S2 Pre-Calculus WKCI

Adding Subtracting Rational Expressions

2006-12-06T18:28:00.000-06:00

We need to have a common denominator in order to add/subtract rational expressions

If they have unlike denominators

Addition Example:
Subtraction Example:

Assignment:Addition And Subtraction
1, 3, 5, 7, 8, 9, 10, 12

Simplifying Rational Expressions With Multiplication and Division

2006-12-04T17:08:00.000-06:00

These are the notes that were given today, I hope they're easy to understand! Enjoy! :)

For Multiplication:

Example
(4/3)(9/2)
=[2(2)/3][3(3)/2] ~the two's and three's cancel out
which leaves...
2(3)=6

This can be applied to rational expressions:

{ x (squared)-4/x-3} {x(squared)+6x+9/x+2}
={(x-2)(x+2)/x+3}{(x+3)(x+3)/x+2}~the x plus two's and x plus three's cancel out
which leaves...
(x-2)(x+3) (but when you use FOIL it comes out to)
x(squared)+x-6 ~you then have to state the non-permissible values (which is defined in
previous posts)
(they are x+3 cannot equal 0, x+2 cannot equal 0, x cannot equal-3 or -2.)

For Division:

Example
(4/3)/(6/5)
=(4/3)(5/6) ~when dividing the reciprocal is used
={2(2)/3}{5/2(3)} ~the two cancels out
={2(5)}/{3(3)}
= 10/9

This can be applied to rational expressions as well:

{x(squared)-4/x+3}{x+2/x(squared)-9}
= {x(squared)-4/x+3}{x(squared)-9/x+2} ~again when dividing the reciprocal is used
= {(x-2)(x+2)/x+3}{(x-3)(x+3)/x+2} ~the x plus two's and the x plus three's cancel
out
=(x-2)(x-3) ~(use FOIL again and you come out to...)
= x(squared)-5x+6 ~state the non-permissible values
(they are x+3 cannot equal 0, x-3 cannot equal 0, x+2 cannot equal 0, and x cannot
equal -3,3, or -2.)

So remember the steps are:

1. Factor each rational expression.
2. State the non-permissible values.
3. (Only for dividing) Find the reciprocal of the divisor.
4. Restate the non-permissible values.
5. Cancel the like terms in the denominator and the numerator.
6. Expand.

notes

2006-12-04T16:29:00.000-06:00

hi this is kyle

her is the notes today
Simplifying rational expressions using multiplication and dividing
=x squared –5x+6
= (X-2)(x+3)
=(x-2)(x-3)
=X squared+X-6

Multiplication:
- You know how to multiply rational numbers / means over
Ex. 4/3 * by 9 / 2 =2(2) / 3 * 3(3) / 2 = (2)3 + 6 * = times

Rational expressions

Ex. X squared –4/x+3*x squared+6x+9/x+2 = (x-2)(x+2) /x+3 *(x+3)(x+3)/x+2
X+3 cannot = 0, X cannot = -3
X+2 cannot = 0 X cannot = -2

Division:
Ex. 4/3 divided by 6/5=4/3*5/6=2(2)/3 * 5/2(3)= 2(5)/3(3)=10/9

Rat’l exp.
Ex. X squared –4/x+3 divided by x+2/X squared –9=X squared-4/x+3*X squared –9/X+2

X+3 cannot = 0
X-3 cannot = 0 =(x-2)(x+2)/(X+3)*(x-3)(x+3)/(x+2)
X+2 cannot = 0 =(x-2)(x-3)
=X squared – 5x+6
X cannot = -3, 3, -2

Remember:
Step 1: factor each rational expression
Step 2: state the non-permissible values
Dividing step 3: find the reciprocal you are dividing
Step 4: state the non-permissible values
Step 5: cancel like terms in numerator and the denominator

Assignment: multiply and division
1a,b,c,d,e,f,j,k,l 2b
there is all that we did

help!!

2006-12-03T12:14:00.000-06:00

need help with #5 on the test, anyone?

