For a student who simply wants to "pass" the GED, it is tempting to spend little time on the math portion. For some students, those who have a fairly good foundation in math concepts, that is ok. But for those students who don't have a good foundation, this can be disastrous. Those students typically want to "bounce" around from topic to topic.
When tutoring my GED math students, I use an analogy of a mason building a brick house. Each brick represents a math concept. You must first lay a solid foundation of basic whole number understanding. If you skip or skim over a concept, it will weaken your house. Start with a solid foundation and then lay each brick of knowledge thoughtfully and in the right order.
Students don't always know what that order is. They either need a tutor, or a good GED math book.
Friday, December 07, 2018
GED Math and Basic Math Facts
Learning the basic facts of addition, subtraction, multiplication, and division are an important part of any math foundation. I am a firm believer that every student, whether a child or adult, needs to know their basic facts, without using their fingers, a chart, or a calculator. Having a solid foundation and a firm understanding in this area will better equip a student for learning fractions, decimals, percent, algebra, geometry, etc. If a student does not knows their math facts, they will struggle in math all the way through school. When learning or reviewing these facts, use a variety of methods and resources.
This is especially important for students who are studying to take their GED math test. The stronger a learner's basic knowledge of math skills, including basic math facts, the quicker a student can complete the math problems. There are some great resources on the internet for downloading math flashcards or interactive activities for reinforcing your student's basic math facts.
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| For additional math resources worksheetsheetsdirect |
This is especially important for students who are studying to take their GED math test. The stronger a learner's basic knowledge of math skills, including basic math facts, the quicker a student can complete the math problems. There are some great resources on the internet for downloading math flashcards or interactive activities for reinforcing your student's basic math facts.
Wednesday, December 05, 2018
Practice GED Math Question | Geometry | Area
Mr. Tress built a new home and is currently planning on seeding his back yard with a new hybrid grass seed that costs $45 a bag. The direction say that each bag will cover 495 square feet of grass. By the way each bag contains 4 pounds. The dimensions of the back yard is 100 yards in length and 40 yards in width.
Mr. Tress is also putting in a wonderful circular pool with a diameter of 20 feet.
Given the dimensions of the yard and pool, how many bags of grass seed will be needed and what will be the approximate cost for the grass seed?
Mr. Tress is also putting in a wonderful circular pool with a diameter of 20 feet.
Given the dimensions of the yard and pool, how many bags of grass seed will be needed and what will be the approximate cost for the grass seed?
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| Additional resources worksheetsdirect.com |
Answer: About 72 bags of grass seed Cost : $3240
For more math practice check out WorksheetsDirect.com
Saturday, November 10, 2018
GED Math Factorials, Permutation, Combinations | Videos
I recently helped a student with their GED math, and in particular GED math and factorials. Until she showed me the section on factorials, I had no idea that concept along with permutations are important to understand. To be even clearer, it was in the GED Science section of the GED learning video.
The learner was completely confused, and even though she read through and listened to the video, she still had no idea what the difference was between factorials, permutations, and combinations. She also was baffled as to how they might relate to her in the "real world".
Being the teacher I am, I decided to Google these terms and search for any website that might offer a simple explanation.
I did find one... and that was Kahn Academy. All the other websites had examples and explanations, but they were, in my opinion, still too complicated. I was looking for a simple and easy way to try to break down the difference so that my students, who were preparing for their GED math test, might have a better understanding.
Having found, not one, but several videos on factorials, permutations, and combinations gave me a sense of relief. I now have a resource for my students. There are also several samples worked out through videos.
As a teacher, watching those videos, I now have a better understanding of how to teach the difference.
I would highly suggest that if you are teaching your students these GED math concepts, you go to Kahn Academy and view these videos.
They helped me tremendously.... and I am anxious to meet with my student in a few days to share what I have learned.
You might be thinking... just TELL me... what IS factorials, permutations, and combinations! In all honesty, I am still learning myself. What I can tell you is once you view the videos.... perhaps even once or twice..... you will have a great understanding! I also think that you will then be able to, in simple math language, explain to your learners, not only the difference but also give them examples.
Check out videos on factorials, permutations, and combinations!
The learner was completely confused, and even though she read through and listened to the video, she still had no idea what the difference was between factorials, permutations, and combinations. She also was baffled as to how they might relate to her in the "real world".
Being the teacher I am, I decided to Google these terms and search for any website that might offer a simple explanation.
I did find one... and that was Kahn Academy. All the other websites had examples and explanations, but they were, in my opinion, still too complicated. I was looking for a simple and easy way to try to break down the difference so that my students, who were preparing for their GED math test, might have a better understanding.
Having found, not one, but several videos on factorials, permutations, and combinations gave me a sense of relief. I now have a resource for my students. There are also several samples worked out through videos.
