you're right side is correct but something happened on the left inequality


It looks like you just dropped the 0 on accident


where I wrote the red is where a 0 should have gone


is that right


You're very close but remember when we divide or multiply both sides by a negative what has to happen?


now?


yes perfect!


okay


Also has your class learned about interrval notation?


*interval


what's that


I don't think so but maybe


Its just a different way of formatting  the answer that will be useful later


oh no not yet


Ok then don't worry about it


Also, if you remember your answer, try graphing #3


oh I'm so sorry I forgot it


I'll write it down dont worry


imma do it on the graph above okay?


Yes


is that right


yes thats perfect, just make sure you include an arrow at the end of the number line


now try #4


I give up I don't have room and its hard to draw out numbers


You shouldn't give up, your doing great and everything is correct so far


I don't know where to go from there


Just keep simplifying until only x remains on one side of each inequality.


Just like you did in the previous problem


now what


You went off a little there 5x-2 doesn't equal 3x because they are not like terms


You should've kept the 5x-2 so moving the -2 to the left is fine, but don't combine them, then you should've combined the like x terms.


huh


let me show you


like that


Notice how I only combined like terms, the x's


oml I cant do this


No worries, just keep practicing, try this on the other inequality left


alright


Yes you did it good job, but be careful on the graph


It is only the numbers between -2 and 5 not anything outside that


wdym


Your arrows indicate the numberline including values outside -5 and -2. For it to be correct it should just be a line with no arrows from -2 to 5


ohh


Also traditionally, the number line goes from left to right, so the negative or smaller number should be on the left and the positive larger number should be on the right


okay


I still don't understand how you are so smart


Haha, not really, I just worked alot.


do u get paid for this


Nah this is just volunteer.


oh dang


so do you just get notifications that people need help and you hop on?


Yeah pretty much


I kinda just stay on the tab and help anyone who needs it


I ain't smart enough to be a tutor for anyone else. I would fail them on accident


Nah there are plenty of people that could use your help.


oh true


You're a lot better than you give yourself credit for.


how


it takes me to long to figure out


and guess what


Yes?


I have to take act in March and I only have one minute to solve math problems imma fail that


You can always try again, 10th grade year is very early, and you should take it as more of a practice.


I didn't take my SAT until november of my 12th grade year.


what's sat


what's the difference between act and sat


It's just the alternative option to the act and sat. Some people prefer one or another.


oh


They have slightly different topics, some people find the act easier and other prefer the sat


I just took the sat because it's what was available in my location.


that makes sense


Yeah don't stress to much about he ACT, if your taking it your first time 10th grade year you're already very ahead.


there making us


Thats unfortunate


I do want to caution you that there are algebra 2, geometry, and precalculus topics on the ACT so don't be disappointed if the score doesn't turn out the way you want it to.


oml imma fail


Truthfully, they aren't to complex of subjects, and can be learned very quickly if you put in the time and effort.


I feel like you are so much older and wiser than me but your only a 12th grade and I'm a 10th grade. I'm the oldest in my grade


yeah but I don't have alg 2 or pre-calc


yea that is a slight disadvantage, but if you work hard they are learnable in this time frame.


There are also many tutors on this website willing to help you, and you can probably even help others.


okay


Honestly, just try not to be to difficult with yourself.


oaky


Good luck! Have a good night!


thank u too but one more question


Yes?


how do I become a tutor on here


You can sign up on the Tutor Provider website.


I cant find it


I have a referral link which might take you directly to the sign up page. Do you want that?


yes pls


thank u have a good night


You to!


Hello, how are you? I am trying to solve this problem in my lunch break and I want to work on solving it.


Hello! Do you need to find the coordinates of the new vertices?


yes


P Q R S


those are the points


Ok, I need a few minutes


okay thanks


For part A, you add 4 to every x-coordinate and 10 to every y-coordinate


What would the new P, Q, R, and S be?


so it will be P(3,7)


and R(-2,8)


P and Q are correct. Try again for R and S.


R will be 8,2


and S will be 4,3


Correct


For part b you change the coordinates (x, y) to (-y, x)


the new points right?


It's not clear. Do you do A and then B or are they separate?


yes A and then B


Ok then the new points


okay, so it would be S(-3,4) and then P(-7,3) and then Q(-6,7) and then R(-2,8)


thanks! So would that be out final answoer. Like because my work is on paper, their is a space given for each letter to add the final answer after doing each step


Yes


ohh okay, wow that cleard up a lot. Thanks! Can we do one more


Pallolelorgam CDEF with vertices C(2,-1) , D(7,1) - E(6,-2) and F(1,-4)


A ) Reflcection in the line y=x


and then B) translated along the rule (x,y) {ARROW} (x-3,y-7)


that's what I have for this quesiton


For A you just switch the x- and y-coordinates


okay so C(-2,1)


No, you don't switch the signs, you switch the numbers themselves


okay so it would be C(-1,2)


then D(1,7)


and F(-4,1)


For B subtract 3 from every x and 7 from every y


I have to leave since my break is over. But I get it mostly now. I am so sorry.


No problem. You can request another session at any time.


okay, thank you so very much.. have a good day


You too!


hi!


hii


what can i help you today


I have a quiz tomorrow and the teacher gave us a review for the quiz and TBH I don't really know any of it so I just wanted to go over the review with it


ohh okayy! can you upload the review sheet, so we can go over tgt


I will upload the first part. there will be 5 parts


okayy


it's on the board


okay i see it


also we are able to use a cheat sheet on the quiz so I might want to write some things down during this


yes yes. Sarah


so we know SW and TU are the same and TV is perpendicular


yes


so we can know SWV and UWV are congruent tgriangles


ok


if they are congruent, means SV and UV are the same


so we can set equation


do you wanna try to solve it?


sure


so 5


yesss!


how should I explain my reasoning


so the reason is when you prove they are congruent


you know how many ways you can prove two triangles are congruent


there are 5, i wrote it on the board


are you ready to go to 2


so still, same method


you need to prove they are congruent


is 6x equal to 3x+9?


do you know which one you are gonna use?


yes


but for reason, you need to show they are congruent


so QP is 18?


3 is the same


we need to find gjk


is it 31?


31 is kgj


so 59?


ok. I will upload the 2nd part


ok


it's on the board


okay i see


the circumcenter is the midpoint of the hypotenuse


what's the hypotenuse


the longest one


one sec. I'm going to right that down on my cheat sheet


so we draw the triangle, and we can see ac is hypotenuse


yes yes okay


the formula i wrote is midpoint formula


and we use A and C, so this two point coordinates are gonna plug into the formula


do you wanna try by urself


sure


(-2, -1)


yess


next ine is the same method


ok. I will try


Is that how the shape should look?


it should be like this


so would the hypotenuse be (3, 5) and (11, 5)?


yes


so the answer is (7, 5)?


ok. I will upload the next part


ok


it's on the board


so here we can see AQR ASN are congruent triangles CNR CNS are congrunt triangles too


so NR=11, QN=11 too


so NR=QN


then we can set up equation


what would the equation be


cuz NQ=NR


so NS=5?


no x=5


and then you plug in 5 to any of the equation


for exmaple 2*5+1


NR is 11


is NT equal to NU and NV on 7


yes


so NT=15?


and then same thing on 8?


sp NW=26?


yes]


I will upload the next part


oki


it's on the board


what i wrote is formula


you just need to plug in all the numbers


for centroid


ok


I will add that to my cheat sheet


so 9 is (3, 2)?


so 10 is (-4, 2)


yess


Acute triangle: Inside

Obtuse triangle: Outside

Right triangle: On the vertex of the right angle


can you remind me how to know whether triangles are acute, obtuse, or right


if angle >90 is obtuse <90 acute =90 right


I know that for angles but I was wondering for the whole triangle


its the same, if all the angles in triangle is smaller than 90 is acute triangle


if one of angle bigger than 90 is obtuse triangle


and then what about right


one of angle equal to 90 is right triamgle


I will write the orthocenter rule to my cheat sheet


you have two more section?


cuz i gotta go im sorry


Hello, what do you need help with today?


Hello, hello. How's it going? Um, do you possess a mic?


I felt like it would just make the whole door and um


experience just a little bit more easier, uh, if you have one just let me know.


right now


right now on the way till I get my hair done, and this mascara is supposed to hold up all day. So let's see if it survives our really busy


I unfortunately do not. If you would prefer another tutor just end the session.


Also, it's super lightweight, it leaves no comb, but still gives you that for mascara look like a lookout good it looks on her eyes.


the way to my friends, so she did the washing style my hair for me.


Of course, I had to do a lash check and there's still looking good after about an hour. Once I got to the salon, my friend


Are you ok?


decided to have me wash my own hair, which I felt was a bad idea because I did not want to get my lashes wet. I was scared


I said, am I OK


If you would prefer not to.


Yeah, can you direct me to another tutor that can like help me with like, you know what I mean?


Yeah, I, I need a to do a mic.


but I don't know if you know in there or something.


Yes sure I'll just end the session and you can request another tutor.


hi


Sam


ok


Hiiii


How are you doing


good how are you


How may I be of help to you today


I am feeling great


so i just want to learn something new


Ok , do you have anything in mind ?


fractions


adding fractions


That is something I can help you with


Addition or multiplication


yes


am i doing this right so far


So hiii


There is a simple way to do this


And very effective at that


is that right


Yes it is , good job


really


oksay


okay*


Yes it is but their is a simple way to go about it


ok can you show me


Can I ask if you know your mutiples ?


yes i do


my mjutleplication


Then why not break it down instead  then mutiply


i'm sorry can i go to the restroom


Ofc no rush


thanks


Hii


It has been over 10 minutes , I am still hear


Bye


Hello, Liam! How can I help you today? :)


I am attempting to learn Exponential Graphing. I don't quite understand where the pieces come from of go on my graph.


Okay! I can help with that :)


Do you have any problems you'd like to work on?


Well I just got a 40% on my quiz and I am stressing out about it. So, honestly, anything to help would be wonderful. I don't have any in particular.


Okay, I'll find some problems we can work on :)


Thank you :)


Graph this one


Where can we start?


Well I know that the 4 is also known as a and it tells us that it is above the horizontal asymptote? And 0 is the asymptote?


And the 2 tells that it is growth and not decay.


all these are perfect


so the "a" is also the y-intercept


which i think is what you were trying to say


Sorry! When we labeled it in class today she made it be a and that made me more confused. That being the y-intercept makes more sense.


well, I'm glad you get it now :)


and I'm not sure what you meant by "0 is the asymptote"


So, what I mean by that... The horizontal asymptote or the horizontal line that you are supposed to get close to or never touch. So, since there is nothing after the exponent part I thought that line would be 0


ohhhh! Yes there is a horizontal asymptote at y = 0


the only time that is not the case is if our "a" is negative


So in this case if the 4 was negative?


the the graph would be flipped across horizontally


I'm sorry, i didn't mean to write "across"


Making it be below?


