This Blog is for students attending MATH084 during FALL quarter at SCCC to post their Reflection Papers
Wednesday, October 15, 2008
Chapter 2
Simplify and solve algebraic equations by combining like terms (this includes the appropriate use of the distributive, associative and commutative properties)
Simplify and solve algebraic equations by combining like terms (this includes the appropriate use of the distributive, associative and commutative properties)
My understanding for simplifying algebraic equations and combing like terms has not changed a great deal. I went in to the class pretty confident with solving algebraic equations and combining like terms. However that does not mean I did not learn anything. There were a few things that I were not to sure about, like if you have 3(3x+3), when you distribute that through F.O.I.L I was not sure if I was suppose to multiply the 3 by the 3x in the quotes or if you only multiply the 3 by the 3 in the quotations. That was the main thing that I was not to sure on, and now I have a firm understanding that will stick with me. As I said in my previous paper, I went into the class with a pretty good understanding of the subject, and I was just looking to fine tune it, and get a firm understanding of algebra before I moved up onto the higher level maths. I do feel a lot more confident with word problems as well. I learned that you also have to follow the order of operations in word problems. Now that I think about it, it is obvious and I should have realized it, but it is a good thing I am taking this class. I think some pretty solid evidence that I met the course objectives is in the WAMAP homework on line, It shows that I know how to do the problems. I think I can cockily say that the test also shows my understanding of simplifying algebraic equations and combing like terms.
I have found chapter two to be a much needed review from the high school algebra classes I have taken. I would say that I understand the math concepts that I studied in this chapter now better than I did when we started it. At the beginning of this chapter, I became reacquainted with order of operations, combining like terms, and how to solve for a variable. I was also already very comfortable with word problems and labeling my work. I do not think that I would have done so well on the quiz and test if I had not labeled everything properly, because that really helped me to understand the problem better, and the steps I took to solve it. With word problems, I remembered which words translated into different parts of an equation. For example, “is” usually means “equal” and “of” usually means “multiply”. I did not remember very much about number lines and inequalities. I think that that was one of the more difficult parts of the chapter. I did remember which symbols meant “greater than” and “less than,” I had no recollection of how to graph the numbers on a number line. I believe that I have met the course objectives for chapter two. I remembered how to and am confident in simplifying and solving algebraic equations by combining like terms. I now know the different properties and when and how to use them. I also know that to solve for a variable, you have to isolate the variable on one side of the equal sign by performing the inverse operation on each term. I am now more familiar with many of the terms used in the chapter, and what they mean. I know that an equation is a problem with an equal sign in which if you solved both sides, they would be equal to each other. While studying chapter, I have learned that there are several ways to solve a problem. While some ways have fewer steps than others, I may not always find that way easier than a one with more steps. I found the WAMAP problems challenging, but did not become frustrated while doing the assignment because I gave myself ample time to ask for help in class. I hope to continue to do well with the upcoming chapters and invest my time in understanding the math.
Coming into chapter 2 I was pretty confident with my skills in algebra. I mostly took this class to review my math skills so that I can be successful in higher math classes. Going through chapter 2 was a bit challenging I have to say. There were a lot of things I haven’t seen in a long time. Having finished chapter 2 there were some things that I was very happy we went over. In example the 2[3(3x+2)], I had completely forgotten that you have to distribute from the inside out. I really don’t remember a thing about that, I had always done it outside in which is a big mistake. Other than that I would say things went smoothly. This course is mostly a review for me, however, a much needed one. Another thing that I needed a reminder on was working with word problems. I forgot the things that I needed to be looking at to build an equation out of a word problem. But going through that in class and with our groups helped me to be able to put those together.
