learners compute efficiently and accurately. Estimation should always be used when computing with numbers
or solving problems.

9-D 1 Real Number Performance Indicator:

Know how to represent and use real numbers.
C. GEOMETRY: Learners use measurement and observation to describe objects based on their sizes and
shapes; model or construct two-dimensional and three-dimensional objects; solve problems involving geometric
properties; compute areas and volumes based on object properties and dimensions; and perform transformations
on geometric figures. When making or calculating measurements, learners use estimation to check the
reasonableness of results.

9-D 1 Geometric Figures Performance Indictor:

Justify statements about polygons and solve problems.

D. ALGEBRA: Learners use symbols to represent or model quantities, patterns, and relationships and use
symbolic manipulation to evaluate expressions and solve equations. Learners solve problems using symbols,
tables, graphs, and verbal rules choosing the most effective representation and converting among
representations.

9-D 1 Algebra-Symbols and Expressions Performance Indicator:

Understand and use polynomials and expressions with rational exponents.

This course addresses and assesses the following Equipped for the Future Standards:

Use Math to Solve Problems and Communicate

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a
question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are
reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts,
tables and algebraic models.

Learn Through Research

Pose a question to be answered or make a prediction about objects or events.
Use multiple lines of inquiry to collect information.
Organize, evaluate, and analyze findings.
Interpret and communicate findings.

Reflect and Evaluate

Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Make inferences, predictions, or judgments based on ones reflections.

** Please note that while other standards and performance indicators will be addressed in this curriculum, the
focus for instruction and assessment will be on the identified standards and performance indicators.

Articulated Learning Outcomes/Objectives for this course:

1) Learners will be able to recognize when an unknown value is required in order to develop an algebraic
expression/equation.
2) Learners will be able to identify and apply geometric relationships in their lives.
3) Learners will be able to transfer their algebraic skills as they apply to principles of geometry.
4) Learners will be able to recognize the usefulness of a web search in order to assist them in their
problem solving.
 Proposed Course Curriculum for Applied Pre-Algebra EFL 5
45-60 hours of Instruction
Reflect and Evaluate
Take stock of where one is: assess what one
knows already and the relevance of that
knowledge.
EFF Use Math to Solve Problems &
Communicate
Understand, interpret, and work with pictures,
numbers, and symbolic information.
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question.
3-6 hours Assess Prior Knowledge,
Conduct Learning Style Inventory,
Icebreakers, Team Building Activities,
Goal-Setting, Essential Questions
Prior Knowledge Assessment: any
measurement of math concepts at 9.0-10.9
Grade Level Equivalent. Pre-Algebra Pre-
Assessment sample is located in appendix.
Learning Style Inventory: Help Yourself or
online inventory
of instructors choosing (see appendix for
websites)
Goal-Setting: SMART worksheet and goal plan
(see appendix)
Essential Questions assessment to be given as a
pre-test. (master copy in appendix) Instructors
need to explain to learners that these same four
questions will be given as a post-test and the
learner will need to provide examples when
answering on the post-test.
1) What is the relationship between Algebra
and Geometry and how is this information
applicable to real life?
2) Why do we have to use letters in a class
about numbers?
3) How will I remember geometric and
algebraic formulas?
4) How do I choose the words to put into a
search engine?
This portion of the curriculum may be taught as
the first 3-6 hours of the course or spread out
over the first few class sessions in order to
integrate math instruction.
3-6 hours Unit One Review of General
Math Skills
Establishing learners background knowledge
activates prior knowledge for the learner and
informs the instructor what skills need to be
addressed in lesson planning. It is important to
find out what learners understand about
properties of fractions, percents and decimals
and their transferability. Results from the Pre-
Algebra pre-assessment will determine the
amount of time and skills reviewed in this unit.

