Category: Algebra

I am a teacher who works in a school to teach mathematics to the primary stage. I would like to join the team to obtain additional income and also to help more children.

I. Get the product using special products formula for each of the following.
1. (x + 5)(x -5)
2. (x + 5)2
3. (x + 3)(x + 1)
4. (x – 5)3
5. (2x + 3)2
6. (3x – 1)(3x + 1)
7. (2 – 7x)2
8. (4 – x)(x + 4)
9. (2x + 4)3
10. (x + 3)(x – 7)
11. ( x + 9)(x – 9)
12. (x – 7)(x + 9)
13. (x – 3)3
14. (2x + 7)2
15. (x + y – 1)3
16. (x + 2)(x -2)
17. (x + 6)2
18. (x – 4)(x – 1)
19. (x + 4)3
20. (3x – 2)2
21. (6x – 1)(6x + 1)
22. (2 + 7x)2
23. (2 – 3x)(3x + 2)
24. (3x + 5)3
25. (x + 2)(x – 9)
26. ( x + 11)(x – 11)
27. (x – 6)(x + 8)
28. (x – 4)3
29. (2x + 6)2
30. (x – y – 1)3
31. (5x – 3y + 7z)2
32. (2x 3 – 5y4 ) ( 3×3 + 4y4)
33. (5×3 – 9y4)2
34. ( x11 + y21 ) ( x11 – y 21 )
35. (7a – 4b ) ( 49a2 + 28 ab + 16b2)
36. ( 2x – 4y + 3z2 ) 2
37. ( 2x + 1)3
38. 2ab( 12×2 + 11)2
39. ( 3y + 7)( 5x – 3)
40. 5v( 5t2 – 3) 3
II. Factor each of the following completely:
1. 4×3 + 6xy4
2. 4×2 – 8xy + 9y2
3. 4x ( a – 5) + 5y (a – 5 )
4. 25a2 – 4b2
5. 2×3 – 8x
6. 3m2 – 16mn – 35n2
7. 2×4 – 2
8. 4×2 + 20x + 25
9. 3×3 -18×2 + 27x
10. x2 y – 10 xy + 25y
11. x3 – 729
12. 80x – 125×3
13. 250×6 – 16 (y + z)3
14. 3( x + y ) – 12z2( x + y )
15. ( x – 2y)6 – 100c4
16. x3m – 216y12m
17. 81 (m + n )9 – 24p6
18. 18×3 + 33×2 – 30x
19. 3×3 + 15×2 – 42x
20. x2 +6x +9 – 9y2
21. 2cx – 2dx + 7cy – 7dy
22. 36×4 – 4x2y2 + y4
23. 20m3 + 4m2 – 45m – 9
24. 9ax + 4y2 + 12xy + 3ay
25. 4y3 – 4y – 3y2 + 3
26. p2 – 4p + 4 – q2 + 6q – 9
27. x2 – 2xy + y2 – x3 + y3
28. 64m4 + 1
29. 16×4 + 20×2 + 9
30. 36×4 – 4x2y2 + y4

For your final draft, you will include your revised rough draft components, in addition to the new components, all of which are detailed below.
Each step below is aligned with steps from the project template.
Make sure you have accessed the project template and have viewed the Desmos video tutorials before starting this project.
Select a data set from the provided worksheet, and pull the specific data values as included with the data set. In your report, start with an introduction as to why you chose your data set and also introduce it. Detail the benefits/value of analyzing the data set. (Step 1: Introduction)
Plot the data on a graph using Desmos (Step 2: Table & Scatterplot)
Clearly label and select an appropriate scale for the x- and y-axis.  Explain how you determined your scale.
Include screenshots of your table and graph in your report
Interpret what the data represents for x = 0, x = negative values, and x = positive values in terms of the situation. (Step 2: Table & Scatterplot)
Use the table and graph to answer the following questions in your report: (Step 2: Table & Scatterplot)
Describe the strength of a linear relationship that exists in your scatterplot.
What can you hypothesize about the variables in the data set?
Do you feel a linear model equation would be efficient in making predictions within and beyond the provided data?
Select two points and use them to calculate a linear model (Step 3: Linear Model Calculated by Hand)
Graph the linear model on the same graph as your plotted data
Identify the slope, x-intercept, and y-intercept of your calculated linear model.  Interpret what each piece of information means in terms of the situation.
Include screenshots in your report.
Calculate a line of best fit using all of the data points using Desmos (Step 4: Line of Best Fit – Desmos)
Graph the line of best fit on the same graph as your plotted data and calculated linear model (use color-coding to differentiate between the two lines)
Identify the slope, x-intercept, and y-intercept of the line of best fit.  Interpret what each piece of information means in terms of the situation.
Include screenshots in your report.
Use the line of best fit equation and select three data values not included in your data set and determine their corresponding outputs. State your results within your report. (Step 5: Test Values)
Compare and contrast your calculated linear model with the line of best fit. (Step 6: Conclusion) 
Which line appears to be a better fit for the data? 
Identify what, if any, characteristics both lines accurately communicate about the behavior of the data.
How could you improve the “fit” of the line of best fit?
Based on your work with these tasks, what cautions would you give someone when making decisions based on linear models?

