Elementary algebra Essays

PBS Teacher Line Lesson Robin Muhlstein Co-taught Lesson Title: Using the Quadratic Formula to solve Quadratic Equations Subject Area: Algebra Part 2 Eighth Grade Goal: SWBAT solve quadratic equations by using the quadratic formula. CCSS: A-SSE.3;F-IF.8 Objectives: • Students will be able to recite the quadratic formula, • Students will be able to substitute numbers into the variables of the quadratic formula to solve for the x-intercepts of a parabola. • Students will be able to state

Part A. The technique on how to find the equation that only applies to point C and F, is to create a line or curve that only includes two of these points. In this case, I created a random line that isolates points C and F from the rest of the points. First, we have to find the equation of the line by choosing at least two points on the line. Using the slope-intercept form: y = mx + b, where m is the slope, Δy/Δx and b is the y-intercept. Let's choose the red points: Point 1(3,3) and Point 2(-4,-4)

Le Chatelier’s Principle relates how systems at equilibrium respond to disturbances. Equilibrium is disturbed when concentration, pressure, or temperature changes. Reactions want to stay at equilibrium. For the reaction to go back to equilibrium, it must shift to the left or right to settle the disturbance. In the given problem, the instructions were given to find the partial pressure of the reactant and the product using different equations. The equations used the formulas of (PNO2)^2/PN2O4=0.60

Using the 6+1 Traits Organization and Sentence Fluency for this writing prompt, explaining Rate of Change. Write about the following: 1. What is rate of change and how is it calculated? 2. Describe a real world relationship between two quantities that involve a positive rate of change. 3. Describe a real world relationship between two quantities that involve a negative rate of change. 4. If you had to create a video explaining rate of change to your classmates, how would you go about it? 5. What

M132: LINEAR ALGEBRA Student Component Student Name: ABDULLAH SAUD ALHAZMI Student ID Number: 50902019 Course Section Number: M132 Tutor Component QUESTION 1 2 3 4 5 6 MARK 10 10 10 10 10 10 SCORE TOTAL Tutor’s Comments: Q−1:[5×2 marks] Answer each of the following as True or False (justify your answer): If the matrices A and B commute, thenA2B = BA2. True. A2B = AAB = ABA=BAA=BA2 The reduced row echelon form of the matrix is . True [■(3&3&1@3&-1&0@-1&-1&2)]

solves a polynomial, one must find the roots (Source 1.2) where the x value is 0 or when the polynomial line intersects with the x axis. Polynomials are used to construct algebraic varieties and polynomial rings and are used as central concepts in algebra and geometry. Logarithmic The logarithm of a number is the exponent to which the base must be raised to produce that number. The common form of a logarithm is b y = x ⇔ logb(x) = y. When creating a logarithmic

Smiley, Gregory College Algebra- Math 1111- SO Evaluate the difference quotient f(x+h)-f(x)/h So this equation is probably going to be in an calculus class also I have yet to take it yet, but I do understand this is in college algebra for which I have taken it. The equation is f(x+h)-f(x)/h. This formula finds the slope of the sectant line that goes through two points that are on a graph of f. These are the points with x- coordinates x and x+h. It also allows you to find the slope of any curve

MTH08B_GAMath 8_Semester 2 Systems of Equations Project (15 points) DUE Friday, March 2, 2018 at 4:00 Student Name: Jordan J. Pinckney Directions: Use what you know about solving systems of equations to help Ms. Chen solve her dilemma. If you have completed the OMS MTH Project Equations Check in then you’ve already got a head start. You may use those equations in helping you solve this problem. You must complete all parts (A-G) of the project to receive full credit. This project is worth 15 points

Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then

How can I take Linear Equations out of the classroom into the real world? There have been some ways that I have noticed them being used on television, and in my daily life. They can be used for many things. A few different ways that they can be used are calculating how much something cost, or how much of a discount you are getting on something. When I go shopping for clothing I always look for discounted prices. I used math to figure out what the original price was to determine if I am actually

graphs using the coordinates of two points and solve linear equations (VCAA, 2016d, VCMNA310) - year 10: Solve problems involving linear equations, including those derived from formulas (VCAA, 2016e, VCMNA335) Students’ prior knowledge in linear algebra is necessary for them to be able to grasp the concept of inequality. They should have adequate understanding and skill in solving and manipulating equations. Additionally, it is imperative that students can solve worded linear equations problems and

The unit A.2 test is my best assignment because I find question involving linear functions the easiest to solve. When I learned the four ways to solve linear functions, I learned that if I’m unsure of an answer I can just use a different method to check if I have the same answer. One way to solve the y=mx+b formula when given only two points is to start by plotting the points; then draw a straight line from one of the points to the other. Then count up or down on the Y axis and count right or left

They needed arithmetic for the complex calculations used in creating the architectural wonders, as well as algebra to help solve logistical problems such as keeping the population fed. Ancient Egyptians could perform addition and subtraction using grouping, but for multiplication and division, had more complex methods. These methods for multiplication and division

developmental and first year undergraduate mathematics. It used to be that everyone took courses that were kind of on a calculus track, even though they were never going to take calculous unless that fit unto their major. So, they took classes like college algebra, finite math and trig, just because we have been teaching them for decades. Now there is a shift for students who are not going to major in [inaudible][00:00:40] fields, to take math courses that are more, they use the term relevant, to their everyday

René Descartes created Cartesian coordinates in order to study geometry algebraically. This form of math involves a plane with a horizontal axis and a vertical axis, named X and Y. As in geometry, both axes, as well as the plane, go on into infinity. Along the axes, points are numbered so that with only two numbers (for example -5, 7) one can know exactly where on the chart to look. This is very useful in computer programming because a computer screen is set up similarly to the Cartesian coordinate

gave mathematicians a way to deal with the square root of negative numbers, but at the time they had no way of operating on the numbers algebraically. It was not until the 16th century that mathematicians began to consider the function of i and the algebra surrounding it. The first mathematicians

class, where he won a contest over several Algebra questions, which no kids in his class, including him, had been taught yet. In his class, the students are now starting to be taught how to multiply and divide the first ten numbers, which is a huge step in the math world, for beginners. Gary was excelling in multiplying and doing well in dividing. Before they began the contest, Gary realized only fifteen other kids thought they were able to handle Algebra. They were already told that hard math questions

at the edge of a fifty foot tall cliff petrified with anxiety and fear. This wasn't a stupid attempt at suicide, rather a stupid attempt at having fun before summer inevitably comes. I knew my summer already wasn't going to be fun, I signed up for algebra 2 summer school classes. So I and a few friends decided we would go to Maunawili Falls a 6 mile hike to a waterfall with a 50 foot cliff. It took us 2 hours of being covered in sweat, going through bushes, up and down hills overrun by mosquitoes to

Have you ever had something that you needed to remember but you couldn’t? My math teacher taught me the quadratic equation to the tune pop goes the weasel, to make it easier to remember. I believe that if you put anything to a tune you will be able to remember easier. It can be hard to factor trinomials and without the formula you can’t do it. Factoring trinomials aren’t always simple and you will need to know this formula to solve the equation. For the equation to work, you must have it arranged

I’m really not good with advanced math. Simple math comes easy to me, and I can usually beat the calculator with the answer. However, when it comes to algebra and more advanced math courses, I struggle immensely. When I took College Algebra 1 at my previous college, the teacher would assign one full chapter for each night of class (5 days a week), and we were expected to complete the assignments at the end of the chapters, which usually consisted of about 70 equations. When I would sit down to do