### Scribe Post for April 28, 2010

Wednesday, April 28, 2010
Hello 9-05! Today in class we were given 3 problems. These problems were hard for some people so I will explain it to you!

1) A bag contains 36 marbles. There are one quarter as many purple marbles as red ones. There are three times as many green as purple marbles. How many green marbles in the bag?

There are 36 marbles in the bag.
so Red + Purple + Green = 36
We don't know how many red marbles there are so red will be x. There is 1/4 purple marbles out of the red ones so purple will be 1/4x. And lastly, for green, there are 3 times the number of purple marbles so green will represent 3(1/4x).

So you have to add all of those to get the number of marble in the bag.
x + 1/4x + 3(1/4x) = 36
That is your equation. Now solve for x.

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.

3(1/4x) = Number of green marbles
3(18/4) = Green
3(4.5) = Green
13.5 = green

There are 13.5 green marbles in the bag.

2) A skier takes 1.2 minutes to complete a run of 2 km. How fast in meters/second was he going?

First you must convert minutes into seconds and kilometers into meters. There are 60 sec in 1 min and there are 1000 meters in 1 km.

1.2(60)=72 sec
2(1000)=2000 m

Then you use to formula s=d/t.

He was going at a speed of 27.78 m/s.

3) A regular hexagon has 6 sides. What is the measure of one interior angle? What is the measure of all interior angles?

There are 6 triangles in a hexagon.

In an equilateral triangle the interior angles are 60 degrees.

You add them to get the interior angle of a hexagon.

60+60=120 degrees

One interior angle of a hexagon is 120 degrees.
To find them all out you multiply one angle by 6.

120(6)=720 degrees
All of the interior angles are 720 degrees.

Homework:
8.4 Text Book Work
-1-23 and 26-30
White Sheets
-All up to Age Problems

### Karen's Journal Entry

Note: I'm sorry for the super late post Mr. Backe and class, my computer got a virus and was sent to be fixed last Monday and I just got it back today so I am really, really sorry.

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

Monday, April 26, 2010
Hello 9-05 welcome back from a long break. Well now it's time for more school and yes we had math today.

Today we talked about question 21 in section 8.3 (textbook). The question went a little something like this......

A square picture is made out of wood that is 1.6 cm wide. The perimeter of the outside of the frame is 75.2 cm. What is the side length of the largest square picture that the frame will display?

Well really what the question is asking you is what the side length of the middle square is.

Now to solve this you have to look at the width first.

Since you know that the width is 1.6 cm and it will also be 1.6 cm on the other side between the small square and the perimeter, you can multiply 1.6 cm by two.

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

Sunday, April 25, 2010
Hey 9-05 students ! Sorry the post was late, didn't get time on the computer until now. This was the homework assigned for the weekend.

Practise # 6-11
Apply # 12-22
Extend # 23-27
8.3 Workbook

### Nicky's Journal Entry

Tuesday, April 20, 2010

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 :)

Hey there :) , 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..

Anyways .. I will talk about something in Chapter 6. This is coming straight from my journal. When you read it dont make fun of me -_-" I talk as if my journal is a diary.. 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 :)

### Linda's Journal Entry

Monday, April 19, 2010
(Click picture to enlarge)

### Scribe April 19, 2010

Hello 9-05. Today i didn't really take good notes today but Ill type what i have down. So today in class we started giving back our foldables which alot of us including me didn't hand in yet. I then Mr. Backe yelled at us and blah blah blah... Okay well after that we talked about our homework on 8.1. Then most of the class he th0ught us things that i think were new things unless I am mistaken. Anyways I didnt get what Joseph said about the recirpical but i got this stuff. I hope you understand... Enjoy!!!

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.

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

Today in class we started off by playing "Save the Zogs". I think this actuly helps you with linear relations and all those things. I was playing last night and i got really bored. I think i went up too level 7 then i just went to sleep. We eneded up playing it in class with backe anyways so that was fine. I have some trouble with this stuff but it looks pretty easy to understand. I dont think if we have a test ill fail it. I should do fine and maybe close to a 80%. haha! yeah right!!

### Vikram's Journal Entry

February 22, 2010

To start off the class we got our stash-its back. Afterwards we went over our tests. Nicky proved by counting the test was acutely out of 47 instead of 48. One of the questions a lot of people got wrong was number 26, the hexagon question. Mr.B showed us how to make the hexagon on grid paper after. During the last little bit of class we went over a little bit about the new unit (Chapter 5)

Monomial means there is ONE term.
Binomial means there is TWO terms.
Trinomial means there is THREE terms.

We then got home work which was 5.1 extra practice and 5.1 workbook.

