Any and all questions are welcome...
Here are my suggestions:
pg 86 #65,73,77
pg 112 #27,31
pg 117 #8,9
pg 154-55 #34-36,49,50
Read/Review 2-9 & 2-10 Percent of Increase & Decrease (terms you should know)
pg 193 #15,22
pg 211 #41,45
pg 252 #9
pg 257 #21,23
pg 266 #24,25
pg 282-84 #5,7,15,19,24,29-32
pg 317 #31
That's enough for now... hopefully you are more "in tune" with the work we have done since the mid-term... please review as you see fit... please participate in the blog. Pick some problems in Chaps 6-10 and challenge your alge-buddies with them.
Factors cancel, terms don't!
Just double checking, we have to memorize all of the equations that we have learned right?
ReplyDeleteThere will be NO reference sheet... you'll need to know things like:
ReplyDelete- slope-intercept form
- standard form (of a linear equation)
- quadratic formula
- area/circumference of a circle
- Pythagorean theorem
- etc...
You will not be expected to memorize things like metric conversion factors (i.e. cm to inches, yards to meters, etc.)
Recall the "memory dump" strategy that Justin suggested the other day... start the test by "dumping" all the formulas you can memorize onto your scrap paper, so you don't have to worry about trying to remember them 90 minutes later when your brain is "fried."
My questions are coming soon..
ReplyDelete& do we have to memorize stuff like the volume of a square pyramid? & a cylinder?
I don't know how to write an equation for #77...
ReplyDeleteIs #8 in the Chapter Quiz "No Solution", because 6 doesn't equal 0?
ReplyDeleteInstead of using the percent equation, couldn't you use the percent proportion for all problems? Just substitute different values in different places?
ReplyDeleteI can't find the percent increase & decrease.. What pages are they on?
ReplyDeleteI'm having trouble with #21-#23.. I don't know what to do!
ReplyDeleteFor #25, how do I write the function if the whale dives 1.8 meters per second, but the function has to have the whale's depth in function of minutes?
ReplyDeleteOn the EOC, if the function is discrete, do we have to draw the line on the graph?
ReplyDeleteHere is a link to the best cheat sheet ever:
ReplyDeletehttp://tutorial.math.lamar.edu/pdf/Algebra_Cheat_Sheet.pdf
For some of the geometric stuff, you should recognize that the volume of any right (aka upright) prism is the area of the base (whether it's a triangle, rectangle, or circle or composite shape) multiplied by the height... that will save you the trouble of memorizing formulas. Recall our "pouring" demonstration prior to the ASK test... Pyramids and cones have one-third the volume their corresponding prism.
ReplyDeleteYou will be able to solve percent problems any way you like... I like proportions, too! Some people prefer the "percent equation"... either way, it's basically "algebra rollercoaster" stuff.
ReplyDeleteOkie dokie! For the percent equation.
ReplyDeleteLastly, I have no idea how to start #31..
Good research, Julian... I would call that an Alg I/II reference sheet... you won't have to know much of what is on it...
ReplyDeleteFORMULA OVERLOAD
ReplyDeleteDO NOT OVERLOAD ON THE GEOMETRIC FORMULAS. Sorry, though... you should know Area of a circle pi*r*squared and Circumference pi*d.
ReplyDeleteWho can answer tomorrow's opener?(and explain it in class TOMORROW - not on the blog please)... The ratio of the diameters of two circles is 2:3... what is the ratio of the radii? What is the ratio of the circumferences? What is the ratio of the areas? Write all ratios in simplest form (of course!)
On pg 87#77, you are being asked to assist the student who made an algebraic mistake. You don't know the number of shows overall (n). The number of shows sung in by the choir member was 12. AND you know a relationship (hooray for algebra). So you use algebra to translate the words into letters.
ReplyDeleteThe number of shows sung in by the choir member was one-half of the total number of shows:
(1/2)n=12;
right?
Dear Whale-Watcher,
ReplyDeleteIf I asked you to convert meters per second to meters per minute, could you do that?
Hint: You can multiply by one...
Which (BIG FAT) one should you choose?
Percent of Increase/Decrease is in section 2-10 page 144. The book uses the terms "percent increase" and "percent decrease"... this is synonymous with "percent of increase" and "percent of decrease"... in my experience, the terms WITH the word "OF" are used more frequently.
ReplyDeleteWe skipped this section (and a few others here and there) early on, cuz I wanted to make sure we got to the conga line (factors cancel, terms don't) before the Algebra EOC. It's a fine line we walk (uhh... dance) as Algebra teachers!
Since we are now reviewing the book, please provide a page reference along with a question number.... i.e. #8 in WHICH Chapter Quiz?
ReplyDeletei have no idea how to start 31 pg 317
ReplyDeleteAhhh, the discrete vs. continuous debate!
ReplyDeleteStrictly speaking, discrete functions should be graphed ONLY with the discrete members of the solution set. HOWEVER, it is often practical to graph discrete functions using a line, for the sake of simplicity.
What does that mean to a poor taker of the Algebra EOC? Use your gut. If you are given a discrete situation (i.e. "customers served", "pets owned") and the answer choices show graphs of both lines and "dots"... choose the dots. We'll discuss a bit on Monday... but with this and other "squirrel-ly" issues "go with your gut."
For pg317#31, you could approach this problem in one of several ways. Regardless of method, you should recognize that the dependent variable is boiling point, since the boiling point is dependent upon (aka "a function of") the altitude.
ReplyDeleteb=f(a)=some linear equation involving 'a'
#1) We'll assume that you pay attention in science class and you know that the boiling point of water (assumed at sea level, altitude=0) is 212 degrees Fahrenheit.
The relationship is linear. So, you can use point-slope form. You have two points (0, 212) (ah-hah you know the y-intercept already!) and (8000, 197.6). You can calculate the slope and then, since you have the slope and y-intercept in hand, write your equation in slope-intercept form.
#2) We'll assume that you are a dreg, that only pays a moderate amount of attention in algebra class.
The relationship is linear. So, you can use point-slope form. You still have two points (4500, 203.9) and (8000, 197.6). You can calculate the slope and the use point-slope form to write your equation in slope-intercept form.
Loverly, eh?
For #25, the whale one, I am still confused.. I have the equation d= -3.5-1.8s, but I don't know what to do based on your explanation.
ReplyDeletei.e. #8 on pg 117!
ReplyDeleteThe answer to 117#8 is "identity" not "no solution.
ReplyDeleteI think you missed a multiply by negative... i ended up with 0=0, which is always true, regardless of any real value attributed to 'p'...
This is what 'identity' means... the equation is always true for all real numbers that can be assigned to the variable.
Oh, ok..
ReplyDeleteAnd the whale?