That's ok


yes


Okay, this makes more sense.


So, if there was a number after what is already there, would the asymptote change?


the green is what our graph would look like if a was negative


what do you mean?


So, say the given thing is y+4(2)^x+6


But the 6 isn't in the exponent


oh i see what you mean


yes, then there would be a shift


the graph would move up 6 units


Okay.


Sorry for all the questions!


Don't apologize for asking questions! You're here to learn!


Einstein once said, "the one who asks a question is a fool for a moment, but the one who never asks any questions, is a fool for life."


Always think about that when you feel embarrassed for asking questions :)


That's true. I just know questions can be annoying.


Thanks for the reassurance.


My only goal here is that all your doubts are cleared!


So keep asking questions!


Okay. Then I have another one... So, how do you know if it is a growth or a decay? I see what is on the graph, but aren't there 4 different possible pictures? I can draw them if needed?


so, to figure out if there's a growth or decay, look at the b-value. If it is greater than 1, there is growth. if it is between 0 and 1, there's a decay.


And then the y value makes it above or below based on positive and negative.


I understand now.


I think that what has been done was enough to make me understand. I am going to go retake that quiz now! I really appreciate the help


Yep! That's it!


And yes, you can get 4 possible graphs depending on where you put the negative (the a value or the exponent)


I'm glad you understand it now!


Alright, thank you. You're awesome!


Of course! Thank you!


Also, are you sure you're cleared up vertical and horizontal shifts?


on*


I believe so. For a vertical shift the horizontal asymptote has to move so that the graph isn't going as far up and down. For the horizontal ones.... I guess I didn't retain that info🤦


Alright, let me explain it to you


So vertical shifts happen when the graph moves up or down. Like when you mentioned your +6 example, the graph is moving up 6 units. This also means that the y-intercept is moving up 6 units, so don't forget that!


If it was -6, then the graph would move down 6 units


Clear on that?


Yes.


I wrote it down.


Perfect!


So if the function was 2.5(1/2)^x -3, what would be the y-intercept?


nope


there's a vertical shift


why 0?


Wait... I realize I messed up.


Is it -3?


i see why you'd say that...but not exactly


I promise I'm not challenged


2.5(1/2)^x -3 Is this the one we are looking at?


yes


Okay. So, the y-intercept... is a


yes, but there's a vertical shift


The vertical shift would be down 3 units?


we're moving down 3 units


sorry if my replies are a little slow, I'm having network issues


It's alright.


so if the original y-intercept is 2.5 and we're moving down 3 units, what would the new y-intercept be?


yep!


that's it!


I wanted to say that, but felt wrong so I avoided it


don't doubt yourself! you're doing great! :)


Thanks.


Let's do another one just incase


42(25.6)^x + 30


yes!


and is there a growth or decay in this graph?


Growth


mhm!


Because 25.6 is greater than 1?


Now, let's move onto horizontal shifts


yes


good!


so, horizontal shifts happen when you notice in the exponents something like x-2 or x+4


so if the constant is negative, the graph is moving to the right. In x-2, the graph is moving to the right 2 units. With x+4, the graph is moving to the left 4


So, it is always reverse of the sign?


so if our function was 21.2(0.2)^(x+3.21) -10
what would be the shift in x?


-3.21 left


yep!


and what about the y-intercept?


lastly, is there growth or decay?


Base


Decay?


0.2 is less than 1


yes!


Yayyyy


I finally got it


perfect!


I'm so proud of you!


Thank you!


Do you think I could pass now?


I'm sure you can!


Wait! One more thing I forgot to mention


Okay?


If x is negative, then there's also decay


so if the function was 4(2)^-x, then there would also be decay


Okay.


So would it be positive decay?


it would be a decay, I'm not sure what you mean by positive decay


Nevermind.


I don't know why positive was there.


Oh okay!


But do you get it?


Yes


Yay!


Yeaaa


Alright, any further questions for me?


Nope.


I appreciate the help.


Of course! I'm always happy to help :)


Then, I'll let you go, Liam! Have a splendid rest of your day/night! Good luck with your test! I'm sure you'll do amazing :)


Thank you again!


hello


hi


how can i help you today


I need help with math


would you like to put the problem on the board so we can take a look


can you use your mic


but I type


okay give me a second


ok


Hello, hello.


hello.


All right. Can you hear me OK?


say it again


Mm, hello


Can you hear me?


Uh, what would you, uh


like help with today? Or, or your for your problem, just put on the board and I can help you explain.


or how to do it


its on math and I am in 9th grade do


All right, all right


Got it


hold on


Yeah, no worries. Take your time


that is the work


All right, so


from this each large square represents like number one. So for each square that's like fully filled like here.


this would be one


and then this is also


one


and this is also


one. So in total of the 3 big square, you have 3.


big squares, right?


And then you have one, and then we need to figure out how many small squares there are, so 10, 10. So it's a 1010 by 10.


on both sides. So there 100


small squares.


so do I add it


Yeah, so basically you add


all the green squares like up and it's asking what decimal does it represent? So for there's a 10 since there's a 100.


you would, um, it goes up to the 100th place. So that's this.01.


and you have 100 of these.


because if you multiply this by 100


it would equal one. So we just count the, the green squares.


1234, this is 20, and then 21, 22, 23, 24, 25, 26, that's 26 small


green squares


green


So then that would give you points to 6.


because it the each green square is each small square is


so I just have to count it


Yeah, basically


ok


And then you would add these two numbers. So


oooooooo


3 + 0.26 and that would give you 3.26


Does that make sense? or are you still a little confused.


no


Would you like me to explain it again?


ya


Or?


OK. So each of the green squares, the big green squares.


um, our presents a says up here one hole, so one hole, I think it's just referring to the number one.


So for the, are you, I think you got the, got it for the big ones, or you're just confused on this square over here with the small ones, this like partially filled one.


Right


OK, so we'll talk about that one. So for, so there's 100 small squares, and so you would have one, right? One big square equals 11 of the big squares, right? And you have 100 small squares. So to find what each small square, the value of each small square, it's like, you have 100 pieces that add up to this one big squirt, right? So you would divide one by


100 pieces, which would give you


so i add then I sub


100, which is also equal to


0.01. You can also subtract it, but if you have each square equal to


0.01. So each of these individual small squares are equal to 0.01.


And you have um 1 to 26 of them are in green, 26 of the small squares are green. So since 26 small


green squares.


squares


right? So and each square is 0. 0.01. So you do just 26 times 0.01. And that gives you 0.26. So that gives you the value of the square.


the


filled in part of this square.


so that's the answer


This is the answer right here, 3.26.


can you cirlcel the answer


right here, right, it's in the.


Sam was right


on


next quaion


All right, I'll clear the board and then you can put the next question on there.


What decimal number does the model represent?
Each large square represents 1 whole.


OK, so same as the last one. So we start here, right? So we're gonna, we know it's 3 +


this, whatever this is gonna be over here.


So, again, we have 10, 10, when it's 10 by 10. So we have 100 small squares again.


So since it's a 100 small squares.


100 small squares. We had just count how many of the scores are filled, and we each square is 0.


01 So it's the same as the last problem.


but we just have a different number of ones that are filled in. So we just count 12, well, we know each one is 10, so we have 1 row, 2 rows, 3 rows, 4 row. So this for these are 10, 1010, and then 7. So we have 47 filled.


And then since 47 of them are filled and each one is worth this amount, 0.01. We multiply 475 0.01 and


So this small square is 0.47, and we add that to 3.


and we get 3.47.


Do you get that


ya


All right, good, good to hear.


Do you have any more um problems you'd like to do?


no


All right. Well, um, it was nice tutoring you.


I hope you have a great rest of your day.


thank you Mr. Davis


And see you.


but


Hi


Hello! I want to do some of the practice problems from the PDF. Just a heads up I am terrible at Objective 15 so it will take some time. I am currently on Obj. 15 problem 3. Here's the link to the pdf: https://example.com/math_problems.pdf


there is a small trick


keep change flip


true


now idk what to do next


now we need to take everything that we could


that one is tricker


just memorize this


mhm


does it make sense?


Mhm


yes it does


cool


can u give me another problem just like this


but w diff #s


there it is


kk


idek if this is right


is this wrong


answer on the top


yep i did it totally diff


you are doing fine overall


but you struggle with subtraction of squares


yep and my test on this is friday


hi


Hi, it’s 10:30 PM right now and I’m really lost & overwhelmed on my pre-algebra homework. There are 13 questions and they’re really hard. It’s due tomorrow at 1:25 PM, and I haven’t started yet. I’m extremely tired and don’t know where to begin. Can you please help me go through a few of the problems?


every single coach has left the session ive been here for 30 minutes


I will be glad to work with you on the questions.


thank you so much


let me get the other page


i wanna try and complete like the first  page atleast in like 30 ish minutes because i really ned to sleep


need


x is the unknown price of the sunglasses.


the flip flops were $24


so basicallly where trying to find out what half times 24 and the sungless cost to equal 21?


yes


the second step is using the distributive property.


what is the missing number ?


like what goes next to it?\


1/2 times 24.


the outside is 1/2.


the inside is 24.


we multiply those two numbers.


right


we want to solve for x.


we will ??


yup


how do we get rid of the 12?


divide?


or subtract its either one of those


we subtract.


that is the opposite or inverse of adding.


alright so subtract 12 from 12 and then get rid of it


yes


so then it's 1/2 x +9


ohh ok were getting rid of the x


i mean the plus


when we have 1/2 x = a number, we will multiply by 2.


so its gonna be 1x which is nothing then x equals 18


correct


yay!


can you actually keep it up for a second please


the stuff


k


would this missing box be 12


ok cool


so i have


x for the first box, 12 for the second, 9 and then 18


alright cool letme just write this lasty part down real quick


alright got it!


that made sense!


I'm glad.


alright can we do question 9  now>


yes


take the stuff of now btw


this is about using the distributive property again.


there is no number in front of the parentheses.


there is a number, really.


so it would basically go like this?


wait


do not go pass the equal marks.


the number in front of the parentheses is -1


im confused


ohh nvm


we will do nothing to the 28.  just keep it.


is this problem kinda similar to the last one?


but more steps


alright


-1 times +4  is  ??


multiply


what is negative one times 4?


ohh shoot one sec oops


k


we are now on the other side of the equal marks.


we have distributive again.


alright one sec


so for the example i understood what you did but where are we at


here?


2x -12 or 2x + 12


oh sorry plus


mb


there are 3 terms on the left side.


which terms can be combined?


wait can you point please


im getting a litte  mixed up


28 and 4?


correct


they did that part for you.


because there both regular whole numbers


and wrtoe 24


wrote


what is left for the box?


yes


then 24 - 3x would be 21x?


sorry, no


we cant combine numbers with x's.


we need to work on the right side now.


how many x's on that side?


there are 2 terms with x's.


what are the numbers with those x's?


2 and 12


the 12 does not have an x with it.


