Link to weebly: http://precalcexplained.weebly.com
For this project I chose the concepts I felt I understood the best conceptually, and thus could explain thoroughly. I feel like reverse engineering the problems really enhanced my understanding of the material, but I wish it was done earlier in the trimester, or alongside the learning. I truly enjoyed this class and the higher level mathematics that came with it. It was a challenge, but I know it did nothing but improve my skills. Math is a hard subject to teach, and learn, despite it being basic logic, but I feel that Mr. Jackson really tried to teach so it was deeply understood, and not the superficial explanations I had heard my whole life. I wish I was taught math in this manner my whole life, so it would be more intuitive, and I'd have a stronger foundation to build upon. But all I can do now is fill in the cracks and strive towards a future with more knowledge. It was truly an enjoyable trimester!
Monday, November 17, 2014
D.E.V Fernando Carretero
Libby's Dev Project
https://www.dropbox.com/s/f1dna2ll6kygu6r/Developing%20Your%20Expert%20Voice.pptx?dl=0
My reflection is on the last slide of my power point. This is the link to the drop box folder with my power point on it!
Libby
My reflection is on the last slide of my power point. This is the link to the drop box folder with my power point on it!
Libby
DEV Project - Maddie, Austyn, Jacq
Here's our DEV Project! The link to the Weebly website is below:
http://sorceressesofmath.weebly.com/
--Maddie O'Connor--Austyn Killebrew--Jacq Madery--
P.S. - OUR REFLECTIONS ARE ON THE WEBSITE AT THE BOTTOM OF THE HOME PAGE
http://sorceressesofmath.weebly.com/
--Maddie O'Connor--Austyn Killebrew--Jacq Madery--
P.S. - OUR REFLECTIONS ARE ON THE WEBSITE AT THE BOTTOM OF THE HOME PAGE
D.E.V
Hailey Oakes And Blerta Bajraktari D.E.V Project
This is the link to our D.E.V. Project on Prezi. Our summarys are included in the project.
Allison Curitss, Brittany Fritsch, and Nick Vondra's DEV project: www.devproject2014.weebly.com
dear Mr. Jackson,
in the quadratic radicand page of our weebly there is supposed to be a "-2" as the other x-intercept. It won't display on the weebly but i just wanted you to know. Thanks.
dear Mr. Jackson,
in the quadratic radicand page of our weebly there is supposed to be a "-2" as the other x-intercept. It won't display on the weebly but i just wanted you to know. Thanks.
Ian Simpson's DEV Project
1. Find f(g(h(x))) where x=4x^4+3x, h=19x^6+12x^4+3, g=19x^7+4x^6-22x^5+44x^4
To start, you first need to find h(x). In order to do this, substitute the variables in the function h with the entire function x. This will give you 19(4x+3x)^6+12(4x+3)^4+3. After that is done, distribute the factors out of the equation and Distributed out, this equation should simplify to (2235331 x^6+84 x+3). Now, to find f(g(h(x)), you must substitute the variables in the function f(g) with the entire function h(x). The setup for this problem will be 19 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^7+4 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^6-22 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^5+44 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^4. Now you once again distribute all of the factors and combine like terms. This should make the equation f(g(h(x)))= 5298421303499822062831772727828348207383605009x^42+1393740670378523526468823795654007726793732 x^37+50275464568792067773624775299728348898843x^36 +157123329357212837235355120340034628944 x^32+11335607184202787935167940117621545912 x^31+203202891792126269604683474970755291 x^30+9840719835232364787563773261143360 x^27+1064932893017895544948496408227920 x^26+38180123906791894906824564007620 x^25+454625152835284402740199896689 x^24+369797791092021111036959159040 x^22+53357862445429469297491779840 x^21+2869490387034867920834331360 x^20+68336211215545062149948784 x^19+609541601397062395346943 x^18+8337829462857117803252736 x^17+1503824415293330860504320 x^16+107830649022864580391040 x^15+3851940769916704877664 x^14+68716661448375978156 x^13+104931502806140818101 x^12+22604482447501473792 x^11+2026047712379201280 x^10+96499660728248064 x^9+2582257196658384 x^8+597569158551960 x^7+141793579673109 x^6+15227096822784 x^5+906573959424 x^4+32345635392 x^3+693273168 x^2+8285004 x+42687
2. Find the domain of f(x)= sqrt(104x^4+1150x^3-6462x^2-28872x+22680), x=-14, x=6
