Letter graph – Emmi blk D
categories: Math 10
Posts Tagged ‘Burtonmath10’
Patterns in polynomials – Emmi Blk D
categories: Math 10
Here let’s say we have all positive tiles. We have (2x times 2) and (2x times 2). Y simply knowing what the algebra tiles are you can see that the answer could be filled in easily.
math post – week 6
categories: Math 10
The variable in this equation is on the bottom of the cosine equation so that means we have to switch the two around and then put the variable on top of the cos number. Then divide as intended
This is also a cosine problem but this time all we have to do is put the x on the opposite side of the equation and then turn cos into an inverse cosine and do cosine 5/6
The variable is on the top for this one as well so all that has to happen is the inversion again as the problem anove
week 6 – math 10
categories: Math 10
the week we started trigonometry I was very confused for the first bit. especially when we were learning how to name the sides of a triangle. but after many questions, and very good answers, I found that when you want to name the sides of a triangle, the opposite side is OPPOSITE of the reference angle. the adjacent is BESIDE the right angle, and the left over is the hypotenuse which is OPPOSITE of the 90 degree angle.
week 5 – math 10
categories: Math 10, Uncategorized
this week I learned that when you do 
week 4 – math 10
categories: Math 10, Uncategorized
this week I had an ah-ha moment when I was learning about conversions. I really thought that it was way more difficult than it is. all you have to do is move down the number line and then move the decimal which-ever direction you moved down the number line. (I have pictures but they won’t load onto the blog right now). after that all it really is, is moving the decimal.
week 3 – Math 10
categories: Math 10
using the rule flower power, which states that “the root goes on the bottom”, it means that the square or cube root of the radical goes on the bottom of the fraction in exponent form. when there is a fraction as an exponent, it also tells you that whatever number is the denominator, is the number representing the root on the radical.
This week I found a connection between the 2 units we learned about. involving radicals, and the term, “flower power” which states that the root goes on the bottom. Seeing radicals in two different units and being used in many ways makes me see that you can use math in many different aspects. Exponents have their own rules, radicals can be mixed or whole, and radicals can even have their own fraction as the exponent. Below is an example of “flower power”, and the fractions as an exponent in a radical.
Week 2 – math 10
categories: Math 10
this is the equation on another skills check I did, after wanting some more practice with this type of question.
this week it was another “ah-ha” moment. this time it was with the Pythagorean Theorem and solving for “a” “b” or “c”. at first I didn’t know how to solve these, then I thought you had to add everything up in the end, but it is really like any other equation. when you are solving for “c” you have to follow the equation a^2 + b^2= c^2. BUT if you are solving for a or a or b, then you have to subtract c from the other given number. like this equation I did here (and got right!)
Week 1 – Math 10
categories: Math 10
for me, week 1 was filled with a late ah-ha moment. my moment was when I understood how to convert mixed radicals into entire radicals. It’s as easy as multiplication! here you see a photo of what I mean…
For me remembering how to do this was quite the achievement because normally I don’t remember how to do everything after class, but here I remembered and got the questions right and I was super happy about it! All I did to help me was put in the invisible 2 as the exponant, and in just visualize it as a multiplication question and I get it right.
