My Muddiest Point

I woke up pretty early today.. my muddiest points:

- word problems that i don't know how to do that involve radicals.
- vocabulary that involve radicals.

before friday:
- simplifying and evaluating, radicals that have a minus sign.

I know this was a given homework yesterday but I haven't got time. Now, it's not that I'm doing this for the sake of saying, " I did it! " but because I still want to learn how to evaluate and simplify.

My Muddiest Point!

My muddiest point in pre-cal is:
- word problems with radicals
- converting to radical forms
- writing each radical as a mixed radical

My Muddiest Point

My Muddiest Point:

> In this unit is simplifying or Writing in exponential form with radical Variable's!

> For example this kind of Question?

My Muddiest Point

My muddiest points about radicals are:
- word problems
- division of radicals
- evaluating radicals
eg. 4 -1/4

MY muddiest Point.

My muddiest point would be understanding word problems, Cosine and Sine laws, some vocabulary, and not having the notes.

Muddiest point

My Muddiest point in pre-cal is understanding analytical geomerty and slopes, word problems. I am also having trouble with that dividing variables (when ms. ingram was our sub).

Personal Muddiest Point

My most muddiest point is around the time you came back.(not to be mean or anything)
Personally i just got used to how Dr. Eviatar teaches. So yea thats my most muddiest point.
(once again not to be mean or anything)

November 20 Pre-Test

Today we had a Pre-Test, these are some the concepts that was included in the Pre-Test.

Rational Numbers

*Can be written as a fraction

*Fractions
*Whole Numbers

*Mixed Numbers

*Decimals that end.

*Decimals With a Pattern.

Irrational Number
*Cannot be written as a Fraction
*Decimals with no end/repeating/pattern.


Radical Operations:
Adding/Subtracting:

When you have the same radicand/ike terms, you just simply add them together.

For Example:





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When both radicands does not have the same value you might consider factoring the number so it can have the same value.

For Example:


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*When a problem has same radicand but does not have the same root, you cannot add them together because they are not like terms.

For Example:



______________________________________________________________

Multiplying:

Dont forget to use FOIL whe multiplying.



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Be careful when subtracting after multiplying! Only add the like terms.
Also don't forget that there's always a one before the root.

____________________________________________________

Rationalizing
The denominator is a sum of 3+√y, so we multiply numerator and denominator by the difference 3 - √y.

------------------------------------------------------------------------------------
The denominator is a difference of √7 - √5, so we multiply numerator and denominator by the sum √7 - √5



The test is on Monday, so be ready for it.

The next Scribe is ARJEL......

Personal Muddiest Point

My muddiest point are:
*Not knowing when to use negative or positive when rationalizing.
*Word Problems (The whole back of the Pre-test!!)
*Help with some of the Vocabulary.

I have to shall call this post "Bob"

My muddiest point(s)? I would have to say:

-working with and index higher than 2

-deciding which pair of a number's factors to use

and

-solving problems like

Personal Muddiest point

My Muddiest Point: the bottom of my shoes.

For me...
-sometimes I get confused with word problems.
-I also get confuse when simplifying a term with a radical as a denominator.
'Basically I need help Evaluating a Radical question.'

Personal Muddiest Ponit

The biggest weakness on this unit for me is trying to understand how to solve the problems or questions being asked. I get confused easily because I don't really know all of the meanings of the words that were being used in the statement or question. I think if I knew the vocabulary and examples well I wouldn't have a problem on this unit.

Personal Muddiest Point .

My weakest point in this unit is :
- writing radicals in simplest form with a rational denominator
- understanding fully without proper notes and needs a lot of examples
- knowing some of the vocabulary meanings in this unit

Layers [scribe - 11/19/2008]

There is a difference between




and



The most obvious (and often overlooked) difference is the base. Also, the former will give a solution and the latter won't.

Our first example (the former) will give a solution:



Let's just ignore the negative for a few seconds. The number then becomes


This works out to be 10.

Now that a few seconds are over, the negative will be brought back in and will act as -1 multiplied by 10. So,





Our second example (the latter) doesn't end as well.




The point of finding a square root is to find a number, when is multiplied by itself will give us the base.

When one thinks about it, the are no numbers that can be multiplied by themselves to give us -100. This is the very reason why we can't find the root of a negative number.

