This past week we reviewed solving systems of equations by substitution, elimination, which involved adding, subtracting and multiplying equations so that one variable could be eliminated, and graphing systems of equations.
Make sure you get your assignments turned in. Many are missing.
If you still think something is wrong after answering all those introspective questions, we can look at your grades, your portfolio and your notebook to see what might be the problem.
You do have a notebook that is up to date, right?
And you can also come to tutoring on Wednesday and Thursday afternoons, ninth period, and complete any incomplete assignments.
We had an assessment (graded like a quiz) on Transformations of Quadratic Functions.
This will not be posted online. If you missed it, you need to come in and take it.
After the assessment, we worked on a Transformations task. Those who finished early worked on an extra credit assignment.
These are available on Google Docs or Pupil Path.
After the assessment, we worked on a Transformations task. Those who finished early worked on an extra credit assignment.
These are available on Google Docs or Pupil Path.
After the assessment, we played a game involving Transformations on the SMART Board. If you were out, you missed a good time.
In class today, we explored reflections and dilations of quadratic functions. This occurs when the co-efficient in front of the x (or in front of the parentheses), is a number other than 1.
If the a term is positive, the parabola is concave up -- it opens upward and has a minimum point.
If the a term is negative, the parabola is concave down -- it opens downward and has a maximum point.
Additionally, if the coefficient is greater than 1 or less than -1, the parabola will become more narrow.
If the coefficient is between 0 and 1 or between 0 and -1 -- (It cannot be zero!) -- the parabola becomes wider.
We had two worksheets to complete. They can be found here and here on Google Docs, or on Pupil Path.
The Exit Ticket needed to be completed in class before you left. All parts needed to be explained.
f(x) = x2
f(x) = a(x – h)2 + k
EXPLAIN how each letter – a, h and k – in the Vertex Form transform the shape and location of a parabola. (What does each letter do?)
Many seniors were out of class that day because of a meeting with the principal. You will not be penalized for these assignments, but you are encouraged to make them up.
There were two problems to graph. In each you had to graph y = x2 and then graph a translation, defined by a second equation.
The homework is saved here on Google Docs or in Pupil Path.
If you have any questions, ask them here.
Today we learned how to Translate Quadratic functions by moving the individual points so that there was no need to create another Table of Values for the second equation. The new graph has the same shape as the original and all the points moved by the same amount that the vertex moved by.
This was the worksheet we did afterward. It is saved on Pupil Path and on Google Docs.
Anyone who finished the worksheet early in class were given an extra-credit worksheet. This is not posted online. You needed to get this in class after finishing your work.
We had a TASK today that would be graded as an Assessment. The task went as follows: Graph the following functions on the the same coordinate plane: f(x) = x2 f(x) = x2 - 2 f(x) = x2 - 5 A. Use the following values for x to complete the table: -3, -2, -1, 0, 1, 2, 3 B. Write a statement to describe the graphs. How are they different? How are they the same? Part 2: On the back side of the graph paper, graph these two functions on the same coordinate plane f(x) = (x - 1)2 f(x) = (x - 5)2 -- for this function, use these values of x: 2, 3, 4, 5, 6, 7, 8
