Unit+6+Journal

**__ 6.1: __**
For each of the groups below, identify the graph that does not belong and state your reasoning why that graph does not belong in your online journal. The first one does not belong because we are not talking about linear equations, we are dealing more with formulas like the other two. Where x is raised to a certain power.

[[image:mhsalgebra2cp/group_2_chapter_6.jpg width="492" height="296" caption="group_2_chapter_6.jpg"]]
The second one does not belong because it is linear, and we are talking about graphs that contain curved lines.

The last one because it is linear and the other two have equations containing x's raised to a number that allows the line to have a little turn into it.

[[image:mhsalgebra2cp/group_4_(2)_chapter_6.jpg width="492" height="296" caption="group_4_(2)_chapter_6.jpg"]]
The last one because it is linear, the other two are either parabolas or a graph that fluctuates.

To figure out the end behavior when you are only given the equation you have to look at the leading coefficient and the constant. The roots tell how many times the line will pass or have a point on the x axis. Like the first graph it will have two, the second itll have just one, and the last one had four.
 * Answer the following questions in your online journal: **
 * Based on the examples above, explain how you can determine the end behavior of a function when your are only given an equation.
 * In group 2, identify the number of roots each function. Using these three examples, explain how you can predict the number of roots when only given the equation.

__** 6.2: **__
Summarize the last two days of class in your online journal. We have discussed different methods for graphing polynomial functions in intercept form. In detail, explain the graphing method to a student who has missed the last two days.

__** 6.3: **__
Watch the video below to complete the worksheet handed out in class. The examples on the handout are the same as the examples in the video, so complete the example along with the video. After completing the examples, do the practice problems on the handout as well. Be sure to complete the summary at the bottom of the handout.

__** 6.4: **__
In your online journal, reflect upon your performance and experience so far this year in Algebra 2 CP. Discuss your work ethic, effort, attitude and motivation. What are your goals for the rest of the a year? What do you need to do to be sure you reach your goal before the year is done? Based on what you have done so far and how you plan on improving the rest of the year, make a goal for your final grade for the year. Be sure this goal is a number grade, not just a letter grade.

__** 6.5: **__
On the handout from class, answer the questions as you watch the video. Once the video is complete, use the new method to complete the handout and the problem from the video.

__** 6.6: **__
Listed below are 6 graphs and 12 equations. Some equations are written in intercept form, and some in standard form. A single graph will match one of each type of equation. (2 equations per graph.)

In your online journal, explain your thought process and order of matching the equations and graphs together.
 * For example t(x) and u(x) match graph 7 because ... **
 * What properties did you look at first? What types of equation did you match first?
 * What type of equation was the hardest to match?
 * How did you narrow down your choices?

[|Wikispace 6.6.doc]

__** 6.7: **__

 * The average height (in inches) for boys ages 1 to 20 can be modeled by the function B(x) = -0.001x^4 + 0.04x^3 - 0.56x^2 + 5.5x +25, where x is the age (in years). **


 * The average height (in inches) for girls ages 1 to 20 can be modeled by the function G(x) = 0.00007x^4 - 0.00276x^3 - 0.012x^2 + 3.1x + 27, where x is the age (in years). **

Use the link below to graph both functions then answer the following questions in your online journal. [|Graphing Tool]


 * What is the domain of both these function and explain why this domain is appropriate according to the context of the situation.
 * What is an appropriate range for each function. Explain why this range is appropriate according to the context of the situation.
 * Find B(7) and G(9). Write what this means in the context of the situation.
 * What year is the average height for boys the greatest?
 * What is the highest average height for the girls?
 * Describe the shape of the graphs. Why is this shape appropriate according to the context of the situation? Could you use this model to predict the height of a male at the age of 45? Explain.