Stephen's Reflection #2

Ok....this week was heptic(probably spelt it wrong but oh well) for me. I basically bombed the test but I do know the reason. One was because I didn't do my best studying which is my fault. Two, I don't understand the rational root theorem. I have problems getting started. I know that P is the constant and i know that Q is the leading coefficient but what is the leading coefficient. Then I understand that you have to do synthetic division but when u have to do it more than once, that confuses me. I don't know what number to use. And tres is because of the way the test is set up. I have problems when there is an equation just saying to solve. I do not know what steps to do at all. So if someone could help me, especially with the rational root theorem, I would be obliged.

I understand the homework that we got today (Monday 31). It is real easy if you know how to decide whether it is an "and" or an "or" equation. If there is something like:
(slashes are absolute value) /x/ < #, then it will be an "and" inequality. You would set it up as -#<> #, then it will be an "or" inequality. It will be set up as x<-# or x>#. Then you solve for x.

What I am having trouble with on the homework is problems like 9 on page 98 where it has x+2/all over 4 - 2-x/all over 3 + 4x-5/all over 6 <4. I do not understand what you do with the 4, 3, and 6 denominators. Something else I am also having trouble with on the homework is # 19 and # 20 on page 98 where it has /x + #/=#. Do you just solve for x or are you supposed to put it into an inequality and get two answers? If anyone can help me, I would be very thankful

Stephanie's Reflection

This week has been a very difficult week for me. Some of the things taught on the board looked so easy until I actually had to do them on my own THEN the next day in class when it would be explained, it would look completely easy again.

What I DO understand is the rational root theorem. Everything else is somewhat difficult for me to comprehend.

Since I just got my calculator on Tuesday, I didn't quite understand how to plug things in. I don't understand the Window thing AT ALL so I just don't really use it... Also, since I don't know how to zoom out to see the entire graph, I can't really do the max and min either >.< It took me the longest time to find X which was actually staring me straight in the face the whole time.

I do know I failed the text (>.< again) but... I don't know how to explain it... for some reason the way the question is on the test completely confuses me compared to how it is written in the book. Maybe that is just because when we do things in the book, it is explained to us mostly by B-Rob. (I hope you don't mind me typing "B-Rob")

Taylor Reflection #2

This week was a real mess up for me. I took notes all week as I described in my last reflection. However, since we were told what calculator we would need for this class ive been looking at every large franchise as well as every mom and pop store that even had any form of an electronics section. Then I went online and looked for any store from here to new Orleans to Hammond to baton rouge and this calculator was on back order. So I borrowed one for class but because others needed it for their homework I was unable to completely do homework. I think this was ultimately my demise. I got the calculator rush delivered from some random electronic store and it was delivered on Thursday. I tried to get in as much practice that night but I felt really unprepared for the test. So the inexperience and the “self fulfilling prophecy” killed me on the test. I’m ready for this coming week because I know ill do so much better now that I have a calculator of my own.

For the positive side I learned that in order to pass homework will always have to be done and Im now looking forward to the sense of accomplishment that Is to come with the next test. This week I understood everything for the most part. I memorized how to conduct the steps to work and sketch a polynomial function in no time. I just made quick steps and tricks to remember them.

Easy steps to work and sketch a polynomial function

1. Every X must be factored.
2. Put each X on the number line
3. Take each “ before and after”
4. * put in F(X)
5. Look for pos and neg
6. Sketch the graph

Now for the calculator
Press y = & enter the equation
Press graph Need max/min?
1. Press 2nd then trace
2. Pick max or min
3. Follow the “bound direction”
4. Press enter
5. Repeat steps 3 and 4
6. Then guess where the middle of the swoop is
7. Press enter
8. Put the x and y results into ()
Now repeat steps one through eight to solve for the other
And once you have the results placed in () you are done!


