Today we learned about perpendicular bisectors.

These are lines that bisect straight lines at 90°.

Here's how to make one:

We made these bisectors for several chords.

In a circle, we don't need to make crossed arcs on one side of the chord because of the center.

After wards, we answered a problem involving bisectors. It was similar to this:

A wheel is stuck in some water. The radius is 22cm and the water takes up 34cm lengthwise of the wheel. How deep is the wheel?

This is what we have to work with:

This question was difficult because of the way it was drawn, but he then realized we could do this:

WE COULD USE THE PYTHAGORAS THEOREM TO FIND B

a²+b²=c²

17²+b²=22²

289+b²=484

b²=484-289

b²=195

√ b²=√ 195²

b=13.96

22cm-13.96cm=8.04cm

THE WHEEL IS 8.04cm deep into the water

## Wednesday, May 4, 2011

## Tuesday, May 3, 2011

### Scribepost May 3, 2011

Today in Math, we continued on circle geometry.

Basically, Backé taught us more on how to figure out the the angle of an inscribed angle by looking at its central angle. He also gave us words and diagrams that we need to know.

First, he showed us something we should know already. Here are kinds of triangles according to sides.....

Equilateral Triangles are triangles with 3 equal sides, Isosceles Triangles have 2 equal sides, while Scalene Triangles have no sides equal.

....and here are other triangles according to their angles.

Acute Triangles have 3 acute angles, Right triangles have 1 right angle and 2 acute angles, Obtuse Triangles have 1 obtuse angle and 2 acute angles.

He mentioned the word "Theta" which means an unknown angle.

Then he gave us this table....

It simply means that

He also showed us facts about the total angle of polygons.

- sum of all angles of a triangle = 180 degrees

- sum of all angles of a quadrilateral = 360 degrees

------------------------------------------------------------------------------------------------

That is about it. Comment if I did anything wrong or if I missed stuff.

***Bring a PROTRACTOR with you because we'll be needing it in this chapter***

Basically, Backé taught us more on how to figure out the the angle of an inscribed angle by looking at its central angle. He also gave us words and diagrams that we need to know.

First, he showed us something we should know already. Here are kinds of triangles according to sides.....

Equilateral Triangles are triangles with 3 equal sides, Isosceles Triangles have 2 equal sides, while Scalene Triangles have no sides equal.

....and here are other triangles according to their angles.

Acute Triangles have 3 acute angles, Right triangles have 1 right angle and 2 acute angles, Obtuse Triangles have 1 obtuse angle and 2 acute angles.

He mentioned the word "Theta" which means an unknown angle.

Then he gave us this table....

It simply means that

- an angle that has an angle between 0 and 90 degrees is called an acute angle.
- an angle that has an angle of 90 degrees is called a right angle.
- an angle that has an angle between 90 and 180 degrees is called an obtuse angle.
- an angle that has an angle of 180 is called straight angle.
- angles that has an angle between 180 and 360 are called reflex angles.

He also showed us facts about the total angle of polygons.

- sum of all angles of a triangle = 180 degrees

- sum of all angles of a quadrilateral = 360 degrees

------------------------------------------------------------------------------------------------

That is about it. Comment if I did anything wrong or if I missed stuff.

***Bring a PROTRACTOR with you because we'll be needing it in this chapter***

## Monday, May 2, 2011

### Hannah's post for May 2, 2011

So today we started on chapter 10, which is all about angles in a circle.

For starters, some words that we need to know are:

1.

**chord**: a line segment with both endpoints on a circle2.

**central angl****e**: an angle formed by two radii of a circle3.

**inscribed angle**: an angle formed by two chords that share a common point4.

**arc (of a circle)**: a portion of the circumferenceWe drew four different diagrams in class. All of which involving a circle.

They're subtended by the same arc. In other words, they share a common end point.Homework for tonight is..

- read pg. 382 Key Ideas
- CYU #1
- Practice and apply
- Extend 18, 19, 20
- Extra Practice
- Homework book

## Monday, April 25, 2011

### Jennifer's Post for April 25th, 2011

**Hello everyone!**

We started on a new chapter on Inequalities so far in math class, Mr.Backe started us off with an equation plus we learned how to do a solution set for x.

