scribe, scribe, scribe

Hello everyone I am your scribe for today because the evil natasha had to pick me as scribe. Just kidding Natasha :D. Well this post is going to be a short one because it is Halloween sorry guys.

well anyways today in pre-cal we continued our dictionary from Friday. We put what entire radicals and mixed radicals are and had some examples.

well if you missed class today then I'll just tell you what we wrote. And entire radical has the entire expression written under the radical symbol.

a mixed radical is a product of an expression (or number) and a radical.

and that's what we had to put in our dictionaries. After that Mr. K assigned us exercise 26 1-20 and we had the whole class to do that. Well anyways I have to go now. HAPPY HALLOWEEN everyone!!

and the scribe for tomorrow is.....hmm.... who should I pick?? I choose you tim-math-y

What Mathematicians Think...

Earlier this month Jan Nordgreen at Caymath posted about an interview of a couple of professional mathematicians talking about their work. Here's one quote:

Isadore Singer: ... when I try out my ideas, I’m wrong 99% of the time. I learn from that and from studying the ideas, techniques, and procedures of successful methods. My stubbornness wastes lots of time and energy. But on the rare occasion when my internal sense of mathematics is right, I’ve done something different.

Another quote:

Michael Atiyah: My fundamental approach to doing research is always to ask questions. You ask “Why is this true?” when there is something mysterious or if a proof seems very complicated. I used to say — as a kind of joke — that the best ideas come to you during a bad lecture. If somebody gives a terrible lecture — it may be a beautiful result but with terrible proofs — you spend your time trying to find better ones; you do not listen to the lecture. It is all about asking questions — you simply have to have an inquisitive mind! Out of ten questions, nine will lead nowhere, and one leads to something productive. You constantly have to be inquisitive and be prepared to go in any direction. If you go in new directions, then you have to learn new material.

The full interview is right here.

These are two things I find myself constantly belabouring in class when teaching problem solving:

• Take risks! Experiment, play, try something out and see where it takes you. Good math isn't knowing what to do with any problem -- good math is knowing what to do when you don't know what to do. ;-)


• Ask questions! If you don't ask questions then I can't tell whether you understand or not. I'll either go on to something new, leaving you confused in the dust, or go over and over something you already understand trying to help you but really just wasting our time.

Food for thought ...

Hare and Hounds

In this game you have to "run for it!" You can be the Hare or the Hounds. The hare has to escape; the hounds are trying to corner him.

The real question is: Are you an expert Hare or expert Hounds? ;-)

Have Fun!

scribe post

Today we started by doing some questions on the whiteboard that had to do with simplifying radicals and evaluating the questions if possible. Then we were given two questions that asked as to explain how to solve each question for example;Find the square root sum of the difference between 8 and -4 and the difference of -1 and 6. Most people would just start solving the question without even knowing what the question is really asking you to do. They don't pay attention and see that the key word is explain in the question. One way of explaining this question would be by saying that first you take 8 and subtract -4, which is 12
then take -1 away from 6 to give you -7
add the two diffrerences together which is 12+-7= 5
which equals the square root of 5
That's only one way of explaining this questions there are many other ways that I'm not going to write for you.
We finished are notes for are dictoinary that was a conitnuion of yesterday we put in the exponent, product, quotient,and the inverse laws along with the properties of radicals.
The last thing that we did was learn how to do was calulate any 2-digit number squared in are heads well I think that's what we learned I'm not sure. I know it had to do something with calulating numbers I'm pretty forgetful at times.
Well that's all that I have to say are homework is ex.22 and Monday's scribe is Marianne
Talk to you after.

Number Sets and Radicals

Over the last few days we have learned about the different sets of numbers and radicals.

You can review sets of numbers here and radicals here and here. This is a good review of rational exponents with lots of worked examples. Actually, ALL these tutorials have lots of worked examples to help you learn.

If you want something a little more visual choose from any of these videos to watch.

You can practice your test taking skills here and here (if you [refresh] the page you'll get a new set of 5 questions).

This is a little quiz on translating written expressions into mathematical expressions and equations.

Radicals

hi guys =)

Today the class started off with Mr.K handing back our analytic geometry test. Then we talked a little bit about exponents.
When two numbers with exponents are being multiplied and they have the same base you add the exponents.
When two numbers with exponents are being divided and they have the same base you subtract the exponents.
After revewing this with us he gave us a few questions on the whiteboard to work on.
We corrected them and talked about the last fe questions and seen how they're all the same just written in different ways.
Teachers love this because there are many ways to write one number. Students hate this because there are many ways to write one number.
After that being said Mr.K showed us how to re-write the same number in 3 ways.
8^2/3 = (8^1/3)^2= (3 square root 8)^2
8 2/3 = (8^2) ^1/3 = 3 square root 8^2
they're both the same, just written differently and at the end of it all they all equal 4.

n square root x^m = x m/2
just plug in the numbers =)

After that we wrote some stuff in our ditcionaries...

Sets of numbers
The Natural NUmbers: N(with double lines) = {1,2,3...}
The Whole NUmbers W (with double lines) = {0,1,2,3...}
The Integers Z or I (with a line through the middle) =[... -3,-2,-1, 0, 1, 2, 3...}
The Rational numbers (A.K.A. fractions) Q = { a/b; b (symbol goes here), a +b E(except I)}
The Irrational Numbers Q (with this little line above it) = Numbers that cannot be written as a Fractions ie. pi, square root2, square root7, etc.

and then we did not get to finish because the bell rang, finishing up tomorrow.

Well this is the end of my scribe post. I hope I wrote this all correctly. Goodnights guys =)

anddd can't forget to choose the next scribe. I choosee ... hmmmmm Natasha! =) because she wants to be. She's such a egar student, gotta love it (Y)

Scribe

While I was posting last night I forgot to mention whos the scribe for tomorrow. Also I didn't do my part as scribe. So I'm back with what we did on Tuesday. I think it was on Tuesday...

Well on "Tuesday" our sub started to teach us about number sets. Natural numbers, whole numbers, integers, rational, irrational and imaginary. We listed numbers that go under each category. We practiced simplifying numbers with another number that would go evenly into it but also is a perfect square. For example 16(with funky checkmark) can be simplified into 4(with funky checkmark). But 4 can still be simplified to 2(with funky checkmark). I'm sorry but I can't remember what the sign is called again so please don't make fun of me tomorrow. That was basically it.

Scribe on Thursday is Stephanie.

Blogging on Blogging. Ndrew

The trigonometry curriculum was the most easiest unit of the 3. At fist it was easy until the problem solving questions then I sort of struggled on the last few. We learn sine law and cosine law it was sort of easy but did not like the homework that much when we did 50 questions for cosine law because it was very time consuming.

By Ndrew

Ndrew's internet connection is not working, he told me to post his blogging on blogging.

Blogging and me

Wow I was half asleep and I was starting to think about math. Then I remembered that I didn't blog yet so here I am sleepy and very drowsy so I'll write what I can remember.

