11.4 Exit Slip 4-27-10

The important concepts of today's lesson was solving for the heights of my can. Also to find the area of a rectangle using length*width.

The mathematical tools i used was a calculator and Google spreadsheet. these tools were helpful because I did all my calculations on the calculator and then put in on a spreadsheet so it can look better i was able to insert a graph there also.

using a calculator and spreadsheet made my job easier because i just have to put my work in the i can highlight it and drag it down instead of writing it on a piece of paper that can get messy at anytime.

problem

hey wan, you told me to make a new post because you made a mistake on my Edline here is the mistake: 4/9/10 Graphing on a Google Spreadsheet 8/9 13.33/15

The function was not copied down from the first row of Column B , if you check my spreadsheet you will see that the function was copied down in column B. so can you fix my grade.

Also there is another problem on Edline 16 4/15/10 Exit Slip 4-Writing - Graphs mi . I already did this it's not missing.

Another problem i fix the error for: 4/15/10 Writing - Graphs 8/9 13.33/15
Min. for y1, but max for y2 in the third bullet.

Last issue what mistake did i make on the exit slip : 4/9/10 Exit Slip 2 Blog on Graphing 8/9 4.44/5

Exit Slip: 11.4

today in class we found our longest diameter measurements and my shortest height measurement. we helped each other by setting up the ruler the correct way, some of us helped each other with the calculations. for example Sharon help me with my calculations. I was able to accomplish all my work I got all my calculations that was needed.

The skills i learned today is how to measure the diameter and height of my can using a ruler(cm) and the results was labeled as cubic center meters . I will use these skills outside of school because my cousin has a project similar to this and she needs help. one thing i still have a question is why can't we put pi in the calculator.

11.4 Exit Slip

There are two functions shown in this three column table. The first function is y1=4x^3+5, and the second function is, y2=7x^3+100.

The first column contains some values for the independent variable x. These values range from the numbers -25 to 25. The scale is set to 5.

These x values were substituted into the function, and the results are displayed in the second and third columns. Since these are cubic functions, the y-values first decrease as x-values increase from negative numbers to zero. For the first function y1=4x^3+5 ,(0,5) is the vertex, and for the second function y2=7x^3+100 (0,100) is the vertex. Which is also the minimum point on the graph. Then, the y-values increase as x increases from 0 to positive values.

11.4

Comparing Two Functions

The graph illustrates two quadratic functions.

The curvature of y2, compared to y1 is narrower and y1 is wider.

Compared to y1,y2's graph is shifted vertically. I see this in the graph by noting that the minimum point of y is (0,-100) is also the maximum point of y2.which is (0,-100)
There is no horizontal shift because the lines have the same pattern horizontally. The minimum and maximum line up at x=0.

exit slip: 11.4

In Class today the topic was to compare and contrast two functions. I used spreadsheet to organize my data.

While using the spreadsheet I added another equation to the C column which became my Y2 and it was the line I was using to compare and contrast. I change the symbol from negative to positive in the equation. so I can have more data and get the reflection from my first line on the graph. After that I had to edit my graph so it can show both equation and its reflection.

I created a new document and I had to insert a table for my two equations and I had different categories which were summarized as terms. I had to add both equations into different columns. To fill in my table I had to use insert the equation and what was needed for all categories. For my categories I had for my equation y1=-2x^2+9 my highest degree term was -2x^2 and my next degree term is 0 and the constant term was 9. For my equation y2=2x^2+9 my highest degree term was 2x^2 the next degree term was 0 and the constant term was 9.

exit slip : 11.4

1). One new thing I learned that was major was creating a spreadsheet. It was very helpful because you don't have to do that much work when using a spreadsheet.

2). One major problem I had while using the spreadsheet was creating an equation. this was a problem because every equation I chose the chart was a straight line instead of a 2nd or 3rd degree polynomial. The next time this problem occurs I'll ask one of my group members for help before I bring it to your attention. If this happens again i will be more creative when it comes to making an equation, i will even use older work from before just change my numbers around.