Problem 1
Identify the constant: 15 - 2x
Brief Explanation: The constant is the term without a variable. In 15 - 2x, that term is 15.
Back to Week 1
Friday
Friday - Learn From the Week
Use what you practiced this week to check your understanding, learn from mistakes, and notice your growth.
Mixed Wrap-Up
Use the Week 1 Skills Together
Try each problem, check your answer, and open the brief explanation when you are ready.
Problem 2
Solve: 4x + 1 = 13
Brief Explanation: Subtract 1 from both sides, then divide by 4: 4x = 12, so x = 3.
Problem 3
Solve: x - 5 > -2
Brief Explanation: Add 5 to both sides: x > 3.
Problem 4
Solve: -2x ≥ 12
Brief Explanation: Divide both sides by -2. Because you divide by a negative number, reverse the inequality symbol: x ≤ -6.
Problem 5
Evaluate f(-2) for f(x) = 3x + 1
Brief Explanation: Substitute -2 for x: f(-2) = 3(-2) + 1 = -6 + 1 = -5.
Problem 6
If f(x) = 20, and the rule is f(x) = 5x, what is x?
Brief Explanation: Set 5x = 20 and divide by 5: x = 4.
You completed the Week 1 wrap-up.
Problems currently correct: 0 out of 6
Use this information with your self-assessment to decide what you want to practice again.
Where Am I Now?
Which description fits you best right now?
No choice is wrong.
Compare this with where you started on Monday. Growth can be seeing something more clearly, fixing a mistake, or knowing what to try next.
Friday Mistake Analysis
Classify the Mistake, Then Analyze It
For each example, choose the mistake type first. Then the full analysis becomes available.
Given: f(x) = x + 10
Find: f(4)
Student writes: f + 4 = 14
- What did they do right? The student recognized that the input is 4 and that the result should involve 14.
- Where is the mistake? They treated f like a variable instead of using f(4) as function notation.
- Why is it a mistake? f(4) means substitute 4 into the rule f(x) = x + 10.
- How do you fix it? f(4) = 4 + 10 = 14.
- How can they avoid this next time? Read f(4) as "the output when the input is 4."
Solve: 3x = 12
Student writes: x = 36
- What did they do right? The student knew they needed to isolate x.
- Where is the mistake? They multiplied by 3 instead of dividing by 3.
- Why is it a mistake? 3x means 3 times x, so the inverse operation is division by 3.
- How do you fix it? x = 12 ÷ 3 = 4.
- How can they avoid this next time? Ask which inverse operation undoes what is being done to the variable.
Solve: 2x + 5 = 11
Student writes: 2x = 6, then x = 4
- What did they do right? The student correctly subtracted 5 from both sides and got 2x = 6.
- Where is the mistake? They divided 6 by 2 incorrectly.
- Why is it a mistake? 6 ÷ 2 = 3, not 4.
- How do you fix it? x = 3.
- How can they avoid this next time? Check the arithmetic after the algebraic steps are complete.
Friday Reflection
Choose Strategies You Can Carry Forward
What helped you most this week?
What will you try first when you get stuck next time?
Week 1 Closing Message
"Growth does not mean getting everything right the first time. Growth means knowing more about what to try next."
Week 1 Complete