WPP #12: Unit O: Concept 10- Solving angle of evelvation and depression word problems

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I/D #2: Unit O- How can we derive the patterns for our special right triangles?

1-"Something that I never noticed before about special right triangles is ..." that when you use other numbers other than the ones given you get a similar answer as you did with the numbers given to you.
2-"Being able to derive these patterns myself aids in my learning because ..." it helps to know how you got these equation for the special right triangles and it helps you learn what you are doing.

I/D #1 Unit N: Concepts 7-9: How do you SRT and UC relate?

Inquiry Activity Summary:
Please watch the videos below because they will help you in understanding from where we get our points for the unit circle and they will show you how the special right triangles relate to the unit circle:

This video helps you to derive from the unit circle in how it is a thirty degree angle and is one of the often used angle and it helps to know how the point for this degree on the unit circle came from. When the triangle is drawn in a different quadrant not only does the degree change but the x or y values can change into a negative.

This video helps to derive from the unit circle in how it is the forty-five degree angle and it is able to help us know how we got the point for this degree on the unit circle. When the triangle is drawn in a different quadrant the x or y can become a negative or the both can become a negative.

This video helps to derive from the unit circle in how it is able to help us learn in how we got the points for this degree. When the triangle is in another quadrant both the x and y can become negative but the point given to us will still be the same.

Inquiry Activity Reflection:
 The coolest thing I learned from this activity was how we actually got the points and all the math that actually happens behind the unit circle.
 This activity helped me on this unit because it made it a lot easier for me to understand and memorize the unit circle.
 Something I never realized before about the special right triangles and the unit circle is the fact they related to one another and that they make it a lot more easier to figure out what is the points of these angles.

RWA #1: Unit M Concepts 4-6: Conic Sections in Real Life

Parabolas:
1-"The set of all points that are equidistant from a point that is known as the focus and a line known as the directrix." (Mrs.Kirch's LessonPaths Playlist Unit M Concept 4a)
2- The equation for a parabola is (x-h)^2=4p(y-k) or (y-k)^2=4p(x-h), with this we are able to receive pieces of information and will help to graph out the needed information.

http://www.mathwords.com/p/p_assets/parabola%20features%20focus%20directrix%20vertex%20axis.gif

     Some of the key features for the graphing of this conic section is the fact of seeing whether it goes up, down, left or right. Well to figure this out you must look to see which goes first/is squared and by this I mean the "x" and "y" in the equation that was given in the first sentence above the picture. With this information you will be able to learn whether it goes up/down or left/right as well will you be able to identify the center/vertex is by using the "h" and "k" that is given in the equation. However it will need "p" for you can further know if it is going to the right or down, "p" is the space between the focus and the vertex as well as the distance between the vertex and directrix. With this in mind, "p" has a huge impact on the hyperbola for it can show us whether the graph will be thin or wide but it also shows us the slope for the graph.
      There is also the directrix, which is given or you must find, and this helps to show you were your parabola must go over or next to. With the directrix you get the general idea of how the graph should look like at the end. There is also an axis of symmetry that goes through the focus and vertex and helps us to see in which direction the parabola should go into. However if still confused here is a video that may help you to further understand hyperbolas.

3- What it can be in the real world (example):

http://i00.i.aliimg.com/img/pb/179/937/366/366937179_304.jpg

      A real world application of a hyperbola may be a jet of water, for better definition I mean the formation of the water of a fountain. What I mean is that when the water is going upward gravity is still pulling down making the water curve making it look like a parabola.
      If this was graphed out it would have a directrix right above the curving point, in which we can consider as the vertex, and a focus that will show us the approximation of how wide the water will be when falling back into the fountain. If you want to know more or just want to see more of what parabolas are in real life go here: http://www3.ul.ie/~rynnet/swconics/UP.htm

 4- Work cited:
"Applications of Hyperbolas." Applications of Hyperbolas. N.p., n.d. Web. 09 Feb. 2014.
  "Equation of a Parabola (conic Section)." YouTube. YouTube, 13 Mar. 2013. Web. 09 Feb. 2014
 "This Learning Playlist Is Empty." LessonPaths. N.p., n.d. Web. 11 Feb. 2014.
 http://i00.i.aliimg.com/img/pb/179/937/366/366937179_304.jpg
http://www.mathwords.com/p/p_assets/parabola%20features%20focus%20directrix%20vertex%20axis.gif

WPP #10: Unit L Concepts 9-14: Probability, Independent, Dependent, Mutually and Non-mutally Exclusive

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Unit L: WPP #9: Concepts 4-8: Calculating possibilitites with FCP, nCr, and nPr

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SP: Unit K Concept 10: Writing a repeating decimal as a rational number using geometric series (no calculator)

   For this student problem we will be finding out hoe to solve for a repeating decimal as a rational number. Remember that we are going to be doing this without a calculator! And try out the problem for yourself before looking at the answers.
   So please pay attention to how I split the decimal up and how I add zeroes in to replace the term before it. As well pay attention to the number at the very front of the problem and what we do with it in the end of the equation/solving.