hw #2-R2: Three-Part Assignment Due Thurs 10/4(A); Fri 10/4(B)

**Problem Set A - HAND IN ENTIRE PACKET**

Do the work in the packet or provide add'l scrap

Write answers on the answer sheet "cover page"

**Problem Set B**

1st page: #7,13,22

2nd page: #13

**"KUTA" Packet**

pg 2 #29

pg 6 #23,24,25

pg 8 #20,23

pg 9 #11,19

pg 10 #9 use p=-3; m=-17

Hi Mr.C

ReplyDeleteWhen we are doing 1, 2 and multi step equations on the quest will we be required to write the POEs and operations on the right side of the equation?

EK

YUP!

DeleteI don't understand how 7-(-3+9) using pemdas as 7-(-3+9) is when using the distributive property.

ReplyDeletePEMDAS informs you to "do inside the parens" first...

DeleteDist Prop want you to distribute the negative (that's a -1, right?)

see the "1-7 Distributing the Negative" videos in Unit 1 MCAcademy... then, think about what you would do if the "-3" was a "-x"... you wouldn't be able to add the numbers in the parens, right?

DeleteThe point of those two problems was just to see that Mathematical Rules & Properties work - all the time - whether you use PEMDAS or the Dist Prop, you will get the same result... because MATH WORKS!!

did this help?

Deleteim drawing a blank Mr C, whAt IS a dirrectional vector. And how do You do it

ReplyDeleteThis video is on MCAcademy Algebra Unit 1 as: 587 - 980

Deletehttp://www.screencast.com/t/e85OKAOoE9

Please make an effort to find your resources...

great thanks a lot Mr C. YOU ROCK MY SOCKS. YIPPEE! MATH IS FUN! MATH IS FUN!

ReplyDeleteanother example of why middle school students should have strict curfews... and commit to low sugar diets...

DeleteWhat the heck .-.

DeleteMr.C for question number 1 on packet A, 1/2 (6-((-4+2)^2 -(10-12)^3)/3-6) when we find the fraction for (6-((-4+2)^2 -(10-12)^3)/3-6) do we simplify that fraction to a number and multiple it by 1/2? Or do we not simplify it and multiple it as it is by 1/2?

ReplyDeleteI may not be Mr.C, but I do have an answer! It ends up an equivalent number either way you do it. I would believe that Mr. C would have everyone simplify everything, so imagine it like this.

DeleteThe final answer (in the large parentheses) divided by two. So instead of 1/2(x), imagine it as x/2. That way, it eliminates any doubt of the final answer format.

Let me know if that helped.

It did help a lot actually thank you very much Early Worm!

DeleteGreat discussion... I have no problem if you decide to share final answers... I will be posting a video answer key later anyway...

Deletemr c,

ReplyDeleteOn problem 6 for the A packet I was confused with doing the distributive property with the - sign. I didn't see a video for it so I'm lost. Thanks Ann Onymous

When confronted with a problem in which you are required to distribute a negative sign,avoid it! But in this case, it's inevitable, so imagine that instead of a - sign, it's a negative one (-1), then distribute that. You also might want to put in the actual question like Mr. C said.

DeleteEx: -(5-2)

First you simplify it to addition: -(5+(-2))

Then you lay it out: (-1)(5)+(-1)(-2)

Then you multiply: -5+2

Finally you combine like terms: -3

So, -(5-2)=-3

And yes, I am aware I could have just done 5-2=3, then -(3)=-3

Delete4 problem 1 is the - sign between 2)^2 and 10 a subtraction sign or a negative sign?

ReplyDeleteIt doesn't matter, the answer will be the same.

DeleteEx:

(7+9)-(2+4)

Way 1:

Add (7+9) and (2+4) to get 16-6, which is equal to 10.

Way 2:

Distribute the negative and get (7+9)+(-2+-4).

Then you do 7+9 and -2+-4 to get 16+(-6) which is equal to 10 as well.