As a teacher, watching those videos, I now have a better understanding of how to teach the difference.
I would highly suggest that if you are teaching your students these GED math concepts, you go to Kahn Academy and view these videos.
They helped me tremendously.... and I am anxious to meet with my student in a few days to share what I have learned.
You might be thinking... just TELL me... what IS factorials, permutations, and combinations! In all honesty, I am still learning myself. What I can tell you is once you view the videos.... perhaps even once or twice..... you will have a great understanding! I also think that you will then be able to, in simple math language, explain to your learners, not only the difference but also give them examples.
Check out videos on factorials, permutations, and combinations!
Wednesday, October 08, 2014
Finding the Least Common Denominator of Three Fractions
The least common denominator of two or more fractions is the smallest number that can be divided evenly by each of the fractions' denominators. You can determine the LCM (least common multiple) by finding multiples of the denominators of the fractions.
Find the least common denominator of the following fractions: 5/12, 7/36, and 3/8.
8, 16, 24, 36
12, 24, 36
36
The least common denominator is 36.
Find the least common denominator of the following fractions: 5/12, 7/36, and 3/8.
8, 16, 24, 36
12, 24, 36
36
The least common denominator is 36.
Tuesday, October 07, 2014
Least Common Multiple
Find the least common denominator of 6, 8, 12.
6, 12, 18, 24
8, 16, 24
12, 24
The least common multiple is 24.
6, 12, 18, 24
8, 16, 24
12, 24
The least common multiple is 24.
Monday, October 06, 2014
Help With GED Math Problems: Finding Lowest Common Denominator for Fractions
Building the LCD or lowest common denominators for two or more fractions can be challenging. But it is an important skill for knowing how to add and subtract fractions and one that anyone studying their GED math test will need to know.
First step: Take each denominator and factor to product of prime numbers.
Second step: Build the lowest common denominator by using each factor with the greatest exponent.
What is the lowest common denominator for the following fractions: 7/12, 7/15, 19/30? Use the product of prime factor method.
12 = 2 x 2 x 3 or 2^2 x 3
15 = 3 x 5
30 = 2 x 3 x 5
Build the lowest common denominator by using each factor (i.e. 2^2) with the greatest exponents.
If I were demonstrating the concept of building lowest common denominators to students, it would go something like this, " Let's start with the denominator twelve. The denominator 12 needs at least two twos and a three. The denominator fifteen needs a three, but because we have one from the twelve... we do not need to write another one. However, the denominator twelve needs a five, so we need to add a five. The denominator thirty needs a two... which we have so we do not need to add one. It also needs a three and a five, but because we already have both, again we do not need to add. We have now build our LCD and all we need to do is multiply the factors together. So 2 x 2 x 3 x 5 = 60. The LCD of 12, 15, and 30 is 60.
LCD = 2 x 2 x 3 x 5 = 60
First step: Take each denominator and factor to product of prime numbers.
Second step: Build the lowest common denominator by using each factor with the greatest exponent.
What is the lowest common denominator for the following fractions: 7/12, 7/15, 19/30? Use the product of prime factor method.
12 = 2 x 2 x 3 or 2^2 x 3
15 = 3 x 5
30 = 2 x 3 x 5
Build the lowest common denominator by using each factor (i.e. 2^2) with the greatest exponents.
If I were demonstrating the concept of building lowest common denominators to students, it would go something like this, " Let's start with the denominator twelve. The denominator 12 needs at least two twos and a three. The denominator fifteen needs a three, but because we have one from the twelve... we do not need to write another one. However, the denominator twelve needs a five, so we need to add a five. The denominator thirty needs a two... which we have so we do not need to add one. It also needs a three and a five, but because we already have both, again we do not need to add. We have now build our LCD and all we need to do is multiply the factors together. So 2 x 2 x 3 x 5 = 60. The LCD of 12, 15, and 30 is 60.
LCD = 2 x 2 x 3 x 5 = 60
Friday, October 03, 2014
Lowest Common Denominator
Find the lowest common denominator for the following fractions: 1/2, 1/4, 1/5
2, 4, 6, 8, 10, 12, 14, 16, 18, 20
4, 8, 12, 16, 20
5, 10, 15, 20
Because 20 is the first common multiple of 2, 4, and 5..... it is the lowest common denominator or LCD.
2, 4, 6, 8, 10, 12, 14, 16, 18, 20
4, 8, 12, 16, 20
5, 10, 15, 20
Because 20 is the first common multiple of 2, 4, and 5..... it is the lowest common denominator or LCD.
Wednesday, July 30, 2014
GED Math Test Prep: Area of Rectangle
GED Skill: Area of rectangles
You have decided to put carpet in your 10ft by 15 ft. living room. What is the area of carpet needed?
Answer: 10ft x 15ft = 150 cubic feet
You have decided to put carpet in your 10ft by 15 ft. living room. What is the area of carpet needed?