Instructor may need to review some or all of the

following general math skills prior to
addressing Units 2-4:
Identifying types of fractions,
converting between fraction types
Conversion between fractions,
decimals, percents
Application of the four
operations on fractions
Competency of properties of
fractions (i.e. reducing, raising, cross
multiplying, comparing, and ordering)

Sequence of learning activities:

1. 1. Instructor will present common
fractions and decimals already used in
everyday life. For example, instructor
could ask the learners to write down
what they call different coins. Learners
may write down a quarter, others 25
cents. Instructor should lead discussion
on the meanings of their answers and
how they relate to one another.
Challenge learners to come up with a
unique answer.
2. 2. In dealing with the percentage
competency of this unit, build on the
information brainstormed in previous
activity. For example, using 25 out of a
hundred (if it wasnt brainstormed, it
should be introduced).
3. 3. To reinforce the above two
activities, do a guess my rule. See
appendix for example of guess my rule.
4. 4. Continuing with the currency
example, review mixed numbers and
improper fractions.
5. 5. To review the four operations of
fractions, instructor should create
workstations for hands on
demonstrations. Examples of
workstations can be found in the
appendix.
6. 6. Using a visual, such as pie or
pizza, reinforce the concepts of raising

EFF Use Math to Solve Problems &
Communicate
Understand, interpret, and work with pictures,
numbers, and symbolic information.
Communicate results using a variety of
mathematical representations, including graphs,
chart, tables, and algebraic models.
MLR A. Real Number 9-D 1
Learners know how to represent and use real
numbers.
EFF Use Math to Solve Problems &
Communicate
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question, solve a problem, make a prediction, or
carry out a task that has a mathematical
and reducing fractions. A website
example can be found at
www.visualfractions.com
7. 7. Reinforce the concept of cross-
multiplying to compare fractions
and ordering them. See appendix for
example.
1-3 hours Unit One Assessment
Learners will be supplied with fraction,
decimal and percent flash cards. (See appendix
for example or go to this website:
http://www.quia.com/jfc/65724.html) From
this pool, each learner will randomly select five.
This will become the sample upon which the
rest of the assessment will be based. Instructor
will assess the following areas:
1. 1. Convert the five samples into the
other two forms. (i.e. if a fraction is
chosen, convert it to its decimal and
percent equivalent.)
2. 2. order the five values.
3. 3. identify the types of fractions in
the pool.
4. 4. add all values using fraction
form
5. 5. Select two fractions and subtract
them, using the larger fraction as the
first number.
6. 6. Select two fractions and multiply
them, using cross reduction when
applicable, giving the final answer in
reduced, standard form.
7. 7. Select two fractions and divide
them.
12. 9-12 hours Unit Two Real
Numbers
Establishing learners background knowledge
activates prior knowledge for the learner and
informs the instructor what skills need to be
addressed in lesson planning. It is important to
find out what learners understand about
multiplicative versus exponential growth and
dimension. use of exponents, including scientific notation.
Solve problem using appropriate quantitative A sample assessment tool can be found in
procedures and verify that the results are Contemporarys Number Power 3, pp 36-37.
reasonable.
EFF Reflect and Evaluate Sequence of Learning Activities:
Make inferences, predictions or judgments based
on ones reflections. a. 1. Learners will watch the Zero
Population Growth video
http://www.populationconnection.org/
and instructor will lead discussion on
meaning of exponential growth and
decay.
b. 2. Present learners with scenario
displaying multiplicative versus
exponential growth. An example can be
found in the appendix. This scenario
will lead into instructor-led discussion
on real life examples of exponential
growth.
c. 3. Engage learners in a discussion
on comparing powers with large bases
and small exponents to powers with
small bases and large exponents.
Learners should estimate the value of a
power then check the result against a
calculator. (See appendix for example)
d. 4. Direct instruction on laws of
exponents. (Examples may be found in
Contemporarys Number Power 3, pp.
24-30. or at the website cited in the
appendix). Included in this instruction
is multiplication and division of
numbers expressed in scientific notation.
(examples may be found in Cord
Communications Algebra I Mathematics
in Context, Second Edition, pp 40-41
and Houghton Mifflins, Beginning
Algebra with Applications, p. 365 or at
the website cited in the appendix).
e. 5. Provide learners with a rubric
OR assist learners in developing a rubric
to assess the math visual they will create
in their assessment. Rubrics should
include the visuals usefulness to inform
decision, accuracy of information, and
presentation. (See course resources for
rubric resources).
f. 6. Learner will create a math
visual which summarizes the laws of
exponents. Examples: bookmark, wheel,
or a tri-fold brochure.
g. 7. Have learners use their rubric to

