Today in class we reviewed over Monomials & Polynomials we reviewed over this at the beginning of school in september and we also learned about this unit in Algebra 1. We learned in class about the exponent rules applied in Monomials & Polynomials. One important thing that was noted in our notes that we took in class was when we are doing Monomial problems and if there are negative exponents involve the negative exponetns make the term flip and it becomes a fraction. Refer back to the notes that we took in class mostly example number 2. After we completed taking notes on monomials students got to choose a practice activity which was either a worksheet w/ practice problems or board race w/ practice problems. After that we took notes on Polynomials we reviewed on how to solve them and concepts of them also. When we are doing a problem which deals with a Monomial * a Polynomial we use the distributive property. When we are doing a problem which deals with a Polynomial * a Polynomial we use the FOIL concept. – John Joseph
5.14.09 – 2nd Block May 15, 2009
Today in went to the library for some enrichment activites on the internet. The purpose of the activites were to see what we could improve on for the next few weeks in class before we take the EOC. First we took a 1?quiz about changing the form of a quadratic equation. In my opinion I think that I should spend more time practing that concept before I take the EOC. Then we started the enrichment activites the first one was a 25 question assessment it was somewhat easy and somewhat hard. Then we did a computer game dealing with multiple choice math questions. – John Joseph
2nd Block – 5.12.09 May 13, 2009
Today in class we reviewed over a new topic dealing with Quadratic Functions which is Quadratic Inequalities. We learned when graphing a quadratic inequality if the signs are > or < we draw a dashed line. If the inequality has a line underneath one of the signs we use a solid line instead. When graphing a Quadratic Inequality we must shade either inside or outside the parabola, if a region is shaded that means any coordinate on the shaded region is a correct answer to the inequality. – John Joseph
4/14/09 – 2nd Block April 18, 2009
Today in la clase de Algebra 2 we reviewed over Multiplying & Dividing Rationals Expressions. An example of a problem that was in our notes today.
x^2 + 10x + 25/x^2 – 9 * x^2 – 3x/x + 5
First – We solve ANY TYPE of Rational Problem we FACTOR, CANCEL, SIMPLIFY. Second – We FACTOR x^2 + 10x +25, it is now (x+5) (x+5). Third – We FACTOR x^2 – 9, it is now (x + 3) (x + 3). Fourth – We FACTOR x^2 – 3x, it is now x(x – 3). Fifth - We CANCEL like terms, Cancel out the x+5 on the top left fraction and the bottom right fraction. Then cancel the x – 3 from the bottom left fraction and the top right fraction. Sixth – We SIMPLIFY, which gives us are answer of (x + 5)x/(x + 3). – JOHN JOSEPH
2nd Block – 3/24/09 March 25, 2009
Today in class we have started our 2 Week Review Unit over various Algebra 2 Concepts. The concept that we went over today is Radicals, the different types of Radicals we went over were Simplifying, Multiplying, Dividing/Rationalizing, Adding & Subtracting, Equations. We took notes dealing with all types of Radicals and did a big review packet just dealing with Radicals. Know on how to solve Radicals. I will do in example of how to solve a Simplifying Radical Problem.
Simplifying Radical Example) Square Root of 32 – Use the Factor Tree, then find to multiples that go into 32. For example 8 & 4 are multiples of 32. Then you breakdown the 2 multiples. 8 goes into 2 & 4. 4 goes into 2 & 2. The only number you can simple next is 4 because it goes into 2 & 2. Know collect like numbers but you can only do pairs of 2. There are only two pairs you can collect which are 2 2’s. Then you bring them out of the radical and each pair comes to one number so if you can a pair of 2’s they come to one 2. Then multiply them together which comes to 4. Then the number that didn’t get a pair stays in the radical. The answer is 2 Square Root of 2.
3-16-09: 3rd period March 17, 2009
today in class we started out by going over any questions from the homework from friday. then we moved on to have a 1 question quiz over common logs. after we did that we took notes over solving equations with logarithims on each side. after all that was done we had 15 minutes at the end of class to do whatever because we won it for having the best hw week.
2/23/08 – 2nd Block February 26, 2009
Today in Algebra 2 we reviewed Solving & Graphing Expontential Equations in the beginning of class. We did about 3 problems for each type of Expontential Equation subject. Then we took a quiz for the other half amount of time in class. In my opinion the quiz was pretty straight forward but their were some problems that I had some trouble on.
