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NationalTutoringObservatory
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MathEd-PII

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student
What, wait, what will, what, what was the, the song?
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volunteer
because originally we're doing less than -3, right? So that would have to be negative.
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student
Oh
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volunteer
But now we're doing more than 3, so they'd have to be positive running.
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volunteer
because anything that's more than -3 + 3 is positive.
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student
Yeah
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volunteer
So that would be negative times of positive, times of positive because it's squared times a negative, which would be negative.
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student
Well, how is it negative? It's positive first, right?
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student
Oh
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volunteer
Sorry, I keep thinking that equals sign is a negative sign. So positive, positive, negative.
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student
positive, positive, negative, yeah.
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volunteer
Mhm
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volunteer
So that'd be negative, right?
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student
negative, yeah
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volunteer
And so this one, it would originally change the two, but because it's squared, it would stay positive, right? So that would be the same as the last one, would it not?
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student
Mhm
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student
Yeah
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volunteer
Good, so do that. And then it would have to be positive, positive, positive for the last one. If it's the last one, it would always be positive, or all of the ones inside of the function would be positive, right? Because it's the largest value.
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student
So negative, oh, so are the, oh the Y intercept is 60, so 60.
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student
and the roots are -3
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volunteer
Mhm. So if it's positive to negative, it would go from positive to the right.
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volunteer
go down, pass through 60 and then bounce at whatever that value is, is that 2?
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student
Yeah 2
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student
5
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student
Yeah.
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volunteer
So it bounce at 2 and then go to 5, right? And then cross the 5.
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volunteer
So do that
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student
Oh, it's, it's it.
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student
bro, which point is plotted in currently.
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volunteer
I think you just gotta make it like taller, cause it's weird like that.
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volunteer
Oh, also you're, you're doing positive 60. Remember it's -60.
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student
Oh
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student
Oh, that's fine
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student
So we're done
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student
Oh, we have to draw the graph.
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volunteer
Mhm
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student
OK, so it then will go from here.
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volunteer
Yeah, and it would cross at what number?
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student
3
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student
Wait, does it touch the Y, the Y intercept?
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volunteer
It would touch it, yeah, it would touch it at -60.
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volunteer
because that's the Y intercept. It's when X equals 0, so at x equals 0, it would be -60.
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student
processes all
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student
to 5
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volunteer
Yeah, it would bounce off there and then where to cross over at?
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volunteer
I would, wait, wait, wait, wait, wait, wait, wait.
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student
Oh.
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volunteer
I just think that's too short. I think you got to make it bumpier because the graphic is weird, right?
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student
where, where would I make a bump here
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volunteer
At the, you see where it bounced, I would just make it more obvious that it bounced.
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student
OK.
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student
Yeah
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volunteer
So I know it's nitpicky, but I just don't want you to get it wrong and then you have to do it over again.
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student
Yeah
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student
So like, what do I do here? How do I make you bumpy?
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student
Like this
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volunteer
Uh, yeah, I always make it like more visible. Oh, no, no, no, no, no, you wouldn't like do a straight line. You do it like basically
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volunteer
you make sure it touches it and then goes back up and then you make it go across.
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volunteer
Like you want to like make sure that the bump is visible and then go up again.
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volunteer
Yep. And then touch it and then basically you go like all the way back down. They go down, no, no, no, that's a straight line, not a straight line.
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student
I'll go back. Oh.
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volunteer
You got to make it sure it touches it and then goes back down.
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volunteer
Good. And then pass through at -60.
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volunteer
and then
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volunteer
touch it
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student
I
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volunteer
and then when you touch it, go back down
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volunteer
Mm
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volunteer
like down
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volunteer
more down, like, make it, yes, and then go back up.
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volunteer
Sorry, I know that's nitpicky, but I just want it to not fail.
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volunteer
And that's like a quadratic graph, right? So turn that in.
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volunteer
Yay
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volunteer
And you see how it like went like a bump there too.
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volunteer
See, that's almost like an exact graph.
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volunteer
All right, you ready for your next one
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volunteer
Like.
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volunteer
cannot hear your mic if you're talking
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student
Hello.
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volunteer
Hello, I can hear you now
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student
so
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volunteer
All right, you know how to identify the real roots, right?
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student
Yeah
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volunteer
All right. So what would they be
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student
0 times 1 times 0 is 0, right?
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volunteer
Yeah
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volunteer
So what would negative X have to be to equal 0.
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student
Uh
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volunteer
Where would it equals 0
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student
negative X. Well, what do you mean negative X? You mean X?
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volunteer
Well, it's negative X there, but yeah, -1 times X equals 0.
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student
Mhm
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volunteer
So what would X be
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student
0
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volunteer
Yup.
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student
OK
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volunteer
So that would be one of the routes. And then 2 x minus 7
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volunteer
what would that one have to be?
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student
OK. So,
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student
2 times.
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