2x + x


x squared?


x times x is x squared.


what is 4x + 3x?


what is 5x + 2x?


right


your just adding the whole numbers


what is 2x + 1x?


yes


there is a number left on the right side.


12 is left so that is gonna be what this is equaled to?


since we distributed?


i have put the numbers into the boxes.


wait


my black writing matches the red writing, right?


we need the next step.


we need the x


waiy


i dont know if it matches


this is a subtraction


hold up


no its an equals


your write


right


we need the x's to be on the left side.


something was blocking it on my side of the screen thats why


we will move the x's that are on the right side.


we will move them by subtracting.


the expression stays the same because you csn combine them


there are x's on both sides of the equation.


we need them on the same side.


if we subtract 3x from the right side, we have to be fair.  we have to subtract 3x from the left side.


be careful.


what is -3x -3x?


good


now we need to do 24-6x =12?


and factorize it again for the next x?


maybe not


what has been done to the x?


it has been multiplied by -6 and 24 has been added to it.


we will reverse addition before we reverse multiplication.


how do undo the addition?


how do we undo addition?


what is the opposite?


subtract from both sides


right


so 24- 6x?


we have 24-6x on the left side.


we do not want to keep te 24.


what is 5 - 8?


do the same for those numbers.


so -12


yay!


so x = -12 for the last box


since thats the end of the equation


wait


not 6x


then we will need to divide to reverse the multiplication.


Ohhh i wrote it donw that way but on my paper i wrote -6x oops


down


omg we finished


yes


that felt so long but i learned so much lol


you're welcome.


first step:  use distributive property.


2nd step:  combine like terms that are on the same side of the equal marks.


third step:  move the x's to one side of the equal marks.


then reverse any addition or subtraction.


last step:  reverse any multiplication


alright! ill write those down on my problem


on my page i mean


yes!


alright im super tired but i dont know if i should do the next one or wait untill tomorrow


maybe one with fractions...


because its due tomorrow at 1:25 but i could work on some in the morning


yeah lets do 13


is that good ?


not too long after this im gonna sleep


the question isint that long


since it had fractions


ahh


so for 13 we are distributing first


yes


then were gonna combine terms


which are


wait are we combining on the left or right


for this one, there are no terms to combine.


oh ok


we will move the x's to the same side.


we will need a common denominator to combine 1/6 - 1/2


so are we subtracting 1/6- 1/2


can't do that.


we need the same denominator


please sign on again for more help.


the site is open 24 hours a day.


hi


Hellooo


can u pls hep me rnn


Graphing Linear inequalities


of course


alright, so instead of graphing x>-3 do you know how to graph x=-3?


no.


alright so when we have x= to a number, its always gonna be a straight vertical line


for example x=1:


but theres no line under the dash thingy


stay with me trust


ook i need to Algebra 201 or else ima fail


the class


i got you dont worry


ty


okay so how would you do x=-3 now that i show you how to graph x=1?


yes


beutiful


yay


now here is the cool part


when we have an inequality like > or <


the line is DASHED


huh


look at mines for examples


ohhhhh


in your problem it says dotted my bad


but it says i need to plot two points


lol its ok


hold on hold on


theres one more part to it


notice that x has to be greater than -3


meaning anything below -3 does not exist


so we shade everything that is greater than -3


oh shoot


OMG I UNDERSYAMD


can you put the picture back


Lets goooo1


its ok


try graphing it now that i said that


but the plot things is something i do not understand


two plots


it gives me the two plots


i think IXL just a bit dumb


fr


i have ixl tests....


its so bad


but my guess would be that it starts at x=-3 then to the max


can u check with ai by any chance cuz im scared to fail this


(ur not cheating)


i get you i get you, hold on


how about his


*this


can you put a picture of how it wants you to do it? i havent use IXL in years im sure its not the same as it used to be


sure also ima plot and show u as an ex


is it that pencil thingy on the right?


and okay perfect


no


here


ohhh yeah thats what i was exaclty talking about


phew i thought i got an unexperience tutor like last week


but i trusted u since u started teaching


lol


thank you, Northwood High so yeah


cool


okay lets get back to the blank one


okay we have x>-3 we are just missing the shading


which i was gonna say to be my next step


but like which plots


hold on maybe this will make sense


everything after -3 is shaded


so thats how it supposed to look like in your IXL


yea i understanf but like i need two plots it said


aat -3 and waht


my bad my bad


yeah that i was trying to get to as well


i said at the point


-3 and the max


oh sorry if i missed what u said


no its fine, i was confused bc thats what i thought i said alredy


can you put another picture of that  please? we need you to pass 🙏


Hello?


Hi Leo. Thanks for using this service. What do you want to work on today?


I have a quiz tomorrow, it's open notes thank goodness, and I'm having trouble understanding how to describe transformations of linear functions


OK, I think I know what you're referring to.


Can you do a basic plot of y=x ?


what is that?


Before I go too far with my own examples, do you have any examples of your own you want to work on or have questions about?


Oh. describe the transformations in the function as it relates to the graph of f(x)=x. g(x)=-12x


OK, can you graph f(x)=x ?


yes???


Something like that, right?


ohhhh yeah I've seen that ok


So how would you take that graph and "transform" it to get the graph of g(x)=-12x ?


is g(x) the same as f(x)?


No. From the problem you wrote, f(x)=x and g(x)=-12x. They're similar, but g(x) has an extra factor of -12 in front. Do you agree?


Yeah but I was just wondering if I could like substitute f(x) for g(x) to make it f(x)=-12 or if the letters actually mattered where they went


I don't the the letters matter, you could call the function f(x) or g(x) or h(x) or whatever


ok


The idea of the transformation, is to start with something easy (like f(x)=x) that you know immediately how to graph, and then apply transformations to graph more complicated functions.


k so would I move the line down by 12?


Close. The general idea is that transformations move the line up or down, or left or right, or stretch or compress it horizontally or vertically, or flip it vertically


When you multiply in front by a factor greater than 1, it stretches the graph vertically


if you divided, would it compress?


Yes, divide by 12 would compress in the vertical direction.


Let's go back to your problem of graphing g(x)=-12x


so for g(x)=-12x would I need to multiply or divide?


The 12 is multiplication by something that has magnitude greater than 1, so it stretches (not compresses) vertically


As an intermediate step, let's try graphing h(x)=12x


why would I need to multiply it though?


ok so h(x) is the same as g(x) and f(x) I know that now


and I guess it's basically the same thing as the problem before except that 12 is positive


OK. I've done a graph for h(x)=12x=12*f(x). Yes, with positive 12 and not negative 12. Do you see how it stretched vertically?


oh so by going up more, it stretched?


Yes, the factor of 12 caused it to be stretched vertically. You can check that when you plug in a value of x=1 into h(x)=12x, what do you get?


its stretching x?


No, it's taking the simple line for y=x and stretching it in the y direction by a factor of 12.


oh, because it is going more up and the y axis goes up & down?


Correct!


So let's go back to your original problem g(x)=-12x. You can also write this as g(x)=-h(x), because we defined h(x)=12x. The transformation effect of the negative in front is to flip the graph in the y direction.


so it would be a reflection because it is negative


My drawing isn't great, but I'm trying to show that g(x) is just h(x) flipped vertically.


Yes! Reflection about x axis because it's negative


and 12x would be positive so the line would go up ohhhh I get it


Great!


You could go directly from f(x) to g(x) by stretching the graph vertically, and flipping it vertically, but I think it makes it easier to do it step by step.


ok


I think teachers generally like you to "show your work" so if you break it down into smaller steps like that it helps explain your thought process


Do you have another one we can try?


I will


um no I think that's it


OK. I hope I was able to help a little bit. Good luck on your quiz tomorrow!


I have homework due tmr that I need to do but Im having issues with my calc and they only taught me with the calc so I don't know how to do it manuall


Hi Sarah! What are we working on?


hi!!


were working on exponential data modeling


One of the questions rn


hold on its having issues lol


is this good


it isn't uploading


uhh yeah this is fine


alright


if u want we can voice chat it might be easier


sure whatever you prefer


alright we can talk


Hey


Hello


Hi


I look


All right, sorry. Like it wasn't uploading.


Yeah, no worries. Uh, I think it doesn't work with that image format. It needs to be either a PNG or a JPEG.


Oh


But it's fine. This, this is fine.


um


Yeah.


All right.


OK, so the second problem?


Yeah, it's, it's this problem right here.


OK.


Um, so this is for AP precalc.


OK


Also have like the other questions, but um not to take a photo of them and then like, send it to you.


Is it growing up


Oh, ****


sorry


OK. So


um, I think you mentioned that your calculator is having issues, and you didn't know how to do this manually.


Yeah, um, so basically our teacher wanted us to use, uh, I just detected me for profanity.


Um, anyways,


what I was saying is that


I was using the TI 84+.


Mhm


and


for some reason, when I would put it in,


like, like when I put in the chart, that's right here. It's supposed to like give you like A and B cause you need to find, you know, Y equals A, B, X


Yeah, yeah


um, and it was giving me like 20 different numbers and like it was just


it was just really off, so, and our teacher, like he taught us to do it that way and in case the calculators don't work, I wanna know like how to do it.


without the calculator


OK. Sure.


Uh, OK, so usually what I like to do to start with. So you have


OK


Y equals AB X. Um, I think some of the values to um like start plugging them in.


So


Yeah


let, we can start with the one where X is 0.


um


so that would be why it's 25, right?


Yeah.


OK, so


yeah, go ahead


Yeah, yeah, I know, sorry, sorry to cut you off. Yeah, but um when he was teaching us this this afternoon.


Mhm


he, like, I do know like a bit about the topic, like I'm not completely off. Thing is, it's just like mainly finding


the, the equation. But like, I know like like the steps, it's just not really fresh in my head.


OK. So, we need to find, you need help like finding A and B, right?


Yeah, it's A and B because the rest, I know that you could basically just like plug it in most of the time.


into the X


Um, so actually, uh, you could kind of do that to find A and B, um, so


Oh


So


Yeah


if so when B is, oh sorry, when X is 0, what's why?


It's 25


OK, and when you have A times b to 0.


What's another way of writing that


A times B 0.


Yeah.


Uh, it would be


sorry, I, like you wrote that down.


A times B 0?


Yep


That would just be A, you know, because each deer.


is one.


Mhm. And we said that that equals what value?


Yeah, so now you know A


Oh, let me write that down.


Hold on, sorry


Um


Yeah


Yeah, no problem, yeah, it just makes more sense if I talk it out like that, then if I just like say the formula. So that way you'll like remember if you need to do it again.


Yeah, cause I have a test on Friday and I get like all the other things.


Mhm.


but it's just like


uh this one's kinda like hard.


Yeah, so basically whatever um when X is 0, whatever that Y value is, is A.


Mm


Does make sense


Oh. Yeah, yeah, yeah.


OK, cool


All right.


