 |
| F(x)=0.0251x+24.3 is the function form for this line. In this line, I took the stock of Microsoft corporation and graphed it from days 7-21, counting 1 point for every 3 days. Mr. Fornier asked me how much would the stock be worth in 1 year. In if microsoft kept the same pace, it would be worth 33.46$. |
Thursday, October 28, 2010
Line of best fit
Final Reflections, no, I'm not dying.
Final Blog Questions:
1. What would you do the same next quarter that you did this quarter? (notes, attendance, attentativeness, organization,.......etc.) I would keep taking the same types of notes, and try to keep my organization skills up.
2. What would you do differently next quarter that you did this quarter? Try to keep up with Mr. Fournier's computer work.
3. How does Mr. Fournier's grade compare to the one you feel you deserve? Elaborate on why you feel this way. Well, although I'd rather not say this, because I'd like to keep my thoughts and opinions to myself. But, I feel as if I deserve a higher grade. I do alot of work in this class, and I just can't keep up with the computer work, just like everyone else, I feel as if it is unfair.
4. What part of the subject of algebra did you become best at? Everything's a bit even.
5. What part(s) do you need to work on? How are you going to do that before it is too late?
I'd say I need to work on fractions. I've always been bad with fractions.
6. Keeping time & subject material out of the equation (since there is no control of that), what would you like to see Mr. Fournier do differently that would help you next quarter? I would like to see Mr. Fournier do less computer work, and more work sheets.
7. Imagine you were calling your friend who is a year younger and going to take this course next year. Explain to them in 25 words or less how to succeed in this course.
Don't miss one day of this class, or you'll end up failing.
8. Write a summary of the four projects that you did this quarter. (what were they, what type of math did you need to know for each, what math did you learn on the project, how does it relate to real life............etc.) The first project we did, the glogster project, glogster is an online program that you post writings, videos, and backgrounds on. We need note taking skills, because we were just writing what the teachers did on the videos we posted. The second project we did, the rumor project, we used another online program called blabberize, which lets you paste a picture on a webpage, puts a moving mouth on the picture, and lets you talk through it. We needed the skills of solving proportions, because we had to write a secret code, with proportions for the math problems. I learned how to solve proportions from this project. This could relate to real life, because we had to creat real life scenarios.
The third project we did, which was the virus project, we had to create a virus out of lines. The type of math we used for this project was the graphing of lines. I've always been bad at graphing, my teacher last year didn't teach it very well, so this was a good refresher, it cleared some questions for me. This could relate to real life because a virus might actually look like what someone created. The final project we did was the line of best fit project, in this project we had to copy our line of best fit from the website we did it on. We also had to post it to our blogs, and we had to write a description underneath it. We used the same type of math as the virus project, we needed to know how to graph a line. I didn't learn anything this project, because I already learned the math from the virus project. This could be used in real life because, it shows the increase or decrease in something.
9. Find some else's blog and leave an insightful comment on one of their postings. kk.
1. What would you do the same next quarter that you did this quarter? (notes, attendance, attentativeness, organization,.......etc.) I would keep taking the same types of notes, and try to keep my organization skills up.
2. What would you do differently next quarter that you did this quarter? Try to keep up with Mr. Fournier's computer work.
3. How does Mr. Fournier's grade compare to the one you feel you deserve? Elaborate on why you feel this way. Well, although I'd rather not say this, because I'd like to keep my thoughts and opinions to myself. But, I feel as if I deserve a higher grade. I do alot of work in this class, and I just can't keep up with the computer work, just like everyone else, I feel as if it is unfair.
4. What part of the subject of algebra did you become best at? Everything's a bit even.
5. What part(s) do you need to work on? How are you going to do that before it is too late?
I'd say I need to work on fractions. I've always been bad with fractions.
6. Keeping time & subject material out of the equation (since there is no control of that), what would you like to see Mr. Fournier do differently that would help you next quarter? I would like to see Mr. Fournier do less computer work, and more work sheets.
