Solving Linear Equations in Algebra I求解线性方程组的代数I.pptVIP

Traditional algebra teaches skills and ideas before examples and applications. The investigative approach works the other way. Interesting questions and simple hands-on investigations precede the introduction of formulas and symbolic representations. By providing meaningful contexts for students, the investigations motivate relevant algebraic concepts and processes. The investigations are accessible. They use inexpensive and readily available materials, require little prerequisite technical knowledge, and follow simple procedures. Students can conduct them with a minimum of direction and intervention from you. Teaching with Discovering Algebra decreases the time students spend on rote memorization, teacher exposition, and extended periods of paper-and-pencil drill. It changes the rules for what is expected of students and what they should expect of their teacher. Teaching from Discovering Algebra requires nontraditional thinking and behavior and a nontraditional classroom. Success depends on your sensitivity, patience, enthusiasm, and determination. * Lessons 2.1 and 2.2: review proportions and introduce the idea of undoing to solve a proportion. Lesson 2.3: deriving linear expressions from measurement Lesson 2.4: introduces direct variation equations as an alternative to solving proportions (a special linear function), create a scatter plot of a real data set, model with a line through the points, and write an equation in the form y=kx to describe that line. Lesson 2.5: introduces the related topic of inverse variation (not a linear function) Lesson 2.7: rules for order of operations by analyzing how the steps in linear expressions that describe “number tricks” undo each other to end with the same number Lesson 2.8: write linear equations to represent sequences of steps and solve those equations by undoing. What does it mean to solve an equation? Is it any more than just undoing the procedure of building an equation? Choose a secret number. Now choose four