Here’s a video from a previous post in another class. Hopefully this will help the few of you that were unable to be in class.


Here’s a video from a previous post in another class. Hopefully this will help the few of you that were unable to be in class. Here’s the work for the day – there’s a great amount of examples in the notes, and I’ll try to post some more instructional notes and perhaps a video. Keep an eye out for that. Homework for this unit will be due around midFebruary. We spent time in the Writing Lab familiarizing ourselves with the “Geogebra” program. A task sheet walked students through several constructions (point, circle, lines, angles, measures of segments and angles, moving text boxes). The second part of the task sheet has students build a triangle then construct a dilation of the triangle (similar to assignment . . . → Read More: Math II – 6.2: More Similar figure stuff… Here’s the work for the day. We did a very brief discovery/pattern activity in class to practice this, but included some fairly thorough notes in an earlier post – here is the homework. You will be entering this online:
We did a little pattern/discovery activity today to introduce these, but here are some more thorough notes. I’ll include the assignment in a later post:
You already know of one relationship between exponents and radicals: the appropriate radical will “undo” an exponent, and the right power will “undo” a root. For example: Copyright . . . → Read More: CP Math – 6.1: Rational Exponents Today we came up with our own definition of the word “similar” as it refers to geometric shapes. We constructed a “dilation” of a triangle. We used measurements to calculate how much “bigger” the new triangle was compared to the original triangle. We learned what a proportion is (an equation that sets two fractions equal . . . → Read More: Math II – 6.1: Similarity, Proportions, and Dilations There were two formats for adding and subtracting polynomials: “horizontal” and “vertical”. You can use those same two formats for multiplying polynomials. The very simplest case for polynomial multiplication is the product of two oneterm polynomials. For instance: Simplify (5×2)(–2×3) I’ve already done this type of multiplication when I was first learning about exponents, negative . . . → Read More: CP Math – Multiplying Polynomials (5.3) Subtracting polynomials is quite similar to adding polynomials, but you have that pesky minus sign to deal with. Here are some examples, done both horizontally and vertically: Simplify (x3 + 3×2 + 5x – 4) – (3×3 – 8×2 – 5x + 6) The first thing I have to do is take that negative through . . . → Read More: CP Math – Subtracting Polynomials (5.3) Adding polynomials is just a matter of combining like terms, with some order of operations considerations thrown in. As long as you’re careful with the minus signs, and don’t confuse addition and multiplication, you should do fine. There are a couple formats for adding and subtracting, and they hearken back to earlier times, when you . . . → Read More: CP Math – Adding Polynomials (5.3) Anything to the power zero is just “1″. This rule is explained on the next page. In practice,though,this rule means that some exercises may be a lot easier than they may at first appear: Simplify [(3x4y7z12)5 (–5x9y3z4)2]0 Who cares about that stuff inside the square brackets? I don’t,because the zero power on the outside means . . . → Read More: CP Math – Properties of Exponents (5.1) 