Now the thing of this week to be pessimistic about, I have noticed that my old problem of deciphering which method to choose when faced with an equation and simply directions stating “solve” I totally blank. I think its mostly a matter of the perfectionist in me taking over. I see the problem and I immediately see at least two ways to solve the problem.. so I begin to solve. About halfway through I begin to think the other way is a better way to solve. Then I realize there is a third way to solve and my brain freaks out and decides the third way is most definitely the best way to solve. So its all downhill from there until im too confused to remember how to solve any way possible that I skip it and move on.These problems are the worst for me. When we get the tests back I will be able to supply an example of a problem and ill do a follow up post with my exact thought process that went along with it. For now I’m just looking for a way to prevent the freak out. Any advice would be great. Even if its just a helpful hint at how to decide on the right solution in times where there is more than one…

Thanks !

Amy's Reflection #2

Rational Root therom

Example: f(x)= 2x^3 + 3x^2 - 8 + 3

Step 1: find all possible roots..

p: factors of 3: 1, -1, 3, -3
q: factors of 2: 1, -1, 2, -2

*p is the leading constant term & q is the leading coefficient

possible roots are (p/q): 1, -1, 1/2, -1/2, 3, -3, 3/2, -3/2

Step 2: now you can plug all of the possible roots in your calculator to find the roots that work

• the zero will be: 1, 1/2, -3

Step 3: use synthetic division to factor all of the roots that work

you should get: (x - 1) (2x^2 + 5x + 3)

Step 4: slove further

(this can be factored...)

= (x - 1) (2x^2 + 5x + 3)

= (x - 1) (2x - 1) (x + 3)

(set x = 0 )

x = 1, 1/2, -3

Sketching polynomials functions is something I need help with. I really don't understand how to plug all of that in my calculator. If someone can help me with that...that would be great.

Dustin's Second Reflection

Alright, this week was pretty rough for me considering i still don't have my own calcualator, but on the other hand i understood most of the stuff. One thing that was pretty tough for me were the word problems. I understood how to do most of it but when i got to the formula i didnt know what to do with it. One thing i thought was really easy was all of the different ways to find roots on anything bigger than a quadratic. The one that i will explain, that no one seems to understand is the rational root theorem.

1.) First you must find your P's and Q's.
P=All factors of the constant.
Q=All factors of the leading coefficient.

2.)Then you list all possibilities for P/Q.

3.)Next you find out which possibilites are divisible by your equation. One way to find that is to plug in your equation in your calculator, and try all possibilites. If you get zero it works. The more difficult way (which i've been doing) is to use synthetic division for all of your possibilites.

4.)Once you find a possibilite that works, you do synthetic division. The equation you get from that could be a bigger than a quadratic still. If so, you use one of your other possibilites that worked or try the same one again.

5.)Once your equation is down to a quadratic, use simple algebra, factoring, completing the square, or quadratic formula to simplify it down and get your roots.

Example:

y=x^3-4x^2+x+2

1.)P= +/-1, +/-2
Q=+/-1
Possibilites= +/-1, +/-2

2.)In this case 1 works because i used synthetic division and it worked. If you use your calculator, once you get a correct answer you then do synthetic division. Since i did already my equation is now reduced to:
x^2-3x-2

3.)Now i will use simple algebra, factoring, completing the square, or quadratic formula.
Let's see what works here.
Simple Algebra-No, because there is a middle term.
Factoring-No, because it isn't factorable.
Completing the Square-You can use it, but it would be easier to use the next form because the linear coefficient is odd, which will cause fractions.
Quadratic Formula-This is what i will use.

4.)After quadratic formula i get:
(3+(square root of 17))all over 2
(3-(square root of 17))all over 2

5.)Now I write them as points and my answers are:
((3+(square root of 17))all over 2, 0)
((3-(square root of 17))all over 2, 0)

*Sorry for all of the parenthesis, i dont know how to make square root sign, plus or minus, or exponets.*

Hope my explanation helped!!!

