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Tussy and Koenig - Prealgebra 6/e (Homework)

James Finch

Math - Developmental, section A, Fall 2019

Instructor: Dr. Friendly

Current Score : 5 / 20

Due : Monday, December 30, 2030 23:59 EST

Last Saved : n/a Saving...  ()

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Question
Points
1 2 3 4 5 6 7 8 9 10
–/1 –/1 –/3 –/1 –/9 –/3 4/4 –/1 –/6 –/5
Total
5/20 (25.0%)

  • Instructions

    Prealgebra, 6th edition by Tussy and Koenig, with WebAssign, integrates the best of traditional and conceptual approaches to prealgebra instruction, showing students how to apply mathematical thinking to solve real-world problems.

    This demo assignment allows many submissions and allows you to try another version of the same question for practice wherever the problem has randomized values.

    WebAssign provides a wide range of exercises that enable you to:
    • Let students self-remediate with question-level help (#1-4: Learn It, Read It, Watch It, Master It)
    • Support the learning process outside the classroom (#5-8: Master It Tutorial (standalone), Concept Check, Expanded Problems, Video Example)
    • Reduce math anxiety and reveal content relevance (#9-10: Responsive Questions, Math Mindset)

Assignment Submission

For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

Assignment Scoring

Your last submission is used for your score.

1. –/1 points TGPreAlgP6 2.2.019. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
  • This exercise will let students self-remediate with question-level help.
  • Learn It modules address your students' knowledge gaps with just-in-time instruction. Learn Its provide targeted instruction and practice on that topic using narrative, videos, and tutorials all in one place. If the topic is still too challenging, students can choose to continue learning through associated prerequisite Learn Its.
Add.
−4 + (−2)
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2. –/1 points TGPreAlgP6 4.4.011. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
  • This exercise will let students self-remediate with question-level help.
  • Read It links are available as a learning tool under each question so students can quickly jump to the corresponding section of the eTextbook.
Perform the operation and simplify, if possible.
4
9
 + 
1
9
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3. –/3 points TGPreAlgP6 4.7.026. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
Total
–/3
 
  • This exercise will let students self-remediate with question-level help.
  • Students get just-in-time learning support with Watch It videos that contain narrated and closed-captioned videos walking students through the proper steps to solve a similar problem.
Evaluate the expression. (Enter your answer as a simplified mixed number.)
Add 1
11
30
 to the difference of 
4
5
 and 
3
4
.

Need Help? Watch It

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4. –/1 points TGPreAlgP6 7.5.056.MI. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
  • This exercise will let students self-remediate with question-level help.
  • Master It tutorials are an optional student-help tool available within select questions for just-in-time support. Students can use the tutorial to guide them through the problem-solving process step-by-step using different numbers.
A city is awarded a low-interest loan to help renovate the downtown business district. The $60-million loan, at 1.75% simple interest, must be repaid in
3
1
2
 years.
 How much interest (in millions of dollars) will the city have to pay?
$ million

Need Help? Master It

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5. –/9 points TGPreAlgP6 5.4.064.MI.SA. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
Total
–/9
 
  • This exercise will support the learning process outside the classroom.
  • Master It tutorials—Standalone are embedded, step-by-step tutorials used to help students understand each step required to solve the problem, before inputting their final answer.

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise
Evaluate the formula.
h = 
2A
b
 for A = 9.72 and b = 3.6
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6. –/3 points TGPreAlgP6 5.4.CC.001. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
Total
–/3
 
  • This exercise will support the learning process outside the classroom.
  • Concept Check questions provide students with short, multi-step videos reviewing math concepts. The student is required to answer a question after each video to help confirm understanding of each concept.
Concept Check
Operations on Positive and Negative Decimals
Divide positive and negative decimals.
Watch the following videos and then answer the questions.
Concept Check 1

Click here for transcript.
Divide:
−18.123 ÷ −2.1.
(No Response) seenKey

8.63
Concept Check 2

Click here for transcript.
Divide and round to the nearest hundredth.
202.8 ÷ 21


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7. 4/4 points  |  Previous Answers TGPreAlgP6 4.4.085.EP. My Notes
Question Part
Points
Submissions Used
1 2 3 4
1/1 1/1 1/1 1/1
2/100 2/100 2/100 3/100
Total
4/4
 
  • This exercise will support the learning process outside the classroom.
  • Expanded Problems enhance student understanding by going beyond a basic exercise and asking students to solve each step of the problem in addition to their final answer.
Consider the following fractions.
9
20
, 
1
5
Find the LCM of the denominators.
Correct: Your answer is correct. seenKey

20
Rewrite each fraction as an equivalent form with a denominator equal to the LCM found above.
9
20
 =
920​
Correct: Your answer is correct. webMathematica generated answer key
1
5
 =
420​
Correct: Your answer is correct. webMathematica generated answer key
Perform the operation and simplify, if possible.
− 
9
20
 − 
1
5
Correct: Your answer is correct. seenKey

-13/20
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8. –/1 points TGPreAlgP6 8.1.Obj4.VE.001. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
  • This exercise will support the learning process outside the classroom.
  • Video Examples ensure students' understanding of concepts with embedded videos paired with follow-up questions.

