Any Smart Math People

[FlamesPuck12]

Originally Posted by Phaneuf

Question: I've finished Grade 11 Math (Math 20 P) and got in the low 80's and looking at this stuff I have no clue what the hell most of this stuff means. Should I be worried, or will I just be learning that much more next year?

You don't need to worry about specific topics such as these in grade 11.
However, some of the Math 30 concepts are based on Math 20 course.

Right now, I'm currently doing Math 31 and I can tell you one thing, if you're planning to take Math 31, you really need to know your math from grade 10-12. Math 31 builds on all concepts from Math 10P to Math 30P. For Math 31, you'll need to be familiar with synthetic division of polynomials and system of equations. Those are the two major new concepts introduced in Math 20P. Otherwise, just be comfortable with dealing with algebra since Math 31 is basically all algebra.

As for Math 30P, you don't have to worry too much about Math 20 concepts. Math 30P will introduce you to new concepts that are not very relevant to Math 20P. Few things you should be familiar with in Math 20P is: equations of parabolas and circles (You learn this in the last unit of Math 20P) It's important that you learn this concept because there's a unit called Conics that covers about 14% of Math 30P, not to mention that alot of functions in Transformations are based on Conics. Also, be familiar with exponent laws because they will play a big role once you get to Exponents and Logarithms unit. You need to get a good grasp on the basics in order to succeed in Math 30P. If you are getting anything above 80s (Standards of Excellence), you shouldn't have too much trouble with Math 30P.

[FlamesPuck12]

Originally Posted by Phanuthier

woah i totally forgot about this thread when the game started. i'll see if i can look at this when i'm done debugging.

Phaneuf - don't worry if this stuff looks like jargon. It'll make sense when you get to it. Low 80's, not a big deal, just try and get some good skills down and let the marks follow (rather then aim for the marks, and hope you get the education with it too)

Definitely agree with this statement. If you aim for the marks without getting the skills, you're definitely going to suffer in the long run. What I did was aim for the marks AND learned the objectives of the unit. Math is one of those subjects where you either know or don't. Each unit has objectives set by Alberta Educations, and the teachers/instructors are supposed teach these objectives. Make sure you know these objectives before you write your tests. If you know all the objectives for the unit, you'll do fine on the test, and your marks will follow. If you worry too much about the marks without worrying about learning the material, then obviously your marks are going to suffer.

Math is one of those subject where either you get it or you don't. Such as, either you know how to add or you don't. If you write your test without knowing the concepts, your mark is going to suffer and you're not doing yourself any favours for future math courses you are going to take since math is based on alot of pre-requisites. (Thats like trying to take high school math without learning how to add and subtract in elementary). So just make sure that you mastered the concept before you write your tests and you'll be fine in Math 30 and your future math courses.

[Orange]

Originally Posted by keenan87

In Saskatchewan, the sun rises at 09:17 on December 21 and at 04:35 on June 22. Because there is no daylight savings time in Saskatchewan, the time the sun rises on any other day can be predicted from a sinusodial graph with a period of 365 days.

Write a sinusoidal equation that realtes the time the Sun rises to the day of the year.

I got
y=2.35cos(2pi/365)(x-173)+6.933

is this the right way?

From an extremely quick glance, while it seems you're definetly on the right track, from the wording of the question it would seem that the variable, x, should be the day of the year and not some arbitrary value.

So on Jan 1, x should equal 1. Likewise on June 22, x should be 173 and 355 for when it's Dec 21. A simple shift of you're equation would fix this.

y=2.35cos((2pi/365)(x+10))+6.933

gives the value of y for Dec 21 (x=355) of 9.283 (9:17)
and the value of y for June 22 (x=173) of 4.5831 (4:35)


Although I'm tired, so quite possibly I screwed up on something and you're original answer is right.

[3 Justin 3]

Originally Posted by Phaneuf

Question: I've finished Grade 11 Math (Math 20 P) and got in the low 80's and looking at this stuff I have no clue what the hell most of this stuff means. Should I be worried, or will I just be learning that much more next year?

If your in the low 80's I cannot possibly imagine you failing Math 30 Pure, I don't see how you wouldn't be able to get in the 80's.

For me I was in the mid 70's all through highschool, so I stayed average. What got me was the tests, I will give you this advise:

PAY ATTENTION TO WHAT THE QUESTION IS ASKING.

I always lost about 15-20% on a test because I wouldn't show my work, finish the problem fully, describe how I solved the problem.

