There is a lot here (23 pages, 208 problems) you do not need to do every problem! Read the title page.
8 algebra exam review

section 11.6 additional practice

chapter 11 review problems

• 1
• 2
• 3
• 5
• 6
• 9
• 10

section 11.7 problems

• 2 - ratio problem
• 3 - just setting up the trig ratios
• 5 - similar figures
• 6
• 10
• 10a - make this drawing, label all known lengths
• 10b - exact length means use Pythagorean, answers in radical form if not a perfect square
• 10c - "Decimal approximation of exact value" meas turn your previous answers into decimals.
• 10c - do the exercise twice: once based on the 30 degree angle, then again based on the 60 degree angle

section 11.6 problems

• 6 - refer to the investigation on page 627
• 8 - exact value means simplified radical expression
• 9 - 9b, solve using your graphing window
• 10
• 11
• "the slope of the awning is 5/12" is the standard way people talk about the pitch of a roof. It mean that for every 5 up the roof is 12 feet long. Thinking about it in the opposite manner, a roof that extends 12 feet horizontally will rise 5 feet vertically.
• 11a is asking for the length of the awning roof, the hypotenuse. 
• 12

section 11.6 additional practice problem

• 4

section 11.5 problems

• 13
• 14
• 15
• 16

section 11.6 problems

• 1
• 3
• 4

section 11.5 problems

• 4 and 5 based on problem 3b
• 7 and 8 based on problem 6a
• 9 
• 10 - simplifying radical expressions
• 11 - simplifying then reducing
• 12 - use radicals, not decimals
• 17

section 11.5 problems 1, 2, 3, 6

section 11.4 problems

• 4
• 5
• 6
• 8
• 11 - We have done several problems like this in the past. Remember the process: use numbers to see the pattern, then turn the numbers into variables to create an equation. I will not answer questions regarding this problem until the next class period: figure it out.

section 11.3 problems

• 1
• 3
• 4
• 6c 6d 6e
• 7

section 11.2 problems

• 8 - Draw this in your notebook. Part 8b means connect the midpoint of line AD to midpoint of line DC and so on.
• 9 - Part 9b means 'find the slope of the median'.
• 10

section 11.2 problems 1-7

section 11.1 problems

• 1e-1h
• 2
• 3
• 4
• 5
• 7
• 8
• 10

chapter 10 review problems

• 1 - how many even and odd numbers from 1-99? Think about the pattern at the beginning and at the end (odd, even, odd, even..............odd, even, odd). Similar pattern when thinking about number divisible by 3.
• 3
• 5
• 6
• 7 
• 8
• 9
• 10

chapter 10 solutions

section 10.6 additional practice all problems
remember: test of Friday

section 10.6
Read everything except for the investigation and example B.

• Example A - read carefully and understand. Study the table given in the solution, this is the type of table we will use in every problem, understand it!
• Example B  is a good example though the math is tricky and therefore you do not need to read it though I encourage you to. It uses the idea of an expected value. In a graph the expected value is the asymptote. 

Practice problems

• 1 - Again, understand the table!
• 2
• 3
• 4 - reading and using histograms
• 5
• 6 - the table will have 11 possible outcomes (11 columns). Die rolls that add to 2, 3, 4.....11, 12 determine probability from the table in part a.
• 7
• 8

section 10.6

Chapter 10 assessment Friday, April 18

section 10.3 additional problems

• 3 - theoretical probability
• 4 - experimental probability

section 10.4 additional problems

• 1
• 3 - permutation and combination
• 4 - permutation

section 10.5 additional problems

• 1
• 3
• 4 - 7 win and 3 loss is a percentage based on 10 total games therefore 70% win 30% loss 

projectile bridge preparation

projectile day 2

projectile problems day 1

section 10.5

• Do not read investigation. 
• Read example A. 
• Read 2 paragraphs after example, understand independent and dependent. 
• Read Example B - understand notation P(G2|M1) and P(M1 and G2)
• Understand multiplication Rule: multiply the probability assigned to each branch on the tree diagram leading toward the desired outcome.

Practice problems

• 1
• 2
• 3 - without replacement
• 4 - with replacement
• 5
• 6
• 7
• 8
• 10
• 11

section 10.4
Read everything: introduction, examples, and investigation.

• page 571 - nPr can be found on your calculator: Math/Prob. Use it as shown in the book: enter the number n (number of things), then enter nPr, then enter the number r (the number of groups the n items will be divided into. Permutations, order matters.
• page 572 - very important! Combinations, order does not matter. For example lottery numbers, it does not matter the order in which they are picked. nCr can be found in the same place on your calculator and used in the same way. Read and understand, this is critical information.