Rational Expressions

2006-11-29T22:51:00.000-06:00

Well...as reluctant as I am to do this, there were a fair amount of people missing today from class, and this was an important lesson...so, here's today's notes:

Rational Number: a/b such that a and b are integers and b≠0.

Rational Expression: p/q where p and q are polynomials and q≠0.

Polynomials: a collection of one or more terms which may have one or more variables. The variable must be a non-negative integer.

Examples:

Expression__________Rational?
1) 2/5_______________yes, 2 and 5 are polynomial constants
2) 3x⁰_______________yes, polynomial
3) 3x-1_______________yes, 3x-1/1
4) 3/x_______________yes, but x≠0
5) x²+x/x²+1_______________yes, but x≠±1
6) x²+5/√ x+1_______________no, √ x+1=x^1/2+1 which ≠ polynomial because 1/2 ≠ integer.

∙ A rational expression is not defined in the real number system if the denominator = 0. The values of x that make the denominator = 0, are called non-permissible values
Ex. Stat the non-permissible values of the following rational expressions:
a) 10/x
x≠0
b) 4/3x-4
3x-4≠0
3x≠4
x≠3/4

I really hope this helped everyone...it took me half an hour!

-Keeley ♪

Trinomial Factoring

2006-11-27T18:57:00.000-06:00

So far we have looked at factoring trinomials when a=1. When a≠1, there are two methods we can use.

Method I: Guess and Check Method

Example 1: 3x² + 13x + 4
We need factors (px+q)(rx+s) such that pr=3, qs=4 & qr+ps=13

(1x+4)(3x+1) 3 4
(x+4)(3x+1) /\ / 1 3 1 4
2 2
(2)(1)+(2)(3)=8
(1)(1)+(4)(3)=13
(4)(1)+(1)(3)=7

Check: x(3x) + x(1) + 4(3x) + 4(1) = 3x² + 13x + 4
3x² + 13x +4 = 3x² + 13x + 4

Example 2: 2x² + 7x + 3

(1x+3)(2x+1) (2x+3) cross multiply
(1x+1)

Check: x(2x) + x(1) + 3(2x) + 3(1) = 2x² +7x + 3
2x² + 7x +3 = 2x² + 7x + 3

Method II: Grouping Method

Example 1: 6x² + 22x + 12 18
=2(3x² + 11x + 6) / 1 18
2 9 (2+9=11)
=2(3x² + 9x + 2x + 6)
=2[3x(x+3) + 2(x+3)]
2(x+3)(3x+2)

Step1-pull out factors
Step2-multiply AC- AC=3(6)=18
Step3-find factors of 18 that add up to 11
step4-rewrite 11x in terms of 9x + 2x
Step5-use factor grouping method

Example 2: 4x² - 21x + 5 4x(-20)(-1x)+5
4 x 5 = 20 =4x(x-5)-1(x-5)
/\ (x-5)(4x-1)
-1 -20 [-1 + (-20)= -21]

there you go, have fun

Test

2006-11-27T17:11:00.000-06:00

just seeing if this works before i type it all up just to find out it doesn't

Cumulative Review

2006-11-17T15:28:00.000-06:00

Hello!

Well... it's Friday after school and I feel horrible about the test today. I really thought that it was very straight-forward and that you would finish it quickly and gain a real boost in your confidence. I was really surprised that you were still working very hard at it by the time the period ended.

I was really proud of you though. You toughed it out and did not give up and even did not complain about it throughout. That is a sign of maturity and hopefully a sign that you understand the purpose of the testing... it is to show you and myself your understanding of the material so far, to see what you need more practise on, and what you already grasp. As much as I am required to submit marks throughout the course, these marks are not a measure of your intelligence, but a measure of your understanding and perhaps, but perhaps not, your effort. Only you can judge that for yourselves.

SO, this is what I've decided to do. There are three areas that the majority of you seemed to struggle with on the test and two are actually somewhat related. I am going to spend one class on each topic next week and then give you back your tests on Thursday to complete.