Sine law must be the easiest thing that I or anyone have learned throughout this whole pre-cal course. Having a angle and the side opposite, you can use a/sinA = b/SinB = c/SinC to find the rest of a triangles angles and sides. When dealing with non right angle triangles, most likely you'll find yourself using the cosine law which is basically a^2=b^2 + c^2 - 2(b)(c) Cos A. This is basically all we learned and had to do in this unit.

Now I leave you with a picture that will immitate what I will look like in 5 minutes...

Goodnight.

Non-right triangles...

This was the best unit for me, so far. It was easy to understand and it had lots to do with familiar stuff we did in trigonometry. I'm very happy that we spent a long time working on trigonometry in grade nine. To be honest, it seemed hard at first, but as we worked more and more into it, it was simple and fun!

What I didn't like from this unit was typing it all into my calculator. It was easy using the formulas and showing the steps into how I got my answer. But once I started typing the numbers into the calculator, it got tiring. I should do more finger exercises. And I do have fat or clumsy fingers, so sometimes I tend to type in the wrong numbers, and that really throws my answer off.

I did enjoy this unit because I actually understood it, and it was a short one. I really like math when I start to understand it. Makes me feel like I achieved something. Yes, well what I hope is that the test won't be that hard and I really really really hate word problems. They annoy me! That's about it, so I'll see you guys tomorrow in math class. And may the force be with you! STAR WARS!
-toodles

Too many posts!

Hey guys!
Everyone had a post up, so I remembered that I had to update 8-}
This unit was so much easier than the others, will i think it is because i mostly underestand it (after the quiz @-) ) but i didn't underestand much of that circle thingy ;) and...well, ok there are still some parts that i didn't get!
But anyways, i'm trying to review it and Underestand it.
Good luck you guys on the test!
I hope i get a good mark :-S

Sia

Blog

hiii guys =) Well we're at then end of our unit and here's my bloggg... I think this was the easiest unit so far. (y) I thought this unit would be difficult, because some how I got lost in at the begining. As we went on it got so much easier. I think i'm still having a little trouble with word problems, but I always do. Iit's something I have to work on! I think this is the easiest unit, finding sides and stuff. Sometimes it can get really long, but it's still easy. I like it (Y)

Blogging on Blogging. ALREADY!!

Today



Today’s class is cool in the beginning because we begin a new unit today and the until is about……… will are you sure your ready for this? Here I go - We are learning about NUMBERS Hahahah and I mean # like 1, 2, 3, 4. So ya, the first half an hour is all very easy and fun I guess but starting at about 2:50 Mr. Clark is making as work on squares and I don’t mean making squares out of papers but we are simplifying Radicals which is easy but then again there is some hard question that I don’t understand. Will tomorrow is the test on you know what so go to sleep at between 9-10 pm and never go later then 10pm or else you won’t get 100%, believe me.

My pre test blog!

Well today I am going to be talking about trigonometry. For me it is a pretty easy unit (most of the time), maybe just the word problem part and the angle of elevation and depression. I was a foggy with it last year and again this year. Let's hope by tomorrow the fog will clear up. Besides that there isn't that much you have to remember in trig. Mostly everything is pretty straight forward. I'm pretty sure that I like it last year too. It's kind of cool that you could take a triangle and have barely any information about it and then do some fancy stuff and end up with all the information. I think that is pretty DARN awesome.=) Even thought we got a lot of homework that one day it wasn't too bad because I understood it and it helped me practice when to use the right formulas. I think that I am decently prepared for this test and I wish GOODLUCK to all of you tomorrow!!!

my blog.

Well, this unit sure went by super fast. How long was this unit, three days or something? Next thing you know, the UNIT TEST IS TOMORROW! Anyways, though I failed my quiz, I'm sure that I'll do good on the test and so will everyone else because when you actually understand your mistakes, such as in the quiz you will see the light? bleh.
I have to admit that I did not fair well during the learning process on the first day but like always, you recover and start to understand what you do not (MR. Kuropatwa: Good math is when you don't know what to do but you find a way out). I probably got the wording messed up but you guys understand what I'm trying to say he said?
Well, I'll just wish you all goodluck on the test tomorrow :P.

Another post

This trigonometry unit is much more fun than I expected. I've had some pretty rough spots, but now, the fact that I can go over it and solve it correctly, thanks to explainations, makes me a bit confident about the upcoming tests tomorrow. One thing I didn't like about this unit is the word problems assignment, which I find to be confusing. I hope we don't encounter much of these in the test, but I think we will, so I need to be prepared for it. All in all, it's a good unit, and we've just started on a new topic (radicals), and it's also quite fun. I hope we'll have another good unit. And don't forget to bring your calculators tomorrow and MAKE SURE it is in degrees.

Good luck to everyone.
Bonne chance!

May the Force be with everyone of us. =)

iBLOG

In today's class we wrote notes into our dictionary, a fellow classmate brang the statement of forgetting their dictionary, but the teacher reminded everyone at the beginning of the year it was a sin if you did not have it with you, not really, but would be your lost if he decided to make us handed it in.
In the dictionary, we added The related angle, the sine law, and cosine law. Time passed by very quickly, then we got organized and was thrown into groups to solve a question from a sheet of paper the teacher handed us, it was to be completed in 10 mins. That is the basic outline, if you would like me to elaborate more on the class please do ask. Comes to the end of this unit, if i must say, is the easiest of the 3.
Our upcoming test has been postponed til Wednesday due to the vote by the majority.


The upcoming scribe will be.... =P

JoJo!

Sunday Funday (Oops, I missed a beat....)

Here are the rules.

Here is the game.

Have fun with it!

trig-er

This unit is like a breeze. It was easy working with triangles;finding the missing angles, the missing sides and solve for the unknown. The Sine Law is pretty simple, so as the Cosine law except for its longer to solve. Well in the surprise quiz was easy so I think I'm going to do well on this unit test. Overall it was easy, although the Cosine Law is pretty long to solve though.

This unit was fun, it’s kind of freaky how we go by one unit so fast. So of course at the end we’re going to end up with a test =/ . I sort of enjoyed the work sheets we got, but I hate how long it took to answer one question, it was painfull. The part I get messed up on is the questions involing the graph thingy. I still don’t know how to do it. Sine Law is easy to remember, and I like how its written out and easy to follow. Cosine Law is okay but sometimes the formulas is hard to remember.

I think everyones going to do good on this test because not many questions were asked about this unit in class. Good luck everyone!

Why do birds suddenly appear?

As I was reading some peoples post, they all had something positive to say. So here I go. I hate triangles, formula's, squares, graphs, x and y intercepts, some substitutes ._.; negative integers, FRACTIONS, and last but not least... Math! (: I enjoy listening to the stories Mr. Kuropatwa tells us though. I'll say I hate math because, I can.
This unit for me is far by the best one so far. I can actually go home and do homework without messing up. Then again sometimes I think I had it, but never got it.
Well, good luck to everyone for our test on Tuesday or whenever it is. I know I'll need it.