A) I have been having difficulty in math. I feel very challenged and have been unable to grasp the concepts while in class. In the last few weeks, to remedy the gaps I have been unable to fill-in during class, I have spent many hours with a tutor, my friend David. We’ve gone over the WAMAP homework, discussing how to isolate variables and simplify equations. I am now much more comfortable with the process. I’ve felt that I’ve received a better understanding of the concepts of simplifying equations in the following ways:
1. Using the addition property to isolate the variables. X-4=8 Add 4 to both sides X=12
2. Subtracting the same number from both sides to isolate the variable. X + 1.6 = 2.10 Subtract 1.6 from both sides X=0.5
3. Combining like terms. 2x + 2 + 3x = 12 Combine the x variables. 5x + 2 = 12 Subtract 2 from both sides 5x = 10 Divide 10 by 5 X=2
B) I have learned to use the distributive property, mental math, to make solving problems much quicker (52x4 turns into 50x4 and 2x4, 200+8=208), using the associative property to realize that numbers can be added together in different ways to create the same answer [(2+3)+5=10 or (2+5)+3], and the commutative property to change the order, but not the answer, of a problem (ab=ba).
At the beginning of Chapter 2 I felt fairly confident in my ability to comprehend anything that was thrown at me because of my comprehension of the basic concepts learned in chapter 1. However, as we progressed in the chapter I felt a little lost for the first time in this class. The concept of inequalities is not difficult to understand on its own, however the use of brackets, parentheses, closed dots, and open dots to represent those inequalities had me a little confused for a day or two. The night before the test I felt confident in my preparation, but when the test was put in front of me I felt like a deer in the headlights. Three of the problems I felt were answered correctly, the last problem had me sweating and I was unable to finish it. I wasn’t sure that either the equation or the solution for “x” were correct. I know however, that once the test is gone over in the class, the correct procedure for setting up the equation and finding a solution for the variable will not be easily forgotten. For this reason I have really embraced the wamap as a great learning tool. Because I am given multiple chances to improve my score, this repetition of trial and error has really helped to develop a better understanding of the processes and a confidence in executing them. All of the concepts we learned in chapter 1 have been utilized and expanded upon in Chapter 2. In Chapter 2 we used like terms, distributive, associative, and commutative properties to solve linear equations (equations that can be represented on a line graph). We simplify inequalities the same way we would solve an equation. 2x-4≥4x+2 We cannot solve for this inequality but we can simplify to a point that we’re able to plot the information on a line graph. After combing like terms and properly distributing addition, subtraction, and division we are able to determine that x ≤ 4, the inequality gets flipped because we divided by a negative number. This inequality can also be written in set builder notation {xlx ≤4}, this notation states that x such that x is less than or equal to 4. We can also represent the inequality in interval notation. (-∞,4]. This information can also be plotted on a line graph. In Chapter 2 we also utilized fractions and decimals to find percentages, increases, and decreases. To find a percent .03 (100) = 3%. I found that in Chapter 2 the concepts haven’t changed, we’ve only expanded on the basic concepts from the first Chapter. In this document I’ve presented a brief summary of the chapter and the main topics we focused on. Along with the homework, the quizzes, and tests, I feel I have provided suitable evidence for a basic understanding of the chapter. There are some things I could take some more time to fully comprehend but overall I am fairly confident in understanding the concepts from Chapter 2.
