5.1 – 5.3: Dividing & Conquering Triangles
Feb 1st, 2012 by corricelli
Hello,
Please use this spot to collaborate about sections 5.1-5.3. Be sure to be specific: Are you here do discuss the lab? A section? Which one? A homework problem? Which one?
Explain what you have tried so others can help.
Your next quiz will be on these three sections.
Happy triangular thoughts,
Mrs. Corricelli
I just wanted to say that I really like the worksheets instead of the book for homework. The worksheets are really helpful because I am able to draw on and label the diagrams. Also, i know that the diagrams are to scale because if i copy them out of the book, i don’t always copy them exactly as they are pictured. I think we should use more worksheets in the future, maybe even in class to take notes on.
Libby,
Ok – great. Did you have a question? Or a connection? Or a math topic that you wanted to write about?
Thanks for the feedback! Great to hear! Now… I wonder if you could tell me about some math connections you might have made?
Thanks,
Mrs. Corricelli
on the 5.3 worksheet for practice problem after the notes do we use a graph or just free hand it? i mean i know it says that there are coordinates that need to be plotted in order to find the coordinates of the centroid, but since there is no graph i was just wondering. however, i also agree with Libby that the worksheets are a lot better, and easier to do opposed to doing the problems free handed from the book.
Ros,
Which problem? On any, you can certainly (I would encourage this!) use the graph. And, I do agree with both of you ladies, for this chapter the worksheets make a lot of sense. I must confess, I am liking them, too! We just need to still show good work (sometimes on another paper) and keep touching base. Thanks so much for the feedback!
Also, note the Great Links tab on top (or click here: http://blog.whps.org/corricelli/great-links/) and see the “Math Resources Online” section for graph paper generators, if you need graph paper.
Thank you!
Sincerely,
Mrs. Corricelli
on exanple 2 of the worksheet it says you find tg median of ac i get that but after when you do the distance formula where do the numbers 4 and 10 come from? and when you do 2/3 x9=6 then why do you only subtract 6 from the y?
Kayla,
Why didn’t you ask about this in class?
The 6 comes off of the y only because you are dropping down 6 from the coordinate. Up/down motions impact the y-coordinate only.
Hope this helps,
Mrs. Corricelli
Hi there,
So for the homework in the CAPT book, I had a question on page 11 on “How the temperature varied”. So for the line graph, I put the altitude as the y-axis and the temperature on the x-axis. But then I realized that I should include time (minutes). Any suggestions on what I should put on the x-axis?
Thanks,
Amalia
Amalia,
The x-axis will always be the independent variable (which is fancy vocab for the thing that works alone, the thing that all other variables depend on). So for this example, the independent variable is time – that should be the x-axis. The y-axis should be labeled with the new (dependent or changing) variable, which (instead of altitude) is temperature.
Now, look at the balloon’s altitude at each time and that should tell you something about what the temperature is … If a certain amount is lost for each amount in altitude, then the temperature should decrease as the balloon goes up and then increase as the balloon goes down.
I hope this helps!
Mrs. Corricelli
on the review for the quiz on 5.3 practice b #7 why is it 6.4 in stead of an answer with a number in front of a square root like 2root 13is it because 41 squared is an evenish number at 6.40312?
for finding the alt of an obtuse triangle, do you extend the two lines sorrounging the obtuse angle out as dotted lines and the point of concurrency for the three altitudes is where the two altitudes meet, so with a larger obtuse angle the point wil be frther away?