The one with the bracket in the middle is the Solution set. Pretty much it's like a word answer but in math form. We also did some other questions similar in class as well. Here's some photos of some of the questions we did in class and how I solve it.

Thats All for now!

## Monday, April 18, 2011

### Jomari's Post for April 18, 2011

Today we corrected our tests. In the last 5 minutes of class we went to

http://www.math.com/school/subject2/lessons/S2U1L4GL.html

Here's most of it

Also remember that we have to hand in our stash-it soon.

http://www.math.com/school/subject2/lessons/S2U1L4GL.html

Here's most of it

Also remember that we have to hand in our stash-it soon.

Labels:
algebra,
Inequalities,
integers,
Jomari816,
variable

## Tuesday, April 5, 2011

### Jem's Post for April 5, 2011

Hi guys, if i haven't welcomed you guys yet .. welcome back! Right when class started Mr.Backe reminded us about everything due on Friday. Then everyone was busy.

For more information visit Mr.Backe : Room 5 (morning, lunch, and afterschool)

- Chapter 7 ; Self Assessment

Problems of the Week # 1, 2, 3

Eg ; For #3 we had a little lesson on the Fibonacci sequence like Emmanuel explained "The Fibonacci sequence, is a pattern where a number plus the number before are added together to get the next number 1,1,2,3,5,8 ... etc"

Polynomial Puzzle Sheet - Chapter 8; Foldable ( Attach your chapter 8 Self Assessment to Show You Know)

Problem of the Week # 3, 4

For more information visit Mr.Backe : Room 5 (morning, lunch, and afterschool)

## Wednesday, March 23, 2011

### Jem's Blog for March 22, 2011

Hello 9-05 and hello world,

So yesterday for math class our test was posponed, due to lack of understanding questions and how to solve them. Anyways, to help us understand the "hard" questions Mr.Backe went over questions with us, and made sure that we understand what the questions mean, and how to solve them.. Lets begin :

___ = ______ ( From here you can now cross multiply )

x + 2 2x - 8

-2 ( 2x + 8 ) = 9x + 18 ( Now you solve what you can and need to again )

-4x - 16 = 9x + 18 ( Then you gather all the like terms )

-16 - 18 = 9x + 4x

- 2 = 13 x

____ ____ ( Last step is to isolate the variable )

13 13

-2

_____ = x

13

78 = 11

___ ____

100 x

78x = 1100

____ ____

78 78

x = you'll get an ugly number so just round the number.

Then we did other questions, that are similar to those. So just make sure you understand if not GO TO MATH HELP PLEASE. Good luck guys!

So yesterday for math class our test was posponed, due to lack of understanding questions and how to solve them. Anyways, to help us understand the "hard" questions Mr.Backe went over questions with us, and made sure that we understand what the questions mean, and how to solve them.. Lets begin :

- 4 - 6 = 7 +2

___ ______ ( Solve what you can and need to first )

x + 2 2( x - 4 )

___ = ______ ( From here you can now cross multiply )

x + 2 2x - 8

-2 ( 2x + 8 ) = 9x + 18 ( Now you solve what you can and need to again )

-4x - 16 = 9x + 18 ( Then you gather all the like terms )

-16 - 18 = 9x + 4x

- 2 = 13 x

____ ____ ( Last step is to isolate the variable )

13 13

-2

_____ = x

13

- B scored 78% on its test. B had 11 correct answers. What was the test out of?

78 = 11

___ ____

100 x

78x = 1100

____ ____

78 78

x = you'll get an ugly number so just round the number.

Then we did other questions, that are similar to those. So just make sure you understand if not GO TO MATH HELP PLEASE. Good luck guys!

## Monday, March 21, 2011

### Mary Jane's Scribepost for March 21, 2011

In today's math class we were given back our

**Equations Test**. We went over the test and Mr. Backe also gave us some more equations to solve.**Equations:**

**We also have another equation test coming up on Wednesday.**

That's all we did today.

**THANK YOU FOR READING AND PLEASE COMMENT !**## Tuesday, March 8, 2011

### Allysa's Blogpost for March 8, 2011

Our class today, involved the beginning of Chapter 8.

