No teaching so just random stuff

Ok first off sorry this post is a week late.

Well Mr. Max didn't teach anything on Thursday so I guess I'll just post random stuff...

So today (Wednesday March 11) we had our third test and personally I thought the Trig Identity was ridiculous, but I haven't done a real Trig Identity yet either. Oh and without my calculator I would have gotten about zero on this test so I think its about time I got weaned off it, (but I still want it for the next test).

Ok joke time, this ones pretty lame but I like it.


A math student is pestered by a classmate who wants to copy his homework assignment. The student hesitates, not only because he thinks it's wrong, but also because he doesn't want to be sanctioned for aiding and abetting.
His classmate calms him down: "Nobody will be able to trace my homework to you: I'll be changing the names of all the constants and variables: a to b, x to y, and so on."
Not quite convinced, but eager to be left alone, the student hands his completed assignment to the classmate for copying.
After the deadline, the student asks: "Did you really change the names of all the variables?"
"Sure!" the classmate replies. "When you called a function f, I called it g; when you called a variable x, I renamed it to y; and when you were writing about the log of x+1, I called it the timber of x+1..."



Also I think we were supposed to have up to Objective 17ish done in accelerated math, maybe 19.

Ok here is a website with all the trig identities, (as far as I know), and probably, (hopefully), a few we will never have to use, I like this site because they are all organized and written well.

http://www.mathwords.com/t/trig_identities.htm


Heres another one with what I think is a useful explanation of some trig identity solving.

http://www.youtube.com/watch?v=9uoKutwuCio


Ok heres one more joke

A woman in a bar tries to pick up a mathematician.
"How old, do you think, am I?" she asks coyly.
"Well - 18 by that fire in your eyes, 19 by that glow on your cheeks, 20 by that radiance of your face, and adding that up is something you can probably do for yourself..."


Ok one more just to put math in prospective

What is the difference between a Ph.D. in mathematics and a large pizza?
A large pizza can feed a family of four.

Work Period #2

Well,today Mr. Maks was away again,so we had another work period. Remember to catch up on the excercises and do your accelerated math (Deadline for 17 objectives is Mar.10) In case you don't remember all the excercise questions, they are:

Excercise #10- 1-20
Excercise #11- 1-12
Excercise #12- 1-16
Excercise #13- 1-16

Here's a little math joke to cheer you up:
Q: Why do you rarely find mathematicians spending time at the beach?
A: Because they have sine and cosine to get a tan and don't need the sun!

Tuesday March 3: Work Period #1

hi, I forgot to scribe yesterday, but it's not yet 24hours so I'm not doomed yet ;D
what we did basically was what Max told us to in the last post: work on all the previous execises and up to ex.#13, though I'm not too sure if anybody got that far yet...
anyhow, no screens, no vid, just another day, enjoy the same thing today :)

Continuing on our journey that is mathematics....

In my absence, let this be your guide....Start with getting the 'curriculum guide' notes from the substitute teacher, and then go to:

www.math40s.com and start with practice questions from both Trigonometry I and Transformations. The order is not exactly the same as it would be here in Manitoba, but the topics are. By Thursday, I'd like to be finished Exercise 12; 1-16 and Exercise 13; 1-16 also....Do what you can to help yourself get there....This website is just one place on the web that will help...A LOT. Work with each other, and talk to each other. See you Thursday.

graphing absolute values

Well my fellow peers today we learned about all the uses that the smart sync program has, which mostly seem to be making sure we do what we are supposed to during the class. We also worked on graphing absolute values. The real short way that absolute values work is that if you have f(x) graphed the absolute value of f(x) has it so that when the y value is about to become less than zero the value then bounces so that y is always positive. like wise when graphing the reciprocal function of an absolute value graph the absolute and then use Max's famous, well semi famous rule of inverses "greatering equals lessering and vise versa"

and here is a couple of site with online graphing calculators. Also remember to do questions 1-12 on exercise 11.

www.coolmath.com/graphit/

webgraphing.com

Feb. 26/09

Today, there was only four of us, so we did not start anything new. Instead, it was just a catch up class.

Tomorrow, Mr. Max is checking homework, Exercise 1 to 9.

Wednesday, February 25, 2009

Today we had a test on lessons 1 through 8ish. I will not be here tomorrow so I have no clue as to the material that will be covered tomorrow. After doing this test I would appreciate it if we could go over this material as a class for the simple reason that is was almost the hardest thing I have ever done.

See you Friday!!

Hey I found this link and it has a quiz at the bottom of the page that really helped me understand even and odd functions. Enjoy

http://archives.math.utk.edu/visual.calculus/0/functions.14/index.html

Ok guys the homework for today is exercise 9 questions 1-16. Don't forget, there is a test tomorrow, that is cumulative from the other units. Good luck, and study hard.

Here are the screenshots for the lesson that day.

Sometimes Math Is Just Fun....

I found this a little bit by accident on the web today, and I thought I would share it with you. Much more fun than SUDOKU if you ask me...


http://www.kenken.com/





I finished the 4 x 4 and 5 x 5 in a few minutes, but I bet it gets really interesting when there's a 9 x 9 grid....





I know, I know.....there aren't enough hours in the day for diversions such as these, but really, this is a fun one. Enjoy. I did.

RM

More on transformations

Today, Mr. Max talked about our course as a whole and the test that we are taking on Wednesday. He said that we will not be allowed to use calculators on the test since that would be good practice for our exam. (Geez, everything is about the exam now and not about math! ;-) )

Basically, it boils down to this: this is the kind of course where we have learn to learn. That is, we cannot sit around and expect Mr. Max to fill our head with the answers. We have to take the initiative to work and learn on our own and ask for help when necessary.

