Alegbra: http://www.nysedregents.org/algebraone/
Algebra 2/Trigonometry: http://www.nysedregents.org/a2trig/home.html
Geometry: http://www.nysedregents.org/geometrycc/
Math A, Math B, Integrated Algebra, Other Math: http://www.nysedregents.org/regents_math.html
Chemistry: http://www.nysedregents.org/Chemistry/
Earth Science: http://www.nysedregents.org/EarthScience/
Physics: http://www.nysedregents.org/Physics/

Hello Wzyant Academic Community and welcome to my blog section! This is where I am available for
online chit-chat, educational assistance free of charge,
business discussions & arrangements, and more! I am always eager to help and love to talk turkey with all realms of academia, so don't be shy and feel free to ask many questions!!!
P.S. ∫∑∞√−±÷⁄∇¾φΩ

I received this problem from a friend, who was having trouble while helping her nephew with it. It turned out to be quite a doozy, so I'm presenting it as today's Math Journey to show how the process we used last time works even with a gnarly, complicated problem.
Solve using the Addition Method:
3x – 3y + 4z = – 15
3x + y – 3z = – 8
23x – y – 4z = 0
As we discussed last month, the basic idea behind solving a system of equations is to use one equation to solve another for a specific variable, and to do that enough times that you can eventually rewrite one of those equations with only one variable in it, and solve from there. The way I learned to do this is the “substitution” method, where you solve one equation for one variable, plug the expression in for that variable in a second equation, et cetera until you're down to one variable. The addition method works a little differently, but it's the same basic goal: eliminate enough of the variables...
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Settle in, folks, today's a long one.
In
The Function Machine, we learned that functions can be depicted as curves graphed on a coordinate plane. In
What Does the Function Look Like?, we learned how to tell the general shape of a function's graph based on characteristics of its equation, and vice versa. Today, we'll be focusing on linear equations (meaning any equation that graphs into a straight line).
The defining characteristic of a linear equation is that the highest power of x in the equation is x to the first. This denotes that for every y value, there is exactly one corresponding x value. Of course, there is always exactly one corresponding y value for every x, but this is one of those “square is a rectangle; rectangle is not necessarily a square” moments. We know there's exactly one y for every x because we choose our x's independently and the y's are dependent on them. There can't be more than one y for any given x; you've only got one output slot...
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Here are 48 of my favorite math words in 12 groups of 4. Each group has words in it that can be thought of at the same time or are a tool for doing math.
between
on
over
in
each
multiply
of
many
ratio
divisions
distribution
compartments
limit
neighborhood
proximity
boundary
infinite
infitesmal
mark
differentiation
graph
width
height
depth
circle
sphere
point
interval
hyper
extra
spacetime
dimensional
geometry
proportion
sketch
spatial
four
table
cross
squared
target
rearrange
outcome
result
area
volume
space
place
What are your favorite math words? If you aren't sure, search for "mathematical words" and pick a few.

I do believe that any subject can be learned if one decides that they want to learn that subject. Its been my way of thinking throughout my career. If you want to learn and have an open mind, then it can happen!
Positive thinking is what it takes to succeed in this life. Believe in yourself and it will happen!
Phil

Hi all algebra students. I found a great website, algebra-class.com that has an algebra calculator that you can use to check your homework. It has been very useful in our algebra classes as a tool for homework help.

Suppose I place you at one end of a long, empty room. Your task is to get to the door at the other end of the room. Simple, right? But what if I told you that this simple task is actually mathematically impossible?
Think about it – in order to traverse the whole room, you first have to get to the halfway point, right? You'll have to travel one-half of the way there. And before you can get to that halfway point, you have to travel one-quarter of the way there (halfway to the halfway point). And before you can get to the one-quarter point, you have to travel one-eighth of the way there (halfway to the quarter-way point). Since you have to go half of each distance before you can go the full distance, you'll never actually get anywhere. The task requires an infinite number of steps, and you can never complete an infinite number of steps since there will always be another one. Furthermore, in order to even start your journey you would need to travel a specific distance, and even...
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Today, the future depends on you as much as it does on me. The future also depends on educating the masses in Science, Technology, Engineering, and Math, otherwise known as STEM. As a new tutor to WyzAnt, I hope to instill the importance of these subjects in student's lives, as well as, the lives around them.
Besides the fact that, "the average U.S. salary is $43,460, compared with the average STEM salary of $77,880," (Careerbuilder) these subjects are interesting and applicable to topics well beyond the classroom. Success first starts with you; I am only there to help you succeed along the way. STEM are difficult subjects. Yet when you seek out help from a tutor, like myself, you have what it takes to master them.
Please enlighten me on students looking to achieve and succeed rather than live in the past and think I can't as opposed to I can. We can take the trip to the future together, one question at a time

This week's Math Journey builds on the material in
The Function Machine. If you have not yet read that journey, I suggest you do so now.
In The Function Machine we discussed why graphing a function is possible at all on a conceptual level – essentially, since every x value of a function has a corresponding y value, we can plot those corresponding values as an ordered pair on a coordinate plane. Plot enough pairs and a pattern begins to emerge; we join the points into a continuous line as an indication that there are actually an infinite number of pairs when you account for all real numbers as possible x values.
But plotting point after point is a tedious and time-consuming process. Wouldn't it be great if there was a quick way to tell what the graph was going to look like, and to be able to sketch it after plotting just a few carefully-chosen points?
Well, there is! Mathematicians look for an assortment of clues that help to determine the shape of a function's...
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My recommendationa:
Vi Hart, website: vihart.com
Sal Khan, https://www.khanacademy.org/math/algebra
Mamikon Mnatsakanian, www.its.caltech.edu/.../calculus.html

