### Archive of ‘Grade 11’ category

Today I am going to explain how to word problems. This is something that I have had trouble with this week, so I am going to give some tips that I have learned to help.

First, every word problem wants you to create two equations from it’s poblem. These two equations will be what you use to solve the problem. From these equations, you will create a quadratic equation. Then, you will use that equation to solve the problem. Next, if the equation is asking you about people and money (or two different things) you would put people with people and money with money in your equation. Then, like the last one you will turn this equation into a quadratic equation by using FOIL and add all the like terms together to give you a quadratic equation that you will use to solve the question.

This week, I had trouble creating and knowing how to make the “x” and “y” table of values from an equation, and knowing how to graph it.

If you had y = 2x^2 + 8x + 6 you would begin by finding the vertex. You would do that by factoring out 2 from the equation (because that is the value of the first number). So the equation would now become y = 2 (x^2 + 4x + 3) The next step would be to take the 4 divide it by two and then square it. Then, you would take that number (4) and create a zero pair after the 4x in the equation. The equation would now becomre y = 2 (x^2 + 4x + 4 – 4 +3). Then you put brackets around the first three numbers of the equation, y = 2 (x^2 + 4x + 4)(-4 +3). After this, you would go back to the number that you had to divide by two and then square (4), and root it, which gives you two. So the equation would now become, 2 (x + 4) (x + 4 ) (-1), which would become 2 (x + 4)^2 (-1). This would give you your vertex of (-4, -1). Once you have found your vertex, you are able to put it into the middle of the table, and move up by two, and down by two. The top number on the “y” values of your table will be the same on the top and bottom. These will give you your points for your graph. Once you have these you will be able to plot them on the graph, which you can draw based on where you points on (move the graph higher or lower). That is how you find the vertex, points, and graph an equation.

For this chapter in math, I have struggled. However, I learned a trick that can help make long factoring questions faster and more clear.

For these types of questions, you can substitute what’s in the brackets on both sides for a variable. If they are both the same then you can make the the same variable (a) and if they are both different you can make them different variables (a and b). After, you re-write the equation with the variables in place of what was in the brackets. After this, you can factor it. In this equation, the root of 49 is 7, so you write 7 on both sides of the equation, since the variables are squared you put an “a” next to the 7. Next, you root 9, which is three. Since three is negative, one three on a side will be negative, and the other three will be positive in the other brackets. You would do that same as the “a” and put the “b” variable next to both threes. Once youo do this, you re-write the equation replacing what the variables where for what was originally in the brackets. After, you factor what your equation is. You would factor the number that is in front of the brackets to the brackets in front of it. After you so this, you are left with your answer.

This week in math I have had some trouble figuring out some of the different strategies for factoring. I will explain how to factor using the completing the square technique.

For this example, the first thing you do is add a zero pair at the end f the equation but before the equal sign, in this equation that was +16 and – 16. Then, you take take the first three terms as your equation to solve first. To do this, you take the second term, and half it, and then square it, in this equation that was 8. Next you take one of the answer you get from that, half all of the equation (only the first three terms), and write them out next to each other (which can be simplified by writing it once and squaring it), adding on the rest of the equation that we where ignoring before. Next, you want to isolate x. To do this, you first have to take away what is not in the brackets first. In this equation, that is -6 (you would add +6 to both sides of the equation). Next, you have to get rid of the square, and to do that youo would root both numbers of both sides of the equation. When you root the other side of the equation, it becomes +-. Since the square and brackets are now gone, you can isolate the x. In this equation, you moved the four to the other side of the equation by adding -4 on both sides. This, would give you the answer.

This week, I was away from a lesson we did. After asking a few people, none seemed to have any notes. One of the many things that I learned this week, is that you can ask Mrs. Burton for the notes, if you can’t find any. Because of this, I was very confused for this lesson on how to do anything. One of the things I was most confused with though, was solving an equation. To better understand how, the “gift” technique.

For this equation, the seven is in front of the root. This can be thought of as a bow on top of a gift, you need to take it off before you can “open” any of the rest of the equation. To do this, you have to divide both sides by seven to get rid of it. Next, you have to get rid of the root or the “wrappping”. To do this, you have to square both sides. After you have done this, you have one last step to get to the “gift” (to isolate x). You have to get rid of the number that is next to the x. To do this, you divide both sides by two (or the number that is there). And this will give you your gift, or your answer.

