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6.4:
In your online journal, reflect upon your performance and experience so far this year in Algebra 2 CP. Discuss your work ethic, effort, attitude and motivation. What are your goals for the rest of the a year? What do you need to do to be sure you reach your goal before the year is done? Based on what you have done so far and how you plan on improving the rest of the year, make a goal for your final grade for the year. Be sure this goal is a number grade, not just a letter grade.
of 88.
6.5:
On the handout from class, answer the questions as you watch the video. Once the video is complete, use the new method to complete the handout and the problem from the video.
p(x), p(x) and L(x) match graph 5, because they both have an even degree and negative leading coefficient. Also because, p(x) has x-intercepts at (x+1) (x-1), (x+3), and (x-2)
n(x) and i(x) match graph 4, because they both have an even degree and positive leading coefficient. They're both up on the left and up on the right.
6.7:
The average height (in inches) for boys ages 1 to 20 can be modeled by the function B(x) = -0.001x^4 + 0.04x^3 - 0.56x^2 + 5.5x +25, where x is the age (in years).
The average height (in inches) for girls ages 1 to 20 can be modeled by the function G(x) = 0.00007x^4 - 0.00276x^3 - 0.012x^2 + 3.1x + 27, where x is the age (in years).
Use the link below to graph both functions then answer the following questions in your online journal.
Graphing Tool
What is the domain of both these function and explain why this domain is appropriate according to the context of the situation.
What is an appropriate range for each function. Explain why this range is appropriate according to the context of the situation.
Find B(7) and G(9). Write what this means in the context of the situation.
What year is the average height for boys the greatest?
What is the highest average height for the girls?
Describe the shape of the graphs. Why is this shape appropriate according to the context of the situation? Could you use this model to predict the height of a male at the age of 45? Explain.

6.1:
For each of the groups below, identify the graph that does not belong and state your reasoning why that graph does not belong in your online journal.
Group 1- the first graph doesn't belong, because it's not a polynomial function.
Group 2- the second graph doesn't belong because it's not a polynomial function.
Group 3- the third graph doesn't belong, because it's not a polynomial function.
Group 4- the third graph doesn't belong, because it's not a polynomial function.These four graphs are linear.
Answer the following questions in your online journal:
Based on the examples above, explain how you can determine the end behavior of a function when your are only given an equation.
In group 2, identify the number of roots each function. Using these three examples, explain how you can predict the number of roots when only given the equation.
When you're only given an equation, you can determine the end behavior by looking at the degree and leading coefficient.
The first function has only one x-intercept. The second function also has one x-intercept. The third function has 4 x-intercepts. You can predict the number of roots when only given the equation by looking at the end bahavior.
6.2:
Summarize the last two days of class in your online journal. We have discussed different methods for graphing polynomial functions in intercept form. In detail, explain the graphing method to a student who has missed the last two days.
When graphing a polynomial function in intercept form, a very important thing to consider is the end behavior. The end behavior is determined by the degree and leading coefficient. The degree and leading coefficient gives you an idea of how your graph is going to look. Also, you need to look and see how many times the factors are repeated. This will tell you whether the line will touch or cross the the x-axis.
6.3:
Watch the video below to complete the worksheet handed out in class. The examples on the handout are the same as the examples in the video, so complete the example along with the video. After completing the examples, do the practice problems on the handout as well.
Be sure to complete the summary at the bottom of the handout.
6.4:
In your online journal, reflect upon your performance and experience so far this year in Algebra 2 CP. Discuss your work ethic, effort, attitude and motivation. What are your goals for the rest of the a year? What do you need to do to be sure you reach your goal before the year is done? Based on what you have done so far and how you plan on improving the rest of the year, make a goal for your final grade for the year. Be sure this goal is a number grade, not just a letter grade.
- So far this year in Algebra 2 CP, I've learned many new concepts. I feel like i have been able to comprehend these concepts and perform well in the class. Things that i can improve on is my work ethic and effort. I'm perfectly capable of doing the work, I'm just lazy. My goals for the rest of the year is to complete every single homework assignment. I feel like if i had done my homework more consistently, my grades would've been better in the recent quarters. By the end of the year, i want to have a final grade of 88.
6.5:
On the handout from class, answer the questions as you watch the video. Once the video is complete, use the new method to complete the handout and the problem from the video.
6.6:
Listed below are 6 graphs and 12 equations. Some equations are written in intercept form, and some in standard form. A single graph will match one of each type of equation. (2 equations per graph.)
In your online journal, explain your thought process and order of matching the equations and graphs together.
For example t(x) and u(x) match graph 7 because ...
What properties did you look at first? What types of equation did you match first?
What type of equation was the hardest to match?
How did you narrow down your choices?
{http://www.wikispaces.com/i/mime/32/application/msword.png} Wikispace 6.6.doc
a(x) and u(x) match graph 6 because they both have and even degree and negative leading coefficient. Also, a(x) has x-intercepts at (x+2), (x-2), (x-1), (x-5)
p(x), p(x) and L(x) match graph 5, because they both have an even degree and negative leading coefficient. Also because, p(x) has x-intercepts at (x+1) (x-1), (x+3), and (x-2)
n(x) and i(x) match graph 4, because they both have an even degree and positive leading coefficient. They're both up on the left and up on the right.