MLR A. Real Number 9-D 1
Learners know how to represent and use real
numbers.
EFF Use Math to Solve Problems &
Communicate
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question, solve a problem, make a prediction, or
carry out a task that has a mathematical
dimension.
Solve problem using appropriate quantitative
procedures and verify that the results are
reasonable.
EFF Reflect and Evaluate
Take stock of where one is: assess what one
knows already and the relevance of that
knowledge.
MLR D Symbols and Expressions 9-D 1
Understand and use polynomials and expressions
with rational exponents.
EFF Use Math to Solve Problems &
Communicate
Understand, interpret, and work with pictures,
numbers, and symbolic information.
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question or solve a problem.
Define and select data to be used in solving the
problem.
Communicate results using a variety of
mathematical representations, including
algebraic models.
assess their math visual.
2-3 hours Unit Two Assessment
Give learners a test on content covered in
Unit Two, allowing learners to use visual
they created while taking the test.
This test should include three parts:
In part I, learners will create a
scenario that demonstrates an
understanding of exponential
growth.
Part II is an instructor-generated
test involving calculations that
would require the learner to use their
math visual.
Part III is a writing prompt for
the learner to evaluate the usefulness
of their math visual while taking the
test.
9-12 hours Unit Three Simple Algebraic
expressions
Establishing learners background knowledge
activates prior knowledge for the learner and
informs the instructor what skills need to be
addressed in lesson planning. It is important for
the instructor to work on the learners ability to
transfer the concept of using a variable to define
an unknown when problem solving. A key
result of this will be demonstrated in unit 4,
Geometric applications.
Sequence of learning activities
Instructor will instruct learners on the use of
writing an algebraic expression as the first
step in solving a word problem. (example
may be found in Number Power: Pre-
Algebra, pp 142-143).
a. 1. Instructor will instruct learners
on identifying the unknown in a
problem. (example may be found in
Number Power: Pre-Algebra, p. 159)
Instructor will use as many learning
activities as needed to ensure the
learners understanding of using a
variable to define an unknown when
problem solving.

MLR D Symbols and Expressions 9-D 1
Understand and use polynomials and expressions
with rational exponents.
EFF Use Math to Solve Problems &
Communicate
Understand, interpret, and work with pictures,
numbers, and symbolic information.
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question or solve a problem.
Communicate results using a variety of
mathematical representations, including
algebraic models.
MLR C Geometric Figures 9-D 1
Justify statements about polygons and solve
problems.
MLR D Symbols and Expressions 9-D 1
b. 2. Instructor will use pictures,
rather than variables, to present the
concept of combining like terms. See
example in appendix.
c. 3. Instructor will present the
properties needed for expression
simplification which include
commutative, associative, and
distributive properties. An option for
web instruction can be found at
www.billingsschools.org/math-video-
project.htm.
3 hours Unit Three Assessment
Instructor will create word problems in which a
variable needs to be identified. Each word
problem will be written on an index card. Each
word problems corresponding expression will
be written on another set of index cards.
Different colored index cards should be used to
distinguish between word problems and
expressions.
Split the learners into two groups. Randomly
hand out one set of index cards to one group
and the other set of cards to the other group.
Learners will then find their match in the other
group. Individually, learners are then expected
to simplify their expression and check in with
their partner for accuracy of their answers.
Learners must be able to identify the properties
used for simplification.
15-18 hours Unit Four Geometry
Establishing learners background knowledge
activates prior knowledge for the learner and
Understand and use polynomials and expressions
with rational exponents.
EFF Use Math to Solve Problems &
Communicate
Understand, interpret, and work with pictures,
numbers, and symbolic information.
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question or solve a problem.
Solve problems using appropriate quantitative
procedures and verify that the results are
reasonable. Communicate results using a variety
of mathematical representations including
algebraic models.
Learn Through Research
Use multiple lines of inquiry to collect
information.
Organize, evaluate, and analyze findings.
Interpret and communicate findings.
Reflect and Evaluate
Take stock of where one is: assess what one
knows already and the relevance of that
knowledge.
informs the instructor what skills need to be
addressed in lesson planning. It is important for
the learner to be able transfer the skills acquired
in Unit 3 to geometric problems involving the
properties of squares, rectangles, circles and
triangles, specifically area, perimeter and
similarity.
a. 1. Instructor will engage learners in
a hands-on activity where the learners
discover the formulas for
perimeter/circumference of various
shapes. (Example may be found in Math
for All Learners: Pre-Algebra, pp. 15-23
or see appendix for website.)
b. 2. Instructor will engage learners in
a hands-on activity where the learners
discover the formulas for area of various
shapes. (Example may be found in Math
for All Learners: Pre-Algebra, pp.24-32.
or see appendix for website.)
c. 3. Instructor will provide learners
with practice problems in solving for
area and perimeter/circumference with
known measurements. (Examples may
be found in Number Power 4:
Geometry, pp. 92-105, 110-113.)
d. 4. Instructor will provide learners
with area and perimeter/circumference
problems that involve variables.
(examples may be found in Number
Power 3: Algebra, pp.47-48 or see
appendix for websites.)
e. 5. Instructor will teach concept of
similar shapes. Example of lesson can
be found in Empower Over, Around,
and Within: Geometry and
Measurement, pp. 41-51 or Number
Power 4: Geometry, pp 52-58.
f. 6. Instructor will continue concept
of similarity in situations involving a
variable using the law of proportions.
Examples can be found in Number
Power 4: Geometry, pp-59-61.
g. 7. The Golden Rectangle: Optional
Activity to enhance the discussion of
similarity. Web activity can be found at
www.augusta.k12.va.us/6687125527134
429/lib
h. 8. Have learners explore the history
of the Pythagorean Theorem using the
Internet.

