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We are learning how to separate the numbers and letters of the square roots and tables and such.

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We did more tables and stuff like the ones we were doing in the previous class period.

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I'm not exactly sure what these methods are called but I have examples.

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I'm not exactly sure what these methods are called but I have examples.

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https://www.desmos.com/calculator/pclmbwjamo

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6. Clarita evaluated her formula for n = -5. Again Carlos is surprised that
they get the same results. Explain why Clarita’s method works.

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5. Carlos continued to use his strategy to extend his table year-by-year
back five years. Explain what you think Carlos is doing to find his
table values one year at a time, and continue filling in the table until
you get to -5, which Carlos uses to represent “five years ago”.

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4. Carlos was surprised that Clarita’s formula gave the same account balance as his year-by-
year strategy. Explain, in a way that would convince Carlos, why this is so.

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3. Clarita thinks Carlos is silly calculating the value of the account one year at a time, and says
that he could have written a formula for the nth year and then evaluated his formula when
n = 5. Write Clarita’s formula for the nth year and use it to find the account balance at the
end of year 5.

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2. Carlos calculates the value of the account one year at a time. He has just
finished calculating the value of the account for the first four years.
Describe how he can find the next year’s balance, and record that value
in the table.

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1. Given the facts listed above, how can the twins figure out how much the account will be
worth five years from now when they are twenty years old? Describe your strategy and
calculate the account balance.

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This is the lesson that we are currently working on it's pretty difficult and confusing but it's about fractions and tables and such.

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We have quite a few tables with the stuff we're doing and these are some examples