Jim Rahn

James.rahn@verizon.net
www.Jamesrahn.com

Students should
Understand the big ideas of equivalence and
linearity
Modeling real situations with variables
Use appropriate tools such as algebra tiles and
graphing calculators, and spreadsheets regularly
Understand that geometric objects can be
represented algebraically (lines can be described
using coordinates), and algebraic expressions can
be interpreted geometrically (systems of equations
and inequalities can be solved graphically)


EQUIVALENCE:
Numbers, expressions, functions, or equations have
many different but equivalent forms. These forms
differ in their efficacy and efficiency in interpreting or
solving a problem, depending on the context.
Algebra extends the properties of numbers to rules
involving symbols to transform an expression,
function, or equation into an equivalent form and
substitute equivalent forms for each other.
Solving problems algebraically typically involves
transforming one equation to another equivalent
equation until the solution becomes clear.



Linearity
The relationship between two quantities can often
be represented graphically by a linear function.
Linear functions can be used to show a relationship
between two variables with a constant rate of
change
Linear functions can be used to show the
relationship between two quantities that vary
proportionately.
Linear functions can also be used to model,
describe, analyze, and compare sets of data.
Understanding linear functions should be
prominent in the Algebra I content.

Recognize, describe and represent linear
relationships using words, tables, numerical
patterns, graphs and equations.
Describe, analyze and use key characteristics of
linear functions and their graphs.
Graph the absolute value of a linear function and
determine and analyze its key characteristics.
Recognize, express and solve problems that can
be modeled using linear functions. Interpret
solutions in terms of the context of the problem.
Solve single-variable linear equations and
inequalities with rational coefficients.
Solve equations involving the absolute value of a
linear expression.
Graph and analyze the graph of the solution set
of a two-variable linear inequality.
Solve systems of linear equations in two variables
using algebraic and graphic procedures.
Recognize, express and solve problems that can
be modeled using single-variable linear
equations; one- or two-variable inequalities; or
two-variable systems of linear equations.

Algebra should become a language through
which we can describe various situations
What is three plus five
times two?
Try entering this problem on the
homescreen of the graphing
calculator
How many ways can you enter it
on the homescreen?
Is there an order for the
operations when the problem is
written horizontally?
4+3*2
1. Evaluate expressions within parentheses
or other grouping symbols.
2. Evaluate all powers.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.
4 32 4 6 10 + = + =
How would you have to write
4 + 32
so the answer is 14?
Learning to build
mathematical
expressions
Lets try performing a string of operations to see
what we get.
On paper:
Start with 6.
Multiply 2 times a starting number, then add 6, divide
this result by 2, and then subtract your answer from 10.
Start with 20.
Multiply 2 times a starting number, then add 6, divide
this result by 2, and then subtract your answer from 10.
Start with -4
Multiply 2 times a starting number, then add 6, divide
this result by 2, and then subtract your answer from 10.


These problems appear
pretty simple because
we are giving all the
directions in short steps
and you are performing
them in the order in
which they are
described.
Lets see if we can learn to
write expressions through a
similar activity. Start with a
chart and complete each line
based on the directions given.
Is there any relationship between the starting number
and the resulting answer?
How is what we did in the four steps equivalent to
this one relationship?
Description Expression
Description Expression
Start with a number
Multiply the number by 2
Add 6
Divide by 2
Subtract the result from 10
2 6
2
x +
2 6
10
2
x +

2 6 x +
2x
x
On the graphing calculator
homescreen type:
6 => x:10-(2x+6)/2

=> means STO
General Format:
Your Number => x:10-(2x+6)/2
Confirm 20 and -4
Using the Description/Expression Template
Pick any number
Divide the number by 4
Add 7
Multiply the result by 2
Subtract 8
Find the value of your expression when
x=2, -5, 8

Each person pick any number from 1 to 25.
Add 9 to it.
Multiply the result by 3.
Subtract 6 from the current answer.
Divide this answer by 3.
Now subtract your original number.
Compare your results.
Will the answer be the same regardless on the
number you begin with?
Why is this?
Write out the algebraic expression for this
number trick.
Description Expression
Start with a number
Add 9
Multiply the result by 3
Subtract 6 from the result
Divide by 3
Subtract the original number
3( 9) 6 x +
3( 9) 6
3
x +
3( 9) x +
9 x +
x
3( 9) 6
3
x
x
+

This is a pretty complex expression. Can we put
these in an equation and solve for x?
3( 9) 6
7
3
x
x
+
=
If you were told the expression on the
left describes several operations that
were performed to a given number
and that the result equals to 7,
describe all the operations that were
performed on x and what order they
were performed to arrive at the answer
7?
Create your own trick that has at least 5
stages.
Test it on your calculator with at least four
different numbers to make sure all the
answers are the same.
When you think your trick works, test it on
your other group members.

