PROGRAM DESCRIPTION: There are 176 video lessons contained in 10 unit directories. The program covers Pre-Algebra, Algebra I and Algebra II, and is a firm foundation for students advancing to VideoText’s Geometry: A Complete Course, covering Geometry and Trigonometry.
These Course Notes are replications of the essential content that was viewed in the VideoText lesson, illustrating the same terms, diagrams, problems, numbers, and logical sequences.
The VideoText Algebra program addresses two of the most important aspects of mathematics instruction. First, the inquiry-based video format contributes to the engaging of students more personally in the concept development process.
The VideoText Interactive Geometry program is formatted in such a way that formal proof is a cornerstone. Unit I, then, focuses on a complete preparation for students to begin a formal study of Geometry by “re-teaching” of all of the basic geometric concepts for which students have simply memorized the appropriate term, definition, or formula.
* (VideoText Online comes with no physical books or DVDs, but instead offers access to these materials via the VideoText Online website. $299 pricing reflects licensing for first two students. Add additional students in your family’s household for $49 each.
Geometry is typically taken before algebra 2 and after algebra 1. Whether or not a student can take algebra 2 before Geometry depends on each student's school policies. However, I would recommend taking the traditional order of math classes. Some schools allow their students to place out of certain math concepts.
What is Algebra 1? Algebra 1 is a high school math course exploring how to use letters (called variables) and numbers with mathematical symbols to solve problems. Algebra 1 typically includes evaluating expressions, writing equations, graphing functions, solving quadratics, and understanding inequalities.
It moves us beyond basic math and prepares us for statistics and calculus. It is useful for many jobs some of which a student may enter as a second career. Algebra is useful around the house and in analyzing information in the news. It also reinforces logical thinking and is beautiful.
Some schools may offer Algebra I in either 9th/10th grade OR 11th/12th grade, but not both. Nonetheless, it is important that students have access to Algebra I sometime in their high school career.
The primary strands for an 8th-grade math curriculum are number sense and operations, algebra, geometry, and spatial sense, measurement, and data analysis and probability. While these math strands might surprise you, they are all critical lessons for an 8th-grade math curriculum.
In simple terms, algebra builds a better brain (as do other disciplines such as learning an instrument, doing puzzles, and, yes, even some video games). When the brain is stimulated to think, the hair-like dendrites of the brain grow more extensive and more complex enabling more connections with other brain cells.
You could definitely teach Algebra I to yourself in under a year, but Algebra II will take a while. You can learn it as fast as you can watch the tutorials on you tube, it shouldn't take longer than 1 month to complete all the algebra you need for college.
5 percentResearch shows that only a small proportion of workers—less than 5 percent—make extensive use of Algebra 2, trigonometry, calculus, or even geometry on the job, Carnevale and Desrochers found.
The video lessons average 5-7 minutes each , and the entire process of watching the video and working through the exercises, and taking a short quiz should normally be finished in 30 to 60 minutes. (The short quiz will revisit the previous day’s lesson).
Traditional Algebra 1 classes attempt to cover most of Algebra in the first year, but the methods that they use and the speed they attempt to maintain keeps students from really understanding the material. Instead, students just attempt to memorize rules, formulas, tricks, and shortcuts.
Traditional Algebra 1 classes attempt to cover most of Algebra in the first year, but the methods that are used, and the speed with which the material is covered, hinders student understanding of the material. Instead, the student is just exposed to memorizing rules, formulas, tricks, and shortcuts.
Next, the Progress Tests booklet provides Quizzes, which test the students’ knowledge of small amounts of material. These are used on the day after a lesson is studied, and provide for a quick assessment of student understanding.
By the time they get to the Algebra 2 course, (sometimes after they are given a Geometry course), they have forgotten almost all of the Algebra that they memorized, so the Algebra 2 course must then repeat most of the Algebra 1 course.
A. The Comprehensive Assessments (there are three of them) can be considered as final exams for Pre-Algebra (end of Unit III), Algebra 1 (end of Unit VIII), and Algebra 2 (end of Unit X). Generally, the only one that is necessary is the one for Algebra 2, as it validates all credits.
Since a conversation is usually needed to efficiently help a student with a problem, VideoText offers users an unlimited, toll-free help-line, for original purchasers of the program. Our instructors, at 1-800-ALGEBRA, really can help you with any problem, so don’t hesitate to call anytime that you encounter difficulty.
VideoText's Algebra: A Complete Course is unusual since it combines pre-algebra through algebra 2 concepts (including serious work with functions) in a single course. If you are considering starting this at the pre-algebra level, you should know that most pre-algebra courses now include geometry, measurement, and other topics that are beyond the scope of this course. This course focuses on number concepts that are foundational for algebra: fractions, decimals, operations, prime numbers, signed numbers, etc. It continues from there to teach algebraic concepts in a different sequence than is common to most other programs. Equations and inequalities are taught together, concepts are developed in order of degrees (e.g., first degree equations, then second-degree equations), and it strives to follow a logical continuity from lesson to lesson as much as possible.
The course is divided into six modules, which should take one to three months each to complete. Consider the entire program equivalent to two years of high school algebra and a supplement to a pre-algebra course, even though it should take less than 2 ½ years to complete.
For families who enjoy print material along with the online course, you may order the online course along with books included at special price-saving packages.
For families who still enjoy physical materials the most, you may order the online course along with books & DVDs included at special price-saving packages.
You should pause the lesson frequently, usually every 15-20 seconds (or more often if appropriate), to engage your student in discussion. This means that, for a 5-10 minute VideoText lesson, it may take 10-15 minutes to finish developing the concept. Dialogue is a cornerstone.
The VideoText Interactive Geometry program addresses two of the most important aspects of mathematics instruction. First, the inquiry-based video format contributes to the engaging of students more personally in the concept development process. Through the frequent use of the pause button, you, as the instructor, can virtually require interaction and dialogue on the part of your student. As well, students who work on their own, can “simulate” having an instructor present by pausing the lesson every time a question is asked, and trying to answer it correctly before continuing. Of course, the student may answer incorrectly, but the narrator will be sure to give the right answer when the play button is pressed to resume the lesson. Right or wrong, however, the student is regularly engaging in analytical and critical thinking, and that is a healthy exercise, in and of itself.
The primary feature of the WorkText, beside providing problem banks with which students can work on mastery, is that objectives are restated, important terms are reviewed, and additional examples are considered, in noticeable detail, taking students, once again, through the logic of the concept development process.