It started off with this:Next, we went over some of the textbook questions on 8.1 that we didn't understand.

CLICK TO ENLARGE IMAGES.

STASH IT CHAPTER 7:

- Self Assessment

- Problem of the Week

- Polynomial Puzzle Sheet

HOMEWORK:

- All the textbook questions in 8.1 & 8.2

- 8.1 & 8.2 Homework Book

Thanks for reading my blog! Before you go, please leave a comment!

It started off with this:Next, we went over some of the textbook questions on 8.1 that we didn't understand.

CLICK TO ENLARGE IMAGES.

STASH IT CHAPTER 7:

- Self Assessment

- Problem of the Week

- Polynomial Puzzle Sheet

HOMEWORK:

- All the textbook questions in 8.1 & 8.2

- 8.1 & 8.2 Homework Book

Thanks for reading my blog! Before you go, please leave a comment!

Labels:
algebra,
allysa905,
blogpost,
solving equations,
variable

## Monday, February 28, 2011

### Noelle's Blog Post for Feb. 28th, 2011

What did we learn today?

Turning a trinomial into a binomial:

Trinomial ---> Binomial

How do you do it?

To get from a trinomial to binomial you have to find the product of each term and seperate them into the two terms of a binomial.

Here's the tricky part; The constants in your binomials must add up to the constant or coefficient in the middle term, but multiply to get the constant or coefficient in the last term of the trinomial.

Make sense? Here are a couple examples to show how it works:

x^2 + 7x - 18 --->Binomial

(x+9)(x-2) = Binomial

(+9)(-2)=(-18)

9+(-2)=7

y^4 - 3x - 18 --->Binomial

(y^2-6)(y^2+3)

(-6)(3)=(-18)

(-6)+3=(-3)

This is what we learnt, and then we played TUTPUP!

Aight, that was basically all we learned. I choose

**EMMANUEL**to do the next blog post because he didn't do it on thursday.
Labels:
binomials,
blogpost,
multiplying polynomials,
noelle905,
trinomials

## Wednesday, February 16, 2011

### Brayden's Blog Post for February 16,2011

Today in class we continued to learn about multiplying polynomials.

Ex.

2x(3x+7) = (2 x 3 x) + ( 2 x 7 ) This is called distributive property.

= (2 3 x x) + (2 7 x) You then put the like terms together.

= 6x^2 + 14x Then you simply multiply the terms to get your answer.

Here is another example of multiplying polynomials

-2x(3x+2y-1) = ( -2 x 3 x ) + ( -2 x 2 y) + ( -2 x -1)

= ( -2 3 x x ) + ( -2 2 x y ) + ( -2 -1 x )

= -6x^2 +( -4xy) + 2x

= -6x^2 -4xy + 2x

After that the teacher showed us how to model equations.

This equation is 3x (2x+1)

The lone number is the number you multiply by and the 2 numbers are the numbers being multiplied.

This is our homework.

Read Pages 264-268

CYU 2+3

Practice Odd + Evens

Any 2 Apply

Extend 19+20 or 20+21

Homework book 7.2

Extra Practice 7.2

EMMANUEL is doing the next blog

Ex.

2x(3x+7) = (2 x 3 x) + ( 2 x 7 ) This is called distributive property.

= (2 3 x x) + (2 7 x) You then put the like terms together.

= 6x^2 + 14x Then you simply multiply the terms to get your answer.

Here is another example of multiplying polynomials

-2x(3x+2y-1) = ( -2 x 3 x ) + ( -2 x 2 y) + ( -2 x -1)

= ( -2 3 x x ) + ( -2 2 x y ) + ( -2 -1 x )

= -6x^2 +( -4xy) + 2x

= -6x^2 -4xy + 2x

After that the teacher showed us how to model equations.

This equation is 3x (2x+1)

The lone number is the number you multiply by and the 2 numbers are the numbers being multiplied.

This is our homework.

