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NationalTutoringObservatory
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MathEd-PII

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8
student
It's high value
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volunteer
huh
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student
Why is there a white a white barrier.
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volunteer
I
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volunteer
don't know
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student
also neg
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student
ative
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volunteer
Yeah, you were right on the graph, so I think that was just the program being stupid.
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student
So negative 6
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student
and then neg
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student
3
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student
causes to 0
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volunteer
Mhm
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volunteer
So it would have to cross the graph at, what does that say -6?
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volunteer
And then bounce off again at -3.
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volunteer
and then cross at 0
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volunteer
Maybe make it like taller. Maybe that'll work.
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student
OK.
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volunteer
I'm just saying that cause that's what it looks like the problem was last time.
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volunteer
So I just redo that
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volunteer
So, started off low, yep, crossed through at that point, go up at the.
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volunteer
started off low, passed through at -6.
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volunteer
bounce off at -3.
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volunteer
I just say make it like taller and bumpier
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volunteer
Yep. Oh, that's, that's good enough. And then go down, and then bump at -3.
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volunteer
Good.
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volunteer
And then pass through at 0.
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volunteer
and then pass through again at 3.
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student
Yeah
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volunteer
Does that make sense? Why we're doing that?
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student
Yeah
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student
because it says like it goes.
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volunteer
Yeah.
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volunteer
And then pass through again at 3.
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volunteer
And then go positive from there.
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volunteer
And if you're wrong, I'm blaming the website.
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volunteer
Yay
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student
since
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volunteer
OK, let's move on to the next one
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volunteer
You understand why we did that?
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volunteer
So you remember how to do the Y intercept?
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volunteer
All right
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volunteer
Would it be 0
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volunteer
Are you sure
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volunteer
It would be when X equals 0, right?
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student
there was all because of the flesh.
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volunteer
So 0 + 3
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student
3
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volunteer
times 0 minus 22.
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volunteer
times 0 minus 5.
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student
0 minus 2 is -222, no, like 2 square is 4.
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volunteer
Good. So it would be 3
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student
So if you have a 585.
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student
34-5
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student
Well.
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student
Well.
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volunteer
3 times 40 sorry, sorry, what would the function be then?
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student
12 times 5 is -60.
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volunteer
Good.
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volunteer
I think that would be the right answer.
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student
OK, so the root roots are
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student
-3
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volunteer
Good.
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student
2
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volunteer
Good
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student
and 5.
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volunteer
Good
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volunteer
Mm.
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student
Oh, bro, I hate sign charts.
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student
so less than negative, so -4 + 3 is negative.
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volunteer
Well, do you wanna know a trait?
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student
Yeah
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volunteer
If it's lower than all of the functions.
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student
So I
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volunteer
then it would be negative, right? Because all of them would have to be negative.
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student
so if it's low, it's negative for, if, if 4 is lower than 32 and 5.
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volunteer
Yeah, so basically, if it's all the way to the left, then every function is going to be negative if it isn't squared.
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volunteer
Does that make sense?
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student
So this will be negative, positive, negative.
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volunteer
So it'd be have to be negative, negative, and then positive because it's squared negative, right?
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student
Yeah, so, so negative, positive, negative.
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volunteer
Negative, negative, negative, positive.
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student
huh?
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volunteer
right?
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student
Oh, you said, you said.
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student
wait, so if this is negative,
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volunteer
Or sorry, I guess negative, negative, positive, negative.
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student
Well, yeah, but you still, you, you still quirks causes.
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student
Oh.
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volunteer
Right, cause there's a negative. Oh, sorry, that's not, I'm sorry, I, the equal sign only has like one black thing at the top. So I thought that was a negative sign. So no, it would be, yes, sorry, negative, positive, negative. So the answer would be
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student
negative, negative.
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student
positive is the negative, so positive.
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volunteer
yep.
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student
OK. So, in this
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student
in general
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volunteer
And so that one, another trick is basically, it would only change one, right? Because it's in between them.
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student
it will only change what
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volunteer
It would only change one of them negative. It would change the X minus 3 negative, right?
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volunteer
Or it would change it to a positive, right?
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volunteer
Like it would flip its sign from the last one because it's sna.
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