Dealing with Rational Functions
Recently in Precalculus Algebra at Wake Tech, we have been working extensively with analyzing and graphing ration functions. Rational functions are expressed in the form of fractions in which both the numerator and the denominator are polynomials. In other words, these functions have x in both the top and bottom of the fraction. Before many rational functions can be properly analyzed and deciphered, they must first be completely simplified, which often times includes factoring polynomials that exist within the function. Furthermore, the dual purpose of this writing assignment is to both test us to ensure that we understand information related to rational functions, while simultaneously reaffirming this information into our minds through practice. This lab will help my classmates and me to better understand the concepts of analyzing, deciphering, and graphing rational functions.
For the purposes of this writing assignment, we will be working with the example ,((x^2+12x+35))/((x^2+8x+15)). As aforementioned, the first step when analyzing this rational function is to factor both the numerator and the denominator of the
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In order to find these values, you will need to focus only on the numerator of the function when it is in factored form. Similarly to finding the restrictions to the domain, each of the factors in the numerator are set equal to zero, unless that factor is also in the denominator of the equation. So for this example that would leave us with (x+7) since (x+5) is also in the denominator. After setting, x+7=0, we can determine that the x-intercept of the graph is at, (-7,0). In the context of this example this means that when this rational function is graphed, it will cross the x-axis at
“I am so lost in math.” “I’ll help you!” she says”(136), when Rosa see’s an opportunity to help some she will go right for it help them and she won’t stop till they get a 93% on a test. Rosa only being a student herself takes the people she tutors and shows them a more helpful and easy path when it comes the math school or life in general. Rosa is mainly known to be a
Problem Statement: A farmer drops all of her eggs and doesn’t know how many eggs she had and only knows she could package them in groups of seven because 1-6 would have one left over. What number is divisible by seven and has 1 left over when divided by 1-6. Is there more than one answer. Process: The process is simple it’s just time consuming.
A way that you can figure it out is by adding ⅖ to ⅓ you can do that by adding the top to which is 2+1=3 so that would be your numerator usually for the bottom it would stay the same if they both have the same denominator but since it is not the same you have to add those to
-x \) And \( \ r(x) = x \) Using the inverse steps introduced in Task 1a the process will be as follows \( \ r(x) = -x \)
-What is the domain of an algebraic expression? Domain is a set of values for the variable for which the expression makes sense. You can’t have zero in the denominator. As a result of this, restrictions are needed to list the values for the variables in which the denominator would equal zero. Closed dot on timeline =
Write 9-4x^2-x+2x^4 in standard form You first look at all the the numbers in the polynomial and see which coefficient has the highest number exponent. (the degree) which is 2x^4. Then you keeping descending down so -4x^2 would be next. Then you look at the numbers and variables in the problem, all you have left is 9 and -x you always put the variable first so it would be -x, then 9. So your answer would be
In her teenage years at George Washington High School, Sonia describes herself as a shy, unobtrusive girl who always keep her head down. With many climactic experiences, the short story “Norma” by Sonia Sanchez describes the author’s own teenage life as a student who works and studies hard. The story starts off with Sonia, straining in factoring an equation in math class. She was gaining the courage to ask Mr. Castor, who gave no helpful response.
The following graph shows a seventh-degree polynomial: graph of a polynomial that touches the x axis at negative 5, crosses the x axis at negative 1, crosses the y axis at negative 2, crosses the x axis at 4, and crosses the x axis at 7. Part 1: List the polynomial’s zeroes with possible multiplicities. Part 2: Write a possible factored form of the seventh degree function.
Ashley has been extending her knowledge of math this year. She is continuing to work on concepts above grade level. Her facts are becoming faster and she is applying them in a variety of ways. She is feeling more and more confident in her skills and is always eager to learn more.
For the individuals who are searching for a tasteful meaning of devotion, the discourse is a failure, for no conclusion has been come to concerning the exact idea of that goodness. It has now and again been kept up that the genuine motivation behind logic isn't to answer addresses yet rather scrutinize the appropriate responses that have been given. Anyways, this is precisely what Socrates has been doing in this back and forth. Euthyphro has displayed a few speedy and prepared responses to the inquiry "What is devotion?" however upon magnification, each of these questions has appeared to be unsuitable.
This is Marina Yudina from Acc3100 class (Tu, Th 9:55). I have an issue with my homework #2 (Bonds) grade. I would appreciate if you could look over it and, if it possible, fix it. In question 1, problem 6: I accidentally put 4,636 instead of 40,636.
1. What are the two critical elements to keep in mind when using instructional scaffolding? Modeling and Practice are the two critical elements to keep in mind when using instructional scaffolding. Modeling is when the teacher demonstrates or models each step in a task or strategy multiple times, so that through repetition and modeling the students understand both how to perform each step and why. Practice is when the students are allowed to either work individually or in groups with the teacher to practice a task or strategy.
Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.
Will is able to develop a more abstract and logical way of thinking which enables him to solve algebraic questions through the formal operational stage. He is characterized as being a Mathematics genius in the movie as he is able to solve the challenging algebraic question Professor Lambeau posed for his graduate students even though he never attended any of the professor’s lectures. Will further proves his talent when he