868 words - 4 pages

DQ 1

Take any number (except for 1). Square that number and then subtract one. Divide by one less than your original number. Now subtract your original number. Did you reach 1 for an answer? You should have. How does this number game work? Hint. Redo the number game using a variable instead of an actual number and rewrite the problem as one rational expression. How did the number game use the skill of simplifying rational expressions?

Create your own number game using the rules of algebra and post it for your classmates to solve. Think about values that may not work. State whether your number game uses the skill of simplifying rational expressions.

Consider responding to your ...view middle of the document...

_ An example could also possibly be the LCD, which we use in the simplification of a division problem, and the simplification of rational expressions. The use of factoring enables the usage of (one); which is equal to the base (LCD), that reduces the expression by a factor of one lowest common multiple and simplifying the expression.

Create your own number game using the rules of algebra and post it for your classmates to solve. Think about values that may not work. State whether your number game uses the skill of simplifying rational expressions.

Ex: Original # = (variable).

a = “a^2, square root of 2^2, (a)(a), a/a” = a

a^1 = a, (1/2a)(2) = a, the square root(a^2) = a, and ((a)(a)(a/a)) = a/1 = a.

Ex: (x^2-4)/(x+2) = ((x+2)(x-2))/(x+2) = ((x+2)/(x+2))(x-2) = x-2,

X+2 was the LCM, a fraction equivalence of one in the expression.

Note: x = all real numbers, variables or terms.

_ The simplification of rational expressions requires the gathering of like terms. If you can’t gather the terms, then you can’t add them, or anything else to them “plural”; they are independent terms at that point. If you put them to a common base (LCD), you’re able to add them, or anything else.

Consider responding to your classmates by solving their number games or...

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