Write in words the number trick that is
described above.
Test the number trick to be sure you get the
same result no matter what number you
choose.
Can you explain why this number trick
work?
3
2 5 8
2
x
x
+ | |
+ +
|
\ .
Analyzing a Number Trick
Given the expression on the left, you might
want to think of subtraction as adding the
opposite and re-write the expression
Write, in words, the number trick that is
described above.
Test the number trick to be sure you get the
same result no matter what number you
choose.
Which operations that undo previous
operations make this number trick work?
4 2( 4)
2
x
x
+
+
4 2( 4)
2
x
x
+ +
+
Daxun, Lacy, Claudia, and Al are working on a
number trick. Here are the number sequences
their number trick generates:
a. Describe the stages of this number trick in the first column.
b. Complete Claudias sequence.
c. Write a sequence of expressions for Al in the last column.
Lessons 2.1 and 2.2: review proportions and introduce the
idea of undoing to solve a proportion.
Lesson 2.3: deriving linear expressions from measurement
Lesson 2.4: introduces direct variation equations as an
alternative to solving proportions (a special linear
function), create a scatter plot of a real data set, model
with a line through the points, and write an equation in the
form y=kx to describe that line.
Lesson 2.5: introduces the related topic of inverse
variation (not a linear function)
Lesson 2.7: rules for order of operations by analyzing how
the steps in linear expressions that describe number
tricks undo each other to end with the same number
Lesson 2.8: write linear equations to represent sequences
of steps and solve those equations by undoing.
What does it mean to solve an
equation?
Is it any more than just undoing the
procedure of building an equation?
Choose a secret number.
Now choose four more
non-zero numbers and in
any random order
add one of them,
multiply by another,
subtract another, and
divide by the final
number
Record in words what you
did and your final result on
the communicator with a
blank Building and
Evaluating an Expression
or Equation template. (Do
not record your secret
number.)
Switch communicators and
have another students find
your secret number.
?
Add 2
Ans+2
x
X+2
Multiply
by 5
Ansx5 ( )
5 2 x +
Subtract 4 Ans-4
( )
5 2 4 x +
Divide by
8
Ans 8
( )
5 2 4
8
x +
2,5,4,8
Add 2,
Multiply by 5,
Subtract 4,
And divide by 8
Reveal the
results
2
13
8
What was my
starting number?
( )
5 2 4
2
13
8 8
x +
=
Here is an equation. What is it
saying? First build the equation,
then well solve it.
3 2( 4)
6 11
5
x +
+ =
Pick a number x
3 2( 4)
6 11
5
x +
+ =
Place the Building and Undoing an Expression
Template in your Communicator.
Record an equation in the cell at the top.
Complete the description column using the
order of operations.
Complete the undo column.
Finally, work up from the bottom of the table
to solve the equation.
Write a few sentences explaining why this
method works to solve an equation
3 2( 4)
6 11
5
x +
+ =
Simplifying the
Technique of Solving
an Equation
( 3)
7 42
4
x
+ =
-3
x
4
+7
42 -7
35 x4
140
+3
143
An equation is a statement that says the
value of one expression is equal to the
value of another expression.
Solving equations is the process you used
to determine the value of the unknown that
makes the equation true. This is called the
solution.

In Chapter 3, students use equations to
model linear growth and graphs of straight
lines and learn the balancing method for
solving equations. This chapter builds toward
the concept of function, which is formalized
in Chapter 8.
Lesson 3.1: development of linear growth with
recursive sequences.
Lesson 3.2: linear plots.
Lesson 3.3: walking instructions to study motion
Lesson 3.4: intercept form of a line with starting
value and rate of change
Lesson 3.5: rates of change
Lesson 3.6: balancing technique for solving
equations
Lesson 3.7: Model real-world data with linear
equations
Solving Equations by Balancing Equations
The figure illustrates a balanced scale. This is
because 4 yellow square tiles balances with 4
square yellow square tiles. Build this scale in
front of you.
Lets discover some things we can do to
balanced scale that will keep it that keep the
scale in figure 1 balanced.
___What would happen if you added 2 yellow squares tiles to both sides of
the figure ?
___What would happen if you added 1 red square tile to both sides of the
figure ?
___What would happen if you added 1 red square to the left side and one
yellow square tile to the right side of the figure ?
___What would happen if you added double the number of tiles on both
sides of the figure ?
___What would happen if you removed one yellow square from the left side
and added one red square to the right side of the figure ?
___What would happen if you cut the number of tiles in half on each side of
the figure ?
___What would happen if you doubled the left side and divided the right
side by 2 in the figure ?
___What would happen if you added one red square to the left side only in
the figure?
___What would happen if you added one yellow square to the right side
only in the figure?
___What would happen if you added red square to the left and removed one
yellow square from the right in the figure?
The figure illustrates a
balanced scale. Build this on
your scale.
How many red or yellow
squares would the green
rectangle be equal to?