MLR C Geometric Figures 9-D 1
Justify statements about polygons and solve
problems.
MLR D Symbols and Expressions 9-D 1
Understand and use polynomials and expressions
with rational exponents.
EFF Use Math to Solve Problems &
Communicate
Understand, interpret, and work with pictures,
numbers, and symbolic information.
Apply knowledge of mathematical concepts and
procedures to figure out how to answer a
question or solve a problem.
Solve problems using appropriate quantitative
procedures and verify that the results are
reasonable. Communicate results using a variety
of mathematical representations including
algebraic models.
Learn Through Research
Use multiple lines of inquiry to collect
information.
Organize, evaluate, and analyze findings.
Interpret and communicate findings.
All MLR and EFF standards identified for
this course are assessed in this activity.
i. 9. Have learners test the
Pythagorean Theorem doing hands-on
measuring of right triangles.
j. 10. Learners will brainstorm, as a
group, real life situations that make use
of the Pythagorean Theorem.
3 hours Unit Four Assessment
Give the learners four two-dimensional objects
(square, rectangle, right triangle and circle)
Learners will:
Find the area of the objects
Find the perimeter of the objects
Select one object and create a
similar shape, justifying the similarity
Confirm that the triangle is
indeed a right triangle by applying the
Pythagorean Theorem.
Research using the Internet
examples of the Pythagorean Theorem
where all three sides are whole numbers.
(examples 3- 4-5 and 6- 8-10)
1-3 hours Course Assessment
For a final assessment, learners will reflect in
writing on the four essential questions which
guided the curriculum. Criteria for evaluation of
this assessment does not include grammar.
What is the relationship between Algebra and
Geometry and how is this information
applicable to real life?
Why do we have to use letters in a class about
numbers?
How will I remember geometric and algebraic
formulas?
How do I choose the words to put into a search
engine?
 APPENDIX FOR APPLIED MATH - EFL 5

Copyright note: It is legal under the fair use doctrine of copyright law to copy a portion of a copyrighted
text for non-profit educational use to illustrate a lesson. The law does not specify what quantity of the whole
text is permissible to copy.

All websites have been checked for accuracy and were accessible as of June 30, 2008.

a. 1) Pre-Algebra Pre-Assessment Inventory

b. 2) Learning Style Inventory Recommendations:

Help Yourself: How to take advantage of your learning styles by Gail Sonbuchner, New Readers Press
(*strongly recommended for purchase and use by all pilot teachers and curriculum developers)

Learning Style Websites:

http://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.rrcc-online.com/~psych/LSInventory.html
http://www.metamath.com/lsweb/dvclearn.htm
http://www.learning-styles-online.com/inventory/questions.asp?cookieset=y
a. 3) SMART Goal Sheet
b. 4) Goal-Setting work sheet
c. 5) Essential Questions Guiding Instruction
d. 6) Guess My Rule Unit 1 Learning Activity 3
e. 7) Work Stations Unit 1 Learning Activity 5
f. 8) Comparing Fractions Using Cross-Multiplying Unit 1 Learning Activity 7
g. 9) Flash Cards Template
h. 10) Unit 2 Laws of Exponents website:
http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_ExponentsRules.xml
a. 11) Unit 2 Scientific Notation website:
http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson25.htm
a. 12) Multiplicative versus Exponential Growth Unit 2 Learning Activity 2
b. 13) Exponents and Power of Ten - Unit 2 Learning Activity 3
c. 14) Combining like terms Unit 3 Learning Activity 2
d. 15) Unit 4 Area and Perimeter websites
http://nlvm.usu.edu/en/nav/frames_asid_279_g_4_t_3.html?open=activities&from=topic_t_3.html
http://www.mathgoodies.com/worksheets/perim_area_wks.html
http://www.superteacherworksheets.com/geometry/perimeter2.pdf
 Pre-Algebra Inventory

Name: ___________________ Date: __________

a. 1. Write the numbers that are left out.

