Math Project 2 By: Holden Greene and Joseph Young.

Slides:



Advertisements
Similar presentations
6.6 Analyzing Graphs of Quadratic Functions
Advertisements

13.2 Solving Quadratic Equations by Graphing CORD Math Mrs. Spitz Spring 2007.
You can use a quadratic polynomial to define a quadratic function A quadratic function is a type of nonlinear function that models certain situations.
Height of a Zero Gravity Parabolic Flight
5.3 Discriminant and 5.4Find ABC Discriminant: b 2 – 4ac A, B, C ax 2 + bx + c = 0.
N 58 Graphical Solutions to Quadratic Functions Subject Content Reference: N6.7h GCSE Maths Number & Algebra.
Solving System of Linear Equations
JEOPARDY! Graphing Quadratics Graphing Solving using Square Roots Discriminants GO TO FINAL.
Warmup 9-11 Solve the following equations by factoring. Show work! 1.x x - 80 = 0 2.Solve by using the quadratic formula: 4x 2 - 5x - 2 = 0 3.Solve.
Chapter 5 Quadratic Functions & Inequalities. 5.1 – 5.2 Graphing Quadratic Functions The graph of any Quadratic Function is a Parabola To graph a quadratic.
5.5 Quadratic Formula Warm-up (IN) Learning Objective: To use the quadratic formula to find real roots of quadratic equations and to use the roots to find.
GraphingSubstitutionEliminationNon-LinearInequalities
Solving Quadratic Equations By Graphing By: Brielle Woods.
5.5 – The Quadratic formula Objectives: Use the quadratic formula to find real roots of quadratic equations. Use the roots of a quadratic equation to locate.
Learning Task/Big Idea: Students will learn how to find roots(x-intercepts) of a quadratic function and use the roots to graph the parabola.
Constructing Parabolas from Quadratics You need the following items to construct a parabola Line of Symmetry (axis of symmetry) Line of Symmetry (axis.
Graphing Quadratic Equations
Lesson 10-1 Graphing Quadratic Functions. Objectives Graph quadratic functions Find the equation of the axis of symmetry and the coordinates of the vertex.
4.1 Graph Quadratic Functions in Standard Form
How many solutions does your quadratic have? In addition to level 3, students make connections to other content areas and/or contextual situations.
1.) Lesson On Vertex and Axis Of Symmetry (A.O.S.) 2.) Assignment Learning Objectives: Students will be able to find the vertex and A.O.S. of a quadratic.
Section 5-4(e) Solving quadratic equations by factoring and graphing.
$200 $400 $600 $800 $1000 $200 $400 $600 $800 $1000 $200 $400 $600 $800 $1000 $200 $400 $600 $800 $1000 $200 $400 $600 $800 $1000 $200 $400.
Jeopardy Looking for a parabola A Curve that Fits Factor it Square it A formula for the quadratic Imagine that
 Standard Form  y = ax 2 + bx + c, where a ≠ 0  Examples › y = 3x 2 › y = x › y = x 2 – x – 2 › y = - x 2 + 2x - 4.
Notes Over 5.6 Quadratic Formula
4.8 “The Quadratic Formula” Steps: 1.Get the equation in the correct form. 2.Identify a, b, & c. 3.Plug numbers into the formula. 4.Solve, then simplify.
You can't take the square root of a negative number, right? When we were young and still in Algebra I, no numbers that, when multiplied.
Sample Problems for Class Review
Parabola Formulas Summary of Day One Findings Horizonal Parabolas (Type 2: Right and Left) Vertical Parabolas (Type 1: Up and Down) Vertex Form Vertex:
Graphing Quadratic Equations a step-by-step guide with practice.
9-3 Graphing y = ax + bx + c 2 1a. y = x - 1 for -3
Big Idea: -Graph quadratic functions. -Demonstrate and explain the effect that changing a coefficient has on the graph. 5-2 Properties of Parabolas.
Objective: Students will be able to 1)Find the axis of symmetry 2)Find the vertex 3)Graph a quadratic formula using a table of values.
CHAPTER 10 LESSON OBJECTIVES. Objectives 10.1 Students will be able to: Identify quadratic functions and determine whether they have a minimum or maximum.
Quadratic Functions. 1. The graph of a quadratic function is given. Choose which function would give you this graph:
Quadratic Functions A quadratic function is described by an equation of the following form: ax² + bx + c, where a ≠ 0 The graphs of quadratic functions.
Section 3.1 Day 2 – Quadratic Functions After this section you should be able to: Graph a quadratic function with and without a calculator. Find the coordinates.
Graphing Quadratic Functions. The graph of any Quadratic Function is a Parabola To graph a quadratic Function always find the following: y-intercept.
Unit 10 – Quadratic Functions Topic: Characteristics of Quadratic Functions.
Graphing Quadratic Functions in Standard Form 5.1 Algebra II.
Solving Quadratic Equations Graphically Math 2 Spring 2016 Mrs. Brown.
Solving Quadratic Equations by Graphing Need Graph Paper!!! Objective: 1)To write functions in quadratic form 2)To graph quadratic functions 3)To solve.
Factor each polynomial.
THE QUADRATIC FORMULA.
5-2 Properties of Parabolas
Quadratic Functions, Quadratic Expressions, Quadratic Equations
Quadratic Equations and Parabolas
Quadratic Functions Unit 6.
6.2 Solving Quadratic Equations by Graphing
Y Label each of the components of the parabola A: ________________ B: ________________ C: ________________ C B B 1 2.
Solving a Quadratic Equation by Graphing
E) Quadratic Formula & Discriminant
Who Wants To Be A Millionaire?
Chapter 9 Review Graphing Quadratic Equations Solve by factoring
Quadratics Objective 1: Students will be able to identify and convert between different forms of quadratics. Objective 2: Students will be able to solve.
Quadratic Functions The graph of a quadratic function is called a parabola. The parent function is given as This is the parent graph of all quadratic functions.
5-Minute Check APK 2 Solutions Discriminant= 64 X ints 1 and -3
Section 9.5 Day 1 Solving Quadratic Equations by using the Quadratic Formula Algebra 1.
Review: Simplify.
Solving Systems of Equations
Solving Systems of Linear and Quadratic Equations
Solving Quadratic Equations by Factoring
5-Minute Check APK F(x) = 5x+50 5(6) + 50 = $80.00
Standard Factored Vertex
Section 2.2 Characteristics of Quadratic Functions
L5-7 Objective: Students will be able to solve quadratics by using the quadratic formula.
The student will be able to:
Dispatch  .
9-3 Graphing y = ax + bx + c up 1a. y = x - 1 for -3<x<3
Presentation transcript:

