Watch Video on Discount Formula – Pre Algebra Help
Friday, March 26th, 2010
Access full lesson containing this video at: http://www.yourteacher.com/prealgebra/discountformula.php Students solve word problems using the “discount” formula, which states: original price x rate of discount = discount. Students also solve word problems using the “sale price” formula, which states: original price — discount = sale price. For example: A tennis racket marked at $110.50 is on sale at 20% off. What is the discount? What is the sale price? Students also solve word problems using the “rate of discount” formula, which is the same as the percent decrease formula: amount of change/ original number. For example: An old video game is marked down from $48 to $18. What is the rate of discount?
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Access full lesson containing this video at: http://www.yourteacher.com/algebra2/factoringbygrouping.php Students learn to factor a polynomial that has four terms by grouping the first two terms together and the last two terms together, then factoring out the Greatest Common Factor from each group. For example, to factor ax — ay + cx — cy, the first step is to factor out an “a” from the first two terms, and factor out a “c” from the last two terms, to get a(x — y) + c(x — y). The problem can now be thought of as two terms, each with a Greatest Common Factor of (x — y), so an (x — y) can be factored out, to get (x — y)(a + c).
Access full lesson containing this video at: http://www.yourteacher.com/algebra1/coinproblems.php Students learn to solve “value” word problems, such as the following. Martin has a total of 19 nickels and dimes worth $1.65. How many of each type of coin does he have? Note that this problem requires a chart to organize the information. The chart is based on the total value formula, which states that the number of coins times the value of each coin = the total value. The chart is then used to set up the equation.
Access full lesson containing this video at: http://www.yourteacher.com/algebra1/slopeinterceptform.php Students learn to use slope-intercept form to graph a line. Slope-intercept form is y = mx + b form, where m represents the slope, and b represents the y-intercept. So if the equation of a line is y = 3/4 x — 2, then the line is written in y = mx + b form, with m = 3/4 and b = -2. To graph the line, start with the y-intercept, or b, of –2. From there, take the slope, or m, of 3/4, plot a second point, and graph the line.
Access full lesson containing this video at: http://www.yourteacher.com/algebra2/multiplyingcomplexnumbers.php Students learn to add, subtract, multiply, and divide complex numbers that contain radicals. For example, to divide (3 + 5i root 11) / (6 + 2i root 11), the first step is to multiply both the numerator and denominator of the fraction by the conjugate of the denominator, which is (6 — 2i root 11), then FOIL in both the numerator and denominator, and combine like terms.
Access full lesson containing this video at: http://www.yourteacher.com/algebra1/graphingquadraticfunctions.php Students are introduced to the parent graph for quadratic functions: y = x^2. Students then learn how to graph quadratic functions, such as y = x^2 + 2, and how to identify the vertex, minimum, x- and y-intercepts, axis of symmetry, one pair of symmetric points, and the domain and range of the graph. Finally, students are asked to compare their graph with the parent graph for quadratic functions.
Access full lesson containing this video at: http://www.yourteacher.com/algebra1/factoringpolynomials.php Students learn that a trinomial in the form x^2 + bx + c (where c is positive), such as x^2 + 7x + 10, can be factored as the product of two binomials, in this case (x + 5)(x + 2). The first term in each binomial comes from the factors of x^2, x and x. The second term in each binomial comes from the factors of the constant term, +10, that add to the coefficient of the middle term, +7, which in this case are +5 and +2.
Access full lesson containing this video at: http://www.yourteacher.com/algebra1/addingandsubtractingrationalexpressions.php Students learn that when adding rational expressions, the first step is to factor each of the denominators, if possible, then give each term a common denominator by multiplying the numerator and denominator of each term by the appropriate value. Next, add across the numerators and keep the denominators the same. Finally, factor the resulting numerator, if possible, to determine if the rational expression can be reduced.
Access full lesson containing this video at: http://www.yourteacher.com/algebra1/lcm.php Students learn to find the least common multiple (LCM) given two integers, and the least common multiple given three integers.