56, 60, ____, 68, ____, 76, 80

a. 2. Write the number that comes next.

51, 43, 35, ____

a. 3. Write the numeral for these number words.

Four thousand and ninety-three
________________________________

One hundred and seven

________________________________

a. 4. Write the following numbers in words

509 _____________________________
1012_____________________________

a. 5. How many tens are in 89? ______

a. 6. How many hundreds are in 572? ______

a. 7. Add these numbers:

326 + 708 = 38 + 45 + 19 =

201
614
+ 129

8. Subtract these numbers:

68-42= 427 8004
- 189 - 999

9. Multiply these numbers:

802 x 14 = 57
x 13

10. Divide these numbers:

768 8 = 98 14 =

11. Solve these problems:

The Wilsons want to buy a used car. They have $1,200. The car they like costs $2,495. They
must find how much more money they need. Which operation do they need to do?

add subtract multiply divide

How much more money do they need?

12. George bakes 25 loaves of bread. He wants to know how much money he would make if he
sold each loaf for $1.25. How much money would he make?

13. Roberta has six quarters, three dimes, and fourteen pennies. How much money does Roberta
have?

14. Four women share an apartment. Their heat bill for March was $115.28. They must figure
out how much each woman owes. How much does each woman owe?

15. At 11:45 a.m. Jason glanced at his watch. His doctors appointment was in 2 hours. At
what time is his appointment?

16. Change 7 into a mixed number. ______

3
17. Change 1 into an improper fraction. ______

18. Reduce 12 to its lowest terms. _______

15

19. Which fraction is largest? 7 3 2

8 4 3

20. Reduce all answers. Change improper fractions to mixed numbers

5
+ -2
3 x 3 = 1 1 =
7 5 3
3x2=

21. Write three tenths as a decimal _________________

22. Circle the correct answer:

3.006 = three and six-thousandths
three thousand and six
three and six-hundredths

23. .2 + 29 + 6.8 + .001 = ________________________

24. 6.031 - .9 = ____________________

25. 7.01 x .02 = ____________________

26. .0035 .05 = ____________

27. Round off .88 to the nearest tenth ________

28. Change 1 into a decimal ________

5
29. Write 40% as a fraction __________

30. Change 3 into a percent _____

5
31. Write 8% as a decimal _______

32. What percent of 80 is 20? _______

33. What is 25% of 360? ________

34. 65% of what number is 260? _______

35. What is 125% of 80? ________

36. The old price was $5.00.

The new price is $7.50
What is the percent of increase?

37. What is $12.50 decreased by 16%? ____

38. What is the perimeter of this rectangle?

4cm
 11 cm

39. Ellen bowled 4 games. The scores of her games were 144, 151, 167, and 146. What was
Ellens average score for the four games?

40. One week Stewart worked 35 hours at $8 an hour and 6 hour at $12 an hour. Which
expression tells the amount, in dollars, that he made that week?
a. a. 42(8 + 12)
b. b. 35(6) + 8(12)
c. c. 35(8) (6) (12)
d. d. 35(8 + 12)
e. e. 35(8) + 6(12)

41. 8 + 3 x 4 =

a. 42. Which expression below is equal to 5a. 5+5+5+5

b. b. 4x4x4x4x4
c. c. 5x5x5x5
d. d. 20

43. If n 72 = 36, what is the value of n?

44. (-5)(-3) + (-6) =

45. Which of these numbers is prime? 27 33 23 52

46. Which of the following is the least common multiple of 15 and 20?
a. a. 5
b. b. 35
c. c. 20
d. d. 300
e. e. 60

Developed by Trudy Martin of Sumner Adult Education. Reprinted with permission.

