Weekly Reflection - 12/7

Binomial Probability Theorem

I was able to understand and use binomial theorem. 

In this example we expanded the equation (x+a)12 as you can also see in the example that is the expanded version. 

One misconception I had during this lesson was making sure I was using the right formula and getting the right answers. I overcame this misconception by studying the binomial theorem formula and trying to remember it. 

EQ: Give an example of when you can use binomial theorem. 

Architects would need to use binomial theorem to help them in their job. 

Weekly Reflection - 11/30

Frequency & Distribution

 I was able to understand frequency and probability distributions.

In this example we put in the x and y values then plugged in into the calculator and we got our answer.

One misconception I had in this lesson was making sure I put in the right numbers. I overcame this misconception by rereading the problem and double checking to make sure I had the numbers right.

EQ : What is your frequency table for the statistics project ?

I entered my data then I got my frequency table and distribution. My question was how many hours do you watch Netflix/ Hulu in a week?

Weekly Reflection - 11/26

Recursive, Explicit, And Sigma Notation

I was able to understand recursive and explicit forms. I was able to understand sigma notation for series. 

the rule to determine whether it converges or diverges is 

Here is an example of explicit form and a problem we worked.

One misconception I had was making sure I did my calculations right. I overcame this misconception by practicing problems like these. 

EQ: How do you determine weather a sequence converges or diverges? 

That is how you would know.

Weekly Reflection - 11/16

Arithmetic And Geometric Sequences And Series

I was able to understand arithmetic and geometric sequences and series.

Here is an example of arithmetic 

Here is an example of geometric sequence 

This whole lesson is a misconception for me. I still don't really understand yet.

EQ: How do I find an arithmetic or geometric sequence? Geometric or arithmetic? You use your formulas and plug in the numbers then solve.  

Weekly Reflection- 10/22

Power Functions 

I was able to identify the constant variation and the power of functions also the domain and range, end behaviors, intercepts, and ROI and ROD. 

In these examples we boxed the constant variation in blue boxes. We identified the power of each example in the green boxes above. It's easy spot the constant variation and power of a function. In the other example you see how we found the domain and range,end behaviors, roi and rod, and determined if it was continuous.

One of the misconceptions I had with this lesson were the end behaviors and roi and rod. I did fully overcome this misconception. 

EQ: How do you determine domain and range? You determine domain and range by using your equation. 

Weekly Reflection - 10/15

Graphing Piecewise Functions 

I was able to evaluate, write and graph piecewise functions.

We graphed the function by using the constraints that were given to us.  The highlighted tables are the ones we used to graph.

One misconception I had was making sure I used the right constraints that fit my equations. I didn't really overcome this misconception.

EQ: What strategies do you use when creating your piecewise function? You use the constraints to help you out. 

Weekly Reflection - 10/9

Graphs of Sine and Cosine

I was able to identify properties of  sine and cosine graphs and graph them.

In this example we graphed the equation in that's yellow. Before we graphed we had to find the amplitude(A) and the period(P). You find amplitude by looking at the equation, then as you see from the graph the period is pi/2.

One misconception I had during this lesson was making sure i plugged in the right information and got the right numbers. I overcame my misconception by practicing the problems.

EQ: How do I transform the graphs of trigonometric functions? By using the formulas, plug in your numbers into the equation, work the formula and then graph your answer. 

Weekly Reflection - 10/1

Unit Circle Trig

I was able to use the unit circle to find trig ratios.

Here is a picture of the unit circle and the points. Basically you would use this circle to answer the question you were asked.

One misconception I had with unit circle trig was remembering the radians. I overcame this misconception by studying the unit circle. 

Essential Question : What are the different characteristics of trigonometric functions ?

Here are the different trig functions and their characteristics.

Weekly Reflection - 9/28

Arc Length And Area Of A Sector

I was able to find arc length and the area of a sector.

In this example we finding the arc length by plugging the numbers into the equations. The equation for arc length is 

My misconception: One of my misconceptions was finding arc length. I have not over came this misconception yet.

EQ: What are radians and how do they relate to degrees and trigonometry in general? 

