skutmh5706<string language="en">A Visual Approach To Simplifying Radicals</string>enIn this animated object, learners follow a process for simplifying radicals.BEGIN:VCARD
VERSION:3.0
N:Ritzman;;Kevin;
FN:Kevin Ritzman
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh5706/a-visual-approach-to-simplifying-radicalsKathy Krause2006-05-31T00:00:00This is wonderful! Just a clear-cut, simplistic, easy to follow method and easy to remember. Great job!
shaker aboelfotouh2006-06-01T00:00:00it is very good, thank you.skutmh6909<string language="en">Adding or Subtracting Algebraic Fractions</string>enLearners follow step-by-step instructions for finding the lowest common denominator for a group of algebraic fractions and then enter their answers to three problems. Immediate feedback is provided. This activity has audio content. BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh6909/adding-or-subtracting-algebraic-fractionsskutmh5606<string language="en">An Algebraic Word Problem Involving Motion: Case 1</string>enIn this animated and interactive object, learners use an algebraic formula to solve a problem involving distance, rate, and time.BEGIN:VCARD
VERSION:3.0
N:Ritzman;;Kevin;
FN:Kevin Ritzman
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh5606/an-algebraic-word-problem-involving-motion-caCynthia Bruehl2006-04-24T00:00:00Fantastic!! Clearly presented, animation is wonderful. Perhaps reinforce with another parallel example, might help??? skutmh5806<string language="en">An Algebraic Word Problem Involving Motion: Case 2</string>enIn this animated object, learners use an algebraic formula to solve the following problem: An airplane travels a certain distance with the wind in the same amount of time that it takes to travel a shorter distance against the wind. Given a constant wind speed, what is the speed of the plane without a wind?BEGIN:VCARD
VERSION:3.0
N:Ritzman;;Kevin;
FN:Kevin Ritzman
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh5806/an-algebraic-word-problem-involving-motion-caskutmh5206<string language="en">An Introduction to Algebraic Word Problems</string>enIn this animated object, learners follow the steps for solving word problems using algebra. An introductory example is explained.BEGIN:VCARD
VERSION:3.0
N:Ritzman;;Kevin;
FN:Kevin Ritzman
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh5206/an-introduction-to-algebraic-word-problemsskutmh901e<string language="en">Combined Variation</string>enIn this learning activity you'll practice calculating a combined variation problem.how do I solve a combined variation problemmathvariationwhat is a combined variation problemBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901e/combined-variationskutmh1902<string language="en">Complete the Square</string>enIn this learning activity you'll practice calculating quadratic equations using the 'completing the square' method.algebrabinomialscompleteequationequationsmathmathematicsquadraticsquaresquaredBEGIN:VCARD
VERSION:3.0
N:Sanvidge;;Cynthia;
FN:Cynthia Sanvidge
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh1902/complete-the-squareCarborarbor2015-04-08T08:23:50.31This doesn't really teach the student anything if you really think about it, you can just click and drag and get it right.. skutmh1602<string language="en">Determinant of the Third Order</string>enIn this learning activity you'll evaluate the determinant of a 3 X 3 matrix.determinanthow do I calculate the determinantmatrixwhat is the determinantBEGIN:VCARD
VERSION:3.0
N:Peterson;;Roy;
FN:Roy Peterson
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh1602/determinant-of-the-third-orderskutmh901a<string language="en">Direct Variation</string>enIn this learning activity you'll walk through a direct variation problem.mathvariationBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901a/direct-variationskutmh6709<string language="en">Dividing and Simplifying Algebraic Fractions</string>enLearners follow step-by-step instructions for dividing algebraic fractions. They begin by reducing the fractions to their simplest form. Immediate feedback is provided. This activity has audio content.BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh6709/dividing-and-simplifying-algebraic-fractionsskueng5903<string language="en">Excel: Complex Addition</string>enStudents view the steps to follow to add complex numbers in Excel. additioncomplexexcelBEGIN:VCARD
VERSION:3.0
N:Hoppe;;Patrick;
FN:Patrick Hoppe
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/engineering/technical/eng5903/excel-complex-additionskueng6603<string language="en">Excel: Determining the Square Root of a Complex Number</string>enLearners view the steps for determining the square root of a complex number in Excel.