Reflection.

So this week went pretty well. I think I failed the test because I always freeze up. For the most part, I know what I am doing. I think. I have trouble with word problems, but that's just me.

• I understand graphing polynomial equations
• I don't understand finding the maximum and minimum
• I finally understand the rational root theorem
• I don't understand how to format my calculator to fit the graph of the polynomial

This is pretty much the just of my understanding of chapter two. I get pretty much all of it, I just have problems remembering what the heck I'm supposed to be doing with my calculator.

I think that I am catching on fairly well in this class, and hope to keep doing well. I'm pretty sure that I will always have at least one question about a certain subject, so expect a lot of questions from me! A good thing is that once things are explained to me, I tend to remember them. So after I have learned something, I can help someone else that isn't sure about it.

Reflection #2??????

OK so I'm not so sure on weather or not our class is suppose to do the reflection or not but I saw that a bunch of people in the other class has done them so I guess I will too. Well this week started off pretty good. I understood everything we did and even had to teacher it to some of the other kids in the fourth hour class in our study group. Once again I forgot how to do everything when I got the test, but this time it was different. Towards the last few minutes of the class I started remembering everything again and got a little bit done on the test.
Now to the math, one thing I really under stood was factoring by grouping. Say you have x^3+3x^2+4x+12. First, you would separate the problem into two parts by using parenthesis and you would get (x^3+3x^2)+(4x+12). Next you reduce the problem and you'd get x^2(x+3)+4(x+3). After that you group the front two together and the parenthesis, you get (x^2+4) and (x+3). You get (-3,0) as your answer from (x+3). To find the answer to (x^2+4) you get x^2=-4 then square it and you get x=+or-2. Your answers would be (-3,0) (2,0) (-2,0).
The one thing I had trouble with was the rational root theorem. It's a lot of steps and when I had to do it on the test I didn't know where to start. I just skipped the whole thing.

Don't Guess-and-Check your window! ZBOX!

 If you're confused about something, please comment so I can make it clearer!

So, many of you have been talking about your window settings and how they're a pain in the AAA's to guess-and-check over and over again until you get them to fit. (sorry, that was a really nerdy calculator joke, lol)

So here's a quick tip on how to use window and zoom options to not only cut down your guessing and checking, but maybe even give you more accurate maximums and minimums.

Today we'll be learning about the Zbox option, a tool that allows you to "crop" a graph, in almost the same manner as you would crop a photo in Photoshop.

I'll be using the same equation for this tutorial as I did for the last one: X(X+2)(X-2)(X-1)

1. Plug your equation into y=

2. Set your window to a size bigger than what you expect the graph to take up. (In this case 30)

3.Graph!

Now you may be thinking, "Woah, that window's way to big to see anything."

What you really want is all in here:

4. Press your zoom key, and select ZBOX.

5. You will get a graph with a crosshair cursor, move the crosshairs to the corner of the area you want to crop.

6. Hit enter. (Notice that the crosshairs have been replace with a square handle) Move your handle to the other corner of the area you want to crop. Notice that a box is being drawn around your crop area.

7. Hit enter again and Voila!

8. If you accidentally crop the wrong area or get stuck, use ZSTANDARD and Window to reset and type in your oversized Window variables again.

Hope this helps!

-Dinidu, the Calculator Guru of 3rd hour.

Alicia's Reflection #2

Okay so I don't know how much help I can give for this week since I was sick with the swine flu, but I will try! I was at school on Monday so I may be able to help with factoring by graphing and quadratic form.
When using factor by graphing, you must have an even number of terms.
EX: x^3+5x^2-4x-20=0
Then you would group and factor and you should have 3 answers!
(2,0) (-2,0) (-5,0)



I could use some help with sketching polynomial functions because i missed all that stuff when i was out!
I understand you factor first. then set up a # line and label zeros. then find numbers on the right and left sides of the numbers??? I get how to find the max and min. but after that im kinda lost. If anyone can kinda give me a better explanation it would really help because I have to take the Ch. 2 test on Tuesday.