In order to start this problem, we need to find a way to reduce this polynomial into a factorable equation. Since we are given several x intercepts, we know that we must use long division to create a factorable polynomial. We will use (x+14) for our first x intercept to long divide. Also, we can factor out any greatest common factors in the equation, which in this case will make the equation 2(52x^4+575x^3-3231x^2-14436x+11340). So, our long division problem should look like this: (x+14)/(52x^4+575x^3-3231x^2-14436x+11340). The first thing we must do to this problem is divide the first part of the divisor by the first term, which will give us 52x^3 as part of the dividend. Next, we distribute the divisor (x+14) into the term of the divisor we just found, giving us 52x^4+728x. This value is now subtracted from the two terms above it, which will give us (52x^4+575x^3)-(52x^4+728x^3). This will give us -153x^3, which we will use as the next term of our dividend. Then we drop the next term down next to the difference we found in the last subtraction problem, and repeat those steps with this next term. Do this with every term until you end up getting a difference of 0. The final divisor of this problem should be 52x^3-153x^3-1089x+810. Once this is done, we have to find out if this new polynomial is factorable. Try the grouping method if your polynomial has four terms, and if this method does not work, we must use another x intercept to further reduce the polynomial into a factorable equation. So, we repeat the steps above for long division, this time using (x-6) as the divisor. This long division should yield the polynomial 52x^2+159x-135. Now that we have found a factorable quadratic equation, we use basic factoring to find the remaining x intercepts. Factoring this equation will give us the factors (13x-9)(4x+15). To find the x intercepts from this, we must find where the factors are equal to zero. In this case, that will be x=9/13 and x=-15/4. This means we know our x interceps, which are x=-14, x=6, x=9/13, and x=-15/4. Using these x intercepts, create a graph. The domain of the function will be all values where x>0. This makes the domain (-inf, -14]U[-15/4,9/13]U[6,inf).
3.Find the inverse of f(x)= (16x+9)/(15x+33)
To begin this problem, we first have to switch the variables from one side to the other, so the equation becomes x=(16y+9)/(15y+33). The very first step to finding the inverse of any radical function is to multiply both sides by the denominator. This means we distribute x(15y+33), making our equation 15xy+33x=16y+9. Now, we have to get all x values on one side, and all y values on the other side. Our objective is to make one of this side just y. To do this, we will subtract 33x from both sides, and subtract 16y from both sides. This leaves us with 15xy-16y=-33x+9. Finally, we divide out 15x-16, to leave y alone on the right side. This leaves us with y=(-33x+9)/(15x-16). The very last thing we need to do is completely factor the numerator, and we will do so by taking a greatest common factor of 3, leaving us with the final inverse equation, y=-3(11-3)/(15x-16)
4.Find the domain of f(x)= sqrt(8x^3+28x^2-16x-56)
In order to factor any four term cubic polynomial, the best method to use is the grouping method. We can take the equation out of the radical and set it equal to zero in order to find the x intercepts. After that, the first step to this method is to take out a greatest common factor from your equation, which in this case is 4. This makes our equation 4(2x^3+7x^2-4x-14). Now, we group the first and second terms together, and subtract the quantity of the third and fourth terms. For this example, it should now look like 4[(2x^3+7x^2)-(4x+14)] (note that in the second set, we want to switch the sign) of both terms). Now, we once again find the greatest common factor of both factor pairs, which will leave us with 4[x^2(2x+7)-2(2x+7)]. Now that we have a factor of (2x+7), which has no common factors, we take the greatest common factors of the two groups, giving us the second factor pair. This leaves us with 4(2x+7)(x^2-2). Now, we find where both of these factor pairs are equal to zero, giving us our x intercepts. Our x intercepts will be x=-7/2, x=-sqrt(2), and x=sqrt(2). Now we use the x intercepts to graph the equation. Our domain is going to be the area which the graph is at x>0. This makes our domain [-7/2, -sqrt(2)]U[sqrt(2, inf).
