REVIEW FOR FINAL EXAM

Listed below are selected problems in order to review for the final exam. We will be reviewing in class on Monday, January 14th, and Tuesday January 15th, but I would strongly recommend you begin working on these immediately!



Required: at least half of the problems (do every other one).



Best Review: All



REVIEW FOR CHAPTERS 1, 2, 3 DUE ON MONDAY 1/14/08



REVIEW FOR CHAPTERS 4, 7,9 DUE ON TUESDAY 1/15/08.



Chapter 1: P 684

2, 4, 5, 13, 18, 22, 23, 36, 40, 48, 53, 54, 55, 59, 60, 61



Chapter 1: P 685

1, 2, 3, 8, 10, 14, 20, 28, 30, 32



Chapter 2: P 686

3, 4, 36, 37, 46, 47



Chapter 2: P 687

2, 16, 18, 21, 24, 26, 30, 46, 48, 50



Chapter 3: P 688:

4 - 40 (x4)



Chapter 3 P 689

12, 16, 20, 24, 26, 28, 30



Chapter 4: P 690

12 - 40 (x4)



Chapter 4: P 691

4 - 24 (x4)



Chapter 7: P 696

12, 14, 27, 28



Chapter 7: P 697

2, 4, 10, 12, 14



Chapter 9: P 700

4, 8, 14, 16, 20 - 30 ev



Chapter 9: P 701

4 - 14 even



It may seem like a lot to do, but if you do some every night, it will be very manageable . Remember the problems from Chapter 1 and 2 are very easy!!

What have you learned in Algebra this semester?

As we approach the end of the first semester I would like you to reflect on what you have learned.
Please choose a topic we studied and explain it; what it is, how you approach the problem (if applicable), where it could be used outside of math class, do you find it confusing or straightforward .... Your comments should be clear and concise so that anyone reading it (not just your math teacher) could understand what you are explaining.

Is there more to math?

You take a variety of classes while in high school..... math, science, language arts, social studies....
The connection between math and science is pretty obvious, but is there a connections to the other core classes? Does math have anything to do with literature or history? What are your thoughts on the connections?

How do you graph using the slope-intercept method?

Pretend that you are teaching someone to graph a line using the slope-intercept method (that is what we have been doing in class). What would you tell them? Try to explain the process so that anyone could do it.

Use the equation: x - 2y = 6

Equations to Graph

Here are the equations to graph.
1.Identify the slope and y-intercept point
2. Determine if it goes up or down, steep or flat
3. Graph
4. Check - does your graph match your predictions?

(2) y = 4x - 5
(4) y = -1/3 x + 2
(6) y = 5x + 5
(8) y = 3/4 x + 3
(20) y = -3x - 5
(22) y = -5/4 x + 3
(28) y = 2x + 3
(30) y = -x + 7
(32) y = 3/4 x - 3
(34) y = -1/3 x + 2
(36) y = -3/5 x - 3
(40) y = 3x - 4

Is there any help out there?

What do you do if you are stuck on your homework assignment? Call a friend? Ask your parents? Wait until the next day and tell the teacher you have no clue?
There are many sites on the internet that can reinforce the concepts we are working on in class. For instance, I found http://www.purplemath.com/modules/slopgrph.htm
This site is for graphing using the slope-intercept method, something we will be learning to do.

What good math help sites have you found (or can you find)?

A word of caution, there are sites out there that will do the work for you. This may seem like a great idea, but what I have found is that students who use those sites usually do not do well on the test as they really have not practiced the concepts. Homework only counts 20% of your grade..... Tests are 80%. I would encourage you to work through your homework and only use the sites for "help" when you are stuck.

Is there only 1 answer to a problem?

We have been working on solving inequalities this unit. Do you think they have the same importance in the "real world" as equations? Is an exact answer more important than a range of answers? Can you think of a situation in which a business would need to use inequalities?