7. Imagine you were calling your friend who is a year younger and going to take this course next year. Explain to them in 25 words or less how to succeed in this course.
Don't miss one day of this class, or you'll end up failing.
8. Write a summary of the four projects that you did this quarter. (what were they, what type of math did you need to know for each, what math did you learn on the project, how does it relate to real life............etc.) The first project we did, the glogster project, glogster is an online program that you post writings, videos, and backgrounds on. We need note taking skills, because we were just writing what the teachers did on the videos we posted. The second project we did, the rumor project, we used another online program called blabberize, which lets you paste a picture on a webpage, puts a moving mouth on the picture, and lets you talk through it. We needed the skills of solving proportions, because we had to write a secret code, with proportions for the math problems. I learned how to solve proportions from this project. This could relate to real life, because we had to creat real life scenarios.
The third project we did, which was the virus project, we had to create a virus out of lines. The type of math we used for this project was the graphing of lines. I've always been bad at graphing, my teacher last year didn't teach it very well, so this was a good refresher, it cleared some questions for me. This could relate to real life because a virus might actually look like what someone created. The final project we did was the line of best fit project, in this project we had to copy our line of best fit from the website we did it on. We also had to post it to our blogs, and we had to write a description underneath it. We used the same type of math as the virus project, we needed to know how to graph a line. I didn't learn anything this project, because I already learned the math from the virus project. This could be used in real life because, it shows the increase or decrease in something.
9. Find some else's blog and leave an insightful comment on one of their postings. kk.
Tuesday, October 19, 2010
Reflections #4
Slope/rate of change
1. What does the slope of a line represent? The Slope of a line represents the steepness of a line, and the rise over run.
1. What does the slope of a line represent? The Slope of a line represents the steepness of a line, and the rise over run.
2. How do you find the slope of a line given the equation? Given the graph? Y1 - Y2 = M(X1 - X2), Distribute 'M', Subtract Y2 from each side, the problem should look like Y = Mx + B, the variable M is your slope. On a graph, you would do rise over run.
3. Why can slope be interpreted as a rate of change? It can be interpreted as a rate of change because of rise over run, which given enough information, is that rate of change over time.
x and y intercepts
4. How does identifying the x and y-intercepts of a linear equation help you graph the line? Because you can then find the rise over run from doing that.
Slope intercept form
5. Why is the equation y=mx+b referred to as the slope intercept form of a linear equation? Y=Mx+B is referred to slope intercept form, because you can find your slope when you put an equation in that form.
6. How do you graph linear equations given in slope-intercept form? By putting it in point slope form, and graphing it.
7. How do YOU determine which method is best to graph with comparing the 3 methods studied? I would use Point slope form, because for me it's easier.
Translations
8. Come up with a set of three functions that would be considered a family of functions. Explain.
9. How is the graph of f(x) = x related to the graph of h(x) = -2x-3? By quadratic Curve
10. How can changes in slope affect a graph? Changes in slope can affect a graph because, if the line has a different slope the steepness of the line is different.
11. How can changes in the y-intercept affect a graph? Changes in the y - intercept can affect a graph because it affects the slope, which would affect the line of the graph, which would change the graph.
Weeks in Review
VIRUS PROJECT
12. What are all of the things that you learned mathematically about during the Create your own Virus Project? I learned many things, I learned how to graph more surely, and I learned how to be a little bit more creative.
13. What did you learn about yourself during the project? (need to ask more questions, take better notes, utilize time....etc.....) That I most likely need to start taking better notes, so I don't have that hard of a time doing projects anymore.
13. What was challenging about the VIRUS project for you? The most challenging thing for me had to be, being creative.
14. Looking at your creativity level, what would your rate yourself on a
scale of 1-10? Probably like a 4.
15. Looking at your mathematics learned and achieved, what grade would you give yourself from A - Z? I would have to grade myself with a G.
DISASTER AMONGST US
16. How can creating functions from 2 pieces of data help us in a real world situation? Creating functions from 2 pieces of data could help us in a real world situation because, it would give us more data, which would help us problem solve.