Reflection #2: Calculator Conundrums!

This week seems to have gone better for me. I am beginning to pick up concepts more quickly and easily. I am becoming much more accustomed and comfortable with using my calculator and it's various features. Word problems still give me trouble though, and I think my primary weakness is isolating data in problems, something that should go away with practice.

Anyway, I heard and saw that many of you have been having trouble with your calculators. Today I will be giving you a tutorial on how to find a minimum on a TI-Nspire equipped with a TI-84 Plus Keypad, however, the steps you see here will be identical for the TI-83 Plus, TI-83 Plus Silver Edition, TI-84 Plus, and TI-84 Plus Silver Edition.

We will be finding a Minimum of the equation: x(x+2)(x-2)(x-1)

1. Turn your calculator on if it isn't already. Duh!

2. Press the Key in the upper left corner labeled Y=

3. This is the screen you should get:

4. Enter your equation:

5. Press the GRAPH key in the upper left corner:

6. The calculator will graph the equation:

7.Get to the Calculate menu by pressing "2nd" followed by Trace:

Select minimum by scrolling to it using the directional pad and pressing enter. Alternatively, you can just press 3.

8. You should get to a screen that looks like this: (Note the Flashing Cursor)

9. Your minimum is somewhere in the bottom of this "valley".

10. Use the directional pad to move your cursor slightly to the left of the bottom of this "valley" and press enter.

11. Use the directional pad to move your cursor slightly to the right of the bottom of your "valley" and press enter again.

12. Your calculator will ask you whether you want it to guess the minimum between these points. Press enter to confirm.

13.Congratulations! You have found the first minimum for this equation.

Things to Remember:

* Each "valley" has a minimum, and each "peak" has a maximum.

** To find a maximum, use the same steps with these exceptions:

a. select "maximum" from the calculate menu

b. select the areas slightly left and right of each "peak".

Were we suppose to print out the 2 comments we had to post by Wednesday?

Devin

R@!N is Devin Burke 3rd hour

Calculator Problems

Sooooo, I am doing my homework and my calculator is being stupid. Every time I press graph the calculator is saying Window Error and it makes me press quit. I tried pressing window and putting all kinds of different numbers and it still says it. Can anybody help please?

rational root thm. anyone?

okay, so i'm having trouble with this whole "rational root theorem" thing. I know that in the first step, you have to list all P: and Q: possibilities, +/- a,... but, is P your constant or your leading? And then you plug into your calculator all possibilities, +/-(a/b). From there I get confused. By plugging in all possibilities, until you get zero, that is, you find which +/-(a/b) combo. works. After that, I'm completely stranded in the middle of nowhere. If someone could pleasee help!

Devin's Reflection #1

Ok. This week has been truly exhausting for me. It wasn't to bad, but it wasn't to great. All the information was completely new to me. At the beginning of this week I didn't know the difference between factoring, using the quadratic formula, and completing the square. I understand them now. The steps to completing the square have really helped:

Problem #13 from test
x2-4x=9

1. Divide the linear term by 2 and square it
4/2= 2; (2)2=4

2. Add to both sides
x2-4x+4=13

3. Factor left side2
(x-2)2=(square root of) 13

4. Square root both sides
x-2=(square root of) 13

5. Solve for variable
x=2+-(square root of) 13
(2+-(square root of 13,0)

Graphing parabolas were a challenge also. The main difficulty for me was fing the axis of symmetry and the vertex. I do not know what formula I should us for those equations. The discriminate ws a challenge at first also. The imaginery numbes are easy but I have trouble remembering the chart. I understand everything eventually.

