When you know the equation to a line you may want to ask yourself a few questions. You may already know that the form of a line would be y=mx+b . When you have the equation already for the line you may want to consider how the line connects to the equation. For example, you may ask yourself what the b is in the line. You can also ask yourself how it got to be in that place or how you got to that answer or number.
Sometimes I ask myself if that is the correct line. You can simply try to fit everything in by replacing the letters or variables with a point on that line. That usually checks if you are right or wrong. If you are right the equation will be correct, but if you are wrong then the equation will not equal the y. You can also ask yourself what of this equation helps me see what is on the line. Maybe you may want to imagine it when you see that equation, and if the one that you imagine is very different to the actual line, you may prefer to not do it your mind.
Sometimes the actual equations make picture how it will be if you really understand what each variable plays in the equation. Ask yourself what is the y in my line, the b, the m, or even the x. All these questions are worth it.
A twelve pack ( 12 oz. ) for mountain Dew cost $12.99 and a liter Mountain Dew soda (33.8 oz. ) costs $1.50. So we are trying to figure out which one is better to buy and why. To find the better price we must do some typical math problems. First we have to divide 12.99 by 12 which would be the price and the cans. That way we can see how much a can costs so that it will be easier to solve. The answer is about $1.08 per can so now it will be easier to do the rest.
Then we have to divide our price per can by the ounces in a can to get the price per ounce. So we have to divide 1.08 by 12. 1.08 is the price of the can and 12 is the ounces in the can. That is $0.09 per ounce. Next we have to find the price per ounce of the liter soda. Our first step is to divide the price by the ounces in the liter. In this case it is 1.50 by 33.8! The answer is about $0.05 per ounce.
Finally all we have to do is compare. So there you have it, a liter soda is cheaper than a twelve pack. You actually save a little more than four cents for every ounce. So the next time you want to save you better buy yourself a liter soda. That is how you find the difference in two prices!!
Last semester I learned many things. I remember a lot of things that we did, but only a few are the ones that make me want to do more of them. One lesson that I really likes was that of the lessons that have graphs and equations. My most favorite is solving y=mx+b form equations they are very fun and I enjoy them. Doing those equations really helped me understand other things that connected to learning and solving some kind of equations that are alike.
I learned that there many forms and strategies to solve double of these equations. Like that I can use elimination, substitution , or any other way you can think of to make answering these equations easier. In my case that has really helped me understand that and by that I mean that before I fully understood that concept, I would struggle with finding the soulution to anything that seemed to be a furthur advance in that lesson. Now I am doing very good so, that I very good grades and I almost don't get any wrong.
That is very good in math in where I am finding math more facinating than ever!
I am very good in math, but the most difficult thing for me to overcome was having so much trouble with negative integers. I always have trouble adding and subtracting negative integers. Just seeing them in equations sometimes make me feel so scared and I always end up missing 2 or 3 problems like that in our work. I only have a hard time with these integers when I add and subtract, but never when I multiply or divide. I think what is hard for me is going back into the negative, mostly because when you are dealing with positive integers all you have to do is go right and the numbers will go higher or greater for example: 0, 1, 2, 3, 4, 5 and so on. When you are working with negative integers everything seems to go backwards and that makes me confused. For example: -5, -4, -3, -2, -1, 0 and so forth.
Sometimes to help me do the equations I sometimes make a number line and figure it just in case I am not sure of the answer or I don't get it. If I don't do that I usually pretend there is a little arrow pointing to the left so that when I am doing adding two negatives I know that it will go left and not right like in positive integers.
For Algebra class we are doing another project. In this project we are suppose to use algebra to find an answer to s real life problem or in other words to find an equation to help you but things in a store much, much easier. The prop I chose was about the new iPad Minis. I have to find an equation on how much the iPad will cost depending on the GBs it has. Then I have to show it in a graph, in order to also find the equation but this time on a graph with only 2 given points. We also have to find the information to fill in a table using both the equation, your mind, and the graph
I am almost done I have found the equation already. I was almost finished, but I decided to redo the graph and table so that they will look bigger. I also want to color them so that they look nice. That shall do.
I think that square roots are called that because of a square's area. When you find the area for a square you have to multiply the number times itself again. So then when you find the square root of a number you have to divide the number that is in the rectangle little box by the number that would have made it as if you were to square it. The root part is included because it is as if it were the root or original number of that given number.
I think it could be called the origin of square or squared original. I think this would work because when you do a square roots problem you are finding the number that is the origin or the first number to what it is now.Actually think about are you not trying to find the roots of the number , the number that made that other number's value? That is what I think.
A positive number that is not equal to zero that is reaised to a negative number is less than one becasue you have to multiply by the reciprical. For example let's take 5^-2 equals 1/25. It equals this because you have to multiply 5 by its reciprical which is 1/5 by a positive because a negative times a negative equals a positive. So then if you multiply 1/5 by 2 it equals 1/25. In conclusion you have to take the reciprical of the positive number than by the second number (which will always be a positive because if a negative is multiplied by a negative it equals a positive.
A positive by a positive always equals a positive as well so there is no changes to be done. Then you have to multiply those two numbers and that is how you get the answer. I tis also smaller than one because it multiplyed by the reciprical which is a fraction.
I know that exponents are used in math equations and that they are always solved into bigger numbers. I always see exponents in equations that follow the p.e.m.d.a.s rule and they are the second thing to be solved in the equation. Exponents are basically numbers that are shortened to be bigger numbers if you were to solve them. They are usually used when that number is being multiplied by its number agai or multiple times. For example you might see an exponent in words, which usually say to the power of, that means it is multiplied to a certian number.
Exponents may be used in real life if you were to build a house. You would use them because you would need to put an amount of space inside of the shape you want to put. For example if you were to build a room inside that house and it was to be a sqaure you would put the measure next to squared that means that if the room was to be 26 feet it would be 26 ft with a 2 on top of the ft.
When I was playing the game I chose the integer, fraction, and decimal levels. Most of them were preety easy but some questions took time to think about them and to solve them. The easiest one for me from all of them was probably the integer one. When I was playing the math game with the fraction level it was really hard I literally had paper next to me so that I was able to figure their difference. I also had a little trouble with the decimals but besides that everything was basic math that I had learned before.
There was a problem that I was stuck with for like 5 minutes it was something like 3/4 and 5/1 and the difference that I got the first time was wrong then I got 34/8 or something like that I sincerly don't remember but I know it was really hard for me. I also had a little bit of trouble on the decimal one with questions that I couldn't do in my head because they were either too long or just to difficult for me.
All this was really hard, easy and challenging.
An inequality that has an "equal to " needs a closed dot instead of an opened one because when you are to graph it, it indicates that it includes that number. For example, if you were to graph an inequality like 3+x is greator than or equal to 3, the equal means that it is including that specific number. In this case the number would be the 3, because it is including it.
In a graph the inequality 3+x is grater than or equal to, the graph would have the dot closed dot because it includes that specific. The rest of the graph would have an arrow going left becasue the greator sign is also included. Even though it is just one inequality it has double things, both the closed dot ( which is closed because it includes it, there is a possibility that it can be the anwer or that it is greater tha that ) and the arrow are both shown in the graph. Now the answers are possible form 3 and greator , that leaves you with a lot more possibilites.
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