Example 2) Find the possible 2 integers that equal to 24 when multiplied together. Pick the pair of integers that equal to 11 when added together. Make sure to see if the integers have to be possitive or negative depending on the middle and last number (11, 24). If there is no pair that equals to the middle number when added together, it can’t be factored. The integers can be written in any
The is week in math we learned how to remove the greatest common factor. This helps factoring easier.
2. Take the common numbers and write it in front of the brackets.
3. Divide the three numbers by the common number and write it inside the brackets.
Example 1) In the first example you can see that 10, 25, and 30 can all be divided by 5 and X. So i wrote 5X infront of the brackets and then divide 10, 25, and 30 by 5, and you’ll eventually end up with 2, 5, and 6, which you write in the brackets, and also don’t forget to subtract the common X from each number.
This week we started our new unit on polynomials. You can solve a multiplication question of binomials using algebraic tiles, the distributive property, and an area model.
We reviewed how to use algebra tiles, and use the distributive property, but one new thing I learned how to do is to use an area model.
To calculate the area of a rectangle through an area model you must first, devide the boxes and multiply the two numbers into each rectangle. Second, group the like terms, and write them out starting from the biggest to the smallest.
This week of math we learned the basics of trigonometry. We learned how to calculate missing sides and angles through the acronym SOH CAH TOA. Trigonometry is new type of math that I’ve never dealt with. At first I thought the whole concept was confusing and hard, but as I practiced more, I’ve grown to really like solving trigonometry equations. 🙂
1st equation: First, label all the sides of the triangle to make it easier to read, and base this of the reference angle. (Adjacent, Opposite, Hypotenuse) Second, take the side that is asked to find and the side with the given length. Which will help you choose which sign to use. Third, get the variable on the top of the fraction (in this case 12) to balance the equation, and then isolate the variable and multiply both numerators by the denominator of the fraction that contains the variable. Lastly, solve the equation.
2nd equation: First, label all the sides of the triangle to make it easier to read, and base this of the reference angle. (Adjacent, Opposite, Hypotenuse) Second, take the side that is asked to find and the side with the given length. Which will help you choose which sign to use. Third, to find the angle you would have to multiply the sign on both sides, but it changes into a negative when it moves to the other side of the equation (invert). Lastly, solve the equation.
3rd equation: First, label all the sides of the triangle to make it easier to read, and base this of the reference angle. (Adjacent, Opposite, Hypotenuse) Second, take the side that is asked to find and the side with the given length. Which will help you choose which sign to use. Third, eliminate 24 by multiplying it to both sides of the equation. Lastly, solve the equation.
This week in math 10 we learned about the Metric system and the Imperial system.
The Measurement unit has a lot of rules and steps, and if you’re not causious it is easy to make little mistakes. I personally think that this unit is somewhat confusing, but it’s also fun to solve the equations, and learn about the relationships between all the units.
I was able to remember the metric system through the phrase “King Henry Doesn’t Usually Drinking Chocolate Milk”. Which actually stands for kilo, hecto, deca, unit(base), deci, centi, and milli. I also realized that a visual number line helps me a lot when converting units.
You would move the decimal (right/left) to the amount of spaces from your original unit to the one you want to convert it to.
The imperial system is mainly used in the US, but it is still important to know because we live very close. In the imperial system there are miles, yards, feet, and inches. An easy way to convert these units is to use a visual staircase.
You would multiply as you go down the staircase and divide when going up. Also remember that 1 inch=2.54cm, which is useful when converting units between the imperial and metric system.
On the fourth week of math we mostly did review and prepared for our test on thursday. One thing I did learn was how to convert rational exponents into radical ones. This concept was new to me, and at first it was slightly confusing to me, but Flower Power helped me remember.
The flower would be the power and the root would be the root. The concept is very easy and simple. So when you convert it into a radical you would just have to remember that the numerator is the power and the denominator is the root.
This week in math 10, our class learned exponent laws (multiplication, division, power). It was mostly review to refresh what we learned in grade 9 math, but I also learned how to convert negative exponents into positive exponents, which was new to me.
In order to solve a problem with a negative exponent, you would have to first locate the negative, and if it is located in the numerator bring it down to the denominator and vise versa. In other words, flip the negative reciprocal into a positive. 🙂
This week in math 10, I learned how to convert entire radicals into mixed radicals and vise versa.
In order to simplify the entire radical, you would have to take a look at the radical’s factors. Among the factors find the perfect squares, and rewrite the radical using the pair of factors. Take the square root of the perfect square and pair the two identical numbers into one single number and place it outside of the radical.
This method can also be used for cube roots, fourth roots, and so on.
This is my autobiography for planning 10.