- John Joseph
2/24/09- 2nd block February 26, 2009
today in class we started off with the warm up which involved us factoring, canceling, then simplifying. after the warm up we moved on to our activity for the day which was on finding the exponential equation. we used skittles to find the plotting information. after we finished the front of that worksheet we did the back which was over converting to exponential and converting to logarithmic.
2/18/06 – 2nd Block February 20, 2009
Today in class we reviewed and went over are homework for the majority of the class. We went over problems in the workbook pg. 33 1 – 30 odd. The majority of the class had difficulty with the homework so thats the main reason why we spent a long time going over the problems in the workbook. I did indeed like that we spent time going over the problems because I had trouble with the majority of the problems. A couple of problems that I had trouble with were #7, #15, and #27. After the homework review we start a new unit which is Expontenials. – John Joseph 2nd Block
Period 2: 12/16/08 December 19, 2008
today we learned how to transform graphed triangles using matrices. we started with transitions which is done by adding your shape’s points to how ever many spaces your moving the shape left/right and up/down. example: right 4, up 7 {(3,4), (-1,2), (-2, 4)} + {(4,7), (4,7), (4,7)}. after learning this we went back to some old stuff like absolutes (|x|=3). it looks as though the whole class is getting the hang for matrices. i believe that mrs hawn will be pleased with our class in the next few days.
2nd period: 12-10-08 December 11, 2008
today we did our warm up of three problems that are focus onthe absolute value equation solving that were going to see in our test, thenwe went to a fun game of absolute value equation like solving 3=|x| which is the to 3,-3 after about seven problems
we added up the points and my group won and with that
i know that my group is going to pass this test and make miss hawn happy with our grade.
by: JONATHAN CORDOVA
2nd period: 11-24-08 November 25, 2008
today in class we did a review game with radical equations and inequalities. the review helped us prepare for tomorrows quiz that will have domain and range, transformations, solving inequalities and graphing.
2nd period: 11-5-08 November 6, 2008
By the example we learned that in order to combine two fraction they need to have a common denominator, in this case it is 7 (ex. 5/7 + 1/7.)
With the problem 1/5 + 4/10 : we need to find a common denominator which is 10 because 10 is the largest divisible number and 5 is a factor of ten. So we multiply the fraction 1/5 x 2/2 (because 2×5=10) This gives us 2/10 by combining both numerators and both denominators. now our equation is: 2/10 + 4/10, we can now add the two fractions because they have common denominators. this gives us 6/10 as our answer, but both can be divisible by two so we divide both top and bottom of the fraction to get 3/5 as our completely simplified answer.
With more complex fractions and common denominators we still keep the same denominator but now we can combine like terms within two fractions.
ex. 2/3xy + 4/3xy = 6/3xy ( these have common denominators and no other ways to be simplified.
ex. (4a^2+4a/a^2-9) + (-3a-1/a^2-9) . Combining the fractions we keep the 4a^s and subtract 3a from 4a giving us A, then we have the 1 left over leaving us with a complete answer of : 4a^2 + a -1 / a^2-9
ex: Next problem is (2y+5/5y+10) + ( y+1/5y+10): First we add the two fractions to receive (3y+6 / 5y+10), not finished we see that in the numerator and denomiator there is a common factor so we take that out and simplify.
3(y+2) / 5(y+2) , the (y+2)s cancel out leaving the complete fraction : 3/5
Thank you peace your boy Dy nasty
2nd block: 10/28/08 October 29, 2008
on tuesday we learned about the long but helpful Rational Function
a long method to find the two equations
that are been divided and not using the calculater
and we took a quiz
the way i solve this a problem like this was
to first find the multiplying binomials, then find the domain, after you find
that you go to the hole and see if their is any binomials crossed out if so
youll make it equal to zero and solve it,
after that you go to the horizontal and vertical asymptote by dividing and solving to zero, but you’re not done
then youll have to find the y and x intercepts on dividing and solving
for zero, very complicating to remember but nothing impossible.
by:jonathan cordova
2nd block: 10/28/2008 October 29, 2008
Today in class we had a quiz on solving Rational functions, we had to figure out many different things such as the Y- intercept, the X- intercept, the hole, domain, Vertical Asymptote, and Horizontal asymptote. We also had to label those on a graph that was given on the quiz. I personally think that the hardest part on the quiz was that I got the Horizontal and vertical asymptote mixed up, but I’m pretty sure i figured it out. =]After the quiz we got our last test back, and had 30 mins to correct any answer that was wrong. After you get the answer you had explain in a sentence or two, what you did wrong on the test, You were allowed to use your notes, text book, and/or ask Mrs. Hawn for help =] .
Christina Chamra