Radian is a unit of angle equal to an angle at the center of a circle. Radians measures an angels distance and degrees is basically the length of how far the circle goes. 

Weekly Reflection - 9/21

Co-terminal Angles, Degrees/Minutes/Seconds

I was able to find coterminal and reference angles. 

In this example we found the coterminal and reference angles of these 2 equations.

My Misconception: One of my misconceptions in this lesson was finding the reference angles. I over came this misconception by doing more problems like this and practicing. 

EQ: How do I measure angles and put them in standard position?

To measure the angle you need the midpoint and vertex and basically start from zero. The standard position would just be putting it in radians/degrees by using your unit circle.

Weekly Reflection - 9/14

Evaluation And Conversion Of Radians And Degrees

I was able to evaluate trigonometric expressions and convert between radians and degrees.

In these examples we plugged the equations into the calculator. Each example uses a different trig function.

My misconception: A misconception from this lesson was the different equation when solving for secant, cosecant, and cotanget. I overcame this misconception by doing more equations involving those trig functions.

EQ: To convert from degrees to radians you use this equation: 360/ Pi
        To convert from radians to degrees you would use 180/Pi

Weekly Reflection - 9/7

Trigonometric Ratios

I was able to find trigonometric rations of acute angles.

With this example we were finding sine,cosine, and tan of the small and big triangles and seeing if they were similar, which they were.

One misconception i had were the drawings for the word problems and if the numbers were in the right place. To over come this misconception I would reread the problem a few times to make sure I understand it then draw it.

Essential Question Answer: I use Soh-Cah-Toa to remember how to do the functions.

Weekly Reflection - 8/31

Exponential Word Problems

I was able to solve problems using compound interest. 

Example: 

Find the accumulated amount of money after 5 years if $4300 is invested at 6% per year compounded quarterly. Find the growth factor. 

Essential Question: 

How much will your dream car be worth in 5 years with continuously compounded interest? 


My dream car will is worth 1,335,201.34 
A= 1,335,201.34
P= 109,600
R= .07
T=5


My misconceptions for this lesson : My misconception was almost the whole lesson I didn't really understand any of it. I did not get over this misconception.

Weekly Reflection - 8/24

Logarithmic Functions

I was able to convert logarithmic and exponential equations. 

Essential Questions: 

• How are exponential and logarithmic functions related? 

Exponential and logarithmic functions are inverse of each other.

Example: 

• How do you convert logarithmic functions to exponential functions? Exponential to Logarithmic? 

You would use the around the world method. 

Example: 

1. My misconception was relating logarithms to exponents. I overcame this misconception by practicing more problems like this. 

Weekly Reflection - 8/17

                                                               Domain And Range

I will be able to identify the domain and range of functions and relations.

To find the Domain you need to find the x- values because the domain is x- values. To find the Range you need to find the y- values. In this example You just pull the values out of the Relation. You can also determine whether the relation or table is a function. You would know if it's a function if the x- values don't repeat then it's a function. In this example this is not a function because there are two 2's as x- values. 

One of the misconceptions i had with domain and range were whether you had to put brackets or parenthesis. My teacher told me that you use parenthesis when it is not equal to a number and you use brackets when it is equal to a number. However, if you are dealing with infinities you will always use parenthesis.

How do you find domain and range? You find the domain by locating the x-values. You find the y- values by locating the y- values. 

How do you determine the difference between a linear function and an exponential function?

You can determine whether a function is linear, exponential or neither by plugging your table into the equation. For example the equation for linear is y2 minus y1 over x2 minus x1 and the equation for exponential is y2 over y1.

How do you determine transformations from a graph? How do you determine transformations from an equation?  You can determine on a graph by counting the units that went up or down and then you can see if it was a reflection. You can determine from an equation by seeing if it is adding or subtracting which means it goes up or down. Then you can see if it is multiplying by a number.

Investigation Reflection

1.

This was the easiest because all you do is flip the function over the x-axis. As you can see by the graph.

2.                                                                                                                                             

This was the hardest because you couldn't really notice the change in the graph. Then one point was off of the graph. 

One of my misconceptions with this activity were the asymptotes. I forgot how to do them and I over came this by asking the teacher to explain.