Watch the video below then answer the question.

Read Circle Graphs



%
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9. –/6 points TGPreAlgP6 3.6.RQ.001. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6
–/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100
Total
–/6
 
  • This exercise will reduce math anxiety and reveal content relevance.
  • Responsive Questions personalize the learning experience by asking students to use their own real data, which provides the variables needed to answer each question part.

  • Part 1

    How can I predict how long it will take me to travel a nature trail?
    Use some information about a path or trail that you have previously traveled to predict your rate of travel. Recall that distance traveled is equal to the product of the rate of travel and the time:
    d = rt.
    The values you enter in this part will be used to make later calculations.
    Consider a path or trail that you have traveled before.
    How long is this path in miles?
    mi
    How long, in hours, does it take you to travel this path from beginning to end?
    hr
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10. –/5 points MathSuccess1 2.1.001. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5
–/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100
Total
–/5
 
  • This exercise will reduce math anxiety and reveal content relevance.
  • Math Mindset Modules prepare students for challenging math topics with interactive and reflective exercises on relevant topics.

What Is Growth Mindset?

Watch the following video about Growth Mindset vs. Fixed Mindset.
Passion Over Approval
One of the key differences between the two mindsets is the idea of seeking approval. Those with a fixed mindset compare themselves against others when it comes to their ability and intelligence. They put high value on their grades because, to them, grades prove their intelligence. Being at the top of the class makes them feel smart, and they see good grades as a result of their natural intelligence. On the other hand, having others perform better than them causes them to feel inferior. In addition, if they try their hardest and still do not perform as well as others, they are more likely to give up.
If someone with a growth mindset is outperformed by their peers, they understand that it was likely because they need to put more work into their studies. They ask themselves how they can do better next time. There is nothing hard work cannot fix when it comes to their ability and knowledge. If they perform well, they know it reflects their effort, not their intelligence.
Comparing Growth and Fixed Mindsets in Math and Stats Class
The following accordion sections describe how you can approach challenges in your math and stats classes with a fixed mindset and growth mindset.
  • Scenario: You are working through an exam prep test and you encounter a word problem. You attempt the problem and it takes you a good chunk of time. You check an answer key and discover you got it wrong.
    Fixed Mindset: You give up on the problem or ask a classmate for their solution to see how they got their answer. You also put the question in a search engine and find the full solution online.
    Growth Mindset: You review your work and compare your steps with similar problems from class. You move on to other questions and return to the word problem later. You cover up your previous attempt and try again. If you are still stuck, you consult a classmate on a step, but not the entire process.
  • Scenario: Your instructor is presenting a concept, and halfway through the lecture, you find that you are completely lost.
    Fixed Mindset: You shut down and give up on the lecture. Your immediate thought is that the instructor is not explaining it well, but you do not ask questions. You may ask a classmate for their notes after class, but for the rest of your lecture, you sit there and let your attention drift.
    Growth Mindset: You immediately ask your instructor questions about what confused you. You keep working through the lecture in hopes that something is explained in a different way later on. If you end up being lost at the end of the lecture, you make an appointment to go to your instructor's office hours.
  • Scenario: You get your exam back and you see that you got a 60%. You thought you knew—really, really knew—the material going into it. Many questions have red Xs, and there are comments written next to the incorrect questions.
    Fixed Mindset: You figure you thought you knew it and it is clear you were not smart enough. You put the test in your desk drawer and never speak of it again.
    Growth Mindset: You bring your exam home and rework the questions you got incorrect. For questions you are stumped on, you make an appointment with your instructor during their office hours and ask clarifying questions about where you went wrong.
If you are worried that you have a fixed mindset, remember that the most important lesson is that mindsets can change. Approaching challenges and criticism from a different angle can help you learn from mistakes and reach higher levels of success.
Multiple-Choice Questions
Note that some questions are opinion-based that could be answered a variety of ways and others have specific right or wrong answers.
(a)
According to a Growth Mindset, how should you react to receiving a low grade on an assessment?
    
(b)
How would you describe your mindset about math?
    
(c)
How do you feel about the following statement? "Some people are just better at math than others."
    
(d)
How confident are you walking into a math classroom?
    
(e)
What are some aspects of growth mindset you can focus on this semester? (Select all that apply.)

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