I love this unit

I really like trigonometry alot because it's one of the things that I'm really good at in math. I really think that I'm going to get really well on the test, because I understand this unit ten times better than the other units.They got me so fruasrated that I wanted to just forget about taking pre Cal at all but I stuck it out anyway got annoyed by all the formulas because I could never remember which one to use.Well anyways this unit has been the best since I get every thing the sine and cosine laws are so easy to remember that I always get the homework right. I hope that the next unit that we do is as fun and easy as this one was. The only thing that you have to do is study and you should do okay on the test. That's all that I have to say about this unit because I can't complain like the other ones. I got to go talk to you later and good luck!

SOHCAHTOA

Well, we have come to another test, and finished yet another unit in the course. I am liking trigonometry. I was frustrated at one point, and I failed the quiz, only because my calculator wasn't in degrees, but in radius the entire time, so I kept getting negative answers, and negative numbers, yet I always set up the formula right. So, word of the wise: ALWAYS CHECK YOUR CALCULATOR AND MAKE SURE IT IS IN DEGREES! I learned that the hard way. Doing the homework this weeked was easy, now that my calculator is in the right mode. So, happy studying everyone! I hope everyone does well on the test, and if you are struggling, just remember sisyphus! And the fact that you aren't me, and at least are not getting negative answers! If you are, CHECK YOUR CALCULATOR. I can't stress this enough.
I am really liking this unit though, and I hope the next unit is just as fun! Happy studying!

old world trigonometry, where are you now?

Trigonometry....when I heard that word for the first time, I couldn't help but think to myself..."oh my, I don't even want to imagine how hard that is," but in grade nine we learned sohcahtoa, and I learned basic trig with little difficulty at all. Now, in pre-cal 20s, I still like everything I've learned about trigonometry and I know that many people in the class feel the same way.

I know one person mentioned that maybe right now it's easy and soon it'll be really hard...but with our strong foundation in trig, I know we'll all be fine. Besides, someday we'll all be doing crazy math equations and blow people's minds with our math magic tricks...haha.

So study hard, and remember to "think you can, think you can."

Scribe Postie:)

Hey everyone :)
First let me say I hope that you guys all have a wonderful weekend, especially after all that homework LOL. Yeah, those were some two crazy nights we had haha. *ahem* Anyways.

Today Mr. Kuropatwa was back with us, and we started the class with ... a story about the window blinds falling on people?? haha uhhh, no. We went over the cosine law. The formula, how you should use it when you aren't given a whole pair, and given SSS(side, side, side), or SAS(side angle side).
We also talked about the "a over sinA", "b over sinB", and "c over sinC", and how you could do it vice versa, as said by Mr. K, (sinA over a). Either way it doesn't matter, it's like "potaytoe" or "potatoh". :)

After that little review, chaotic homework overload that Mr. K was sorry about and won't do again lol, and his inquiry with Thang about how could you possibly be in his class WITHOUT a scientific calculator......
TAH-DAH!* we received a quiz on trigonometry. Me, being the stupid one, never had sohcahtoa cross my mind throughout the whole quiz -_- I think it was because of all the hours of sine and cosine law problems:( lol oh well, I know i wasn't the only one :).

The quiz consisted of about 5 questions I think. Whole thing was out of 19. *WAS FOR MARKS. Like any other quiz . . .
Some of the questions were to find angle D as I recall it, and the triangle diagram had something like bc = cd , and ae = ec = 4, with two right angle triangles and one 50 degree angle. "The question the next" [sound familiar? :)] was finding the length between two angles. Third question was finding angles of sin 0.5, cos something, and tan something. Last question was to find lengths of b and c using the law of cosine and sine. Then we switched our papers, and corrected it.

BIG REMINDER for ROUNDING your numbers*
the LENGTHS should be two decimal places and the ANGLES should be one decimal place.

Anyways! To end my post, I will announce the scribe for Monday which is ..... Ndrew, since he picked me last time :P and that homework for the weekend is Exercise 29, omitting #'s 9, 10, and 14-18. Also to finish those math sheets we received over the past two days if you have not completed it.

So, with that said.. comes the end of my post :D Let me remind you and take the privilege of being the first person to be a scribe twice. -_- lol. (both times it was for the weekend too hehe. ^_^) and bid you all farewell and enjoy your night's sleep! :D

Trig Word Problems and Related Angles Review

Practice trigonometry word problems here. Look for the button marked [Get a Different Set of Questions]. Every time you click it you'll get two new problems to practice with. Answers are provided with the click of another button.

You can also download this pdf file that explains how to calculate related (or reference) angles and has several practice exercises with answers.

The Cosine Law

Sometimes the Sine Law wont work, such as when the given information is one of these two cases:

1. side-side-side (SSS)


2. side-angle-side (SAS)

That's when we use the Cosine Law. You only need to use it once. After that you'll have enough inforamtion to use the Sine Law; which is much easier to use (less algebra). Watch this to see how the sides and angles in any non-right triangle are related.

Here you can review the sine law, watch a few animations of how it works and try a brief quiz (3 questions). You can try another quiz (5 questions) over there.

I'm the scribe today

Sorry I took so long.The first thing that we did today was correct the worksheet from yesterday. Then we learned about the cosine law the sub teacher said no matter what question you get you never use the ''cosine law'' more than once in the same question. The ''cosine law '' is used when you only two sides and an angle or when you know the sides of the triangle. The formula for the cosine law is a squared = b squared+ c squared- 2bc cosA or b squared = a squared + c squared- 2ac cosB It depends on the letters that your given. An example: Triangle DEF with d=9, e=16,f=21 Find angle F
f squared= e squared+ d squared-2ed cosF

21 squared=16squared+ 9 squared-2(16)(9) cosF

21 squared-16 squared-9 squared=-2(16)(9)cosF

(21 squared-16 squared-9 squared) = -2(16)(9)cosF

divided by -2(16)(9) divided by -2(16)(9)

=441-81-256 = cosF
divided by -2(16)(9)
= -0.3611=cosF
arc cos
angleF=111 degrees
Then you find the other angles by using the sine law well that's the cosine law.
The home work for to night is ex.25(omit 8,11-15) and the two worksheets that we got both sides.
And the scribe for tomorrow is Janet hurray:)

Trigonometry Is Easier Than Lines? I might be eating my words when I come to Grade 11.

Yes, well, for me, it is.

When we started this unit, I felt like it was going to be harder because in Grade 9, it was just introduced to us. I thought that we were going to deal with SohCahToa deeper than we had, but it turned out that we were just reviewing this stuff we learned from Grade 9. I don't really know yet, but I might eat my words sometime now.

We also learned new stuff about trigonometry, for example, like the Functions of Obtuse Angles, or whatever that lesson is called. It's basically something like determining whether the cosine or the sine will be positive or negative, or whatever e.g. sine of 30 will always be 1/2, and sine of 210 will be -1/2, cosine of 30 will always be √3/2. Mr. K taught me and my 4 other classmates in the library about it when I asked why number 2 letter a in our assignemt had two angles. Well, it turned out that we weren't supposed to be doing this stuff yet, but since I asked, he's going to go over it, albeit brief. (That wasn't brief, sir. Took the whole period to explain to the 5 of us. :)

Then we come to the Sine Law. This law is used on triangles that are NOT right triangles. In my opinion, this is one of the easy lessons in Pre-Cal. I had quite a bit of trouble at the start, but once I figured out how to solve for side a, angle A, it was quite easy. I was happy that I got most of it.

