BOB

hey guys final our last two tests all thats left is the exam. I would have to say the design and measurement was my favorite unit, I for the most part get whats going on. As for sequences i didn't like it so much. I am still a little confused on how to use the y= screen on the calculator, other than that I think I understand the rest. Good luck to everyone on the two tests today.

May 28

Today was a double period:


First period we reviewed for our test by doing some problems in groups. Question 1 as shown in the slides introduced some words that i have never heard of. First of all there were the words Perigee and Apogree;


Perigee means the closest point to something.
Apogree means the furthest point from something.

The equation given to answer the first question was

The first question asked "How does it take for the spaceship to go around the earth."

- To answer this you are trying to find the period or (B)

- The next question was "What are the distances at the Perigree and the Apogree?"

To find the distance for the Perigree you take D-A or 550-450 = 100

To find the distance for the Apogree you take D+A or 550+450 = 1000

Question 2 is explained in the slides posted from today.

Period 2

We did our per-test.

The test is on Wednesday people and we start our final unit tomorrow.

The next scribe is Jowell.

Bob

Well we have reached another time for blogging. This unit went by pretty fast and even though there was a lot packed into it, it wasn't that hard. I think if you read the questions carefully then you should have no problem finding the answers. I think the mortgage part of this unit was the hardest because out of one mortgage question you could be asked to answer anything we have learned. Good luck to everyone on the mini test today.

B.O.B

Well guys our vectors unit is finally done, i am kind of glad because i was never really good in the angle department. This unit wasn't as easy as some people made you think, the unit actually involved a lot of math and thinking to go along with it. About half way through the unit we got a program called trisolve2, this program help me out a lot and it made me understand a bit more that i knew. I think my "moment of clarity" was a couple days ago when i stayed a little after class and asked a few questions. I hope everyone does well on the test and good luck to you guys.

Vectors

Today when we came into class Mr.K handed out these linking cords for our calculators. After they were handed out he told us about this new program that we would be downloading onto our calculators. Once we had the program and actually learned how to use it, it seem like math in this unit got so much easier. The program was amazing, it almost does all the work for you.

The Program

The program is designed to help you find angles and the length of sides on a triangle. Once you get the hang of it, it is really easy to use. First, before you can punch any of the data into your calculators you must find three(3) facts about the triangle. The facts can be either angles or sides, but keep in mind that you must know at least one(1) side before this will work. So now you have your three facts, then you punch them into your calculators and hit solve. Within a matter of second the calculator will show you the other sides and/or angles. So like i said this program is really helpful and safes you time.

To get to this program you hit the PRGM button ( program) then hit enter on TRISOLV2 then enter again. And there it is your into the program.

Once we got good with the program we went and touched upon the Pythagorean Theorem. The Pythagorean theorem states that a^2 + b^2 = c^2. Also as you can see by the picture All angles are represented by capital letters and the sides are represented by lower cased ones. The same letters will always be opposite from each otherFor the rest of the class we worked on some problems using the new program. Some things Mr.K told us when doing problems is to make sure your sketches are big and the dimensions are clear.

The Afternoon Class

In the afternoon class we talked about Opposite angles, Alternating angles, and Corresponding angles

Opposite angles mean the angle opposite of another one is the same, just like in the picture. (The A's are equal angles and the B's are equal angles)

Alternating angles mean you have one angle and then on the other side of the transversal line the next angle is the same as well( all the A's are equal angles, and all the B's are equal angles)

Corresponding angles mean the angles on corresponding sides of the transveral line are congruent ( the A's are equal and the B's are equal to one another)

I hope my scribe was helpful, tomorrow's scribe is Ivy

Bob

i think this unit has been the hardest one we're done so far this year. There are alot of formula's that you need to remember and if you mix them up you could get very confused. When we first started statistics i thought it was pretty easy, things were just making sence. As the unit went on Mr K kept introducing new things and i had no idea what was going on. But when it came test time i felt i was ready and then the test was postponed until after spring break thats what screwed me up. When we came back i had no idea how to do anything and was really not looking forward to the postponed test. Now going into the night before the test i really believe that our last two classes have helped me learned more about the things i didn't know. Goodluck to all on the test tomorrow because i know i'll need it.

just click the "X" to view my picture.

Wednesday, March 7

Today's class we were broken into groups and told to solve a couple of problems. The first problem was this...

1. An examination consists of 13 questions. A student must answer one of the first two questions and only nine of the remaining ones. How many choices of questions does the student have?

Many of us had different answer but all were wrong lol but they were all right in their own way.
Had the question been a pick question the answer 1+11! would of been close to being right. If it asked for probability the answer of 1/2 x 9/11 = 9/22 would of been on the right track. Now 13 was right in the sense that yes they are 13 questions to choose from.

