Geometric sequences and series

All new questions up to 46 are for homework.

Diverging is when a sequence gets further and further from the starting test. Converging is when a sequence gets closer to a point with every step further it takes.

And just because Max absolutely loved the flubber ANALogy.

haha analogy thats right up there with Uranus

A regular ball bouncing until it comes to rest is an example of a converging sequence.

A flubber ball however would bounce more and more with every step is an example of a diverging sequence.

Here are the slides

Binomial Theorems

Today we did examples using binomial theorems which is very difficult to explain in words. The easiest concept talked about today was when you have 5C3 you can look on that triangle thingy and you go down the to the fifth row and slide over to the third number in that row and 5C3 will equal the number found in that spot which is ten by the way.

If you need help beyond that call someone else because I'm not a doctor.

Homework: exercise 35 questions 1 to12

enjoy the slides

permutations and combinations

In a Permutation the order makes all possibilities unique so that 123 is not the same 213. However in a combination only different possibilities count in your sample space so if you have 123 then you have 132 and 231 no matter the order.So if you wanted to seperate combinations then you would need a 124 or a 341.
THE HOMEWORK
lesson 29 1 to 10 new 17 to 20 review

lesson 30 1 to 9 new 13 to 17 review

Here are the slides to help drive the point.

Random

This post is for Tuesday April 14
Tuesday was a work period for the students where we did accelerated math and our lessons. So for off topic subject did you know that Malta hosts the oldest building in the world,the Neolithic temple of Hagar Qim is older then stonehenge or even the pyramids.Well now you know.

Logarithms

Lesson 19 Questions 1 to 8

and

Lesson 20 Questions 1 to 12

Today we did some refreshers on exponent function when we corrected yesterday questions. I'm still struggling so I recommend watching the recording, god knows i'll have to.

Here are the slides maybe they can help shed more light on the concept.

Here is the logarithmic grapher that I found yesterday.
http://www.analyzemath.com/logfunction/logfunction.html
Just go to the click here to start button.

exponents and logarithms

Our homework is the 5 questions from a to e on the last slide posted below

Today we started logarithms and the easiest way to explain what a logarithm is to call it the inverse of an exponent. http://www.purplemath.com/modules/logs.htm has an animation that does an exellent job of describing the relation between exponents and logarithms.

The exercise is lesson 18 questions 1 to 18.

We focused this class on double angle identities. Forgive me if I lead you down the wrong road here because I've lost my map and I am struggling to get back on course. That is to say I don't get it. The only thing I'm confident with my understanding of it was the part about 2 seperate angles who end up in the same position on a circle. Honestly I have know idea how to describe the idea of it simpler than Max's traveling to Bowsmen through Lenswood idea. Max also went through the identity formulas, which helped me enough that if I had to do a question like that I could plug in the formula and get the correct answer, but I don't know why it does what it does.

Sorry I couldn't upload the video it just wouldn't upload in a short enough amount of time so I had to take it off

Trig Identities

The weekend questions are 1 to 8 on exercise 14.

An identity between equations exists when the two equations equal one another no matter what x is substituted for. An identity can not exist between two equations that differ on a graph and just because two equations come out the same on a graph doesn't necessarily mean that an identity exists between them. The question is still out on an example that shows two equations that are graphed the same but do not create an identity between them.

I've also been asked to inquire whether or not Max should project his screen onto ours or let us roam free with supervision. In my opinion I do not see the benifit of him projecting his screen onto mine because if I am understanding what he is demonstating then it should be my personal responsibility to listen, and on the other hand I should have the tools necessary to get up to speed made available to me.

Another one of our debateible topics is the open class where we work away at a more seperate pace or where Max straps us all into the same car and takes us with him at his pace. I find that I get more paper work done in the open classes, but I also find that my progess is often times impeded by my lack of understanding of the subject so require help often. In the lesson classes I can sit back and listen, but I find that I have less of a personal motivation to learn when I'm not doing the questions first hand.