kUnit 6: Polynomial Functions
6.1:
For each of the groups below, identify the graph that does not belong and state your reasoning why that graph does not belong in your online journal.

k

Function 2: X intercepts = (2,0) (4,0), Downward facing parabola, y intercept: (0, -8)
Function 3: One x intercept= (-3,0), upward facing parabola, y intercept: (0,9)
of 0.
5.5:
You and your friend are playing a game of tennis. Your friend throws the ball in the air, hitting the ball when it is 3 ft above the court with an initial velocity of 40 ft/sec. The height h(t) of the ball can be modeled by the function h(t) = -16t^2+40t+3, where t is the elapsed time in seconds after the dive.
What type of equation was the hardest to match?
How did you narrow down your choices?
The properties i looked at first were the y-intercepts, x-intercepts, or the vertex. I matched the equations in standard form first. The hardest equation to match were the equations in factored form. I narrowed down my choices by finding the matches for the equations in vertex form and standard form because they were easiest, then whatever was left, was for the equations in factored form.
1-A
2-D
3-A
4-C
5-C
6-B
7-D
8-B
9-A
10-C
11-B
12-D

5.2:
Summarize the similarities and differences between linear functions and quadratic functions. Discuss the graphs, the equations and the properties of each function.
straight line.
5.3:
Joe is standing at the end zone of a football field and throws the football across the field. The function below models the path that football is thrown, in feet. f(x)=-2(x-75)squared +22
{http://www.wikispaces.com/i/mime/32/application/msword.png} 5.4.doc
In your wikispace journal, describe the similarities and differences between the three graphs and equations. Be sure to compare the following features; y-intercept, x-intercepts, direction of the graph. Find the connection between these features and their equations - what causes them?
Function 1 : No x intercepts, upward facing parabola, y intercept: (0,4)
Function 2: X intercepts = (2,0) (4,0), Downward facing parabola, y intercept: (0, -8)
Function 3: One x intercept= (-3,0), upward facing parabola, y intercept: (0,9)
The discriminant of each function determines their x intercepts. Function one has a negative discriminant. Function 2 has a positive discriminant. Function 3 has a discriminant of 0.
5.5:
You and your friend are playing a game of tennis. Your friend throws the ball in the air, hitting the ball when it is 3 ft above the court with an initial velocity of 40 ft/sec. The height h(t) of the ball can be modeled by the function h(t) = -16t^2+40t+3, where t is the elapsed time in seconds after the dive.
Answer the following questions in your wikispace.
What shape does the path of the tennis ball make while traveling in the air. - a downward facing U
Find h(1). Describe what h(1) means in the context of the problem- in context, h(1) means that after 1 second, it reaches a height of 27ft.
What is the y-intercept of h(t). In context, what does the y-intercept represent? - (0,3) In context, the ball is at a height of 3ft before its hit.
Identify the vertex. Describe in context what the x-coordinate of the vertex represents. Describe in context what the y-coordinate of the vertex represents.- vertex(1.25,28) in context, the x coordinate represents that amount of time it takes for the tennis ball to reach its maximum height. the y coordinate 28 represents the maximum height that the tennis ball reaches.
What is the x-intercept(s) of h(t). - In context what does the x-intercept(s) represent? (-0.1,0) and (2.6,0) in context, the only logical x intercept would be (2.6,0) and in context, this means that after 2.6 seconds, the ball reaches the ground.
5.6:
In your own words, explain what the Zero Property Rule is and how and when it is used. Given the equation 0 = (2x-3)(x+5), verbally explain the step-by-step process to solve for x as you would to a brand new student entering our class.
- the zero property rule is when you set a function equal to 0 to find the x intercepts. Given the equation above, first, you should either take 2x-3 or x+5 and set it equal to 0. Example: 2x-3=0 or x+5=0 . Then, you would solve it. 2x-3=0, add 3 to zero, then divide both sides by 2. x+5=0, subtract 5 from both sides, and then you're finished. You end up with x= 1.5 or x= -5 .
You looked over at Joey's paper and noticed he had written 3 and -5 as his two solutions. Explain where Joey may have made his mistake? How would you prove to Joey that his solutions are not true?
- Joey made his mistake with the equation 2x-3=0 . He added 3 to zero, but then forgot to divide by 2.
5.7:
Listed below are 4 graphs and 12 equations. Some equations are written in intercept form, some in standard form and some in vertex form. A single graph will match one of each type of equation (so 3 equations per graph).
{http://www.wikispaces.com/i/mime/32/application/msword.png} 5.7.doc
In your wikispace, explain your thought process and order of matching the equations and graphs together.
What properties did you look at first? What types of equation did you match first?
What type of equation was the hardest to match?
How did you narrow down your choices?