Anyway, we have a test coming up on Tuesday or Thursday next week, and we get our last test about lines (argh!) on Thursday this week, hopefully. I hope I did good, it was really tough. Good luck to everyone!

HUT, HUT, HIKE!

Yes!

Oh my god, this part of the unit was so easy. The Sine Law beats everything I ever knew about math! Its practically basic math put into trigonomic terms. When I finished the worksheet and the exercise in an hour I literally started dancing like crazy. I just thought I'd share that with you guys.

Now if I didn't get it, I'd look something like this...

The Sine Law

We can use the pythagorean theorem or trigonometry (SohCahToa) to find the missing side or angle in any right triangle. But what about triangles that don't have a right angle? Well, that's when we use the sine law. Watch this to see how the sides and angles in any non-right triangle are related.

Here you can review the sine law, watch a few animations of how it works and try a brief quiz (3 questions). You can try another quiz (5 questions) over there.

Woohooo! The 100th Post!!

Why hello there. my name is wendy. i'm the scribe for today. so please sit and enjoy :) today's class started at 1:19 pm, just when lunch is over. we had a sub teacher. we started off talking about reviews on trig : SOH CAH TOA. we then wrote down notes about Sine Law. today's class we learned "Sine Law" ; Sine Law - is used for triangles that are NOT right angles. - the formula for Sine Law is a b c
---- = ---- = ----
sinA sinB sinC
( to solve a triangle means to find all the missing parts. )
Example : ∆WXY w = 18.3,
Solve for ∆WXY. first draw the diagram (which can't be drawn on this blog. :S)

w x y
----- = ----- = -----
sinW sinX sinY
---
--
-
18.3 x y
----- = ----- = -----
sin62° sin15° sin103°
---
--
-
18.3 x ----- = ----- sin62° sin15°
---
--
-
18.3sin15° = xsin62°
--------------- ------------
sin62° sin62°
---
--
-
5.4 = x


18.3 y
----- = -----
sin62° sin103°


18.3(sin103°) = y(sin62°)
----------- ----------
sin62° sin62°

20.2 = y

By the time it was 1:45 pm, the teacher handed out a worksheet (both side) on "The Laws Of Sines" **a quote from Sam. "best bath class she's had"**

Homework for tonight is Ex. 19 questions 1 - 10 & worksheet (both sides)

Muddiest point is... THE PERPENDICULAR LINES.... AND PARRALLEL LINES & ANY THING THAT HAD TO DO WITH IT :)

Tomorrow's scribe is going to be..... i .... chose... you .... PIKACHU! :) .. lol. no no . i uh ... im not really sure who i should chose? give me a second. MMMM let me think.... who should it be this time? someone that didn't get the chance to be the scribe? could it be T-sa? nope. she has been scribe already. could it be... steven F? nope. he was already scribe. darn it. i have no clue. i guess tomorrow's scribe will bee...... ** drumss....** ------ Natasha ------ ** -_- (t-sa's face) =p bleh!... GOOD LUCKK! :)

-->|SCRIBE|<--

Well I'm today's scribe. The class today we learned how to guess what the answer will be if the question is the sin, cos of a length. For example:

sin30 = 1/2
sin150 = 1/2
sin210 = -1/2
sin330 = -1/2

How are these angles similar? They are all in 30degrees from 180 or 360.

You can figure this out if you know what the sin30 equals to. If sin150 is (+), why is the sin210 and sin330(-)?? Its negative because its in the 3rd and 4th quadrant. In sin, you'll know if its negative because anything pass 180degrees is negative. In other words, the degrees that are below the line of origin or under zero(0) in the y-axis is negative.

Another thing that Mr. K talk about is about cos. Cos is similar to the sin, in cos if the degree is in the 2nd or 3rd quadrant of the graph, it is negative. To make it easier if the angle that you're looking at is in the left side of the graph, negative side in the x-axis, the number is negative.

EXAMPLE:
cos60 = 1/2
cos120 =-1/2
cos240 =-1/2
cos300 =1/2

In this example all of the angles are 60degrees for the line of origin. Cos60 and cos300 are positive because they are in the 1st and 4th quadrant.


Mr. K also talked about inverses.
The inverse of:
-addition is subraction
-subtraction is addition
-multiplication is division
-division is multiply

This connects with the lesson because to get the length of the side you have to use sin or cos depending on what side you are calculating.
The inverse of:
-sin is ARCsin or sin-1
-cos is ARCcos or cos-1

The sin function is turns angle in to length and the ARCsin turns the length in to angle.

ANNOUNCEMENTS:
+Homework-Exercise 18 #1-3
Exercise 19 #11-20
+Sub tommorow - Mr Clark
+Possiblity of having a TEST ON TUESDAY NEXT WEEK OCT.25

Thats it folks! oohh yea... the scribe tommorow is----------------------------------------------------------------------->WENDY =P

Sunday Fun! (or Sunday Madness!)

I got this from a blog called Think Again! A great little math blog full of interesting puzzles. Lucky me, it took a while but I found my way out of the room ... can you?

---

You are trapped in a room. To get out requires some thinking. Good luck!

Over two million people have tried to leave the room already. No one knows how many are still stuck.

Friday scribe!!!!!

we work in the library and mr. k asked us to do exercise 18 because he can't discuss the lesson because their is no white board here is one of the problem in exercise 18:

problem 16

Point P is on the ground 25m from a tall building. Qis a window 10m below the top of the building. From P, the angle of elevation to Q is 30 degrees. What would be the angle of elevation to the top of the building?

solution:
-distance from the ground to the window(X)

tan 30 = X / 25

X = 25 tan 30

X =14.43m

-angle of elevation to the top of the building(P)

tan P = (14.43+10) / 25

P = (24.43 / 25) tan^ -1

P = 44.3 degrees


monday's scribe is rus-L, goodluck

sorry for posting my post sooo late

Scribe for Wednesday!

Well I am the scribe for Wednesday's class. I'm not to sure exactly what we went over so sorry if I don't explain everything correctly.

On Wednesday we started off the class with the usual questions on the board. But little did we know that the first question would last us almost the entire class.

The first question was something along the lines of: there are five lines that all pass through the point (2,1), find the five equations. Now looking back on it, it doesn't seem as hard as it was at the moment. We struggled struggled and Mr. K started to get worried because it was supposed to be a review. He tried to explain what formula would you use to get the product of 1. It was finally when Ian stated that you had to substitute in the point if you used the slope-intercept form. By then a few of us understood, but many of us were still struggling. We continued to talk about it and Mr. K continued to give examples and I can't speak for everyone but finally a light went of in my head. It finally made sense. I can speak for almost everyone (including Mr. K) that it was frustrating. Once we got it people started to give out answers. Some of the examples that i took down were : y=1, y=-x+3, y=x-1, x=2, y=2x-3, y=3x-5, y=7x-13. Those are to name a few.