Now onto the


Yup


I think that's what I was having the most trouble finding.


So do you know how to find B now? or do you still need a, need help?


I, yeah, I think I'll still like need help.


Yeah, OK


Mhm


So what are you thinking for how to find B?


Um


if I remember correctly, without looking at my notes.


Uh, I remember we had to use both the first, both of the first two Y and X and Y's. So, like, for example,


like when he was teaching us, I remember him using specifically like the 1st 20.


OK.


Mhm.


these first two and then like it'd be something like uh I think it was a whole different formula, but


so we're, I guess, but yeah, he just used both of these and then he felt like found like, oh like plus K or something.


OK


so in this one


I think that's really off


Yeah.


yeah. So in this one, if you're doing Y equals AB X, there's not like, you don't really have to worry about a plusk here.


Um, so what you're going to want to do is, OK, so


we want to use the second set of X and Y, right?


Yeah, the second best in life.


So if you plug those into the equation, what would it look like?


Uh, it would look like


and so the first one that we did


Uh, yeah, the same y equals AB to the X, yeah.


it'd be like


wait, would it be like 20 points 5 equals


like that's wrong, but


Oh, yeah, yeah, yeah, that's, that's right.


OK.


It'd be like


mm, it's either this, I feel like the 20.5 is either the it it has to be the A cause it was the A for the first one.


OK, so not exactly. It was A for the first, yeah.


Oh, no, no, no. No, it's, that's the Y.


Mhm


Yeah, cause then the A, yeah, my bad.


OK


Sorry, learning along the way.


OK, no problem


Then the bee would be right here and then you'd have your ex.


Uh, yes, but what's the value for X from the table?


Yup.


Oh, the X right here would be 6, no, not yeah, 6.


Yeah.


I would erase that, but I really don't want to.


Yeah, it's OK. Um, so now, I would define the value for B.


The method for B.


Mhm.


could, um, well, you need to find 20.5.


So, I don't know. Usually,


um, I would do the same thing I did on my algebra EOC and it's just put random numbers until I, until it's right.


Mhm


Yeah


OK. Um, so that is one way to do it. Uh, but it'll be kind of difficult because it's like a decimal and some other like weird stuff. Um, so let's try just doing it like you would in just algebra. So let's try to solve your B, right? So what would you do first?


Um


hmm


I really hope, I really wish my calculator was working right now.


Yeah, so you are like generally going to need a calculator for this, at least a little bit, but you can simplify it some more. Um, so what you're going to want to do is divide both sides by 25.


OK. Wait.


I forgot for a


yeah, no, sorry.


OK


OK, so I


both sides by 25 cause you need to cancel out the 25.


Yup


So it'd be


Mhm.


hold on let me use the calculator on my phone to calculate that.


yup


OK.


Oh, sorry, 10.5 divided by


So, I'm saying like sorry a lot. It's like for bait.


It's OK. Don't worry about it


I got 0.82.


Mhm


OK. Yeah, that should be right. Um, so you have 0.82 is equal to B 6. So now what?


Uh


sorry, I'm writing that down on my paper.


Yeah, of course.


Yeah.


cause he wants to wants me to show him my work.


Uh, so it'd be 0.82


for the


E, right


Does the E?


B 6


Uh, be the 6th is equal to a point.


OK


So


Yeah, because we just divided those parts for 25.


OK, so it'd be 25.


to a 6. So we could just find um


uh I don't know. I guess to, to the


to the 0


Change the exponent


I asked


Uh, how would you change the exonent?


uh, power.


Mhm.


something, um, it was uh


Yeah, but you don't want it to be zero, right? Because if you have B to the 0, that's just 1.


Yeah


yeah, so, oh, it would be one. We'd have to find


Mhm


OK, we'd have to find one. so using the, what's it called? Power.


Power something


Exponent power


Yeah, exponent power or you can say like the root, um


whatever


As long as you know how to get it on your calculator. That's the important part.


Yeah, I know that.


And you can do this on the iPhone calculator too. You don't need um like a grain for this.


How do you do that


Weight loss?


Yeah, so, um


Uh-huh


we have beat of the 6th right now, right, and we want be the first.


Yeah.


Um, so how do you get from 6 to 1?


You subtract 5.


Uh


yes.


You can't subtract 5 for this one. You have to do division or multiplication.


Oh, you could


you could divide by uh


by 6


Mhm


Right. So if you multiply it by 1/6.


then


Oh


I.


yeah, so, basically, you know how you can like square both sides or like something like that.


Um, you take both sides of the equation to the 1/6.


Does that make sense


No.


OK. Uh, let me try to find the time.


See, see, I'm hearing what you're putting down, but I'm not really picking it up.


Yeah, let me try to find the little annotate guy, uh, Ben.


OK, um


Oh, we could take that off. You can take that off if you want.


that was the um


Yeah.


oh, yeah.


Yeah, I'm just trying to make the share screen smaller so I can actually


see the little pencil


OK, cool. So


we're solving the equation and you have like 0.82.


is equal to be 6, right?


Mm


Mhm


And then 6. So we just want to find Bta the first.


So what I'm going to do is I'm going to take like the whole equation.


uh cause you know in algebra, you can do anything you want to in equation, as long as you do it to both sides.


Yeah


Um, so I'm gonna take both sides to the 16.


So that'll give me on the right side.


B the 6th to the 16th. Um, and I don't know if you remember, but when you have like two exponents, they just multiply.


Yeah, I remember that


Mhm.


Yeah, so that's just gonna be D on the right side because 6 times 16, and then on the left side, we have 0.82 to the 16.


Does that make sense


Yeah, it's just


it's, wait, is it multiplying or dividing by 16?


It's multiplying by 16 or divided by 6.


multiply. OK.


Yeah, so


Yeah, dividing by 6 is probably easier.


but yeah, so if you divide it by 6, so it's like taking the square root, except it's going to be the 6th route.


Um, so it's going to be


uh


of 0.82


is equal to the 6th root of B to the 6.


Yeah, some people just find the roots easier than fraction exponents. Oops, that's a terrible 8. My thing is logging a little bit, so.


um


do you need me to write it out or does that make sense?


Uh, I


think it makes sense.


OK.


Um


Well


yeah, so it's like, you know, if it were B squared, you would take the square root of both sides, right?


Yeah, I, I knew that


So if it's to the 6th power, it's the same thing. You just do the 6th through.


Oh, wait, OK, yeah, oh.


Mhm. Let me write that down. Let me write that down.


Yeah, I don't think I have an extra piece of paper, write that down.


Hold on, let me find the script so I can write that down.


OK, problem


Uh, so I'll tear it down like in words.


Uh, yeah, so, um


what's, that is the duration of the time.


Uh, so you have the


um beer the 6th, and you just want B, so you take the 6th route.


Mhm


Um, the same as if it were B squared, you would do the square root.


Does that make sense


Yeah, I'm just writing it down.


Yeah, cool


cause I need, I need to pass the test.


Yeah, it usually makes more sense if you do it with smaller numbers, uh, first. So if it were B squared and you know how to solve it, it's just going to be like the same idea.


Yeah


Yeah, and then you would just use your calculator to get like the 6th root of 0.82.


All right. So for this one,


um I would just, yeah, I'd probably have to use a calculator on that one.


Yeah, you can't really guess this one.


Uh, I don't know how to do that.


Mhm. Yeah, so on the iPhone calculator, you know, where it has like the Y


root X button.


Yeah, and how's the X?


Yeah, so you can put whatever you want for Y and X there. um


Yeah. Wait, it's not letting me do the Y.


uh


let's


Let, let me just


do it on like my, the one on my computer.


Did that take away the screen sharing? No, it didn't.


Did it?


Oh, I can still see the that way.


All right, yeah. Well that doesn't wanna work.


Oh


let's just pretend I did it


and I got the answer


OK


Yeah, me


As long as you're sure you know how to do it, that's fine.


Yeah, I just, I just need to get the number now so I can actually put it on the paper. But yeah, I, I know what you're trying to, yeah, but I understand what you're telling me.


Cool


Yeah.


Hold on


See, sometimes the calculator on iPhone wants to work, and then other times it doesn't it it's so annoying.


Yeah, sometimes it's kind of weird with the way it works. Um


Yeah, because like


I'm trying to put in the number, but like it's not letting me.


cause I put in like, let's say 0.82 and then I put


Mhm


well like I tried putting this, the 6 1st, like it won't let me do that.


Mm


Like, they gave me 0.90


uh


and I don't think that's right.


yeah, that doesn't seem right.


Um


Yeah


I'll see if I put it in chat to see if it'll actually give me the answer.


OK, it says now that it's


you could also probably just Google it, um.


and it would be


yeah, it says 5.43.


That's what LGBT said


Huh?


What did you put in


I put in uh the like the thing, so 6.


um on the top thingy.


like right here


Right


Um, 0.82. It says 5.43. Well, let me, let me see if my other calculator will do it. Hold on.


The non $100.01.


which is currently broken for some reason.


It might not be like fully broken, even if it wasn't like graphic doing the


I


like quadratic things correctly, or sorry, the expedition.


No, I think it's because there's something wrong with the settings


Mhm


Like that's what it has to be. I think I need to do like a whole restart on my calculator, and I also need to charge it, but, like, earlier today when we were doing it in class, like it was giving me like


double the digits, and I'm not trying to get another S in the class. So,


OK.


I'm like, I'm actually trying to pass this time.


I mean, I was always trying to pass, but


you know what I mean


Yeah


I also have it on my calculator, um, if it's easier, I can just swallow to you since you know how to do it.


but yeah, wait, actually,


OK


let me actually get the chart recalculated. Sorry, I you just forgotten me I need to charge my calculator.


Yeah, which I need it, so.


sorry


Are you doing this for volunteer hours?


Uh, not really for hours, just I have a lot of free time figured.


Oh


I'll do something with it


yeah, cause I was told by by another tutor that they do it for volunteer hours, and I was looking into it.


Oh, no, I, I work, um, but I just have free time, so.


Uh, college?


Uh, no, State University a few years ago.


Oh, yeah, I'Community College right now, but to start my bachelor's.


Oh, but


Yeah


That's why I was asking cause I might, I, I wanna do it, but I don't know if it's worth my time cause it's, this is already a lot of work as it is.


cause


I'm in like an honors program or whatever.


and it's really


it's really


like extra


And I really have time for like myself.


Mm


So.


cause I


Yeah, that's. Four-Year College, it kind of gets a little bit easier because you have more control over what classes you take and what you're interested in.


yeah


Well, I, right now, I have my uh my associates in psychology.


But the thing is I'm doing my pre-res for medical school at the same time.


OK


Oh


So


because


uh, Local University that I wanna go, Southern Med.


OK.


Mhm.


but they also allow you to start working and


Yes


um for your bachelor's if you'Medical Prep School program, so that's what I'm doing right now.


Mm


Oh, you've, OK.


