Category: Algebra

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.

In your own words, write two arguments , one that is valid and one that is not valid. Make sure not to specify which is argument is valid.
EXAMPLE: Hi Class,
I wanted to share how we write arguments using symbols, and how it can be made clear when an argument is valid or not.
Here’s an example:
Cats don’t like swimming. Tom does not like swimming. Therefore, Tom is a cat.
To write the argument using logic symbols:
Let c = being a cat
s = like to swim
T = being Tom
So, the argument “Cats don’t like swimming. Tom does not like swimming. Therefore, Tom is a cat” would be written:
?⟶∼? (If you’re a cat, then you don’t like swimming.
?⟶∼? (If you’re Tom, then you don’t like swimming.)
____________
∴T⟶? (Therefore, if you’re Tom, then you are a cat.)
So, we know only 1 thing about Tom, that Tom doesn’t like swimming. And, we know only 1 thing about cats, that cats don’t like swimming.
We have not proven that Tom is a cat! It is possible that some people (and dogs and pigs, etc.) don’t like swimming…

the topic is Graphing systems of linear Equations
you have to log in into my canvas to get it done . or is there any other way that you can get access of doing this assignments.

Please use the assignment to submit your first project. If your project was done in class, please submit an explanation. Please detail what sections in the book your project covered and what you learned by working on your project. Description
Projects can take various forms, such as Zines, lecture videos, exams with solutions manuals/grading rubrics, and more. These projects allow you to demonstrate your mastery of the material in ways that suit your learning style. Zines: Create a visually engaging zine that explains key concepts from a selected section. Use illustrations, diagrams, and concise explanations to convey the material.
Lecture Videos: Develop a series of short lecture videos covering specific topics within a section. Explain concepts, provide examples, and guide viewers through problem-solving. (Most strongly recommended) Exams with Solutions Manuals and Grading Rubrics: Design a comprehensive exam that tests understanding of a particular section. Include a solutions manual with detailed explanations and a grading rubric for self-assessment. (Strongly recommended) Interactive Online Modules: Create interactive online modules using platforms like HTML, CSS, or JavaScript. Include animations, quizzes, and simulations to illustrate concepts from various sections.
Graphical Representations: Develop graphical representations, such as infographics or posters, to visually explain the relationships and applications of concepts within a section.
Educational Board Games: Create an educational board game centered around calculus concepts. Include rules, game pieces, and questions that reinforce learning through play. (Strongly recommended) Peer Teaching Sessions: Organize and lead a peer teaching session on a specific topic. Prepare materials, examples, and engage your classmates in the learning process. (Strongly recommended) Mathematical Modeling Project: Develop a mathematical model for a real-world problem, applying the principles of calculus. Present your model, assumptions, and conclusions. (Strongly recommended) Data Analysis Project: Collect and analyze data, applying calculus concepts to draw conclusions. Present your findings and explain how calculus contributes to the interpretation of data.
Artistic Expression: Express calculus concepts through art, whether it’s through paintings, sculptures, or digital art. Use creativity to convey mathematical ideas.
Programming Project: Develop a computer program or script that simulates a calculus concept. Showcase your coding skills in solving mathematical problems. (Strongly recommended) Effort
An individual project should take you about 1 day of work (3-6 hours). If a project takes more work, please let me know and we can consider counting it for more. Sharing
Your project will require a presentation unless it is a video. Also, all projects will be shared with the class.
Examples
Here is a great video explaining one of the more interesting topics later in the semester. https://youtu.be/x-D4PbwLEso
Second, here is a more fun and creative project. https://youtu.be/x-f7Cb67v6I