Read Pages 264-268

CYU 2+3

Practice Odd + Evens

Any 2 Apply

Extend 19+20 or 20+21

Homework book 7.2

Extra Practice 7.2

EMMANUEL is doing the next blog

## Monday, February 14, 2011

### Darnell's Blog Post for February 14, 2011.

Hello class. Today we learned more about the information on chapter 7 monomials.

First we learned about Distributive Property.

It's a process where you distribute the negative one (monomial) over the binomial.

Example:

-(6x+7) = -1 (6x) + (-1) (7)

= -6x-7

The negative turns into a -1.

We did some questions and did both pictures and work in class.

You can tell the answer is right

in the picture if the first factor ( the left side ) and the second factor ( the top side ) are matched up with the shape thats in the middle of the graph.

Next we tried it with fractions. In this case we had something that helped. Anything over itself for example like 12/12 or X/X, the answer is 1.

For homework we have:

7.1 Extra Practice

7.1 Homework Book

7.1 254-259 CYU 1 & 2

Practice odd or even

Apply All

Extend

7.10 Monomial Division

## Friday, January 28, 2011

### Binesi's Blog for January 28th 2011

Today in Class we took some notes.

I was half awake and on the verge of collapsing, so I didn't quite get all of the information. I borrowed Hannah's notes so I figure about half of this scribe is accredited to her.

**-**

*Due Sunday*For homework we have to do a Power Point Presentation. Put an example, non example, picture, and a definition.

Interpolate

Extrapolate

Negative Line

Positive Line

Dependant

& Independent

**We also have to do 6.3 CYU #2, either the odd or even for practice, Apply (any 3), and extend any 2.**

**6.3 Extra Practice, and the workbook.**

Labels:
Binesi9-05,
graphs,
January 28th 2011,
math,
scribepost

## Thursday, January 27, 2011

### Jem's blog for January 26. 2011

Goodmorning classmates! Now is the time to go back to yesterdays math class. Let's go over what we did and learned yesterday.

a) Make a table of values for the first five rebound heights of the previous one. (First look at what we already know. I highlighted them.) What we did was draw a picture and worked from there using a T-chart. *P.s i can't draw the picture right now, but ill try doing the chart.

B | 0, 1 , 2, 3, 4, 5 Remember that we start with 0 because the ball was just dropped and bounced.

# cm | 2m, 413m, 819m, 16/27m, 32/81m, 64/43m We got those numbers by multiplying the previous bounce height by 2/3 because "of" means multiplying.

2/3 x 2/1 = 4/3m

2.3 x 4/3 = 8/9m

2/3 x 8/9= 16/27m

2/3 x 16/27 = 32/81m

2/3 x 32/81 = 64/243m

b) What is the height of the fourth rebound bounce?

32/81m

c) Is this a linear relation?

No. I know this because if we were to graph it it would show a curve if we lined the dots. That means its not a linear relation. Why? Because when we draw lines connecting dots, in linear relations it would be a straight line.

Interpolate : Looking for a missing value inside the given data.

- As usual Mr.Backe asked us if we needed help on a question. Then Elijah answered yes. So together we solved #17 from 6.1 in our textbooks.

a) Make a table of values for the first five rebound heights of the previous one. (First look at what we already know. I highlighted them.) What we did was draw a picture and worked from there using a T-chart. *P.s i can't draw the picture right now, but ill try doing the chart.

B | 0, 1 , 2, 3, 4, 5 Remember that we start with 0 because the ball was just dropped and bounced.

# cm | 2m, 413m, 819m, 16/27m, 32/81m, 64/43m We got those numbers by multiplying the previous bounce height by 2/3 because "of" means multiplying.

2/3 x 2/1 = 4/3m

2.3 x 4/3 = 8/9m

2/3 x 8/9= 16/27m

2/3 x 16/27 = 32/81m

2/3 x 32/81 = 64/243m

b) What is the height of the fourth rebound bounce?

32/81m

c) Is this a linear relation?

No. I know this because if we were to graph it it would show a curve if we lined the dots. That means its not a linear relation. Why? Because when we draw lines connecting dots, in linear relations it would be a straight line.

- We learned how to extrapolate and interpolate.

Interpolate : Looking for a missing value inside the given data.