Chapter 2: Course Reflection Math is something that I sometimes find extremely challenging. When we first started chapter two, I would look at the problems that we had to solve for group time and become confused. However, since completing the chapter I feel that my understanding and skills of how to understand how to solve and simplify algebraic equations by combining like terms and using the various properties has been strengthened. When we began the chapter, I was confused about the problems most of the time. This is the nature of taking the time to learn something new. What I learned through chapter one has enabled me to feel that I could achieve success if I applied myself. When we started the portion of chapter two, I was really confused. I knew that once I got the correct equation I could solve the problem correctly. The challenging part was translating the words into an equation. Through the work I completed in chapter two I am now able to solve this word problem: You have 40ft of wood to construct a bookshelf. You know that the lengths of the shelves are two times the height of the book shelf and you have 4 shelves including the top and bottom of the bookshelf. What is the length and the height of the bookshelf? I would know that the height is unknown (or x) and that the length is two times the height (or 2x.) I would then set the problem up. I have two boards on the outside that are the height of the book case (2x) and I also have 4 shelves including the top and bottom (4(2x) or 8x). I would set the problem up like this: 40=2x+8x. I would then combine the like terms (2xt8x) which would give me 40=10x. I would then get x by itself by dividing both sides by 10 which would give me x= 4. I would then know that the height of the book shelf is 4ft and that the length is 8ft. My understanding of how to use percentages in an equation has been reinforced and it has also grown. Before this chapter I already new that when finding the percentage of a number all I needed to do was multiply the number by the percentage in decimal form. That would give me the amount. For example 80% percent of 100 is 80. .8(100)=80. What I did learn however was how to use percentages in algebraic equations. When given the problem: If you purchased a computer on sale at $795 after it had been reduced by 35%. How much was the original cost of the printer? I would know that I had paid 65% of the original price (or x.) I would set the equation up like this; 795=.65x. I would then to get x by itself by dividing both sides by .65. I would then know then have know that x=$1223.08 or that the original cost of the computer was $1223.08. I can say that over all, my confidence in solving algebraic equations us so much stronger now that I have completed chapter two. My skills and understanding have grown in many ways. I know that because of that understanding I am better prepared for the work that will come in chapter three.
Ariel Jefferson Math 084 October 21,2008 Chapter 2 Reflection
My ability to simplify and solve algebraic expressions and equations has been refreshed in this chapter. I already knew the difference between an ALGEBRAIC EXPRESSIONS and an ALGEBRAIC EQUATION. I knew how to simplify and solve algebraic equations by using ADITION PROPERTY OF EQUALITY and MULTIPLICATION PROPERTY OF EQUALITY. I knew how to solve a formula for a variable. However, I didn’t know or at least remember about PERCENT OF DECREASE or PERCENT OF INCREASE. I knew how to solve LINEAR EQUATIONS and LINEAR INEQUALITIES. However, I didn’t know about INTERVAL NOTATION or SET-BUILDER NOTATION as well as the symbols for these notations. I also knew how to solve a FORMULA for the determined variable. Finally, I already knew how to read a WORD PROBLEM and set up the equation; although I hate word problems, this was good practice. Algebraic Equation: Algebraic Expression: Algebraic Formula: 2x+3 = 6 2x+3-5x+4 y = mx+b solve for x -3 = -3 -3x+7 -b -b 2x = 3 y-b = mx 2 2 m m x = 3/2 y-b/m = x
Addition Property of Equality: Multiplication Property of Equality: 2x-3 = x+6 2x+8 = 5x-3 -x+3 = –x+3 -2x+3 = -2x+3 x = 9 11 = 3x 3 3 11/3 = x
Inequality Notation Symbols: ( ) ---includes this number; greater than or equal to, lesser than or equal to; closed dot [ ] ---does not include this number; greater than, lesser than; open dot
Carli Ramseyer October 20, 2008 Math 084 Chapter 2 Reflection Paper Throughout this class, although most of it has been review, my understanding of the math studied has been heightened. I am able to further understand multiple processes to answer the same question and actually understand most of the terminology. For Chapter 2, I had a little more difficulty then the previous chapter completely understanding the given problems but eventually got it down. As I said before, most of the math so far has slightly been review but I notice at first I struggle with all of the given math. Once I have the opportunity to practice it, I can usually remember the concept. Linear equations are pretty simple for me, although sometimes I rush and try to combine terms that may not be similar. For instance 3x+7=9. When we began the chapter, I would have not looked at the whole problem and tried to add 7 to the 3x. In actuality, to solve this problem I need to get x alone. Subtracting 7 from both sides, then dividing both sides by 3 would give you the answer. x would equal 2/3. Now I do understand the process and how to find the answer, I still struggle with the terms. I always seem to confuse different term names. When we first went over solving linear equations with fractions I completely panicked. I honestly do not think that when I previously took algebra we went over this. However, as you explained the process of how to simplify the equation, it was easy to proceed and solve. I understand how to solve formulas with percents, although sometimes I get confused and overwhelmed on how to set the problem up. I notice that when I take a second and look at the entire problem, I am able to set it up correctly but I can't rush myself. This is the same problem I have with word problems. All of the numbers are thrown out there and I automatically am overwhelmed, but when look at the whole problem and think about the logic it's easier for me to set up the problem. Solving linear inequalities was very simple for me to remember. It wasn't actually finding what the inequality was that I struggled with, it was the different was of showing the solution to the inequality. Half of the ways to express the solution were completely foreign to me. I have previously used the graphing method, but the use of brackets and parenthesis were new to me. I need to try and remember that [/] means that that number is included in the solution and that (/) means that that number is not part of the solution. The interval notation is similar just with out the graph, the brackets and parenthesis mean the same. Say you have (67,86] that means the answer is greater then 67 and less then or equal to 86. I still don't really understand the set-builder notation very well. Overall I learned a great deal from chapter 2, and am happy with my current understanding of the concepts. I do feel like a few areas I will need to practice a little more. Though, the majority of the ideas throughout the chapter were very simple to understand.