Reflection #1

heyy... this week wasn't too bad for me. I understood alot more than I thought I would. I am really good with imaginary numbers. If anyone needs help with it I will be happy to help. All you have to do is memorize the short cut chart that Mrs. Robinson gave us and its a piece of cake. (.25= i) (.5=i^2=-1) (.75=i^3=-i)
(whole #=i^4=1) Always remember to put your answers in a+bi form when solving these types of problems. Also if your given i to the negative power such as...

i^-22

***Remember to put a 1 as the numerator and move the i the -22 to the demoninator. But dont forget when you move it to the denominator it becomes positive.

1/i^22= 1/-1= -1


I could use some help on the homework. I am really struggling with #17 a. and b. on section 2.1. I guess the square roots are throwing me off. I looked at the answers in the back of the book and the answers that im getting will not seem to match up. The problem is....

f(x)=x^3-9x
a.) f(-square root of 2/3)

the answer in the back of the book is

72 square root of 2/ 27.....

I can not figure out how to solve this problem so if anyone can help i would appreciate it!! Thanks so muchh :)

Oh! I get it now... (The Reflections of a Confused Adv. Math Student)

Yeah, so this is my 1st "blag" posting:

Ok, My first week of advanced math was rather confusing. I know that most of this was taught in Algebra, but honestly, my brain still feels a little rusty after several months without math class. I also happen to be horrible at memorizing steps and formulas, so I hope that with a little bit of extra studying before a test, i'll score decently.

Also, while I'm here ranting about our first week, I want to thank Amy for her explanation on completing the square. I thought I was doing it properly, but I kept on forgetting this part:

Take half of the coefficient on the x-term (divide it by two, and keeping the sign), and then square it. Add the squared value to both sides of the equation:

So, here's what you're really here for, what I get and what I don't.

• I understand these concepts: Distance Formula, Midpoint Formula, Imaginary numbers chart (i need to memorize it though), completing the square (thanks to Amy), quadratic formula (i know how to use it, I just don't have it memorized after all these years), standard form, point form

• I kinda understand these concepts: Synthetic Division, Polynomials, Factoring, slope-intercept form.

• And then, there's parabolas. I absolutely don't get these: they are my mortal enemies, they keep me up at night, and the horrible thing is, they're the only conic section I learned about in my Non-Honors Algebra II class. The rest of the conic sections look even scarier.

So, since I'll be of no help in my attempts at explaining parabolas, and I don't want to explain something that someone else reflected on, I'll be expaining the midpoint formula.

First, you'll need 2 coordinates: like (2,4) & (1,3)

Define the x & y coordinates as: (x1,y1) (x2,y2)

Therefore:

x1=2

y1=4

x2=1

y2=3

now, add your x-values together, and divide the sum of your x-values by 2. This is the final x-value of your midpoint.

add your y-values together, and divide the sum of your y-values by 2. This is the final y-value of your midpoint.

If you did everything correctly, the midpoint of (2,4) & (1,3) should have come out to:

(1.5, 3.5)

Don't panic if you get a half in your answer, as midpoints can be halves.

---

So that about wraps up my blog, but before I go, I would like to be added to the pool of people who would like help on *cringes* parabolas. Could we have a review on them Monday?

Stephen's Reflection

The first week has been pretty good. I am starting to remember some of the material like completing the square and the quadratic formula. The quadratic formula is real easy for me because I can understand the steps like how u have to put the opposite of (b) +/- the square root of (b) squared minus 4(a)(c) all over 2(a). Then u find (b) squared and find 4(a)(c) and subtract all of that and also you have to find the 2(a) by multiplying 2 by whatever (a) is. Then you do the square root of it and you will end up with 2 answers because of the +/-.

What I don't get is graphing parabolas. I can understand it in class but whenever I see it on a test or homework i freeze up. But what really gets me about this is remembering the steps. I can remember that you have to find whether it opens up or down, how many x-intercepts, finding the x-intercepts, finding the y-intercepts, finding axis of symmetry, finding the vertex and graphing it but I can't remember the formulas used and what order to put it in. And when I come to graph, I get confused so I need some help on that

Amy's Reflection

Oh man…this week was really frustrating and advance math was one of the reasons why. But it wasn‘t completely horrible; I am starting to remember how to do some of this stuff.