Math Project 2 By: Holden Greene and Joseph Young

Part 1 We plugged the numbers from the table into the formula that was given. h=at^2+bt+c 1) 23645=4a+2b+c 2) 32015=400a+20b+c 3) 33715=1600a+40b+c We plugged the numbers from the table into the formula that was given. h=at^2+bt+c 1) 23645=4a+2b+c 2) 32015=400a+20b+c 3) 33715=1600a+40b+c

Part 2 First we subtracted problem 1 from problem 2. Using Elimination to get the answer =400a+20b+c =-4a-2b-c =396a-18b This answer becomes #4. First we subtracted problem 1 from problem 2. Using Elimination to get the answer =400a+20b+c =-4a-2b-c =396a-18b This answer becomes #4.

Part 2 Continued We then subtracted problem 2 from 3 and used elimination to solve it again =1600a+40b+c =-400a-20b-c =1200a+20b This answer becomes problem 5. We then subtracted problem 2 from 3 and used elimination to solve it again =1600a+40b+c =-400a-20b-c =1200a+20b This answer becomes problem 5.

Part 2 Continued We then used elimination with problems 4 and 5. We multiplied 4 by 10 and 5 by -9 in order to eliminate. 8370=396a+18b (10)= 83700=3960a+180b 1700=1200a+20b (-9)= =-10800a-180b =-6840a then divide by which gives you an answer of -10=a We then used elimination with problems 4 and 5. We multiplied 4 by 10 and 5 by -9 in order to eliminate. 8370=396a+18b (10)= 83700=3960a+180b 1700=1200a+20b (-9)= =-10800a-180b =-6840a then divide by which gives you an answer of -10=a

Part 2 Continued We then plugged the A(-10) that we got from our earlier solution into problem =1200(-10)+20b 1700= b 13700=20b _____________________ The answer that we got was 685=b. We then plugged the A(-10) that we got from our earlier solution into problem =1200(-10)+20b 1700= b 13700=20b _____________________ The answer that we got was 685=b.

Part 2 Continued We then plugged our answers for A(-10) and B(685) into our first problem to find C =4(-10)+2(685)+C 23645= C =C _____________________ The answer that we got was C= We then plugged our answers for A(-10) and B(685) into our first problem to find C =4(-10)+2(685)+C 23645= C =C _____________________ The answer that we got was C=22315.

Part 2 Summary In summation of our work the answers that we got were: A=-10 B=685 C=22315 In summation of our work the answers that we got were: A=-10 B=685 C=22315

Part 3 We then plugged our numbers into our equation h=at^2+bt+c. This gave us h=-10t^2+685t We then plugged our numbers into our equation h=at^2+bt+c. This gave us h=-10t^2+685t+22315

Part 4 We found the maximum value of the quadratic function by solving for Y from our equation in Part 3. We are then able to come up with our maximum

The Solving of Part 4 y=-10t^2+685t y=-10(t^2-68.5t ) ( ) y=-10(t-34.25)^2 y=-10(t-34.25)^ This gives us our graph and the parabola that we will be using for our answer. A=-10 X=T H= K= y=-10t^2+685t y=-10(t^2-68.5t ) ( ) y=-10(t-34.25)^2 y=-10(t-34.25)^ This gives us our graph and the parabola that we will be using for our answer. A=-10 X=T H= K=

Part 5, The Graph We used this equation to get our graph y=-10(t )^ Maximum= Vertex=(34.25, ) Axis X= We used this equation to get our graph y=-10(t )^ Maximum= Vertex=(34.25, ) Axis X= 34.25

Part Five, The Graph Continued

Part 6 Yes it changed our minds completely about the purpose of math and the way that it can be used in real world situations. It really enlightened our thinking towards the real world examples that math participates in and give credence towards math and the purpose that it serves in the world outside of the boundaries of our educational facilities. Math is an ever important factor in life more so probably then English or a history or social studies class of some sort. This is due to the ever present factor of math in our life while rarely must we remember history or the role that it plays in our world. And english is obviously a very unneeded skill that will serve no purpose later in life, because very rarely do we use english in our lives. That is why math is very important to us and is how this project has revealed to us the importance of math in the real world. We use math alot more then any other subject.