On question 2 for the a packet does. Where b is -6 is -b positive 6 or am i just lost in the sauce.

ReplyDeleteI think it's a positive 6.

DeleteWhat is the opposite of -6?

Deletepositive 6

DeleteFor question 2, I got down to 6-√36-36

ReplyDelete-------- .

2

Do I do a negative square root, or subtract the square root of 36-36 from 6?

Sorry, those random dashes and 2 were supposed to be under the 6-√36-36.

DeleteAre you okay Dante? You answered your own question when answering the question of a peer! "It doesn't matter!"

Delete36-36=0

And what's the negative of 0...

0!

I apologize for the sarcasm, but in short, you get the same answer either way. But because of the context, you kind of need to do subtraction because if otherwise, you are left with an orphan number.

For question 10a, what does clearing the fractions mean?

ReplyDeleteOk so I had trouble with this the first time I did it because I didn't understand what clearing the fractions meant either, but Mr. C help this morning. It means that instead of adding 1/8 to both sides of the problem you are going to multiply by 8 on both sides to get rid of the fractions on each side. So you would use the distributive property and it would look like this: (8)(3/4x - 1/8) = 1/4 (8) and you can continue to solve the problem from there. Hope that helped I tried to explain it the best I could.

DeleteYup... use the Least Common Multiple (or any multiple will do) aka the LCM with the Multiply POE and you will "clear" the fractions... I call it a "FRAC-ATTACK!"

DeleteSee this "Frac-Attack" Vid!

Deletehttp://www.screencast.com/t/3adrWK3DEau

For Problem 2 on Packet A I'm having trouble getting to an answer. I simplified in down to 2b^4 - 16ac, and I don't know what to do from there :/

ReplyDeleteNikooooo,

DeleteThe variables are next to the problem, so there is no need to not insert them in ;)

Is the a=2 b= stuff for numbers 3 and 4 in packet A also?

ReplyDeleteI'm confused on problem #9 in the Kuta packet, i keep getting 26=30a, what am I doing wrong?

ReplyDeleteWhere are you getting the variable a? the question on pg 10 #9 is p to the third power+10+m.

DeletePlease state the FULL ORIGINAL PROBLEM and I will try to answer it...

DeleteHow do you simplify number 8 without using the forbidden multiplication sign or parentheses?

ReplyDeleteMaaths be fun WOOOOH .I don't actualy take algabra

DeleteHi mr C, I was just having a little bit of a problem with question 13 on the problem set b. Do you distribute first, or combine like terms? The problem is 6=3/2x +1/2(x-4)

ReplyDeleteYou can't combine like terms until you CLEARLY know the coefficient of each term. You won't know the coefficient of each term until you distribute.

DeleteDid that help?

Yes thank you Mr C. The comment below was also mine. I found that out in the video. Thanks!

DeleteNVM! Just watched the vid!

ReplyDeleteWhat does clearing the fractions mean?

ReplyDeleteSee the answer to Isabella's question above... thanks for asking, but please review this blog post and the previous post so as to avoid duplicate questions.

DeleteOn question 10 what do you mean by clearing the fractions first??

ReplyDeleteSomeone already asked this. Look at Isabellas question.

DeleteFor problem 6 on the set A packet, 7-(-3+9) how would I use the distributive property

ReplyDeleteHere is how you should have phrased this question:

DeleteHey Mr. C. - I am far too lazy to watch, even just a snippet, of the VIDEO ANSWER KEY that you sent us last night, so could you take some more worthless time out of your pathetic existence and explain to me how would I use the distributive property For problem 6 on the set A packet, 7-(-3+9)?

Hey Mr. C, what is the video called for help with the Algebra Unit 2 Problem Set A packet?

ReplyDeleteNever mind I just saw the email

DeleteI emailed it to you, along with an answer key...

DeleteI cleverly disguised the email with this subject line:

"Problem Set A - Answer Key and Video"

Fooled all of you! No one would ever suspect that the Answer Key and Video would be hidden there!!