Below is a problem from Chapter 3 content. Review the work and answer given. Identify the mistake(s). In your write-up, explain where the mistake

Description:
You are being asked to choose two assigned homework problems and thoroughly explain the concepts included within those problems.
Instructions:
Review the work you’ve completed for the chapter. Choose two problems that represent key ideas from the chapter. Your goal is to thoroughly explain the process of solving the problem – completely explaining your thinking throughout the entire problem.
You may choose any problems from the assigned homework problems except for those that students have presented on. Also, the two problems you choose must be from different sections.
After explaining the two chosen problems, the final part of this task is to reflect on the learning of the chapter. What was difficult for you? What connections did you make? How well did you persevere through difficult parts? What helped you understand the concepts? What real world applications exist for the concepts within the chapter?
This learning task is due Saturday of each week. It is worth 25 points. (Ten points for each of the two math problems and 5 points for the reflection piece.)
PROBLEM 1
Determine the slope of the line through the given points. If the slope of the line is undefined, so state.
(1, 2 and  (4, 8)
problem 2 
Graph each equation using the x- and y-intercepts.
x+2y=4

Description
Follow the instructions in the Chapter 3 Homework.pptx  Download Chapter 3 Homework.pptx  
Review the Problem Presentations Directions.pptx Download Presentations Directions.pptx 
Then, click the Chapter 3 Problem Presentations link above. This link will take you to your small group, where you can see if you have been assigned to be Student A, B, C or D. 
Prepare your presentations for those problems using Screencast-o-maticLinks to an external site.. Screencast-o-matic allows a maximum of 15 minutes to present.
Post the link to your presentation(s) to the Chapter 1 Problem Presentations discussion board. 
This learning task is due Thursday by 11:59 PM, peer replies are due by Saturday by 11:59 PM.
Instructions
One of the final slides of each Chapter presentation PPT, is a slide that contains the homework problems from each section.  Certain problems have been colored and highlighted. This identifies which problems are presented on and by whom.
When doing the problem presentations, thoroughly explain your thinking. Act is if those watching are not in this course; explain all steps and explain your thinking throughout the problem.
problems 
1,Graph each equation using the x- and y-intercepts.
4x+y=4
for the second problem check below  (attached)

In the definition of an exponential function, the base is not allowed to equal 0, 1 or a negative number. Why? 

PART 1
DISCUSSION 
see atachments 
PART 2
STUDENT RESPONSES 
see attachments 
Part3.
CRITICAL THINKING 
There is a critical thinking template to put your equation on how you got the answer
. Please read the CRITICAL THINKING attachment and follow the instructions for the Critical thinking template. 

In a company of CE, ME and EE, the sum of their ages is 2160 and ave is 36. The average age of CE and ME is 39, of CE and EE is 110/3 and EE &ME is 360/11. If the ages of CE is increased by 1 of ME is increased by 6, and of EE increased by 7, the average of all their ages increased by 5. How many CE are there?

Please work through and handwrite the answer to the following problem. This is a quick, easy, 10 minutes assignment. The final document can be uploaded as a photo or a pdf.