Class Notes (5-27-08) Tuesday

Here are the notes from today's class.

Class Notes (5-23-08) Friday

Here are the notes courtesy of Selarra. This is still a work in progress.

Class Notes (5-16-08) Friday

Here are some of the notes from today's class.

Class Notes (5-15-08) Thursday

Here are the notes from today's class.

Class Notes (4-24-08) Thursday

Here are some of the notes from today's warm-up. The rest of the notes were written on the board.

Class Notes (4-21-08) Monday

Here a notes from today's class. Inverses was the new topic that was introduced.

Class Notes (4-17-08) Thursday

Here are the notes from today's class.



Example #1:

Class Notes (4-10-08) Thursday

Class Notes (4-8-08) Tuesday

Here are the notes from today's class. We worked on solving systems of equations using matrices. The class assignment is on moodle.

Class Notes from (4-7-08) Monday

Here are the notes from today's class. There were many struggles, especially with using Microsoft Excel, but we will continue tomorrow.

Classwork April 1, 2008 by Josh H.

What we did in class 4/ 1/ 08 was:

Finish Up 3/ 31/ 08 classwork- Monday's classwork in excell.
--------------------------

Warm Up Problems
(4-1-08) Tuesday

1. Is matrix multiplication commutative? Prove using examples.



2. Multiply the following matrices

| 4 6 8 |
| 3 17 9 |
| 7 17 21 | | 21 26 32 39 |
| 6 22 32 | * | 24 27 34 40 |
| 8 15 55 | | 25 28 37 41 |


Upload Problems!
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Finish Friday's and Monday's claswork.
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Next Scribe 4/ 3/ 08 Thursday is Patrick W.

Ipiphani's Scribe for Monday, March 31, 2008

Correction for Important Notes For Multiplying matrices in Excel:
1. You must name you matrices/arrays (Upper left corner of Formula Bar)
2. Highlight where you want your result to go.
3. Go to Insert Function, click Math & Trig., then MMULT (Matrix Multiplication)
4. Name your Arrays, then Press and hold (all together) control + shift + enter to fill your array


Scribe for next class is JOSH H.

Dakota's Scribe Post for Friday(3/28/08)

Today in class we learned about multiplying matrixes. When multiplying you must mutiply first and then add to get the correct answer. For example for problem #! you would multiply 4*20(cars) and 6*25(trucks) and then add them together to get the total number of (w)wheels= 230


Notes:
1. Matrix Multiplication
c t w s g w s g
BE [20 25] * c⎡4 2 1⎤ = BE [230 65 95]
t ⎣6 1 3⎦
(1row byt 2 coulmns) * (2 rows by 3 columns)
w s g
BE[230 65 95]
(1row by 3 columns)

c t w s g
2. BE⎡20 25⎤ c⎡4 2 1⎤ = BE⎡230 65 95⎤
FA⎣13 15⎦ * t⎣6 1 3⎦ FA⎣14241 58⎦

(2rows by 2 columns) * (3rows by 3 columns)

Narayan Scribe Post for Thursday, March 27, 2008

Today, we reviewed LS-46 from yesterday. Then, we moved on to a new unit and were introduced to matrices. We completed LS-54 and 55, where we learned what matrices are and how they can be used. Other than that, we didn't do anything else today.

Scribe Post for Tuesday (3-25-08)

Today we took the quiz LS- 46 (Sandy Dandy Dune Buggies) and that was all we did today. Yea it was hard and it's due by tommorrow before class starts. it's on moodle

Lucas Scribe post for Monday March 24, 2008

LS:36

Notes:

Mr. Rochester said: Today is the last day you can hand in late work. Please hand in all missing assignments with assignments sheet finished. This means the stared assignments that you have done should be circled. Also their will be a quiz on LS 46 on tuesday march 25.

Algebra 2 notes for LS 36

1.

Point G

Y= 14-2x - Seats

Y= 6- 4/6x - Wheels

Point D

Y=6-4/6x - wheels

Y= 5-1/3x- gas tank

2.

profit= 1x+2y

3.

x+2y=Profit

x+2y=11

2y=11-x

y= 11/2- x/2

4.

3x+2y=profit

2y=p-3x

y=p/2-3/2x

22

Maxx is Scribe

Classwork for 7-Mar-08

Today in class we went over again how to complete the square and how to put equations into graphing form. The classwork reviewed increasing and decreasing values in LS-1. In the problems LS2-5 the classwork explained and demonstrated absolute value and how it is different than the positive or negative value of a number.

March 11, 2008 today in class essentially we went over a few problems from homework that Mr. Rochester thought were tough problems we also went over problems that my classmates suggested were a little challenging. Here are the class notes below.