Now, onto the government website: there were exams on there as well as the solutions to the questions. One thing that was emphasized was the word “exemplar.” In this case, exemplar means something that is typical of a student. And also the kind of mark they would get for a answer that was only partially correct.

Here is a link to that website:

http://www.edu.gov.mb.ca/k12/assess/archives/index.html

Now, onto the math. (Finally.) We did some more stuff on transformations dealing with compressions and stretches.

I wish I had something to say about these slides, but I don't (Sorry Mr. Max). So I think that you can interpret these yourself:

Also, here is a video of the lecture that Mr. Max gave us:

Here is what Mr. Max assigned for us to do for homework: exercise 8, 1 to 17 all.

Have a great and wonderful day! Also, study hard for that test! I myself will need it the most. ;-)

Transformations

Hey Guys! Today we learned about Transformations, a new unit! It's all about functions and what not. Here are the notes! I'll hopefully be adding more info tonight when I have a minute. Until then, this is just the plain and simple version; cut and dry persay.

Here's a ridiculous math joke to entertain yourself with...

Q: What do you get if you divide the circumference of a jack-o-lantern by its diameter?
A: Pumpkin Pi!

Hope you enjoyed it as much as I did (which was quite a lot).

The homework is Exercise 7 questions 1-18. Good luck!

Trig Graphing

Mr. Max reviewed the sin curve and then told us he would be doing some funny hand gestures that would help us understand, we all thought he was nuts.

So the equation for transforations of sin (also works for cos, these rules are not for tan) looks like this

y=a*sin b(x-c)+d

O and just a note Mr. Max doesn't think "alls" is a word so watch your language

When you change "a" the sin graph will go to the new number and its negative integer, since one is usually the number (even though we don't rught it) so the y=sin(x) graph has an amplitude of 1 and goes from a minimum of -1 to a maximum of 1 in the y-axis

In precalc amplitude = [max-min]/2 amplitude is always an absolute value

ronblond.com is a good website Mr. Max put a link on the blog to with java aplets that demenstrate these rules as well as many others visually on the x,y plain

b controls the period of the sin wave, if b is two the sin wave is cut in half or happens every pi instead of 2pi

period=2pi/[b]

c is the horizontal shift or phaze shift

phaze shift is defined as c if y=a times sinb(x-c)+d is in factored form(b is outside parentheses or y=a times sin(bx-c)+d

d controls verticle shift d=vertical shift

same rules for cosine curve but not the tangent curve,

assignment is the first 16 assignments on exercise 6

And alls well that ends well, unless you feel like this unfortunate student in Professor Hermans class

More Practice With Sine Curves and Other Trig. Functions

http://www.slideshare.net/dkuropatwa/precal-40s-february-17-2009?type=powerpoint

Much, much better than listening to me??!!??

;)

RM

More Trigonometric Equation solving

Today, we went over some more trigometric equation solving. We also got our tests back, which wasn't the best thing. Anyway,on to the lesson. Here are the slides and the recording for the day.

If anyone wants some extra help with this, here are a couple websites you can go to. You can work on some questions on one of them, and check your answers

http://www.sosmath.com/algebra/solve/solve0/solvtrig.html

http://en.wikibooks.org/wiki/Trigonometry:Solving_Trigonometric_Equations

Friday the 13th

Sorry for having this post up a tad bit late but having been away for the first week of class I hadn't been invited to this blog so was unable to contribute to it. Anyways this is for FRIDAY THE THIRTEENTH which if i heard right wasn't a real lucky day for our basketball team. To bad guys but you'll just have to prove that it was the dates fault for your losses in your next game. But back to the class. It was basically a free period where we were allowed to either work on the assignments given to us or go and watch the basketball tournament in the gym. Here's hopping that no ones weekend turned out following the forecast given below.


http://www.iceagenow.com/

Tuesday February 17, 2009

Mornin' fellas, :D I hope you all enjoyed your long weekend & early dismissal, :D
today in class we did: ...math (who would have guessed ;) )
Trigonometric equations and how to do them to be a little more precise...

heres the screens:

...and the homework:
Exercise 3: 1-16
Exercise 4: 1-16
Exercise 5: 1-13

...and remember: Max threatened to check on some of the questions the next couple of days!!!

And here is our class vid:

Friday, February 13, 2009

(This should have been up a week ago, but stuff happens. . . . )

Today, there was a basketball tournament, and some of the class stayed behind while others went to see the game. There wasn’t any new material introduced today, so that saves me the headache of having to put up more material. ;-)

Today (one week ago) Mr. Max showed us a really cool program called graphimatica (which is probably a spinoff of the famous “Mathematica”). We also learned about angles of rotation and the two types of angels: supplementary angles (angles add up to 180 degrees) and complimentary angles (angles that add up to 90 degrees), and arcs.























We can take make graphimatica export a clean image showing us our graphed lines:

Now, on to the angles of rotation. When the terminal arm rotates clockwise, it is negative, and when the arm rotates counter clockwise, it is positive:

To measure the total rotation, we use the terminal and the initial arm. We measure the amount of rotations by starting at the initial arm and ending at the terminal arm:

A supplementary angle is 180 degrees and a complementary angle is 90 degrees:

And onto the arcs:

Have a great long weekend!

And here are some links that might be of interest for some extra math stuff:

www.cemc.uwaterloo.ca
www.artofproblemsolving.com