Hi! You've found my Math Page! Math is probably one of the subjects I have the hardest time understanding. When we began studying...well, I forget what it's called, exactly, but it has to do with graphing 3D shapes, like rectangles and squares and stuff. I excelled right off the bat in that, which was pretty fun and exciting for me... Now that we're studying matrix, I think I might actually get that, too! Yippee! As you might've guessed, it is rather difficult to come up with a way to make a project out of math... However, we did you a sort of mini project with matrix, which I will try to get on here A.S.A.P. In the mean time, how about some really lame math jokes? Read on!
Thanks,
Carly
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Really Lame Math Jokes
Teacher: Was is 2k + k?
Student: 3000!
Q: What do you get when you divide the circumference of a jack-o-lantern by it's diameter?
A: Pumpkin Pi!
A mathematician is flying non-stop from Edmonton to Frankfurt with AirTransat. The scheduled flying time is nine hours.
Some time after taking off, the pilot announces that one engine had to be turned off due to mechanical failure: "Don't worry - we're safe. The only noticeable effect this will have for us is that our total flying time will be ten hours instead of nine."
A few hours into the flight, the pilot informs the passengers that another engine had to be turned off due to mechanical failure: "But don't worry - we're still safe. Only our flying time will go up to twelve hours."
Some time later, a third engine fails and has to be turned off. But the pilot reassures the passengers: "Don't worry - even with one engine, we're still perfectly safe. It just means that it will take sixteen hours total for this plane to arrive in Frankfurt."
The mathematician remarks to his fellow passengers: "If the last engine breaks down, too, then we'll be in the air for twenty-four hours altogether!"
Q: What does the 0 say to the 8?
A: Nice belt!
A chef instructs his apprentice, "You take two thirds water, one third cream, one third of broth..."
The apprentice: "But that's four thirds already!"
"Well... just get a bigger pot."
Thanks to http://www.mathualberta.ca/~rundejokes.html
Algebra II Project
When Erin, our Algebra II teacher, introduced this project to us, we all had to write down the math concepts we had the easiest and hardest time with- that's when she told us that had to do our project on whatever we said we had the most trouble with! But it was good-intentioned: The object was so we could get better at it. I chose to create equations, tables, and graphs of square root and cube root functions, and then graphed it on a large piece of paper using oil pastels, and painted different colors in the spaces between the graphs. Check it out!
A piece of homework from this year, solving quadratic equatinos by completing the square.
Creating equations, tables, and graphs of square root and cube root functions
Algebra Project Write-Up
What concept/skill are you exploring with this project?
I am exploring all types of graphing, including square root functions and cube root functions, as well as their reflections. (These functions, when graphed, will form some sort of half-arc. If you add their reflections, they will make a full arc. There are four specific equations that will make a sort of ‘S’ shape because they have two extra numbers after the x. An example of this equation could be Y= 3 ^3√x+4-1, whereas a more simple equation could be Y=3 ^3√x. The difference is the +4-1.)
How did your final product change from your original plan?
At the beginning of this project, I thought I was going to be graphing lines, parabolas, square root functions, and cube root functions, but I actually decided to only go with the square root functions and cube root functions because I thought it would be more important to really ‘get to know’ square and cube root functions- kind of like choosing depth over breadth.
How did this project give you a better understanding of this concept/skill?
At the end, I had finished many tables and equations and many graphs of all the square and cube root functions, so I got a great deal of practice with them. It is quite difficult to work with and know how to solve tables, equations, and graphs if you do not know how, so I definitely had to completely cover it all before I could do much.
Give a description, explanation, or visual diagram of how to perform the concept/skill.
Even though there are many different kinds of problems and equations I am working with in this project, I will give an example of each:
Square Root Functions: Reflection of the Square Root Function:
Y= -6√x x / 0 / 1 / 4 / 9 While I did graph a reflection of these square
y /0/-6/-12/-18 root functions, I cannot show the equation
because there is no such thing as a negative
square root: A negative times itself will be
positive, and a positive times itself will be
positive.
Cube Root Functions: Reflection of the Cube Root Function:
Y=¼ ^3√ x (Y=¼ to the cube root of x)
X / 0 / 1 / 8 / 27 X/ 0 / -1 / -8 / -27
Y/ 0 /¼ / 2 /6 ¾ Y/ 0 / - ¼/- ½/ -¾
Include any equations you used for the project.
Square Root Functions
Y= √x Y= -4√x Y= -2√x Y= -6√x Y= 5√x Y= ½√x
Cube Root Functions
Y= ^3√x Y= 2 ^3√x Y= -3^3√x Y= ¼ ^3√x Y= -7/9 ^3√x
Y= 3 ^3√x+4-1 Y= 3 ^3√x-2+9 Y= 3 ^3√x+12+14 Y= 3 ^3√x-9-10
Give a detailed account of the methods you used to model the concept.
Basically, I copied the simplest of the square and cube root functions and their tables to just get the jist of what was going on- which number goes where, how you get it, etc. For example, for the square root function of Y=-6√x, you get the X values by choosing the smallest numbers that could be created by squaring a number. (2x2=4, 3x3=9.) 0 and 1 were added, also. Then, to get the Y values, you plug the X value into wherever it is in the equation, and there you go.
(-6√4=-12) The Y values will also all go into 6.
Describe a real-world application for the concept/skills you focused on:
You could use graphs to account for many things:
-Sales for items/things in your business
- Rain fall
- Wild animal population
-Obesity rate
- Opinions based on age on a certain subject
