### Scribe Post for May 27, 2010

Anyways, in class we went over Question #21 on Page 403 in the textbook.

*The radius is 3cm because the diameter is 6cm (double the radius)*

Now we need to find out the purple measurement, and since it's a right angle, we could use the "Pythagorean Theorem".

Now that we know the radius of the circle that's sticking out of the ice surface (2.82cm) we could find the circumference.

The circumference of the circle where the ball touches the ice surface is 5.6(pi).

The rest of the class was work period, and since the test was the next day, Mr.B was asked a lot of questions.

I hope everyone did good on their tests, and good luck on finding out your marks (:

Have fun with what's left of the weekend!

Good luck to all the track people who won't be at school on Monday, and those who will be here, let's have fun again :D

HOMEWORK:

- stashits ---> journal, test signed, 2 problems of the week (including #3)

The next scribe is Marc. I told him on Friday, and reminded him again today. He's doing the test scribe ... but he said he'll do it "laterz" ... so just wait for it (; haha .

### Scribe Post for May 20, 2010

Diameter - The distance across a circle through its centre.

Radius - A line segment joining the centre of a circle to the outside edge.

The angles ABC is called a Central Angle.

Central Angle - An angle form by two radii of a circle.

The straight yellow line from A to C is called a chord.

Chord - A line segment joining two points on the circumference of a circle.

Angles ADC and AEC are examples of Subtended Angles.

Subtended Angle: Lying opposite to.

Inscribed Subtended Angle: is equal to half the central triangle.

How do you find the measurement from B to C? Use Pythagoras!

First of all, why do we use Pythagoras? We can use Pythagoras method as long as there is a right triangle to find out the missing side length. Do you see the right triangle? If you flip it over or turn your head upside down, you will be able to see a right triangle. So, the angles AC will be represented as the hypotenuse which is c. And let's say that AB represents a and BC represents b.

a^2+b^2 = c^2

6^2+b^2 = 10^2

36+b^2 = 100

b^2 = 100-36

b^2 = 64

Square root b^2 = Square root 64

b = 8

The missing measurement of the line B to C is 8 cm.

Homework:

Chapter 10 Warm-Up #1

10.1 Textbook

-Practice, all odd

-Apply, all even

-Extend and any 2

10.1 Workbook

10.1 Worksheets

Well, that is all for now folks! (: I hope you enjoyed my post! Keep working hard 9-05! For exams are coming soon and we only got about a month of school left! The next scribe is KIM (:

Okay tootles!

### Scribe Post for May 25, 2010

*A tangent is:*

*-a line that touches a circle at exactly one point*

*-the point where the line touches the circle is called the point of*

*tangency*

*Pythagorean theorem (only if there's a right triangle)*.

*To find A*

*180°=A+42°+90°*

*180°-132°=A*

*48°=A*

*To find C*

*Since C, is subtended by the same arc as A, A could be divided by two, then you'll get 24° for C.*

*To find B. (A+B=diameter(which is always 180°)*

*A+B=180°*

*48°+B=180°*

*B=180°-48°*

*B=132°*

**Today's homework are:**

**-10.3 textbook**

**-read**

**-CYU #2**

**-Practice (odd)**

**-Apply : ALL**

**-Extend 19&21**

**-Workbook, and Extra Practice**

**-journal**

**TEST ON FRIDAY**

*For Tuesday, June 1*

*hand in inside stash-its*

*-problems of the week (#3, and another)*

*-journal*

*-last test signed*

### Scribe May 21

*SCRIBE*Um hello... in class on Friday we learned more things about circles. Chord Properties to be exact. There are four steps to find the interscection of the arcs... Heres a summary of the things we leanred in class recently.

1) You make a chord on the circle.

3)Place compass point on each end of the line. Make arcs above and below the line.

Then heres an example of a question we did, based on the circle we have drawn. We were given that the Chored is 2x and we needed to find the radius of the circle.

Here's how you solve it.

Well... this is it... the homework is 10.2.

### Scribe post for May 11

Ok theres the quick overview of what we did in class. Sorry if I missed some things, I got the main points down I think. Homework was

And today for homework.

### Scribe Post for April 29, 2010

m = slope

y =[mx] + [b] y intercept

slope ^

Slope formula:

y2 - y1 = m

x2 - x1

Ex. (0.1, o.023)

(0.4, 0.092)

y2 - y1 = 0.092 - 0.023

x2 - x1 0.4 - 0.1

= 0.069

0.3

= 0.23

y intercept formula:

y - y1 = m (x-x)

Ex. (0.1, 0.023) (0.4, 0.092)

(x1, y1) (x2, y2)

y - y1 = m (x-x)

y - 0.023 = 0.23 (x-0.1)

y - 0.023 = 0.23x -0.023

y = 0.23x - 0.023 + 0.023

y = 0.23x

HOMEWORK!

Review

The test

Rest of the sheets!

### Scribe Post for April 28, 2010

**purple marbles**as

**red ones.**There are three times as many

**green**as

**purple marbles**. How many green marbles in the bag?

**Red**+

**Purple**+

**Green**= 36

**x + 1/4x + 3(1/4x) = 36**

So there are 18 red marbles. Now you fill in x will 18 to find out how many green marbles there are in the bag.