This journey is heavily inspired by the youtube mathematician Vi Hart, whose videos describing mathematical concepts through doodling in a notebook were the inspiration for much of my mathematical journeys series. I'll put a link to her video on this topic at the end of the journey, and I highly encourage everyone to go check her out.
Let's talk exponents.
But to do that, first we should talk about multiplication. Multiplication is a shortcut for adding a bunch of the same number together. If I gave you:
5 + 5 + 5 + 5 + 5 + 5 = ?
You could just add them normally, treating each of those 5's as a size-5 step along the number line. But since each of these addition steps is the same size, a faster way to figure out the result would be to determine two things: the size of the step, and how many steps we have. Then we can multiply the size of step (in this case, 5) by the number of steps. In this case, we have a total of 6 size-5 steps,...
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I am happy to announce that all my students have passed the NY State Regents examinations, except one student. The subjects varied from Algebra 1, Algebra 11/Trigonometry, English, US and Global History and Living Environment. I am so proud of them. Most of these students are students who struggled quite a bit. It was a long journey but one I would do again.
I am very proud of them as most of them will be graduating this year. The NY State Common Core examinations are next.

Hi,
I would be honored in having the opportunity of working with students and parents. The education and success of students are very important to me and I would love to do what I can to help. I am a math and education major with an Associate's of Arts and Teaching Degree from Lee College and I am seeking a teaching career. I live in the Baytown area and I am not able to provide my own transportation due to the fact that I have a disability which prevents me from driving, so I can only rely on public transportation and I am limited to how far I can travel. Therefor, communication is much needed. I am available until 4:30 p.m. Monday through Friday. Anyone needing a private tutor, please contact me. I would be happy to help you at any time.

Hi All!
In the spirit of giving, starting on 11/29/2013, I will be offering a few brainteasers/ trivia questions where the first 3 people to email me the correct answer will receive a free, one hour, tutoring session in any subject that I offer tutoring for (via the online platform)! That's right free! Get your thinking hats on everyone!
Merry Christmas!!
Andrew L. Profile

Area, Volume and Circumference equations:
Area of a Square
A=S2
Area of a Triangle
A=1/2bh
Area of a Rectangle
A=LW
Right Triangle/Pythagorean Theorem
a2+b2=c2
Area of Parallelogram
A=bh
Area of a Trapezoid
A=1/2h(a+b)
Area of a Circle
A=πr2
Circumference of a Circle
c=πd or c=2πr
Volume of a Sphere
V=4/3πr3
Surface Area of a Sphere
SA=4πr2
Volume of a Cube
V=s3
Volume of a Rectangular Solid
V=lwh
Slope of a line Equations
Slope-intercept form
y=mx+b
m is the slope
b is the y-intercept
y is a y coordinate on the graph (that coincides with the line)
x is an x coordinate on the graph (that coincides with the line)
Horizontal line
y=b
Vertical line
x=a
Finding...
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I recently responded to a question on WyzAnt's “Answers” page from a very frustrated student asking why he should bother learning algebra. He wanted to know when he would ever need to use it in the “real world” because it was frustrating him to tears and “I'm tired of trying to find your x algebra, and I don't care y either!!!”
Now, despite that being a pretty awesome joke, I really felt for this kid. I hear this sort of complaint a lot from students who desperately want to just throw in the towel and skip math completely. But what bothered me even more were the responses already given by three or four other tutors. They were all valid points talking about life skills that require math, such as paying bills, applying for loans, etc., or else career fields that involve math such as computer science and physics. I hear these responses a lot too, and what bothers me is that those answers are clearly not what this poor student needed to hear. When you're that frustrated about...
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While working on quadratic equations with students I have discovered a few techniques that are particularly effective. By far the most effective is to require the students to solve each one by all three methods ( factoring, completing the square and quadratic formula ) for each and every problem rather than solving it only by the easiest way and to require the graph for each and every one. Of course, most quadratics are more easily solved by one particular method rather than the other two so I allow them to do the easiest first and simply prove the result with the other two. This technique assures that the student can do it in each way and that they develop the skill of determining which is the “best” way for any particular problem. Another is to require students to show each and every quadratic in both standard form ( ax^2+bx+c ) and in vertex form (a(x-h)+k). Still another is to explain and require students to be able to explain the derivation of the quadratic formula...
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I was a fairly typical young person and, like my peers, counted down the days until summer. My mother was a math professor, so I never stopped doing math during the summer, but felt like other parts of my brain became a little mushy in the summer. Come September, it was difficult to get back into the swing of writing papers and studying history and memorizing diagrams. I was out of practice and lost my routine. As an adult, I have almost continually taken classes, because I enjoy learning and find that from class to class, I need to maintain a routine, i.e. a study area and a time of day that I complete my assignments. I have also found that reviewing material a week or two before the course begins helps me to start the class with more confidence and competence. I am a big believer in confidence fueling success and I wonder if younger students practiced assignments in the week or two prior to return to school, if that confidence would help the transition to the school year routine...
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I was excited on Tuesday, July 16th, 2013. This was my third meeting with this student and I finally had a breakthrough with him. On the first meeting it was clear that he saw Algebra I almost as a foreign language. I began with one of the test packet, and had him do 10 questions and reviewed the questions he had done wrong. So this continued for a while, and of course sometimes he would say that he understood, but it was clear that he did not. Anyway, after reviewing the entire packet I began a teach and learn session, in which I picked a variety of topics and had him practice various equations. After which I gave him a quiz.
He failed the quiz miserably, so of course he still did not understand. Anyway, I gave him another packet for homework. When I saw the student again, I reviewed with him, but still not much improvement, but at least he tried. I did the teach and learn session again, of which some of the questions were from the previous session, and I gave him the same...
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