Message-ID: <1923593570.3859.1580241761733.JavaMail.confluence@external-wiki.terc.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_3858_407044974.1580241761733" ------=_Part_3858_407044974.1580241761733 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Adults Reaching Algebra Readiness (AR)2

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### What is (AR)2?

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The Adults Reaching Algebra Readiness series builds upon the co= ntent presented in Adult Numeracy lnstruction (ANI) professional developmen= t.

(AR)2 begins with a review of linear functions, including in-= out tables, equations, and graphs and progresses to systems of equations, a= lways relating to real-life.

Activities then build from linear functions to nonlinear functions and e= xplorations with exponents. Geometry concepts are explored as ways to apply= algebraic reasoning in real-life contexts, including both linear and nonli= near examples.

Throughout the sessions, we continue to connect to basic number properti= es which are the focus on the College and Career Readiness Standards and ot= her core ideas introduced in Teachers Investigating Adult Numeracy (TIAN) and ANI, including

#### Overar= ching Objectives

Participants in (AR)2 will be able to:

=E2=80=A2 turn everyday experiences into opportunities for teaching alge= braic topics;

=E2=80=A2 work with algebraic expressions/equations in various formats: = verbal model, input/output tables, graphs and equations;

=E2=80=A2 solve a system of equations graphically and algebraically;

=E2=80=A2 manipulate symbols in decontextualized problem to solve variou= s algebraic equations;

=E2=80=A2 make connections to the College and Career Readiness Standards= ;

=E2=80=A2 use real-life problems to analyze linear and nonlinear situati= ons.

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### Why (AR)2?

The jobs of the 21st century will, at a minimum, require an associate's = degree or better. For students to meet these challenges, and with the relea= se of the Career and College Readiness Standards, higher level math skills = are needed.

Less than 5% of adult education teachers were math majors in college, an= d many, at best, only completed up to algebra when they were students.

Both our students and our teachers need strategies to understand these h= igher level math demands at both the conceptual and algebraic level. (AR)2 helps prepare teachers to meet these challenges.

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