Monday, topic 1: Changing between the standard form of an equation and point-intercept form and creating an equation of a line given two points.

See http://www.purplemath.com/modules/strtlneq.htm
See http://www.gomath.com/htdocs/lesson/linearequation_lesson1.htm

Tuesday, topic 2: Using the cosine law and solving for either the length of a side of a triangle or one of the angles of a triangle.

See http://www.wsd1.org/waec/math/Applied%20Math%20Advanced/Trigonometry/Cosine%20Law/cosinelawexamples.htm

Wednesday, topic 3: Rational exponents... simplifying polynomial expressions using the exponent laws.

See http://www.purplemath.com/modules/simpexpo.htm for integral exponents
See this link for rational exponents.

Each class your hopework will be to create study notes on these topics (like the math dictionary I had planned for you to complete, but never did assign!)

So, chin up! We are going to get through this!

Have a fantastic weekend,

Miss N.

Heron's Formula

2006-11-15T15:16:00.000-06:00

Hey guys!....incase anyone needed, here's Heron's Formula.

when given three sides, of a triangle, Heron's Formula can be used to find the area of a tringle...Heron's Formula is as follows:

A=√ s(s-a)(s-b)(s-c)
where s=semiperimeter
*semiperimeter is half of the perimeter

If the given triangle has side a=3, b=4 and c=5
then: A=√ 12(12-3)(12-4)(12-5)
A=√ 6040

Missing Groups 3 and 4

2006-11-02T22:47:00.001-06:00

Hey Groups Three and Four...

We're still waiting on you! Don't forget to get your solutions on line ASAP! (If everyone contributes a little, everyone receives a lot).

Thanks,

Miss Nicholson

P.S. Could the other groups be sure to check my comments on their post to make any necessary changes?

Missing Groups 3 and 4

2006-11-02T22:47:00.000-06:00

Hey Groups Three and Four...

We're still waiting on you! Don't forget to get your solutions on line ASAP! (If everyone contributes a little, everyone receives a lot).

Thanks,

Miss Nicholson

Group Assignment #1

2006-11-02T15:57:00.000-06:00

1) What is the area of the quadrilateral joining the points A(-2,-1), D(-3,3), C(1,4) and B(2,0)?

The First Thing I Did To Solve This Problem Was To Sketch The Points And Join Them
Then To Me This Looked Like A Rectangle/Square, So To Prove This The Opposite Sides Will be Parallel (Have The Same Slope) And At The Corners The Lines Will Be Perpendicular (Slopes Will Be Negative Reciprocals) To Each Other. I Did This By First Finding The Slope Of Lines AB And DC Using The Slope Formula.
And Because They Both Have A Slope Of 1/4 The Lines Are Parallel So The Next Thing I Did Was Find The Slope Of Lines AD And BC Again Using The Slope Formula.
And The Lines Are Parallel Because They Both Have A Slope Of -4. And Because The Negative Reciprocal Of -4 is 1/4, The One Set Of Lines Will Meet The Other At A 90 Proving This Is Ether A Rectangle Or A Square. So To Find The Area We Multiply The Length By The Width, So We Have To Find The Distance Of The Length (Line BC) And The Width (Line AB), Using The Distance Formula.

And Now That We Have The Length And The Width To Find The Area All You Have To Do Is Multiply Them Together.

Question #5

2006-11-01T22:49:00.000-06:00

Ok, this is the answer that we got ( Kelly, Allison, and Kelley). We had to do question #5 on the sheet as said above. The answer is as follows:

PART A

Find Slope of points A,B,C, and D.

M=Y1-Y2/X1-X2
M= -2-4/5-1
M= -6/4
M= -3/2

Solve for x using Slope formula and replace slope with what was found before.

M--> -3/2
-3/2= x-(-2) OR x+2/2
2(-3/2)= 2(x+2/2)
-3=x+2
(-3)-2= x+2-2
-5= x

PART B

Imput the negative reciprocal and solve for x using the Slope formula.