Practice problems

• 1
• 2
• 3
• 4
• 6 - yes, this is a Harry Potter question, kind of
• 7
• 8
• 10
• 12

section 10.3
Read introduction and example. Do not read investigation.
Practice problems:

• 1
• 2
• 3
• 4 - Ratios

section 10.2

Read everything: introduction, examples, and investigation. Important terms:

• Outcomes
• Probability
• Trial
• Event
• Experimental probabilities
• Observed probabilities
• Theoretical probabilities
• Relative frequency
• Experimental frequency

Practice problems:

• 2 The reading explains the P(S or C) notation
• 3 Difference between theoretical and experimental
• 4
• 6
• 7
• 9

section 10.1
problems 1, 2, 4, 7, 8, 9

chapter 9 review

section 9.8 additional problems
problems 1, 3, 4, 5, 6

section 9.8
inclass

• complete investigation - pay attention to relationship between roots and factors
• read and understand example B
• read and understand paragraph after example B, pay attention to the fact that, in this case, 2 roots leads to 3 factors because 1 root is a local vertex

practice problems

• 2 - write and equation first, then solve
• 3 - GCF
• 4
• 5
• 10 - excellent problem, give this some time, read the problem carefully, words

section 9.7 problem 4, 6, 7, 8, 10, 11, 12

section 9.7 problems 1, 2, 3, 5

section 9.6 additional practice problems 2, 3
section 9.6 additional practice answers


section 9.6 problems 5, 8
section 9.6 some answers

section 9.6 problems 1, 2, 3, 4, 7, 9, 10

after finishing the assessment play this game, see how many boards you can clear before the end of class
cockroaches vs algebra

Factoring assessment tomorrow (Wednesday)
Links to various worksheet with answers, provided by Kuta Software, a great resource for practice material
factoring trinomials - easy
factoring trinomials - hard
factoring special polynomials
factor by grouping
solving quadratics by factoring

factoring practice mine

solving by factoring
solving by factoring additional practice problems 11-28

all factoring additional practice

• lesson 9.5 problems
• 19, 20, 21
• 40, 41, 42
• lesson 9.6 problems
• 10-15
• 31-36
• lesson 9.7 problems
• 13-18
• 24, 26, 27, 28, 30, 32, 34

I did not change the assignment because it seemed people did not want me to. The table on page 462 is hugely important. work down the table: can you GCF? If not, can you factor by grouping? If not, is it a special polynomial? If not you are left with reverse FOIL.
factoring quadratic trinomials

• study table on page 462
• problem 20-37 (if you can factor using GCF do so first, then factor the result if you can)

factoring quadratic trinomials additional practice

• problems 29-36

factoring special polynomials
factoring special polynomials additional practice

common factors (GCF)
common factors (GCF) additional problems

section 9.4 (link on previous post) problems

• 9
• 10
• 11 (good problem, think about 9.2 investigation, not exactly the same but similar enough)
• 12 (do entire problem.......12d some of the answers will be in radical form, difference of squares, very important)
• 13
• 14 (factor, i.e. turn from plus minus to multiply, then reduce. Include restrictions)

Homework for Wednesday, February 12
section 9.4
problems 2, 3, 4, 5, 7

Homework for Tuesday, February 11
section 9.3 problems 8, 9, 10, 11, 12 (after distributing there should be 9 terms), 13

homework for Monday, February 10
Section 9.3 (read examples and check out investigation)

• 1, 2, 4, 5 (do not use rectangular diagram, instead use F.O.I.L.), 6, 7

Homework for Friday, February 7
section 9.2 problems

• 8
• 9 (9b-9e, challenging problems but doable, really think about this problem. This graph is (time,velocity). These are probably the most important questions in this assignment.) 
• 10 (10b, think about a ball going straight up and coming back down in 4.7 seconds. Now think about a ball hit down the course but still is in the air for 4.7 seconds).
• 11
• 12
• 13 (review)

Tuesday, February 5 in class

• complete investigation. This is important as this relationship (width, length, area) will be used in the future.
• terms: roots, line (axis) of symmetry 

Homework for Wednesday, February 6

• 1
• 2 (remember what an equation does/means)
• 3 (solve symbolically, not with a graph)
• 4 (solve using the graph, you do not need to use the table)
• 5
• 6
• 7

section 9.1 book - problems 7, 9
section 9.1 additional problems 3 (solve for x), 4, 5a, 5d, 5e, 5h, 6

Welcome to quadratics! Section 9.1

• Read example A carefully, understand it!
• read the paragraph after the example
• do the investigation. Understand this, it is important! Remember what you learned in chapter 7, h(t) does not mean height multiplied by time, it means height as a property of time, h of t.
• read remainder of chapter introduction. Make sure you understand the terms: general form, radical expressions, irrational numbers, real numbers
• Understand example B, this is how we will solve a quadratic when it is in vertex form, very important!
• Practice problems: 1 (graph on the calculator, make 2 graphs and find the intersection, just like you did in chapter 6), 2, 3 (solve like you learned in example B), 4 (think about what you learned in problem 1), 5, 6