Using one of the ideas from
above, we can show that the
green rectangle is
equal to 2 yellow squares.
Show at least two ways this
can be accomplished.
x + -3 = -4
Make a sketch of the balance scale that matches with this equation.

Solve the equation by using the algebra tiles.
2x + -3 = 5
-2x + -3 =-4 + -1x
-3 + x = 2x +1
-4 = 2(x +2)
x + 4 =-2x +-2
3x + -3 =2(x 1)
Making the Transition
to solving an Equation
Algebraically with
symbols
If the equation was 1 + 2x + 3 = 7 you
would have built the balance scale in
the figure.
One step you might do first is combine
the like terms.
This would result in the next figure.
This figure says that 2x+4 = 8.
Now you might think about remove 4
yellow squares from both sides.
This would leave you with the next
figure. This figure says that 2x = 4.
Then you would have divided both
sides into two equal groups so
the green rectangle equals 2 yellow
squares or x = 2.
1 2 3 8 combine like terms
2 4 8 remove 4from both sides
2 4 divide both sides into 2 equal groups
x = 2
x
x
x
+ + =
+ =
=
This time our steps will be more algebraic, but
based upon what we did with the balance scale.
Chapter 4 emphasizes slope in the context of
finding lines of fit.
Lesson 4.1: formula for determining slope
Lesson 4.2: use the intercept form to fit lines
to data
Lessons 4.3 and 4.4: point-slope form
through application
Lesson 4.5:Use the point-slope form to fit
lines to data
Lessons 4.6 and 4.7: method for determining
lines of fit
Lesson 4.8: activity day for reviewing lines of
fit.
In Chapter 5, students look at systems of
linear equations and consider linear
inequalities. Then they put these two ideas
together to think about systems of linear
inequalities.
Lessons 5.1 to 5.4: five ways to solve a
system of equations: tables, graphs, the
substitution method, the elimination method,
and row operations on matrices.
Lesson 5.5: Inequalities in one variable are
introduced
Lesson 5.6: graph inequalities in two
variables
Lesson 5.7: graph and solve systems
Students, through using Discovering Algebra are
going to discover and learn much useful algebra
along the way.
Learning algebra is more than learning facts and
theories and memorizing procedures and then
trying to apply them through applications
sections.
Through the text students be involved in
mathematics and in learning how to do
mathematics.
Success in algebra is a gateway to many varied
career opportunities
Through the investigations, students will
make sense of important algebraic concepts,
learn essential algebraic skills, and discover
how to use algebra.
that algebra teaching should focus on the basic
skills of today, not those of 40 years ago.
Problem solving, reasoning, justifying ideas,
making sense of complex situations, and
learning new ideas independentlynot paper-
and-pencil computationare now critical skills
for all Americans. In the Information Age and the
Web era, obtaining the facts is not the problem;
analyzing and making sense of them is.
The Mathematical Miseducation of Americas Youth,
The Phi Delta Kappan. February, 1999
technology, along with applications, is used to foster
a deeper understanding of algebraic ideas.
The explorations emphasize symbol sense, algebraic
manipulations, and conceptual understandings.
The investigative process encourages the use of
multiple representationsnumerical, graphical,
symbolic, and verbalto deepen understanding for
all students and to serve a variety of learning styles.
Explorations from multiple perspectives help
students simplify and understand what formerly were
difficult algebraic abstractions.
Investigations actively engage students as they make
personal and meaningful connections to the
mathematics they discover.
Traditional algebra teaches skills and ideas before
examples and applications.
The investigative approach works the other way.
Interesting questions and simple hands-on
investigations precede the introduction of formulas
and symbolic representations.
By providing meaningful contexts for students, the
investigations motivate relevant algebraic concepts
and processes.
The investigations are accessible. They use
inexpensive and readily available materials, require
little prerequisite technical knowledge, and follow
simple procedures. Students can conduct them with a
minimum of direction and intervention from you.
Teaching with Discovering Algebra decreases the
time students spend on rote memorization,
teacher exposition, and extended periods of
paper-and-pencil drill.
It changes the rules for what is expected of
students and what they should expect of their
teacher.
Teaching from Discovering Algebra requires
nontraditional thinking and behavior and a
nontraditional classroom. Success depends on
your sensitivity, patience, enthusiasm, and
determination.