To start, you first need to find h(x). In order to do this, substitute the variables in the function h with the entire function x. This will give you 19(4x+3x)^6+12(4x+3)^4+3. After that is done, distribute the factors out of the equation and Distributed out, this equation should simplify to (2235331 x^6+84 x+3). Now, to find f(g(h(x)), you must substitute the variables in the function f(g) with the entire function h(x). The setup for this problem will be 19 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^7+4 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^6-22 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^5+44 (19 (4 x+3 x)^6+12 (4 x+3 x)+3)^4. Now you once again distribute all of the factors and combine like terms. This should make the equation f(g(h(x)))= 5298421303499822062831772727828348207383605009x^42+1393740670378523526468823795654007726793732 x^37+50275464568792067773624775299728348898843x^36 +157123329357212837235355120340034628944 x^32+11335607184202787935167940117621545912 x^31+203202891792126269604683474970755291 x^30+9840719835232364787563773261143360 x^27+1064932893017895544948496408227920 x^26+38180123906791894906824564007620 x^25+454625152835284402740199896689 x^24+369797791092021111036959159040 x^22+53357862445429469297491779840 x^21+2869490387034867920834331360 x^20+68336211215545062149948784 x^19+609541601397062395346943 x^18+8337829462857117803252736 x^17+1503824415293330860504320 x^16+107830649022864580391040 x^15+3851940769916704877664 x^14+68716661448375978156 x^13+104931502806140818101 x^12+22604482447501473792 x^11+2026047712379201280 x^10+96499660728248064 x^9+2582257196658384 x^8+597569158551960 x^7+141793579673109 x^6+15227096822784 x^5+906573959424 x^4+32345635392 x^3+693273168 x^2+8285004 x+42687
2. Find the domain of f(x)= sqrt(104x^4+1150x^3-6462x^2-28872x+22680), x=-14, x=6
In order to start this problem, we need to find a way to reduce this polynomial into a factorable equation. Since we are given several x intercepts, we know that we must use long division to create a factorable polynomial. We will use (x+14) for our first x intercept to long divide. Also, we can factor out any greatest common factors in the equation, which in this case will make the equation 2(52x^4+575x^3-3231x^2-14436x+11340). So, our long division problem should look like this: (x+14)/(52x^4+575x^3-3231x^2-14436x+11340). The first thing we must do to this problem is divide the first part of the divisor by the first term, which will give us 52x^3 as part of the dividend. Next, we distribute the divisor (x+14) into the term of the divisor we just found, giving us 52x^4+728x. This value is now subtracted from the two terms above it, which will give us (52x^4+575x^3)-(52x^4+728x^3). This will give us -153x^3, which we will use as the next term of our dividend. Then we drop the next term down next to the difference we found in the last subtraction problem, and repeat those steps with this next term. Do this with every term until you end up getting a difference of 0. The final divisor of this problem should be 52x^3-153x^3-1089x+810. Once this is done, we have to find out if this new polynomial is factorable. Try the grouping method if your polynomial has four terms, and if this method does not work, we must use another x intercept to further reduce the polynomial into a factorable equation. So, we repeat the steps above for long division, this time using (x-6) as the divisor. This long division should yield the polynomial 52x^2+159x-135. Now that we have found a factorable quadratic equation, we use basic factoring to find the remaining x intercepts. Factoring this equation will give us the factors (13x-9)(4x+15). To find the x intercepts from this, we must find where the factors are equal to zero. In this case, that will be x=9/13 and x=-15/4. This means we know our x interceps, which are x=-14, x=6, x=9/13, and x=-15/4. Using these x intercepts, create a graph. The domain of the function will be all values where x>0. This makes the domain (-inf, -14]U[-15/4,9/13]U[6,inf).