If you feel like you need some additional simplifying rational expressions......this is your lucky day
simplifying rational expressions

Homework for Tuesday, January 28
complete following worksheet: chapter 8 review 8
CHAPTER 8 TEST, THURSDAY, JANUARY 30!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Homework for Monday, January 27
Chapter 8 review (book) problems 4, 6, 8, 9, 10, 11

Homework for Wednesday, January 22

• Read EXAMPLE B on page 448. Complete problems 10, 11, 12 on pages 450-451 (translation only)
• Complete problems 4, 5 on section 8.6 additional problems from previous post.

homework for Tuesday, January 21
section 8.6 additional problems  1, 2
textbook section 8.6, problems 11, 12, 13

chapter 8 review 5 - without rounding

chapter 8 review 4
chapter 8 review 6

homework for Thursday, January 16
chapter 8 review 5 Christmass problems 1, 2, 3, 4, 5, 9
page 481 problem 9

chapter 8 review 3.5

Homework for Tuesday, January 14

Section 8.6

• read introduction, make sure you understand the term asymptote and that rational equations have 2 asymptotes. 
• do investigation - skip step 5
• VERY IMPORTANT!!!!!!!!!! read and understand example A!!!! This is a percent problem with a twist, but think percent.
• homework problems: 2, 3, 4, 7

Friday, in class,
go over answers to homework problems
remainder of class is workshop time, make good use of it.

Homework for Monday, January 13
complete chapter 8 review worksheet 2  when working on this pay attention to the details. If you have difficulty with the concept of stretching functions, this sheet is designed to help. Think about it.

Also complete chapter 8 review worksheet 3 for some unknow reason the parent functions did not show up: the parent functions are    y=x^2    y=abs(x)     y=sqrt(x)

Worksheet 2 is designed to help you understand the concept, worksheet 3 is to help you practice what you learned.

chapter 8 review 1 Homework for Friday, January 10, complete all problems on chapter 8 review 1 worksheet

Stretching parent functions

1. Graph the function y=x^2
2. Graph the function y=(2)x^2
3. Graph the function y=(1/2)x^2
4. How does multiplying the function y=x^2 by 2 or 1/2 change the parent function?
5. Important!!! The function y=(2)x^2 should really be thought of as y/2=x^2. You need to think about this as doing something to y. So, when you graph y=(2)x^2 it may appear to be skinnier, do not think about it that way! Skinnier would be thinking about it in terms of x, rather think about it as being stretched, elongated in the y direction. Think about using the function y=(2)x^2, you enter an x-value, square it, then take the result (think of it now as a y-value) and multiply the answer by 2. You take the y-value and double it, so you are stretching the graph in the y direction.
6. Graph the function y=abs(x)
7. Predict what the function y=(3)asb(x) will look like, then graph it to verify.
8. Graph the function y=abs(x-2)
9. Predict what the function y=(0.8)asb(x-2) will look like, then graph it to verify.
10. Graph the function y=-abs(x+4)
11. Predict what the function y=(-1.4)asb(x+4) will look like, then graph it to verify.

• Read and understand EXAMPLE A on page 465. 
• Read and understand EXAMPLE B on page 466.
• Homework for Thursday, January 9: section 8.4 problems 7, 8, 9, 12 and problem 1 on page 479 

In class: Section 8.3

• Do investigation, steps 6 through 10
• Read and understand example B

Homework for Wednesday, January 8

• 1 - Remeber f(3) states that x=3, and the statement 5*f(4)  states calculate when x=4 then multiply resulting y by 5.
• 2 - Just write the equation represented by each graph
• 3 - Just write the equation represented by each graph. Each graph must include the component abs(x+3), you can include negatives or transformations in y but do not change the function to abs(x-3) Check answers by graphing
• 8
• 10
• 11 Just write the equation represented by the graphs i, ii, and iii

Homework for Tuesday, January 7

Note: I can't figure out how to make exponents in this environment so "y equals x squared" will be y=x^2
This chapter is involves "transformations of parent functions".
Parent functions are the basic functions: y=x^2   y=b^x   y=abs(x)  They are all based around the origin on the (x,y) coordinate plane.
Transformations at first will be moving the parent function right and left and/or up and down.

section 8.2

• Complete the investigation (this is a fun one) Set window to zoom; standard 
• Read the paragraph on page 446
• Read and understand EXAMPLE A on page 447
• Read and understand EXAMPLE B on page 448. Transforming exponential functions are much harder than absolute value and quadratic because they do not have a vertex. There is a trick I'll show you but in the meantime try to figure it out. Pay attention to the asymptote (the line a function approaches but never reaches).
• Homework - problems 1, 3 (write the actual equation, not just write the coordinates for the vertex, graph to verify), 5, 7