MATH114 All Discussions Latest 2019 March Question # 00600948 Subject: Education Due on: 05/04/2019 Posted On: 05/04/2019 09:17 AM Tutorials: 1 Rating: 4.7/5

MATH114

Week 1 Discussion

Algebra Foundations

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Unit Conversions in the US System

Unit Conversions in the Metric System

Unit Conversion Between Systems

Rewrite English Phrases into Algebraic Expressions

Algebraic Expressions and Applications with Integers

Solve Equations with the Subtraction and Addition Properties
of Equality

Solve Equations with the Division and Multiplication
Properties of Equality

Distance, Rate, and Time and Literal Equations

Initial Post Instructions

As we jump into the world of Algebra, it is important to
discuss how math, specifically Algebra, is used in the real-world.

Search for videos from Ted Ed showing the real-world value
of mathematics. Choose a video to watch and then provide a one-paragraph
summary (3-4 sentences) of the video in your own words. Be sure to discuss the
math concept used.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 2 Discussion

Exploring factors and
Factoring Trinomials

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Adding and Subtracting Polynomials

Product Properties of Exponents

Multiplying Polynomials

Special Products of Binomials

Quotient Properties of Exponents and Dividing Monomials

Dividing Polynomials

The Greatest Common Factor and Factoring by Grouping

Initial Post Instructions

We start the week by introducing polynomials. We will learn
how to identify and simplify polynomials. We will also learn how to find the
greatest common factor (GCF) among them. As our knowledge of polynomials grows,
we will then move on to factoring trinomials. For your first post, search
online for an article or video that describes how polynomials can be used in
the real world. Provide a one paragraph summary of the article or video in your
own words.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 3 Discussion

Special Factoring Strategies

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Factoring Trinomials with a Leading Coefficient of 1

Factoring Trinomials with a Leading Coefficient Other than 1

Factoring Special Products

Choosing a Factoring Strategy

Solving Quadratic Equations by Factoring

Solving Polynomial Equations by Factoring

Initial Post Instructions

This week we continue our study of factoring. As you become
more familiar with factoring, you will notice there are some special factoring
problems that follow specific patterns. These patterns are known as:

a difference of squares;

a perfect square trinomial;

a difference of cubes; and

a sum of cubes.

Choose two of the forms above and explain the pattern that
allows you to recognize the binomial or trinomial as having special factors.
Illustrate with examples of a binomial or trinomial expression that may be
factored using the special techniques you are explaining. Make sure that you do
not use the same example a classmate has already used!

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 4 Discussion

Graphs

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Graphing Linear Equations

Solving Systems of Linear Equations by Graphing

Solving Systems of Linear Equations by Substitution

Solving Systems of Linear Equations by Elimination

Initial Post Instructions

Before we begin graphing systems of equations, a good
starting point is to review our knowledge of 2-D graphs. These graphs are known
as 2-D because they have two axes. Find an online image of a graph to use as
the foundation of your discussion. (This is easily accomplished by searching
within Google Images.)

Using your graph as the example:

Select any two points on the graph and apply the slope
formula, interpreting the result as a rate of change (units of measurement
required); and

Use rate of change (slope) to explain why your graph is
linear (constant slope) or not linear (changing slopes).

Embed the graph into the post by copying and pasting into
the discussion. You must cite the source of the image. Also be sure to show the
computations used to determine slope.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 5 Discussion

Systems of Equations in the Real World

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Systems of Linear Equations and Problem Solving

Mixture Problems and Systems of Equations

Initial Post Instructions

If you have a problem that has multiple variables, you can
solve it using a system of equations. Think of a real-world example where you
would need to solve using a system of equations. Write two or three sentences
describing your example. Include the equations in your description, but do not
solve the system. That will be left to your classmates.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 6 Discussion

Square Roots

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Understanding Square Roots

Simplifying Square Root Expressions

Multiplying Square Root Expressions

Dividing Square Root Expressions

Adding and Subtracting Square Root Expressions

Triangles and the Pythagorean Theorem

Solving Radical Equations

Initial Post Instructions

One of the most famous formulas in mathematics is the
Pythagorean Theorem. It is based on a right triangle,and states the
relationship among the lengths of the sides as a2+ b2= c2, where a and b refer
to the legs of a right triangle and c refers to the hypotenuse. It has
immeasurable uses in engineering, architecture, science, geometry,
trigonometry, algebra, and in everyday applications. For your first post,
search online for an article or video that describes how the Pythagorean
Theorem can be used in the real world. Provide a one paragraph summary of the
article or video in your own words. Be sure you cite the article and provide
the link.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 7 Discussion

Solving Equations using Square Roots or the Quadratic
Formula

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

Solving Quadratic Equations Using the Square Root Property

Solving Quadratic Equations by Completing the Square

Solving Quadratic Equations with the Quadratic Formula

Solving Equations by using Quadratic Methods

Problem Solving with Quadratic Equations

Initial Post Instructions

From farmers to civil engineers, there are many jobs in
which the quadratic equation could be utilized. To complete the Discussion
activity, please do the following:

Write a paragraph (3-4 sentences) answering the following
questions:

What is one possible field or profession you may be
considering?

What are ways the quadratic equation could be used in this
chosen profession?

Be very specific and include a practical example.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.

Week 8 Discussion

Understanding Functions

Required Resources

Read/review the following resources for this activity:

OpenStax Textbook Readings

Lesson in Canvas

Assignments in Knewton

The Vertical Line Test and Graphs of Functions

Graph a Quadratic Equation

Radical Functions

Initial Post Instructions

In the real world, functions are mathematical
representations of input-output situations. A vending machine is one such
example. The input is the money combined with the selected button. The output
is the product.

Here is another example: The formula for converting a
temperature from Fahrenheit to Celsius is a function expressed as:

C = (5/9)*(F – 32), where F is the Fahrenheit temperature
and C is the Celsius temperature.

If it is 77 degrees Fahrenheit in Phoenix Arizona, then what
is the equivalent temperature on the Celsius thermometer?

Our input is 77.

C = (5/9)*(77 – 32)

C = (5/9)*(45)

C = 25

The equivalent temperature is 25 degrees Celsius.

To complete the Discussion activity, please do the
following:

Choose your own function or choose from the list below and
then provide a unique example of a function and evaluate the function for a
specific input (like the example above).

Arm length is a function of height.

The circumference of a circle is a function of diameter.

The height of a tree is a function of its age.

The length of person’s shadow on the ground is a function of
his or her height.

Weekly salary is a function of the hourly pay rate and the
number of hours worked.

Compound interest is a function of initial investment,
interest rate, and time.

Supply and demand: As price goes up, demand goes down.

Follow-Up Post Instructions

Respond to at least two peers in a substantive,
content-specific way. Further the dialogue by providing more information and
clarification.