- By the end of the class we learned 3 ways to solve linear relations by graph, formula, and inspection.

Labels:
extrapolate,
graphs,
interpolate,
jemineth905,
linear relations

## Monday, January 24, 2011

### Josh's post for Janurary 24th

Today in math class, we got to use the computers in room 10. As usual, we went on tut-pup and played for at least 10 minutes.

Many of the students games weren't even loading so Mr.Backe told us to go to the following website :

http://www.mathplayground.com/SaveTheZogs/SaveTheZogs.html

The site took us to a game called "Save The Zogs"

The game is about Zogs ( which are little blue creatures ) who are in need of help to go back to their planet. The objective of the game is to help and save them by answering linear equation questions on a grid with the x and y axis:

As you see on the right side, there would be 4 equations and you would have to pick the right one to which ever has the most Zogs in one line.

In this case, the line with the most Zogs was in the X axis and it was positive 10 so X = 10 would be the correct answer.

Many of the students games weren't even loading so Mr.Backe told us to go to the following website :

http://www.mathplayground.com/SaveTheZogs/SaveTheZogs.html

The site took us to a game called "Save The Zogs"

The game is about Zogs ( which are little blue creatures ) who are in need of help to go back to their planet. The objective of the game is to help and save them by answering linear equation questions on a grid with the x and y axis:

As you see on the right side, there would be 4 equations and you would have to pick the right one to which ever has the most Zogs in one line.

In this case, the line with the most Zogs was in the X axis and it was positive 10 so X = 10 would be the correct answer.

There are 9 levels in this game, and once you complete each one, they get harder and harder. Some levels you would have to answer it by just using the tracking controls above the equations on the right side, and you would have to look at where the zogs are and find what points they are on.

We did this for the whole class. It may be a little confusing at first but once you get the hang of it you would know what your doing. Well I had some help from Alvin at the beginning but that's okay.

HOMEWORK: The homework for math we need to complete is the other foldable with the definitions, and examples that lady wrote on the board before and write in your journal for the math we did today. Oh and also if you are behind in the homework book catch up and look at 6.2 in the textbook. Play tutpup too if you have time.

This is my blog for today I am really tired tell me what else I missed and comment Backe great practice good night.

We did this for the whole class. It may be a little confusing at first but once you get the hang of it you would know what your doing. Well I had some help from Alvin at the beginning but that's okay.

HOMEWORK: The homework for math we need to complete is the other foldable with the definitions, and examples that lady wrote on the board before and write in your journal for the math we did today. Oh and also if you are behind in the homework book catch up and look at 6.2 in the textbook. Play tutpup too if you have time.

This is my blog for today I am really tired tell me what else I missed and comment Backe great practice good night.

## Sunday, January 23, 2011

### Alex's Post for January 20th

Finally have some time to do this not enough hours in the day but anyways.

(this is going to be fairly short considering we didn't actually do that much)

Today we went over what we did for the all flowers no change made graphs Backe looked at our homework which was to make the graphs and asked us if we found out why we couldn't put a line through it. It was because when you have a solid line through a graph if represents an infinite amount between to points and you can't very well have 4.592137 roses.

OH yeah and we were also reminded to label our graphs x axis and y axis and the whole graph and why we couldn't put intervals that go like 1-3-5 and so on because the intervals have to remain constant unless there is a break in the axis. Then there was also how we should of only went up by a maximum interval of 2 since it was so detailed.

After all the reviewing of the homework Backe started talking about the slope and y intercept and stuff and it got really confusing. The slope is rise over run which is pretty much y over x. Forgive me if I'm wrong but I think the Y intercept is the distance from (0,y) 0 x and something y to the next so in the first graph the y intercept would be (1,-2). We also got a formula for finding y and it went as such y=m(the slope)x+b(y intercept).

That was pretty much it I'll put some graphs on a later date my paint is being messed up.

Homework was to read 6.1 do the C.Y.U's Homework book get ready the foldable and playing tutpup.