The other two questions were pretty general so I won't bother get into detail. After going over the question we were separated into groups and had to answer a question in 15 minutes. Everyone tried to get their thinking caps on and some people understood what to do and were very close while others (like me) didn't have a clue what to do. I don't really remember what the question or answer was. It was a long answer, that's what I remember and that I was very confused.

Well I'm done here I guess since I can't really remember anything else, so the scribe for today's class is km! Goodluck!

Brittany's Pre-Test Blog

Brittany's computer isn't working so she emailed me her pre-test blog. Here it is...

---

Well so our test is tomorrow, it's weird but I actaully understood most things in this unit very well. But the whole "test" idea still makes me a wreck. I have a bad case of forgetting somthings when I see the test paper, but thankfully I'm getting over that habit slowely.

One of the only problems I had in this unit was a little one regarding finding point B when given the mdpt and point A, I just could never understand it. Somtimes I understood things really well and no offence mr.k but somtimes I tried not to remember what you were saying because the more explination you put on certain things made it more confusing. But it may have helped other so that was okay. My most memorable class probably had to be the one were we stood on the tables, I think i've only done that once in another class. It was interesting thats for sure.

I think I'll do a lot better on this test then the first one, well hopefully.

Goodluck

Blogging on blogging

Like my house at China?. Is not a apartment, is my HOUSE!
welcome to Mr. Lie’s after school Lessons on the DMCI. Today I will be talking about math, I am here interview a kid in room 66 AP math course “Jan Hong” and see how is A_Hong doing during mr. K’s class at Oct. 12. 2005. Today he have a really confusing class because he don’t seem to know the questions the teacher have on the broad and the question is “5 lines pass through (2,1) find the equation“. Wow what is such a easy question but it is good enough to stop A_hong, the teacher give the class a fell minutes to do the question and after that the teacher ask for the answer, after the class talk about it and give some answers on the broad, A_hong begin feel lot more better about the work and he started to know that really the question isn’t hard, is just that he don’t understand what the question is asking.


I think I have talk enough, lets see what A_hong say about what he think he will get on the test tomorrow. “tomorrow I think I will do “ok” on the test and which means that I will at less get over then 70% on the test but my goal is to get at less 90 but tomorrow I think I get over 70 because I can’t go over the reviews in the my computer because looking at the come computer make me go craze because my computer is so slow and it make my eyes hurt. But I will think of something after this test, I guess.

A reflective comment on my progress in the course.

So tomorrow we'll be having our unit test and I'm in a nervous wreck!

uum, okay not entirely. But I'm quite worried about how well I'm going to do on the test.

Throughout this unit I admit I have been struggling with absorbing all this information and getting it stuck in my head in a way that I could understand it, and have been utterly furious that I couldn't. At times I could understand things, but my brain would run slow like a turtle! and unable to click into `full throttle thinking mode`. It was as if my brain is in fog and all the information that was given to me was just a number and not a resource to figure out the answer.

I have yet to clear these hazy mists and therefore you can see how I am terribly shaken for the test. So, with that said, I am off to go and try to attempt and put all these jigsaw puzzle pieces together once and for all ^_^

... hopefully.

Good luck everyone! Get your thinking caps on :)

Blogging For The Test

One particular class I remember is the one when we stood on the tables. That was a bunch of laughs, huh? That class, we learned about the two right angle triangles.

My process in the class is processing. I am beggining to understand more. But I don't seem to remember how to use SOCSOATOA or how to do trigonomtry. That is what I am struck on, the trigonomtry problems.

Learning about parallel and perpendicular lines was "cool". They are so simple. All you have to know is parallel lines, the slope is always the same; perpendicular lines are the negative recipocal (the denominator and numerator are flipped).

I had problem use the different forms. I did not know when and how to use the different forms. I was very glad when Mr. K explain slowly that depending on what information is given how and what form to use. It was a reliefing feeling, I guess.

No offences, but my friend that goes to university says that calculus is not use much in life unless you are an arcitect or doing somethings with computers. And I agree, calculas is not used a lot in life, but it is used a lot the class. Like, in my geography, we had to find points and graph them and in my science class, we also had to find points and graph them.

Well signing off,
Thang

Blogging and Me

This is Jojo again with his funny yet relevent blog. The test tomorrow is about err what was it again?

This must have been one of the hardest things for me to comprehend in this pre-cal course. Like lines and graphing. Even to working out how formulas work and which ones to use. But now Mr. K explained it throughly and we get it. Well most of us right? Too bad it was practically near the test day. Well when push comes to shove, these lessons and assignments that we didn't know how to do will make sense in the end. Thats what I think anyways. I hope you guys studied, because I forgot too. So I better get to work.


I'll leave you with this rare pic of Master Chief shopping at Polo Park ;)

iBLOG

At the starting of the unit, I was struggling some bit with the stuff and did not understand how and what to do. Through struggling, teacher's help accompanied by help from a fellow classmate, I understand the basic fundamentals of the unit, but I can not say the same for the more advance categories such as Perpendicular lines to well and other minor concepts that I do not understand 100%. We did not correct some of the homework from some of the lessons I think, hopefully that does not raise the level of difficulty for tomorrow's test. Let the automobile inspire you, anyways it is just a test right ?

Good luck to all, as for now I will have to hit the books some fair ammount to understand some of the concepts...

weblogging

Hmmph.. In the beginning of this unit, I must admit that I did not clearly understand 90% of anything that mr. K had taught or tried to incript into our minds.

After stressing the concept of focusing and thinking beyond the box, I've learned slowly but truly everything that I did not understand such as which formula to use, remembering the formulas, midpoint.. ALMOST EVERYTHING. I can surely say that I am ready for this test and that everything doesn't seem so complicated anymore.