3.Find the inverse of f(x)= (16x+9)/(15x+33)
To begin this problem, we first have to switch the variables from one side to the other, so the equation becomes x=(16y+9)/(15y+33). The very first step to finding the inverse of any radical function is to multiply both sides by the denominator. This means we distribute x(15y+33), making our equation 15xy+33x=16y+9. Now, we have to get all x values on one side, and all y values on the other side. Our objective is to make one of this side just y. To do this, we will subtract 33x from both sides, and subtract 16y from both sides. This leaves us with 15xy-16y=-33x+9. Finally, we divide out 15x-16, to leave y alone on the right side. This leaves us with y=(-33x+9)/(15x-16). The very last thing we need to do is completely factor the numerator, and we will do so by taking a greatest common factor of 3, leaving us with the final inverse equation, y=-3(11-3)/(15x-16)
4.Find the domain of f(x)= sqrt(8x^3+28x^2-16x-56)
In order to factor any four term cubic polynomial, the best method to use is the grouping method. We can take the equation out of the radical and set it equal to zero in order to find the x intercepts. After that, the first step to this method is to take out a greatest common factor from your equation, which in this case is 4. This makes our equation 4(2x^3+7x^2-4x-14). Now, we group the first and second terms together, and subtract the quantity of the third and fourth terms. For this example, it should now look like 4[(2x^3+7x^2)-(4x+14)] (note that in the second set, we want to switch the sign) of both terms). Now, we once again find the greatest common factor of both factor pairs, which will leave us with 4[x^2(2x+7)-2(2x+7)]. Now that we have a factor of (2x+7), which has no common factors, we take the greatest common factors of the two groups, giving us the second factor pair. This leaves us with 4(2x+7)(x^2-2). Now, we find where both of these factor pairs are equal to zero, giving us our x intercepts. Our x intercepts will be x=-7/2, x=-sqrt(2), and x=sqrt(2). Now we use the x intercepts to graph the equation. Our domain is going to be the area which the graph is at x>0. This makes our domain [-7/2, -sqrt(2)]U[sqrt(2, inf).
DEV Brendan
I tried to give it to you in four parts, but it looks like I had to put them all on this post. Have fun watching for half an hour :)
DEV Project // Noah Kuntner & Logan Cooper
Our DEV project.
http://prezi.com/_wrxbzckq2rv/?utm_campaign=share&utm_medium=copy&rc=ex0share
http://prezi.com/_wrxbzckq2rv/?utm_campaign=share&utm_medium=copy&rc=ex0share
Rose's DEV Project :)
http://www.slideshare.net/rosealmarales/dev-project-finish
This is my DEV Project.
This First tri has not been easy at all, actually is has probably been the hardest set of classes I've had all of high school. This class especially. When doing this project I kind of split it up with problems I didn't really understand how to do and problems that I enjoyed doing. The Farmer Ted problem especially. I struggled a lot with those but after this project I feel as if I could tackle any farmer ted problem thrown at me! If I were to request any changes to this class I would say maybe not give this project so last second, people are already so stressed out with exams this week that I feel like this adds to it. But overall my experience in this class went from being frustrated everyday to actually understanding things, I can definitely day that this class gets the award for "most improved"!
This is my DEV Project.
This First tri has not been easy at all, actually is has probably been the hardest set of classes I've had all of high school. This class especially. When doing this project I kind of split it up with problems I didn't really understand how to do and problems that I enjoyed doing. The Farmer Ted problem especially. I struggled a lot with those but after this project I feel as if I could tackle any farmer ted problem thrown at me! If I were to request any changes to this class I would say maybe not give this project so last second, people are already so stressed out with exams this week that I feel like this adds to it. But overall my experience in this class went from being frustrated everyday to actually understanding things, I can definitely day that this class gets the award for "most improved"!
DEV
DEV Project By Colton Pnacek, and Peter T.
