Project Math Access DVD 03 - Algebra - Part 07
Transcript Start
Audio Description: Part seven; solving equations using graphing; example one.
TEACHER: Today, Brandon, we're going to work on plotting some points, and graphing lines of equations or equations of lines and, do you have your graphing board up here?
BRANDON: Yes.
TEACHER: At 12 o'clock?
TEACHER: And your worksheet in front of you, and your brailler, and your Braille Lite if you need to make some calculations.
BRANDON: Yes.
TEACHER: Why don't we start with number 1. Tell me what it says.
BRANDON: But I though we were going to describe the graphing board?
TEACHER: You can describe it as you are going along plotting points.
BRANDON: Okay. Okay.
Problem number 1. Plot the points...
TEACHER: Let's just start with the A.
BRANDON: The letter A, negative 3, 5.
TEACHER: You can pull that closer if you need. Let's move the brailler out of the way.
BRANDON: Yes, that seems like a better configuration.
Now the graphing board is a series of lines.... Wait, that's a piece of graph paper, sorry. The piece of graph paper is a series of lines which a few of those lines are puffy paint lines.
TEACHER: What does the puffy paint represent?
BRANDON: The axes.... The horizontal axis... is the X.
TEACHER: X axis.
BRANDON: X axis...
BRANDON: And the vertical axis is the Y axis.
TEACHER: Right.
BRANDON: X axis, Y axis.
TEACHER: Let's plot point A.
TEACHER: Which was negative 3, 5.
BRANDON: Negative 3, 5. So, we always start from the origin. Now the origin is the point on the graph paper where the X and Y axes meet.
So, we start at the origin, and the point is negative 3, 5... So we always go X, comma Y So, the X axis, first. So, for negative 3-- from the origin, we go to the left 3, 3. minus 1, 2, 3... Then we go up 5. 1, 2, 3,4, 5. Now for the points, we have points on this part of the graph paper that doesn't have braille.
TEACHER: In the margin, in the upper right corner.
BRANDON: Okay, and then we plot the point where,..... We want to make sure you keep your finger where it is, because, you don't want to lose your place.
TEACHER: How are we making the points stick?
BRANDON: We pat it down like that....
TEACHER: It's a cut-up Wikki Stix we're using for points.
BRANDON: A cut-up Wikki Stix.
TEACHER: Okay, so that's point A. Now skip ahead to question 2 and it says "What quadrant does each of the above points lie?". What quadrant is point A in?
BRANDON: So, point A would be in... Quadrant ll.
TEACHER: Right. I'm going to mark it down on this sheet. You can remove point A, I don't want you to get that confused with the other points.
Go ahead and plot point B. Which is negative 1, negative 3.
BRANDON: Okay, negative 1, negative 3. So, we always start from the origin. We always go X, comma Y. So, negative 1, we go to the right 1 and for negative 3 we go down...
TEACHER: Be careful, you're doing negative 1, negative 3. You started from the origin, which direction are you going to go? Right or left?
BRANDON: Oh, so negative 1, negative 3
BRANDON: you need to go to the left 1.
TEACHER: Good.
BRANDON: Sorry for that.
TEACHER: That's alright.
BRANDON: So you go down three, 1, 2, 3. And get a point from here.
TEACHER: You got the point.
BRANDON: Make sure you leave your finger in it's place, so that you know where to put the point. And put the point...
TEACHER: You don't want to leave your finger anywhere else. Good. Alright. Skipping ahead to question 2 what quadrant is point B in?
BRANDON: This would be in... quadrant Ill.
TEACHER: Good.
Audio Description: Brandon removes the point from the tactile graph.
TEACHER: Alright. Now, point C. That would be 0, 4
BRANDON: So, 0,4... Now we always go X, comma Y. Since it's zero, we stay right at the origin and a positive 4 we go up 4- 1, 2, 3,4. We take a point... whoa, don't lose the point, please.
TEACHER: Runaway point.
BRANDON: (laughs)
BRANDON: And then we... plot the point.
TEACHER: Good. Alright, what quadrant is that?
BRANDON: That would be...?
TEACHER: Trick question
BRANDON: Yes, it's on the origin... on the axis
TEACHER: Which axis?
BRANDON: The Y axis.
TEACHER: Right, so does it have a quadrant?
BRANDON: It doesn't have a quadrant.
TEACHER: Good!
TEACHER: How about point D? That would be 4, 2.
BRANDON: Okay, so put that point off to the side, there.
BRANDON: And 4, 2. Again always going X, comma Y. So, we need to go to the right, but, from the origin again, so we go to the right 4; 1, 2, 3,4. Go up 2; 1,2. Take a point from the... what do we call that?
TEACHER: The right corner.
BRANDON: The upper right corner.
BRANDON: And we stick it down on the spot.
TEACHER: Good. What quadrant?
BRANDON: That would be... in the... first quadrant.
TEACHER: Good. Okay, if you had a point that had a positive number for the X and a negative number for the Y, what quadrant would it be in?
BRANDON: Hmmmm. That would be...
BRANDON: Third...
TEACHER: Careful.
TEACHER: Positive for X, negative for Y.
BRANDON: Hold on, let me... okay. Let me take this point off, and put it to the side. Hold on, let me see if I can...
TEACHER: For instance, what if we had 1, -3?
BRANDON: Okay, let's use that as our example. So 1, negative 3 So that would be in...
BRANDON: quadrant IV
TEACHER: Good!
TEACHER: Quadrant IV. So now you've represented all 4 quadrants. So, on your paper you want to mark your answers, so when we're in class you can check your own homework.
TEACHER: So obviously you aren't going to mark anything for question 1 you want to write down the answer to question 2. Okay? So go ahead and do that in your brailler.
Don't worry, I'll help you. I have it written down.
BRANDON: So, in what quadrants does each of the above points lie?
TEACHER: You're going to put 2, A
And that was quadrant II you say?
BRANDON: Yes.
TEACHER: And remember, when we're writing the quadrants, we're writing them in Roman numerals.
BRANDON: Oh.
TEACHER: So they're I's.
BRANDON: I guess I haven't written many quadrants.
TEACHER: She's not really picky about that, though. Either way is fine. Alright, point B was in... quadrant III?
BRANDON: Yes.
TEACHER: Point B is in quadrant III.
BRANDON: Quadrant III, Roman numerals. Double dot six...
TEACHER: Okay... and then.... quadrant point C. You can do it on the same line... save some space.
BRANDON: That's what I am doing. Make sure you do them...
BRANDON: C...
TEACHER: Had no quadrant.
TEACHER: So put "none."
BRANDON: None.
TEACHER: And then D was...? First quadrant.
BRANDON: Quadrant "I"
TEACHER: Capital letters.
TEACHER: Alright.