Worksheets with Integrated Review for Mathematics in Action

Description

These worksheets provide extra practice to ensure that students have many opportunities to work problems related to the concepts learned in every activity. Concept Connections, a feature unique to these worksheets, offer students an opportunity to show in words that they understand the mathematical concepts they have just practiced.

0135163315 / 9780135163313 WORKSHEETS FOR CLASSROOM OR LAB PRACTICE FOR MATHEMATICS IN ACTION: AN INTRODUCTION TO ALGEBRAIC, GRAPHICAL, AND NUMERICAL PROBLEM SOLVING, 6/e

Revisions to the text and MyLab™ are all about keeping this contextual series as relevant and up-to-date as possible, maintaining the series’ hallmark conceptual approach, and providing more resources to support students. 

• All data-based activities and exercises have been updated to reflect the most recent information and/or replaced with more relevant topics. Several new real-world exercises have been added throughout.
• More robust, up-to-date situations replace the introductory scenarios in several activities.
• To help instructors more easily prep for their course, all Activity headers now include the mathematical topic that will be learned in that section.
• Carefully reviewed and revised exposition and topic treatment, where necessary, provides students with a clearer and easier-to-understand presentation.

Also available with MyLab Math 

• A new video program built around the Consortium approach includes activity-level videos and shorter example-level videos, giving students access to help no matter where they are. 
• Premade Learning Catalytics questions for nearly every activity gives instructors an opportunity to quickly assess the class’s progress on a given concept, and gives students an opportunity to use technology as an interactive learning tool. Learning Catalytics is an interactive student response tool that uses students’ own devices to actively engage them, and is available for all students through MyLab Math.
• Learning Catalytics annotations for instructors in the text allow instructors to begin using this technology using premade questions with little start-up needed.
• PowerPoint slides for each Activity support instructors looking to implement the contextual approach in class, or can be used by students as a reference or learning tool. Accessible versions of PowerPoints are also available. 
• Enhanced exercise coverage ensures better conceptual flow, encourages conceptual thinking about math topics, and balances out the coverage of skills related questions.
• Skill Builder offers in-assignment adaptive practice that is designed to increase students’ ability to complete their assignment. By monitoring student performance on their homework, Skill Builder adapts to each student’s needs and provides just-in-time practice to help them improve their proficiency of key learning objectives.
• Student and assignment tagging in the Gradebook and Assignment Manager make for easier course management. Assign homework to a subset of students, filter your Gradebook to a particular set of students, or change the settings on a specific type of assignment – all of these are made easier with tagging. 

• Activity-based learning allows students to take an active role in their learning. By giving students the math they encountered in high school or in previous courses, but in a new and meaningful context, this text encourages student engagement and allows for a higher level of conceptual learning, while providing a solid foundation of mathematical skills.
• Each chapter contains thematic clusters, which in turn contain activities that cover specific concepts and skills. The variety of activities within each cluster allows instructors to customize the text to fit the needs and interests of their students.
• Revised – All data-based activities and exercises have been updated to reflect the most recent information and/or replaced with more relevant topics. New real-world exercises have been added throughout. 
• Revised – More robust, up-to-date situations replace the introductory scenarios in several activities.
• New – To help instructors more easily prep for their course, all Activity headers now include the mathematical topic that will be learned in that section. 
• In addition to regular activities, occasional Lab Activities and Project Activities ask students to take a deeper dive into a topic for more exploration.
• Revised – Carefully reviewed and revised exposition and topic treatment, where necessary, provides students with a clearer and easier-to-understand presentation.
• Summary Boxes of the main concepts appear at the end of each activity to help students recognize and connect critical topics and concepts.

• Review exercises offer ample opportunity for students to tie the concepts together and apply what they have learned.
• Skills Check exercises occur periodically throughout the text to provide ample practice with basic skills.
• What Have I Learned? problems at the end of each cluster require students to pull together the topics they’ve learned and reflect on recently presented concepts. This feature also prepares students for upcoming material by helping them develop a strong foundation.
• How Can I Practice? exercises at the end of each cluster are an important self-assessment tool. They show students how to apply recently covered concepts and give students a chance to practice key skills, bridging the gap between abstraction, skills, and application.
• Gateway Review exercises conclude each chapter. These exercises help students assess their understanding of the chapter concepts and then synthesize those concepts with material from previous chapters.

Also available with MyLab Math 

MyLab™ Math is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab Math personalizes the learning experience and improves results for each student. Learn more about MyLab Math.