engineeringexcelrootsqrtsquareBEGIN:VCARD
VERSION:3.0
N:Hoppe;;Patrick;
FN:Patrick Hoppe
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/engineering/technical/eng6603/excel-determining-the-square-root-of-a-compleskueng5603<string language="en">Excel: Entering a Complex Number</string>enLearners examine the complex number function to convert real and imaginary coefficients into a complex number. electronicsengineeringexcelBEGIN:VCARD
VERSION:3.0
N:Hoppe;;Patrick;
FN:Patrick Hoppe
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/engineering/technical/eng5603/excel-entering-a-complex-numberskutmh1702<string language="en">Factoring a Quadratic Trinomial</string>enIn this learning activity you'll factor an algebraic expression of the form AX(Squared) + BX + C using the FOIL technique. factorfactoringhow do I use the FOIL techniquequadratictrinomialwhat is FOILBEGIN:VCARD
VERSION:3.0
N:Peterson;;Roy;
FN:Roy Peterson
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh1702/factoring-a-quadratic-trinomialdaniel trujillo2012-11-01T18:18:09.58I have to say that this site has been working very well for me. I was not very fond of factoring but this tutorial had made it more bearable for me. Great teaching Techniques. Thank you Wisc-OnlineJulie Anderson2009-04-26T00:00:00I thought this was a great tutorial, but I think it is worthwhile to note that it works for ANY quadratic that is factorable, even when A = 1! Just because students might recognize a "shortcut" when a = 1 doesnt mean this procedure cant work. It works for a difference of squares as well when b = 0; It is significant to note that if the two numbers you are looking for canNOT be found (do not exist), then the quadratic is not factorable (PRIME) skutmh1001<string language="en">Factoring by the Difference of Two Perfect Squares</string>enIn this learning activity you'll factor problems using the difference of two perfect squares.binomialsfactoringBEGIN:VCARD
VERSION:3.0
N:Peterson;;Roy;
FN:Roy Peterson
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh1001/factoring-by-the-difference-of-two-perfect-sqChristy Bentley2007-04-24T00:00:00Used with my 9th grade algebra class. It was wonderful! They enjoyed the interactivity and it made my job so much easier. Rhoda Wilson2010-01-14T16:37:28.693This is an excellent interactive activity to learn the difference of squares. This is very well laid out. I would consider changing the word "expression" to "term" in a couple of places.
Everything worked well and I loved it. I recommended it to my Grade 9 students to try it at home for review. skutmh6809<string language="en">Finding the Lowest Common Denominator for Algebraic Fractions</string>enIn this interactive and animated object, learners follow instructions for finding the lowest common denominator for a group of algebraic fractions. Immediate feedback is provided. This activity has audio content. BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh6809/finding-the-lowest-common-denominator-for-algRoni Berg2014-11-23T20:27:50.103Why did you make your variables upper case? I can't use this with my students because of that, which is really unfortunate as it's really good.skugem704<string language="en">Fundamental Laws of Algebra</string>enLearners review the fundamental laws of algebra including the commutative law of addition, the commutative law of multiplication, the associative law of addition, the associative law of multiplication, and the distributive law. Examples are given.
BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem704/fundamental-laws-of-algebraT K2010-05-25T10:13:20.603This site seems like it is gonna be my ace in the hole to accomplish my Math GED. Thank You.skueng22006<string language="en">Gear Ratio Concepts</string>enIn this animated object, learners examine the concept of gear ratios. The number of teeth, diameters, and velocity relationships are discussed and calculated using linear ratio equations. A quiz completes the activity. angulardisplacementpinionratiorotatingrotationsimpleteethtrainBEGIN:VCARD
VERSION:3.0
N:Bourassa;;James;
FN:James Bourassa
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/engineering/technical/eng22006/gear-ratio-conceptsAlan Arbour2006-12-13T00:00:00Your improvements are very noticable and will be appreciated by the learners. I like the way that you highlight (in colour) items such as the tooth ratios, speed ratios, etc. I use this method all of the time. Therefore, even in your examples, as you display the Given information, I would highlight it as well as the numbers from the original question. In this way the students can know exactly where you are picking the information from. Another nice thing to do (as a future consideration) is to provide the opportunity for students to obtain hints during the solving of a problem. This may be beyond the scope of your exercise but if you do it once, you may find that it is easy to include in future learning objects. Once again, this is a fantastic tool for students and I appreciate the work that you put into it. It is a definite keeper. Do you know if there will be an extension to this one? For instance; compound gear ratios, compound machine ratios (motor to gear box to pulley), learning the direction of rotation in a compound gear set, etc.)?John Scigliano2006-12-12T00:00:00Sensational!!!JoAnne Henken2006-12-12T00:00:00Impressive!Tisha Lane2015-08-10T14:41:23.207How does torque figure into this?skutmh9114<string language="en">Identifying the Number of Significant Digits</string>enLearners will identify the number of significant digits in practice problems. base 10decimalsleading zerosmeasurementsnon-zero digitssignificant digitstrailing zerosBEGIN:VCARD
VERSION:3.0
N:Wallberg;;Ron;
FN:Ron Wallberg
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh9114/identifying-the-number-of-significant-digitsskutmh901b<string language="en">Inverse Variation</string>enIn this learning activity you'll practice calculating an inverse variation problem.how do I solve an inverse variation problemmathvariationwhat is an inverse variation problemBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901b/inverse-variationskutmh901c<string language="en">Joint Variation</string>enIn this learning activity you'll practice calculating a joint variation problem.how do I solve a joint variation problemmathvariationwhat is a joint variation problemBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901c/joint-variationskudig5103<string language="en">Karnaugh Maps</string>enLearners examine the Karnaugh map for a three-variable system. Several examples are given.digitalelectronicskarnaughmapmappingmapsBEGIN:VCARD
VERSION:3.0
N:Hoppe;;Patrick;
FN:Patrick Hoppe
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/electronics-digital/technical/dig5103/karnaugh-mapsBrian Ward2013-01-11T13:13:31.76Well done, but it would be helpfull to have the original expression that is being reduced to simplest terms.Christopher Ruth2012-02-05T04:00:43.023I thought this was excellent. Thank you so much ! I was looking online at many other explanations and none were as direct and natural as this one.Amin Shamsollahi2013-10-15T02:34:45.023I do appreciate the nice people in charge of this site, very useful source to make use.
Thank you from IRAN.savvas2018-02-15T04:24:10.747Hello,
Why left down corner is 0 and right down cornet is also 0?
skutmh1201<string language="en">Multiplying Monomials</string>enIn this learning activity you'll identify and calculate the multiplication of monomials.how do I calculate monomial expressionsmonomialswhat are monomialsBEGIN:VCARD
VERSION:3.0
N:Peterson;;Roy;
FN:Roy Peterson
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh1201/multiplying-monomialsShana Lewis2008-10-06T00:00:00This lesson was a great introduction of monomials to my students. I put it on the smartboard and all students were wanting to come up and answer the questions. Excellent lesson!!! Cristen Castro2009-03-19T00:00:00Wow this was great. I have a big test tomorrow and I thought there was no hope for me. I didnt realize how simple it was. Thanks so much! Lisa Callahan2009-05-31T00:00:00thank you so much for helping my students practice multiplying monomials. I am using this site as an aid to an interest center for differentiated instruction. Malinaah Flickinger2011-04-08T16:03:44.273Wow... this really helps anyone who doesn't know it already! I love it! :) ?LaTrina Jones2009-10-05T00:00:00This tool was one of the best Ive come across on the web. GREAT JOB! Richard Elmore2017-08-14T14:03:21.66how can i rewrite (16k^6)^3/2skugem3611<string language="en">Numerical Curiosities: Part 2</string>enIn part 2 of this series, learners follow the steps of the “mathemagician” to examine these numerical curiosities: The 189 Challenge; An Armstrong Number: What’s Special About 153? Is 495 Different or Indifferent? Is 6174 Different or Indifferent? It is always 618, and Beginning and Ending the Same.arithmeticgamesmathemagicianmathematicsnumberspalindromeproblemspuzzlesBEGIN:VCARD