Please post your comments under the appropriate chapter. Thanks.
Amber Treacy Oct. 20, 2008 Math 84
Chapter 2 Reflection
My confidence level after completing chapter two is higher because I was able to revue terms and processes that I have not used in years. I am viewing this class as an intensive revue of math concepts I have already learned and understood. At first glance, I thought I would never understand why certain processes are used, but once I did a few problems, it all came back to me. When reintroduced to the distributive property, I remembered this being simple and it is. I did not remember the associative or commutative properties, though. But once we reviewed these concepts I understood that the main idea of these properties is that what ever you do to one side of an equation, you must do to the other side so as to not change the original value of the variable or solution. All in all, I feel quite confident that I can go into future chapters and levels of math without being apprehensive. Math success is what I am searching for. I have realized that one key detail for me to be successful in math is to pay close attention and not rush through my work, especially the word problems.
10 comments:
CHAPTER 2
John Rothman
Simplify and solve algebraic equations by combining like terms (this includes the appropriate use of the distributive, associative and commutative properties)
My understanding for simplifying algebraic equations and combing like terms has not changed a great deal. I went in to the class pretty confident with solving algebraic equations and combining like terms. However that does not mean I did not learn anything. There were a few things that I were not to sure about, like if you have 3(3x+3), when you distribute that through F.O.I.L I was not sure if I was suppose to multiply the 3 by the 3x in the quotes or if you only multiply the 3 by the 3 in the quotations. That was the main thing that I was not to sure on, and now I have a firm understanding that will stick with me. As I said in my previous paper, I went into the class with a pretty good understanding of the subject, and I was just looking to fine tune it, and get a firm understanding of algebra before I moved up onto the higher level maths. I do feel a lot more confident with word problems as well. I learned that you also have to follow the order of operations in word problems. Now that I think about it, it is obvious and I should have realized it, but it is a good thing I am taking this class.
I think some pretty solid evidence that I met the course objectives is in the WAMAP homework on line, It shows that I know how to do the problems. I think I can cockily say that the test also shows my understanding of simplifying algebraic equations and combing like terms.
Michelle A. Peña
MATH 084
Course Reflection Paper
Chapter 2
I have found chapter two to be a much needed review from the high school algebra classes I have taken. I would say that I understand the math concepts that I studied in this chapter now better than I did when we started it. At the beginning of this chapter, I became reacquainted with order of operations, combining like terms, and how to solve for a variable. I was also already very comfortable with word problems and labeling my work. I do not think that I would have done so well on the quiz and test if I had not labeled everything properly, because that really helped me to understand the problem better, and the steps I took to solve it. With word problems, I remembered which words translated into different parts of an equation. For example, “is” usually means “equal” and “of” usually means “multiply”. I did not remember very much about number lines and inequalities. I think that that was one of the more difficult parts of the chapter. I did remember which symbols meant “greater than” and “less than,” I had no recollection of how to graph the numbers on a number line.
