Thanks, Charmi... which means I shouldn't have to spend ANY time going over h/w in class, RIGHT EVERYONE??!!
Very seriously speaking... if you are having any trouble at all with h/w and you are not reading/writing on the blog, then WE (you and me) need to have a serious discussion about your placement in this class. You have been placed in this class based on your ability AND INTEREST in mathematics. If you are NOT INTERESTED enough to research problems in a user-friendly environment such as this, just how interested in mathematics are you?? Ca-peesh??
I really-truly have no problem with questions and misunderstandings... it is from ARTICULATING these issues that we learn and grow. SILENCE is NOT GOLDEN in this class (or blog)... so if you're having difficulties, please speak (or write) up. Odds are that several others have the same question!!.
We are all students, we are all teachers... let's learn from one another and move forward as a team!
I would love everyone to make a comment in response to this BLOG ENTRY... pass the word!!
Well, Charmi, you're on the right track. Read the full question, where the REPLACEMENT SET of (-4, -2, 0, 2, 4)is specified (did you miss that?)... which of those values belongs in the solution set?
Write your solution set with brackets ( ) as well.
THE REPLACEMENT SET is the set (or group) of possible solutions for a given problem. In your first message you kind of got it backwards, actually values of x that are less than -2 (i.e. x<-2) qualified as solutions. NOW, look at the possible solutions "living" in the REPLACEMENT SET. Which of those values is less than -2? That value (or values) is your SOLUTION SET!
If none were to qualify, then you have an empty set (aka null set). If one or more qualifies, then you have a solution set... even just one entry qualifies as a set.
Yes, you are right! It is the values that are GREATER THAN -2, which in THIS PARTICULAR REPLACEMENT SET are {0,2,4}... you would NOT answer {0,4}... that would leave out the 2, which is also a solution.
Oh c'mon now Kate, give those "curly braces" a try... a little practice and you'll be a superstar.
Seriously, the "curly braces" or "curly brackets" (that really is what math-nerds call those thingers) are commonly used to enclose sets. By virtue of your placement in this class, you are officially a math nerd (badges to follow) so you better get used to reading and writing curly braces {got it}?
6^2 can be written the LONG way as (6)(6) If we take on 6 groups of 6 we gotsk 36, right? Right!
-6^2 .... the best way to think of a negative sign is that it can be replaced by the multiplication of -1, so, hmmm, well that can be written as -1*6^2, which can be rewritten as -1*6*6. When you multiply, order doesn't matter, in other words -1*6*6 = (-1*6)*6 = -1*(6*6)... no matter how you do it, you get -36.
In 3c, even if you write it out the long way, you end up with a negative * negative.
(-6)^2 = (-6)(-6)
or...
(-6)^2 = (-1*6)*(-1*6) hmmm well we said that order doesn't matter whne every operation is multiplication, so...
(-1*6)*(-1*6) = (-1)*(-1)*(6)*(6)
so, what's (-1)(-1)... positive 1, right
1*6*6 = 36... so no matter HOW you do it (-6)^2 = +36
This Blog exists for the collective benefit of all algebra students. All questions are welcome. The more specific your question (including your own attempts to answer it) the better.
EVEN MORE WELCOME ARE ANSWERS FROM FELLOW STUDENTS. BLOG ON!
Look like no one has a question about the homework....:)
ReplyDeleteThanks, Charmi... which means I shouldn't have to spend ANY time going over h/w in class, RIGHT EVERYONE??!!
ReplyDeleteVery seriously speaking... if you are having any trouble at all with h/w and you are not reading/writing on the blog, then WE (you and me) need to have a serious discussion about your placement in this class. You have been placed in this class based on your ability AND INTEREST in mathematics. If you are NOT INTERESTED enough to research problems in a user-friendly environment such as this, just how interested in mathematics are you?? Ca-peesh??
I really-truly have no problem with questions and misunderstandings... it is from ARTICULATING these issues that we learn and grow. SILENCE is NOT GOLDEN in this class (or blog)... so if you're having difficulties, please speak (or write) up. Odds are that several others have the same question!!.
We are all students, we are all teachers... let's learn from one another and move forward as a team!
I would love everyone to make a comment in response to this BLOG ENTRY... pass the word!!
Respectfully yours,
Mr. C.
i sort of get number ten- but i just guessed the ansmwer was anything greater than -2 (-2<) .....is that right?
ReplyDeleteWell, Charmi, you're on the right track. Read the full question, where the REPLACEMENT SET of (-4, -2, 0, 2, 4)is specified (did you miss that?)... which of those values belongs in the solution set?
ReplyDeleteWrite your solution set with brackets ( ) as well.
Got it?
um....so the answer is (-4,-2,0,2,4)? right?
ReplyDeleteTHE REPLACEMENT SET is the set (or group) of possible solutions for a given problem. In your first message you kind of got it backwards, actually values of x that are less than -2 (i.e. x<-2) qualified as solutions. NOW, look at the possible solutions "living" in the REPLACEMENT SET. Which of those values is less than -2? That value (or values) is your SOLUTION SET!
ReplyDeleteIf none were to qualify, then you have an empty set (aka null set). If one or more qualifies, then you have a solution set... even just one entry qualifies as a set.
Got it??
sorry im still a little confused. x+7>5........x> 5-7.......x>-2....so wouldn't the answer be [0,2,4]? or [0,4]
ReplyDeleteYes, you are right! It is the values that are GREATER THAN -2, which in THIS PARTICULAR REPLACEMENT SET are {0,2,4}... you would NOT answer {0,4}... that would leave out the 2, which is also a solution.
ReplyDeletefor # 10's answer do we have to use these things
ReplyDelete{1} or can we use these things (2)? because i can't draw thing 1 very well.
well kate you can just put () or [] around cause it's the same thing.
ReplyDeleteOh c'mon now Kate, give those "curly braces" a try... a little practice and you'll be a superstar.
ReplyDeleteSeriously, the "curly braces" or "curly brackets" (that really is what math-nerds call those thingers) are commonly used to enclose sets. By virtue of your placement in this class, you are officially a math nerd (badges to follow) so you better get used to reading and writing curly braces {got it}?
I did not really understand the answers to numbers 3b and 3c. i know how to do them but i don't understand it
ReplyDelete6^2 can be written the LONG way as (6)(6)
ReplyDeleteIf we take on 6 groups of 6 we gotsk 36, right? Right!
-6^2 .... the best way to think of a negative sign is that it can be replaced by the multiplication of -1, so, hmmm, well that can be written as -1*6^2, which can be rewritten as -1*6*6. When you multiply, order doesn't matter, in other words -1*6*6 = (-1*6)*6 = -1*(6*6)... no matter how you do it, you get -36.
In 3c, even if you write it out the long way, you end up with a negative * negative.
(-6)^2 = (-6)(-6)
or...
(-6)^2 = (-1*6)*(-1*6) hmmm well we said that order doesn't matter whne every operation is multiplication, so...
(-1*6)*(-1*6) = (-1)*(-1)*(6)*(6)
so, what's (-1)(-1)... positive 1, right
1*6*6 = 36... so no matter HOW you do it (-6)^2 = +36
Ca-peesh?
I have a question about tomorrow's test.. would it be a good idea to study the hw? or is there anything additional that we should study???
ReplyDeleteHi Meg, see post #1-4
ReplyDelete