Oh, I figured out how to do it on the iPhone calculator. Uh, so you type the 0.82 1st.


and then you press the Y root X button.


Oh, hold on let me.


see.


sorry, I like was not on it at all.


that's.


so


No, it's fine. I was, I just wanted to see if I can figure it out because it should be possible on an iPhone.


Yeah.


Yeah, cause like the buttons there.


So, yeah, I think, OK, so it was that little button right there, so with the 0.82.


And then it was, what was the other button?


Oh


The why through that button.


and then type 6


it's not


I think I'm doing it. I think I'm the one doing it wrong.


Hold on


OK, cause when I did it before, I got confused too. Um,


Yeah, I pressed the, the, the button, like it's there.


uh-huh


Wait, I think, well, I'm gonna redo it.


OK


Yup


and put the parenthesis to finish it.


3 and 6. Now I'm getting 0.92.


Uh, close to what I got.


Let me, let me see on the calculator.


Maybe it's better like that. See if it actually works.


I do not wanna have to return this calculator.


Let's see


Uh, how do you do it on calculator on the TI 84.


Um


Let me see


I used to have that calculator, but I haven't used it in so long.


I think there is like a pretty similar button for like why root X or something.


Yeah, there's a, a root square button, that's what I'm seeing right now, but


Like it has 2


or


it's just a little.


no, it's just like a regular one


There should be one that's like the root, but it has either like N or Y.


before it


And or why


uh


Yeah, so either like 10 root X or Y root X or something.


Mhm


let me see. Well, I'm actually gonna need this for the test, so it's good that I'm actually trying to figure it out. Cause also I won't know it and I need this for my FRQs.


Mm.


Uh, let's see if it works like


this way. Let's see.


Now it's giving me 5.4 again. The same thing UBT gave me.


So


OK, yeah, that's, that's not right. Um.


Mm


wait, are you doing 0.82 to the sixth power.


I'm, I'm doing what's here.


Or is that wrong?


OK, just stick through 0.82. OK. Uh, let's see, I did find my TI84. So, let me see if I can find the button.


Um


Hold on, I think I can go on photo booth and then


show you my calculator


Oh, OK


OK.


Sorry


Now I get flagged again.


OK


What happened?


I got flagged again


Oh, that's weird


Yeah, cause I, oh, I guess it's cause I was in it cause I was trying to show you the calculator.


Oh


Oh, I see, I see


Um, OK, so, I can't find it on the TI 84, but you know how we were talking about how 6s through is the same thing as like 2 to 16.


Yeah


I definitely know how to do to the 1/6 on a calculator.


Yeah.


So do you want to try that instead?


Yeah, I think it might work better for my calculator cause this is being like really weird and


Yeah, I know there should be a way to do it, but I can't remember off the top of my head, so.


yeah


probably just safer to know how to take anyway.


yeah, cause I can't see it on here as well, and


it's doing so much. That's so weird how it flagged to me though.


but yeah


So, what would I put in the calculator for it to be.


Yeah, so just do 0.82 um and then like the carrot.


car


the exponent symbol


Oh, yeah, yeah, yeah


Uh, yeah, so then that should bring like a little box


yeah, to the 16


Uh, yeah, probably rounds to 0.97, um.


Oh, yeah, yeah, yeah.


I got like 0.967 maybe? Yeah.


67, yeah


OK, cool. Um, any questions about that?


Mm, no


OK.


I just, let me write that down.


Cool.


Uh


cause it's


I want it to actually be able to


do it


Yeah.


quickly.


OK, got it


So, it would, so B would equal


Mhm


96. You know what? That's funny cause that's what I got when I guessed, cause I was just putting in numbers, and then my calculator was saying I was wrong.


You know has


yeah.


Um, OK, let's, let's do 0.97 just because that's how it rounds. Um, I don't know how picky your teacher would be, but


mm, my


some people would mark that long, so.


I don't, I don't know. I think


if anything, I can just explain to him about my calculator.


or something


Yeah, um, but like just 0.967 or just 0.97 would be better to be safe.


Yeah


All right, let's, he usually just lets us do like


as well,


whichever one's more accurate


Uh


Um.


on the thing


OK


That's fine then.


Let me see. Sorry.


I don't wanna be like too nitpicky, I just don't wanna, I wanna get like a bad grade.


cause


No, it's fine. Usually, if you write more digits, no one will care. Um, it's just like less that's the issue.


yeah


OK, it gave me 24.19. OK, let me see uh 97.


Wait, what is this called


See if that works better


There's just, um, to see if, um, when it's uh


like if it'll give me the, I'm doing cause I'm


Oh, like you're plugging it back instantly.


OK.


OK, I got


they're wrong.


answer again


OK, so you have A times B x and you're checking if it equals Y.


I'm trying to see if it


can equal the


weight


I think I was doing it wrong, cause I was putting the


the for the exponent, I was putting in the 15 and I got 15 again.


You put in 15, like for the X funnel.


Like, like I couldn't, I, yeah, I put in


OK


to the power of 15


OK. And what did you get?


OK. Um,


That feels like calculator or if it was me.


no, that seems fine. And what is it supposed to be in the problem?


It's supposed to be 13.5.


Hm, OK


But if you have a calculator, can you try to see if you get the same thing.


Yeah, I just said 25 times 0.967 to the 15.


And I got like 15


Um,


Oh, OK. So I guess it's


I guess it's the question being what it done.


can you, can you like show me the table again?


Yeah, I don't know if it's showing.


Is it showing?


Uh, not right now, no.


A window


share screen


That's because they took it away cause I was


showing my, my thing.


Uh


right


my calculator on photo booth.


And they were like, no.


Mhm


Yeah. OK.


mhm


OK


is the


hm


are


are you also getting 15.


Let me just test it first value. Yeah, I am.


OK, so, oh, so I thought it was my calheer this whole time. Turns out, OK.


Yeah


I guess my cafe is fine then.


Mhm.


I mean, I can try putting it in in like a in


how he taught us and see if I got some, like the same thing.


But I don't think I'm gonna get the same thing.


Um


Mhm


because what he told us to do, cause I have a TI 84 + CE Python. That's the one with the digital screen, so it has more errors sometimes.


Like if you're not really careful with it


But let me, I'll see what, I'll see what it gives me for like the, the A and the B.


OK. Um, yeah, we can, we can try that


and see if it's like


close at least


because this is how he taught us, but then again, like,


I don't know what's going on. I mean, if anything, I could, I could just ask him.


But this is just like two questions out of the whole quiz that we're having.


Yeah


But I still want to get it right


Yeah.


cause I have a D in the class.


You can tell math is not my forte.


OK. Um, let me just check this out and see if I


need


Let me see. OK


I saved it


to sat calc 0.


um


a trace


Mm.


do not start going wrong on me.


OK.


It says quit


A dimension mismatch.


Oh, well, it's just, it's supposed to be exponential regression.


Mhm


Yeah


Yeah, and that's what I'm putting in, but it's saying


it doesn't work


How?


Um


program


not program


stat


Sorry, this is like a waste of your time.


It's OK. Um, I'm also pulling it up on my calculator. I also have a TI8D4 plus CE, so.


OK


uh, let me see if I can figure it out.


See, I added a whole different number that I didn't add on to it.


I don't know where I got that


Like, I don't know if it's something I'm doing or if it's the calculator itself.


I mean, it has to be no


Yeah. Mm.


Cause it's getting like whole different numbers that I didn't put in there.


Mhm


OK, I got


2 whole different numbers.


OK, what do you got


I got 4


I make sure everything's right on there first.


Yeah, I got, OK.


Hold on, cause I like exited out of it real quick.


But I got


30 for A, 31.60.


And for B 0.92.


OK. So, actually, so for this one,


uh if you just plot it on like your calculator or whatever, um, it's not like exactly exponential, which is why they call it like a model.


Um, so actually when you plug in like X and Y, you won't get the exact same values for um that are in the table, and that's like expected. Um,


Yeah


OK


uh, so like when you were saying before, you got 15, we got 15 and it's supposed to be 13. That's actually fine because uh the model isn't perfect. Um, the one on your graphing calculator will be a little bit better, um, because depending on which like X and Y points you use, you'll get slightly different answers. Um


and like, that's completely fine. It just means it's not perfectly exponential. It's like just a model. Does that make sense?


So, as long as you show your work on how you got A and B.


Mhm


I'm pretty sure you'll be fine on credit, but the reason you have to use like how you're like you only learned how to do it with a graphing calculator in in class is because you can't really do it by hand.


Mm, yeah


So it's completely fine that you're not getting like the exact same values if you plug in X and calculate it using your A and B.


Does that make sense


OK, OK


Yeah, yeah


Cool


So when we go based off the cal so would we just like put in the thing.


Yeah, so I think you should go based off the calculator because that's like a proper regression model, and that's what you did in class.


Um


I mean, if anything, do you think I should just ask him tomorrow just in case?


Yeah


yeah, you can, you can ask just in case, um, to make sure this is like what you're expected to do. Um, I was a little unsure because I guess it depends. Usually you don't use the graphing calculator for this in precalc. It's more of like a stats thing


um,


Well, this is AP so I don't know if it's like, if that makes any difference.


yeah, I don't know. Um, we didn'Our High School.


um


Oh


yeah


we had Mr. Davis and AP staffs.


Yeah, cause this, yes, is like a new thing, like, most colleges don't even get the credit.


Yeah.


Yeah, so, uh, yeah, it's probably better to ask. I mean, you know how to do it both ways now. Um, but probably just ask and make sure.


Right, cause then once I have the equation, I could probably


just like fill in numbers, you know, like for, for the X.


Mhm. Yeah


Mhm.


cause I, I like pretty much get it, but I just


OK


I just wanna make sure with them cause I get the rest. I think, I mean, I, I haven't really looked at them, but when we're doing them on in class, I mean it was pretty easy.


OK. Yeah. So,


Yeah


cool. Um, did you have any other like questions about this topic?


Uh


not, not that I can think of right now.


OK, cool. Um, if you think of something else, I'm sure another shooter could probably help too.


Yeah, the rest is like


I mean, I guess I'll just ask him to see like,


cause like number 5, we kind of did it in class.


Mhm


It's just like


exponential growth, which


that is just the exponential growth thing.


So it's not that hard.


I just gotta remember the formulas.


but yeah, I'll ask him, I'll ask him tomorrow, um.


OK


yeah.


All right. Thank you so much


Yeah, of course. I can help


Good luck. Thank you


You too


Hello! I want to do some practice problems from the PDF. I was wondering if you could rewrite out the problem with different numbers but same format. Currently on page 2, problem 10. Here's the link to the pdf: example.com/math_problems.pdf


Hey Liam, yeah I can help you with this. Do you have a test or quiz coming soon?


