The Cumulative Review assignments are as follows:
Chapter 8 Cumulative Review
Chapter 5 Cumulative Review
Chapter 3 Cumulative Review
While these are optional assignments, they are HIGHLY RECOMMENDED as we begin to prepare for the Algebra End of Course (EOC) Exam. Cramming in May will not be fun... do some problems, ask some questions on the blog, and we can all be study-buddies.
Absolute value equations, solving and graphing inequalities, direct variation, slope-intercept and standard form... AHHH, such fond memories...it seems like just yesterday we were solving 3x + 7 = 25!!
FAR TOO MANY OF US (I think 10 out of 13!!) missed distributing the negative on problem #2 on the Unit 8 Test. Wazzup wid dat gang?? That was a "gimme"... we simply cannot make THAT mistake again!
I'll be checking in over the vacation if you have questions.
For those at B- or below... Unhappy with your 3mp grade??.. you need to:
1) do Test Corrections
2) contact me at bruce.chamberlain@msdk12.net and make arrangements for re-tests the week of April 11th
For V. on pg 528, what is a planar figure? A figure that can be graphed on a coordinate plane?
ReplyDeleteAhh! How do you solve #2 on pg 528?
ReplyDeleteFor #5 on pg 528, would the height be 16m^2? I'm confused!
ReplyDeleteFor #12 on pg 529, I found the slope of the line, what should I do now? I can't find help anywhere in the book!
ReplyDeleteI'm having trouble finding the answer to #2 on pg 354. There aren't any answers in the back of the book for it!
ReplyDeleteFor #6 on pg 355 would it be y=0? I don't know how to figure it out..
ReplyDeleteA function matches an input value with exactly one output value..
Would there be many outputs if 'y' was the input?
A planar figure is a figure that lies in a plane. A plene with a coordinate grid is called a coordinate plane, so yes, a planar figure can reside there as well.
ReplyDelete528 #2 ARRGGGHHH!!! If THIS is equal to THAT, and THIS is equal to DAT, what can we say about THAT and DAT??? (aka SUBSTITUTION, right?)
You are misreading 529#5, the values shown are the AREAS of the squares, NOT the lengths of the sides.
ReplyDeleteFor 529#12, imagine you are stranded on a desert island with a pencil, a straight edge, a sheet of paper (I'll even allow it to be graph paper!) and no knowledge of any algebraic techniques to solve this problem, yet you DO remember how to graph points. Hmmm... WHAT could you do?
ReplyDeleteThe DOMAIN is the set of all possible x values. In this problem for example, x cannot be negative, so we could say that the domain is x>=0. OR, using set builder notation, M = (x|x>=0), where M is the set of all possible minutes.
ReplyDeleteThe RANGE is the set of all possible y values. Based on the real-life example, can you define the range of possible y values?
For 355#6, the easiest way to tell is to use the VERTICAL LINE TEST (aka PENCIL test). Which of those equations FAILS the vertical line test?? That is the equation that is NOT a function. It has TWO OR MORE different x-values for a given y-value.
ReplyDeleteOhh, but for #5 on pg 529, then would 4m be the height? I'm trying to fill in the variables for 1/2bh..
ReplyDeleteOk! Ok! I will try #2 now..
ReplyDeleteFor #2, I got a=2b-22? Not any of the multiple choice answers..
ReplyDeleteOHHHH ok.. I'll graph them..
ReplyDeleteMy graph is about as clear as a napkin sketch.. Do (0,-4)&(1,4) pass through the x intercept of .5?
ReplyDeleteWould the range of possible y values for #2 pg 354 be y>=12
ReplyDeleteOhh, so for #6, its x=-3!
ReplyDeleteI'll assume that you found a slope of 1/8for the x-intercept problem.
ReplyDeleteCan you tell me the equation for the line?? (Hint: duh, you know the slope and the y-intercept)
Is (1/2, 0) a solution of that equation??
If you didn't have your napkin sketch, could you have used your equation to solve for x when y=0??
For 528#2, somebody needs to re-visit the Systems of Equations Substitution Method Problem Set!!! Let's have a cheer for organized notebooks!!
ReplyDeleteHow about solving 2a-16=a+2???
Is 4m*4m=16m^2??
