The emphasis in this task is on the progression of equations, from two that involve different values of the sales tax, to one that involves the sales tax as a parameter. It is designed to foster the habit of looking for regularity in solution procedures, so that students don't approach every equation as a new problem but learn to notice familiar types.

Full course of Algebra 1 is presented online by Georgia Virtual Learning. Audio, video, text, games and activities are included to engage ninth grade students in learning.

In CK-12 Middle School Math Concepts – Grade 8, the learning content is divided into concepts. Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content.

Code.org has partnered with Bootstrap to develop a curriculum which teaches algebraic and geometric concepts through computer programming. The two ten hour courses from Code.org focus on concepts like order of operations, the Cartesian plane, function composition and definition, and solving word problems. Or visit Bootstrap to explore their longer Bootstrap:1 and Bootstrap:2 courses which teach more mathematical and programming concepts. By shifting classwork from abstract pencil-and-paper problems to a series of relevant programming problems, Code.org's CS in Algebra demonstrates how algebra applies in the real world, using an exciting, hands-on approach to create something cool.

The purpose of this task is to use finite geometric series to investigate an amazing mathematical object that might inspire students' curiosity. The Cantor Set is an example of a fractal.

Although this task is fairly straightforward, it is worth noticing that it does not explicitly tell students to look for intersection points when they graph the circle and the line. Thus, in addition to assessing whether they can solve the system of equations, it is assessing a simple but important piece of conceptual understanding, namely the correspondence between intersection points of the two graphs and solutions of the system.

This brief article relates the legend of young Gauss and the summing of consecutive numbers. Readers are asked to apply the method and they are shown a general solution. A link to a printable page is provided as well as links to related topics.

A visual map of the standards where each standard is linked both forwards and backwards to prior and future grades.

College Algebra provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra course. The modular approach and richness of content ensure that the book meets the needs of a variety of courses. College Algebra offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they’ve learned.

It is often said that mathematics is the language of science. If this is true, then the language of mathematics is numbers. The earliest use of numbers occurred 100 centuries ago in the Middle East to count, or enumerate items. Farmers, cattlemen, and tradesmen used tokens, stones, or markers to signify a single quantity—a sheaf of grain, a head of livestock, or a fixed length of cloth, for example. Doing so made commerce possible, leading to improved communications and the spread of civilization.

This course covers relations and functions, specifically, linear, polynomial, exponential, logarithmic, and rational functions. Additionally, sections on conics, systems of equations and matrices and sequences are also available.

This course is designed to take the concepts you learn in developmental math to expand your knowledge of algebra. This course will focus on two major algebraic concepts to learn - how to SOLVE equations and how to GRAPH equations. Throughout this course you will be challenged to recall ALL of your prior knowledge of operations of real numbers as well as your knowledge related to solving and graphing linear equations (which you should have already mastered from developmental algebra). You will use this prior knowledge to expand on learning the following objectives: solving linear & rational equations. operations of complex numbers, solving quadratic equations, solving radical & polynomial equations, solving equations with rational exponents, solving linear and compound inequalities, solving absolute value equations and inequalities, graphing linear equations & slope, understanding concepts of domain, range and function notation, finding compositions of functions, finding inverses of functions, solving and graphing exponential and logarithmic equations, solving and graphing systems of equations and inequalities, and graphing conics.

*Open Campus courses are non-credit tutorials and cannot, in and of themselves, be used to satisfy degree requirements at Bossier Parish Community College (BPCC). (College Algebra Course by Bossier Parish Community College is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Based on a work at http://bpcc.edu/opencampus/index.html.)

In this lesson, students will first be introduced to adding two constant functions graphically to develop an understanding of how to add two functions together.  Next students will add a constant function to a linear function and discover how that translates the graph of the linear function.  Students will also begin building the connection between the graphical sums and algebraic sums.  Students will be exposed to adding two linear functions together graphically before function notation is introduced.  Students will also be exposed to adding a constant and exponential function together as exponential functions are a key function type in Secondary Math 1.   Lastly, students will be challenged with adding a linear function and quadratic function together.  Students will make the connection that adding a linear function and quadratic function together will result in a quadratic function.

The primary purpose of this problem is to rewrite simple rational expressions in different forms to exhibit different aspects of the expression, in the context of a relevant real-world context (the fuel efficiency of of a car). Indeed, the given form of the combined fuel economy computation is useful for direct calculation, but if asked for an approximation, is not particularly helpful.