Teach your course your way

• Flexible course management – Your course is unique. Whether you’d like to build your own assignments, structure students’ work with a learning path, or set prerequisites, you have the flexibility to easily create your course to fit your needs.

Empower each learner

• Personalized learning – Each student learns at a different pace. Personalized learning gives every student the support they need — when and where they need it — to be successful. 
• A variety of options to personalize learning in MyLab Math can be enabled, including personalized homework, which allows students to effectively test out homework.  
• New – Skill Builder offers in-assignment adaptive practice that is designed to increase students’ ability to complete their assignment. By monitoring student performance on their homework, Skill Builder adapts to each student’s needs and provides just-in-time practice to help them improve their proficiency of key learning objectives.

Deliver trusted content

• Resources built around the Consortium approach – MyLab Math resources maintain the voice of the author throughout to give students a consistent experience.  Author-specific resources in the MyLab include the exercise sets, videos and PowerPoints, and Learning Catalytics questions. 
• New – A new video program built around the Consortium approach includes activity-level videos and shorter example-level videos, giving students access to help no matter where they are. 
• New – Learning Catalytics questions for nearly every activity gives instructors an opportunity to quickly assess the class’s progress on a given concept, and gives students an opportunity to use technology as an interactive learning tool. Learning Catalytics is an interactive student response tool that uses students’ own devices to actively engage them, and is available for all students through MyLab Math.
• Learning Catalytics annotations for instructors in the text allow instructors to begin using this technology using premade questions with little start-up needed.
• New – PowerPoint slides for each Activity support instructors looking to implement the contextual approach in class, or can be used by students as a reference or learning tool. Accessible versions of PowerPoints are also available. 
• Conceptual understanding – MyLab Math ensures that students don’t only understand procedures, but the underlying concepts behind them. 
• Revised – Enhanced exercise coverage ensures better conceptual flow, encourages conceptual thinking about math topics, and balances out the coverage of skills related questions.

Below is an Activity-level Table of Contents for this title.