I wish you all goodluck tomorrow as well and will remind you again that you should study :D because your mind needs recalling of memory :P

*+* =) Bloging the Blog =) *+*

I'm also nervous for the test too t-sa. On the last test we had, i barely past. i'm going to study very soon now. through this unit, i think it has been hard. learning about the slopes comfused me, and when we learned about the perpendicular lines. i knew i was totually lost. im still having a little bit of trouble on perpendicular lines but i think if i study and look back on the notes, and works we did, i think i'll understand it a little bit more. what i dislike most about this unit was, the perpendicular lines and anything that has to do with slopes. what i learned from this unit was learning the formulas. this is because i actually memorize the formulas. also the other thing i enjoy was learning how to find Distance. i remember the distance formulas, mid point, intercept, slope, and all the formulas's we have learned. GOOD-Luck To EVERYONE who needs it for the test tomorrow. [[ i'm going to bring m lucky charm. ]] [[ hope it actually works ]] :(

bLoG

I'm a bit nervous for the test. I still suck at perpendicular lines and stuff. I doubt I will do good, but I need to be positive. =_= I still need help with the formula's and how to remember them. I hate fractions. They ruin everything, whole numbers are good. ._. I wish I studied more for this test, I want to do good.. hopefully I do. Mr. Kuropatwa's jokes never get old, but sometimes his sayings do. ^__^ The skin the cat one, where the whole class follows along because we know what he's gonna say. Which is alright. I'll make this font yellow because, I can. :D Well good luck to everyone for tomorrow! Hopefully we get another fire drill or something in fourth period. lolol ^____-

Blog

I think this unit was hard and still is but i'm getting there. My biggest problem is probably parallel lines and perpendicular lines. I hate these lines! But i'm sure i'll get it sooner or later... hopefully by tomorrow :/

I hope I do well on the test tomorrow other wise i've rellay gotta hit the boooks. Struggling a lot lately so gotta pay a lot more attention in class. I really gotta work on word problems. Hope I don't blank out like I did last few tests. Tomorrow is the test and still having a little trouble so i'm gonna go study now. happy studying =)

I hope there's a fire drill!

blog

hi there.

one thing about this unit was that it was hard. I don't understand slopes and perpendicular lines. but i'm understanding a little better now. hopefully by the test tomorrow I'll understand everything. i think I'm might fail the test tomorrow, but I'm trying to stay positive :). well i don't know what else to say. so theres my blog. thank you very much.

UNIT 2

Well this unit I learned about things that i havent learn before like the slopes, how to get the coordinates perpendicular line and other things like x and y intercepts, etc. When we started learning about slopes I had trouble with it. As the unit progesses i started to get it.

We also learned about formulas like point slope, slope intercept, general form and those other stuff. Making graphs, finding out what the coordinates are, perpendicular lines and parallel lines.

I think thats all I can say except the perpendicular still confuses me a little. Over all it was kinda easy. Hopefully I'll get an 80% or higher in this test.

Peace out.

BLOGGGGG!

In this unit it was very confusing for me; I’m still trying to figure out which formula to use like slope-intercept form, point-slope form, and general form. I’m getting it down; this is how long it took me to pick out SOH CAH TOA. Mr. K went over it with us today which makes me feel much better.

The most thing I enjoyed about this unit was turning an question like “The line passes through (-5,1), slope = 5” into slope-intercept form. I thought that was so fun. The part I fell out of place was when we started to talk about perpendicular lines; I don’t know why I get so confused.

Over all this entire unit was a enjoyable experience and I know we have to carry what we learned to the next level. So… bye for now! GO DO YOUR HOMEWORK! , innless your done, then your just lucky. =D

Later.

bloG PostEH

Today....................................

Our class started with the three questions involving the Soh Cah Toa ( Sine Opposite/Hypotenuse, Cosine Adjacent/Hypotenuse, Tangent Opposite/Adjacent) .Mr. Kuropatwa also taught us about the "Magic Triangle" that can be useful in deriving simple formulas.He also taught us about the Angle of Depression and the Angle of Elevation and he do that by letting us stand on the desk. Finally he let us do a group work regarding the Parallel Lines and the Perpendicular Lines. I can say that today is a happy class and for me that's a good thing because it makes learning much easier....
By the way the Assignment is Exercise 17

Angle of Elevation and Depression >========>Check This Out!!!

The Scribe for Tommorow is Ahmad

Things I finally Understand

In this unit there were so many things that I didn't understand. Like finding the equation at first that gave me a really long time to get but know it's apiece of cake. Also relating one equation to another that just made my head hurt. Then there was the formulas that I kept mixing up. The slope intercept form and the point slope form that and using them at the wrong time. It got me so frustrated but now that rarely happens to me . I'm so proud of myself because I finally understand and just in time before the test. I think that I'm going to better on this test than the last one because I've been studying hard. Well these are the things that made me mad this unit . That's all I've got to say .See yah

Oscar Had A Heap Of Apples

Can you figure out that title?

If not, here's a hint and a review of some of what we talked about today. ;-)

So Many Lines!

When we first started doing this unit on graphing and lines. I wasn't all that excited. I don't think many of us were. Graphing is one of the units I don't enjoy doing because I really hate graphing lines, and I just don't like this unit. I really get confused and usually when I actually get what were doing in class, 20 minutes later I guarantee that I have already forgotten what we did and how we got the answer. That's what I predicted that would happen. But to my surprise I'm okay with this graphing unit.

The reason why I kind of like graphing is because of this blogger stuff. It's funny. When we did that whole division with polynomials, I didn't get any of it. And all my answers were thrown off because I didn't understand what we had to do. Two days before the test, I worked on the reviews that Mr. K posted up. After a couple and going step by step on how to get the product I understood what we had to do. That's the same thing with lines. I didn't understand how to get the standard form of things, but after the reviews I understand now. You guys don't know how happy I am. I'm practically in tears (there tears of joy)!

There's only 2 things that's bothering me. Perpendicular lines and remembering which formula to use and when. I don't like perpendicular lines because we deal with fractions. Fractions really bother me. I hope we review in class too. I'm still don't understand some stuff, especially perpendicular lines! Well, that's all I have to say. See you guys in class. And don't forget to blog! Remember that's worth a mark on the test! Haha.

-toodles!

Third and Tenth Grade Math

I have always loved math. Since I was in the first or second grade, math was always one of my favorite subjects. There were times, however, that I thought I would hate math. Those times were usually after learning something new that I didn't quite understand. Take third grade multiplication/division for example...
We had only begun learning long division and I hated it! I remember the frustration I felt because there was a fog that I couldn't quite see through to understand what exactly division was.
Well I recently felt that way this year with tenth grade linear equations, but just like in the third grade, I slowly but surely saw through the fog.
Math is a challenge, that's why I enjoy it....not because I feel like I'm particularly good at it [although I do like it even more when I feel really good at it. ;) ] When you finally understand the question you didn't get at first, or when you learn a new formula and know exactly when you should use it you get a great feeling of accomplishment and understanding. Math is like no other subject.
That's why I love math.

Scribe for Tuesday is: "lan"

Horizontal and Vertical Lines!

Hello everyone! I hope you're having a good weekend!

The first thing we did today was writing our Muddiest Point in one minute! Well, that was quick!

After that Mr. K tried to explain to us the question that he gave us a day before which was: 2 perpendicular lines that have intercepts at point (9, 2) and the x-intercept of line 2 is twice the x-intercept of line 1.

He start it like this:

M -1/m

y-y1=m(x-x1) y-y1=m(x-x1)

y-2=m(x-9m) y-2=-1/m(x-9)

y-2=mx-9m y-2=-1/mx+9/m

y=mx-9m+2 y=-1/mx+9/m+2

0=mx-9m+2 0=-2x/m+9/m+2

0=m(x-9)+2 0=1/m(-2x+9)+2

-2=m(x-9)

......And he went on and on and when he stopped he said that he couldn't do it with us looking at him<>

Ok, back to out subject;

we put some info. about the Horizontal and Vertical lines in our dictionaries.

