Time Frame | Objectives | Topics/ Content | Concept/s | Competencies | Teaching Strategy | Values | List of Activities | Materials | Evaluation | References | First Quarter | -Define functions and give examples that depict functions-Differentiate a function and a relation-Express functional relationship in terms of symbols y=f(x)-Evaluate a function using the value of x. | Chapter 1Functions and GraphsFunctions and Function Notations | The equation y=f(x) is commonly used to denote functional relationship
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including those that require the use of parentheses‚ and evaluate the algebraic expression. 3. Recognize and create equivalent algebraic expressions (e.g.‚ 2(a+3) = 2a+6). 4. Solve systems of linear equations and inequalities (i.e.‚ equations with no quadratic or higher terms) in two or three variables both graphically and algebraically. 5. Apply algebraic techniques to solve a variety of problems (e.g.‚ rate problems‚ work problems‚ geometrical problems). 6. Classify (as quadrilaterals‚ planar‚ solid
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absolutely necessary for solving the area and sides of similar shapes and the quadratic formula. There doesn’t seem to be much use in solving trigonometric functions. At least knowing sine‚ cosine‚ tangent‚ and the others should be fine. The Pythagorean Theorem is also a necessity.
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Dq 2 week 1 I would explain that when multiplying polynomial is when all the variables have integer exponents that are positive. This works with addition‚ subtraction and multiplication. It has to be possible to write the equation without division for it to be a polynomial. This is an example of what a polynomial looks like: 4xy2+3X-5. To multiply two polynomials‚ you must multiply each term in one polynomial by each term in the other polynomial‚ and then add the two answers together. After
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(by mohan arora) Have you ever thought how this world of mathematics would be without irrational numbers? If the great Pythagorean hyppasus or any other mathematician would have not ever thought of such numbers? Before ‚understanding the development of irrational numbers ‚we should understand what these numbers originally are and who discovered them? In mathematics‚ an irrational number is any real number that cannot be expressed as a ratio a/b‚ where a and b are integers and b is non-zero
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have an understanding on right triangles. Explain a proof of the Pythagorean Theorem and its converse. b. Students should be able to solve two-step equations. c. Students should be able to calculate and estimate square roots. d. Students should be able to evaluate expressions or equations with single digit exponents Students should already have an understanding on right triangles. Explain a proof of the Pythagorean Theorem and its converse. b. Students should be able to solve
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Treasure Hunt: Finding the Values of Right Angle Triangles This final weeks course asks us to find a treasure with two pieces of a map. Now this may not be a common use of the Pythagorean Theorem to solve the distances for a right angled triangle but it is a fun exercise to find the values of the right angle triangle. Buried treasure: Ahmed has half of a treasure map‚which indicates that the treasure is buried in the desert 2x + 6 paces from Castle Rock. Vanessa has the other half of the map
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Buried Treasure Ashford University MAT 221 Buried Treasure For this week’s Assignment we are given a word problem involving buried treasure and the use of the Pythagorean Theorem. We will use many different ways to attempt to factor down the three quadratic expressions which is in this problem. The problem is as‚ ““Ahmed has half of a treasure map‚ which indicates that the treasure is buried in the desert 2x + 6 paces from Castle Rock. Vanessa has the other half of the
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exponents ��n ��m = ��m+n ‚ (��m )n = ��mn Square roots √��2 =|��| (����)n = ��n �� n ‚ �� �� �� �� = ����−�� = �� ��−�� ���� �� ≠ 0 ‚ ( )�� = �� �� �� �� ���� ‚ ���� �� ≠ 0 Geometry Review �� 2 = ��2 + �� 2 Pythagorean Theorem Geometry Formulas 1 Area = LW Perimeter = 2L + 2W Area = 2bh Circumference = 2πr = πd Area = π�� 2 Volume = LWH Surface area= 2LW+ 2LH+2WH Volume= π�� 2 ℎ =π�� 2 ℎ + 2πrℎ Surface area= Volume= 3 ���� 3 4 Surface
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Geometry (Greek γεωμετρία; geo = earth‚ metria = measure)‚ Its beginnings can be traced in ancient Egypt or early or before 1700 B.C. Due to necessity‚ every time the Nile River inundated and deposited fertile soil along the bank‚ the early Egyptian had to solve the problem of size and boundaries of land along the Nile River. Changes happened in the contour of the land had caused confusion among landowners. So a system of making boundaries‚ measuring lengths and areas had to be discovered
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