In the two days we took to review homework for most of class and sort out any problems students had with the steps to solve and graph functions, a lot of new information turned up. In problem 17 (p.151) of the first night's homework- Determine whether or not f and g are equal f: x --> x + 1; g: x --> 3 - x; D= {-1, 0, 1, 2, 3 } a new format of writing functions was introduced. In problem 27 (p.151)- Graph the relation { (x, y): y ≥ |x| } the graph of the equation (to the right) seemed to be one that tripped people up. To find out the correct area to shade in a problem like this, a point has to be selected (say, 1,0) and if it fits the equation, the area that includes the point that is within two intersecting lines should be shaded.
Friday, January 11th-
Absolute value was combined with inequalities in the past class. When that happens, a case system (creating two equations) for the possible negative and possible results, as well as shading a region. An example would be: (p.151) #30 { (x,y): x < |y + 2| }. To solve this, the < sign would have to be taken as an equals sign. Then it would have to be solved for both x and -x.
-Reilly
This was short and to the point. I think it covered everything necessary. I also think that the length is correctly proportionate to the amount of new information we learned in class. Good Job!
ReplyDeleteReilly, your post is concise and to the point. You've highlighted some important aspects of some problems. However, these are hard to appreciate without a more thorough start-to-finish look at the process for solving each problem. On your post for Friday the 11th, I do not understand what you mean by "a case system" in the second sentence, so I had a hard time understanding what you were trying to convey. Finally, your post and your readers would have benefited from some additional resources - possibly a video describing some aspect of solving absolute value inequalities or a sense of where to find these topics in the book.
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