Insert Web Pages online to access videos:
https://www.educreations.com/lesson/view/inverse-function/26728247/?s=38gBKC&ref=appemail
https://www.educreations.com/lesson/view/writing-equations-with-domain-and-range/26668310/?s=83B4OO&ref=appemail
https://www.educreations.com/lesson/view/factoring-box-and-diamond-method/26378693/?s=K1GedR&ref=appemail
https://www.educreations.com/lesson/view/factoring-by-grouping-polynomials/26472247/?s=Vk4HHL&ref=appemail
https://www.educreations.com/lesson/view/simplify-and-find-domain/26663891/?s=DIWtDV&ref=appemail
Reflection:
Colton Pnacek:
I chose to do these concepts because i found them to be difficult when i originally learned them. Since it was difficult i made my videos in a way that would help my viewers understand the parts i had trouble with when i learned the concept. These problems show that i understand the material because i thoroughly explained every point. I person who did not understand the material would not be able to do so. Also, it show it shows i knows a wide variety because i use concepts from almost all the units we did in class. I did not learn much from the assignment because I had already learned it in class. The point of the assignment was to show I knew the material, which i did, so i did not learn anything. But, in my opinion this project is helpful because it gives you a look back over the entire class. I like that it gave me an opportunity to be creative. I did not like how long it took, but you got to do what is given. In the future there is really nothing i currently see that would make the project better while keeping it at the same difficulty.
Peter T.: I chose the concepts because I understood these problems greatly. They provide an overview because they are problems from the entire unit. The way they were explained show that I understood the material. I did not learn anything from this assignment except don't procrastinate . It was educationally valuable in my mind because it helped me remember what i already learned. This project also made me feel better about the exam. I did not like the fact the project was so long, since i spend most of my nights at football. I liked that i had a partner who was able to help me a bunch on the project. Overall, I feel the project was a success.
Insert Web Pages online to access videos:
https://www.educreations.com/lesson/view/inverse-function/26728247/?s=38gBKC&ref=appemail
https://www.educreations.com/lesson/view/writing-equations-with-domain-and-range/26668310/?s=83B4OO&ref=appemail
https://www.educreations.com/lesson/view/factoring-box-and-diamond-method/26378693/?s=K1GedR&ref=appemail
https://www.educreations.com/lesson/view/factoring-by-grouping-polynomials/26472247/?s=Vk4HHL&ref=appemail
https://www.educreations.com/lesson/view/simplify-and-find-domain/26663891/?s=DIWtDV&ref=appemail
Reflection:
Colton Pnacek:
I chose to do these concepts because i found them to be difficult when i originally learned them. Since it was difficult i made my videos in a way that would help my viewers understand the parts i had trouble with when i learned the concept. These problems show that i understand the material because i thoroughly explained every point. I person who did not understand the material would not be able to do so. Also, it show it shows i knows a wide variety because i use concepts from almost all the units we did in class. I did not learn much from the assignment because I had already learned it in class. The point of the assignment was to show I knew the material, which i did, so i did not learn anything. But, in my opinion this project is helpful because it gives you a look back over the entire class. I like that it gave me an opportunity to be creative. I did not like how long it took, but you got to do what is given. In the future there is really nothing i currently see that would make the project better while keeping it at the same difficulty.
Peter T.: I chose the concepts because I understood these problems greatly. They provide an overview because they are problems from the entire unit. The way they were explained show that I understood the material. I did not learn anything from this assignment except don't procrastinate . It was educationally valuable in my mind because it helped me remember what i already learned. This project also made me feel better about the exam. I did not like the fact the project was so long, since i spend most of my nights at football. I liked that i had a partner who was able to help me a bunch on the project. Overall, I feel the project was a success.
DEV Project
My website for my DEV Project is: precalcfunctions.weebly.com
The project itself I felt was fairly hard, because making up problems from scratch is not an easy thing to do at all. I re-did every single problem six or seven different times, and even then, when I was recording myself teaching, I still found errors and I would have to re-start all over again. Throughout the trimester, my grade struggled, pretty much the entire time. But this class wasn't really about the material for me, I learned a lot of super awesome teaching philosophies that I will be able to apply later in life when I become a teacher myself. I learned that sometimes you can try and still fail, and I learned that is it perfectly okay to fail, too. This class was by far the most intellectually stimulating one I have ever taken, and I know how my test scores made me look, but if I understood the material eventually, I wasn't concerned with my grade like I probably should have been. I wasn't super on top of things, and I'll admit that, but I learned a lot of really important things that can apply to more than just a math class and I am so thankful I stuck it out for twelve weeks. It's kind of a bittersweet ending, as most trimesters are, but I'm glad I had this opportunity. I think that learning anything is better than not learning anything at all, and so this class was beneficial to me in more than one aspect.
