Factorization is simple...much simpler than you see above, that's for sure. Whew, no wonder so many kids and adults have a problem with understanding the technical babble, as I tend to call it.
Ok, think of pulling something out of a bunch of numbers and letters. Ask yourself what...
Ratio means to divide the number that comes first, by the number that comes next. So, you're dealing with a fraction. You see 14 girls first, so the top number (numerator) is 14. 21 boys is next, so that's the denominator. Now, the question asks...is that
fraction equal to the other fraction...
This is the associative property. You are simply moving the groups around. The first group is equal to the second by means of the associative property of multiplication is the statement. An easy way to remember it is, Agriculture starts with AG. So do
the first letters of 'associate' and 'groups'...
First question...does y=x
If so, x=4
Now, plug in 4 wherever you see an x.
Therefore y = 4
Break the top apart into two expressions, and then, factor it out, Cancel the top and bottom common factors.
Cancel ALL common factors (x-5) on both top and bottom
You end up with x^2+2...
When you factor, you first factor anything out that you can, then cancel the common factors.
35v – 14
7(5v – 2)
Factor out the GCF of the numerator, which means you can pull out a 7 from the top...
When they're asking about factoring, think division.
What number can you pull out of both the numbers you see?
(2n) and (-6)
They have to be divided evenly. Out of the 2n and the -6, you can divide a 2 out of each, evenly. Once you pull out the 2, ask...
Although you only need two points to create a line, many mathematicians use three to five points. The reason behind that is when you start sketching parabolas, you will need to use more points to see the entire graph. You also need to use both negative and
positive ordered pairs (points), as...
Chris, you are absolutely correct. It is a very poorly written question. The question doesn't tell you how many each person would pack, just how many each purchases. You could do a fractional portion of each: 16+8/44 = 24/44 for allison and 6/44 for hanson,
but the question doesn't say how...
Ask yourself what does the problem give you? It gives you 1 point and a slope, right? So, you answered your own question. You use the 1 point with the slope (point/slope) formula which is y-y1=m(x-x1).
You replace the y1 part with the y part of the point you were given. Then, replace the x1...
Well, that's a douzy! Isn't it? That would drive most students running to the board, eh? NOT! ;)
No Sweat! Follow the simple steps and you'll be able to do it again and again.
First do distribution. That means, take the number...
Substitution? Easy as pie! Think of it this way, when you substitute something, you're replacing it with something else, right? That's what substitution in math is about too. You replace a letter you don't know with something you do know, so you can make
the problem easy to solve.
Often, coursebooks have a dictionary section in the back. I like to give my students a couple of minutes to study one page of words and definitions. I, then, tell them to close their books. On a piece of paper, I instruct them to draw two vertical lines
that form three columns. At the top of the left column, I have them write the number, 100. At the top of the middle column, they write, 'YES'...
She's 8 yrs old and learning Algebra 1! Students excel 2 - 4 x faster than normal, because of the unique methods I use. And, my students don't JUST learn the problems, they UNDERSTAND what they're learning and why they're learning it!
There are several key components that cause students to fail, just as they begin the subject, Pre-Algebra.
One of these key components is understanding what a variable is and is not.
According to everyone else, Algebra is a word that describes something we want to figure out; something we don't know, yet, or solving for unknowns. Ouch that just hurt my head to think about! Ok, ok,...