math lab 11 january 2010

8/14/2019 Math Lab 11 January 2010

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Math Lab 11 January 2010

Overview: 5 min

Went over Objective 1: The student will describe functional relationships in

a variety of ways. Read textbook from pages 10 25.

I.Objective 1: formula for measuring an interior angle, how to represent afunction, define functional notation, what is the horizontal line test? 10 min

II.Objective 1: Drawing conclusions from a functional relationship, 10 min

III.Objective 1: 10 question quiz, 10 min

IV.Objective 2: The student will demonstrate an understanding of the

properties and attributes of functions. 10 min

V.Questions, clean up and getting ready for dismissal, 5 min

VI.Bell


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Objective 1: The student will describe

functional relationships in a variety of ways.

m = [180(n 2)]/n

n = 3: m = [180(3 2)]/3 = 180/3 = 60o isoscelestriangle

n = 4: m = [180(4 2)]/4 = 360/4 = 90o

square/rectangle n = 5: m = [180(5 2)]/5 = 540/5 = 108o

pentagram

Try n = 6, n = 7, n = 8, etc. This is the mildcomplexity on the TAKS test that you must becomfortable with to perform well on


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You can represent a function as:

Table of values

Mapping

Word descriptions: the y-values for a set of

points are 4 more than (+ 4) twice the

corresponding x-values (2x).

Equation: y = 2x + 4 Functional notation: f(x) = 2x + 4

Graph the ordered pairs



x -3 -1 1 3

y = f (x) -2 2 6 10


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The y-value of a set of points 12 less than 3

times the x-values: _______________


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times the x-values: y = 3x 12

The function of x defined by the

corresponding x-value squared less 5 timesthe corresponding x-value adding 6:

________________


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corresponding x-value squared less 5 times thecorresponding x-value adding 6: x2 5x +6

Factor x2 5x +6 and solve for the two values

of x: _______________________________


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corresponding x-value squared less 5 times thecorresponding x-value adding 6: x2 5x +6

Factor x2 5x +6 and solve for the two values

of x. F.O.I.L.: First, Outer, Inner, Last. (x 2)(x -3) = 0. x = 2, x = 3


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A. y = 2x2 + 3; B. y = 3x 2; C. y = 2x2 3; D. y = 2x 3


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A. y = 2x2 + 3; B. y = 3x 2; C. y = 2x2 3; D. y = 2x 3


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A. y = 2x2 + 3; B. y = 3x 2; C. y = 2x2 3; D. y = 2x 3


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A. y = 2x2 + 3; B. y = 3x 2; C. y = 2x2 3; D. y = 2x 3


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B: The ordered pairs repeat for y components 9 & -9; 5 & -5


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D: Use the vertical line test to see if any x-coordinates repeat


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B. t = 25 + 0.07m. Variables: total amount of Jeans monthly

bill, t & number of minutes of long-distance calls she uses,

m. The total amount of the phone bill is therefore equal to

$25 base charge plus her long distance charges (0.07 cents

times the number of minutes, m).


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D. t > (182 x)/70. The total trip to Houston is 182 miles

and Rupert is said to have driven an undetermined number

of miles, indicated by x. The number of miles left to

drive is 182 x. The formula, rate = distance/time solved

for time is time = distance/rate. Since Rupert is driving

slower than snails sweat, wed use the inequality: t >

distance/rate, or t > (182 x)/70.


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A. Use y = mx + b,where m = slope

= rise/run; b

defined as the y-

intercept. The y-

intercept is easilyseen to be 3, so

you can eliminate

C or D as an

option. From the

y-intercept, seewhere your line is

the diagonal to a

square or

rectangle. Your

rise will be the# of squares in y;

your run will be

the number of

squares for x.


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C. You

can

almost do

this one

without

looking:

1) its a

quadratic,

2) 4 is

the y-

intercept,

3) x2 is

positive,

indicating

the

parabola

will open

up.


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June = 4.4April = 2.5

July = 2.2

April + July = 4.7 > 4.4,

so C is not reasonable.


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A. 25, B. 5, C. 75, D. 7


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B. 5. The

graph starts

at $25 for

the

membership

fee. Larrys

purchase of

bushes

increases the

cost by $10

per bush.

The nursery

graph starts

at $0.

Larrys

purchase at

the nursery

increases the

cost by $15

per bush.

Initially, the

cost of

purchase is

higher at the

garden club.


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Objective 2: The student will demonstrate an

understanding of the properties and attributes offunctions.

Use the properties and attributes of functions.

Use algebra to express generalizations anduse symbols to represent situations.

Manipulate symbols to solve problems anduse algebraic skills to simplify algebraic

expressions and solve equations and

inequalities in problem situations.

math lab 11 january 2010

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