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Aufmann and Lockwood - Mathematics: Journey 2/e (Homework)

James Finch

Math - High School, section 1, Fall 2019

Instructor: Dr. Friendly

Current Score : 1 / 28

Due : Monday, January 28, 2030 00:00 EST

Last Saved : n/a Saving...  ()

Print Assignment
Question
Points
1 2 3 4 5 6 7 8 9 10 11 12
–/1 –/1 1/1 –/1 –/1 –/2 –/2 –/1 –/1 –/6 –/5 –/6
Total
1/28 (3.6%)

  • Instructions

    WebAssign provides a wide range of exercises that enable you to:
    • Let students self-remediate with question-level help (#1–5: Learn Its, Read Its, Watch Its, and (optional) Master Its)
    • Support the learning process outside the classroom (#6–10: Master It Tutorials, Concept Checks, Video Examples, Practice Examples, and Expanded Problems)
    • Reduce math anxiety and reveal content relevance (#11–12: Math Mindset and Responsive Questions)

    The answer key and solutions will display after the first submission for demonstration purposes. Instructors can configure these to display after the due date or after a specified number of submissions.

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 AufModMath2 13.5A.021. 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.

Solve by factoring. (Enter your answers as a comma-separated list.)
x2 − 6x = 0
x =
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2. –/1 points AufModMath2 7.4B.008. 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.

How many gallons of a 20% acid solution must be mixed with 5 gal of a 35% acid solution to make a 23% acid solution?
Enter an exact number.
 gal
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3. 1/1 points  |  Previous Answers AufModMath2 10.1B.009. My Notes
Question Part
Points
Submissions Used
1
1/1
1/100
Total
1/1
 
  • 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.

Graph.
2x + y = −3
No Solution
Help
Clear Graph
Delete Layer
Fill
Show Key

Submission Data

Correct: Your answer is correct.
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4. –/1 points AufModMath2 3.6A.009. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
  • 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.

Add.
3
13
 + 
7
13
Enter a fraction, integer, or exact decimal. Do not approximate.

Need Help? Watch It

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5. –/1 points AufModMath2 3.8A.005.PE.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.

Simplify.
 
3
10
 ÷ 
5
12
 + 
3
10
 
Enter a reduced fraction or integer.

Need Help? Master It

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6. –/2 points AufModMath2 3.8A.005.PE.MI.SA. My Notes
Question Part
Points
Submissions Used
1 2
–/1 –/1
0/100 0/100
Total
–/2
 
  • 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
Simplify.
 
3
8
 ÷ 
7
12
 + 
3
8
 
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7. –/2 points AufModMath2 3.2B.CC.001. My Notes
Question Part
Points
Submissions Used
1 2
–/1 –/1
0/100 0/100
Total
–/2
 
  • 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
The Least Common Multiple and Greatest Common Factor
Find the greatest common factor (GCF).
Watch the following videos and then answer the questions.
Concept Check 1

Click here for transcript.
Find the GCF of 30, 45, and 105.
Enter an exact number.


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8. –/1 points AufModMath2 3.5A.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 Example questions ensure students' understanding of concepts with embedded videos paired with follow-up questions.

Watch the video below then answer the question.
Multiplication of Fractions
Multiply. (Enter a reduced fraction.)
6/7 · 7/9
Enter a reduced fraction or integer.
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9. –/1 points AufModMath2 3.4C.003.PE. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
  • This exercise will support the learning process outside the classroom.
  • Practice Examples engage visual learners by repeating question concepts and many include a Watch It link to step-by-step instruction with short, engaging videos.

Place the correct symbol, < or >, between the two numbers.
4
9
   
5
16

Need Help? Watch It

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10. –/6 points AufModMath2 3.4C.003.PE.EP. 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 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.
4
9
, 
5
16
Find the LCM of the denominators.
Enter an exact number.
Rewrite each fraction as an equivalent fraction with a denominator equal to the LCM found above.
4
9
 =
5
16
 
 =
Examine the equivalent fractions found above and complete the following statement.
For two fractions with the same denominator, the fraction with the numerator is the smaller of the two fractions. This means that is the smaller of the two fractions.
Place the correct symbol, < or >, between the two numbers.
4
9
   
5
16

Need Help? Watch It

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11. –/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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12. –/6 points AufModMath2 6.1D.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?
    Enter a number.
     mi
    How long, in hours, does it take you to travel this path from beginning to end?
    Enter a number.
     hr

  • Part 2

    Use the values you entered in part 1 to determine the answer in this part.
    Use the equation
    d = rt
     to determine your rate of travel, in miles per hour, on this path. (Round your answer to the nearest tenth.)
    Enter a number.
     mph

  • Part 3

    Continue investigating this situation.
    Use the rate you found in part 2 and the equation
    d = rt
     to determine how long it would take you, in hours, to travel each of the trails below. (Round your answers to the nearest tenth.)
    Trail Name Distance Time (in hours)
    Matadero Creek Trail 1.5 miles
    Enter a number.
     hr
    WestCliff Drive Trail 3.4 miles
    Enter a number.
     hr
    Sabercat Creek Trail 11.2 miles
    Enter a number.
     hr
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