Wednesday, September 27, 2006
posted by --thamie-- at 5:25 p.m.
Hey! Today in class, we learned how to get the distance between two points. Basically, it's like the Pythagorean Theory but more easier to use if the distance you are trying to find is in the graph. The formula to get the distance between two points looks like this:Recall: A point on a graph is denoted by the coordinates (x,y)

If AB is 5 spaces high and BC is 7 spaces long, you would use the Pythagorean Theorem to get AC, right? Your work would look somewhat like this: But if you used the distance formula, you wouldn't need the 'spaces' because using this formula would give you the sides of all the area all in one equation.

1 is (-4, -1) and 2 is (3, 4)

It doesn't matter if you switched the 1 as (3, 4) and 2 as (-4, -1).

Well, that's what we learned today. It's kind of confusing at first and almost everybody has this "wha..?" face when Ms. Armstrong was explaining it to us...

oh yeah ... Kriszelle, your doing it next...

 
Thursday, September 21, 2006
posted by Ms. Armstrong at 8:44 p.m.
Well gummy bears,
I would make a great detective. I knew that Destini wouldn't let us down, so it didn't make sense that her posting wasn't up on the blog. What she did was create an entirely new blog site instead of creating a new post. So I've copied what she wrote yesterday and here it is.

Factoring Trinomials When a > 1.
Wednesday, September 20, 2006 ;

Today in class, we touched on the subject of factoring trinomials when a is greater than 1. This method was called The Grouping Method. There are 5 steps to complete this method.

Step One; Find the Factors of a * c.
Example: 15x2 - 4x - 4
**15 would be concidered a & -4 would be concidered c .
**(15) (-4) = -60.
Find the factors of -60;
-60, 1 or 60, -1
-30, 2 or 30 , -2
-20, 3 or 20, -3
-15, 4 or -4 , 15
-12, 5 or -5 , 12
-10, 6 or -6 , 10

Step Two; Find the combination whose sum is equal to b. ( b = -4 )
It would be ( 6, -10 ) because -10 + 6 = -4.

Step Three; Break up the middle term using the factors from step two.
15x2-4x-4= 15x2 -10x+6x-4

Step Four; Factor out a Greatest Common Factor (G.C.F.) from term 1,2 & 3,4.
15x2 - 10 x + 6 x - 4= ( 5x ) ( 2 )= 5x(3x-2) + 2(3x-2)

Step Five; The 2 G.C.F.'s become the 1st factor and the brackets become the 2nd factor.
5x(3x-2) + 2(3x-2)= (5x+2) (3x-2)-

The assignment was Exersize #9. Questions 1 - 11 & 20. (omit questions 11-19)

P.S. - Xwan will be blogging next.. =)
posted by DestiniLyn
 
Monday, September 18, 2006
posted by Marcus at 8:57 p.m.
Okay, so everybody remembers factoring from when you were in 7th grade
So a quick example would do:
18's factors are 1,2,3,6,9,18
24's factors are 1,2,3,4,6,8,12,24
so the greatest common factor (gcf) for 18 and 24 is 6

so when factoring a polynomial, we do almost the same: you find the GCF for the coefficient or constansts just as you would any other number, but you can have a variable also:
factor 6x-8y, it's factored 2(3x-4y). If you multiply 2 by 3x-4y you end up with the same as you started with! So another example is 25x2-15x is factored as 5x(5x-3).

Get It? Got it? Good, then we can go on to factoring simple trinomials

It's just like factoring before, except you have three terms so 3x3-9x2-30x is factored 3x(x-5)(x+2)

I hope that you guys learned from this, becuase this is my first blog post, and I had to use subscript for exponents, so they're a little low.
Oh, and today's assignment was EXERCISE 2, ALL QUESTIONS
GO MAROONS!!!
 
Saturday, September 16, 2006
posted by Ms. Armstrong at 9:54 p.m.
Hey Gummy Bears,
Here it is... the answer key that you have all been waiting for. Just click on the link and then download the document. It will open up in Microsoft Word. Let me know if there are any glitches since this is the first time I've tried this.
Ms. A
 
posted by Ms. Armstrong at 2:50 p.m.
Hey Gummy Bears,

This is The Scribe List.
Every possible scribe in our class is listed here. This list will be updated every day. If you see someone's name on this list in Blue Font then you CANNOT choose them as the scribe for the next class.This post can be quickly accesed from the [Links] list on the right hand sidebar. Check the list before you choose a scribe for tomorrow's class when it is your turn to do so. At the end of your scribe post, let us know who will be scribing tomorrow.

Eden----------- Dinh--------------- Edward

Michele H. ----- Thamie---------Kim D.

Xuan ---------- Christine ----------- Don

Donavon ------ Jeff -------------- Meagan

Jessica -------- Jamie -------------- Kim T.