M= -3/2 make it a negative reciprocal --> M= 2/3
2/3= x+2/2
2(2/3)= 2(x+2/2)
(2/3)(2/1)= x+2
4/3= x+2
4/3-2/1= x <--Remember when subtracting fractions they must have a common denominator!
4/3-6/3= x
-2/3= x

Mathematical Codes 8-)

2006-10-31T23:23:00.000-06:00

hey all....yes I know, I'm a nerd...oh well! =)

so I figured I'd save everyone some time and supply you all with some codes for Mathematical symbols =)

square root = √ code= &# 8730 (remove the space between the &# and the 8730)

angle = ∠ code= &# 8736 (remove the space between the &# and the 8736)

degrees = ° code= alt+0176

enjoy!

If there are any other codes that people need, just let me know and I will look them up!

Keeley

Group Assignment #6

2006-10-31T23:08:00.000-06:00

Hey Everyone, here's mine, karen & shanes answer to #6 of that group assn. we did in class today.

a) Given points A(2,3) B(4,5) & C(6,-1), find an equation for the altitude from A to BC (a.k.a. the height)

Step 1: find the slope of BC so that you can get the reciprocal which will give you the perpendicular line, the altitude.

m= (y2-y1)/(x2-x1)
m= (-1-5)/( 6-4)
m= -6/2
m= -3

*Now flip to get the reciprocal* m=1/3

Step 2: Use the formula y=mx+b to get an equation for the altitude. Use the coordinates of A(2,3) and the slope ( 1/3)

y=mx+b (plug in the #s)
3= 1/3 (2)+ b
3= 2/3 + b

*(to get B by itself, take away 2/3 from each side); (multiply 3/1 by 3/3 to get common denominators) *

7/3 = b SO y= (1/3)x + 7/3

Everybody better post theirs, this took me a long time, haha :)

Goodnight!

-Brittany

Halloween! Group Assignment: Group 2

2006-10-31T22:48:00.000-06:00

Hey everybody...Here's the answers to question two and the formula used to solve each part...

a) Area of a triangle = bh/2
to find this, we had to find the base and the height of the triangle (in this case, the x and y intercepts).
The x-int of this triangle was 4 and the y-int was 6.
∴ bh/2=6•4/2=24/2=12

b) Find the length of side AB d=√(x₂-x₁)²+(y₂-y₁)^{2
to find this, we used the distance formula to calculate the distance from point A(0,4) to point B(6,0) these having been proven in part a}
The distance works out to 2√ 13

c) We used the trig function "tangent" (Opp/Adj) to calculate the degrees of ∠A and ∠B
we know that ∠C is 90° we calculated that ∠A is 56° and that ∠B is 34°

d)since b(0,6) and 3 is half of 6, the midpoint of AB would be the intersecting point of AB and x=3
MP(6+0/3 , 0+4/2)
MP(3,2)

Keeley

Linear Relationships Review

2006-10-27T22:09:00.000-05:00

Hi all!

I got quite a bit of marking finished after school today only to realize that there are quite a few students who haven't handed in quite a few assignments.

Here's a recap of what should be handed in:

Patterns Worksheet (with fence question)
Midpoint Worksheet (with question about cities named "sunrise" and "sunset")
Slope Worksheet (with trig chart --> there's an error on one of the angles)
Test #2 (Rationals and Radicals) test corrections

I'd like to return this work before I give you the next test, so please have this ready to go for Monday. Your slide project is also due on Tuesday- I'm really impressed at the the thought and creativity that has already gone into them! Well done.

Here's a link to a post in the other S2 pre-calculus blog with some websites you could use to help you review and practise for your test next week. It will be a take-home and I'll give it to you on either Wednesday or Thursday for you to hand in the following Monday (Nov. 6).

Have a great weekend!

Blog Template

2006-10-24T10:39:00.000-05:00

Hey Everyone!