(Note for the foldable's for some reason wsd1 mail wasn't working not sure if it is now so to Mr.Backe thats probably why you didn't get some if any)

Well Ja Ne tell me if I missed anything

(this is going to be fairly short considering we didn't actually do that much)

Today we went over what we did for the all flowers no change made graphs Backe looked at our homework which was to make the graphs and asked us if we found out why we couldn't put a line through it. It was because when you have a solid line through a graph if represents an infinite amount between to points and you can't very well have 4.592137 roses.

OH yeah and we were also reminded to label our graphs x axis and y axis and the whole graph and why we couldn't put intervals that go like 1-3-5 and so on because the intervals have to remain constant unless there is a break in the axis. Then there was also how we should of only went up by a maximum interval of 2 since it was so detailed.

After all the reviewing of the homework Backe started talking about the slope and y intercept and stuff and it got really confusing. The slope is rise over run which is pretty much y over x. Forgive me if I'm wrong but I think the Y intercept is the distance from (0,y) 0 x and something y to the next so in the first graph the y intercept would be (1,-2). We also got a formula for finding y and it went as such y=m(the slope)x+b(y intercept).

That was pretty much it I'll put some graphs on a later date my paint is being messed up.

Homework was to read 6.1 do the C.Y.U's Homework book get ready the foldable and playing tutpup.

(Note for the foldable's for some reason wsd1 mail wasn't working not sure if it is now so to Mr.Backe thats probably why you didn't get some if any)

Well Ja Ne tell me if I missed anything

Labels:
Alexander9-05,
graphs,
linear relations,
y intercept

## Wednesday, January 19, 2011

### Alvin's Scribe Post for Janurary 19, 2011

Hello Classmates.

Today in class we started something called Linear Relations.

We have to give definitions, a picture, and example, and a non-example (why ?).

For there words - coefficient, variable, constant, linear equation, interpolate, extrapolate, negative line and positive line which is all due on Friday January 28.

We also did tables to show how we could buy flowers were a certain amount of money, and you had to use it all so you weren't allowed change.

Table 1 Pink Roses $2 Carnations $1, and you have $10

Pink Roses go up by -1 , Carnations go up by 2

Table 2 Red Roses $5 Carnations $1, you have $27

Red Roses go up by -1 , Carnations go up by 5

Table 3 Red Roses $5 Pink Roses $2, you have $37

Red Rises go up by -2, Pink Roses go up by 5

Homework !

Finish the Charts on the graph papers about the tables and think about, why dont we put lines though the dots on the chart.

Thanks For Reading

Today in class we started something called Linear Relations.

We have to give definitions, a picture, and example, and a non-example (why ?).

For there words - coefficient, variable, constant, linear equation, interpolate, extrapolate, negative line and positive line which is all due on Friday January 28.

We also did tables to show how we could buy flowers were a certain amount of money, and you had to use it all so you weren't allowed change.

Table 1 Pink Roses $2 Carnations $1, and you have $10

Pink Roses go up by -1 , Carnations go up by 2

Table 2 Red Roses $5 Carnations $1, you have $27

Red Roses go up by -1 , Carnations go up by 5

Table 3 Red Roses $5 Pink Roses $2, you have $37

Red Rises go up by -2, Pink Roses go up by 5

Homework !

Finish the Charts on the graph papers about the tables and think about, why dont we put lines though the dots on the chart.

Thanks For Reading

## Tuesday, January 11, 2011

### Jeric's Scribe Post for January 11, 2011

Hello boys and girls.

Today in class we learned how to

We first started off class by finding the opposite of easy stuff like:

ex. opposite of :

6, -6

x, -x

y,-y

etc.

Mr.Backe the explained on

-(6+x)

Lets assume x is 3.

-(6+3)

-6-3

This is how you simplify a simple one. What i did here was since the negative sign was outside of the brackets it applys to all of the numbers inside the brackets. Also a negative can't be all alone so really there is a 1 in front of the negative sign, which then makes it negative 1 -1. Since it applys to all numbers in the brackets you have to multiply -1 to 6 and 3.

Also the rules of multiplication with integers still applies. So if -1 is multiplying 6 its going to be -6 because when you multiply a negative and it is not the same sign it is always negative. You also do the same operation to the 3.