I found completing the square fairly easy.

Completing the Square:

You can use completing the square to solve a quadratic equation when factoring doesn’t work. This method can only work when 1 is the coefficient of x².

For example:

x² + 6x - 2 = 0

* anytime you are solving a quadratic you’re finding x-intercepts

• Move the constant term to the right side:

x² + 6x = 2

• Take half of the coefficient on the x-term (divide it by two, and keeping the sign), and then square it. Add the squared value to both sides of the equation:
  

x² + 6x + 9 = -2 + 9

• Convert the left-hand side to squared form. Simplify the right-hand side:
  

(x + 3)² = 7

* the # half of the coefficient goes in the parentheses.

• Square-root both sides:
  

x + 3 = √7

• Solve for "x =". Remember to put the "±" on the right side and that it gives you two solutions.
  

x = -3 ± √7

• The two points for this solution are:
  

(-3 + √7) , (-3 -√7)

And something I’m having trouble with would have be remembering some of the steps. Like on the test, we had to graph a parabola; I couldn't because I forget have half the steps. And when I looked over my notes after the test, I wanted to kick myself. In the end, I guess I’ll have to work harder at memorizing steps.

So, before I got into this class I was nervous, I didn't think I'd be able to handle all the work and be able to keep up with the rest of the class. I was also thinking that because of the fact that I didn't know how to do the packet over the summer and had to get help from Ryan Chauvin that I was definitely going to fall very far behind. After the first three day I got over my nervousness because I was picking up a lot of the concepts pretty quickly.
For example, i stuff, even though I don't know the mathematical name of it I do understand how to use the chart and divide the exponent by four. If you had i^34 to find the answer you divide the exponent by four so 34 divided by four is 8.5. After you get that number you look at the decimal. If it's .25 the answer is i, if it's .5 the answer is -1, if it's .75 the answer is -i, and if its a whole number the answer is 1. In this case it's .5 so the answer would be -1.
On the other hand, I'm still kind of hazy with the completing the square. I can do the first step, dividing the linear term by two and squaring it, and I can add it to both sides, but for some reason when I have to do the problems on my own I forget what I have to do after that.

Taylor Reflection #1

This week was an odd week for me. The things we reviewed and learned new tricks for were in the last few chapters of Algebra II. I remember feeling confident in class and going home to do homework and totally having to reteach myself from the text book. Then on a test I’d get all mixed up between the way Mrs. Angie taught us and how I had taught myself. The first two days or so I found myself in the same position. This made me really nervous for what is to come this year. However in class I began writing exactly word for word what Mrs. Robinson said for each step and I discovered this helped a lot because I have a very auditory memory. So seeing what she had said for each step (even if it was just “add”) helped me to practice and study for the test.
Speaking of the test I was really excited to see how much I retained. I was especially happy to see that I memorized all the steps for graphing a parabola since I had trouble figuring everything out with this last year. I also was happy to see that even though I had trouble on the summer packet, by figuring out a way to retain the things I learned in class I was able to do problems similar to those that confused me on the summer packet.
Now the less optimistic side..
Although I learned all the steps for graphing a parabola on the test I had trouble with problem #12 letter G. The actual graphing of the parabola messed me up. The fact that the parabola opened down threw me off I guess.. I got A-E correct, but I think because I got letter F wrong I was unable to graph the parabola. For letter F I did -(-2)squared+2 (-2)= (-2,-8)
I know the -2 was wrong but I don’t know what should have been plugged in instead. If someone could help me with letter F and then maybe show me at school how to graph the parabola that would be amazing.

