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Print Sampler - Algebra |
Program Overview for Algebra The Program Overview for Algebra is a general description of procedures for using the VideoText Interactive materials in the setting of Homeschooling and/or Independent Study. It includes the philosophical basis for the program, and suggests strategies for effective implementation. |
Course Schematic for Algebra The Course Schematic for Algebra is a diagram of the entire VideoText Interactive Algebra course, listing all of the concept lessons in each unit, from the Algebra Readiness level, through the Advanced Algebra level. It is in an easy-to-read outline format, and is designed to be printed out on either 8½” x 11” or |
Scope and Sequence Rationale for Algebra The Scope and Sequence Rationale for Algebra is a description of the logical sequencing of concepts in the VideoText Interactive Algebra course, with a detailed rationale supporting this orderly arrangement. Note: Even though there exists a sequence associated with courses traditionally called, “Algebra 1” and “Algebra 2”, the essential nature of Algebra makes no such distinction. Therefore, VideoText Interactive Algebra reflects a continuity of study which is unique by today’s standards. |
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Up to this point in the study of Algebra, students have been exposed to the fundamental concepts of solving all first-degree algebraic relations by making zeros (adding opposites), and making ones (multiplying reciprocals). It is now time to investigate the dynamic of solving relations in which both strategies are necessary. Additionally, in this lesson, students engage in an analysis as to which strategy to employ first. |
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This is the first encounter students will have in Algebra, with first-degree relations containing two different variables. Therefore, it is important that the concept of replacing a variable in a relation with a value, along with the actual strategy of substitution, be revisited, this time resulting in a two-dimensional graph of all possible solutions. |
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This is the first lesson in a unit dealing primarily with Analytic Geometry (geometric concepts, explored algebraically), and it focuses on the geometric shapes known as circles, ellipses, parabolas, and hyperbolas. All of these shapes, called the Conic Sections, are directly related to the conceptual “cutting” of a cone at various angles, by using a plane, and that notion is illustrated in a clear visual manner, |