Note that the Horizontal lines have a slope equal to zero (0), and the equation is written as: Y=B and B is the y-intercept.

Example: a horizontal line with y-intercept of -2 has an equation of: y=-2

And also, all vertical lines DO NOT have there slope defined, so we say:"The slope is undefined." The equation is written as: X=K ( K is the x-intercept.)

Example: a vertical line with x-intercept of 7 has equation: x=7

As you can see i just copy down what we wrote [-( .

well, i can't explain so good and i might've missed some important points so i just copy down the stuff.

you know who the scribe is.... "lan"

See you Tuesday!

scribe

I'am the oct.6 bogger scribe, iam sorry for being soo late.

During oct.6 we are talking about Formulas for lines:

here is the y=mx=b slope-int. formula which is use when we know the slope and the y-int.

note that m=slope b=y-int

we use y-y1=m(x-x1) is called the point-slope form, we use this when we know the slope and a point

Note that the one beside the y and x mean that the first y-int point and first x-int point

Here is the general form ax=by=c=0 "write this down in your dictionary"

The general (standderd) form

sometimes written as ax=by-c=0

useful for graphing lines when a and b are factors of c. we can easily find the int.

EX: 2x-3y=6 Ex: x-int., let y=0

find y-int. let x=0 2x-3(0)=6

2(0)-3y=6 x=3

y=-2

and anow we know the points for both int. so we point them and Oct.7th scribe is Parvin Sia. sorry for telling you soo late

My Mudiest Point

My mudiest point is just remembering all of the available formulas and when the appropriate time to use them. Like Mr. K said that you can't take a saw to put a nail in the wall. But, if I even manage to remember what formula I should be using I don't really remember all of the signs and exactly what goes where. For me that's when the math dictionary comes very in handy when I'm doing my homework and I can't remeber formulas. I just have to study really hard and maybe I could be a little more confident in my math skills. I think today's class helped because we were able to talk to others and see how they solve things, and maybe learn a thing or two that could potentially help us. We were able to put our minds together and try to answer a question. Good Luck to everyone on their tests and happy studying!!!

and don't forget to blog:)

Dr. Math

After our Muddiest Point exercise in class today I didn't get a chance to answer many of your questions about linear functions. I thought some of you might find answers to your questions in the Dr. Math archives so I've linked to some of them below. Take advantage of Dr. Math whenever you've got a problem or if you don't understand the answer I give you. You can always access it from the [Links] list over there --> in the right hand side bar. ;-)

• Finding the Equation of a Line


• Graphing Linear Equations


• Line Problems


• Find Slope, Equation, Midpoint

This is an interesting question and answer:

When two straight lines meet each other perpendicularly, the product of their slopes is -1. However, x and y axes meet at 90 degrees, but the product of their slopes is not -1. Why?

• Analytical Geometry

Don't forget to take advantages of ALL the reviews I've already posted to the blog. That is your only homework this weekend. ;-)

Linear equations test coming up! What is my muddiest point?

Well, I'm feeling a lot more confident with this unit than I was with the last unit. I really am starting to understand all about slopes, linear equations, the distance formula, and the mid point formula. I think I need to work on point slope form a little bit more, but I am really good at doing y=mx+b. I don't think I will get amazing marks, but I'm pretty sure I will get at least average. I'm not confident enough not to study though, so I will be studying like mad this weekend. The classes have gone by really fast, and this unit seemed to go by really fast as well. Mr. K wasn't kidding when he told us that we work at a fast pace, but I really think that working fast is a good thing for us, because we learn how to budget our time, and use our class time/homework time wisely. I really enjoy being in this class more so than any of my other classes, because being in an enriched class includes students that are alike you. We are all interested in challenge as far as the subject of math goes. We CHOSE this course, it wasn't mandatory, and because of that, we don't skip. We, as students, aren't here to slack off, but to work. I really enjoy it in this class, and I continue to meet awesome people, and create bonds with them based on a subject that we both seem to be interested in. This is an awesome way to learn, and be social at the same time. Let's continue to have a great year!

Slopes, linear equations, lines - makes my head ache.

Pre-cal has been quite nasty to me this few days. I don't get some of the stuff, which is really annoying, because I understand everything while in class, but when I look at the homework, it's a different thing. Sometimes I just feel like swearing at the homework and tell it to cooperate with me, but no. I have to do it the hard way. I have to figure it out even though I don't know what to do. Thankfully, there are my classmates, which provide help when I really need them, and especially Mr. K, who makes me see everything clearly.

We have an upcoming test on Thursday next week, and Mr. K says we have to put up a post here before we take the test. Well, I was having trouble with last night's homework, and I wasn't happy about it. The authors confused me because they used the standard(?) form (ax+by+c=0, or ax+by=c) with the standard form that Mr. K has taught us, which is also called the slope-intercept form (y=mx+b, m is the slope, and b is the y-intercept). I was so lost on which formula(algorithm?) to use, that I sweared loudly. It was resolved quickly the next day, as Mr. K has explained to us that the exercise book uses this formula(ax+by=c) as the standard form, and most of the books use this formula as this is really the standard form. But then, when you simplify it, it always leads to the slope-intercept formula. The standard form isn't really as helpful as the slope-intercept form because it's quite confusing, as Mr. K says. Good, because I won't confuse it anymore with the slope-intercept formula.

So the next time I confuse a formula with another formula, I won't swear at it anymore, just stare at it or scowl, then wait for the next day for Mr. K to help me. =) Thanks, sir!

Getting Ready For The Test!

We've finished our unit on analytic geometry and the linear function. The test is next Thursday, October 13. Here is a list of online reviews and quizzes to help get you ready:

• Linear Equation Test (7 questions)


• Find Equation of Straight Line Given 2 Points (lots of practice)


• Describe a Linear Equation (lots of practice)


• Parallel and Perpendicular Lines (5 questions; refresh page for more)


• Graphing Lines (5 questions; refresh page for more)


• The Equation of a Straight Line (General Review)

You are also responsible for the distance formula, the midpoint formula and working with the slope of a line. Don't forget to take advantage of all the review material in my previous posts!

Hello every body
The scribe for today is me and I hope, i explain it clear
The first thing that Mr. Tram ( the subtitute teacher) did was finish answering question 19, 18 from the exercise #13, and question 4, 5, 8, 9, 10, 20 from the exercise #14
After we study the “CONSTRUCTING LINEAR EQUATION.”
"in order to drew a straight line, we need 2 pints andThere for , we should be able to construct linear equation from any 2 given pints."
RECALL: the slope-Y intercept form of a linear equation is:
Y=Mx+b
M is the slope, b is the y line

Were: M=y2-y1/x2-x1
after the short lesson we finished the class by doing 3 Exs.
Ex #1: Construct a linear equation of a line that pass through ( 2 , 1 ) and ( 4 , 6 )
M=6-1/4-2=5/2
y=5/2 x+b
1=5/2(2)+b
1=5+b
b=-4
y=5/2x-4 is the desired equation
Ex #2:Construct a linear equation of a line that pass through ( 4 , -1 ) and ( 8 , -2 ) find y=y=mx+b
m=(-2)-(-1)/8-4=
(-2)+1/4=
-1/4
Y=-1/4x+b
-1=-1/4(4)+b
-1=-1+b
b=0 y=-1/4x+0 or y=-1/4x
Ex#3: find y=mx+b, if the slope is -2 and the point is (4 , 2 )
2=-2(4)+b
2=-8+b
8+2=b
10=b .'. y=-2x+10

And the last exercise was:
construct y=mx+5 for a line that is parallel to 2x+3y+6=0, having the same y-int.as y=3/4x+2
and we have to find the answer ourselves :(

By the way, i'm sure everyone is looking forward to see Mr. k tomorrow.
and we will also miss Mr. Tram. ^_^

And scribe for tomorrow is<<<>>>> :D
(if not appropriate, then Jan Hong)
See you!

