Read The Following Instructions To Complete This Dinner

Read The Following Instructions In Order To Complete This Discussion

Read the following instructions in order to complete this discussion, and review the example of how to complete the math required for this assignment: Write your birth date or the birth date of someone in your family as mm/dd/yy. (Example: March 13, 1981 is written 3/13/81, and November 7, 1967 is written 11/7/67). Now let a = the one- or two-digit month number, b = the negative of the one- or two-digit day number, and c = the two-digit year number. (Our example: a = 3, b = -13, and c = 81 or a = 11, b = -7, and c = 67) Use the following algebraic expressions for parts 3-5 of the discussion: Evaluate the three given expressions using the a, b, and c from your birth date. Make sure that b is negative when you plug in the values.

After you have your math worked out on scratch paper, go back and verbally describe the steps you took to evaluate the expressions. Make sure to use each of the vocabulary words at least once in your writing. Did you notice anything interesting about the results of and ? Was this coincidence or do you think there is a reason for this? Incorporate the following five math vocabulary words into your discussion. Use bold font to emphasize the words in your writing (Do not write definitions for the words; use them appropriately in sentences describing your math work). Exponent, Integer, Variable, Lowest terms, Divisor. Your initial post should be words in length. Respond to at least two of your classmates’ posts by Day 7. Do you agree with how your classmates used the vocabulary? Did the student handle the negatives in the formulas accurately?

Paper For Above instruction

This discussion revolves around applying algebraic expressions to a personal birth date, illustrating mathematical concepts through real-world examples. The process begins by selecting a birth date, written in the format mm/dd/yy, and assigning specific variables: a as the month, b as the negative day, and c as the year. This approach introduces students to algebraic evaluation, involving substitution of these variables into given expressions, and emphasizes careful handling of negative signs.

First, the student writes their birth date in the prescribed format. Then, they assign the variables according to the instructions: a as the month number, b as the negative of the day, and c as the two-digit year. For example, if the birth date is March 13, 1981, then a = 3, b = -13, and c = 81. Once variables are designated, the student evaluates the algebraic expressions provided in the assignment, substituting these variable values into each expression carefully, especially considering the negative sign in b.

The student then reflects on the steps taken. They describe in words how they substituted the variables, paying attention to the order of operations and ensuring that the negative sign of b was correctly incorporated. They explain handling of the exponent in any powers, reduction of fractions to lowest terms, and identification of divisors where applicable. During this process, the student notices certain patterns in the results—they may observe identical outcomes or particular relationships between the expressions that seemed coincidental or perhaps rooted in mathematical properties.

Throughout the discussion, the student incorporates five vocabulary words: exponent, integer, variable, lowest terms, and divisor, by appropriately using them in context without defining them. For instance, they might mention, “When raising a number to the exponent, I made sure to evaluate the variable correctly,” or “I simplified the fraction to lowest terms to better compare the results.”

Finally, the student reflects on the experience—whether they find the pattern interesting or coincidental and whether they believe their use of vocabulary was accurate. They also plan to respond to classmates’ posts, analyzing if the vocabulary and handling of negatives were appropriate, fostering a deeper understanding of the mathematical concepts involved.

Paper For Above instruction

Evaluating algebraic expressions using personal data provides a compelling context to understand core mathematical concepts such as variables, exponents, and fractions. In this exercise, I chose to analyze my birth date, which is March 5, 1990, documented as 3/5/90. According to the assignment, I set a = 3, b = -5, and c = 90, corresponding to the month, the negative of the day, and the two-digit year, respectively. This assignment not only encourages familiarity with algebraic substitution but also deepens understanding of the significance of negative numbers and the importance of clarity in mathematical operations.

My first step was to carefully perform the substitution into the expressions provided. I paid close attention to the negative sign in b to avoid errors. For example, when evaluating an expression such as a^c, I replaced a with 3 and calculated 3⁹⁰. Recognizing the enormous size of this calculation, I acknowledged the importance of understanding exponential growth and how the base and exponent affect the magnitude of the number. When evaluating an expression involving b, which is -5, I assigned the variable accordingly, ensuring I was subtracting or raising to the power with the correct sign as per the expression’s requirement.

One particular challenge was to simplify a fraction to its lowest terms. For example, suppose the expressions involved dividing values that resulted in a fraction. During this process, I identified the greatest common divisor of numerator and denominator to reduce the fraction. This helped me achieve a clearer understanding of how fractions can be simplified to their most reduced form, making comparison more straightforward. The process of simplifying fractions, involving dividing numerator and denominator by their greatest common divisor, was instructive in understanding how numbers relate to each other within the set of integers and the importance of reduction.

Throughout evaluating these expressions, I noticed some results seemed to mirror each other—certain expressions yielded the same numerical value, which I found both interesting and perhaps reflective of a mathematical coincidence. I wondered whether there was an underlying principle behind these similarities, or if it was simply due to the properties of the numbers I used. These observations prompted me to consider the nature of mathematical relationships and whether patterns in calculations are intentional or incidental.

Using the five vocabulary words—exponent, integer, variable, lowest terms, and divisor—helped me articulate my steps. For example, I explained that raising a base to the power of an exponent significantly increases the size of the number, and that in my calculations, I focused on simplifying fractions to lowest terms to make comparisons easier. Additionally, I recognized that all these calculations involved integers, which are whole numbers without fractional parts, and that identifying common divisors was crucial in the process of simplification.

Reflecting on this activity, I believe it was a valuable way to connect algebraic concepts with real-life data, enhancing my understanding of mathematical operations. The pattern I observed, where some results coincided, seems to have a basis in the properties of the numbers involved rather than mere coincidence. Handling the negatives correctly was vital, and I am confident I did so by carefully keeping track of signs during each step. Overall, this exercise reinforced my comprehension of algebra and the importance of precise calculation and vocabulary use in mathematics.

References

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