As you can see, I have changed the template of the blog...I created this template to a color scheme that I like. If everyone could comment on this post whether or not they like it, that would be awesome! I want feedback on this please...Also, if you have an idea for a colour scheme, put it in the post! I want this blog to be something that everyone likes =)

Two (haha Karen)
Keeley

Karen`s Post ( :

2006-10-23T18:42:00.000-05:00

Hellooo

Today in class we did some notes and examples on slope. Slope = vertical distance/horizontal distance, which basically means Slope = Rise/Run. Rise is the change in y. Run is the change in x.

For homework we had to do Slope #1, 2 a,c,e & 3
3i) Calculate the slipe of each line in set B
ii) Where does this number come from in the equation?
iii) Based on this, what should the slope of each line in A be?

Have fun (: hehe.
toodles
KAREN.

How to Square Root in HTML

2006-10-21T00:44:00.000-05:00

I just did a google search on "HTML"+"square root" and this is what I came up with:

http://www.w3.org/MarkUp/html3/roots.html

Hope this helps! I'll let you guys be the first to try it out.

P.S. Don't forget that a part of your computer assignment last week was to check out the "S2 Pre-Calculus" blog linked on the right hand side of this blog, read one of the posts pertaining to the graphing unit, and leave a comment saying what you learned and asking a question. I see that two of you have done this.

I've asked you to do this because I believe that seeing it before it comes up in our class will add some familiarity to it and help you to catch on quicker in class. I'll ask the teacher to get her students to answer your questions as comments on this post. You may also want to ask them how they post graphs!

Reminder: How to Post; Compliments to the Class

2006-10-21T00:09:00.000-05:00

There seems to be some questions about how to post, so here are the directions again. There is also a link on the right hand side of our blog under the "Blogging Tips" that says the same thing.

Go to URL www.blogger.com or click on the "I Power Blogger" icon in the right column of the page, or the top left-hand corner of the page.
Type in the user name and password that you provided when you accepted my invitation to blog.
Click on S2 Pre-calculus WKC
Click on 'Create' under the 'Posting' tab.
Type in your title and your post. (Note: The title should give enough description of the contents of the post that we can link to the post by title at a later date and know what will come up.)
PROOF READ your post.
PROOF READ your post again. (Does it make sense? Is everything spelled correctly??)
Click on the orange button that says 'Publish Post'

A reminder again to please not post your personal contact info. as you are posting it to anyone in the world who has internet access. I will distribute the contact info. you provided me in class on Monday.

I also just wanted to let you know that I'm really proud of you for persevering in this course even though the first two units seemed challenging and confusing. If you remember in the first few days of class I said that one of my goals was to also help you to develop some important life skills in this course, and not giving up is definitely one of them. I'm also really proud of how you're starting to work together, building on eachother's strengths. That's what the "real world" is all about- community and facing challenges together.

Thanks for your patience as we ALL learn together.

P.S. Go ahead and publish your post Kelley!

Our Homework

2006-10-20T00:27:00.000-05:00

I thought it would be a good thing to remind everyone what the homework is since I seem to forget a lot. Our assignment was to do Horizontal and Vertical lines -numbers 1,2,3a-f, We also have to finish the problem solving sheet that was handed out in class. Good luck! :)

2006-10-19T18:19:00.000-05:00

A linear relationship is created when two variables are related such that a graph of their values plotted against each other creates a straight line

Linear relationships can be represented by table’s equations and graphs in this unit you need to be able to denie one from the other

In the computer assignment we learned how to change a table of values in to an algebraic equation by looking for a pattern in the given values.

q. what is the pattern
ex. X – Y
1 – 3
2 – 4
3 – 5
4 – 6
a. Y is always 2 more than X
ie. Y=X+2
Homework hand out finding angle; booklet finding rules 1, 2, 3
If we plot these points we would get the graphical representation of this relationship:

Graph cannot do in word

The line of best fit connects all the points in a straight line= linear relationship… (How much time is relationship in this article?)

