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According to the report Algebraic Thinking in Adult Education (Ginsburg, 2010), workplace skills demand workers who are “comfortable with ideas and abstractions, can adapt flexibly to changes, and can generalize and synthesize” information. To equip our adult education students with these skills, one focus of algebraic thinking should involve exploring representations of relationships using tables, graphs and equations.

The report further suggests that algebra instruction should emphasize mathematical modeling that involves analyzing and representing real situations, as well as using mathematical structures that can be applied to both workplace and everyday life problems. In fact, Mathematical Practice 4 of the College and Career Readiness Standards for Adult Education (CCRSAE) addresses mathematical modeling, stating that mathematically proficient students should be able to represent situations using tables, graphs and equations and then analyze these models to make decisions.


    This professional development activity/course is designed for:

  • All teachers involved in adult numeracy, especially those teaching HiSET or GED preparation classes

In this virtual workshop series, participants will explore linear relationships and represent them in different formats such as drawings, tables, graphs, and equations. After laying a conceptual foundation with these various representations, participants will apply what they’ve learned to linear relationships by connecting the procedure for slope-intercept form to real-life contexts and to conceptual understanding.

Participants will also have a chance to experience an online learning activity on the Desmos platform that they can use remotely with students, and will learn how the concepts covered in this workshop are represented in standardized tests.

Exploring Linear Equations consists of two, 1.5-hour interactive virtual workshop sessions over Zoom on November 5 & 12 that will provide opportunities for participants to discuss and explore concepts. Before each virtual session, participants will receive a packet of materials to print and complete prior to each session. Each packet should take one to two hours to complete. Six hours of PD time will be recorded in LACES for participants who complete the packets and attend both workshops.

Oct. 29 - Nov. 4: Participants receive the first materials packet Oct. 29 and complete before Virtual workshop 1.

Nov. 5: Virtual workshop 1: Exploring linear equations through patterns (10 a.m. to 11:30 a.m.)

Nov. 5 - 11: Participants receive and complete the second materials packet, to be completed before Virtual workshop 2.

Nov. 12: Virtual Workshop 2: Exploring real life linear situations (10 a.m. to 11:30 a.m.)

To receive a certificate of completion, participants must attend and participate in both virtual workshop sessions and complete the assignments.

Please note: About one week before the event, registrants will receive a separate email from from the SABES Math Team at TERC with instructions on how to access the Zoom sessions. 

    Learning Objectives

    Upon completion of this professional development activity/course, you will be able to:

  • Describe and explain linear relationships in tables, graphs, equations, and contexts
  • Connect real life examples to understanding the abstract slope-intercept formula
Presenter(s) / Facilitator(s)



United States

PD Center
SABES Mathematics and Adult Numeracy Curriculum and Instruction PD Center
Topic Area
ABE/Adult Education
College and Career Readiness
College and Career Readiness Standards for Adult Education (CCRSAE)
Digital Literacy
High School Equivalency (HiSET/GED)
Mathematics and Adult Numeracy