Yes


Friday


Awesome. You are going to do fantastic I am sure. I can give a  new problem


I want one like #10


its on page 2


Thanks Ms. Davis on paper rn


want to try and tackle this problem


so far i have


14x^2-x-15=0 is this right so far


yes


kk


question 10, is like the easier ones but you just are first combining like terms before solving the quadratic by factoring


I got X = -1. X= 15/14


yes exactly


yep


awesome


now 11 page 3


let me know what you get


one sec


you dont need to solve for x all the way through but leave it in a form that you would put into the calculator


sorry about the wait


no worries


is that Ms. Davis?


k


how is it going? is this one causing some trouble


Hey Liam, are you still present?


I have to leave ill request back when home


okay sounds great have a good one i hope this was helpful


Hi


how can I help you today?


I’m Having trouble figuring out the last step of question 38. I posted 2 pictures of the problem in the whiteboard


ok


I’m not sure if I did it right though


you did it right


the red part is right


Ah ok


but why did you get the blue part?


Because I cross multiplied


Was that wrong?


well then how do you think you're going to solv it?


I think you're missing something there


can you find it?


don't see


I have no clue


Im just stuck


so after cross multiple


you will have the 2 equal to each other


remember?


Oo


so


You set them equal?


yes


let's do that


Ok


correct


So do I distribute the power of 2 to x and 3?


ok


wait


you remember how to expand the square the sum


sorry my internet just got stuck


No


It’s ok


you see my hand writing?


Yes


So what do I do?


so, distribute it useing this formula


Ahh Alr


Is that right?


why do you have a x^2 for the 2ab term?


O I’ll erase it


good, so now we have


let's combine like term


lets first simplify the terms


the 2 terms in red, let's do the calculations we can do first


I still have no clue how to add those


not adding them


calculate 3^2, and 2*3 first


Oo


to simplify the terms


9 and 6


yes


so we have this now


make sence?


Ben


now, let's combine like terms


Ok


So we have x^2+9=6x


What now


correct


then we solve it


you know how to solve a quadratic equation?


Is that factoring?


that's one way


What’s the easiest way


you want to try factoring it?


Please could u write it on the whiteboard


Cuz I gotta go to bed real soon


you should practice doing it, and I help in when you get stuck


Alr I’ll do this tmrw can I contact u again?


I think you can go to the session history


Ah ok


but it's actually not hard


it basically the last step


O so I factor and then I’ll get 2 x values right?


yes


And which ones right?


only the positive ones will be resonable


Ok


Thank you so much


cause you can't have a negetive legth, right


Ye


and you might have 1 awnswer


2 awnsers


or 0 awnsers


it all couls happen


good luck on that


bye!


Thank you bro


You're welcome!


hi Sarah


hi!


so I need to find zeros


but this is a complex solution only


and I need synthetic division for this


so what do I do?


hello?


hi


ok sorry I'm in a rush Im studying for a test


but this is a bit difficult


Hi!


Hello, what do you need help on?


I'm trying to complete a homework assignment, i was told i can use synthetic division to solve the problems, but im stuck on one right now


Can you upload an image of the problem and I'll help walk you through it?


sure


Are you still working on uploading the problem?


yes, sorry


No worries, first on the board can you show me how you would set this up?


that's honestly what im confused on, because usually we do problems with only two things on the bottom, like x-c, but i don


don't know how to set it up with 3


i know how to set this one up with the synthetic division, but i don't know to do it with three


Ah I understand, first I'll tell you the set up is exactly the same and I'll show you how to divide with three.


So on the board, set it up just as you would with 2.


i have no idea what to put there


Ok, first to make this problem easier, I want you to actually simplify the dividend first.


would i have to factor a bit, and then do it in 2 parts


Do you see how you can simplify that part to make the problem easier?


like make it (z-3) and (z-1), and then do the same thing like a normal 2 step, but i would have to do it twice?


Yes that was actually the next step, I was referring to the 3z^2-6z^2-9z+3


how can you simplify that to make it a simpler problem?


oh wait, i have to divide by 3


sorry, i completely forgot that part


Yes good, first erase this we'll start from the beginning, it'll be easier this way.


No worries!


No need to set up first write the simplified version.


Yes thats perfect


Write down what you said for the factored version of the divisor


Don't worry about setting up the division part yet.


Yes perfect, now first divide the function by one of those parts as you would normally.


Yes thats good now do the other one


Yes thats good now write out both answers for these


Good now finally, we have to combine both results into one, first write the original problem as a fraction


Keep the divisor factored though


like that


yes thats good


Now because the numerator divided by z-1 is equal to the synthetic division we performed for that part we can substitute that in, so do that.


wait what?


I'm sorry, that lost me a bit


Ok right now we can think about this as (z^3-2z^2-3z+1)/(z-1) * 1/(z-3). Given this, we are allowed to substitute in the answer for the synthetic division of (z^3-2z^2-3z+1)/(z-1)


so are we just left with the z-3 on the bottom then


Yes but that will be substituted as well. I just realized this might become more clear for you if I do the problem and explain my steps as I do, would you like that better?


yea, probably, honestly right now, it's just a bunch of words to try to understand


Ok no worries I thought that as well.


This is the correct problem right?


yes


I'm not going to simplify the numerator here just because its hard to write here and the problem is relatively simple, but on paper I would recommend doing so.


So this result makes sense to you correct?


yes, everythung made sense until you said the part about substituting


ok theres another part i'm going to get to one sec


Ok in this part here, one thing I don't think I made clear over text, is when you divide by the second part you have to divide by your result of the first part excluding the remainder


I'll show you here


Does this part make sense to you?


So this part is clear?


Why we have to divide by the result of the first one the second time?


yea


Ok good


Ok, so do you agree that this is the same as the original problem


Good, so then do you agree that the first part of this should be equal to the first synthetic divison we did


*division


ok good


So when they are equivalent you agree I can substitute it in correct?


Does this substitution make sense?


What I have on the board currently?


Do you agree that I am allowed to split my fraction like this?


yea, that makes sense


ok great


Now if we look at the first fraction, is this the same as the second synthetic division we did.


Do you agree with this?


Ok so if they are equivalent then we can substitute the answer of the second synthetic division in for our first fraction correct?


great!


Then because they are all equal, and we have substituted all our answers in, this is our final result.


Do you have any questions about any part of this?


Are you comfortable with how we got this answer?


so um im not totally sure that it matches with what the teacher gave us, or if i would still have to simplify from there, because he gave a different answer


Can you show me the answer he provided you?


Ah ok we can get this answer as well let me show you, first we understand the first section is fine yes?


yea


We just need to simplify the second part


i was just confused about the 2nd part


No worries let me show you that now


So as you probably know to combine fractions we must get like deonomiators.


So we can see the difference between the 2 fractions denominators is a factor of (z-1) right?


do we have to multiply z-1 so that it just ends up as z-3 on the bottom?


That is actually completely valid and would give you a correct answer.


really?


i just guessed


No worries.


But actually here, what we would want to do to match it up with your teachers answer is multiply the first fraction by a factor of z-1/z-1


because (z-1)/(z-1) would equal 1 we get an equivalent fraction.


Now that they have like bases we can combine the two, but also remember that the numerator in the first fraction can become 6z-6 through the distributive property


now we can see the numerator is the same as your teachers answer, and all we would have to do here is instead of keeping (z-3)(z-1) as our denominator we can expand it


i had not thought of that


And now we have your teachers answer


ohhhh


okay well that makes so much sense, thank you so much for taking the time to explain!


No worries! Good luck on the rest of your hw!


Hi Maya, how can I help


Hiii I need help facotring


sure


what would be your first step


ummm finding the product-sum


what multiples of 18 that can involve (X) will =21


ummmm


we can plug in some numbers and check


okii


lets try 1 and 18


would this work


no I don't think so?


yes, youre right


does this work


no I don't think so


do you know why it doesn't work


well when I distributed it didn't work


okay good


what about this


no it doesn't work


good


now we only have 3 and6 left


where do you think the 6 and 3 go


try distributing that and see if it works


does it work


no but I think it will work if I switch the 6 and the 3


yes! try that


I think it worksss


good! do you have another question


yes one sec


okay lets try this


it looks like that works


lucky guess


do you want to try this one


lemme just see if this is rightt


ok my homework thing said it was right


can you help me with the next one?


yes


do you want to start off this one


huh


which one?


the next one


oh sorry yes


I don't think this  one works


well first we need to make list of multiples of 21


ohhh that's what I forgot


so we need to use one of those pairs


you used 21 and 2


yea I did that wrong


lets use one of those either 21 and 1 or 7 and 3


does that work


I don't think it works


what about if we flip it


I don't think that works either


good


what about this


a short cut is just to add the numbers, i dont know if you learnt it already


see?


I don't think that work either


i think the math showed it worked, let me double check


oh wait yea it does


I was thinking of the wrong equation


yes! it works


okii can you help me with one more?


yes!


lets try this on your own, make a multiples list of 14


lets try it in the parentheses


okiii that's the right one I thinkk


good job!


thank you so muchhhh


of cpurse


anything else?


nope thank you for your help


of cpurse have a good night


you too good byeee


hi Liam


Hey I was hoping if you can help me solve a specific problem


sure


2x^4-2x^3+7+8x^2-x divided by x^2+2


this one


like I wrote on the board?


yep, i understand the set up but i have no idea what else to do


what does the problem ask you to do?


is dividing polynomials so technically dividing that problem


so just divide? we can use long division, similar to what you do with numbers.


i set it up that way actually :)


good start, then!


start by dividing 2x^4 by x^2


i added 2x^2 on the top and then on the bottom i did 2x^4+2x^2


right. just like I wrote on the board


then subtract that whole second line


and bring down the -2x^3 from above


ohh i see what to do


you write the next line


on the board


do i bring down the -x or no?


not yet. first write stuff on the board


above and below the radical


write the next term under the -x


so it lines up


just 2x^3-4x


oh i though that cancels out 2x^3


2x^3 is canceled


okay making sure


but now you bring down the 6x^2 and do -x --4x


no


oh my bad


2 negatives makes a positive


it's a -x and a +4x


wait what yeah i dont get that part my bad


-x from the top


then -(-4x) at the bottom becomes +4x


so -x+4x


subtract 1 x from 4x


almost there


x^2 into 6x^2


did that make sense?


okay now i get itt THANK YOU SO MUCHHH


yw


Thanks again and have a nice dayy


Hi


do you want to give each question an attempt before i come to it?


like you can give each question a chance and i'll tell you how youre doing?


hey just following up!^


what are your answers for the first image


erm still doing it


10 for the first


12 for tje 2ndone


those both look right!!


idk hw to do 3 and 4 since its an advance topic  so


i Emma need help


do you want to go through them together?


ok!


yup  ut dont necessarily give methe answer


jus help me instead


so there's something called the tangent-secant theorem, do you know what that is?


yup


ok could you maybe use that


poer of   a point


yeah!


using dg as the tangent


tangent secant


Liam


ok haha


hahhaha


( 12(3) + 5) (5)= DG^2


correc?


or naor


i thought it was


huh


yea


or maybe im wrong lol give me a second


ok yeah


oh


what do we use


multiply oradd


mine or yours


i thought it was add but let me double check for a second


oki


i believe its add


bc it's tangent^2 = whole secant * outside part


ohoki?


and whole secant is 12+3+5, and outside = 5?


but while secant we needed to find one


but oki


nvm


ok!


so what does that give you dg is


yes!


ifwe assum that fa is 12


like the other


we know fa is 9


since


from the question


oh i was assuming sorry


ah ok im sorry


blind leading theblind( me most of the time)


:o


HAHA


back


9x = (12)(3


so cf is?


yep!


do you want to try 4 now or do you want to go through tg


me


since i get the flow na


ok!


and dg


wait sorry are you saying dg is 12 or cf is 12


cf is 12


hm


look again i think


omj ill try


youre close? i think cf isnt 12 though


let me know if you want a hint


huh


math term


yes but that is dg?


bc dg is the tangent here haha


cf


oh


sory\BWHAAA


nono thats ok!


hahahha okioki


its 12 for cf


*for dg


dg is 3


you switched them again but yes that's correct!


hhahhhaha oki


ok now what about 5


correct!


could we check the math here?


huh why


i have 12*12*pi*1/4 - 1/2*12*12


which is calculating to 41.09 for me?


its 90/360 pi(12)^2?


huh


yes but hten you have to remove the triangle


AY UH


the only shaded part is what i just outlined


SEGEMTNS DIAYNI


could you show the formula again?


my bad


theta /260 pi r^2 -1/2 r^2 (0)


ok so that's 90/360*pi*12^2 - 1/2*12^2 correct?