Answer: 10ft x 15ft = 150 cubic feet
GED Math Test Prep: Simplify the equation 3x + 7y - 2z + 3 - 6x - 5z +15
Simplify the following equation.
3x + 7y - 2z + 3 - 6x - 5z +15
Step 1: Using the associative property, rearrange the terms of the equation so that "like" terms are next to each other.
3x - 6x - 2z - 5z + 7y + 3 + 15
Step 2: Combine like terms.
-3x - 7z + 7y + 18
3x + 7y - 2z + 3 - 6x - 5z +15
Step 1: Using the associative property, rearrange the terms of the equation so that "like" terms are next to each other.
3x - 6x - 2z - 5z + 7y + 3 + 15
Step 2: Combine like terms.
-3x - 7z + 7y + 18
Monday, May 12, 2014
Using the Product Rule with Exponents
When you multiply constants (variables) that have the same base, you add the exponents... but keep the base unchanged.
For example:
x^2c · x^3 = x^(2+3) = x^5
(x · x) (x · x · x) = x^5
"X" squared times "X" cubed equals "X" to the fifth power.
Try a few more.
1) p^5 · p^4 =
2) 2t^2 · 3t^4
3) r^2 · 2^3 · r^5
4) 3x^2 · 2x^5 · x^4
5) (p^2)(3p^4)(3p^2)
Answers:
1) p^9
2) 6t^6
3) 2r^10
4) 6r^11
5) 9p^8
For example:
x^2c · x^3 = x^(2+3) = x^5
(x · x) (x · x · x) = x^5
"X" squared times "X" cubed equals "X" to the fifth power.
Try a few more.
1) p^5 · p^4 =
2) 2t^2 · 3t^4
3) r^2 · 2^3 · r^5
4) 3x^2 · 2x^5 · x^4
5) (p^2)(3p^4)(3p^2)
Answers:
1) p^9
2) 6t^6
3) 2r^10
4) 6r^11
5) 9p^8
Thursday, May 08, 2014
Simplify and Solve Using the Addition Principal of Equality
4 ( 8 - 15) + (-10) = x - 7
Answer:
4 ( 8 - 15) + (-10) = x - 7
32 - 60 + (-10) = x - 7
-28 + (-10) = x - 7
-38 = x - 7
-38 + 7 = x -7 + 7
-31 = x + 0
-31 = x
Answer:
4 ( 8 - 15) + (-10) = x - 7
32 - 60 + (-10) = x - 7
-28 + (-10) = x - 7
-38 = x - 7
-38 + 7 = x -7 + 7
-31 = x + 0
-31 = x
Wednesday, May 07, 2014
Solving Equations Using the Addition Principle of Equality
Can you find the error in the following problem?
5² + (4 - 8) = x + 15
25 + 4 = x + 15
29 = x + 15
29 + (-15) = x + 15 + (-15)
14 = x + 0
14 = x
Tuesday, May 06, 2014
Practice Solving Simple Equations Using the Addition Property of Equality
It is important to practice the addition property of equality. See below and solve five simple equations using the addition property of equality.
Practice Problem #1
x - 11 = 41
Practice Problem #2
x - 17 = -35
Practice Problem #3
84 = 40 + x
Practice Problem #4
45 = -15 + x
Practice Problem #5
-21 = -52 + x
Answers:
Practice Problem #1
x - 11 = 41
x - 11 + 11 = 41 + 11
x + 0 = 52
x = 52
check
52 - 11 = 41
41 = 41
Practice Problem #2
x - 17 = -35
x - 17 + 17 = -35 + 17
x + 0 = -18
x = -18
check
-18 - 17 = -35
-35 = -35
Practice Problem #3
84 = 40 + x
84 + ( - 40) = 40 + (-40) + x
44 = 0 + x
44 = x
check
84 = 40 + 44
84 = 84
Practice Problem #4
45 = -15 + x
45 + 15 = -15 + 15 + x
60 = 0 + x
60 = x
check
45 = -15 + 60
45 = 45
Practice Problem #5
-21 = -52 + x
-21 + 52 = -52 + 52 + x
31 = 0 + x
31 = x
check
-21 = -52 + 31
-21 = -21
Practice Problem #1
x - 11 = 41
Practice Problem #2
x - 17 = -35
Practice Problem #3
84 = 40 + x
Practice Problem #4
45 = -15 + x
Practice Problem #5
-21 = -52 + x
Answers:
Practice Problem #1
x - 11 = 41
x - 11 + 11 = 41 + 11
x + 0 = 52
x = 52
check
52 - 11 = 41
41 = 41
Practice Problem #2
x - 17 = -35
x - 17 + 17 = -35 + 17
x + 0 = -18
x = -18
check
-18 - 17 = -35
-35 = -35
Practice Problem #3
84 = 40 + x
84 + ( - 40) = 40 + (-40) + x
44 = 0 + x
44 = x
check
84 = 40 + 44
84 = 84
Practice Problem #4
45 = -15 + x
45 + 15 = -15 + 15 + x
60 = 0 + x
60 = x
check
45 = -15 + 60
45 = 45
Practice Problem #5
-21 = -52 + x
-21 + 52 = -52 + 52 + x
31 = 0 + x
31 = x
check
-21 = -52 + 31
-21 = -21
Monday, May 05, 2014
Solving Equations Using the Addition Property of Equality
The addition principle of equality states that if a = b, then a + c = b + c.
