MATH114 2019 March All Discussions Latest

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.