Thursday, October 6, 2016

hw #2-R3 Work Those Fractions!

hw #2-R3
Test on Mon (A) Tues (B)
Chapter 1 Test (omit sections 1-3,1-8,1-9)
Chapter 2 Quiz Sections 2-1 thr 2-4

Kuta Packet
Page 1:
#9 (show using counters... don't just do "plusplus")
#25 (line number "difference maker")
Page 6: #23,#27

Problem Set B
1st Page: Do the entire"middle column"
    i.e. #2,5,8, etc through #29 ALSO #9,#16
2nd Page: #14,18,24
3rd Page: #8,20
4th Page #17

HAND-IN 
Prob Set B Page 1 #27
Prob Set B Page 3 #12

28 comments:

  1. Hello!
    I was wondering why the link to the blog on your website (mathchamber) goes to a older version of the blog. Is that intentionally put there?

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    1. The MathChamber.com website is an old website that I can no longer update... I suggest that you make the BLOG a favorite url for future reference.

      Delete
  2. Hi! I looked for a video and I couldn't find one. In the Kuta packet on # 25 I got the answer 5.5. I think it should be a positive because the first number is larger but I'm not 100% sure if I'm correct.

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    1. I am away using my phone... I don't have access to the packet... I could have answered your question but since you didn't state the problem you are wasting time... I'm not sure why you guys are so slow to realize that you need to state the problem... soon I will simply delete comments like this without any mention or warning ... it's a waste of space... don't clog the blog!

      Delete
  3. The answer would be positive 5.5. When subtracting with a double negative for ex. 5-(-5) it will be a positive, or 5+5. both equations are equal. So in this case, the question is 1.8-(-3.7) equals 1.8+3.7 therefore it would be 5.5. hope this helps

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    1. Taylor is describing the magical ++ (aka keep-change-change) phenomenon. Can we actually visualize this problem and understand it? SURE WE CAN!

      In our "new language" of mathematics, the math gods are asking:

      What is the difference between 1.8 and -3.7?
      More specifically:
      How much more or less is 1.8 than -3.7?

      So, how do we get started?

      First, mark 1.8 and -3.7 on the number line.
      Clearly, 1.8 is more than -3.7, which means our answer will be positive.
      Next draw a line segment between the two marks. We can split that segment into two segments, one from -3.7 to zero and the other from zero to 1.8.
      Clearly, the total length is 3.7 plus 1.8, right?
      So, just add 3.7 and 1.8 to obtain 5.5.
      Since 1.8 is 5.5 more than -3.7, the answer is positive 5.5

      Gotsk it?
      Watch the difference maker video in MCAcademy Unit 1.

      Delete
  4. How would you do the the problem: -2n-(9-10n)

    Thanks!

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    1. First, I would change (9-10n) to (9+(-10n))... (you don't have to do this, but I think it is helpful for beginning algebraticians).

      -2n - (9+(-10n))

      Read this as "Start w/ negative 2n and then remove 1 set of 9 and -10n)

      Removal of 9 will equal -9
      Removal of -10n will equal +10n

      This process is called "distributing the negative" - you will now have:

      -2n - 9 + 10n

      Hopefully, you know what to do from there.
      Watch the "1-7 Distributing the Negative" videos in MCAcademy Unit 1.

      Delete
  5. When the answer has Infinite Solutions, is there a way to "substitute" or check to make sure you're correct?

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    1. Yup, you could substitute ANY REAL NUMBER into the original equation, and the equation will be a true statement!

      i.e.
      2(x+4) = 2x + 8

      ... is an "Identity"

      Go ahead, choose a bunch of real numbers... 1/2, 7, -10 etc and substitute them into the equation... they all work... hence there are an INFINITE number of real number solutions.

      Capeesh?

      Delete
  6. How do you solve problem 20 on pg 3 of Problem set B: -3(2+6p)=8-5(4+4p) ?

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    1. What did next step look like after you distributed both sides in the first step?

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  7. On page 3 of Problem Set B, #12, I am having difficulty on figuring it out. Here is the problem:
    -2n-(6+8n) = -4(-6+6n)-2
    It says the answer is two. But I keep getting a solution of -7! I just don't understand.

