SP #6 Unit K Concept 10: Repeating Decimals

In this picture, you must be aware that the repeating decimal is two digits repeating instead of three. Also, it is important to know your infinite geometric formula as it does come into play in the middle of the problem. Also, be aware that this problem has a whole number in it as well, so in the end, convert the whole number to a fraction that can be added to the answer in order to obtain the true answer to the problem.

Fibbonaci Haiku: Supa Hot Fire

                                                                                              Sweet

                                                                                                Tea

                                                                                      From Mcdonalds

                                                                                          I drink that

                                                                       Sweet chicken from Tyrone's kitchen

                                                                     Dang bro that is delicious I TASTE THAT

  

   http://zrhbzeds.homeip.net/funny-black-kfc-pictures.html

SP #5 Unit J Concept 6: DECOMPOSING TERRAWR

HOW TO DO THIS 101

The equation is next to 1) and we are "decomposing" it accordingly. The decomposition is shown to the right of the equation. Bottom of that is me showing the process of getting a common denominator. Basically multiply other factors in order to have the same thing on the bottom. Multiply, exponentiate, etc. correctly and then you will result in a long list of terms, ignoring the bottom terms. Afterwards, add like terms, setting the list equal to the numerator of the original equation. After canceling common terms, such as x and x^2, you will find yourself with 4 sets of equations. Those equations will result in a 5x4 system of equations.

In the bottom picture, after we inputted the equation into the calculator (you should be able to do this) we will find fractions as answers. Now we have to manually solve these by elimination. Let's add the first two equations together and multiply the third equation by 2.Add the third equation and the fourth equation together and now we have two equations to work with. Multiply the resulting equation from adding the first and second together by 4 so we can cancel out 4C as shown below.Below that is how we cancel B when we used the first equation in the above picture. We then find A and plug that in to find B and then vice versa. The bottom left is the answer. This question was ezpz.

SP #4 Unit J Concept 5: Partial Fraction Decomposition

We are doing two things. We are solving backwards to get the original equation, and then decomposing it afterwards. In the below equation, let us get a common denominator. Multiply each factor by the value of the term that it does not have as a denominator. We then add like terms to get the "original equation" for our next step.

This is where the decomposing begins. Separate the equations as shown. Get a common denominator by doing the same thing we did before. Set the equation equal to the original one and add like terms. We will then get a system of 3 equations which we can plug into the matrix. Let us use rref and find A, B, and C and then we will plug in the values as its corresponding term which is the answer at the very bottom leftish.

SV #5 Unit J Concepts 3-4: How to Solve 3-Variable Equations

In this video, we are going to learn how to effectively take 3-step solving to the next level. We must pay attention to not get our signs wrong because that would result in a completely different answer. Be sure to simplify the original equations as best as you can in order to make your life much easier. Be careful and multiply, add, subtract, and divide correctly in order to lead up to the correct answer. Good ol' day chap.

WPP #6 Unit I Concept 3-5: Interest and More Interest (Compound, Continuous, and Investment Application

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SV #4 Unit I Concept 2: Graphing Functions (Logarithmic)

This video is just like concept 1, but with a vertical asymptote instead. Instead of  having the asymptote equal k, we set it the same as h. Therefore, it is also imperative to draw it vertically instead of drawing it horizontally. The other key information we need to derive from these problems are an x-intercept, y-intercept, domain, range, key points, and the graph. The range, for vertical asymptote-oriented functions, is all real numbers. The domain is the varying factor for these functions.

SP #3 Unit I Concept 1: Exponential Equations

This problem will highlight the various components of solving an exponential equation. The main parts of the problem are the horizontal asymptote, x-intercept, y-intercept, domain, range, key points, as well as the graph. We must label the a, b, h, and k of the equation and properly solve for the intercepts. There is no x-intercept for this problem, however, because the graph is above the asymptote, which is 1. Make sure to plug in the appropriate y-values for the x-values in the key point table.