### Liem's Journal Entry

March 22, 2010
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

2010 03 23

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

March 22/2010

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:

### Aleiah's Journal Entry

Sunday, April 18, 2010

### Tracey's Journal Entry

March 3, 2010
We went over some questions in math class. Different colours indicate different questions

### Melanie's Journal Entry

March 1, 2010

Today we went over the assigned homework, which one of the questions were number 17, on page 197 in the textbook. The "Addition Pyramid." At first I was confused, but the more we discussed it as a class, the more I understood. It's all about "combining like terms."
Here's the question:

17. Complete the addition pyramid. Find the value in any box by adding the expressions in the two boxes immediately below it.

Do you get the pattern?
So ...
first the pinkish purplish:
2x-1+x+3
= 3x+2

second the dark green:
3x-2+x+2
= 4x

third both of them combined:
x+3+3x-2
= 4x+1

That's all for my journal entry. Thanks for reading (:

March 8, 2010

### Brendan's Journal Entry

March 10/10

Today in math we learned how to divide polynomials using algebra tiles.
Then we were given another question about dividing polynomials, It was about a cylinder and what the ratio of the Surface area to the radius was.

To figure out this question you need to know the formula for a cylinder.

The formula is:

At the end of class class we were given homework to do. While we were working Mr. B told us what he wanted in our stash its.

(Chapter 5 & 7 work)

### Kara's Journal Post

March 19 and 22

Click to enlarge.

Feel free to comment!

### Krissia's Journal Entry

March 3, 2010

Today in math class, we learned about multiplying and diving polynomials. Here is an example that we worked on today.
Basically, it's like 2 and 3 are multiplying and x and x are multiplying.

PICTURE MODEL
The first factor is always on the left. **Exponent law for the multiplying
The second factor is always on the right. exponents is you ADD them**

We also started dividing Polynomials

**The thing that will mess you up MOST is remembering the variable and its exponent*
REMEMBER: The exponent law for diving is you subtract the exponents.

Positive divided by a negative = negative

### Francis M journal entry

February 22 and 23

### Shaneille's Journal Post

March 3 2010
Today we started chapter 7.

First thing,

(Negative)(negative) = Positive

(positive) (positive) = Positive

(positive)(negative)= Negative

Learning to multiply.

(2x)(3x)
which means (2)(3)(x)(x)

(2)(3) =6
(x)(x) = x^2
So (2x)(3x)=
=6x^2

Then dividing.

6x/-3x = -2x

### Christian's Journal Entry

April 5, 2010

Today in math, we analyzed the difference between Extrapolation and Interpolation, we also differentiate, Linear Relation and Linear Equation...

INTERPOLATION: Estimating a value between the given value.

EXTRAPOLATION: Estimating a value beyond the given value.

Linear equation is finding the equation on the x and y axis, showing a straight line when graphed.

Example.

Linear relation is relation that appears as a straight line whe

### Kristin's Journal Entry

February 26, 2010

Today in class we learned about a negative in front of a bracket and adding and subtracting polynomials.

eg. 55x + 30 - (22x + 20) you can't leave it this way so it becomes: 55x +30 -22x - 20

A negative in front of a bracket means: the opposite of everything in the bracket.
Why? -( means -1 multiplying everything inside the bracket

- use models
(3x -4) + (2x +5) = 5x + 1- use symbols
(3x + 4) + (2x + 5)
=3x + 2x - 4 + 5
= 5x + 1

Subtracting polynomials
-use models

(3x - 4) - (2x + 3)
= (3x - 4) + (-2x - 3)
= 3x - 2x -4 - 3
= x - 7

### Jounel Entry Post

March, 3. 2010

Today in math class we reviewed some homework from yesterday. Next we started on a new unit on multiplying and dividing polynomials.

The first thing that we talked about is how to use algebra tiles to find out the answer to an equation. eg. (2x)(3x). To do this question using algebra tiles, you will first need to know that.....

Now that you know this, lay out your tiles as so.

Your first number in a multiplication equation will always be on the the left part of the diagram. Now just fill in the middle part of your diagram with as many x squared tiles as needed. In this case you have to add 6 x squared tiles.

After that we learned how to solve the same equation but algebraically this time. To solve this algebraically you just have to simply multiply both coefficients as well as the variables together to get your answer.

Next we learned how to solve division questions with algebra tiles. For this example we will use this simple question. 6x^2/3x. To solve this question lay out our tiles like this...

Notice that 3x is placed on the top of the diagram instead of the left.

The next step is very simple. Just draw as many tiles as you need so that you can multiply 3x by a certain number to get the the middle amount of tiles which is 6x^2. For this question the missing number is 2x.

To solve this question algebraically you have to divide the coefficients, and variables together. Remember that any variable without a degree will always have a degree of one. Also remember that when dividing the variables together you can subtract the exponents from both of the variables to get your answer.