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    Replies
    1. What did next step look like after you distributed both sides in the first step?

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    2. Where is the answer key?

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  8. Thank you so much for making the extra help available it has helped me understand your class so much.

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  9. When it comes time for the test, are we allowed to use knowledge from last year? Such as multiplying by the commen denominator.

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    1. OMG, of course!! Why do you think I bring up Mr. and Mrs. McGillicuddy all the time. They were wonderful teachers... use EVERYTHING they taught you!

      I'm pushing you to understand visual mathematics because I know it will help you going forward. That said, use anything and everything you can to solve problems.

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  10. I don't understand where I can see anything you've posted on the blog about this homework assignment???

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    1. If you are talking about the #2-6 assignment, it was so small that I didn't make a post... we will be doing more with section 2-6 in our next class. I just wanted you to watch two videos and try two problems.

      That said, if you have a question, ask it here...

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    2. When in doubt, just ask a question on the latest post... I was hoping that more folks would post questions from the test, but I guess I was wrong.

      Delete
  11. I don't understand, is -8^2 64 or negative 64???????

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    1. Here is a problem that we worked extensively on the second day of class and have discussed SEVERAL times since. IT MUST BE IN YOUR NOTES!!

      * represents a multiplication "dot"
      ?=? means we are asking if this is really equal

      -3^2 ?=? (-3)^2
      let's "expand"
      -1*3^2 ?=? (-1*3)^2
      (PEMDAS tells us to perform exponents before multiplication, right?)
      -1*3*3 ?=? (-1*3)(-1*3)
      -1*9 ?=? (-1)(-1)(3)(3)
      -9 ?=? (1)(9)

      Clearly (I hope), -9 is not equal to 9, agree?

      After reading this response, can you answer your own question about -8^2?

      lmk if this helped.

      We will be reviewing be reviewing this in class (and before school at M^3)...

      Good night!

      Delete
  12. i don't have the test in front of me so i have no idea what the problem looked like, but the last problem, #10, on the test had me very confused. I redid the problem so many times and kept getting the same answer but when i substituted the variable it was never equal...

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    1. Mr. C. is closed for the night. Hope to see you at M^3!

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  13. Hi Mr. C, I was just wondering about the quiz, because I was confused about what identity meant, if it meant that it was infinite, or if it means there is one solution.(I didn't get my test/quiz back yet, also, I will check this tomorrow morning because your out in the morning) Thanks!

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    1. Dear Pro,

      This is explained in Problem 4 on page 104 in your text book. Mr. C. also made videos of these same two problems and they are cleaarly labeled as such, smack dab in the middle of the MathChamber Academy Algebra Unit 2 menu.

      So, if you don't like reading blog answers, read 1/2 of page 104 in your book AND watch the videos.

      When you are given an equation in one variable, and the variable exists on both sides of the equation, there are three possible outcomes:
      1) There is one solution - this is the expected case, where we end up with an answer like "x=3" or "x=-1/2" etc.
      2) All Real Numbers are solutions - this "special case" occurs when we perform some POE's or simplication steps, only to come upon a step such as "2x+3 = 2x+3" ... hmmm... what now? This equation is always going to be true, regardless of the number we choose for x... therefore any value for x will be a solution, which means ALL REAL NUMBERS are a solution. This case has multiple names, so a correct answer on your part could read as any of the following:
      a) All Real Numbers
      b) Infinite solutions (cuz there are an infinite number of real numbers!)
      c) Many solutions (I don't like this description, but you will see it sometimes)
      d) Identity - this is a good description, because if you look at the situation I described above, the equation is IDENTICAL on both sides

      3) There is NO REAL NUMBER SOLUTION. this "special case" occurs when we perform some POE's or simplication steps, only to come upon a step such as "2x+3 = 2x-3" or maybe "2x+3 = 2x+4" ... hmmm... what now? This equation is NEVER going to be true, regardless of the number we choose for x... therefore NO values for x will be a solution, which means NO REAL NUMBERS are a solution. This can be abbreviated "NRS" or the "null set." (kinda like "nil" in soccer).

      Hope this helps!

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    2. Thanks! I get now that identity is infinite solutions, that NRS is no solution, and there are alsos one solution problems.

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