Thursday, September 16, 2010

Thursday, September 16, 2010

Today in class we learned about probability. Probability is the likelihood of a possible outcome.
Probability can be mathematically shown as
P= # of favorable outcomes over # of possible outcomes.
In an equation, you would show probability as P(event). Event meaning the event you are trying to solve. For example, If you were trying to find the probability of rolling an odd number with a dice, you would write P(odd)= 1/2
A good way to solving probability problem is to use a table. For example, if you had 2 dice what is the probability that the dice you rolled would add up to 7?
P(sum of 7)

. . 1  2  3  4  5 . 6
1  2  3  4  5  6 . 7
2  3  4  5  6  7 . 8
3  4  5  6  7  8 . 9
4  5  6  8  9  10
5  6  7  8  9 10 11
7  8  9  10 11 12

By using the table you can easily see that there are 6 possibilities of rolling the number seven.

That is your lesson today on probability, sorry for the late post. I had extreme trouble with the website.
-Oran L.

Wednesday, September 15, 2010

Wednesday, September 15

Today in class we spent a lot of time going over proofs, which were last night's homework and we didn't have much time to go over the new lesson, but we did learn 3 new definitions from section 1.5.
Bisect: when a point, segment, ray, or line divides a segment into two congruent segments

In this picture, line segment CD bisects angle ACB



Trisect: when two points, segments, rays, or lines divide a segment into three congruent segments.


In this picture, the two dotted lines are trisecting the angle.



Midpoint: a point in the center of a line, the bisection point of a line




In this picture, point C is the midpoint of segment AB

So that's basically what we learned today in class.

-Olivia R

Tuesday, September 14, 2010

Today's lesson was on Beginning Proofs, which will be the foundation of this trimester.


Theorem- a mathematical statement that can must be proved.

Theorem Procedure
  1. We present a theorem or theorems.
  2. We prove the theorem(s).
Note-Although all theorems presented can be proved, we [the textbook] shall omit the proof of
certain theorems.

3. We use the theorems to help prove sample problems.
4.You are then given the challenge of using the theorems to prove homework problems. Theorems will save you much time if you learn them and then use them.



Theorem 1 If two angles are right angles, then they are congruent.


If (given), then (prove).


Given:


Prove:





Diagram:



Sincerely,
Megan Lam

Monday, September 13, 2010

Honors Geometry 9/13/10 Truth Tables Etc. (Should have been 1.4)

Beginning Notes

  • When p→q, q→p is not necessarily true
  • If a statement and its converse are both true, the statement is known as biconditional
  Biconditional:  p→q   and   q→p
                               ^              ^
                                 both true


Equivalent: {p<-->q}             p  if and only if  q              (if and only if=iff)

<---> = iff (biconditional)


The concept of 'biconditionality' can be further explained using the comparison of "word=definition" because a word 'equals' its definition, and the definition also 'equals' the word.  For a statement to be considered biconditional, p→q and q→p must both be true, or in a sense, equal.




Truth Tables


We then proceeded to discuss Truth Tables, and the basic outline of this concept is shown below on this worksheet:




These tables help you understand the many comparisons between the values 'p' and 'q', and use basic logic and venn diagram reasoning to make it simpler.  The following is a brief explanation of the table logic using diagrams and basic logic.


1st Table: (Not) If p is true, then not p (~p) must be false.  If p is false, then not p (~p) must be true.

2nd Table: (And) If p and q are both true, then a common value of p and q is possible (true).  If p is true and q is false, then a common value of p and q is not possible (false).  If p is false and q is true, then a common value of p and q is impossible (false).  If both p and q are false, then obviously there are no common values (false).

3rd Table: (Or-inclusive) I will use the venn diagram to explain this one.  Imagine that the p circle and the q circle are shaded, as well as the intersecting portion (because it is inclusive).  The shaded portion will represent true.  If a point is in p and q, it is in the middle, so therefore it is true.  If a point is in p but not q, it is also in the shaded region, so true.  If a point is in q but not p, it can be valid as well.  If a point is not in p or q, it is obviously not in the shaded region, and therefore false.

4th Table: (Conditional/implies) I will also use the above diagram to explain this table.  Becaue p is inside of q, a point in p will be in both, so this is true.  A point cannot be in p but not q, so this is false.  A point can be in q but not p, so this is true.  A point can be outside of both rings, so this is true as well.

5th Table: (Biconditional) The simple diagram is also very helpful for this table.  A biconditional diagram is drawn as one circle with both letters in the same space, so this table should be easy.   A point can be in p and q because they are the same circle, so this is obviously true.  A point cannot be in p but not q, or q but not p, also because they are the same circle.  A point can be outside of this circle of equivalence, and therefore not be in either one, so this statement is true.


This basically sums up what we learned today in Honors Geometry.  Thank you for reading!