How can we create a graph from an equation?
A: one way is to create a table of values and graph these points

Ex: set up a table of values for the linear equation Y= -X+3. Draw a graph of this relationship
Sol’n. X is the independent variable so choose 5 points for X substitute each one at a time the equation and solve for Y

Graph cannot do in word

Ex 2. Setup a table of values for the linear equation Y=6 draw graph of this relation

Since Y always =6 it doesn’t matter what we choose for X
#in general any equation Y = A where A is a constant creates a straight horizontal line that is parallel to the X-axis and a distance A from the X- axis

What is the equation for this line?
What about vertical lines? In general any equation X=B where B is the constant creates a straight vertical line that is parallel to the Y=axis and a distance B from Y- axis
X=1 home work horizontal & vertical lines 1, 2, 3 a-f
Fix graph the linear equation Y=-2X

Test Answers

2006-10-18T10:55:00.000-05:00

Hey Guys, I thought someone should do this....so I did!...here's the final answers to the Test #2.

1)a) 4x⁴
b) 4x⁶y²
c) 1
d) 1/-2x^2/9
2)a) 2x³y²2y^1/2
b) 3x²y³y^1/3
3)a) 81
b) 1/6
4)a) x=4
b) x=4
5) w=1
6)a) 20•2^1/2
b) 2•10^1/2
c) -8•5^1/2
d) 6•6^1/2-3•2^1/2+14•3^1/2-7
7)a) A=8-2•5^1/2
b) A=6+2•21^1/2
9) approximately 15.6
10) P=12•7^1/2cm A=42cm²

By the way...I'm sorry that everything is in rational exponents, but I dont know how to make something look like it's square rooted on the the computer...That's all. See everyone tomorrow!
and don't forget to do your corrections!

-Keeley

Word Problems on Friday the 13th

2006-10-14T18:27:00.000-05:00

Kyle's Scribe Post:

Today we worked on the section in the book "rad. division" that we worked on in the previous class. Miss Nicholson showed us how to answer number 5. We also did question 6. In this question you need to find:

Area_{shaded region} = Area_rectangle - 2Area_circle

To find the area of the rectangle you need to times Length times Width

Then Miss Nicholson showed us how to find the area of 2 circles by 2(πr²)
and then we went through the rest of the question.

Intro to Linear Relationships

2006-10-12T09:26:00.000-05:00

Good morning students!

We're finally using the lap tops in class... and you thought this day would never come!

Now that we finished our first two units on Polynomials & Radicals and Rational Exponents, we're starting #3: Linear Relationships.

As Colin pointed out in class, there are a lot of great resources on the internet that we can use to help us learn and practise mathematical concepts. I have found a website that I would like you to work through today that will review what you've learned about graphing in previous years and extend this information into our new unit.

Your task:

Click on the link below and read through the chapters entitled "The Cartesian Plane", "Patterns on a Plane", and "Modelling Linear Relationships."
As you read through each chapter, work through the examples on your own graph paper. Try to work out the answers first before scrolling down to see the answers! You will be required to hand this work in.
Leave a comment on my post defining one of the following words: point, Cartesian Plane, horizontal line, x-axis, vertical line, y-axis, origin, axes, x-coordinate, y-coordinate, coordinates, ordered pairs, vertical position, horizontal position, linear pattern, table, graph, linear relationship, difference pattern. The same word cannot be defined more than once!!
Complete the workbook assignment entitled "Linear Relationships."

Here is the link to the website: Linear Relationships

Homework Assignment

Under "Other Math Blogs" on the right-hand side of this blog, click on "Pre-Calculus 20S." This is the blog of another S2 pre-calculus class in Winnipeg and they just finished the unit we're starting.
Read through their posts and leave a comment on one of them stating something that you learned from reading what he/she posted, and asking a question for further clarification.

This is a neat opportunity for you to be able to study alongside other students since their teacher and myself are working through the units in a different order. Once they come to the radical and rational exponents "stuff," maybe you will be able to assist them.

Have fun! (And please remember to accept your invitation to join our blog!)

P.S. Check out the link I added on the right-hand side, "view world map here." You have an audience!

RationalExponents and Radical Test Review

2006-10-01T22:04:00.000-05:00

So... Test #2 is on Friday!