YUP


soits 23.11


correc


so im getting 113.09 for the first term and 72 for the second term?


which is 41.09 overall?


you forgot


sin (90)


btw


sin(90)) = 1 though


which ones are these for


63.1 - 40.5=23.1


for thar on


oh but


solve it indiviually then monus


unless ur converting to cm ahead?


no that still wouldnt be the same


yes!


sorry about that haha


we can do 3 of the last part


you had the right concept just wanted to make sure it was the right calc


and solve for the radius and center angle/ centerrafius


and expound


ok sounds good!  for the second picture?


do you want to try + show what you get


or square of 8


yes


Chloe


we need the formula


(4,10 itwas the center


we usethat


ok! so it would be ?


(x-4)^2+(y-10)^2 = 8


x^2 - 8x^2  + y^2 - 20y +113.2


expounded


ok we can do 2 more and we can be done


lets find the center for the port


ok! which one do you want to do


ok


and equation


so (-1,1) is center


whats radius


yes!


and equation?


erm x^2 + y^2 -2x -2y -3.8


edpounded one


which one next


its (x-(-1))^2 + (y-1)^@


we can be done


Noah


bye


ok no problem! have a nice evening


Olivia


same here


bye!


hello


Hi, hello


hi


Do, can you


um, mute


so we can probably chat.


for like maybe not chat like solve problems.


are u fine with text bcs theres a lot of background noise


Um, I just have, I have some, I need to


um, I need some help with the problems.


yes Jay i can help!


OK, then, then maybe.


OK


whats your question?


On


and


hello??


hello


yess


Um


bring it


upload.


There we go


ok! thank you


just


Here's the problem


so decimal multiplication correct


Hm.


One second, I'm gonna


make myself


um


OK, I guess I maybe we start.


ok perfect


so how would you usually go about questions like these


What we start?


with?


yep


Where should we start?


ok so we can split the question up


I got


Hm


so


once I, I, uh, I was just


I was just talking to my mom for a second.


Oh, OK, how do we split them up?


since there are 3 terms, we can do this,


OK


ok so we can mutiply 0.002 by 75,000 first


Mama


good.


and then multiply that result by 0.004 if that makes sense


um


because


perfect


so now we have to start multiplying and obviously when it comes to multiplying a decimal number its harder


meaning we can turn the decimal into a whole number!!


did do it by buying.


You split it up and multiply the zeros.


move the decimal point.


yep!


So


so you can do 2*75,000 and then move the decimal points over


so in the parentheses, it's going to 150,000


yep good job!!


and now we have to multiply by the last term


Hm


15 times 4 is going to be 60.


yep


it's gonna 60.


yes but then we have to move over the decimal spaces too


Yeah


So it's going to be


yess yayy good job :)


OK, so that's the answer.


mhm


I dissolve


this, this type of type of problems.


ok so what do you think we should start with?


first lets identify what the question is asking us to do


OK, then.


the thing, the question is including no trailing zeros.


How many digits


are to the right of the decimal point in the product


7,000 to the power of 10 times 0.0001.


to the power of 10


ok so we are asked to find the digit right to the decimal point


What do we do now


so this is what i would do


since we know that both of the exponents are the same


we can multiply 7,000*0.0001


so what would that be?


Oh yeah, that's smart.


And whatever the result is, it's going, I think it's 7000, I mean 7 and then 7 to the power of 10.


almost, it would be 0.7 correct


since its 0.0001 there are 3 zeros


Oh


glad you understand :)


I do it


do 0.7 to the power of 10.


so usually what u can do it read the exponent since it says to the power of 10 there will be 10 digits after the decimal


so it all depends on what the value of the exponent is


so for example if there is 0.7^5 there would be 5 digits after the decimal point


does that make sense?


hello?


What is “^” mean?


are u still there


to the power of


so it's going to be


oh, so it's going to be 10 digits after


the decimal point.


yes!!


good job


and is it all the same number?


or they say all the same digits.


no they are not all going to be the same number since 0.7 isn't a number like 0.1


we are.


OK.


and


but you can tell how many digits there are by the exponent


on that


Uh


Um, give a CXponent says.


10 digits


yep!


so the answer would be 10


How


because we have 0.7 to the power of 10 and the exponent tells us how many digits are to the right of the decimal in this case the exponent is 10


meaning there are 10 digits to the right of the decimal point


Oh


I get it


yayy


I didn't get the problem really right.


whatd you say?


Um, I didn't really get the problem really well, but now I reread it.


I got it


oh ok yay!


This, this is 10, 5 or whatever exponent.


It is like however much digits or it depends.


yes it is based on the exponent


Oh, so basically if it's like


7 to the power of 5. There's 5 digits after the decimal point.


well with whole numbers that isn't how it would work since there wouldn't really be a decimal point present in the number


but for decimal numbers it would work like that


Oops, I mean


0.5 to the power of


5, it's probably so is it going to be 5 digits after the decimal point.


at the 40 answer


yepp


So basically in this problem, it's look the the the


the, the exponent is.


the answer


yess!!


yayy good job


Thank, thank you.


You're so helpful.


of course loll im glad you understand it


Hopefully we can see each other.


um.


again


I


yes hopefully we do


I mean by.


bye!! :))


hi


wsp


Hello Jamie, I am great!


How are you?


good


can u pls help me with a st math assignment


Sounds great, what do you need help with today?


Of course I can, would you mind sharing it or explaining it to me?


can I share my screen


Could you explain to me what your assingment is to do?


I think I have too put the numbers on the number line based on the problem


Okay great! now do you know what the sign inbetween the W and the 0.31 is ?


umm


I think the water is for w


and the sand is the other


Okay, great! what about the sign in between the water and the 0.31?


I think that is the thing that says if it is greater or smaller


Your on the right track!


Is it greater or lesser


or if it has a line it could also be equal with whatever else it has


YES, you got it now which one is it!


umm I think it is greater


Not quite, try again!


oh wait


its smaller


YES, the sign means smaller than or equal to 0.31.


wait so would it be water or sand


idk


How you know that is by thinking of an alligator, who is eating the bigger number, meaning it has to be smaller or equal to that number.


0.31 would count as water then


oh


Since we said that it can also be equal to


Anything greater than 0.31 would be sand.


umm would this one be water


Which one?


the 0.3


Great question! Is 0.3 greater or smaller than 0.31


What do you think?


umm I think smaller


YES, so that would be water or sand then?


umm water


You're doing great Kai!


I think this one would be water


ye


Yes, keep going!


Now what is it say this time?


it says that o.5 is smaller than water


Great, so anything smaller than 0.5 will be our sand.


ok


umm can u pls explain to me what to do if it is equal


Okay, in this situation we have 0.5 but 0.5 is not equal to water. SO we would count 0.5 as sand.


You're doing an amazing job!


What about this one? What do you think?


um


maybe this one would be water the 0.04


Yes, it would count as water because it is greater than 0.01


would this one also be water


Not quite, what do you know about negatives?


oh it a negetive


ummm


they are less then whole numbers


Yes, so anything under 0 is a negative and is less.


So it would be?


sand


Yes!


You did great!


I think this is the next level it usually gets harder


Okay that is fine we can get through it together!


oh I think now there is no number line


That's fine let's imagine a number line being there.


ok


Now do you thinkk 20.25 is greater or smaller than 20.4?


smaller


Yes, so it would be?


Yes it would be!


am I right


ye


You’re doing great! Nothing is hard for you!


umm


would this be...


water


Okay do you remember what we said about negative?


Great so what do you think?


its um less than a whole number


water cuz its the opposite


YES YOU ARE RIGHT! You are doing great!


I have to go in like 2 min


can we work on this later when it time


I will fav u


Okay that’s fine! If i am available I would love to help you!


but for now can we do this problem


Yes of course!


I think this would be sand


Your doing amazing


bye I think I have too go now ty


hello


hi


how may I help you this afternoon?


do you have a math question?


no


Oh.


Ok, you are just testing the site, is that right?


im hear to learn algebrea


i dont know any


what are you taking in school?


can we turn the mic on insted


e


Sorry, I cannot use the mic today.


ok


Leo


what grade are you in?


fifth


Hi! What do you need help with?


Hi yeah I need help with some questions on IXL. I'm trying to put the questions on the board but it says "attempting to connect the whiteboard.


Yeah, same for me. That's weird.


Do you want to type it out instead, since image uploading isn't working?


I think the platform is having a malfunction or something like that... we could use the chat but whiteboard would be way easier and way easier to understand the question you know?


Yeah, I understand, but it seems like chat is the only option here


can you share screen? or is it not allowing you?


No, it isn't allowing me


we could use audio? I don't know. I don't know why the whiteboard's suddenly not working


Sure


Hi how can I help you


haii im doing radians and degrees


OK


To convert from degrees to radians, multiply by pi/180


oki


so the degrees would cross cancel right?


Yes


so i would divide 29/18 times pi?


You would just give the answer as 29/18 pi


It says exact answer


So you would simplify the fraction as much as you can and then just input that with pi


Do you have any other questions?


yea 1 more


Ok


Btw, to go from radians to degrees you just flip the pi/180 180/pi


so this would be 8pi/9 radians x 180 degrees right?