Monday 3.10.08 Scribe Post

Next scribe is Naadir.

Scribe Post from Friday (2/29/08)

To we all just went over the Google Docs quiz. And we work on the classwork Pg 111-119.

Tuesday Scribe Post

Next scribe is Mithun........

Scribe Post from Monday

Bryanna is the scribe for Tuesday's class

Scribe Post for Thursday 2-21-08

What we did in class
Class Work:
1. Take notes
2. PG- 56, 58, 58, 60 (general equations), 61 (turn in on graph paper)
Home Work:
PG 69, 72

Notes:
The simplest version of a whole family of equations is called it's parent graph.
y=x
y=x^2 parabola - shift left/right, shift up/down, shrink/ stretch y=a(x-h)^2+k-Vertex(h,k)
y=x^3 cubic functions - Formula: y=a(x-h)^3+k, Ex: y=(x-6)^3-6, if you know the inflection point then you can get a rough sketch of the graph.
y=1/x hyperbolas: 1/x+h shift up, Formula: y=a(1/x+h)+k, Ex: y=3(1/x+1)+1,
Asymptote: x=0, y=4
If x could be 0 the y=4 but since x cannot be 0 then y cannot be 4
y=1/4(1/x+3)+5: asymptotes- x=-3, y=5
y=2^x exponential functions
y=x^4 similar to x^2
y=x^5
y=1/x^2
y=1/x^3
next scribe: Chris L

Scribe for Tuesday

Agenda:
1. Edit journal entry for Peer evaluations after reading the feedback.
2. Edit google doc for benchmark data.
3. Edit journal entitled "Who's the best jumper?"
4. Notebook check so have assignments ready.

Scribe Post for Friday 02/15/08

On this day we organized our benchmarks to make sure they are the best that they can be. We also got on Google Docs/School Docs and we had to put in our data into the Excel Doc. Presentations are on Tuesday.

Next Scribe: Gus

Classwork Feb, 14, 2008

What we did was:

Classwork:

1. Finish quiz answer key. Here is the link: http://docs.google.com/View?docid=d3z88dh_17d49p73fx
use the "Google/ School doc" on moodle in Algebra2 course and contribute editing the answers to the quiz with the red text.

2. Respond to journal about what my quiz grade should be?

3. Edit Journal about Equations and data. Who has the best records in the "jumping" benchmark.

4. Work on Benchmark. (final bench due friday the 15th)


Next scribe: Hector Marquez.......

Classwork, February 12, 2008

So on Tuesday, 12th of February we first signed into the Google/School Docs and changed our password from 12345a to our moodle password. After that we continued working on our quiz.While some were making corrections on their quiz, others were paying attention to Mr.Rochester because he was doing some example problems that could've helped us on the quiz.
The following is what Mr.Rochester explained to us:






















































Next Scribe Post: Josh

February 11 Scribe Post

Today all we did was take a quiz on things that we should know by now. The quiz is on the same things as the take home quiz from Friday.

Next Scribe Post
Sadia

Classwork 2/7/08

We mainly went over the Benchmark and over some homework.
Benchmark is due on Friday
And the Quiz was due last Friday.

Next Scribe Post:
Robert

Completing the Square 2/5/08

Maxx Scribe

Today we learned about completing the square method.
In problems PG 23 and PG 24 you found out how to change a quadratic function from the standard form
(standard form) y= ax^2+bx+c (graphing form) y=a(x-h)^2+k
which is to figure out the vertex by using the average of the x- intercepts and then to substitute it the coordinates of the vertex for h and k.

This is what Completing the Square method looks like.

Its similar to the box method that we used before but a bit different. Everything is pretty self explanatory because it works the same way.

Scribe Post February 1st

On February first my group and I headed downstairs to finish off the rest of the trials and gather the data we needed. We had already finished the long jump for Miller, so Doyle was up. We decided where Doyle was going to jump from and measured from there where we thought the balloon should be. 156 inches away, we measured the height of the balloon, to set the height of the parabola at 78 inches. He sprinted, and jumped forward, barely touching the balloon, and we recorded the data. Next up was Ed, and we set the balloon first at 118 inches away, keeping the height the same, 78 inches. We had to bump the distance the balloon was from Ed's point of depature down to 98 when he couldn't quite make it. The second time trying he actually jumped off of his own two feet the and toppled over in mid air. We laughed, but continued on with the experiment until we acquired the appropriate data. Finally I was up, and I could make it to about 132 inches away from my point of jumping, with the balloon at the same height as before, 78 inches. Finally once we collected all our data, we headed back upstairs. I had Miller photocopy five copies of the data for everyone. There was a problem as to how to create a parabola from the data acquired, seeing as it wasn't a perfect parabola everytime we jumped. I consulted Mr. Rochester and he stated that he wants us to imagine it like we're starting from the negative of the distance we jumped, and the vertex of the parabola is zero and the height of the balloon, and then the other x-intercept is the positive of the distance we jumped. So if I were to make my graph of my long jump, the vertex would be (0,78) and the two x-intercepts would be (-132,0) and (132,0).