Stephanie's Reflection

Graphing Parabolas
~Descriminate tells you how many intercepts a graph has
b^2-4ac
if +ve 2 x-intercepts
if -ve no x-intercepts
if 0 1 x-intercept
~Axis of Symmetry x=-b/2a if non-standard form
~Vertex (-b/2a, f(-b/2a)) for non-standard form
~to find the intersections
solve for y
set equal
solve for x
plug back in

EG: graph y-2x^2-8x+5
1)open up or down? +2x=up
2)how many intercepts? b^2-4ac = -8^2-4x2x5=24
2 x-intercepts
3)x-intercepts? 2x^2-8x=-5
x^2-4x+4=-5/2+4
sqrt(x-2)^2=sqrt3/2
x-2=sqrt3/sqrt2 sqrt2/sqrt2=sqrt6/2
(sqrt6/2 +2, 0) (-sqrt6/2 +2, 0)
4)y-intercepts? 2(0)^2-8(0)+5
(0,5)
5)axis of symmetry? x=-b/2a = 8/2x2 = 8/4 = 2
x=2
6)vertex? (2,-3)
2x2^2-8x2+5=-3

EG: y=x^2-6x
1)up
2)b^2-4ac 6^2-4x1x0 = 2x-intercepts
3) y=x(x-6)9
x=0 x=6
(0,0) (6,0)
4)0^2-6x0=0
(0,0)
5)x=-b/2a = 6/2x1=3 x=3
6)3^2-6x3=-9
(3,-9)

EG: y=4-2x
y=x^2-6x+8
4-2x=x^”2-6x+8
0=x^2-4x+4
x^2-4x+4=0
(x-2)(x-2)=0
x=2
4-2x2=0
(2,0)

EG: y=4x^2-8x+2
-8^2-4x4x2=
64-32=32
=2x-intercepts
2x^2-8x=-2
x^2-2x+1=-1/4+1
sqrt(x-1)^2=sqrt(3/4)
x-1=sqrt(3/4)
x=sqrt(3/4)+1
(sqrt(3/4)+1,0) (-sqrt(3/4)+1,0)
(0,2)
8/2x4=1
x=1
(1,-2)
4x1^2-8x1+2=-2

EG: y=1/2x^2+4x+8
4^2-4x1/2+8=16-16=0 no x-intercepts
(0,8)

EG:5x^2+5x+1=0
-b+/-sqrt(b^2-4ac)/2a
a=5
b=5
c=1
-5+/-sqrt(5^2-4x5x1)/2x5
-5+/-sqrt5/10
(-5-sqrt5/10,0) (-5+sqrt5/10,0)

EG: x^2-2x-2=0
x?^2-2x+1=2+1
x^2-2x+1=3
sqrt(x-1)^2=sqrt3
x-1=+/-sqrt3
x=+/-sqrt3+1
(1+sqrt3,0) (1-sqrt3,0)

COMPLETE THE SQUARE
x^2+3x-1=0
x^2+3x+9/4=1+9/4
sqrt(x+3/2)^2=sqrt13/4
x+3/2=+/-sqrt13/2
x=-3/2+/-sqrt13/2
etc.

Dustin's First Reflection

I think we had a good first week. I was kind of nervous going into the class on the first day because I had trouble with Algebra 2 and i knew the review would be hard. Now it all seems pretty easy though. I know it will get harder but i think that i shouldn't have a problem making it through.

One thing I am very good with is i. I memorized the exponet chart and I also understand how to work all of the equations with i. That is my strong point in what we did this week. I am also pretty good with completing the square, but I am pretty slow at factoring. In algebra, i preferred to use the quadratic formula, now that i know how easy completing the square is I can use that all the time.

One thing that I'm not really good at is graphing parabolas. I understand how to do it, it's just not a strong point. I'm also not really that good at graphing all of the conics, even though we didn't go over that yet.

All in all, I'm looking forward to this year. I think it will help alot to learn all of these new concepts and how to apply them. It will definitely help me with Mu Alpha Theta competitions.

