For this question, we need to use the Distributive Property:
2(x^2 – 1) = 2x^2 – 2
while
3x(x – 4) = 3x^2 – 12x
Michael Paul Goldenberg’s excellent comment was that the constant term must be -2 and that leads us right to the answer! Thanks
Combine like terms and only the x^2 are combinable.
A way to check your work is to put 2(x^2 – 1) + 3x(x – 4) into Y1 and to put each multiple choice answer into Y2 and then compare to see if the tables for Y1 and Y2 are equivalent.
A function is defined as no repeating x values. Please take a look above and see which table has unique x values. That’s it — 2 points :)
This is actually a reading question!
If x = 0, it will still cost 250
If x = 1, the cost should be 273 (250 + 23)
If x = 2, the cost should be 296 (250 + 23 + 23)
Try these values for x and you will find the answer :)
Of the many ways to measure a Math lesson, one is flow. The 75 minute blocks at my college can feel like a long time to be doing Math. Therefore, I try to have a variety of modalities within a lesson to capture students’ attention and to provide opportunities to learn and do Math.
The best flow experience I witnessed in my classroom was an activity (on Graphing Functions) starting at 1:58 which was 17 minutes before class ended. I had thought they would first work independently and then work in pairs.
1:58 handout given students have alone time to think and work while I visit deskside
2:05 students are working independently while I circulate around
2:10 students are still actively learning solo
2:15 class has officially ended — do I tell them?
2:20 they are STILL working — so engrossed
These students may have another class at 2:30 — our room is about to be taken over by the teacher and students waiting patiently outside the door.
2:23 Drat! I have to break the magic and tell them that class is over
At the end, I was delighted that students were totally in a flow state. They lost all sense of time while they were learning and doing Math. My only regret?
WHY DIDN’T I THINK TO HAND THIS OUT AT 1:45???