This week, I’ve had a lot of trouble with the math. I’m stilll trying to uderstand how to do each question, but I have figured out a mistake that I need to work on correcting and understanding. I need to remember to simplify my equations after I have written them out (completing the BEDMAS part of the question).

To be able to simplify these equations, a tip I learned is to put a 1 in front of each root (unless there is already a number there) in order to make simplifying and combining like terms more clear. After having done this, you can begin simplifying and combining the question. In the picture above, 1 root 25 became root 5, because 5 x 5 is 25, times 1 (because of the number you put in front of the root), which is five. For root four, you multiply the root by the number in front of the root (1) by the number in the root (4), to get 4. When combining two like terms, the number inside the root (radical) stays the same, however, you do multiply the numbers outside the root with each other.

This week, I decided I would do my math late at night. Now, I have learned that this is not the best idea. I wanted to get it done and out of the way, however my plans doing it where quickly stopped when I came across a mistake that I made and my brain decided to not work.

After reviewing the question many times I couldn’t find an answer, so I decided to skip it and try it again the next day. Upon seeing it the next day after rest, and my brain working, I realised that the mistake was a simple subtraction mistake in the beginning of the question that threw off the rest of the question. I think this is why it is important to pay attention to your work in the beginning of the question (and throughout the rest of it). I also think it is important to do your math when your brain is working and ready to learn, because this way you are not only less likley to make mistakes, but also are able to learn more from your work and remember how the math works.

This week in pre-calc I learned an important lesson. This has less to do about a particular math problem, or how to solve something, than it is about a question. I think that this is very important for everyone to know. In the past, I have been afraid of asking for help, or questions to teachers when I don’t fully understand something, and wil let it slide, thinking, “I’ll figure it out on my own, and solve it later.” But, I never do really figure out or understand the question, and I let go long enough for the question to become 4 units behind, and to have myself even more confused. I think that this is where I am my own enemy.

So, this week, I didn’t understand some questions, and instead of convicing myself that I would seem stupid, and be judged, and decided to persevire through my stresses, and go get help sooner than later. In doing this, my questions where well explained, I was then able to find the right answer, I felt not stupid at all- the opposite, really, as I had gained more knowledge on how to do the comcept. So, that is why this week, I have no pictures of a specific problem and how I solved it, but rather advice: we judge ourselves much more than others do, and because of this we loose more than gaining what we think will be respect due to a lack of change in judgement from the person we get help from. I hope this helps someone who had the same problem I did, and get the help that they may need.

My mistake this week was a pretty simple lesson to learn, but easy to confuse:

I simply thought I had to multiply the formula used for this question, when I actualyl had to addition this. This is why it is always important to know your formulas and to review your work and ask for help.

Part 1:

2, 10, 18, 26, 34.. $t_50$

$t_n$ = $t_1$  (n – 1)d

$t_n$ = 2 + (50 – 1)d

$t_50$ = 2 + (49)8

$t_50$ = 2 + 392

$t_50$ = 394

Part 2:

$s_n$ = $\frac{n}{2}$ ($t_1$ + $t_n$)

$s_n$ = $\frac{50}{2}$ (2 + 394)

$s_n$ = 25(396)

$s_n$ = 9900

As I was going through the workbook questions for this weekend, I went through all of them learning the methods better as I went. When I started correcting my questions, I came across this answer and didn’t understand why i got it wrong. I thought of many different things that I could have done wrong, but still couldn’t understand why. Then I noticed, that I had made the simplest mistake, and instead of multiplying, I added.

“For each arithmetic series, determine the indicated value.”

I simply didn’t multiply the brackets for 1 + 41(2.5), but I added them instead!

I quickly fixed my error by going re-doing the question – this time being sure to multiply, instead of add! I finished the question, realizing how simple my mistake was to correct.

I will sometimes not correct questions if I cannot figure out what I did wrong, and wait until I can ask someone for help, but I realise now, that if you give yourself enough time to go through the question, and not stress over it too much, you are able to better understand how to do the question (in this case to better understand arethmetic sequences). You are able to leave your studying feeling good about yourself – one of the most important things, so you are motivated to do more, because you realise that you can do it.