**Follow the links below to gain access to more than 10 answers to each of the following questions**

**Follow the links below to gain access to more than 10 answers to each of the following questions**

## Week 1 DQ 1

What are the steps of the order of operations? Why is it important that you follow the steps rather than solve the problem from left to right? Write an expression for your classmates to simplify using at least three of the following: o Groupings: Parenthesis, brackets, or braces o Exponents o Multiplication or division o Addition or subtraction Consider participating in the discussion by simplifying a classmate’s expression, showing how the expression would be incorrectly simplified if computed from left to right, or challenging the class with a complicated expression. Respond to your initial post and provide your classmates with the answer to your expression.## Week 1 DQ 1 (Version 2)

o What is the difference between an equation and an expression? Include an example of each. o Can you solve for a variable in an expression? Explain your answer. o Can you solve for a variable in an equation? Explain your answer. o Write a mathematical phrase or sentence for your classmates to translate.## Week 1 DQ 2

When simplifying expressions, what are some common mathematical operations many students find difficult? Please illustrate by providing an example.## Week 2 DQ 1

What resources are available to help you do well in this course? Which resources do you think will help you the most? Why? How do you plan to use the resources available to optimize your learning over the next 8 weeks?## Week 2 DQ 1 (Version 2)

If the cost of a cell phone has decreased 400% during the past 10 years, does that correspond to a cost decrease of four times? Explain your answer as though you were talking to someone who has never taken algebra.## Week 2 DQ 2

What are the four steps for solving an equation? Should any other factors be accounted for when solving an equation? Should any factors be accounted for when explaining how to solve an equation? Explain your answer.## Week 3 DQ 1

How do you know if a value is a solution for an inequality? How is this different from determining if a value is a solution to an equation? If you replace the equal sign of an equation with an inequality sign, is there ever a time when the same value will be a solution for both the equation and the inequality? Write an inequality and provide a value that is, or is not, a solution to the inequality. Respond to a classmate and determine whether or not the solution provided is a solution to the inequality. If the value he or she provides is a solution, provide a value that is not a solution. If the value is not a solution, provide a value that is a solution.## Week 3 DQ 1 (Version 2)

Why does the inequality sign change when both sides are multiplied or divided by a negative number? Does this happen with equations? Why or why not? Write an inequality for your classmates to solve. In your inequality, use both the multiplication and addition properties of inequalities.## Week 3 DQ 2

Describe in your own words how to solve a linear equation using the equality properties. Demonstrate the process with an example. Next, replace the equal sign in your example with an inequality by using the less than or greater than sign. Then solve the inequality.## Week 3 DQ 2 (Version 2)

How do you know if a value is a solution for an inequality? How is this different from determining if a value is a solution to an equation? If you replace the equal sign of an equation with an inequality sign, is there ever a time when the same value will be solution to both the equation and the inequality? Write an inequality and provide a value that may or may not be a solution to the inequality.## Week 4 DQ 1

What is the difference between a scatter plot and a line graph? Provide an example of each. Does one seem better than the other? In what ways is it better?## Week 4 DQ 2

If a line has no*y*-intercept, what can you say about the line? What if a line has no

*x*-intercept? Think of a real-life situation where a graph would have no

*x*– or

*y*-intercept. Will what you say about the line always be true in that situation?

## Week 5 DQ 1

Provide an example of at least five ordered pairs that do not model a function. The domain will be any five integers between 0 and 20. The range will be any five integers between -10 and 10. Your example must not be the same as those of other students or the textbook. Why does your example not model a function?## Week 5 DQ 1 (Version 2)

What similarities and differences do you see between functions and linear equations studied in Ch. 3? Are all linear equations functions? Is there an instance when a linear equation is not a function? Support your answer. Create an equation of a nonlinear function and provide two inputs for your classmates to evaluate.## Week 5 DQ 2

What is a function, in your own words? Give an example of a function using the variable x and explain how we evaluate a function for a given value of x.## Week 5 DQ 2 (Version 2)

What is the difference between domain and range? Describe a real-life situation that could be modeled by a function.## Week 6 DQ 1

How do you write a system of linear equations in two variables? Explain this in words and by using mathematical notation in an equation.## Week 6 DQ 2

What are two symbolic techniques used to solve linear equations? Which do you feel is better? Explain why.## Week 7 DQ 1

Systems of equations can be solved by graphing, using substitution, or elimination. What are the pros and cons of each method? Which method do you like best? Why? What circumstances would cause you to use a different method? Respond to your classmates by indicating pros and cons they may not have considered. If you chose different methods, try to persuade them to see the value of the method you like best. Describe situations in which you might use their methods of solving equations.## Week 7 DQ 1 (Version 2)

How many solution sets do systems of linear inequalities have? Do solutions to systems of linear inequalities need to satisfy both inequalities? In what case might they not? [divider][/divider]## Week 7 DQ 2

Provide an example that uses the elimination method to solve two linear equations. Participate by checking the work of your classmates, and comment on whether it is correct.## Week 7 DQ 2 (Version 2)

Do the equations*x*= 4

*y*+ 1 and

*x*= 4

*y*– 1 have the same solution? How might you explain your answer to someone who has not learned algebra?