E-B-I-R-C-S

Hey how's it going? As you can see im the scribe for today's class, and what a class it was.

Well the class started off with us meeting Mr. Tram. I think the class acted very mature and did not support the stereotypic view of students with a sub. I don't know about you guys but really liked having Mr.T as a teacher for today. It was one of the first days where I understood almost everything.

Okay so let's get down to what we did today in class. We learned:
1. Parallel Lines
2. Perpendicular Lines

Okay lets start with Parallel Lines

First of all we learned that parallel lines are lines which never meet.
eg. Portage Ave and St. Matthews Ave never meet.

We also learned that parallel lines always have the same slope.
eg. A. y= 1/2 x + 4
B. y= 2x + 6
C. y= 1/2 + 9
D. y= 2x + 2
Which pair of lines are parralel?
A and C, B and D

Next we learned about Perpendicular Lines

Perpendicular lines are lines which meet at some point.
eg. Wellington Ave and Arlington meet eachother at their intersection.

We learned that Perpendicular lines have slopes that are negative reciprocals.
eg. m1= 2/3
m2= -3/2
We also learned that if you multiply these two values will end up with -1.

The last thing we learned was how to find a missing value if two slopes were given for parallel and perpendicular lines.
eg. Suppose the slopes of 2 lines are given. Determine the value of K.

A) 2k, 4 and the lines are parallel
2k=4
(2k=4) /2
k=2

B) 2k, 4 and the lines are perpendicular
2k(4) = -1
8k= -1
(8k= -1) /8
k= -1/8

Okay thats all we did in class today but I am interested to know what style of teaching you like best.
Kuropatwa's style- fast teaching with verbal notes and examples on the board or
Mr. Tram's style- medium paced teaching with written notes and examples in the notes???
Well whatever you choose its your personal preference.
PS. Tommorow's Scribe is.... ahmad... at least I think they haven't done it....well see yah tommorow

S-C-R-I-B-E

Hello there, as you can see today I am the scribe (lucky me).

Yes, well today's class wasn't long and we sure did get a big surprise. It's not one of those surprises where you find out what's happening and then your super happy. It's one of those surprises that make you go "ahwhwhwhw, WHY?!"

Well, surprise surprise, the class got a pop quiz today. It was only a page long but it was still difficult. The questions on the quiz was about our graphing unit. The first question dealt with finding the radius of a circle using either the distance formula or the midpoint formula.

The second question was about finding a coordinate because we were only given one coordinate and the midpoint of the line. Third question was about transforming information into a equation, but we call that the "slope-intercept form", I used that cause it makes Mr. K smiles =)
The fourth question required a ruler, cause we had to graph what was given and tell what the slope was, the x-intercept, and the y-intercept.

We then corrected the quizzes (it was for marks BTW). Mr. K told us how things will be marked on the exams and how we should answer the questions on it. Make sure that you use the right formula. ALWAYS put arrows, label your graph, and have the axis labeled properly. If you don't follow what was told, then you just lost 1.5 marks on simple little errors. Also, if your answering a question that requires only the stuff like the slope, x-intercept etc. Only put the number, not the coordinate. Apparently, there both right, but they will only except one way. That's bonkers! Mr. K got all worked up about that in class. Hah.

Yes, and that's all we did today in Mr. K's pre Cal class. Today's homework is exercise 13, do all the question. If you have any questions, just comment on this and I'll get back to you. Tomorrow's scribe is............ stevenF. Yeah, I think he knows, I told him today in class. Have fun being the scribe and good luck.

The Muddiest Point!

We've been studying linear functions for several days now. I'm away for the next two days. Use the comments of this post to share with Mr. Tram, my substitute, your personal "Muddiest Point". You can use your name or leave your comment anonymously, but, whatever you do, share your troubles here. Remember, not only can Mr. Tram help you but you can help each other too! Leave tips and advice in the comments for your classmates. And don't forget, you can form an online study group and "meet" in the chatbox of our blog! Unlike Sysiphus, you're being set up to succeed! Take advantage of every opportunity you've got!

Don't Read The Textbook .... Write It!

If you write it you probably understand it a whole lot better than if you just read it.

The internet has made all textbooks out of date. By the time a book gets published the world community has learned a whole lot more and shared it on the internet. Here's your chance to do the same. ;-)

First, the modern internet textbook is written in wiki format. A wiki is basically a website that can be created as easily as creating a blog post. Watch this to see what a wiki is and how it works.

After that check this out. It's a collection of text books that have been or are in the process of being written by an international community of ordinary people like you and I. As a matter of fact, YOU can add to any of them. Go ahead and do so if you wish. ;-)

What strikes me most powerfully about this latest development on the internet is the fact that anyone can write a textbook on any subject they wish! One of the textbooks being written is called How to pass a course. One of the things I really liked about this textbook was this:

Forming an understanding of the ideas behind each lecture requires active thinking. Try to think ahead of the professor: "What is he going to say next?". If the professor asks someone else a question, answer it in your head. If you answer wrong, try to think why it was wrong.

We will be using a wiki for our story project. Each participant will post their story problem and link to the solution which will be written on another page.

Do you think we should have our very own wiki in our very own webspace or should we add a textbook to the growing list of WikiBooks? Leave your thoughts in the comments to this post.

Cheers,
Mr. K.

Mentality of the Math-er (I think I can, I think I can!)

I definitely feel better about the things we've been learning over the last couple classes. Even though I know I still don't have it down completely, I feel much better about intercepts, the graphs and formulas. I have to admit when we wrote the formulas in our math dictionary and I didn't really understand them, I sort of panicked. I was worried that I'd never get it even though we had only just started! Luckily, Friday's class really helped me. Panicking about math, or any other school subject is never good...but especially when it's over math. I think trying too hard to understand can be just as bad as not trying hard enough. My grade 9 teacher used to tell me and the rest of my math class that if we accustomed ourselves to defeat, or thought we couldn't do it even before we tried, we never would get it. She told us to think we could do it [ I think I can, I think I can :) ] and not to panic. That was some of the best advice I've ever gotten.

I 've already learned so many new things from Mr. K. and I look forward to learning a ton more new things!