• Chapter 1. Number Sense
  • Cluster 1: Introduction to Problem Solving
    • Activity 1.1 The Bookstore: Steps in Problem Solving
    • Activity 1.2 The Classroom: Problem-Solving Strategies
    • Activity 1.3 Properties of Arithmetic: Properties and Vocabulary for Arithmetic Calculations
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 2: Problem Solving with Fractions and Decimals (Rational Numbers)
    • Activity 1.4 Top Chef: Operations with Fractions and Mixed Numbers
    • Project Activity 1.5 Course Grades and Your GPA: Problem Solving Using Fractions and Decimals
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 3: Comparisons and Proportional Reasoning
    • Activity 1.6 Everything Is Relative: Ratios as Fractions, Decimals, and Percents
    • Activity 1.7 Antidepressant Use: Proportional Reasoning
    • Activity 1.8 Who Really Did Better? Actual and Relative Change, Percent Increase and Decrease
    • Activity 1.9 Going Shopping: Growth and Decay Factors
    • Activity 1.10 Take an Additional 20% Off: Consecutive Growth and Decay Factors
    • Activity 1.11 Fuel Economy: Rates and Unit Analysis
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 4: Problem Solving with Signed Numbers
    • Activity 1.12 Celsius Thermometers: Addition and Subtraction of Integers
    • Activity 1.13 Shedding the Extra Pounds: Multiplication and Division of Integers
    • Activity 1.14 Order of Operations Revisited: Negative Exponents and Scientific Notation
    • What Have I Learned?
    • How Can I Practice?
    • Chapter 1 Summary
    • Chapter 1 Gateway Review
• Chapter 2. Variable Sense
  • Cluster 1: Symbolic Rules and Expressions
    • Activity 2.1 Symbolizing Arithmetic: Formulas and Algebraic Expressions
    • Activity 2.2 Blood Alcohol Levels: Represent a Two-Variable Relationship Algebraically, Numerically, and Graphically
    • Activity 2.3 College Expenses: Symbolic Rules
    • Activity 2.4 Are They the Same? Equivalent Expressions and Grouping Symbols
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 2: Solving Equations
    • Activity 2.5 Let’s Go Shopping: Solve an Equation Containing One Operation
    • Activity 2.6 Leasing a Copier: Solve an Equation Containing Two or More Operations
    • Activity 2.7 The Algebra of Weather: Solve a Formula for a Specified Variable
    • Activity 2.8 Four out of Five Dentists Prefer Crest: Proportions
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 3: More Problem Solving Using Algebra
    • Activity 2.9 Do It Two Ways: Distributive Property, Greatest Common Factor, and Combining Like Terms
    • Activity 2.10 Decoding: Simplifying Algebraic Expressions
    • Activity 2.11 Comparing Energy Costs: Mathematical Models, General Strategy for Solving Linear Equations
    • Project Activity 2.12 Summer Job Opportunities: Problem Solving Using Linear Equations
    • What Have I Learned?
    • How Can I Practice?
    • Chapter 2 Summary
    • Chapter 2 Gateway Review
• Chapter 3. Function Sense and Linear Functions
  • Cluster 1: Function Sense
    • Activity 3.1 Summer Olympics: Functions, Numerical and Graphical Representation of Functions
    • Activity 3.2 How Fast Did You Lose? Average Rate of Change
    • Project Activity 3.3 Comparing Symbolically Defined Functions and Their Graphs
    • Activity 3.4 Course Grade: Representing Functions Symbolically
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 2: Introduction to Linear Functions
    • Activity 3.5 The Snowy Tree Cricket: Slope and Intercepts of a Line
    • Activity 3.6 Software Sales: Slope-Intercept Equation of a Line
    • Activity 3.7 Predicting Population: Problem Solving Using Slope-Intercept Equation of a Line
    • Activity 3.8 College Tuition: Point-Slope Equation of a Line
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 3: Linear Regression, System, and Inequalities
    • Activity 3.9 Education Pays: Line of Best Fit and Regression Lines
    • Lab Activity 3.10 Body Parts: Problem Solving Using Regression Equations
    • Activity 3.11 Smartphone Plan Options: Systems of Linear Equations in Two Variables
    • Activity 3.12 Healthy Lifestyle: Solving a System of Linear Equations in Two Variables Using the Addition Method
    • Project Activity 3.13 Modeling a Business: Problem Solving Using Systems of Linear Equations in Two Variables
    • Activity 3.14 How Long Can You Live? Linear Inequalities
    • What Have I Learned?
    • How Can I Practice?
    • Chapter 3 Summary
    • Chapter 3 Gateway Review
• Chapter 4. An Introduction to Nonlinear Problem Solving
  • Cluster 1: Mathematical Modeling Involving Polynomials
    • Activity 4.1 Fatal Crashes: Polynomials
    • Activity 4.2 Volume of a Storage Box: Properties of Exponents
    • Activity 4.3 Room for Work: Operations with Polynomials
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 2: Problem Solving with Quadratic Equations and Functions
    • Activity 4.4 The Amazing Property of Gravity: Solving Quadratic Equations
    • Activity 4.5 What Goes Up, Comes Down: Quadratic Functions and Their Graphs
    • Activity 4.6 How High Did It Go? Solving Quadratic Equations by Factoring
    • Activity 4.7 More Ups and Downs: Solving Quadratic Equations Using the Quadratic Formula
    • What Have I Learned?
    • How Can I Practice?
  • Cluster 3: Other Nonlinear Functions
    • Activity 4.8 Inflation: Exponential Functions
    • Activity 4.9 A Thunderstorm: Direct Variation
    • Activity 4.10 Diving under Pressure, or Don‘t Hold Your Breath: Inverse Variation
    • Activity 4.11 Hang Time: Square Root Functions
    • What Have I Learned?
    • How Can I Practice?
    • Chapter 4 Summary
    • Chapter 4 Gateway Review

Appendices

• A. Fractions
• B. Decimals
• C. Skills Checks
• D. Algebraic Extensions
• E. Getting Started with the TI-84 Plus Family of Calculators

The Consortium for Foundation Mathematics is a group of mathematics educators, all originally from New York State, who first came together at SUNY Oswego in the summer of 1995 as part of a National Science Foundation (NSF) grant. The members of the group represented two-year and four-year colleges; commuter and residential colleges; large urban institutions and small rural institutions; and multi-campus as well as single campus institutions.

Unified by a desire to change the status quo in order to further student success, the group’s initial objectives aimed at a new approach to developmental math that included contextual problem-solving, active collaborative learning, and authentic assessment tied more closely to real-world skills. The efforts of this initial grant resulted in new instructional materials that formed the basis of Consortium’s texts, which include range from Prealgebra to Intermediate Algebra, as well as high school titles. As one Consortium author noted, contributing to this series with its different approach “changed my views about math, and about teaching math.” Of the 16 instructors originally involved in the grant, eight instructors contribute to the latest editions of the text.

Additional information