Sunday, December 8, 2013

SP6: Unit K Concept 10:Writing a repeating decimal as a rational number using geometric series



Things that need to be paid close attention to is how many zeros are in the series. They also need to include summation notation and make sure the decimals are converted. When writing out the series make sure you count after the repeating numbers you add the zeros. So after .37 it would be .0037 taking the space of the previous .37 then the repeat. When there is a whole number at the beginning make sure to add it at the end by converting it by whatever the denominator is at the end.

Sunday, November 24, 2013

Fibonacci Haiku: Shells

M&M's 
Chocolate 
Hard Shells
So many colors  
Various in colors that's hilarious
These M&M"s be rebels looking like fruity pebbles
http://www.thenuttyfruithouse.com/images/4.jpg

Saturday, November 16, 2013

SP5:Unit J Concept 6:Solving systems of equations that have repeating denominator



Things to be aware of is distributing the equations correctly. Once we do that we distribute the letters and combine like terms according to x^2 and x and whole numbers. Once we have all that we plug in the rest intro our matrix. Be wary of numbers being correct and multiplied correctly.

Thursday, November 14, 2013

SP#4:Unit J: Concept 4-5 Matrices and Partial Fraction Decomposition.



Things to pay close attention to the numbers being multiplied. It's also highly advised to pay close attentions to make sure the numbers are inputted correctly. Make sure to plug in the numbers into your calculator correctly for the rref.

Monday, November 11, 2013

Student Video #5: Unit J Concepts 3-4:Matrices




Things to be wary of in the video is the placement of your numbers and make sure you're always looking at the correct rows. More things to be wary of is making sure you distribute the negative correctly. Another thing to pay close attention is to plug in the numbers correctly into the calculator.

Saturday, October 26, 2013

Student video 4 Unit I concept 2: Graphing logarithmic functions and identifying x-intercepts, y-intercepts, asymptote, domain, range



Things that viewers need to pay close attention too is expontiating the log and using the powers accordingly such as 2^3=8. Viewers also need to pay close attention when plugging in the equation that they use the change of base formula. Also pay close attention to the domain and range and not switch the two up according to the last concept.

Thursday, October 24, 2013

SP #3: Unit I Concept 1: Graphing exponential functions and identifying x-intercept, y-intercept, asymptotes, domain, range (4 points on graph minimum


To solve you must find the variable in the equation which are a, b ,h, and k. For the key points our third point is always H. The asymptote is y=k  For our x intercept we set y=0 and solve from there, since our product results in a negative we cant natural log so therefore we have no x intercept. To obtain our y intercept we set all our x values to 0 and solve. Our domain is always all real numbers. Since our graph is above our range is our asymptote which is 2 to infinity. (2,infinity)  

The problem is about finding  everything stated in this chart. Finding our separate variables, keypoints asymptotes, x intercept, y intercept, domain, range, and our graph.

The viewer should play close attention to the different types of variables and how they act.
The A is used to determine if the graph is above or below based on the signs. The H is used to determine the third point on the key points. Our K is used to represent our asymptote.

Wednesday, October 16, 2013

Student Video #3: Unit H Concept 7: Finding logs given approximations



Things that need to pay close attention too are the numbers being factored and if they relate to the clue or not. Another thing to pay close attention too is to not factor the whole thing to its roots, only to the clues given. The thing to pay close attention is to make sure the power is brought down in front of the log.

Monday, October 7, 2013

Student Video #2:Unit G Concept 1-7



This problem is about determining whether if its a horizontal asymptote or a slant asymptote.  Then we find the vertical asymptotes and determine if there are any holes to be found. We then search for the domain and its interval notation. We also find the X intercept and the Y intercept.

The viewer needs to pay close attention to the degree to determine if its horizontal or a slant asymptote. Another important thing to pay close attention too is the vertical asymptote and look for holes. What ever is crossed out becomes a hole and the remainder is our simplified equation and our vertical asymptote.

Monday, September 30, 2013

Student video #1 Unit F Concept 10 4th and 5th degree polynomials



 For this student problem we're focusing on finding real and complex zeros of 4th degree polynomials. To solve we must combine our knowledge from concepts in this Unit together all in one problem. This video should show you the appropriate steps to reach the zeros.

            The viewer needs to pay special attention to the very end in which we multiply x by our denominator.  Viewers are also to pay close attention the synthetic division to make sure we find our zero heros. You must also pay close attention to when the equation reaches a quadratic so we can factor or plug it into the quadratic equation

Monday, September 16, 2013

SP#2: Unit E Concept 7: Graphing polynomials, including x-int y-int, zeros (with multiplicities), end behavior. All polynomials will be factorable.


The work shown on the right are the steps to solve. First you must take the multiplicities and convert them into factors. 4 becomes x-4 repeating once. With that, we multiply two separate equations times each other to get our equation. The factors are also the x intercepts. To get the y-intercept we plug zero into all the x values and get what's leftover. In this case 32 is our y intercept. Our factored equations are our factors of the multiplicities.



This problem is about finding the equation, factored equation, end behavior, x intercepts and the y intercept. This problem is also based on knowing how to factor correctly and graphing the equation.We must also know the leading coefficient and degree in the equation.

Things to take note of are the leading coefficient and degree in the main equation.  Another thing to be wary of how the end behavior works. One key thing to pay close attention too is that the factor of the multiplicity is correct.


Monday, September 9, 2013

WPP #3 Unit E Concept 2 identifying maximum and minimum values of a quadratic application


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SP#1: Unit E Concept 1: Identifying x-intercepts, vertex, axis of quadratics and graphing them. Quadratrics in standard form

1. First step to solve is to add a 12 so the equation becomes -6x^2+24x=12
2. Then factor out a -6 while putting a -6 on the other side. -6(x^2-4x___)=12 -6(__)
3. divide the -4 by 2 then square it which becomes -4/2=-2^2=4
4. Plug the four into both sides and then simplify.
-6(x^2-4x+4)=12-6(4)
5. The equation then becomes -6(x-2)^2=-12
6. Divide -6 so the equation becomes (x-2)^2=2
7. Square root both sides which becomes x-2= square root of 2
8. Once the square root has been distributed the answer becomes + or - square root of 2.
9. Add 2 to the other side.
10. The equation is now x= 2+ square root of 2
and x= 2- square root of 2. These are the x intercepts.

To find the parent equation you take the equation -6(x-2)^2=-12 and add 12
To find the vertex you use the form (h,k) which is 2,12
To find the y intercept you plug in 0 for all x values of the standard equation.
To find the axis, the value is h of h,k which is 2


  The problem is about finding the parent graph equation. Also other things that must be found are the vertex, and whether it is max or min. The y-intercept must be found along with the axis and the x intercepts.

The viewer needs to pay close attention to the steps of whats being factored and the steps taken afterwards. Important things to take note is the b/2^2 part. Another thing to pay close attention is when you simplify you can simply take b/2 and use that as the equation.