This Blog exists for the collective benefit of ALL Algebra students. While the posts are usually specific to Mr. Chamberlain's class, any and all "algebra-ticians" are welcome. The more specific your question (including your own attempts to answer it) the better.

When doing test corrections is number 17 the answer 61.54% increase? When solving it I got that twice by using proportions. I made a proportion that was x/100 = 240/390. When you use the cpp you get 24000 = 390x. Then you get 61.5384 and you said round to the nearest hundredth on the test. On the test you marked that answer wrong. So is that answer correct or am I just making a silly mistake like adding 3 + 2 and getting 6?

You did not properly "translate" the word problem.

You answered the question "What percent of 390 is 240?"

The problem asks you to find the percent of increase from the original $240 to the new $390. The original amount is always the "whole" amount aka, the 100%.

So x/100 = 390/240... will tell you that 390 is 162.5% of 240. That's interesting, but since the question asks for the percent of change, you are looking at just the deviation/change from the original amount, so the answer to the question is a 62.5% increase.

You need to practice a few of these from section 2-10 in the text book or the "peachy" practice packet.

And the moment where I finally realize what was wrong with what I did in #17, I had already handed my test corrections in. Oh well, it doesn't really matter in the long run~ (I mean, I hope it doesn't...)

Give me an articulate explanation of what you did wrong and show me the fully corrected problem (NEAT & COMPLETE) and I will take your appeal under advisement. Is it worth one point? That is for you to decide. Have it in my mailbox or deliver it in-person by tomorrow morning!

I was doing the homework for Wednesday on set builder notation and I want to make sure I and 110% clear for class. I couldn't find any videos on mathchamber about set builder notation. Could you recommend one for me and/or tell me how to find a good video on set builder notation.

In the MathChamber Academy videos for sections 3-6 & 3-7 I often use set-builder notation... it's just a way of expressing the answer... take a look at the 3-6 (Level 1-2-3) videos... you'll get a preview of coming attractions and reinforce set-builder notation at the same time! What fun!!

Mr. C, I was working on a few of the problems in the chapter 3 packet and I came up to this problem, 15(j-3)+3j<45 I was confused what the answer would be.

When doing test corrections is number 17 the answer 61.54% increase? When solving it I got that twice by using proportions. I made a proportion that was x/100 = 240/390. When you use the cpp you get 24000 = 390x. Then you get 61.5384 and you said round to the nearest hundredth on the test. On the test you marked that answer wrong. So is that answer correct or am I just making a silly mistake like adding 3 + 2 and getting 6?

ReplyDeleteDear 3+2=6,

DeleteYou did not properly "translate" the word problem.

You answered the question "What percent of 390 is 240?"

The problem asks you to find the percent of increase from the

original$240 to thenew$390. Theoriginal amount is always the "whole" amountaka, the 100%.So x/100 = 390/240... will tell you that 390 is 162.5% of 240. That's interesting, but since the question asks for the percent of change, you are looking at just the deviation/change from the original amount, so the answer to the question is a 62.5% increase.

You need to practice a few of these from section 2-10 in the text book or the "peachy" practice packet.

WAIT!!! Then what is 3+2???!!!

And the moment where I finally realize what was wrong with what I did in #17, I had already handed my test corrections in. Oh well, it doesn't really matter in the long run~ (I mean, I hope it doesn't...)

DeleteGive me an articulate explanation of what you did wrong and show me the fully corrected problem (NEAT & COMPLETE) and I will take your appeal under advisement. Is it worth one point? That is for you to decide. Have it in my mailbox or deliver it in-person by tomorrow morning!

DeleteI was doing the homework for Wednesday on set builder notation and I want to make sure I and 110% clear for class. I couldn't find any videos on mathchamber about set builder notation. Could you recommend one for me and/or tell me how to find a good video on set builder notation.

ReplyDeleteHey Bob - thanks for checking in!

DeleteIn the MathChamber Academy videos for sections 3-6 & 3-7 I often use set-builder notation... it's just a way of expressing the answer... take a look at the 3-6 (Level 1-2-3) videos... you'll get a preview of coming attractions and reinforce set-builder notation at the same time! What fun!!

Say HI to Wendy for me!!

Mr. C, I was working on a few of the problems in the chapter 3 packet and I came up to this problem, 15(j-3)+3j<45 I was confused what the answer would be.

ReplyDeleteI move this question to the next blog post... #3Q

Delete