Tests are cummulative. That means it will cover polynomial simplification, rational exponent simplification, and radical simplification.

I was looking through the other PC20S blog that I have linked on our blog and found a few websites that the teacher put together for his students to review the rational exponents and radical material. I put a link to this post specifically under "Math Help" on the side bar on the right ("Rational Exponents and Radicals"). If your notes are incomplete or unclear, it's worth checking out. There are even some videos you can watch using RealPlayer of a lady working through some examples!

How should you study for a test? Besides using some of the strategies VARK suggested that are specific to your learning style preference, you could:

Re-work through class examples: Write out only the questions, close your book, find a solution, and then check your work step by step against the work done in class;

Re-work through questions that you struggled with in the homework: Don't forget about those word problems! Come to math help if you still need some assistance with these.

Don't assume you'll remember material that you haven't worked through in a while: Remember the curve of forgetting.

You have been working really hard at keeping up with the homework assignments since the last test and have been asking a lot of questions in class- this will help you too! Keep plugging away at it!

Making Exponents in HTML

2006-09-27T22:29:00.002-05:00

Hi everyone,

Great start with the posts! I like how you've included an example of what we're learning in class and also the daily assignment. You can also post an example that didn't make sense at first but now you understand (maybe you can explain it in a way that your classmates will understand) or post an example that you still don't understand so that if another classmate understands, they can comment on your post and help you (and everyone else!)

Here's some HTML coding that will help you with the exponents.

When you're writing your post, Switch from the "Compose" tab to the "Edit Html" at the top right of the composing box. Type the code <sup> before the exponent and the code </sup> after the exponent.

For example, 8<sup>1/3</sup>=2 will give you 8^1/3=2.

Hope this helps! Happy writing!

Wed 27 Sep, 06

2006-09-27T20:11:00.000-05:00

Today We Took Some Notes On How To Solve Exponential Equations (Ex. 2 To The Power Of X is Equal To 8 So You Have To Make It So That The Numbers Have The Same Base So The Example Would Turn Into 2 To The Power Of X Equals 2 To The Power Of 3 So The X Is Equal To 3 Cause The Base Is the Same)

Our Assignment That Is Due On Friday, Would Be:

Exponent Laws, Numbers 2 3 4 & 5.
Rational Exponents (The First One), Numbers 1 & 7.

And I Think <- Dont Quote Me, That We Have To Correct The Questions We Got Wrong On The Test And Get It Signed For Monday? And Dont Forget Your Dollar For The Terry Fox Run Thats Tomorrow! And I Think Thats It.

Monday, September 25th 2006

2006-09-25T17:28:00.000-05:00

Okey.. well today in math we did..... math. (: haha just kidding.
Today in math we reviewed some of the stuff we learnt on wednesday.
We went over some of the questions from the previous assignment which was Higher Order Radicals #1 and Rational Exponents #1,5.
Then Miss Nicholson showed us how to put exponents into radical form and from radical to exponential form with multiplying and dividing.

Ex. 27 to the power of 1/2. So you would turn it into the square root of 27. There is no square root of 27, so you have to find a number that will multiply by itself to eventually get 27. The number we found was 3. So the square root of 3 · 3 · 3. That would then cancel out 2 of the 3s. Leaving you with 3 · [the square root of 3] also equalling 3 · 3 to the 1/2

After that she gave us our assignment for today which was Higher Order Radicals #2,3 and Rational Exponents #2,3,4,6.
At the end of class the teacher gave us our math tests back.

OH YEAH before I forget.. Those people who passed their math test.. (: good job.

I`m out. (;

TOODLES
KAREN.

Wow...

2006-09-20T23:22:00.000-05:00

Today in class we continued our study of Rational Exponents. We first went over yesterday's homework. Miss Nicholson answered any questions people had about the assignment and worked them out on the overhead. Then we took some more notes on Ratinal Exponents. Today's homework assignment will be due on Monday and it consists of answering questions from two pages out of the work book: Higher Order Radicals (question 1) and Rational Exponents (questions 1 and 5). Note:Miss Nicholson made a mistake when assiging today's homework. The second page of work is called Rational Exponents not Definigy Rational Exponents.