Destini -------- Alanna -------------- Emman

Kevin --------- Chris --------------- Cory

Shelly-------- Haiyan ------------- Stephanie

Paulo ---------- Daureen ----------- Jhonaleen

 
Thursday, September 14, 2006
posted by Jeff R. at 7:46 p.m.
ScribeBadge11
First thing's first, we started the class by having Ms. Armstrong to post the answer key for the S1 Review at the back of the room. So if you need to correct your work, check it out sometime. Anyway, we were in groups once again. Ms. Armstrong turned on the projector and then we started taking down notes on "Multiplying Polynomials".

*Here are the notes incase you were lazy in class and didn't copy them :P


Multiplying Polynomials



= 12
Multiplying means "finding the area of a rectangle".



Example:
Find the area.
Now, there are 3 ways that you can do to find the area or to multiply the polynomials. It depends on which one you are most comfortable with:


The first way of multiplying polynomials is to use the "Tic Tac Toe" format. Using the above question, it will look like the image on the left. The yellow "x" is the multiplication sign. The "x+1" represents the width, and the "2x+2" represents the length of the rectangle. So it'll be like, (2x)(x) = 2x2 and so forth. Then you add the like terms which are the ones that are circled.


The second way is using the "Algetiles". This format is like the Tic Tac Toe format except it is presented in images. If you don't know what the images represents, see the previous post.


The last one is everybody's favourite, the "Distributive Property". You first do the red one then the yellow then the green then the blue. So the answer would be:
= 2x2 + 2x + 2x + 2
= 2x2 + 4x + 2 (the like terms were added to simplify)


Dividing Polynomials


Dividing polynomials isn't that hard once you got how to do it properly. On an equation like this:
16x4y5 - 8x8y9
------------------------------
4xy4


Reminder that the denominator applies to all the polynomials on top. So here's how you divide polynomials:

i. Divide the coefficient (the number before the variable) on the denominator from the coefficient on the numerator. (Eg: 16 divided by 4)
ii. Subtract the exponents
iii. Then do the same thing with the second monomial.

**The final answer will look like this: 4x3y - 2x7y5

Like the multiplication of polynomials, dividing polynomials also have different ways to represent the equation:

i. (4x2+x3+5+2) division sign (x+2)
ii. (4x2+x3+5+2) / (x+2)
iii. Divide (4x2+x3+5+2) by (x+2)
iv. Find the length of a rectangle if the AREA is (4x2+x3+5+2) and the width is (x+2).

Long Division:
Before you solve an equation in long division, you must make sure that your terms are in descending order. If it's 4x2+x3+5+2, it should be x3+4x2+5+2, since the exponent "3" is higher than the exponent "2" even though it has a coefficient before it and the other one doesnt.

Long Division in polynomials is the same thing as dividing long division normally.


Between the notes, we've had an activity. The activity was to find the area of this:











Our Solution



My group started to find the area of the "whole rectangle" (on the left side, picture 2). Then subtracted the area of the small rectangle (in gray).

Our equation turned out to be like this:

The area of the "whole rectangle".
A = (4x - 1)(3x + 5)
A = 12x2 20x - 3x - 5

The area of the smaller rectangle (in gray).
A = (2x - 3)(3x - 1)
A = 6x2 - 2x - 9x + 3
A = 6x2 - 11x + 3

Subtract them together.
A = (12x2 + 17x - 5) - (6x2 - 11x + 3)

Note: To subtract polynomials, change the "-" sign (in the middle) to "+" then change the rest of the right side to it's opposite signs.
A = 12x2 + 17x - 5 + (-6x2) + 11x - 3
A = 6x2 + 28x - 8



Aaaand that's it. Pheew, did I do this blogging right?
Homework: Exercise #1 - If you're not done yet.
Homework: Exercise #3
 
Saturday, September 09, 2006
posted by Ms. Armstrong at 5:05 p.m.
Hey Gummy Bears,
Thanks for all the positive comments about the blog, and the start of the new school year. I am looking forward to getting to know all of you over the semester. We are off to a terrific start. So far I am encouraged by the initiative that you are taking - getting to class on time, finding out when things are due, and getting yourselves signed up on the blog. I love seeing this much enthusiasm towards learning - keep it up.

Your first assignment (the grade 9 review) is due on Wednesday. You will be marking it yourselves, but I will be checking to see that you did as much as you possibly could do. Remember, this is a review. I expect that there are some topics that you need help refreshing your memory, while other topics may be new to you depending on where you went for grade 9. Don't fret - I will help you get through this but I want you to start by helping yourself. Try reviewing your notes from last year or work with a classmate. This is a really good opportunity to meet new friends - someone who went to a different school than you in grade 9 may be able to assist you with one topic while you might be able to help them with another.

Keep up the good work. It will all pay off in the long run.
Ms. Armstrong