Sample Reflection

Here is a sample reflection. Notice how he mentions something he didn't understand and explains something he did. He doesn't ask a question though. That is the only thing missing from this. Your reflection must be a minimum of 250 words.

Sample:

So I want to start this post off with saying that this week was not what I expected it to be. I expected the first week to be really hard, especially after seeing ALL of the formulas for the derivatives. However, it turned out not to be as intimidating as I thought. I think I really grasped hold on the concepts behind taking a derivative rather well. I guess it helps that through Mu Alpha Theta I had already learned the basic derivative formula...the whole limit as h approaches 0 thing, as well as taking a derivative of a polynomial the short way. I guess I was just more scared about Calculus because I know that I really need to focus on doing everything right and understanding it completely in order to do well on the AP exam...

Firstly, I think the only thing I didn't grasp at first was the weird wording on the word problems. There seems to be so many different words for the same exact thing, and it just gets really confusing. I think the only thing I had problems with on the packet was the average speed thing...and I think I figured out why. In our notes, we used an example problem with "the first two seconds". I did not realize at first that it doesn't have to be the "first nseconds" it can be any interval, such as from 2 to 4. It was also kind of confusing there because we used the long way to find the derivative, and I got lost in my notes...I guess I should learn to take better notes in math.

One thing that I really like the feel of that I think I could help you guys with is when taking care of things like:

1
---
x^(2/3)

I think everyone gets the concept of bringing it back up but I'm more than sure that a lot of you guys are forgetting the derivative rule when doing this. You bring the exponent to the front and then SUBTRACT one. You have to remember the subtract. I don't know how many times you guys are telling me that -(2/3) - 1 = (1/3). It becomes -(5/3), and therefore the answer would be

-2
---
3x^(5/3)

I hope that clears up some problems for some of you guys...

Anyway, as far as our first week, I think we are doing strong as a class, and we can move forward next week even stronger...We are doing really well so keep up the good work guys!
Be ready for the quiz on Tuesday :-p

YO YO YO! This is Terrio! Im trippin' out right now because i don't know if I can handle this class. I mean I studied and studied for this test we took today. I did tons of practice problems last night in my notebook to make sure I knew what i was doing for the test and i pretty much had this test in the bag. When I got in the class I was sure i was going to make an A on the test, but once I received the test I went completely blank and forgot how to do everything. If anyone has any answers to how I can fix this little problem I would really appreciate it.

homework

I am confused. For number 1 on the homework is that 3 problems? And for number 3, am i the only person who came out with really crazy numbers like (-11/2+the square root of 61/2). Just let me know if im doing this right b/c I just skipped them for now.

This Is Taylor!!

hello. Alaina here. So I was doing my advanced math homework last night and just wondering if any body knows how to do numbers 25 and 27 on page 5, and numbers 2 and 12 on page 16?

Number 25 asks A)to show that P(4,2) is equidistant from A(9,2) and B(1,6). and B) If (2,k) is equidistant from A and B, find the value of k.
27 says..P is a point on the x-axis 13 units from the point (-3,5). Find all the possible cooridnates for P.
numero dos..Write an equation of the like with slope 3/5 an dpassing through the origin. (I assume that "origin" means the coordinate (0,0)).
and finally, letter 12..It says, write an equation of the line through (-2,4) parallel to the line through (1,1) and (5,7).

These are the only four questions that I did not get on the homework. Any help is much appreciated.

Hey this is Stephen

Hey it's Stephanie

heyy, its alicia!

Hi

Hey this is Dustin

Directions

Once you have got it set up create a new posting and leave me your name in the message. Just a short hey i'm here type of message so that I know you got the e-mail and completed your account.

Welcome!

Welcome to our classroom blog. Here students will post their weekly reflections and be able to comment on one another's weaknesses with ideas on how to help each other.