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It emphasizes clear learning objectives, pacing at the student’s own speed, and a testing-feedback cycle using Test A, Test B, and Test C tied to specific objectives. 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If they pass, they proceed to the next unit or take subsequent tests; otherwise, they study only the objectives they struggled with and complete practice exercises before 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Numerical expressions and algebraic expressionsAxioms for the natural numbers Integers and operations on integers Powersand roots  \nUnit 2:Operations with Polynomials  \nLaws of exponentsPolynomialsOperations on polynomials Evaluations ofan algebraic expression  \nUnit 3:Translating Problems into Equations  \nAxioms for equations Translating from English into AlgebraSolving linearequations Timing problems Distance-rate-time problems Prices as ratesFurther applications  \nUnit 4:Inequalities  \nAxioms for inequalitiesSolving inequalitiesGraphing inequalities  \nUnit 5:Graphing  \nCoordinate systems Points and pairsEquations of a lineSlopes andinterceptsGraphs of a line Systems of linear equations  \nUnit 6:Special Products and Quadratics  \nSpecial productsFactoringThe zero factor rule Solving quadratic equationsby factoring  \nUnit 7:The Real Numbers  \nLibrary of CongressCatalog Card Number:70-159521  \nRational numbersIrrational numbersThe real number system Simple formof a radicalOperations with radicalsQuadratic formula The nature of theroots of a quadratic  \nWestinghouse Learning CorporationNew York 10017  \nWestinghouse Learning PressPalo Alto,California 94304  \nUnit 8:Fractions and Fractional Equations  \nCopyright ◎1971by Westinghouse Learning Corporation  \nReview of operations with fractionsAlgebraic fractions Fractional equationsProblems leading to fractional equations Complex fractions  \nAll rights reserved  \nNo part of this publication may bereproduced or transmitted in anyform or by any means,electronic ormechanical,including photocopy,recording,or any information storageand retrieval system,without permissionin writing from the publisher.  \nUnit 9:Functional Notation  \nCartesian productsRelations and functions Functional notation DomainRange and image  \nUnit 10:Logarithms,Ratio,and Proportion  \nFirst Edition  \nRatio  \nGraphing inequalities or exponents Scientific notation Logarithms  \nDirect and inverse proportion Exponential functions  \nand proportion  \nPrinted in the United States of America  \n○A152.2  \nS2  \n2d t gdy   \ncouise  \nALGEBRASTUDENT GUIDE  \nEphraim G.SalinsRussell L.Fleury  \nWestinghouse Learning PressDivision of Westinghouse Learning Corporation  \nINDIANAUNIVERSITY  \n# NORTHWEST\n\nThis is an individualized course.If you've had any experience with in-dividualized instruction,you already know some of its advantages.Ifnot,you probably have had experience with some of the frustrations andanxieties that individualization tries to prevent.  \nAUHORS'NOTE  \nFirst,there's the matter of knowing what's expected of you.Nothing isworse than that desperate,sinking feeling when you realize that(a)you'renot doing what the teacher expects,and (b)you can't find out what theteacher expects.In this course all of the work is designed to help youaccomplish specific learning objectives,and each learning objective isstated in the appropriate place.The statement of the learning objectivetells you what you will be expected to do to demonstrate your grasp ofthe material.  \nSecond,individualization makes allowances for differences among peo-ple.No two people learn the same things at the same speed.You may beable to race through tasks that another student can do only at a pains-taking pace.Other tasks may be a snap for him and slow going for you.If the whole class has to move along at the same speed,at least two thingshappen:(1)some people are frantically trying to understand what wasjust said without missing what is now being said,and (2)others are staringout the window because they are bored with going over and over materialthey already know.In an individualized course you move at your ownspeed.When you're ready,you move ahead to the next objective.  \nThird,individualization drains much of the panic out of testing.You haveyour own set of tests.They are a feedback device to tell you where youstand.Wh","cbCaidIsTFcVyGkl","https://ap.wps.com/l/cbCaidIsTFcVyGkl","pdf",2460020,32,"English","# Unit 1: Properties of Numbers\n# Unit 2: Operations with Polynomials\n# Unit 3: Translating Problems into Equations\n# Unit 4: Inequalities\n# Unit 5: Graphing\n# Unit 6: Special Products and Quadratics\n# Unit 7: The Real Numbers\n# Unit 8: Fractions and Fractional Equations\n# Unit 9: Functional Notation\n# Unit 10: Logarithms, Ratio, and Proportion","[{\"question\":\"What learning approach does the course use?\",\"answer\":\"The course uses individualized instruction with specific learning objectives placed throughout the materials. Students work at their own speed and move to the next objective when ready.\"},{\"question\":\"How do the tests help students learn?\",\"answer\":\"Each test question is tied to a specific objective, and the test results show where the student stands. If a student misses a question, the student knows which objective needs work.\"},{\"question\":\"What is the general process for moving between units?\",\"answer\":\"Students start with Test A and score it using provided answers. If they pass, they proceed to the next unit or take subsequent tests; otherwise, they study only the objectives they struggled with and complete practice exercises before retesting.\"}]","ALGEBRASTUDENT GUIDE | PDF",1790586732,81]