I believe that I have met the course objectives for chapter two. I remembered how to and am confident in simplifying and solving algebraic equations by combining like terms. I now know the different properties and when and how to use them. I also know that to solve for a variable, you have to isolate the variable on one side of the equal sign by performing the inverse operation on each term. I am now more familiar with many of the terms used in the chapter, and what they mean. I know that an equation is a problem with an equal sign in which if you solved both sides, they would be equal to each other.
While studying chapter, I have learned that there are several ways to solve a problem. While some ways have fewer steps than others, I may not always find that way easier than a one with more steps. I found the WAMAP problems challenging, but did not become frustrated while doing the assignment because I gave myself ample time to ask for help in class. I hope to continue to do well with the upcoming chapters and invest my time in understanding the math.
Chapter 2 Reflection Paper
Paul O Christian
Coming into chapter 2 I was pretty confident with my skills in algebra. I mostly took this class to review my math skills so that I can be successful in higher math classes. Going through chapter 2 was a bit challenging I have to say. There were a lot of things I haven’t seen in a long time. Having finished chapter 2 there were some things that I was very happy we went over. In example the 2[3(3x+2)], I had completely forgotten that you have to distribute from the inside out. I really don’t remember a thing about that, I had always done it outside in which is a big mistake. Other than that I would say things went smoothly. This course is mostly a review for me, however, a much needed one. Another thing that I needed a reminder on was working with word problems. I forgot the things that I needed to be looking at to build an equation out of a word problem. But going through that in class and with our groups helped me to be able to put those together.
Byron Baer
Math 084
Chapter 2 Reflection Paper
A) I have been having difficulty in math. I feel very challenged and have been unable to grasp the concepts while in class. In the last few weeks, to remedy the gaps I have been unable to fill-in during class, I have spent many hours with a tutor, my friend David. We’ve gone over the WAMAP homework, discussing how to isolate variables and simplify equations. I am now much more comfortable with the process. I’ve felt that I’ve received a better understanding of the concepts of simplifying equations in the following ways:
1. Using the addition property to isolate the variables.
X-4=8
Add 4 to both sides
X=12
2. Subtracting the same number from both sides to isolate the variable.
X + 1.6 = 2.10
Subtract 1.6 from both sides
X=0.5
3. Combining like terms.
2x + 2 + 3x = 12
Combine the x variables.
5x + 2 = 12
Subtract 2 from both sides
5x = 10
Divide 10 by 5
X=2
B) I have learned to use the distributive property, mental math, to make solving problems much quicker (52x4 turns into 50x4 and 2x4, 200+8=208), using the associative property to realize that numbers can be added together in different ways to create the same answer [(2+3)+5=10 or (2+5)+3], and the commutative property to change the order, but not the answer, of a problem (ab=ba).
Reflection Paper Chapter 2 Reed Noble
At the beginning of Chapter 2 I felt fairly confident in my ability to comprehend anything that was thrown at me because of my comprehension of the basic concepts learned in chapter 1. However, as we progressed in the chapter I felt a little lost for the first time in this class. The concept of inequalities is not difficult to understand on its own, however the use of brackets, parentheses, closed dots, and open dots to represent those inequalities had me a little confused for a day or two.
The night before the test I felt confident in my preparation, but when the test was put in front of me I felt like a deer in the headlights. Three of the problems I felt were answered correctly, the last problem had me sweating and I was unable to finish it. I wasn’t sure that either the equation or the solution for “x” were correct. I know however, that once the test is gone over in the class, the correct procedure for setting up the equation and finding a solution for the variable will not be easily forgotten. For this reason I have really embraced the wamap as a great learning tool. Because I am given multiple chances to improve my score, this repetition of trial and error has really helped to develop a better understanding of the processes and a confidence in executing them.