The next scribe will be... Maxx Kim.

Scripe post for January 31st

Mr. Rochester demonstrated again what we had to do for the first part of our benchmark. Then after we collected our materials we all went out in the halls and set to work. With our balloons taped on to ours sticks and tape measures in hand the jumping began. Most groups started with the "broad jump" where you stood still and had to jump as high and as far as you could (you had to touch the balloon). then it was full speed ahead to the "long jump". Here you got to have a running start (still had to touch the balloon). Some groups even thought they were so good it was worth filming (oh wait Rochester said it would be a nice addition to our graphs... so never mind everyone should film at some point). So over all today SLA's recored for both the long jump and the broad jump was broken, or i guess set. We will have to find out though when benchmarks are due who holds it though.

For those of you who missed this sports filled class you should talk to your group members and set up a time when they can help you collect your data.

next time on Scribe Post we will have Sam reporting from the right side of the room. Thanks for tuning in to another Scribe Post, until next time.

Class Work 1/29/08

Algebra 2C (1-28-08)
Mileposts

These problems are Milepost problems. Milepost problems are composed of a set of skills that all students should be comfortable with using. From this point on, you will be expected to solve these types of problems. If you need help solving any of these problems then you need more practice. During the next class, inform me of what skill you do not feel comfortable executing. I will work with and then give you a sheet of problems, which will allow you to Practice those skills.

Skill #1

Find the x- and y- intercepts for the graph of: y = x² + 4x -17

X intercept is (-6.5,0) and (2.5, 0) (Parabola) Not true, someone needs to use the quadratic formula
Y intercept is (0,-17)

Skill #2

Solve the system at the right by graphing each line and finding their intersection, then solve the system algebraically to check.

x+(1/3x+1)=5
3/3x+(1/3x+1)=5
4/3x+1=5
-1 -1
4/3x=4
3*(4/3x)=(4)*3
4x=12
(4x=12)/4
x=3
y=1/3(3)+1
y=2

ok

Skill #3

Simplify each expression.

a) (2x²y)⁴
16x⁶y^{4 Not true}

= -3y³/36 = -y³/12 bueno

= 16x⁶y⁴ / 3x y⁵ = 16x⁵ / 3y not true

d) 5(5xy)²(x³y)
(125x²y²) (x³y)= not true
125x⁵y⁴

Skill #4

Solve this system of linear equations in two variables.

5x - 4y = 7
2y+ 6x = 22

Skill #5

Multiply and Simplify

a) (x+1) (2x²-3) Bueno

2x³-3x+2x²-3

b) (x+1)(2x-3)²
(x+1)(2x-3)(2x-3)
4x²-6x-6x+9
(x+1)(4x²-12x+9)
4x³-12x²+9x+4x²-12x+9
4x³-8x²-3x+9 good

c) 2(x+3)²
(2X+6)(2x+6)
4x²+12x+12x+36
4x²+24x+36


Revised: Correct way
2(x+3)(x+3)
x²+3x+3x+9
2(x²+6x+9)

2x²+12x+18


d) (x+1)(2x-3)²
(x+1)(2x-3)(2x-3)
4x²-6x-6x+9
(x+1)(4x²-6x-6x+9)
4x³-6x²-6x²+9x+4x²-6x-6x+9
4x³-8x²-3x+9 good


Skill #6

Factor each expression
a) 4x²-1
(2x-1)(2x+1) yes

b) 4x²+4x+1
(2x+1)(2x+1) yup

c) 2y²+5y+2
(2y+1) (y+2) si


d) 3m²-5m-2
(3m+1) (m-2) por supuesto

Skill #7

Rewrite the following equations so that you could enter them into the graphing calculator.

a) x-3(y+2)=6
x-3y-6=6
x-3y=12
-3y=12-x
-3y/-3=12-x/-3
y=-4+x/3 yup

6x-1 =5 Not finished
y

(㊦y-4)²=(x+1)²
y-4=(x-1)²
+4 +4
y=(x+1)²+4

Not done

e) Find the x- and y-intercepts for each of the graphs created by the calculator forms of the equations in parts (a) through (d). Not done