Mr Backe then gave us expressions that had trinomials or polynomials. For Example:

( 2x²-x-6) - (-3x² + 2x + 4 )

So again, since there is a negative sign in front of it that really means its -1. Now as i said before it applies to all numbers in the bracket.

Since the negative sign is in behind the second brackets that means it applies to only those numbers in the brackets.

You would then do these steps in order.

1. Apply to all numbers in brackets

2. Remove brackets

3. Gather like terms

4. Simplify

If you follow these steps any questions like these will not give you a hard time. First you apply the negative sign to all numbers in brackets to get ...

Step 1 and 2 done: 2x² - x - 6 + 3x² - 2x - 4

Step 3: 2x² + 3x² - x - 2x - 6 - 4

Step 4: 5x² - 3x - 10

Also when you gather like terms you have to be careful when putting these numbers together.

As Mr.Backe said, the common mistake that, "kids" make is that when they collect like terms most "kids" would think for example 2x - 4 is 2x minus 4 when really its 2x

If you follow these steps you should have no problem with any expressions. If this confuses you sorry ... this is the way i find out how to simplify these equations.

Also if i am missing anything please inform me :D. THNX

RATE AND COMMENT

especially comment if there is another way to find it :D.

PCE btw for homework. ahem *

5.3 Homework Book

Extra Practice

Warm up

Read to CYU

CYU #3, 4

Practice odd or even

Apply all

Extend 27 and 29

One more Extend

Pg. 204 Challenge for Hand-in

Today in class we learned how to

**find the opposite**. What i mean by this is, the opposite in polynomials :D.We first started off class by finding the opposite of easy stuff like:

ex. opposite of :

6, -6

x, -x

y,-y

etc.

Mr.Backe the explained on

**finding the opposite**of an expression. I will give an example first before i explain on how to get it :D-(6+x)

Lets assume x is 3.

-(6+3)

-6-3

This is how you simplify a simple one. What i did here was since the negative sign was outside of the brackets it applys to all of the numbers inside the brackets. Also a negative can't be all alone so really there is a 1 in front of the negative sign, which then makes it negative 1 -1. Since it applys to all numbers in the brackets you have to multiply -1 to 6 and 3.

Also the rules of multiplication with integers still applies. So if -1 is multiplying 6 its going to be -6 because when you multiply a negative and it is not the same sign it is always negative. You also do the same operation to the 3.

Mr Backe then gave us expressions that had trinomials or polynomials. For Example:

( 2x²-x-6) - (-3x² + 2x + 4 )

So again, since there is a negative sign in front of it that really means its -1. Now as i said before it applies to all numbers in the bracket.

Since the negative sign is in behind the second brackets that means it applies to only those numbers in the brackets.

You would then do these steps in order.

1. Apply to all numbers in brackets

2. Remove brackets

3. Gather like terms

4. Simplify

If you follow these steps any questions like these will not give you a hard time. First you apply the negative sign to all numbers in brackets to get ...

Step 1 and 2 done: 2x² - x - 6 + 3x² - 2x - 4

Step 3: 2x² + 3x² - x - 2x - 6 - 4

Step 4: 5x² - 3x - 10

Also when you gather like terms you have to be careful when putting these numbers together.

As Mr.Backe said, the common mistake that, "kids" make is that when they collect like terms most "kids" would think for example 2x - 4 is 2x minus 4 when really its 2x

**NEGATIVE**4. vice versa :D just sayin.If you follow these steps you should have no problem with any expressions. If this confuses you sorry ... this is the way i find out how to simplify these equations.

Also if i am missing anything please inform me :D. THNX

RATE AND COMMENT

especially comment if there is another way to find it :D.

PCE btw for homework. ahem *

5.3 Homework Book

Extra Practice

Warm up

Read to CYU

CYU #3, 4

Practice odd or even

Apply all

Extend 27 and 29

One more Extend

Pg. 204 Challenge for Hand-in

## Sunday, January 9, 2011

### Elaine's Scribe Post for January 7, 2011

Hi everyone! Well today in class, we learned how to model polynomials.

Then, Mr. Backe wrote down a polynomial and told us to show him the type, coefficient, variable, and degree.

Subscribe to:
Posts (Atom)