Day 56/67 of GED in Five Months, more maths language learning, and libraries

We keep seeing the need to translate problems into mathematical terms, or into the language of mathematics, in order to solve problems.  Libraries and librarians can help us translate mathematical, scientific, and social problems into terms that can facilitate problem-solving, if we fund our libraries properly.  How would you solve part of the problem of public library funding?

Today’s reading relates to figuring out for yourself what are useful online materials to help you learn mathematics on your own:


This course is also intended to provide the student with a strong foundation for intermediate algebra and beyond. Upon successful completion of this course, you will be able to: simplify and solve linear equations and expressions including problems with absolute values and applications; solve linear inequalities; find equations of lines; and solve application problems; add, subtract, multiply, and divide various types of polynomials; factor polynomials, and simplify square roots; evaluate, simplify, multiply, divide, add, and subtract rational expressions, and solve basic applications of rational expressions. This free course may be completed online at any time. It has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. (Mathematics 001)

 End of week 15/18
Day 56 Week 15
Grammar: Compound subjects
Math: translating and solving simple inequalities
Today we focus on the science of finding tools to help solve problems
Please see the Lesson plan for Day 56’s Exit Tickets
(Day 55Day 57)

Action Items:  

1.) Search for two different sources to learn about your local library system’s funding,

2.) Please tell us where your information comes from, and how you know that the sources you found are reliable,

3.) Write a book, story, blog post or tweet that uses your findings, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:  Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC,

Vote, Teach and Learn (PDF Lesson Plan Book)

my Babylon 5 review posts, if you like Science Fiction,
a proposed Vision on Wondering Wednesdays: for a kinder world…

Shira Destinie A. Jones, MPhil

our year 2021 CE =  12021 HE

(Day 1Day 5)

Stayed on Freedom’s Call
(free copies at:…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please leave a review, if you can, on the GoodReads page.

Creative Commons License
Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

8 thoughts on “Day 56/67 of GED in Five Months, more maths language learning, and libraries

  1. but the principle of solidarity is by definition a collective solution to complexity and messy wicked problems.. pretending that one can tame them ignores the natural laws of thermodynamics… mathematics is the regulation of the past as if its infinite and reaches a natural equilibrium… John Nash’s work on Common Knowledge Rationale and Commonly applied Beliefs assume entropy in a stable-tremble-stable environment….the foundational axioms of discounting have been found wanting in source review of Koopman… so sure let’s make sense of what one can but its ónly ever going to be experimental see Complex Society:In The Middle of the Middle World by Bojan Radej and Mojca Golobic (2021)

    Liked by 1 person

      1. requisite variety has been replaced with requisite agility without consideration of the learning needs of those involved see Otto Laske for more on this. Q: is what ‘we’ have learnt through Postmodernism fit for purpose? Brian Fay’s work Social Science and Political Action asked this in 1976 – he was largely ignored. The same too of MacKensie, in Power, Decision and Violence 1975 – we’re left with Control Drama’s and with scripts that do not, indeed can not get passed the difference between conceptual reality of hermaneutics (with their inherent heuristics) and into the Real. Roy Bhasker in The Pulse of Freedom attempts this. Much more to do. I commend the type of Inquiry articulated by Bojan Radej and Mojca Golobic for this very reason. The Real isn’t being dealt with at all. 60% of the world’s population are cut off from their means of participation…. Q: will the US finally transmute into a EU type system before the EU converts into a US type colonising power? Mimetic desire, Eh?

        Liked by 1 person

  2. I am a pictures person more than pure numbers. When I studied quadratic equations, I couldn’t “get it” until I could visualize it. Then I could draw them and at least get a passing grade in a grad course for math for statistics – grin. Barely passed algebra but aced geometry. Most of my life, I have taken notes in form of words and pictures/doodles and colors. Would have made a good Egyptian in Ramses time – ha ha.

    Liked by 2 people

    1. Exactly: this is why I always used to present both the graphical solution and the algebraic solution to my students, and reminded them to use both, as a check and balance, particularly for the more visual students.

      Liked by 1 person

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