How would you do problem 9 in problem set A? The problem is 22-3(2x-4)

ReplyDeleteI couldn't figure out how to reorganize the number after I found like terms

DeleteTo Whomever It May Concern:

DeleteAs stated above, I recently emailed you an answer key, along with an accompanying VIDEO.

I cleverly disguised the email with this subject line:

"Problem Set A - Answer Key and Video"

You can't fool everybody all the time, but you can fool whomever some of the time! No one would ever suspect that the Answer Key and Video would be hidden there!!

Since I made it so difficult to find, here's the link:

http://www.screencast.com/t/cJRr3aOKe

Lmk if the video leaves you with some questions. Please feel free to fast forward to problem #9.

The most important part to remember is that the sign has to be underlined as well. For example...

ReplyDelete22-3(2x-4)

Distribute the -3 across the 2x and the -4. Don't forget to include the negative sign.

22-6x+12

The two like terms here are 22 and +12. The -6x is all alone and lonely with nothing to do with it's life.

If you combine the 22 and 12 you should get the simplified answer of 34 - 6x.

I am very confused on problem 24 in the Kuta Packet. It is 10-5(9n-9). After distributing -5, would you end up with

ReplyDelete10+(-45n+45) or would it be 10(-45n+45)?

This problem bears a striking resemblance to the problem refernced by the previous blogger. You should be able to watch the Problem Set A video for problem #9 and transfer the technique. Lmk if watching the video helps.

DeleteThanks so much Mr C!! I understand this problem now! Thanks!

DeleteCan we make circles and boxes instead of lines and double lines and triple lines.

ReplyDeleteWe discussed this in class. You will need to be VERY CAREFUL when using boxes, eircles, and triangles. As problems get more complex, you may even have 5 ot 6 different types of like terms... will you use pentagons and dodecagons? The other problem is that very often those figures will OBLITEERATE a poor little plus or minus sign, thus making it difficult for the person working the problem (and the all-important reader) to keep track of the positives and negatives.

DeleteThe advantage of underlining is that it literally flies "under the radar" of the problem, so that you don't run the risk of obliteration (obliteration of math problems is generally regarded as a bad thing, in some states it is a criminal offense!).

So, the choice is yours... either way, keep it neat!

How do you do 11 in the problem set A I have tried dividing by 6 and subtracting by 10 what else can I do

ReplyDeleteJust as 11 is to the right of 9 on a number line, after you fast forward and watch problem #9, you will need to advance the progress bar on the video to the right in order to view the snippet for problem #11.

DeleteCapeesh?

Lmk if this helps.

Mr.C are we doing the Relate Define Write Problem in Packet A?

ReplyDeleteYes... give it your best shot...

DeleteFor 22-3(2x+4) I originally got it wrong then my nanny helped me. But when she got to 10-6x she then simplified it to 5-3x I was just wondering if that was considered correct to.

ReplyDeleteWhen we simplify an expression, we don't change its value, we just state it EQUIVALENTLY in a different way.

DeleteI'll summarize the math for you:

If x=2, then 10-6x = -2

If x=2, then 5-3x = -1

Your nanny cut the expression in half, thus changing its value. 5-3x is NOT an equivalent expression. Your nanny found a common factor of 2 in the expression 10-6x (i.e. 2 goes into 10 and 6x), so we could have ALTERED the expression to read 2(5-6x). That's interesting and EQUIVALENT, but it is not a simplified expression. It contains parentheses, right?

Good evening Mr.C!

ReplyDeleteI had a question regarding Math Set A. Here is the question:

-8(x-12) = -(x+9)

I was working this out with a fellow algebra student and neither of us seem to get it. We made several attempts in trying to solve this equation. Help would be greatly appreciated... thank you!

Question #12! Sorry

DeleteFirst, you guys need to get out of your cave more often.

