Midterm Exam Review
Jan 10th, 2011 by corricelli
Hello,
Please use this section of our blog to post questions/concerns/responses regarding our Midterm Exam. It will include Chapter 1, Chapter 2, Chapter 4, Chapter 5, 6.1, and 6.2.
Happy Blogging,
Mrs. Corricelli
Are sections 6-1 and 6-2 part of our midterm?
Yes~ 6.1 & 6.2 are on the midterm!
Jen, I think that 6.1 and 6.2 ARE on the midterm.
Also, Mrs. Corricelli what percentage is the midterm worth?
Sabrina,
Ok – thanks for posting this! A few people have asked; so I am glad to answer in one spot.
The midterm is worth 10% of your year end grade (which is like 20% of your semester grade).
So, if you look at the semester, each quarter is 40% of the SEMESTER, leaving 20% for the midterm.
Or, if you look at the year, as a whole, each quarter is 20% of the YEAR, leaving 10% for the midterm and 10% for the final.
Thanks again,
Mrs. Corricelli
I know this section is for midterm review but since people are asking about 6.1 and 6.2 i had a question about our quiz coming up. How hard are you going to grade the answers on our quiz? because when I do the homework and review i’ll get an answer like 21.6…but the answer in the back will be like 21.93. it all depends on where you round so i was just wondering.
Ryan,
It would all depend on what your work told me about your understanding. That is why it is always so important to show organized work, so that I can attempt to tell why/how your number could be that far off. If they are that far off and if there is not sufficient work, then you may lose most of the credit. It all depends on what you show me; the process is almost always more important than the result.
A tip is to keep numbers as exact values in the calculator for as long as possible. You can also use the STO> button to store values (calculator values, closer to exact values) in variables. You could, for example do sin(35deg) STO> H or even Ans STO> H. Then when you type alpha H, you will get that value back. That is a way to round less (thereby carrying along less error). You could also wait until the last step to turn to your calculator for a solution. Like…
24/(sinx)=30/(sin80deg) means sinx=24*sin(80deg)/30 or x = arcsin(sinx=24*sin(80deg)/30). Typing all that in guarantees the least error, especially if you do it in steps.
While doing the review, you should really be trying to understand where the book got their answer and/or if your approach is valid, related, easier, harder, etc… Now is the time to spend some energy on deep questions like this.
Try these tricks and let me know!
Thanks,
Mrs. Corricelli
ok i have lots of ch. 1 questions yayyy!
In the review in the book
. in number 7, how do you know which is x and y?
. how did they find the range in number 10?
. in number 11 why is b not a function… does it have to do with it being + or -? is that a rule? i forget.
ALSO
. Do we need to know 2 point form of an equation?
. Do we need to know “implied” domain?
For the quiz review (6.1 & 6.2), does anyone know how to do #19 on page 480?
Mrs Corricelli,
This is Sam Lucyk (mostly), David Brown, Michaela Celella, Taylor Schumann, Wagon Cummings, and Becca van Stolk-Cooke (our INTENSE MATH STUDY GROUP!) we had a question on the midterm review packet chapter 2 number 1. We thought that perhaps if we found the vertex on our calculator by looking for the max point on the parabola using trace we could find h and k, but in your packet you used completing the square. So we tried that but at one point in your steps you change -y – 2 to -y + 2, is this a mistake or are we missing something because we looked it up in the book and it doesnt say we should change -2 to +2. What are we doing wrong?
I made a mistake; I tried my best to avoid goofy mistakes, but this is the risk in showing this level of detail. Sorry! Thanks for pointing it out!
On the midterm review packet Mrs. Corricelli made in chapter 2 problem 3 i dont understand what the question is asking. It says “Determine the left and right behavior of the graph: f(x)= 3x^4 + 2x^3 + 7x^2 + x + 1″
Bridget – this was a common question in Chapter 2 – Leading Coefficient Test – 2.2!
Thanks,
Mrs. Corricelli
Hey Bridget,
Check out section 2.2 in the book…
You have to notice if the function is even or odd – then use the leading coefficient test.
Here are a few links regarding this test:
Link 1 – boring, but thorough.
Link 2: Or I found this site with the following REALLY straight forward rules.
Link 3: yahoo answers – always fun!
Hope this helps,
Mrs. Corricelli
also for number 2, we just used our calculator for the minimum point, but the answer packet shows more work. Is that necessary?.
Intense Study Group:
You want to be able to show the work to justify your solution.
LOVE your group name (which BEGS an avatar)!!!
What was your food of choice this evening? Just curious…
Thanks,
Mrs. Corricelli
PIZZA SALAD AND CANDY!! The MOST excellent combo of food items in order to study!
And thank you for your help!!
Mmmm. Good for you all! (well at least the salad is!)
You are MOST welcome! Enjoy this celebration of all you have learned so far this school year!
Sincerely,
Mrs. Corricelli
mrs. corricelli,
I’m stressing and I’ve looked in the book but I still cannot possibly understand even and odd functions. They come up in chapter two and then reappear in chapter 5 and the explanation in the book makes no sense to me.
I also dont understand left and right behavior
Can anyone help? not just mrs corricelli haha
Becca,
A few links that might help – searching online is always good if the book is not sufficient…
LINK 1: clear, good pics
LINK 2 – pictures
LINK 3: Tutorial and a Quiz
Hope these help,
Mrs. Corricelli
the first link really helped, but when it refers to exponents as being a signal for even and odd does it mean on the constant? for example, if the equation says f(x)= -3x^2 + 4 it said that the exponent is even, being 4x^0 = 4 x 1 = 4, that confused me.
Becca,
All they are saying is that you can force any polynomial to be in terms of x –
so f(x)=-3x^2 + 4 could also be written as -3x^2 + 4x^0, since x^0 is really just 1. I do not necessarily love this, but if it helped, great!
Signing off,
Mrs. Corricelli
Ok
so we were doing one of the midterm packets (The Honors Precalculus Mid-Term Review Problems 2011) and we had some questions
Chapter 2 # 5 we got a different solution: 2x^2 -6 remainder 7x+16/(x^2+3)
and for chapter 4 #1 we got 225 degrees and not 315 as the coterminal angle
We did this multiple times and couldn’t get the answer you got
helP?
O wait
also for chapter 6 number 3
we were just wondering if this was one of the ambiguous cases, because we got 150 something and also the 29.4 answer you gave
Hello Dream Team,
I did make a mistake – I mentioned this in class; but you must have been in the “dream team zone”!
As I said, the review packet has small errrors in it, due to the fact that I put it together so quickly; nothing major though!
Thank you,
Mrs. Corricelli