In Chapter 3-6, you have to remember a few things. A) you must always define variables prior to writing your equation and B) you should always start with some sort of formula. So, first of all, if you start by defining a variable, it will make the problem much easier. By doing so, you know exactly what you are looking for, plus it makes it easier when finding multiple numbers by using one variable. Second, it is helpful if you start with a formula. Even writing out the words of what you are looking for can be helpful. That way, you know you plug in the right numbers, to ensure that you get the right answer. Hope this helps!
When reviewing Section 3-2, I realized how important it is to remove all decimals and fractions. To remove decimals, you simply multiply the number by the amount of spaces that come after the decimal. To remove fractions, you multiply every term in the equation by the least common multiple. We also realized that fractions and decimals require careful work and attention.
In chapter 3-2 we learned about how to get rid of fractions and decimals in an equation. Also, we learned the steps for solving a Multi-step equation. First, you clear the equation of fractions and decimals. Second, you use the distributive property to remove parentheses on each side. Third, you combine like terms. Fourth, you undo any addition and subtraction. Lastly, you undo any multiplication and division. To clear the equation of fractions you find the common denominator of the two fractions, and then you add the numerators of both. To clear the equation of decimals you have to multiply both sides by a power of 10.
In lesson 3-2 I learned about how to solve multi-step equations. For the simpler multi-step equations you need to first eliminate the fractions you have on each side of the equation. Then you should combine the like terms on either side of the equation, which may involve using the distributive property. Next you should undo the addition or subtraction on either side of the equation. Once you have done this you should undo all of the multiplication or division in the problem. If you have an equation with fractions you should then use the method of adding fractions or multiplying the fraction by a number to clear the fractions. If you have and equation that happens to have decimals you can multiply all the numbers in the equation by a power of ten that fits the problem.
I learned a lot by completing section 3-2. One thing I learned was to always copy the full problem into my notebook so I can look at it and not make any mistakes copying. Another thing I learned was always write the variables in cursive so that I don’t mistake ones like t for an addition sign, etc. The problem’s taught me that they aren’t always easy and I may have to reread it several times over until I understand it. One thing I know from before that still stands true is to ALWAYS check your work.
Vocabulary Words
Probability- how likely it is that something will occur Outcome- the result of a single trial Sample space- all possible outcomes of an event Event- any group of outcomes in a set with probability Theoretical probability- the ratio of the number of outcomes Experimental probability- probability based on data collected from repeated trials Odds- describes the likelihood of an event by comparing favorable and unfavorable outcomes When learning Chapter 2, I would recommend taking your time and reviewing your notes more than ever. Most people would think that probability is easy, but now it has a new spin. In this chapter, it asks you more in depth questions than just what happens when you spin a spinner. In fact, some of the critical thinking questions are very difficult. An example is number 45 on page 106. I found this problem to be difficult, but I got through it by taking my time and checking my work. My advice is to just take your time and remember to read the problem carefully and repeatedly to get all of the important information.
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