Applied 30 Home Time

Friday, September 22, 2006

Sorry This Is Late, Aimee!!!

In this class we started off with a mental math of ten questions. After that if we needed help with any questions he gave us examples such as:
*Write the equation for a parabola with the given vertex passing throuigh the point, opening down.
y-k=a(x-h)^2 Vertex - (0,1/2) Points - (-5,-149/2)
-149/2 - 1 = a(-5-0)^2 y-k=-3(x-h)^2
-150/2 = 25a y-1/2=-3(x-0)^2
-75/25 = 25/25a y-1/2=-3x^2
-3 = a y=-3x^2+1/2

*Find a & q so that the given points lie on the parabola.
y=a(x-5)^2+q y=a(x-5)^2-5
-5 = q -1=a(3-5)^2-5
-1 = 4a -5
+5 +5
4 = 4a
1 = a
-5 = q 1 = a
As well for Tuesday at 2:30p.m we had a Box Project Due.
Instructions: Based on the following directions and using technology from Thursday's lesson. Create and open-trapped box with the maximum volume. The dimensions are: 24cmx18cm. You can use any materials. Remember Due for Tuesday at the beginning of class!

For the rest of the class we completed and worked on accelerated math or started our box projects.

Thursday, September 21, 2006

Jayde on Sept 21

September 21, 2006

First of all I would like to congratulate Mr. Max on his the baby boy

Today in class we mostly worked with spreadsheets. Mr. Max made up a question using a flat piece of paper as a diagram. The goal was to try to find the length and with of a rectangular prism with the greatest volume. Although not all of the computers were working we took notes off of the smartboard. It was kind of hard to take notes because most of the stuff was just observing and discussing.
In the example we started of with the basic dimensions of a piece or regular paper 8.5” X 11” but had to convert it to cm, which then became 21.6 cm X 27.9 cm
Mr. Max then cut a “1 cm” square on each side of our rectangular prism and then continued in this pattern showing a noticeable difference in the volume increase.
We figured this problem out three different ways, the first way was by using excel; which was very useful but we figured if we want to go into the third decimal place it gets time consuming. Using excel we also found out a few different ways of putting in the equations (My way and Mr. Max’s way) both we’re right (although mine was still easier). The first way was a simple equation but may not work if you change the amount of the height of our prism. The other way was more of a complexed equation that you in which you had to look down the “B” column but it worked even when we changed the width.
The second way we did it was on our calculators. We first had to make an algebraic equation:
Volume = (length) (height) (width)
=(27.9-2X) (21.6-2X) (X)

We put this equation in our calculator in our “y=” function and graphed it. We adjusted our window settings, and then traced out our cubic function to find our greatest volume. To check this we then used our cubic function button. (This was done at the end of class we didn’t quite finish)

The third way was by creating a chart:
Volume (cm^3)

We ended class with an assignment:
Exercise Two: Questions #2, #3
Tomorrows Scribe will be Aimee

Tuesday, September 19, 2006

Today in math class, we had a work period, so there’s not much to write about; so I thought I would make a review on everything we’ve learned up to this point.

Sept. 8 Quadratic Functions

Using the formula y-k = a (x-h) ², we can calculate:

i) Vertex - (h,k)
ii) Minimum/ Maximum - (depends on direction of opening), = k
iii) Axis of symmetry - x = h

Sept. 12 Quadratic Functions Cont’d
“The Parabola”

Characteristics of a Parabola
opening up or down is determined by the coefficient of the x² term
* a > 0 - opens up
* a <>* a = 0 - not quadratic

y-k = a ( x – h ) ²
‘a’ --- gives the opening
‘x=h’- equation of axis of symmetry
‘h,k’ - ordered pair of vertex

[ - up to and including
( - up to and not including

To sum up this blog, here is an example:

Ex) y = ( x + 2 ) ²
Vertex ------------------------------( -2,0)
Equation of axis of symmetry – x = 2
Domain –--------------------------- (-∞,∞)
Range------------------------------- [ 0, ∞)
X intercepts –---------------------- at -2
Direction of opening-------------- up
Max or Min------------------------- min @ 0

Tomorrow's scribe will be Jayde.

Here are some links that you can check out:

September 18 Post

Sept 18th

Hey! If you missed yesterday's class this is a summary of what we did:

Rules for how accelerated math should work:
1. Done in sameplace on a regular basis; scribblers,looseleaf,or a notebook, NOT on worksheet!
2. Do only as much "show your work" as necessary
3. Put dates on everything
4. Use shorthand to explain or record step strategies....don't cut corners (cheat) with technology

There was a homework check on questions 12 and 13 in your quadratic functions booklet. We went over them in class.
Question 13 is due wednesday for those of you who haven't done it yet..

Monday, September 18, 2006

Laura on Friday...

Today in Math Class (Friday, Sept. 15th), we started by doing some Mental Math. This was Quiz #4 and we mostly practiced using the y – k = a ( x – h )2 formula:
Vertex: (h,k)
Axis of Symmetry: x = h
Domain: always (-∞,∞)
Range: depending on direction of opening, will either be (-∞,k)] OR [(k, ∞)
Opening: depends on a being positive or negative
Minimum/Maximum: depends on opening, = k

After that, we finished correcting Exercise 1, beginning with question 9 – “Jane and her Garden”. Since Excel wasn’t working on the laptops, Mr. Max showed the class how to do the problem using his computer. This problem proved that maximum possible Area can be determined when Perimeter is known, by using the formula A = x ( P – 2x ). Then, by using some type of graphing program (calculator, Graphmatica, etc.), the maximum can be found. Next, we corrected questions 10 and 11. We graphed these functions using the formulas provided in the problems and were then able to answer the questions. Then Mr. Max assigned questions 12 and 13 from Exercise 1, due for Monday’s class.
After this, we went over the Accelerated Math guidelines while Mr. Max handed out everyone’s first Practice. The Practice deals with objectives 1-5, covering mostly Domain and Range, and other function-related stuff. Also, as a change from last year, the Accelerated Math tests have been scheduled for each Friday, and the entire class will write at the same time.
So, to sum things up, homework was questions 12 and 13 from Exercise 1, and your first Accelerated Math Practice, all due for Monday’s class.

Thursday, September 14th

Samantha says:

The first thing that we did in math class on Thursday was a mental math quiz. This was our 4th mental math quiz. Next Mr. Max went over question #9 in execise 1. We worked through it as a class to come up with the answer. We learned how to use spreadsheets and different things that you can do with them. We used the spreadsheet to help us solve the rest of question #9. Questions # 10, 11, 12 and 13 were assigned for homework and were due for fridays class.

Near the end of the class we watched an 8 minute video called "Did you know...". It was an interesting video about things that are expected to happen in the future. For example, it is expected that there will be a computer as smart as or smarter than a human even the human race.

Tomorrow's scribe will be Laura.