Monday, December 18, 2006
posted by Daureen N. at 10:35 p.m.
Solving Algebraic rational equations

Step 1 - Factor all denominators

Step 2 - State the restriction(s)

Step 3- Multiply both sides of the equations ( every term) by the LCD.

Here's a websites that might help you . Rational equations

Tuesday, December 12, 2006
posted by siopao at 9:04 p.m.
Adding / Subtracting

a few practice Questions
We started the notes we an example - Probably to see what we knew about the topic.

To simplify algebraic Fractions:
1)Factor/ Find the LCD (lower common denominator)
*multiply the denominators together to find a common denominator
2)Change both fractions to have the same denominator
3)Find the restrictions
6)Re-check Restrictions



Ex 44 is homework
omit 20
posted by siopao at 5:59 p.m.
The connection between numbers (fractions) and reducing expressions

-Factor it
-Cancel factors found in the numerator and the denominator
-Multiply / Simplify

Reduce the following fraction

Reduce the following expression

*When we Reduce and simplify algebraic fractions follow the following 5 steps:

1) Factor the numerator and the denominator
2) State the restrictions.
*What would make the denominator have a value of zero?
3) Reduce by any common terms
4) Factor out -1 if necessary
* (a - b) = -1(b - a)
5) Simplify



Sorry for being SO late in blogging, Its just that I wasnt feeling very good all weekend. To make up for me being late I will do December 12/06 also

Reducing algebraic fractions
Sorry Couldn't find a link forNon Permissible Values
Do exercises:
42 omit 12
43 omit 11

Thursday, December 07, 2006
posted by donovan_p at 8:36 p.m.
Today in class we had time to finish up our tests from yesterday. After that we began a new unit called...

Rational Expressions and Equations

OK, so a rational expression can be expressed in the form of..

Where A, and B are polynomials and B does NOT equal zero. (if it did then it would be undefined)

Therefore, we have to state restrictions on x or any value that would not be permitted. (Anything that would make the denominator have a value of zero).

We ran out of time before we could finish the notes so this will continue on tomorrow.
Oh and no homework today but we have to do TWO exercises tomorrow.

The next blogger is Cory
posted by Ms. Armstrong at 12:27 p.m.
Here is an interactive site that explains, shows examples, and provides practise with algebraic expressions.

Give it a go!!
Ms. Armstrong
Monday, December 04, 2006
posted by Ms. Armstrong at 9:08 p.m.
Hey Gummy Bears,
Here is a parallelogram problem for you to work on together. You can post comments, solutions, questions, ideas all in the interest of progressing the solution to the problem. Don't forget to use mathematical vocabulary so that everyone will know exactly what you are referring to. (No saying things like the number beside the thingy with the little side. ;^)

If a parallelogram is a non-rigid figure, find the minimum and maximum values for each of the diagonals if the lengths of the sides are 5 and 12.

For anyone wanting extra study tools, don't forget to try the multiple choice quizzes that I posted earlier this month.
posted by christine at 5:02 p.m.
Friday, December 01, 2006

In class, we did an exercise were we had to decide whether point A(5,2), point B(1,9), point C(-3,2) and point D(1,-5) is a rectangle, rhombus, a square or a parallelogram.

First, we figure out the distance of AB, AD, DC, and BC by using the distance formula.

By doing the same thing, we found out that the distance of AD, DC, and BC are all

which means that the diagram can not be a parallelogram or a rectangle because all 4 sides are equal length. A parallelogram and a rectangle only have equal opposite sides.

Secondly, we can also find the slope of the line to figure out if the diagonals are perpendicular to each other by using the slope formula.

By doing that we figured out that the diagonals are not perpendicular to each other, therefore it can not be a square or a rectangle.
Which leaves us with a RHOMBUS.

And don't forget about our homework, Exercises 28 and 31.

And by the way, sorry for posting last fridays lesson late.

Monday, December 04, 2006

For todays class, it started by Ms. Armstrong reminding us about couple of things. Then we started our lesson by doing a little activity to prepare us for our Trigonometry/ Geometry Test which is on Wednesday.
Todays activity was a green worksheet, were we had to choose whether the following statements were True or False.
1.) The consecutive angles of a parallelogram are congruent.
2.) Opposite angles of a parallelogram are congruent
3.) A rhombus has 4 congruent sides.
4.) A rectangle has congruent diagonals.
5.) If a quadrilateral is a rectangle, then it is a parallelogram.
6.) If a quadrilateral is a square, then it is a rhombus.
7.) If a parallelogram is a rectangle, then it is a rhombus.
8.) If a quadrilateral is a parralelogram, hten it is a rhombus.
Then at the bottom of the paper was a word problem that Ms. Armstrong will post seperately and everybody will have to work together through the blog to figure out the answer.

We also had some notes on HIERACHY QUADRILATERAL.

The diagram above shows that a square can be a rhombus or a rectangle. And a rhombus or a rectangle are both parallelogram. It also shows that a parallelogram is a trapezoid and a trapezoid is a quadrilateral. The kite on the other hand is a different type of a quadrilateral.
***But dont forget that it has to start on the square going up, it can not start from the quadrilateral.

And todays homework is Exercise 29 and 32.

Also, dont forget to study for our Trigonometry/ Geometry Test which is on Wednesday.