I did know that the standards are changing to what is known as Common Core. In my CORE class, we took a practice version of what the CST's may look like next year. In my Algebra class, we talked about how geometry may be replaced with "Source 1" or something else like that. I hope that the Common Core writing will help me as much as the blogs did, but I hope the subject will be more in touch with the requirements.

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Other than that, I really had no problem with math. By far, my biggest challenge was finding something to do when I was finished. My problems were solved when I went to a math competition and the school's geometry teacher instructed us in paper football. First, someone flicks the football to the other side in a "kickoff." Players then flick the football back and forth, alternating turns, and a touchdown is scored when part of the football is hanging off of the edge of the table. If the football falls off the table, the player that flicked it off is scored an "off." When a player reaches 3 offs, their opponent is awarded a field goal attempt, and they shoot it through the classic paper football literally handmade goal posts. An extra point is scored in the same way. After any scoring or kick attempt, all offs are reset to zero. That is what I did when I was done with my work in Algebra.]]>

Much of math is learned ultimately for science. After years of test-taking and busy work, many of the math concept can be used in everyday science. From balancing an equation; for example, accurately doubling a recipe; to using a radical equation to find the perimeter of your fence, math plays a big part. Math is used in business, to measure profits, debts, and income. As can be seen, math is used in many things, even more than mentioned here.]]>

Negatives are also present in the stock market, where they shows the rise or fall of the value of the stocks. If a stock has a difference from the previous day of -$5, the it has fallen five dollars in value. If it has a difference of +$5, then it has risen five dollars. Negatives can be used along with positives to show margin of error. If efficiency rating is 5.6 +/-.5, then the efficiency can go anywhere from 5.1 to 6.1. If the rating of another system is 6.6 +/-.7, then the rating can go anywhere from 5.9 to 7.3. It is possible for the first macine to be more ]]>

The first step in isolating the variable is to add 7, so the -7 is gone, and there is less on the side of the variable. However, this must be done to both sides. The result is 2x=22. Now the x side only has one more thing on it: 2x, or 2 times x. To undo multiplication, you divide. 2x/2 is x; and 22/2 is 11. The equation is now x=11.]]>

Another way is this. Multiply the decimal by ten until it isn't a decimal anymore. For example, .216*10=2.16; 2.16*10=21.6; 21.6*10=216. Then multiply the number of 10's together. For example, 10*10*10=1000. Put the non-decimal over the product of the tens: 216/1000. Now simplify. 108/500, 54/250, 27/125. The answer is 27/125. Those are two ways to transform decimals into fractions. They are both wim]]>

However, there is a second way. The second way also requires long division, extensive mental math, or a calculator, but it doesn't have any of the extra "multiple of 10" steps. This method is to simply divide the denominator into the numerator, or divide the numerator by the denominator. This method always works, but is sometimes complicated. Nevertheless, it is often easier than the multiples of 10 method, except when the fraction is already in that form.]]>

That can be done like this. For I1, 100 is the one that is going to be larger, so we'll put it over the unknown: 100/?. Two is greater than one, so: 2/1. Then a proportion can be written: 100/?=2/1. Using cross-multiplication, which in this case says that the product of the outside numbers must be equal to the product of the inside. So, 100*1=100, but what times two equals 100? 50, of course. So, 100/50=2/1. From that, it can be discovered that 50 units of I3 are needed. Also, the same process can be used to find the answer of 25 units of I4.

]]>The same ratio could also be used in a different situation. Let's say that everything is the same, except for the fact that the restaurant lost the information on D1, instead of D2. Then, the proportion would have to be set up like this: ?/50=2/1. Since 50*2=100, ?*1 must equal 100. Because anything times one is itself, ?, and the number of I1, must be 100. The same can be done to find the

Another thing that can be found with pi is the circumference, or the length around a circle. That can be found by the diameter times the value of pi, or diameter times two times radius. For example, if the radius is two, then the diameter is 4, and the circumference is Either 4 (pi symbol) or 4*3.14=12.56.]]>