=============================


The other thing covered in class today was solving area problems using radicals.

For instance,

If the area of a rectangle is 4√45, and one of the sides measures 3√5, what does the other side measure?

Solving this problem is simpler than it seems; all that actually needs to be done is to divide the two radicals given.






-find two factors of 45








-"Pull out" the perfect square. In this case the perfect square is 9 -->(3)(3)







3√5 and 3√5 cancel out. The answer is 4.


But what if the measurements of two sides were given instead of one side and the area?

What if the measurements were:



and

?


In this case we would have to multiply.


=





And in case you forgot, the square root of 4 is 2.



The problem is freakishly straightforward from this point on, and the answer is 7.

=============================
Tonight's homework is Exercise 38, except for question 16. The Pre-test has been moved to tomorrow.


The next scribe is Arvee.

novemberEIGHTEEN_scribePost

Mr. Kuropatwa talked about radicals. The intro notes for the day are:

√8
= √4 x 2
= 2√2

√75
= √25 x 3
= 5√3

Remember: If you can do it, you can undo it.

Some more examples we did in class:

5√48 + 2√75

First change the radicands into like terms.

5√16 x 3
= 5√4(4) x 3
= 5(4)√3
= 20√3

2√25 x 3
= 2√5(5) x 3
= 2(5)√3
= 10√3

Simplify by adding the like terms.

20√3 + 10√3
= 30√3

Next example:

They are like terms, they can be added. Do not add radicands; they remain the same.

2√5 – 9√5
= - 7√5

Mr. Kuropatwa gave us yet another equation to try. There were two people who showed heir work to the class: Faven and Yassin.

(2√5 – 3)(√5 + 1)

= 2√5 + 2√5 – 3√5 – 3
= 4√5 – 3√5 – 3
= √5 – 3

= 2√25 + 2√5 – 3√5 – 3
= 10 – √5 – 3
= 7 – √5

E.g.
_2_
√3

√3 is an irrational number.
2 is a rational number.

_2_
√3

This is a rational number because it is a fraction. It is also an irrational number because the denominator is irrational.


Mr. Kuropatwa told us that the Pythagorean Theorem was not created by Pythagorus himself but by one of his students, who has remained unknown. Apparently, you cannot measure the “c” side of a right triangle because they prefer that each side is to be made as only a unit of 1. It is impossible because:

1² + 1² = c²
1 + 1 = c²
√2 = √c²
√2 = c

It is impossible to measure because √2 equals an infinite decimal; it is and irrational number.

Then, we talked about the difference of squares for review.
For example:
x² - 4
= (x + 2 ) ( x – 2 )
= x² – 2x + 2x – 4
= x² - 4

At the end, Mr. Kuropatwa gave us a unit review. Pre Test will be tomorrow.

The next scribe will be Kris

Starting All Over

Today, Mr.K returned to our math class from his long absence and has told us, we are starting all over with the blog.

First, he asked the class how we were doing these past two months and if we needed help on anything. He is willing to help each of us on any of the past few units and only if needed. He expects us to keep track on our current unit, while getting help on past units and work. Also, he is very determined that 100% of us will pass our next quiz.....

The past units are:
- Polynomials/Factoring
- Analytic Geometry
- Trignometry

He also gave us a practice quiz for us to do, which is about radicals. He said it should be a review to us, so he only gave us 5 or 10 minutes to work on it. The practice quiz only consisted of 5 questions. He only looked over 4 of the questions with the whole class, and showed us the correct answers. He taught the class how to figuring out the questions as well.

The practice quiz consisted of questions that helps...

1. How to convert squareroot number to exponential form
example- √10 = 10 1/2 <- exponential form

2. How to convert exponential form to radical form
example- 5 1/2 = √5 <- radical form

3. How to evaluate exponential form
example- 6 -1/2= (1/6)1/2 = 1/3

4. How to write radical as a mixed radical
example- √12 = √4.3 = √4 . √3 = 2√3 <- mixed radical

5. How to write mix radical as an entire radical
example- 5√3 = √25 . √3 = √25.3 = √75 <- entire radical



Vocabulary(For the people who don't understand the words.)

Square Root- A number multiplied by itself.

Exponential Form- A radical form that consists of exponents.


Sorry if this wasn't any help, but I tried :)

Next scribe is my awesome friend, Rowena.