We did a lot of practice on scale factoring and it can be very important to most of the problems we had to work with. Scale factoring is what you use to enlarge or decrease the measurements of the rectangles, or whatever you are working with. Scale factoring is used to show the way it is stretched.
This blog post I chose to focus on finding angles with intersecting lines when it adds to 360 degrees. As well as understanding the different terms when choosing your reasonings.
complementary- Angles that add to 90 degrees
supplementary- Angles that add to 180 degrees
Vertical Opposite- an equal opposite
2. The next step I like to take is to see how I can make a total of 360 degrees within my equation. I know that 104 + 104 = 208 which solves 2 of the angles.
3. To find the next two angels, I use the equation 360-208=152. Now that I have 152 I divide that by 2 to find the two angles that are equal. 152 divided by 2 = 76. therefor 76 is each angle.
To double check my work I use the long format to show my equation to check my answer:
104 + 104 + 76 +76 = 360
4. Now I have all my angles with all my work shown, I know can decide how to classify them with a reasoning:
For angle 5: Vertically opposite: This one I classified as vertically opposite because we are given the angle of 104 degrees on one side, and for this diagram both ends are equal. therefor, it is the same. So because it is straight across (opposites) it is vertically opp.
For angle 6: supplementary: this one I classify it as supplementary because the angle adds up to 360 degrees.
For angle 7: vertically opposite: this one I classified as vertically opposite as well, because it is right across vertically from angle 6 which is 76 degrees as well.
This week we learned mainly about how solving for a triangle and finding the missing angle. I found this important because it is the base line to all of the questions in this unit and understanding how to solve these are super important.
Things I ask myself before doing a question:
2. First I add together the 65 and the 70. where I get 65+70=135
3. Therefor I would have 180-135 which is 45. So the angle would be equal to 45.
to check my work: 70+65+45+180
2. now that we know it has to be equal to 90 degrees, we fill in the blanks.
3. So I have 16 degrees. 16+____=90?
4. You could do a few methods to find your answer, I like to use the angle given to find the missing angle. For this equation I did 90-16=74. Therefor, the missing angle is 74 degrees.
Mind map essay
During this week I found some skills a little difficult, and wanted some extra practice on a few skills.
Some key points to remember:
general form: Y intercept/ Y= ax2 + bx +c = 0
Vertex: Vertex Point/ Y=a(x-b)2 +c
factored: X intercept y= a (x-b) (x-b)
For this example, I want to focus on general form quadratic equations, and converting these equations.
The function I chose to show is y=(x+3)2 – 9 which we put into general form which is y=ax2+bx+c.
I like to write out both equations again so I can cleary see them so I do not mix up a number or write it incorrectly.
You then re-write the equation in a longer form. So we square what is in the brackets so we can see it clearly.
Now I multiply where the arrows indicate, and write it out fully. Therefor, now I have 4 terms and the constant.
I now have to put the like terms together, so I take x2 with x2 which gives me 2×2. Same thing with 3x and 3x, therefor that gives me 6x.
Now my equation is in general form, and has all of the terms included.
Another step within quadratics that I found important was being able to identify the pattern and what direction you graph in.
For this example, i can already see that it is a negative so I know it will be a downwards angle instead of upwards. I can also tell it would start at zero on the graph because it has no vertex point within the function. These are a few ways I can identify and start to spot before doing any actual calculations.
For this week I found many things important while learning our lesson on quadratics. I found being able to solve the equation, put it into a table of values is extremely important because you need to be able to complete these steps in order to graph it. I found a few methods in solving for Y in the table of values but this way was the easiest for me.
Important Key things to remember:
Starting off I found an equation that I could use to solve and place into the table. I used the equation: Y=x2-x-6.
2. Next, you re-write the equation with the new inputted numbers. Which for the first one would be -3^2+3-6. Which you would continue to solve/simplify in order to find Y.
3. next you solve the equation. You take-3 and times it to the power of 2. Which means -3 times -3 which would create positive 9 because a negative and a negative make a positive. Then moving to the next slot is now +3 which is positive as well, because a negative and a negative is a positive. Lastly, you keep the -6 on the end. This equation is now 9+3-6.
which is very easy to solve because 9+3=12 AND 12-6 =6. Therefor it =6.
4. Now that we have solved the equation and we know that the first plot point is 6 and we can then input it into our table.
Now you can repeat the same process until you have found Y for every X slot. Until you have filled your table up so you can then graph them.
This is another example on how you input the numbers: using the next X number which was -2.
These examples I found most crucial and important to learn because these steps are what guide you into being able to plot your points on a graph. If you were to continue to the next section to plot points you would simply take your X coordinate and your Y coordinate and match it up. So the point would sit on X’s Number and Y’s number where they intertwine.
One of the most important things we learned this week was solving an equation. I think this was one of the most important because it ties everything in this unit together and you have to start with solving an equation before anything else. I chose to talk about linear equations and the process of solving one.
Process for an example of an equation: First I chose the equation and looked into the steps I need to take because this equation makes it easier to understand the basic concept and steps for a more challenging equation.
2. After I multiplied the numbers I have now have a smaller equation without the brackets. Now I need to isolate the Y and create an equation. For this specific equation I moved the 5y to the left, and moved the 6 to the right side. Therefor my equation became 3y-5y=-30-6.
3. Next I simplify that equation, therefor it became 2y=-36. I first did 5y-3y which is 2y, and then -30 – 6 is -36. which this now means I can now divide by 2.
4. watching my negative numbers and dividing both sides by -2, I have my final answer below.
I found this important because it is one of the main things we learned. After some practice I found this much easier to do and understand.
Dendrites – They are made to receive and communicate to other cells. They use an electrochemical charges to communicate to the cell body. These look like trees which helps increase the area of the cell body.
Axon- An Axon is almost like a very thin and long cable which runs through your brain. Within this cable, It sections off into different parts. This is almost like a pathway for neutrons to transport to other neutrons.
Cell body- The cell body is where the nucleus is contained. The cell body connects to the “dendrites” which would travel through the axon to send messages to the other neurones.
Myelin Sheath- this is a layer over and forms around your nerves in your brain. This allows electrical impulses to get to other cells through the nerve at a quick speed.
Nodes of Ranvier- They allow the ions to go in and out of the neutron which sends electrical signals.
Terminal branches of axon- These are the end of the branches coming from the axon, the end of the branch is what is called the “terminal”. This is when a cell body is attached to another neutron.
the Astrocytes are found in the central nervous system.
The ependymal are found in the ventricles cells.
self asses- art
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