All of the concepts we learned in chapter 1 have been utilized and expanded upon in Chapter 2. In Chapter 2 we used like terms, distributive, associative, and commutative properties to solve linear equations (equations that can be represented on a line graph). We simplify inequalities the same way we would solve an equation. 2x-4≥4x+2 We cannot solve for this inequality but we can simplify to a point that we’re able to plot the information on a line graph. After combing like terms and properly distributing addition, subtraction, and division we are able to determine that x ≤ 4, the inequality gets flipped because we divided by a negative number. This inequality can also be written in set builder notation {xlx ≤4}, this notation states that x such that x is less than or equal to 4. We can also represent the inequality in interval notation. (-∞,4]. This information can also be plotted on a line graph. In Chapter 2 we also utilized fractions and decimals to find percentages, increases, and decreases. To find a percent .03 (100) = 3%.
I found that in Chapter 2 the concepts haven’t changed, we’ve only expanded on the basic concepts from the first Chapter. In this document I’ve presented a brief summary of the chapter and the main topics we focused on. Along with the homework, the quizzes, and tests, I feel I have provided suitable evidence for a basic understanding of the chapter. There are some things I could take some more time to fully comprehend but overall I am fairly confident in understanding the concepts from Chapter 2.
Lauren Keller
Chapter 2: Course Reflection
Math is something that I sometimes find extremely challenging. When we first started chapter two, I would look at the problems that we had to solve for group time and become confused. However, since completing the chapter I feel that my understanding and skills of how to understand how to solve and simplify algebraic equations by combining like terms and using the various properties has been strengthened.
When we began the chapter, I was confused about the problems most of the time. This is the nature of taking the time to learn something new. What I learned through chapter one has enabled me to feel that I could achieve success if I applied myself. When we started the portion of chapter two, I was really confused. I knew that once I got the correct equation I could solve the problem correctly. The challenging part was translating the words into an equation.
Through the work I completed in chapter two I am now able to solve this word problem: You have 40ft of wood to construct a bookshelf. You know that the lengths of the shelves are two times the height of the book shelf and you have 4 shelves including the top and bottom of the bookshelf. What is the length and the height of the bookshelf? I would know that the height is unknown (or x) and that the length is two times the height (or 2x.) I would then set the problem up. I have two boards on the outside that are the height of the book case (2x) and I also have 4 shelves including the top and bottom (4(2x) or 8x). I would set the problem up like this: 40=2x+8x. I would then combine the like terms (2xt8x) which would give me 40=10x. I would then get x by itself by dividing both sides by 10 which would give me x= 4. I would then know that the height of the book shelf is 4ft and that the length is 8ft.
My understanding of how to use percentages in an equation has been reinforced and it has also grown. Before this chapter I already new that when finding the percentage of a number all I needed to do was multiply the number by the percentage in decimal form. That would give me the amount. For example 80% percent of 100 is 80. .8(100)=80. What I did learn however was how to use percentages in algebraic equations. When given the problem: If you purchased a computer on sale at $795 after it had been reduced by 35%. How much was the original cost of the printer? I would know that I had paid 65% of the original price (or x.) I would set the equation up like this; 795=.65x. I would then to get x by itself by dividing both sides by .65. I would then know then have know that x=$1223.08 or that the original cost of the computer was $1223.08.
I can say that over all, my confidence in solving algebraic equations us so much stronger now that I have completed chapter two. My skills and understanding have grown in many ways. I know that because of that understanding I am better prepared for the work that will come in chapter three.
Ariel Jefferson
Math 084
October 21,2008
Chapter 2 Reflection
My ability to simplify and solve algebraic expressions and equations has been refreshed in this chapter. I already knew the difference between an ALGEBRAIC EXPRESSIONS and an ALGEBRAIC EQUATION. I knew how to simplify and solve algebraic equations by using ADITION PROPERTY OF EQUALITY and MULTIPLICATION PROPERTY OF EQUALITY. I knew how to solve a formula for a variable. However, I didn’t know or at least remember about PERCENT OF DECREASE or PERCENT OF INCREASE. I knew how to solve LINEAR EQUATIONS and LINEAR INEQUALITIES. However, I didn’t know about INTERVAL NOTATION or SET-BUILDER NOTATION as well as the symbols for these notations. I also knew how to solve a FORMULA for the determined variable. Finally, I already knew how to read a WORD PROBLEM and set up the equation; although I hate word problems, this was good practice.