SMART GOAL SHEET

A SMART goal is Specific, Measurable, Achievable, Relevant and Time specific .

a. 1) Specific (think narrow, not broad)

_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________
a. 2) Measurable (how will I know when I get there? what is the proof?)
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________
a. 3) Achievable (my goal is reasonable and realistic)
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________

a. 4) Relevant (how is my goal relevant to my life?)

_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________
a. 5) Time (set flexible but specific target dates)
I will achieve my goal by _____________ Todays Date____________________
14?
st
step_________________________________Deadline______________________
2nd step_________________________________Deadline______________________

3rd step_________________________________Deadline______________________
4th step_________________________________Deadline______________________
5th step_________________________________Deadline______________________
 Goal-Setting

a. 1) What do you hope to accomplish as a result of taking this class?

a. 2) Why is it important to you to accomplish this?

a. 3) What are the first three steps you need to complete in order to achieve that goal?

a. 4) Of these three, which is the most important to you and why?

a. 5) What aspects of math will you need to build or strengthen in order to meet your goal?

a. 6) What knowledge, skills and strategies do you already possess that will help you reach your goal?

a. 7) List any concerns or potential obstacles you have that may stand in the way of achieving your
goal.

a. 8) Create an action plan to work towards your answer to question number 4 or 5.

1st step_______________________________________ by________________

2nd step_______________________________________by________________

3rd step_______________________________________by________________

4th step_______________________________________by________________
 Essential Questions Guiding Instruction

1. What is the relationship between Algebra and Geometry and how is this
information applicable to real life?

2. Why do we have to use letters in a class about numbers?

3. How will I remember geometric and algebraic formulas?

4. How do I choose the words to put into a search engine?

 Unit 1-Learning Activity 3
Guess My Rule Activity
1. Changing Fractions to Decimals
Fraction Form Decimal Form
.50
1/4 .25
3/4 .75
??? .125
3/8 .375
5/8 .625
1/10 .10
3/10 ???

WHAT IS THE RULE FOR CHANGING A FRACTION TO A DECIMAL? Using your rule, solve for the
missing values in the chart above.

2. Changing Decimals to percents

Decimal Form Percent Form

.50 50%
.25 25%
??? 75%
.125 12.5%
.375 37.5%
.625 ???
.10 10%
.30 30%

WHAT IS THE RULE FOR CHANGING DECIMALS TO PERCENTS? Using your rule, solve for the missing
values in the chart above.
3. Changing decimals to fractions

Decimal Form Fraction Form

.25 1/4
.5 ???
.75
.125 1/8
.375 3/8
??? 5/8
.10 1/10
.3 ???

WHAT IS THE RULE FOR CHANGING DECIMALS TO FRACTIONS? Using your rule, solve for the
missing values in the chart above.

4. Changing Percents to fractions

Percent Form Fraction Form

25% 1/4
50%
75% ???
12.5% 1/8
??? 3/8
62.5% 5/8
10% ???
30% 3/10

WHAT IS THE RULE FOR CHANGING PERCENTS TO FRACTIONS? Using your rule, solve for the
missing values in the chart above.
 Unit 1-Learning Activity 5

Unit 1-Learning Activity 5

Workstations for four operations of fractions

The instructor will display at least 4 workstations throughout a classroom with the intention that all four
operations of fractions are addressed. Sample of workstations could include:

Have 2 cardboard circles representing pizzas with lines drawn on them to represent a pizza cut
into 8 pieces and the other into 16 pieces. Using additional cardboard circles, cut slices to allow learners
to manipulate the steps to work through an addition problem involving the two pizzas. For example, if
you said 3/8 of the first pizza was eaten and 7/16 of the second pizza was eaten, ask the learners how
much is eaten in all.
Have a bag of M&Ms. Ask learner to calculate the fraction of brown ones and the fraction of
blue ones. Learners will be asked to calculate the difference between the two colors. Answer should be
in fractional form.
Have a recipe available for learners to read. Ask learners to select an ingredient that involves a
fraction (for example, 1/3 cup of sugar). Have the learner triple the recipe and determine the new
amount of the ingredient needed.
Have a strip of paper available for learners to measure using a ruler. The measurement of the
strip of paper should be a mixed number. Ask the learner to divide the measurement by 2. Then have the
learner divide the original measurement by . Have the learner reflect on the results. (The goal is for
learners to recognize that when dividing by a fraction, your result is larger.)
 Unit 1-Learning Activity 7
Activity: Comparing Fractions Using Cross-Multiplying

Objectives:
Learners will be able to compare fractions.
Learners will be able to order several fractions.