ReplyDelete?*?=9m^2???
ReplyDeleteBut would 4m be the height of the triangle? I don't know.
ReplyDeleteIf the area of a SQUARE is 16m^2, the square ROOT must be 4m, right? So each side of the square is 4m in length, right? So what is the height of your triangle?
ReplyDeleteNow, apply the same logic to the base (Area = 9m^2).
Do you care about the other side (Hint: No)
For #7 on pg 355, I got an answer of P-l=w..
ReplyDeleteAnd that is not in the answers.. I first distributed the 2(l+w) to gether P=2l+2w. Then I subtracted -2l and got P-2l=2w. Then I divided both sides by 2 (to simplify 2w), and got a big fat one on the side of (P-2l)/2, and simplified to P-l=w. I don't understand!
Ok! So 4m is the height of the triangle, and the base is 3m. So the area is.. 6m^2?
ReplyDeleteyup! Yup also for y>=12 and x=-3 btw
ReplyDeleteOops... when you divide (P-2l) by 2, you don't get P-l... can you tell me why?
ReplyDeleteOops.. Ohh yeah.. So it would be (P-2l)/2=w? That isn't in the answers though :(
ReplyDeleteTo find the slope of a line perpendicular to another line, would it be the opposite? For example, would a line with a slope of -1/2 be perpendicular to a line with a slope of 2?
ReplyDeleteDid the book say (p/2)-l? Is that an EQUIVALENT expression?
ReplyDeleteOpposite RECIPROCAL... and why don't YOU draw a few opposite reciprocally sloped lines and see for yourself?????
For #24 on pg 356 how do you write an equation for that? Would it be 30=3x+x+yx?
ReplyDeleteOhh I see!
ReplyDeleteAnd okay..
And I'm stuck on #24.. I used my equation up above.. But it didn't lead to anything but 5=x+yx
What is a conversion factor?
ReplyDeleteI will continue tomorrow.. =)
ReplyDeleteA conversion factor is a multiplier (i.e. FACTOR) that is used to CONVERT different units of measure that are compatible (i.e. you can convert miles to inches, but NOT days to inches... doh!).
ReplyDeleteFrom inches to feet, the conversion factor is 1/12
From feet to inches, the conversion factor is 12.
The conversion factor is the multiplier that yields the result. Be careful, because it's easy to get crossed up.
Think of it this way... if you have a measurement in pounds, and you want convert to ounces, you will get 16 ounces per pound. So you will have to multiply the pounds by 16 in order to obtain the correct number of ounces. The conversion factor of pounds to ounces is 16.
You misread/misinterpreted 356#24... An order consists of multiple books. It costs $1 to ship each book. The problem states that one particular order for FOUR (I think you missed this number, yes?) books costs $30. All four of the books for that order had the same price.
ReplyDeleteThe only unknown is the price of a book. We KNOW everything else. So we must be able to solve, yes?
Yes! Thanks for the help!
ReplyDeleteOh yeah, I misread, I made this equation: 30=16+4x and solved to get that the cost of one book is $3.50. Is that right?
ReplyDeleteI'm stuck on #9 on pg 229. I don't know how to start in conversion!
ReplyDeleteFor #19 on pg 230, is making a chart with the input being 'amount of time mowed in min' (which counts every 5 minutes) and the output being 'amount of grass mowed in sq ft' the easiest way to find the solution? And add 400 sq ft every time you add 5 minutes?
ReplyDeleteI'm stumped on how to make an equation for #27 pg 230.
ReplyDeleteThe wording of #30 on pg 230 confuses me.. I don't know how to start.
ReplyDeleteNope, you priced the book incorrectly... re-check your original equation.
ReplyDeleteIsn't there someone looking at the blog that can answer these questions????????
ReplyDeleteI'd like to save the conversion problem (pg229#9) for class... there are a number of ways to do it... I like to show how it can be done using one or more BIG FAT ONES as multipliers (for example, 60 secs/1 minute is a big fat one, as is 3600 secs/1 hour, as is 5280ft/1 mile).
ReplyDeleteOh yeah I see..
ReplyDeleteDarn it!
Can anyone help me with #27 & #30 on pg 230? :(
ReplyDeleteAnybody?
ReplyDelete