This week in Math 11, we learned how to use the Cosine Law. To use this method, you need atleast 2 side lengths, an angle or 3 side lengths. The cosine law is used to find an angle, for the first step you have the givens, a, b, and c is what i use. The equation we use for the first method is, c^{2} = a^{2} + b^{2} – 2ab **cos C. **One thing to keep in mind is that you can have information from the opposite side. For the example below, we used A= 10 cm, B= 18 cm, C= 20cm. Since we’re given three side angles, i used the second method which requires 3 side angles.

# Author Archives: calvinn2015

# DOAS Monologue

# Blackout Poem- I Know Why the Caged Bird Sings

Blackout Poem

For my black poem, I did “I Know Why the Caged Bird Sings,” by Maya Angelou. The poem’s denotative meaning, is that there is a bird that’s trapped inside of a cage, and sees other birds and wishes it had their freedom. The connotative meaning of this poem, is that black Americans had no freedom, and that they were being discriminated. The speaker basically describes how life was for the African Americans during this time, they felt like they were trapped inside of a jail, because they had so many restrictions. The caged bird, describes the free bird as a dream, every time the caged bird sees the free bird soar through the sky, it wishes that it could be just like it one day. During this time, the African Americans were always treated horribly compared to Caucasian people, making the African Americans feel degraded, and all they can do is try and use their voice to make a difference; because the bird and the African Americans had nothing but their voices to use. The theme of this poem is that, even if you’re trapped your voice and opinion cannot be oppressed. This poem is significant, because it has an allegorical reference, to the time where African Americans had no freedom and rights. This poem portrays the voice of African Americans, and that their voice matters, nothing can stop them from using it even if they’re trapped in a cage. In the third stanza, lines 16 and 18, there’s end rhyme with the words, trill and still. There’s personification, because she describes the tree sighing, and we know that trees can’t sigh. There’s symbols, when describing the free bird and the caged bird, “A free bird leaps on the back of the wind, and dares to claim the sky.” The caged bird, “But the bird that stalks down his narrow cage can seldom see through his bars of rage. The speaker is trying to tell us that these are human’s and not birds, because this is not how birds think.

# Week 15 Math blog

This week in math, we learned how to multiply and divide binomials. The first step is always to factor if possible, we always need to take a look at what we’re doing; either multiplication or dividing. From previous math, we know that if it’s dividing then we need to reciprocate the fraction. The next step is to simplify all like terms, you always need to find what X can’t equal to, because the denominator cannot equal 0.

In the examples below, i forgot my non-permissible values, for the first one it’s b cannot equal 0, and same for the second one, except B and A cannot=0

My first step was to examine what equation i was dealing with, and i applied all the steps above to help me solve the solution

# Week 14 Blog post

This week in math, we learning how to simplify radical expressions. If the top the same term as the bottom they can cancel each other out. Our first step is to simplify the expression and then you find what the variable cannot equal to, sometimes there are more than 1 solution. In the example below:

I first found what the X value cannot equal to, so it was 0,9. Next i found all like terms and cancelled each other out X, (X-3). This left me with 24/18x which i could then simplify to 4/3x.

# Week 13 Blog Post

This week is math, we learned how to graph absolute values, meaning the graph cannot cross the X axis to become negative. How this works, is the point it normally crosses to the negative side, reflects going the opposite direction using the same pattern, let’s say we were using 3x+2, when it reaches the point where it’s supposed to cross it goes up 3 then to the other way 2. If we were going up 3 over 2 to the right the reflected side would be up 3 over 2 to the left. We also learned how to do this with parabolas but instead of one line, it will be the vertex that will be reflected, the same rules also apply, the X intercept is like an invisible wall which will not let the line/ parabola cross to become a negative.

In the first picture, this graph represents the graph of *x*^{2}+3x-5 and |*x*^{2}+3x-5|. The green line represents the parabola if it were to be just graphed, no absolute values; we can see that it crosses the X intercept making it negative. In the orange lines, we can see the vertex is reflected, because the invisible wall reflected it back to a positive, having the same vertex but positive.

In the second picture, the orange line represents the normal value where it goes into negative 3x+2, and the blue line represents the absolute value version, where it’s reflected, which the equation is|3x+2|. This represents the absolute value, where it reflects right before it crosses the X intercept using the same pattern as the normal version but going up 3 to the left 2…

# Math week 12 Blog Post -Edited

This week in math week 12, we re-learned how to substitute y=mx+b but with a quadratic, to solve the quadratic version, you must have 2 quadratic equations. The first step in this is to make sure Y or X is isolated generally i like to isolate Y, and make sure they have no coefficients, and that you have an** x ^{2} **to make sure you have a quadratic equation. Now that you have that you have one of the variables isolated, you use that solution and put it into the other solution wherever you see the variable you isolated on the other solution. Next you want to subtract one end to another making one side equal to 0 (Generally you subtract the soltion without

**x**

^{2})

^{ }

Now you want to find the 0’s, because this will allow you to find the y axis. Finding the 0’s will help you complete the equation. Once you find the 2 zero’s, you replace it in any of the equations finding the y axis but it has to be the same equation.

# The Lord of the Flies- Infographic

# Math Blog post Week 11

This week in math, we learned how to graph inequalities and systems of equations. This week, we combined our last 2 units and made it into one (Solving Quadratics, and Graphing inequalities and systems). We learned that if the equal sign has a line on the bottom which means equal that it will have a solid line when graphing. $slatex y\le4x+5$. Knowing this we can add a point to check which part to shade in, in this case i used (-2,1)

-2>4(1)+5 = -2> 8+5

This shows us that we need to shade the bottom side of the graph, because the test points for this solution was not true.

## LOTF- Morality Podcast

### Link

WORK CITED

Golding, William. Lord of the Flies. Penguin, 1983.

James, Wendy. Personal interview. 8 Nov. 2017.

Rosenfield, Claire. “‘Men of a Smaller Growth’: A Psychological Analysis of William Golding’s Lord of the Flies.” Literature and Psychology 11.4 (1961): 93-101.

The rest of the group, however, shifts its allegiance to Jack because he has given them meat rather than something useless like fire.

Crosser, Sandra. “Emerging morality: How children think about right and wrong.” Excelligence Learning Corporation. http://www. earlychildhood. com/articles/index. cfm (2014).

Gilligan’s point can be seen in children’s free play. When boys are confronted with a conflict involving fairness they tend to argue it out or take their ball and go home. On the other hand, girls faced with conflict over fairness will try to resolve the issue through compromise. But if compromise fails, girls will generally change the activity rather than disband the group (Cyrus, 1993).

Service, Indo-Asian News. “Herd Mentality: Even Kids Know to Agree with the Majority.”

These results indicate that children as young as age three and four are able to recognise and trust a consensus. In addition, young children are good at remembering who was and was not a part of the majority group, said a Harvard release.

Baumrind, Diana. “Parental disciplinary patterns and social competence in children.” Youth & Society 9.3 (1978): 239-267

How Piggy had no parents, so he was really shy and did everything that the other boys did to fit in with the group.

“Peer Pressure in Preschool Children.” Max Planck Society,

Of 18 children 12 conformed to the majority at least once, if they had to say the answer out loud.