The project itself I felt was fairly hard, because making up problems from scratch is not an easy thing to do at all. I re-did every single problem six or seven different times, and even then, when I was recording myself teaching, I still found errors and I would have to re-start all over again. Throughout the trimester, my grade struggled, pretty much the entire time. But this class wasn't really about the material for me, I learned a lot of super awesome teaching philosophies that I will be able to apply later in life when I become a teacher myself. I learned that sometimes you can try and still fail, and I learned that is it perfectly okay to fail, too. This class was by far the most intellectually stimulating one I have ever taken, and I know how my test scores made me look, but if I understood the material eventually, I wasn't concerned with my grade like I probably should have been. I wasn't super on top of things, and I'll admit that, but I learned a lot of really important things that can apply to more than just a math class and I am so thankful I stuck it out for twelve weeks. It's kind of a bittersweet ending, as most trimesters are, but I'm glad I had this opportunity. I think that learning anything is better than not learning anything at all, and so this class was beneficial to me in more than one aspect.
Sunday, November 16, 2014
DEV - alexandria brown and sam perkins
http://www.slideshare.net/alexandriamacae/math-is-fun-41621873
put this into full screen.
for this process, some problems were more difficult than others to create. I really enjoyed being able to be creative, though. figuring certain things out was part of the process and even though it took some time, I loved having to figure it out. like in the long division problem. we had to figure out how to make an equation under the radical that would simplify down to only a zero. I loved that problem. it was probably my favourite. making the powerpoint took more time than the actual problems themselves. powerpoint upsets me.
this class was very different for me. im always used to getting super good grades, and understanding math really really well. but this time, I struggled. im not gunna lie. this class was really hard for me to understand. I do wish that I would've done better in the end, but it definitely taught me a lesson that im grateful for. im glad that I had Jackson to help me through this journey. all the one on one talks that we had helped me more than he realizes.
im super glad this class is over though. I still don't get half of it.
this project was fun.
math is fun.
-Alexandria brown
this trimester was a huge challenge for me academically. trying to adapt to a new type of class and new type of learning was a struggle. however challenging it was though, it taught me how to learn at a higher level and figure out how to learn more independentally without being spoon-fed everything. at the beginning I wasn't very fond of this learning style due to its difficulty but now I really appreciate what this trimester did for me academically! the improvement I saw from the first functions unit to the latest unit about polynomials really makes me feel proud! even looking back at the first test now, it seems so much more doable and much easier to take a second look at. I struggled this trimester and it was the most difficult class I have ever taken, but I believe that it helped me learn more efficiently and it will help me with classes I take in college.
-Samantha perkins
put this into full screen.
for this process, some problems were more difficult than others to create. I really enjoyed being able to be creative, though. figuring certain things out was part of the process and even though it took some time, I loved having to figure it out. like in the long division problem. we had to figure out how to make an equation under the radical that would simplify down to only a zero. I loved that problem. it was probably my favourite. making the powerpoint took more time than the actual problems themselves. powerpoint upsets me.
this class was very different for me. im always used to getting super good grades, and understanding math really really well. but this time, I struggled. im not gunna lie. this class was really hard for me to understand. I do wish that I would've done better in the end, but it definitely taught me a lesson that im grateful for. im glad that I had Jackson to help me through this journey. all the one on one talks that we had helped me more than he realizes.
im super glad this class is over though. I still don't get half of it.
this project was fun.
math is fun.
-Alexandria brown
this trimester was a huge challenge for me academically. trying to adapt to a new type of class and new type of learning was a struggle. however challenging it was though, it taught me how to learn at a higher level and figure out how to learn more independentally without being spoon-fed everything. at the beginning I wasn't very fond of this learning style due to its difficulty but now I really appreciate what this trimester did for me academically! the improvement I saw from the first functions unit to the latest unit about polynomials really makes me feel proud! even looking back at the first test now, it seems so much more doable and much easier to take a second look at. I struggled this trimester and it was the most difficult class I have ever taken, but I believe that it helped me learn more efficiently and it will help me with classes I take in college.