VERSION:3.0
N:Sriskandarajah;;Jeganathan;
FN:Jeganathan Sriskandarajah
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem3611/numerical-curiosities-part-2skugem3711<string language="en">Numerical Curiosities: Part 3</string>enIn this interactive object, part 3 in a series, learners follow the steps of the “mathemagician” to examine four numerical curiosities: What’s Special About 1089, Perfect Squares: 1089 and 9801, The Mathematical Significance of 1776, and The Calculator Number Game. The learner will also study six number patterns and look at one remarkable table. Immediate feedback is provided.arithmeticgamesmathemagicianmathematicsnumberspuzzlesBEGIN:VCARD
VERSION:3.0
N:Sriskandarajah;;Jeganathan;
FN:Jeganathan Sriskandarajah
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem3711/numerical-curiosities-part-3skugem3811<string language="en">Numerical Curiosities: Part 4</string>enIn this fourth part in a series, learners follow the steps of the “mathemagician” to examine three numerical curiosities: Be a Psychic by Predicting Birthdays, Predict a Card with Mind Reading, and Predict the Three Die Values Your Opponent Has Rolled. Learners will also study palindromic numbers and look at two alphametric puzzles.alphameticsarithmeticgamesmathemagicianmathematicsnumberspalindromeproblemspuzzlesBEGIN:VCARD
VERSION:3.0
N:Sriskandarajah;;Jeganathan;
FN:Jeganathan Sriskandarajah
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem3811/numerical-curiosities-part-4skutmh901d<string language="en">Quadratic Variation</string>enIn this learning activity you'll practice calculating a quadratic variation problem.how do I solve a quadratic variation problemmathvariationwhat is a quadratic variation problemBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901d/quadratic-variationskugem1804<string language="en">Simplifying Algebraic Expressions: Addition & Subtraction</string>enLearners read definitions of the terminology associated with algebraic operations and then follow steps to simplify algebraic expressions.BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem1804/simplifying-algebraic-expressions-addition-suceeann_snyder2015-02-13T15:28:25.16-(m^2-5m+2)+(2m^2+m-3)-(-4m^2+4m)skugem2104<string language="en">Simplifying Algebraic Expressions: Division</string>enLearners read definitions of the terminology associated with algebraic operations and then follow steps to use the fundamental laws of division to simplify algebraic expressions.
BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem2104/simplifying-algebraic-expressions-divisionskugem1904<string language="en">Simplifying Algebraic Expressions: Multiplication</string>enLearners read definitions of the terminology associated with algebraic operations and then follow steps to use the fundamental laws of multiplication to simplify algebraic expressions.BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem1904/simplifying-algebraic-expressions-multiplicatDarrell Smith2009-01-29T00:00:00That was an excellent refresher!! I was a little rusty (ok a lot!), but this course brought it back.
Thanks!! skutmh6509<string language="en">Simplifying Algebraic Fractions that Contain Addition and/or Subtraction</string>enIn this interactive object, learners follow step-by-step instructions for reducing algebraic fractions, which contain addition and/or subtraction, to their simplest form. This activity has audio content.BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh6509/simplifying-algebraic-fractions-that-containskutmh6409<string language="en">Simplifying Algebraic Fractions that Contain No Addition or Subtraction</string>enIn this highly interactive and animated object, learners follow a step-by-step process to reduce algebraic fractions, which contain no addition or subtraction, to their simplest, most elementary form. Immediate feedback is provided. This activity has audio content.BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh6409/simplifying-algebraic-fractions-that-containskutmh6609<string language="en">Simplifying and Multiplying Algebraic Fractions</string>enIn this interactive object, learners follow step-by-step instructions for reducing algebraic fractions so that they can then be multiplied. This activity has audio content.BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh6609/simplifying-and-multiplying-algebraic-fractioskutmh1802<string language="en">Simplifying Square Roots</string>enIn this learning activity you'll simplify square roots involving the product of a numeric and variable term.how do I simplify a square rootperfect square rootsradicalsrootssimplifysquareBEGIN:VCARD
VERSION:3.0
N:Peterson;;Roy;
FN:Roy Peterson
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh1802/simplifying-square-rootsW M2013-01-07T17:19:35.677nice set of methods. excellent presentation.skutp1602<string language="en">Slope and Intercept on Graphing Calculators </string>enThe learner reads directions for finding the slope, intercept, and correlation coefficient for a group of ordered pairs using one of eight different scientific calculators.