Now because the question asks how many choices does the student have? The formula that should be used to answer this question would be the choose formula.

~Your first step would be to punch in 2 nCr 1 into your calculator. This is because in part A the student has to answer one out of two questions. The answer you should get is 2.

~Your second step would to punch in 11 nCr 9 into your calculator. Because in part B you have 11 possible questions left that can be answer but you only have to answer nine of them. The answer you should get is 55.

~ Finally you take 2 x 55 which will give you 110 as your finally answer.

Things to remember.

1. Factorial notation (!) is used when using the pick formula. Ex. How many books can be arranged on a book shelf? So you would go 12! to get your answer.

2. On any tests or the exam if you are given a choose question, and you write your answer for example as 11 nCr 9 it will be marked WRONG your answers should be written as 11 C 9

The next question we were given was...

Randomly arranged on a bookshelf are five thick books, 4 medium sized books and, 3 thin books. What is the probability that the books of the same size stay together?

The way we did this in class was we broke the questions into 3 parts.


1. How many ways can the 12 books be rearranged on the bookshelf?

while because we don't care what order they are in all you need to do is go 12!.

so 12! gives you 479 001 600.

2. How many ways will the books of the same size stay together.

There are 3 sizes of books, so say you put each book of the same size into a different bag. Now you only have 3 object to rearrange. With this your answer is 3! but now if you open bag one just rearrange the books by themselves you get 5! because there are 5 thick books. Bag two would give you 4! because there are four medium-sized books and bag three would be 3! because there are three thin books.

so with this you take 3! x 5! x 4! x 3! = 103 680

3. What is the probability of the books of the same size stay together?

You already have your fraction so the question is pretty much done, you take

(3! x 5! x 4! x 3!) / 12!

Sorry for the way the fractions are written i couldn't figure out how to do the normal line.

The next scribe is Tennyson

Bob (probablity)

After the Matrices unit was over i knew the next unit was only going to be harder and i was right. Not only was the probability unit harder it was also more confusing and at times i had no idea what i was doing. We also learned many different formulas used to solve probability questions, the only problem with that was it was a little hard knowing which formula to use for which type of question. I would also have to agree with Al when he said that the smart board helps him, well it has also been a big help for me because if we dont get something in class we can always look at the slides when we get home. I think am ready for the test but the pre-test tomorrow will help me out a bit.

Matrices

Today's class was just basically a recap of last nights homework. The homework was confusing to a lot of us so here is one of the questions. I will try to see if i can give you a better understanding of this question based on what i learned.

1. If a train is late on one day, there is a 90% probability that the same train will be on time the next day, while if the train is on time, there is a 20% chance it will be late the next day. If in a given week it arrives on time on Monday, compute the probabilities that it will be on time or late for each of the subsequent days of the week. What would the corresponding probabilities have

been if the train had been late on Monday.

In this matricx (T) represents on time and (L) represents late. So as you can see the numbers stated in the problem have been inserted into matricx. Now because there is a .20 there has to be a .80 at the (T) (T) location. This is because each row must equal 100 or 1 depending if u are using whole numbers or percents. So following this rule there has to be a .10 at the (L) (L) location.

Now that we got the transition matricx we need what is called a state matricx. A state matricx is what happens first, because the train was on time on Monday the state matricx has to be;The (1) represents the on time colum and the (0) reprsents the late colum.

So to find the percentages of the train coming late or on time you would take the transition matricx and multiply it by the state martricx like this;

If u muiltpy these two matrices you will get the percents of the train being late or on time for the next day. If you multiply the result by the transition matricx you will get the percents for the third day and so on and so on ........

Now if the train happened to be late on that first Monday then the transition matricx would stay the same and the only difference with the state matricx is that the 1 and the 0 would be switched around.


Definitions:

Transition Matricx.....is the matricx showing how things change over time.

State Matricx.....is the matricx in which things begin

Another thing to remember is that if you are trying to find what the numbers stabilize at, rather then keep pressing enter on your calculator just rise the transition matricx to a high number and you will be able to see the numbers at which the amount stabilized. But remember this way only works if you are not interested in finding the exact time that the number stabilized.

I hope my scribe made it easier for you guys to understand things.

The next scribe is chris

Matrices

When Mr. K first introduced the unit Matrices I felt like I knew what was going on, this unit seemed like it was going to be easy and we would just breeze right on through but I was wrong. The next day we were introduced to matrix multiplication and to be honest I was so confused but as the class went on I began to understand more and more. The finger method really helped me to be able to do the multiplying part. I also liked that assignment on decoding the messages, that was pretty fun. So I think if we all just buckle down and help each other out we’ll all be fine.