Unit+1+Journal

List the math classes you have taken during high school. Write a few sentences describing your feelings toward math and why - either a good experience or a bad one. Think about what type of learner you are describe the best methods teachers use to help you understand the topics. Please describe your goals after this year - do you need this class to graduate and you are a senior, are you here for MCAS reasons, or what math class or classes do you plan on taking next year?


 * Unit 1-2**


 * (1). __1__x+ 4 = __3__x-2 1x+8 = 3x-10 1x-3x = -10 -8 -2x = -18 x = -9**
 * 2 5**


 * (2). 10 [1/2x + 4 = 3/5x-2] 10/2x+40 = 30/5-20 10x+80 = 30x-100 10x-30x = -100-80 -20x =-180 x= -9**


 * (3). 5x+40 = 6x-20 x= 60**


 * (4). -1x+40 = -20 x = -60**


 * (5). -1x = -60 x= - 60**


 * (6). x = 60**


 * (7) __1__ (60) +4 = __3__ (60) -2**
 * 2 5**


 * (8) 30+4 = 36-2 34 = 34**


 * (9) 34 = 34**
 * 09-19-11**
 * Linear Function: In mathematics, the term linear function can refer to either of two different but related concepts: * a first-degree polynomial function of one variable; * a map between two vector spaces that preserves vector addition and scalar multiplication


 * Relation: In //mathematics//, a function associates one quantity, the argument of the function, also **.....** This //definition// agrees with the //definition// of union for binary //relations//


 * Domain: In mathematics, the domain of definition or simply the domain of a function is the set of "input" or argument values for which the function is defined. That is, the function provides an "output" or "value" for each member of the domain.


 * Range: In mathematics, the range of a function refers to the output of a function, but there is not universal agreement on the subject of whether the output is the range or is included in the range. This disagreement among mathematicans is illustrated by the function with


 * Increasing:


 * Decreasing:


 * Slope: The slope of a line is a number that measures its "steepness", usually denoted by the letter m. It is the change in y for a unit change in x along the line.

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 * Intercept: The coordinate of a point at which a line, curve, or surface intersects a coordinate axis.


 * Degree: Discussion of the way angles are measured in //degrees//, minutes, seconds. Includes a cool //math// applet useful as a classroom activity and manipulative

__** 1.3: **__After spending time in class and at home solving a variety of equations, identify the type of problem that is the easiest for you to solve. Also identify the type of problem that you struggle with the most. Why is this type of problem the most challenging? Where do you make your errors most often? What tricks or reminders should you write here (in a different color) as a reminder to prevent that error in the future?

‍ Answer:

‍the type of problems that is the easiest for me is the the equation with fraction and the one that i struggle the most is the equation which have solution... graphing is my weakness, i did graphing problems when i was in algebra 1..

‍__** 1.4: **__
List the following words and give a mathematical definition in your own words on your wikispace.
 * Linear Function: a function that can form a straight line.
 * Relation: is something that describes the connection between two or more things.
 * Domain: the set of input values
 * Range: always refers to a variety of things or an area that something operates.
 * Increasing: when it goes up
 * Decreasing: when it goes down
 * Slope: the slope of a line is constant.
 * Intercept: the point where a line crosses the y-axis
 * Degree: the way angles are measured in

__**1.6:**__ Below there is a document which 4 linear graphs shown and 6 linear equations given. In a paragraph, describe how you matched each equation to its matching graph and the order in which you matched them. What graphical features did you look at or which parts of that equation did you focus on?

[|1.6.doc] =‍answer:=

‍ __**1.7:**__
Below there is a document which 4 linear graphs shown and 12 linear equations given. In a paragraph, describe how you matched each equation to its matching graph and the order in which you matched them. Each graph matches one linear function in slope-intercept form and one linear function in standard form There should be two equations per graph. Did you match equivalent functions first or did you try to match each function to a graph first? What graphical features did you look at or which parts of that equation did you focus on?

‍ I try to match each function to a graph first ‍ i graph each equation and put them together to see what goes for each graph.

‍ y=-2x+3 ‍ 4x+2y=6 for graph A

‍ y=-2/3x+1 ‍ 2x+3y=3 for graph B ‍ -3x+y=2 ‍ y=3x+2 for graph C

‍ y=2x+3 ‍ -6x+3y=9 for graph D

‍ __**1.8:**__ ‍Using the graph below: = =
 * ‍Complete the following table
 * ‍Write a paragraph describing the walking pattern shown. Use as much detail as possible so that some one would be able to recreate this graph from your description.
 * [[image:mhsalgebra2cp/1.8.jpg width="448" height="336" caption="1.8.jpg"]] ||
 * 1.8.jpg ||

= = ‍ To do the do the graph we have to use those numbers to stop on every numbers per hour, for example if you stop on 30 ‍ you don't have to stop in an other 30, you increase the higher number and decreasing the lower number.. ‍ 1=30 ‍ 2=30 ‍ 3=30 ‍ 4=30 ‍ 5=40 ‍ 6=40 ‍ 7=40 ‍ 8=40 ‍ 9=20 ‍ 10=20 ‍ 11=20 ‍ 12=20 = = ‍Answer the following questions: ‍ she driving the fastest is when the number of mile per hour increase, 40 mile for the first one.. ‍ she stopped when the mile per hour is zero, by looking at the graph. ‍ she decreasing every time she stopped. ‍ forty .... ‍ at between eight and nine minutes she's driving 35 mph.
 * ‍When is Anne driving the fastest? Explain how you found your answer.
 * ‍What time is Anne stopped? Explain how you found your answer.
 * ‍When is Anne's speed decreasing? Explain how you arrived at your answer.
 * ‍What is Anne's speed at 7 minutes?
 * ‍At what approximate time is Ann driving 35 mph?

__** 1.9: **__In your classroom binder, title a page "Introduction to Graphical Transformations".


 * Copy f(x) onto the page and create a table of values using x-values 0 through 4.
 * On the right side, sketch a graph and plot each of the five points from your table in a different color.
 * Connect the dots with your pencil to create a linear graph.
 * Back on the left side, copy down g(x) and create a table of values for x-values 1 - 5.
 * On the __**SAME GRAPH**__, plot each of the 4 points from your g(x) table with the same four colors you used before and in the same color order.

f(x)=1/2x

g(x)=1/2(x - 1) + 4

__**You can use the following document link to help you set up your table of values and graphs if necessary.**__ [|1.9 journal response.doc]

After completing the table of values and graphs, in your online journal, describe anything you observe about the relationship of the matching coordinate points. Try to relate this thinking to the equation of g(x).


 * x || f(x) || Color ||
 * 0 ||  || __ Black __ ||
 * 1 ||  || __ Red __ ||
 * 2 ||  || __ Green __ ||
 * 3 ||  || __ Blue __ ||
 * 4 ||  || __ Purple __ ||


 * x || g(x) || Color ||
 * 1 ||  || __ Black __ ||
 * 2 ||  || __ Red __ ||
 * 3 ||  || __ Green __ ||
 * 4 ||  || __ Blue __ ||
 * 5 ||  || __ Purple __ ||