You learn all this stuff, it should be new information. I graduated last year and most of the stuff was new stuff. Old information is recycled though.

P.S. Just a weird fact, my school average was 73, then in a 3 hour test I got a combined 75, so I did better on a 3hr test, then 5.5 months of classes. That is why I say pay attention when doing tests.

[onetwo_threefour]

Originally Posted by FlamesPuck12

onetwo_threefour: That's way above Math 30 Pure curriculum. Stats in Math 30P is basically calculating simple probabilities using Binomial distribution (and that's with the help of Binompdf and Binomcdf functions on TI 89) and calculating areas under the bell curve using either the z-score table or InvNorm function on TI 89. I completed Math 30 Pure last semester and I've never learned anything you posted above, that must be college/university level statistics.

From the way the question was worded, as a grade 12 student, I would assume that it would be just asking about how one can manipulate the mean and the standard deviation. Throwing out or adding data points may not be a valid method for stats but in grade 12 math, I'm pretty sure they're just testing you if you know what a mean or standard deviation is.

Fair enough, I may be too far removed to give good advice. But it really is the right way of doing it...

[keenan87]

3.To play a game, a die is rolled to see who plays first. Four players are goig to play the game. What is the probability that atleast two people roll the same number? Express your answer to the nearesr tenth of a percent.

4.There are 12 feathered shuttlecocks and 9 plastic ones in a bag. If two shuttles are pulled from the bag without replacement, determine the probability:
a)1 plastic and then 1 feathered
---would we go (12P1 X9P1)/21P2?

b)1 plastic and 1 feathered
---would I go (12C1 X 9C1)/21C2

C)Atleast 1 plastic
----would I go ((12C1 X 9C1) + (12C0 X 9C2))/21C2

This should be the last question, and I shall be done.

[STeeLy]

Well, I know 4a is correct. Except I did it with fractions (9/21)x(12/20) and that's the same answer as you would get using that.

Edit: It looks as if 4b is also correct... except I have absolutely no clue about c.

As for 3. I think it really is as simple as you think. One person has a 1/6 chance at rolling a certain number. The next person also has the same 1/6 chance at rolling the same number.

1/6x1/6 = 1/36 = 2.8%

[Orange]

Originally Posted by keenan87

3.To play a game, a die is rolled to see who plays first. Four players are goig to play the game. What is the probability that atleast two people roll the same number? Express your answer to the nearesr tenth of a percent.

This is a case when you should find what are the odds of it not happening.

Perhaps I've over simplified here. But the first rolls a dice, the second has a 5/6 chance of NOT getting the same number, the third has a 4/6 chance of not getting either of the previous 2, and the fourth has a 3/6 chance of not getting either of the previous 3.

1-5/6*4/6*3/6=possible answer?

I haven't done stats in awhile, thankfully, but if I was forced to do that question with a gun to my head, that would be my answer right now

[keenan87]

Originally Posted by Orange

This is a case when you should find what are the odds of it not happening.

Perhaps I've over simplified here. But the first rolls a dice, the second has a 5/6 chance of NOT getting the same number, the third has a 4/6 chance of not getting either of the previous 2, and the fourth has a 3/6 chance of not getting either of the previous 3.

1-5/6*4/6*3/6=possible answer?

I haven't done stats in awhile, thankfully, but if I was forced to do that question with a gun to my head, that would be my answer right now

haha ok

[STeeLy]

Originally Posted by Orange

This is a case when you should find what are the odds of it not happening.

Perhaps I've over simplified here. But the first rolls a dice, the second has a 5/6 chance of NOT getting the same number, the third has a 4/6 chance of not getting either of the previous 2, and the fourth has a 3/6 chance of not getting either of the previous 3.

1-5/6*4/6*3/6=possible answer?

I haven't done stats in awhile, thankfully, but if I was forced to do that question with a gun to my head, that would be my answer right now

I would think this makes more sense than mine... mine is more of a what are the chances two people roll a certain number instead of roll the same number.

[keenan87]

Originally Posted by STeeLy

I would think this makes more sense than mine... mine is more of a what are the chances two people roll a certain number instead of roll the same number.

Yeah I tried his way and got the same answer as I thought it might be.

The way I went was
(6*5*4*3)/(6*6*6*6)

[keenan87]

4 marks 3.The probability of exactly 4 people out of 10 having a red ticket at a charity ball is approximately 0.2508. What is the probability, as a percentage, of a random person having a red ticket? (Hint:red or not red)

This is the final question and I am done my assignment...anyone help?