## Week 9 Math Post This week we reviewed how to graph inequalities on a number line. For example, if you had the equation x > 2 this is how you’d display it properly.

1. Take the number(s) in the equation and find them on the number line. In this case the number is 2.

2. Look at the symbol(s). In the equation, it states that x is larger than 2, using the > sign.

3. Draw either a filled-in circle or a hollow circle on the number. The filled-in circle means that x is greater than or equal to/ less than or equal to the number. The hollow circle means that x is either greater or less than the number. In the example equation, x is greater than 2 so you would put a hollow circle around the 2.

4. Draw an arrow stating if x is greater than or less than the number. In the equation we know x is greater than 2 so you would need to draw an arrow pointing to the right of, and along all the numbers greater than 2.

The end result should look like the picture above.

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## Week 8 Math Post

This week I learned the difference between discreet data and continuous data. Discreet data usually applies to certain numbers of objects or things that are being measured. They are usually things you can count and can not be split into pieces. Some examples of discreet data would be the number of cars in a race, number of marbles in a jar or number of people at a concert. It would not make sense to have half a person, so you can tell it is an example of discreet data. When graphing discreet data using a cartesian graph you would not connect the dots to show that the information is discreet.

Continuous data however usually applies to things that can be measured. They can be measured at different intervals and in different ways. Some examples of continuous data would be the amount of time it takes to complete a task, the distance an airplane travels or the height of a building. It is possible to have one and a half meters, which is how you can tell this is an example of continuous data. When graphing continuous data you would connect the dots to show that the information is continuous.

## Week 6 Math post

This week we learned how to factor polynomials. This means that you would take an answer to a FOIL question and find out what the question was. For example, if you take $x^2+14x+49$ you would first write down all the factors of 49. After that, find the pair of factors that adds up to 14 (7×7). Finally you would write the answer as two binomials (x+7)(x+7).

If you have an expression with two terms ( $x^2-25$) that means that if it were factored, the expression would be conjugates. For example, (x+5)(x-5) are conjugated because the two constants have opposite signs (+ and -). This also means that if you multiply out the expression the +5 and -5 would cancel out and become deep pairs.

## But SMART Edublog

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## Week 4 Math post

This week I learned what the “angle of elevation” was. It is the angle that determines how much rotation something has to undergo to reach a certain point. For example, if there was a person standing on the ground who was looking up at a plane, the angle their eyes needed to rotate up to see the plane would be the angle of elevation.

To find the angle of elevation, you can use SOH CAH TOA. For example, if there was a triangle who’s opposite and adjacent sides measured 29.3 and 16.2, you could use inverse tangent of the opposite side divided by the adjacent. You would then get an angle of 61° which would be your angle of elevation.

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## TOKTW Reflection

Here is my TOKTW reflection. Loading... Taking too long? Reload document
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