When you solve equations using this addition principle of equality, you need to use the additive inverse property. In other words, you must add the same number to both sides of an equation.
Example #1:
x - 5 = 10
x - 5 + 5 = 10 + 5 We add the opposite of (-5) to both sides of the equation.
x + 0 = 15 We simplify -5 + 5 = 0.
x = 15 The solution is x = 15
To check the answer, simply substitute 15 in for x, in the original equation and solve.
15 - 5 = 10
10 = 10
Example #2:
x + 12 = -5
x + 12 + (- 12) = -5 + (- 12) We add the opposite of (+12) to both sides of the equation.
x + 0 = -17 We simplify +12 - 12 = 0.
x = -17 The solution is x = -17
Check our answer.
(-17) + 12 = -5
-5 = -5
Friday, April 11, 2014
Practice Percent Word Problem
A car which is normally priced at $25,437 is marked down 10%. How much would Karen save if she purchased the car at the sale price?
Answer: $2543.70
(Spanish translation coming soon...)
Answer: $2543.70
(Spanish translation coming soon...)
Tuesday, March 11, 2014
Practice Translating Algebraic Words Into Expressions: (Spanish & English)
1. Twenty-one more than a number is 51. What is the number?
Veinte y uno más que el número es 51. ¿Cuál es el número?
2. Thirty-seven less than a number is 45. Find the number.
Treinta y siete menos que el número es 45. Encuentre el número.
Answers:
1. 30
2. 82
Veinte y uno más que el número es 51. ¿Cuál es el número?
2. Thirty-seven less than a number is 45. Find the number.
Treinta y siete menos que el número es 45. Encuentre el número.
Answers:
1. 30
2. 82
Monday, March 10, 2014
Practice Translating Algebraic Words Into Expressions: (Spanish & English)
1. The sum of a number and 50 is 73. Find the number.
La suma del número y 50 es 73. Encuentre el número.
2. Thirty-one more than a number is 69. What is the number?
Treinta y uno más que el número es 69. ¿Cuál es el número?
3. A number decreased by 46 is 20. Find the number.
El número que está reducido por 46 es 20. Encuentre el número.
Answers:
1. 23
2. 38
3. 66
La suma del número y 50 es 73. Encuentre el número.
2. Thirty-one more than a number is 69. What is the number?
Treinta y uno más que el número es 69. ¿Cuál es el número?
3. A number decreased by 46 is 20. Find the number.
El número que está reducido por 46 es 20. Encuentre el número.
Answers:
1. 23
2. 38
3. 66
Friday, March 07, 2014
Practice Translating Algebraic Words Into Expressions: (Spanish & English)
1. The sum of a number and 28 is 74. Find the number.
La suma del número y 28 es 74. Encuentre el número.
2. Thirty-nine more than a number is 72. What is the number?
Treinta y nueve más que el número es 72. ¿Cuál es el número?
3. Eighteen less than a number is 48. Find the number.
La suma del número y 28 es 74. Encuentre el número.
2. Thirty-nine more than a number is 72. What is the number?
Treinta y nueve más que el número es 72. ¿Cuál es el número?
3. Eighteen less than a number is 48. Find the number.
Dieciocho menos
que el número es 48. Encuentre el número.
Answers:
1. 46
2. 33
3. 66
Thursday, March 06, 2014
Practice Translating Algebraic Words Into Expressions: (Spanish & English)
1. A number increased by 21 is 52. Find the number.
El número que está aumentado por 21 es 52. Encuentre el número.
2. Twenty-five more than a number is 68. What is the number?
Veinte y cinco más que el número es 68. ¿Cuál es el número?
3. Forty-two more than a number is 58. What is the number?
Cuarenta y dos más que el número es 58. ¿Cuál es el número?
Answers:
1. 31
2. 43
3. 16
El número que está aumentado por 21 es 52. Encuentre el número.
2. Twenty-five more than a number is 68. What is the number?
Veinte y cinco más que el número es 68. ¿Cuál es el número?
3. Forty-two more than a number is 58. What is the number?
Cuarenta y dos más que el número es 58. ¿Cuál es el número?
Answers:
1. 31
2. 43
3. 16
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