SV #3 Unit H Concept 7: Finding Logs Given Approximations

This problem is about "treasure hunting" where you utilize the clues given in order to find the answer to the log that is given. The answer is typically in variable form due to the clues being substitutes for the logs. Why we solve this problem is to use our overall understanding of logs in order to do well on the test on Tuesday. Using the property of logs is what this problem does an exceptional job on due to its wide variations of logs.
What we need to be pretentious about regarding this problem is to use ONLY the clues given to you, plus the extra 1 clue that we should all know how to find. Also, it is a key point to remember to separate the problem where the addition and subtraction marks do not match in order to divide the numerator and denominator.

SV #2 Unit G Concept 1-7: GRAPHING RATIONAL FUNCTIONZ

This student video is primarily about finding the parts of rational functions in order to graph them. The horizontal asymptote/slant asymptote, vertical asymptote, domain, x-intercept, y-intercept, a table to list any additional points, and a graph are all essential pieces to this type of problem. In the case of slant asymptotes, we will have to recall our knowledge regarding long division.
There are many key points to pay attention to regarding this problem. Pay special attention to the factoring of the rational function, because that precise factoring will result in the answers of the vertical asymptote, domain, x-intercept(s), and y-intercept. This ultimately affects the graph. Also remember to plug in a 0 for a variable in long division. For example, the equation 5x^3+x would need a 0x^2 in the middle in order to properly use long division to factor out the rational function.

SV #1: Unit F Concept 10: Real Zeroes and Factorization

This problem is about how to predominantly find the real zeroes and factorization of a fourth-degree polynomial. We are given a polynomial to the fourth degree and are asked to find the possible positive and negative real zeroes as well as utilizing the Descartes Rule of Signs for it. We also must find the p/q answers in order to narrow our options in plugging in numbers for our synthetic division. Once we have a quadratic, we factor it out with mainly the quadratic formula to get our last 2 zeroes.
We must pay special attention to not make any small mistakes along the way. Any mishaps in signs or variables will result in a completely altered answer. Also, it is paramount to simplify our answers as much as possible if possible at all. As long as we follow these guidelines, then evaluating problems like these will be a breeze. Also, make sure to know the quadratic formula in order to find the last 2 zeroes.

SP #2 Unit E Concept 7: Graphing Polynomials

This problem covers the basics of graphing polynomials. All the essentials to graphing them include end behavior, x-intercepts with multiplicities, y-intercepts, the equation itself, the factored equation, and of course, the graph. We graphed end behavior, but that was step 1. By graphing the information in the middle, we can move on to the next level, which is precisely what this problem is all about: graphing polynomials (without increase and decrease notation as well as minimum and maximum).
There are many things to be aware of. First of all, know the multiplicities, and have the knowledge of what it means to go through a point, to bounce off a point, and to curve through a point. The names are literally what they mean. Make sure to have the write end behavior (even positive, etc.) or your graph will become incorrect. Even positive or even negative should be the focus on these student problems, and arrows should be drawn preemptively to ensure maximum clarity.

WPP #4 Unit E Concept 3: Max Area

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WPP #3 Unit E Concept 2: Nerf Bullet

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SP #1: Unit E Concept 1- Parent Function+Graph

What this picture/problem is trying to convey is how to change an equation from the standard form into the more graphable parent function form. The key terms you are trying to find are: the vertex, y-intercept, axis of symmetry, and the x-intercepts. By finding the values of all of these terms, YOU can graph more fluidly and attractively.
To gain a better understanding of this problem, one should note that the vertex is the key point of the problem. By finding the vertex, you are locating the foundation of the problem itself, thus paving your way to the values of the other key terms. To find the vertex, in the Parent Graph Equation, the x-value of the vertex is the opposite of the "h" value while the y-value is the k-value The x-intercept MAY have imaginary values, but luckily for this problem, this is not the case. Also, by utilizing the parent function form, you are attempting to create a more informative function.

WPP #2 Unit A Concept 7: Proft, Revenue, Cost

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WPP #1 Unit A Concept 6: Linear Word Problem

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