By the way everyone, don't forget the test tomorrow!

P.s. if you are going to use HTML, don't change the font size because I tried to and I had some difficulties with it...

Polynomial Division (and Exponents!)

2006-09-18T23:58:00.000-05:00

Hey Guys!

I was searching the web for a site that would explain polynomial division for you so that we can all feel confident for the test on Thursday. I think I found a gooder! Click on the "Polynomial Division" link under "Math Help" in the sidebar on the right. Page one shows what division looks like when you don't have to use long division, page two shows some examples of long division, and page three shows long division when there's a remainder.

While you're at it, they've done a great job of illustrating the exponent laws as well. Check out pages 1,2 and 5 in the "Exponents" link under "Math Help" in the sidebar.

I hope this helps! If you ever find a website that is helpful or interesting, let me know and I'll add it to the sidebar as well.

Sweet dreams!

Class Scribe: What to Write About

2006-09-16T15:52:00.000-05:00

So... it's your turn to be the class scribe and you're not quite sure what to do. Sound about right?? Here are some scribing suggestions from a teacher I worked with last year.

Try answering these questions in your scribe post:

What did we do in class today?
What did we learn during these activities?
Was this new information or something I've seen in math or another class before?
Was the material difficult or easy to understand?
Is there something that I still don't understand and could ask my classmates to explain?
Did anything else happen during class that would be fun to keep a record of?

Have fun, be creative, and remember this is a public forum. What you write represents yourself, your classmates, your teacher, and your school so blog responsibly and safely.

Ms. Armstrong (and me!)

Why Blog?

2006-09-16T15:18:00.000-05:00

I just sent off all of the invitations for you (my students) to join this blog. I've incorporated a blog in our course because I believe it will become another important tool on your "path to success." I have learned some strategies from other teachers that will help to get you started, but remember that this is YOUR space and it will only be as resourceful as YOU make it.

You can write about the topics covered in class, you can post a math question that you are struggling with, you can respond to someone else's question when you think that you can help them out, you can explore the links I've added on the right, or you can suggest some links of your own that will help you and your classmates practise the course material. We are a community of learners so have fun... and help one another.

How To Post: (Thanks Ms.Armstrong!)

Go to URL www.blogger.com or click on the "I Power Blogger" icon in the right column of the page.
Type in the user name and password that you provided when you accepted my invitation to blog.
Click on S2 Pre-calculus WKC
Click on 'Create' under the 'Posting' tab.
Type in your title and your post.
PROOF READ your post.
PROOF READ your post again. (Does it make sense? Is everything spelled correctly??)
Click on the orange button that says 'Publish Post'

I look forward to seeing this develop over the semester!

The First Post

2006-09-08T15:15:00.000-05:00

Hello and welcome! If you're in Miss Nicholson's S2 Pre-Calculus math class, you've come to the right place.

Today in class each of us completed a questionnaire that told us what our preferred learning styles are. You may have a visual preference, an aural preference, a reading/writing preference, a kinesthetic preference, or any combination of these four.

Your first blogging assignment is to:

Check out the link(s) in the paragraph above that matches your preferred learning style(s).
Read through the study strategies and pick one or two that you would like to try. Note: if you cannot open the kinesthetic link, try this one.
Leave a comment on this post describing your learning preference and one change you will make to your study habits based on the info you learned from the link.

To leave a comment:

Click on the comment link at the bottom of this post.
Type in your comment in the window that opens up.
When you choose an identity, select other and then remember to write your first name only so that I can verify who you are.
Match the word verification and select publish.

Remember our Blogging Guidelines as you write and don't forget to bring your signed Blogging Policy to class on Monday.

If you have time, I would really recommend checking out some of the other math blogs that are linked on the right side of this page to see what a great learning space you can make this.

Have a great weekend! See you Monday!