17. What world problem did you focus on when creating your function?
I didn't really focus on one chosen problem. I just let my ideas fly.
18. How can knowing YOUR function, help researchers in predicting or fixing the disaster in the future?
In reality, probably not at all. But in my story, the researchers could use all the data they could get.
NOTES
19. How will collaborating on notes help with your mathematics now, for projects, and for classwork? Collaborating notes would help everyone in the class. We would all have a sorce to look at when we don't know how to do a problem.
18. How can knowing YOUR function, help researchers in predicting or fixing the disaster in the future?
In reality, probably not at all. But in my story, the researchers could use all the data they could get.
NOTES
19. How will collaborating on notes help with your mathematics now, for projects, and for classwork? Collaborating notes would help everyone in the class. We would all have a sorce to look at when we don't know how to do a problem.
20. How can you create the notes so that they can be used in different courses?
Just by making them easy to read, understandable, and eye - catching.
21. What are you going to focus on to make sure that they are notes that work for you? I'm going to focus on making my notes neater and smaller.
21. What are you going to focus on to make sure that they are notes that work for you? I'm going to focus on making my notes neater and smaller.
Friday, September 24, 2010
Refelections #2!
1.) This week I approached class pretty much the same as last week, except I attempted to take better notes, I dont think I succecced though.
2.) When we use technology to learn we lose all knowledge. We let the technology take over, and find out the answer. I personally think that the old way is better, because it trained our minds more.
3.) The advantages to technology like that, is that it does the problem for you, and you don't have to put in any effort anymore. But there are more disadvantages than advantages, because our minds will eventually get slower because of technology. Older generations can do most kinds of math in their heads, but our generations can't do that.
4.) That we get to use our phones if we have a B or higher, firstly because it gives me a reason to actually do my work, secondly, because I like using my phone.
5.) I wouldn't make any changes, and I would get students excited about math by using examples that they find understandable, and encorperate activities that they enjoy doing.
6.) I only thought there were 4, and I googled it, and I still only see 4. But the four I found were. 1.) Add or subtract to eliminate the variable term on one side. 2.) Add or subtract to eliminate the constant term on the other side. 3.) multiply or divide to get a single variable. Lastly, check your answer.
7.) To make sure they do it correctly, and so that if they do mess up, they can go back and fix it.
8.) Some common mistakes I make are switching two digit numbers around, like if a number was 54 on a piece of paper, I might accidently write 45, and switching signs from positive to negative.
9.) By plotting points.
2.) When we use technology to learn we lose all knowledge. We let the technology take over, and find out the answer. I personally think that the old way is better, because it trained our minds more.
3.) The advantages to technology like that, is that it does the problem for you, and you don't have to put in any effort anymore. But there are more disadvantages than advantages, because our minds will eventually get slower because of technology. Older generations can do most kinds of math in their heads, but our generations can't do that.
4.) That we get to use our phones if we have a B or higher, firstly because it gives me a reason to actually do my work, secondly, because I like using my phone.
5.) I wouldn't make any changes, and I would get students excited about math by using examples that they find understandable, and encorperate activities that they enjoy doing.
6.) I only thought there were 4, and I googled it, and I still only see 4. But the four I found were. 1.) Add or subtract to eliminate the variable term on one side. 2.) Add or subtract to eliminate the constant term on the other side. 3.) multiply or divide to get a single variable. Lastly, check your answer.
7.) To make sure they do it correctly, and so that if they do mess up, they can go back and fix it.
8.) Some common mistakes I make are switching two digit numbers around, like if a number was 54 on a piece of paper, I might accidently write 45, and switching signs from positive to negative.
9.) By plotting points.
Friday, September 17, 2010
Thursday, September 16, 2010
Reflections
This math class is much better, and much easier then all math classes I've had in the past. Last year I didn't know anything my teacher said, and now I actually understand stuff thanks to this math class. Over the next few weeks I expect the material to be easy. I also plan to take better notes.
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