### Karen's Journal Entry

February 23, 2010

So today, Mr. Backe gave us questions to identify the number of terms, name and degree of an expression like this:

I think it's pretty easy but he let's us practice because he wants to make sure that we all get it because this stuff is important. He also mentioned polynomials being part of what we need for Grade 10 especially for people taking Pre-Cal. He' going to be talking more and more about it and he's going to teach us "fun" Grade 10 stuff. I never found Math "fun" but maybe it will be. He also made us do matching words (match words and definition). It was really easy because all of the words were in my notes and I know almost all of them except for like terms, terms that only differ only by their numerical coefficients. After, he assigned us assignments, questions from the textbooks, and then he stopped talking and let us do our own work, quietly. I wasn't quiet and he knows that...I finished 5 questions though (:

It's hard for me to do work in class, I need a silent environment and plus and get distracted easily.

### Scribe for April 26

Once you get your answer which is 3.2, you have to divide 75.2 (perimeter) by 4 so you could get the side length each side of the outside of the frame. You want to do this because if you multiply 3.2 (width times 2) by the side length of the outside which 18.2 you will get the side length of the inside square.

Did you get an answer of 15.6? Well if you did then you have got the right answer.

After solving that question we went onto question 27 also in section 8.3 (textbook) which was even difficult for Mr. Backe to solve. Well here is the question...

Tahir is training for an upcoming cross-country meet. He runs 13 km, three times a week. His goal is to increase his average speed by 1.5 km/h, so that he can complete each run in 1 1/4. How long does he take to complete each run now, to the nearest tenth of a minute. Solve this problem in two different ways.

Well I am not really sure how to solve this but this is what Mr.Backe did.

Thats all for today and sorry it is so late. Bye.

### Scribe Post April 22, 2010

Read Pages 314 - 318

Check Your Understanding #4

Practise # 6-11

Apply # 12-22

Extend # 23-27

8.3 Workbook

MathLinks 8.1, 8.2, 8.3

### Nicky's Journal Entry

Note: The above is a picture because I didn't realize that blogger doesn't allow copy/pasting from word. Also, click the picture to make it larger.

### Alyanna's Journal Entry :)

**, Sorry this is late.. I kept forgetting my journal in my locker -_-" I finally remembered to take it home.. cause Backe wrote it on my hand. Or should I say my finger -_-" Beautiful..**

*Hey there :)*Anyways .. I will talk about something in

**Chapter 6**. This is coming straight from my journal. When you

**read**it

**-_-" I talk as if my journal is a diary..**

*dont make fun of me***LOL**. So here it goes :)

Today in class, Backe asked if we have any questions or anything. No one did suprisingly.. The class was so quiete.. It was amazing. Well after that, he started talking about some patterns and things. Well there went the class.. We were talking about some pictures or something. Wait i'll show you. Just wait let me draw it :)

See this is what we are learning. We have to find out what the how many squares are in the fourth and fifth figure and the "linear equation" or something. Well yeah, I'm so lost.. Like you don't even understand.. But wait, I'll ask questions BE RIGHT BACK.

Okay I'm back.. Hey there! Well my questions helped me, I get it know ! yay me :) I'm going to go do it on my loose leaf! Bye Journal :) I wrote a lot in you today ! yay me :)

### Scribe April 19, 2010

One of the questions he gave us too solve is....

ax+b=c .

I cant really show how to work it out but what you do is divide both by "A" and minus "C" by "B".

it should look like this...

ax=c-b

__ __ x=c-b

a . a . __

. a

The dots are here^^ because I can't move it over without anything there.

Sorry if its really bad!

### Casey's Journal Entry March 22, 2010

### Vikram's Journal Entry

### Liem's Journal Entry

Today in class, we had a bit of fun! We played Save the Zogs, on www.mathplayground.com

Here's what we had to do :

" To rescue the Zogs, you need to learn as much as possible about linear equations and the lines they create. What happens when the slope is zero? What effect does the y intercept have the position of the line? The more you know, the more Zogs you can save! "

So basically, we had to find linear equations, in order to save the Zogs. Also after passing a few levels of the game, the game involves finding the x, y position and rotation of the line. This game is very fun, but involves math which was very interesting. I really liked how the game wasn't too hard to play but was very fun. I really learned a lot from this game, its awesome. That's what we did today!

Here are some screen shots :

### Abby's Math Journal Entry

Today in math class, we took notes for Chapter 6. We learned about linear relations and linear equations. I learned that a linear relation is a relation that is in a straight line when graphed. We worked on a pictorial pattern. It was kind of hard to understand at first, but when Mr. Backe explained it, it was easy. This is what we worked on in math class:

### Kim's Math Journal Entry

Todayin room 5 for math, we went on the website http://www.mymathplayground.com(that/ I didn't go on due to somethings... >.>) and played rescue the zongs.

Just by doing it you can learn A LOT!

For example:

I learned that if the line is vertical like the y axis, it is an "x" line and if it's a horizontal line like the x axis. then it is a "Y" line.

I also learned that you can make a chart to find out the answer.

For example:

### Tracey's Journal Entry

We went over some questions in math class. Different colours indicate different questions