DeleteLast night, a video answer key of Problem Set A was emailed to you. It has been mentioned several times in this blog post in the comments above.

This is a cut-and-paste from above, since you are likely too lazy to scroll up.

I cleverly disguised the email with this subject line:

"Problem Set A - Answer Key and Video"

You can't fool everybody all the time, but you can fool whomever some of the time! No one would ever suspect that the Answer Key and Video would be hidden there!!

Since I made it so difficult to find, here's the link:

http://www.screencast.com/t/cJRr3aOKe

Mr C

ReplyDeleteI am confused about #7 on page 1 in problem set B.

-2/3y=-4

Is there a video I could watch that would help me

Don't forget the text book folks. Take a look at Problem 5 on pg 84 of your text book.

DeleteThe only difference between that problem and yours is a negative coefficient.

The reciprocal of 2/3 is 3/2, because (2/3)*(3/2) = 1.

The reciprocal of -2/3 is -3/2, because (-2/3)*(-3/2) = 1.

That's everything you need to know. Lmk if it helps.

that helped alot. Also do you have to do the RELATE DEFINE WRITE on problem set A

DeleteI have algebra tomorrow and there are many problems on the homework I don't understand. Is it ok if I come in early tomorrow morning for morning math madness even though my class is tomorrow?

ReplyDeleteIm having a lot of trouble with the problem set B and KUTA packet. Can u go over the problems in extra help tommorrow morning?

ReplyDeleteThat's what extra help is for...

DeleteYou said do #29 on page 1, but there is no #29 on page 2 of the KUTA Packet, so what do you mean? Also, if 29 is on page that would change some of the other questions.

ReplyDeleteI guess I meant page 2... page 2 is a continuation of page 1... same type of problem

DeleteI meant there is no 29 on page 1

ReplyDeleteAnonymous who posted at 8:16, ok i'm gonna give this a shot

ReplyDeleteThe first thing you want to do is to get the variable on one side then the problem will become much easier to solve. To do that you first need to distribute the -8 to (x-12) then distribute negative to (X+9).So the problem is now -8x+96=-x-9 now all you have to do is add x to each side. Now the variable is only on one side of the equation. -7x+96=-9

I hope that helped.

That answer was so good, it makes me want to SING!!

DeleteHi Mr.Chamberlain

ReplyDeleteI am not able to solve problem 13 on the second page of problem set B. The question is -3(-5a+1) = -27 + 15a. I keep simplifying to -3 = -27. Here is my work.

-3(-5a+1) = -27 + 15a.

15a - 3 = -27 + 15a

-3 = -27

Is -3=-27? NO!!

DeleteLook at your previous line

15a - 3 = 15a - 27

Picture your self standing at 15a on the number line (it's somewhere on the line, right?). If you place one rock 3 steps to the left and and another rock 27 steps to the left, will they ever be in the same place? NO!

You are correct... THERE IS NO SOLUTION!!

See problem 4 on page 104 in the text book

See "2-4" videos on MCAcademy Unit 2 labeled NO SOLUTION and MANY SOLUTIONS!!

Good work!!

I am watching the video and it is confusing me on how to do number 10 in problem set A can someone help please???

ReplyDeleteI guess I like to live in harmony with my fraction brothers and sisters even though they are partly as good as me!

DeletePart of me doesn't know what to make of your Q&A... it seems a bit improper.

DeleteIf you don't understand a video, you should come in for some morning math madness.

I am draipwing a blank for some reason on how to get rid of the -2 in the problem t/-2=1/2

ReplyDeleteQ. WHO is bothering t?

DeleteA. -2

Q. HOW is -2 bothering t?

A. t is being divided

Q. How do we fight division by -2

A. Mutliply both sides by -2

It is very similar to this video... that we watched and discuss before school AND in class AND has been discussed before.

This particular problem in the video is even tougher, because it has two terms in the numerator, but the idea is the same.

http://www.screencast.com/t/TC6YZela