83pluscalculatorcalculatorscoefficientcorrelationgraphgraphinggraphsinstrumentsinterceptmathorderedpairsphysicsslopetexastiBEGIN:VCARD
VERSION:3.0
N:Keys;;Ron;
FN:Ron Keys
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-physics/general-education/tp1602/slope-and-intercept-on-graphing-calculatorsskutmh7009<string language="en">Solving Equations that Contain Algebraic Fractions</string>enLearners use the lowest common denominator to simplify and then solve equations with algebraic fractions. Immediate feedback is provided. This animated object has audio content. BEGIN:VCARD
VERSION:3.0
N:Cihak;;Jim;
FN:Jim Cihak
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh7009/solving-equations-that-contain-algebraic-fracGwendolyn Thomas2010-12-28T23:46:21.36Broken down into A, B, C - and then I can stop and look at it, figure out why what happened without holding up the class! And even back it up! EXCELLENT! Thank you so much; this has saved face for me. And I feel as if I can make it now. Thanks again!Rama Chary2009-11-08T00:00:00Really, this is a useful learning object for Teachers and also for students. skugem2204<string language="en">Solving Equations: Properties of Equality</string>enIn this interactive object, learners examine the properties of equality and use those properties to solve simple equations.
BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem2204/solving-equations-properties-of-equalityskugem1004<string language="en">Solving Systems of Linear Equations Using the Addition or Subtraction Method</string>enIn a series of practice problems, learners use the addition or subtraction method to solve systems of linear equations, also called "simultaneous linear equations." BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem1004/solving-systems-of-linear-equations-using-theskugem904<string language="en">Solving Systems of Linear Equations Using the Substitution Method</string>enIn a series of practice problems, learners use the substitution method to solve systems of linear equations, also called "simultaneous linear equations."
BEGIN:VCARD
VERSION:3.0
N:Reed;;Allen;
FN:Allen Reed
END:VCARD0001-01-01T00:00:00BEGIN:VCARD
VERSION:3.0
N:Jensen;;Douglas;
FN:Douglas Jensen
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/general-math/general-education/gem904/solving-systems-of-linear-equations-using-theskueng8603<string language="en">Statics: Resultant Calculations via Graphical Method</string>enIn this interactive learning object, students calculate a resultant of multiple forces acting in a concurrent, coplanar condition.resultantstaticsBEGIN:VCARD
VERSION:3.0
N:Whitmoyer;;Steve;
FN:Steve Whitmoyer
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/engineering/technical/eng8603/statics-resultant-calculations-via-graphicalskueng8003<string language="en">The TI-83 Plus Calculator: Using the LOG Function</string>enStudents follow the correct keystrokes to calculate the logarithm of a number. calculatorengineeringlogmathtiBEGIN:VCARD
VERSION:3.0
N:Hoppe;;Patrick;
FN:Patrick Hoppe
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/engineering/technical/eng8003/the-ti-83-plus-calculator-using-the-log-functskutmh901<string language="en">Variation</string>enIn this learning object you'll review direct, inverse, joint, quadratic, and combined variations. mathvariationwhat is variation in mathBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901/variationbillienelson872014-10-31T09:33:12.063I watched the video and it is helpful, but my specific problem is Q varies directly as m and the square of n, and inversely as P. If Q=2 when m=3,n=6, and P=12. Find Q when m=4,n=18,and P=2skutmh901f<string language="en">Variation - Application Problems</string>enIn this learning activity you'll practice two variation application problems. how do I solve variation problemsmathvariationwhat is a variation problemBEGIN:VCARD
VERSION:3.0
N:Lark;;Terry;
FN:Terry Lark
END:VCARD0001-01-01T00:00:00application/x-shockwave-flash0http://www.wisc-online.com/learn/technical-math/general-education/tmh901f/variation---application-problems