Math Lab 11 January 2010

Overview: 5 min
Went over Objective 1: “The student will describe functional relationships in
a variety of ways.” Read textbook from pages 10 – 25.
I.Objective 1: formula for measuring an interior angle, how to represent a
function, define functional notation, what is the “horizontal line test”? 10 min
II.Objective 1: Drawing conclusions from a functional relationship, 10 min
III.Objective 1: 10 question quiz, 10 min
IV.Objective 2: “The student will demonstrate an understanding of the
properties and attributes of functions.” 10 min
V.Questions, clean up and getting ready for dismissal, 5 min
VI.Bell
 Objective 1: “The student will describe
functional relationships in a variety of ways.”
• m = [180(n – 2)]/n
– n = 3: m = [180(3 – 2)]/3 = 180/3 = 60o → isosceles
triangle
– n = 4: m = [180(4 – 2)]/4 = 360/4 = 90o →
square/rectangle
– n = 5: m = [180(5 – 2)]/5 = 540/5 = 108o →
pentagram
Try n = 6, n = 7, n = 8, etc. This is the mild
complexity on the TAKS test that you must be
comfortable with to perform well on
 Objective 1: “The student will describe
functional relationships in a variety of ways.”
• You can represent a function as:
– Table of values x -3 -1 1 3
– Mapping y = f (x) -2 2 6 10

– Word descriptions: “the y-values for a set of

points are 4 more than (+ 4) twice the
corresponding x-values (2x).”
– Equation: y = 2x + 4
– Functional notation: f(x) = 2x + 4
– Graph the ordered pairs
 Objective 1: “The student will describe
functional relationships in a variety of ways.”
• “The y-value of a set of points 12 less than 3
times the x-values”: _______________
 Objective 1: “The student will describe
functional relationships in a variety of ways.”
• “The y-value of a set of points 12 less than 3
times the x-values”: y = 3x – 12
• “The function of x defined by the
corresponding x-value squared less 5 times
the corresponding x-value adding 6”:
________________
 Objective 1: “The student will describe
functional relationships in a variety of ways.”
• “The y-value of a set of points 12 less than 3
times the x-values”: y = 3x – 12
• “The function of x defined by the
corresponding x-value squared less 5 times the
corresponding x-value adding 6”: x2 – 5x +6
• “Factor x2 – 5x +6 and solve for the two values
of x”: _______________________________
 Objective 1: “The student will describe
functional relationships in a variety of ways.”
• “The y-value of a set of points 12 less than 3
times the x-values”: y = 3x – 12
• “The function of x defined by the
corresponding x-value squared less 5 times the
corresponding x-value adding 6”: x2 – 5x +6
• “Factor x2 – 5x +6 and solve for the two values
of x.” F.O.I.L.: First, Outer, Inner, Last. (x – 2)(x -
3) = 0. x = 2, x = 3
 Objective 1: “The student will describe
functional relationships in a variety of ways.”

A. y = 2x2 + 3; B. y = 3x – 2; C. y = 2x2 – 3; D. y = 2x – 3
 Objective 1: “The student will describe
functional relationships in a variety of ways.”

A. y = 2x2 + 3; B. y = 3x – 2; C. y = 2x2 – 3; D. y = 2x – 3
 Objective 1: “The student will describe
functional relationships in a variety of ways.”

A. y = 2x2 + 3; B. y = 3x – 2; C. y = 2x2 – 3; D. y = 2x – 3
 Objective 1: “The student will describe
functional relationships in a variety of ways.”

A. y = 2x2 + 3; B. y = 3x – 2; C. y = 2x2 – 3; D. y = 2x – 3
B: The ordered pairs repeat for y components 9 & -9; 5 & -5
D: Use the vertical line test to see if any x-coordinates repeat
B. t = 25 + 0.07m. Variables: total amount of Jean’s monthly
bill, t & number of minutes of long-distance calls she uses,
m. The total amount of the phone bill is therefore equal to
$25 base charge plus her long distance charges (0.07 cents
times the number of minutes, m).
D. t > (182 – x)/70. The total trip to Houston is 182 miles
and Rupert is said to have driven an undetermined number
of miles, indicated by “x.” The number of miles left to
drive is 182 – x. The formula, rate = distance/time solved
for time is time = distance/rate. Since Rupert is driving
slower than “snail’s sweat,” we’d use the inequality: t >
distance/rate, or t > (182 – x)/70.
A. Use y = mx + b,
where m = slope
= rise/run; b
defined as the y-
intercept. The y-
intercept is easily
seen to be “3”, so
you can eliminate
C or D as an
option. From the
y-intercept, see
where your line is
the diagonal to a
square or
rectangle. Your
“rise” will be the
# of squares in y;
your “run” will be
the number of
squares for x.
C. You
can
almost do
this one
without
looking:
1) it’s a
quadratic,
2) – 4 is
the y-
intercept,
3) x2 is
positive,
indicating
the
parabola
will open
“up.”
June = 4.4
April = 2.5
July = 2.2
April + July = 4.7 > 4.4,
so C is not reasonable.
A. 25, B. 5, C. 75, D. 7
B. 5. The The nursery
graph starts graph starts
at $25 for at $0.
the Larry’s
membership purchase at
fee. Larry’s the nursery
purchase of increases the
bushes cost by $15
increases the per bush.
cost by $10 Initially, the
per bush. cost of
purchase is
higher at the
garden club.
 Objective 2: “The student will demonstrate an
understanding of the properties and attributes of
functions.”
• Use the properties and attributes of functions.
• Use algebra to express generalizations and
use symbols to represent situations.
• Manipulate symbols to solve problems and
use algebraic skills to simplify algebraic
expressions and solve equations and
inequalities in problem situations.