Step 1:
Instructor will lead discussion on fraction sizes and strategies used to compare fractions.
Give learners examples of easy fractions to compare such as and 9/10.

Step 2:
Give learners fractions with values that are close to one another such as and 4/5.
Remind them they could find the decimal value of each and then compare.
What if they needed to find the larger fraction quicker?

Step 3:
Ask the learners to look at two equal fractions such as and 50/100. See if the learners can recognize that when
you cross multiply, the results are equal. Give the learners several pairs of fractions to cross-multiply to see if
learners can recognize the pattern. Give the learners several fractions and ask them to order them. Further
examples of this process can be found in Number Power 3, Algebra pp. 88-89.

Assessment:
Bring in several wrenches of various sizes (being sure to include those that are very similar in size and couldnt
be compared by sight). Ask learners to put the wrenches in order.
 .375

5/6 85%

15% 9/10

1 .45

1/8 30%

Unit Two
 Learning Activity #2

Multiplicative versus Exponential Growth

PROBLEM

How would you rather get paid for washing dishes in your home for a 30 day month?

a. 1. Get paid $1000/day for each day of the month

OR

a. 2. Get paid 2 cents the first day, and 2n for each subsequent day after.

SOLUTION

1.

1000 1000 1000 1000 1000 1000 1000

1000 1000 1000 1000 1000 1000 1000
1000 1000 1000 1000 1000 1000 1000
1000 1000 1000 1000 1000 1000 1000
1000 1000

Total earned = 30 * $1000 = $30,000

2.

2 4 8 16 32 64 128

$2,684,35
5
5,368,709 $10,737,4
18
*use an (Excel) spreadsheet to fill in the days values

Total earned = $21,474,836.46

On the 20
th
day, you are better off earning $1000 per day. On day 21 however, you are better off to work at 2 cents per
day!

This activity is adapted from a lesson in Smarty Pants by Marilyn Burns

 Unit 2: Learning Activity 3
Name:____________________LabPartners:________________________________Date:___________
____

Exponents and Powers of Ten

Activity 1:
For each pair of powers listed below, determine which is greater. First guess, then check your answer using the
calculator, x 2 or y x key.
Guess Check

1. 23 or 32 ______________________________

2. 45 or 54 ______________________________

3. 62 or 26 ______________________________

4. 89 or 98 _______

5. 79 or 97 ______________________________

6. 58 or 85 ______________________________

7. 39 or 93 ______________________________

8. 34 or 43 ______________________________

9. 25 or 52 ______________________________

10. 17 or 71 ______________________________

11. 30 or 03 ______________________________

12. 2-5 or 5-2 ______________________________

13. 9-3 or 3 -9 ______________________________

14. 0
1
or 10 __________________________________________________________

Write five statements about your findings.

1.
2.
3.
4. ____________________________________________________________________________
5._____________________________________________________________________________
 Unit 3-Learning Activity 2
Lesson Title: Combining like terms

Subject: Pre-algebra

Objectives: Learners will be able to combine like terms in an algebraic expression.

Learners will be able to define what like terms are.

Materials: pictures of red apples and green apples, +, -, = symbols on flash cards, numbers 1 through 9 on
flashcards

Introduction to Lesson: Many learners find it difficult to combine like terms. This activity uses fruit to instill the
idea of combining, then helps transfer these ideas in using variables.

Step 1: Begin by giving each learner a variety of red and green apples. Ask the learners to combine the apples
that are exactly alike. (Learners should be combing sorting by color and how many leaves the apples have.)
Have a discussion with the learners about their results.

Step 2: The instructor should now use the red and green apples to begin the idea of combining like terms in an
algebraic expression. For example, put three of the same kind of red apples and two different green apples for
the learners to see. Ask the learners if it makes sense to put a 3 in front of one red apple to represent the 3
apples. Then use + symbols to combine 3 red apples + 1 green apple + 1 green apple.

Step 3: Continue to expand on creating various algebraic expressions with learners. Be sure to add in numbers,
showing learners they need to combine numbers as well.

Step 4: Once learners appear to be getting the idea behind combining like terms, pull the apples out of the
examples.

Step 5: At the end of the lesson, ask for learner input in writing how they liked this exercise. Look for input on
ways to improve the delivery of idea to ensure learners understanding.