Ok so we are going from radians to degrees


Ok we are trying to get rid of hte pi


*the


So we need pi on top and bottom


So when pi is on top and bottom, it cancels right?


yes


Why don't you go ahead and try it


would i have to make the value a fraction?


so the value/1


No you don't you can just multiple 8*180 on top


Or you can see 180 can divide into 9


oki


Then you can do 8*20


What do you get?


Ok


Great


Yes


i could do 8*180 then divide by 9 right?


But I think that it's easier to just do it the way I did it


You can do it in your head


Do you see what I mean?


160 degrees is the answer


Right


So in summary, use pi/180 180/pi to convert


Do you have any other questions


nope


thank you


ok


You're welcome


Hello John


hello


Please post your problem or ask the the tutor


can i share the screen


You can try but I never shared the screen before


i did a screen shot


I do not see anything on the bard


board


I just see three dots


it says attempting to connect white board


5 more than twice a number
x
x

2
x
+
5


is this correct


You can do the mic.


Yes it is 2x+5


You can do the mic, OK. Can you hear us?


Oh, he said yes, it is 2 x.


I do not have the mic


What is twice the sum of the number x and 5


What is the problem?


Sum of the number x and 5 is x+5 and twice will be 2(x+5)


What is 5 less than twice a number x


Can you tell me first?


What is 2 times of number x?


is it 5 (x-2)?


Try again


or 2x - 5


First ell me what is 2 times the x


2x-5 is correct


2 times the number x is 2x and then you subtract 5 from the number


It means 2x-5 is correct answer


Oh okay


Emily walks dogs for
$
15
$15 each and charges a one-time household fee of
$
10
$10


What is next part of the problem


is it 10x + 15x


u have to drag it into like parts


I do not see the rest of the problem


Please type it in the chat box


I see this part


Next what do you want to find the answer


and the answer choices are 10x + 15x and 15x + 10 and 10 (x+1) and 10x + 15 and 15x - 10


Do you want to know how much she charges every time or how much she will charge after x number of time?


How much she charges everytime


Ill try my best by myself


bye


Hello Jamie, how can I help you?


hello! I'm currently learning about how to solve systems of inequalities, and I'm confused about a certain problem on how to graph it. I was wondering if you could help?


yeah, no problem!


it seems my whiteboard isnt connecting but let me try get it to work


okay


just wanted to check, are they linear inequalities?


yes


ok let me explain how to do it i dont think youll need a whiteboard for it


ok so usually theyll give you a bunch of lines equations


are you confident in drawing the lines on a graph?


hi how are you


Hello


This has to do with the midsegment theorem


explain please


are you familiar with the midsegment theorem?


no not really


oh


Can I try something


A midsegment connects the midpoint of two sides


ah ha


A midsegment is parallel to the base and half its length


so EF =7


Ok


That means that DA also =7


since FB =9, and since F is the midpoint of that side, then FA must also =9


Okay I understand


Now you can figure out the perimeter of DEFA\


I think so


Do we just add up all the sides?


Yes, that is what perimeter means


There wouldn't be a 10


Ok I see why now


Its just DEFA


is 32 the answer


yes


Yay


Sir


Are you still there


Are we able to move one to the question


There is a theorem also for #10


I am not sure on how to do this one


the measure of S equals 1/2 the difference in the measures of the intercepted arcs


I see


So is the answer 34?


I believe that the answer is 39 degrees


how?


the arc TR is 68 degrees, right?


Yes sir


that means the major arc running from R to U to T must 360 -68 =292


since TU =RU, RI is half 292 = 146


Ok


the measure of S equals 1/2 the difference between those two arcs


Are you all set now?


I think so


Sir


For #11 you would use the formula Area = 1/2 ab sin(𝜃)


How would I put that into a  calculator


where theta is the angle in between the two given sides


Rs and ts


I wrote it on the board below the problem. Do you see it?


Yes


Can you do that calculation?


I am not sure how to put it in the calculator


It would be a good idea to learn how to use your calculator, because  you need a calculator for a question like this.


I got 1.9


No, that's not right.


I don’t think that right


Do you use geogebra


I did it on the online calculator


do you see it?


Nope I did not see it


It's below the worksheets


Ohhhhhhh


Do you see the answer?


OK, that's it for those problems.


Yup


have a good evening


You too


bye


Byee


Hello!


hello


It seems I can't connect to the whiteboard. Can you see anything?


it is not working for me either


rip


refreshing didn't work for me either


ill try


no clue whats going


If you think you can describe the issue in chat, go for it! Otherwise, perhaps a different session/time would work


im doing graph stuff


That would help to have a whiteboard huh


yeah it fs would


I need to find domain and range


Do you have a formula for the function or is it just a picture?


just a picture


want to favorite me


I can tell you range is the allowable y values (how far the function goes up and down)


And domain is the allowable x values (how far the function goes left and right)


But that's about it


I'll end the session here since this is a bit hopeless. Apologies for the website, and good luck!


all good thank you


hi


how can I help you


i need help with a problem


Can u share the problem pls


yes


First lets take care of the division thing first


So for exponents what do u do for division


What do u mean by 5


nvm


Oh ok


So for division in exponents we subtract them to find the exponents after dividing


so that would be???


im sorry i'm confused


So exponents in division like these


we subtracted


them to find the exponents of x after dividing


x/x= x


ok


can u solve this for me


so the answer would be x^1


yeah good job


oh okay thank you


So we are left with x^1*x


so the x actually is x^1


both of them are


okay


so for multiplying we do what to the exponents?


HInt: Think of the opposite of subtrcating


it would be x


right


Not really because there is a one right next to the other x


oh


can u try solving it


would it be 2


yes


so the final answer is??


no is actually x^2


ohh right mb


because x times x is just x


oh okay


ok


Do u have any more questions


nope


ok then


Bye!!!


hello


Hello


Are you able to see my image


yes im looking


Are you drawing on the image


not yet,...just getting a handle on it


ok so first lets see what we know


Okay ! I am going to go to the bathroom be right back


ha!,..ok


I am back


ok,https://example.com heres what we have so far


<B and <C are supplemental,https://mathpix.comm 180,https://example.orgmember?


mm okay


so we can figure that <c 105 deg,https://google.come that on board?


How did you get that


Sarahhttps://wikipedia.org <C + <B (75) = 180


solve for <C,.....105,https://math.stackexchange.comd then its bisected


Ohh ok


and so half of it is 52.5 deg


So now we have two of the three angles of the triangle FCB


Alright okay


and all triangle angles summ 180 so find <F in red


got it?


Okay


Would it be 3


the three angles must sum 180


Is angle F 52.5


yes, great!!!


Ready for the next question


so now <EFA + <EFG = 180,https://quizlet.comnd <EFA


180 is a straight line,https://mathisfun.comd <EFA and <EFG summ 180,


Okay so it would 180 - 52.5


and we now know <EFG is 52.5


yup


So the answer 127.5


yes,https://algebra.com convinced?


Yeah


k


know what the trig sine is?


Yes sir


ha, sounds military,https://youtube.com/watch?v=123ve twent push ups


Haha lol


ok, do ya see how we could use the sin function of the red angle


not sin, sine


Yes we have our opposite and hypotenuse so now we need to find our adjacent


So cos?


we dont need the other side, we have all we need


they want the angle


not the side length


What about tan


ha, yea, whatever


see my writing?


Yes


so calc the ratio and use that to get the angle on your calculator


Okay


I got 11.536


Awesome!!!!!!!!!


Oh yeahhhhh


thats degrees


you still owe me twenty push ups


Haha


you good?


One more question


k


so I marked the equal lengths first


ah ha


I like to put down what we know


Same


im thinkin


same same


Omg wait I think that you were my tutor today and then my iPad died when the call began


oh yea, that happens


figured


Is that right


oh wait,https://mathworld.wolfram.com that triangle BDC is a isometric,.....I mean the


the <D and <C are equal,...


Ohhhh okay


Do you watch stranger things


no I am strange


Lol


how did ya get 180 - 32 idea?


A straight line 180 so u subtract the angle A to get angle BDC


yea but <A isnt part of the <B


oh


You still there


oh wait I just found something


oh no, I need the lengths


Ohhh


oh wait again,https://khanacademy.orgnce the tri ABD has two =sides,https://byjus.comos base angles are the same


Oh ok


Ohhhhhh that makes way more sense


so now,....116 + <DBC=180


Yes


so now,https://geogebra.orge blue triangle


is a iso,,..what I forgot the word,https://study.comyways. 2 sides equal


the <D and <C are equal


so 64 +2*<angles = 180


How would I find d and c


they are equal


and we have the 64 deg one


so its 64 + 2x=180


Is that right


you be fast!!!!!!!!!!!


you like Maya mac,....ha?


is it wrong bc if it is then that’s really embarrassing


I like that song


whats embarassing?


if I get it wrong and I did it that fast


well then we both be wrong,....misery loves company


Lol


ok I gotta go do some push ups


yay


good luck!


thanks


sure!


adios


bye


Hi, how can I help you?


can you help me with some homework


please\


Sure!


Um


OK.


can you read it


Yes, I can see your whiteboard drawing


ok


You are solving for the product and the quotient?


can you show me how tho?????


no, I am asking if you are


are you?


ok huh im confused


I remember I'm sorry for making you mad about what it was that they were seeing. I was like,


Oh yeah, Sam, um.


OK, everything's working now. Like this


is working.


I'm just wondering


we can


if that was what you're supposed to talk for.


Uh, if I was unclear, then that's my fault. So don't worry.


we


So over here


You're fine


OK


Over here, I'm assuming you're looking for the product.


which would be when you multiply the two terms.


That


Yes.


OK, so first of all, what can you tell me about signs? As in these things.


But can you tell me about?


on location and I was with the boys for the first time and we were all in our costumes and I think there's actually a video of it like we've been to the air in.


Oh.


when you


when you have to, when you have one sign, a negative sign, and you divide it by a positive sign.


Do you keep the negative sign, do you keep the positive sign, or do you switch to a positive.


or negative


So basically, if you start with a negative sign and you divide it


by a positive sign.


You keep it as a negative, or do you keep it at, or do you switch it to a positive.


Oh, I get it.


Or I'm starting to.


OK.


break it down a bit more then.


What is 4 times 2


OK


Um


now, because do we, is it positive in this scenario? Is it positive 8 or 8?


um Positive 8.


OK, do you know why


No.


So when we have to negative signs


uh, either multiplied or divided by each other.


The negative signs cancel out.


So whenever you have two negative signs, you cancel out the negative sign, and you have the product or the quotiented postage.


If you


have a single positive or if a single negative sign, such as in the case below, you keep it as a negative because you need to cancel, to become a positive.


Yeah.


Oh, OK.


So what is 12 divided by 4.


Sorry?


Yes. So what is, would it be -3 or positive 3?


Positive 3?


Why do you think that


Well


brb


ok im back


OK


So


12, 1 by 4 is 3.


because there's only one negative sign over here. We would have


the portions as a negative.


Does that make sense


yes


hi


what do u need


I don't no that ansswwer


thats fine i understand


ok wait


c