Sincerely,
 Julia Wilkins


                                           
                                                           


                        

Saturday, September 11, 2010

9.10.10 1.7 and 1.8

1.7- Deductive Structure


1.8- Statements of Logic

The deductive structure contains: undefined terms, postulates, definitions, and conclusions



Postulate (or Axiom) - a statement that is accepted as true without proof



Theorem- a statement that must be proven true



Undefined terms are to Definitions as Postulates are to Theorems



Conditional Statements:


True vs. False- Truth value

Example:

Sky is blue- True

Grass is purple- False



If (insert hypothesis here), Then (insert conclusion here)

If P, Then Q

Notation: P→Q



P→Q implies that the statement is always true



Example 1:


If you live in Birmingham, then you live in Michigan


Controverse: Switches Q and P: Q→P


Example 2:


If you live in Michigan, you live in Birmingham


Inverse: If NOT P, then NOT Q. Opposites

~P→~Q


Example 3:

If you don’t live in Birmingham, then you don’t live in Michigan.

Truth value: sometimes true



Contrapositive: Inverse converse. Switches P and Q and makes them opposite.

                         ~Q→~P

                        The conditional and the contrapositive are both logically equivalent


Example 4:

If you don’t live in Michigan, you don’t live in Birmingham


Arguments: String of statements together. Has no truth value.




Example 5:



Premise 1: If you live in Birmingham, then you live in Michigan  (true)

Premise 2: Elizabeth live in Birmingham                                     (true)

Conclusion: Therefore, Elizabeth lives in Michigan                     (Must be true)

Notation: ∴ Elizabeth lives in Michigan


P→Q     (P implies Q)

P           (is true)

∴Q        (therefore Q must be true)


Chain of Reasoning




P→Q

Q→R

∴P→R

P→Q→R



P→Q→R→S→T

∴P→T

Sorry for the lack of the venn diagrams.  I don't have a program that suppots that on my computer. Sorry!
So anyways, this is what we learned on Friday  Paired with assignment 3.
Blessings, Em J

Thursday, September 9, 2010

Honors Geometry 09/9/10

Hello classmates,

Today's relatively short lesson in Honors Geometry emphasized on Collinearity, Betweenness, & Assumptions.

*Collinearity

Let us review some relevant terms:

1) Collinear - Points that lie on the same line.
2) Non-collinear - Points that do not lie on the same line.

*Betweenness

To determine whether a point is between two other points, all three points must be collinear.

Another important subject that is related to the betweenness of points is: Triangle Inequality...

When one has 3 points, there are 2 possibilities:

1) They are either collinear (When one point is between the other two, the two distances must add up to the third).

Example:
___ __ __
ABC = 20 Units... AB = 15 Units... BC =5 Units
15 Units + 5 Units = 20 Units (Point B is Collinear)

.............................. OR ....................................

2) They are non-collinear (3 points that determine a triangle).

Example:
Triangle ABC has sides of 7 Units, 10 Units, and 14 Units. Notice that 7 + 10 > 14 Units.

A triangle is non-collinear when the sum of any two side lengths is greater than the length of the third side length (^).


*Assumptions

One must never assume when looking at a diagram. Diagrams have the possibility of cheating your eyes. One must follow specific guidelines when assuming...

One should always assume:

1) Straight lines and angles
2)Collinearity of points
3) Betweenness of points
4) Relative positions of points

One should not assume:

1)Right angles
2) Congruent segments
3) Congruent angles
4) Relative sizes of segments and angles

I would like to thank everyone who has read my post on collinearity, betweenness, & assumptions.

Sincerely,
Nikita Dyatlov




Section 1.3: Collinearity, Betweenness, and Assumptions

Points that lie on the same line are called collinear.
Points that do not lie on the same line are called noncollinear.
.
When you say a point is between two other points,  the points must be collinear.
On the left, points A, B, and C are collinear;
point B is between points A and C. 
On the right, A, B, and C are not collinear;
so point B is not between points A and C...
.
.
There are some things that you can and can't assume from diagrams.
.
You should assume:
straight lines and angles... if a line looks straight, it is
the collinearity/ betweenness of points... if they look collinear, they are
the relative positions of points... if A appears to the right of B, then it is
.
You should not assume:
right angles... if it looks like a right angle, it doesn't mean it is
congruent segments/angles... if they look the same, it doesn't mean they are
relative sizes of segments/ angles... if one looks bigger, it doesn't mean it is 
.
.
Triangle Inequality
 Not just any three line segments can make a triangle.
.
On the left,  AB + BC = AC so it ends up being a straight line, not a triangle.
.
On the right, two of the segments cannot come to a point at the top because they are too short relative to the base.
.
SO... the sides of your triangle must fit the form
AB+BC>AC
(AB+AC>BC
AC+BC>AB)
.
That's all we learned today
for Enjoyment and Challenge,  this is Olivia Miller