Unit 5: Quadratic Functions
5.1:
List the following words and give a mathematical definition in your own words on your wikispace. Remember, you may edit your definitions after we begin the unit.
quadratic
vertex
x-intercept
y-intercept
increasing
decreasing
maximum
minimum
parabola
quadratic- something involving the squaring of a number
vertex- the highest or lowest point
x-intercept- where the line intersects the x axis
y-intercept- where the line intersects the y axis
increasing- gaining value
decreasing- losing value
maximum-highest point
minimum- lowest point
parabola- u shaped line
5.2:
Summarize the similarities and differences between linear functions and quadratic functions. Discuss the graphs, the equations and the properties of each function.
One difference is that linear functions are in the from y=mx+b while quadratic functions are in the form y=ax^2+bx+c. Also, the graphs are different, because a quadratic forms a parabola, which is a u shaped line. A linear function forms a straight line.
5.3:
Joe is standing at the end zone of a football field and throws the football across the field. The function below models the path that football is thrown, in feet. f(x)=-2(x-75)squared +22
Answer the following questions in your wikispace.
What graphical shape did the football create as it flew through the air? - it forms a u shape
Identify the vertex. (
Describe, in context, what the x-coordinate of the vertex represents. - the amount of time it takes the football to reach a certain height
Describe, in context, what the y-coordinate of the vertex represents. - the height after a certain amount of time
Find f(2). Describe what your answer means in the context of the problem.
5.4:
Complete the three graphs and tables in the document below.
{http://www.wikispaces.com/i/mime/32/application/msword.png} 5.4.doc
In your wikispace journal, describe the similarities and differences between the three graphs and equations. Be sure to compare the following features; y-intercept, x-intercepts, direction of the graph. Find the connection between these features and their equations - what causes them?

5.1:
List the following words and give a mathematical definition in your own words on your wikispace. Remember, you may edit your definitions after we begin the unit.
quadratic
vertex
x-intercept
y-intercept
increasing
decreasing
maximum
minimum
parabola

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5. While trying to make the two graphs match up, i had to pay attention to the amount of distance i was covering, and the amount of time it was taking me to cover the distance. I Had to make sure that the graph maintained a negative slope for certain periods of time.
11.
12.
TASK 2
1. (-1.22,8.98), (0,8), (0,9)
2. (0,5.71)
4. This happens because it becomes a positive slope.
5. You would need to keep the slope negative..
10.

7. The spaceship traveled for 13 seconds.
8. For the first 3 seconds, the spaceship was traveling, and causing a negative slope on the graph. After the 4th second, the spaceship started to travel in such a way that created a positive slope. At about 6 seconds of traveling time, the travel pattern of the spaceship caused a negative slope on the graph, which continued throughout the rest of the journey.
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5. While trying to