-Samantha perkins
The Dev Project- Dan and Kait
Dev Project: https://www.dropbox.com/s/y8d28nbdztuvjhl/the%20Dev%20project.m4v?dl=0
Dan- First off, I did enjoy doing this project, even though my partner and I had little time. We choose the problems based on things that Kait and I personally struggled with in class. That way we got a better understanding ourselves. These problems also show our understanding for the concepts that we learned because we had explain the process of our problems. Personally, this project reinforced concepts in precalc functions that will further help me in the class.
Kait- I think that the project was good and that people over exaggerated the project because it was not that difficult. I think we could have spent a little more time on it but since our busy schedules did not always match up it was difficult to spend more time on it. We chose the problems that we did because I had personally struggled on a few of the concepts and Dan did a good job of explaining them. I Liked the project and I advise future students to only work on it with ONE other partner because of all the chaos you could encounter. I would also advise students to start early because if Dan and I had not started the project earlier then the road blocks that we faced would have been more stressful then they were. This project did a little for me but it was not super beneficial as it could be. I got most of my help through one on one time with Jackson. The class over all was difficult and I will not ever take Calculus because it is just not for me. I had fun with my classmates and Mr. Jackson and this project was fun to do with my partner.
Dan- First off, I did enjoy doing this project, even though my partner and I had little time. We choose the problems based on things that Kait and I personally struggled with in class. That way we got a better understanding ourselves. These problems also show our understanding for the concepts that we learned because we had explain the process of our problems. Personally, this project reinforced concepts in precalc functions that will further help me in the class.
Kait- I think that the project was good and that people over exaggerated the project because it was not that difficult. I think we could have spent a little more time on it but since our busy schedules did not always match up it was difficult to spend more time on it. We chose the problems that we did because I had personally struggled on a few of the concepts and Dan did a good job of explaining them. I Liked the project and I advise future students to only work on it with ONE other partner because of all the chaos you could encounter. I would also advise students to start early because if Dan and I had not started the project earlier then the road blocks that we faced would have been more stressful then they were. This project did a little for me but it was not super beneficial as it could be. I got most of my help through one on one time with Jackson. The class over all was difficult and I will not ever take Calculus because it is just not for me. I had fun with my classmates and Mr. Jackson and this project was fun to do with my partner.
Monday, November 10, 2014
Last blog post
It's the last blog post and of course I forgot to do it on time but anyway, I feel confident on the material. I finally understand farmer ted problems and I like the long division. I'm hoping when I retake the first test I do well.
The bird is the word
I had a light bulb! I kind of figured out how to long divide! It was cool because I feel good about it now I know how to do it confidently. Some other small things are clicking also. It helps a lot. I'm hoping I can really get to work and make some good things happen these next couple weeks.
Last blog post
It's weird being almost done with precalc already it feels like the tri just started! But I can honestly say that I have grow so much from being in this class. I use to not have to study at all and I would still get A's...math just came so easy for me I threw me for a loop! But I deffinetly believe I have made a ton of progress in understanding the material and my study habits!
Sunday, November 9, 2014
Blog post
This unit onPolynomials has probably been one of the easiest so far. The hardest part was probably the grouping, it took a while for that too click. I'm hopeful that this unit will hopefully come easily.
Last Blog Post ever
It amazes me how fast the trimester has progressed and how much information has been covered in this class. The test we took on Friday went very well. The problems made sense, I knew what I was doing and long dividing was a piece of cake. My Dev project is coming together quite nicely. Farewell weekly blog posts
Last blog post
At the beginning of the week when we learned how to use long division I struggled but eventually got the hang of it. Studying for the test went pretty well in class. Now it's time to really take ahold of this DEV project. I'm confident my partner and I will succeed with this project. I already have some questions done. Hopefully this upcoming school week will be just as successful.
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