Algebraic Equation: Algebraic Expression: Algebraic Formula:
2x+3 = 6 2x+3-5x+4 y = mx+b solve for x
-3 = -3 -3x+7 -b -b
2x = 3 y-b = mx
2 2 m m
x = 3/2 y-b/m = x
Addition Property of Equality: Multiplication Property of Equality:
2x-3 = x+6 2x+8 = 5x-3
-x+3 = –x+3 -2x+3 = -2x+3
x = 9 11 = 3x
3 3
11/3 = x
Inequality Notation Symbols:
( ) ---includes this number; greater than or equal to, lesser than or equal to; closed dot
[ ] ---does not include this number; greater than, lesser than; open dot
Carli Ramseyer
October 20, 2008
Math 084
Chapter 2 Reflection Paper
Throughout this class, although most of it has been review, my understanding of the math studied has been heightened. I am able to further understand multiple processes to answer the same question and actually understand most of the terminology. For Chapter 2, I had a little more difficulty then the previous chapter completely understanding the given problems but eventually got it down.
As I said before, most of the math so far has slightly been review but I notice at first I struggle with all of the given math. Once I have the opportunity to practice it, I can usually remember the concept. Linear equations are pretty simple for me, although sometimes I rush and try to combine terms that may not be similar. For instance 3x+7=9. When we began the chapter, I would have not looked at the whole problem and tried to add 7 to the 3x. In actuality, to solve this problem I need to get x alone. Subtracting 7 from both sides, then dividing both sides by 3 would give you the answer. x would equal 2/3. Now I do understand the process and how to find the answer, I still struggle with the terms. I always seem to confuse different term names. When we first went over solving linear equations with fractions I completely panicked. I honestly do not think that when I previously took algebra we went over this. However, as you explained the process of how to simplify the equation, it was easy to proceed and solve.
I understand how to solve formulas with percents, although sometimes I get confused and overwhelmed on how to set the problem up. I notice that when I take a second and look at the entire problem, I am able to set it up correctly but I can't rush myself. This is the same problem I have with word problems. All of the numbers are thrown out there and I automatically am overwhelmed, but when look at the whole problem and think about the logic it's easier for me to set up the problem.
Solving linear inequalities was very simple for me to remember. It wasn't actually finding what the inequality was that I struggled with, it was the different was of showing the solution to the inequality. Half of the ways to express the solution were completely foreign to me. I have previously used the graphing method, but the use of brackets and parenthesis were new to me. I need to try and remember that [/] means that that number is included in the solution and that (/) means that that number is not part of the solution. The interval notation is similar just with out the graph, the brackets and parenthesis mean the same. Say you have (67,86] that means the answer is greater then 67 and less then or equal to 86. I still don't really understand the set-builder notation very well.
Overall I learned a great deal from chapter 2, and am happy with my current understanding of the concepts. I do feel like a few areas I will need to practice a little more. Though, the majority of the ideas throughout the chapter were very simple to understand.
Please post your comments under the appropriate chapter. Thanks.
Amber Treacy
Oct. 20, 2008
Math 84
Chapter 2 Reflection
My confidence level after completing chapter two is higher because I was able to revue terms and processes that I have not used in years. I am viewing this class as an intensive revue of math concepts I have already learned and understood. At first glance, I thought I would never understand why certain processes are used, but once I did a few problems, it all came back to me.
When reintroduced to the distributive property, I remembered this being simple and it is. I did not remember the associative or commutative properties, though. But once we reviewed these concepts I understood that the main idea of these properties is that what ever you do to one side of an equation, you must do to the other side so as to not change the original value of the variable or solution.
All in all, I feel quite confident that I can go into future chapters and levels of math without being apprehensive. Math success is what I am searching for. I have realized that one key detail for me to be successful in math is to pay close attention and not rush through my work, especially the word problems.
October 21, 2008 12:12 AM
Post a Comment