### Scribe Post for February 26, 2010

Saturday, February 27, 2010
Hello 9-05 (:
Though there were a lot of people away on friday, there was still math class, and homework of course. By the way, GOOD JOB TO ALL THE BAND PEOPLE (:
First of all, Mr.B had to set up that projector thingy that always takes some time, but yeah .. we helped (;
After he got it all set up, we went to get our textbooks.
We went over questions 1-4 on Pg. 190. (Explore Adding or Subtracting Polynomial Expressions)
Here they are:

Now, you may be wondering about Question #4 ...
But even if you're not, you still need to know why some people are. (including me, at first)
Mr.B got into a huge discussion over this specific question, and here's why:

55x + 30 - (22x + 20) is NOT the same as 55x + 30 - 22x + 20

And that goes back to BEDMAS.
Brackets are always first, but according to the second expression, there are none, so you solve in order from left to right.

As Mr.B said, "COMMON ERROR."

Also Mr.B taught us this:
hint-hint, PUT THIS IN YOUR NOTES.

In Question #4, where it says 55x + 30 - (22x + 20) or 55x + 30 - 22x - 20, do you understand how they are equal?

Do you know why one is positive/plus, and one is negative/minus?

Well if you don't know:

- (22x + 20)
^
that negative sign means, the opposite of everything in the brackets.
Therefore, - (22x + 20) = - 22x - 20.

If you remember, on friday morning Mr.B came into our classroom, and told me that theres going to be a lot of notes for the scribe.
So I thought, there were just a lot of minor notes, but actually, there was just one major one.
It was really confusing at first, but the more he explained, the more I understood.
Plus, everyone else's explanations (;

So that was basically all we did today. I hope you understood my work. If I have any mistakes, please comment and tell me. And if you have any other questions, feel free to ask me, or Mr.B, which ever you prefer.

And before I forget, Mr.B also assigned some homework:
Pg. 191-194 Read 5.3 Examples (Textbook)
Pg. 195 Check Your Understanding #1-3 (Textbook)
Pg. 196-198 ALL Practice and Apply (Textbook)
NO EXTEND

TEST: Either next Tuesday/Wednesday, so do your homework and STUDY (;

The next scribe will be....
ZERLINA (;

AND ASK QUESTIONS if you have any.

SMILE (:

### Scribe Post for February 24, 2010

Wednesday, February 24, 2010
Hello 9-05! Today in class, we did many things. First of all, Mr. B asked us if we had any questions about the homework yesterday. The question was #25 from the textbook. Here it is:

a) 2w + s

b) w stands for the number of wins, s stands for the number of shootout losses

c)20-12-4=4 losses

d) 2w+s

2(12)+4

24+4

28

*Just replace the variables with the given numbers.

e) 2x5+18=28

2x9+10=28

*The combinations are for team B, and has to equal 28.

Then, we had a review about polynomials, their coefficients, variables, and exponents.

Here's a chart about that (we had to fill in the coefficients, variables, and exponents):

After that, Ms. Yoo, started us on unit 5.2. Which is equivalent expressions. But we talked about like terms first. What are like terms? Like terms are terms that differ only by their numerical coefficients.

*Variables, and it's power stay the same. Coefficients changes however.

examples:

3x and -2x

6y² and 3y²

-5xy and -2 xy

17 and 12

Here's are other examples featuring the variable x:

-1x=-x

+x= x

-x²=-x²

+1x²=x²

*Mathematicians are lazy, they don't like writing 1 in front of a variable.

Next, we had to identify like terms:

(like terms are colour coded, dark green, and blue)

a) 5b² 3bc -2b 7c 6b

b) 3x² 4xy -2x² 7x² 1/2 y

c) 3pq 11 -4q² -3 pq

Then, we were combining like terms. (the variables and coefficients are bolded, the constants are "slanted", while variables with higher power than 1 are left with regular font)

a) 4x-2x+3-6

2x-3

*4x-2x= 2x, +3-6= -3

b) 2x²+3x -1+x²-4x-2

3x²-x-3

c) k-2k²+3+5k²-3k-4

-3k²-2k-1

-Try to gather like terms first

After, we had to simplify like terms.

1) x²-(-3x) +4+7x²-8x-6

x²+7x²-8x+3x+4-6 (<= work should look like that)

8x²-5x-2

explanation: 7x²+x² is 8x², while -8x+3x is -5x, and 4+(-6) is -2

2) -x-5x+(-3x²)-9-2x+7

-3x²-8x-2

3) 4x³+6x²+6x-1+5x³-x²-(-9)

9x³+5x²+6x+8

That's all we did in class. Hope I covered everything. Here's the homework:

-5.2 Extra Practice

-5.2 Workbook

-2 sheets (double sided)

-journal

-textbook work (since we don't have class tomorrow because of the Tec Voc tour)

-5.2 Mathlink (Mr. B didn't assign this, so do it if you have time)

-COMMENT ON MY POST!

*By the way, Friday's scribe is Melanie (since there's no math class tomorrow)

### Scribe Post for February 23, 2010

Tuesday, February 23, 2010
Click and enjoy :)

### Scribe Post for February 19, 2010

Monday, February 22, 2010
Hello 905. I know our scribes haven't been up there in the longest time, but there was a big mix up with the scribes -ahem ahem-. Anyways, sorry this is also late, im having .. problems you can say. Today in class, Ms. Yoo was teaching. We began a new chapter on "The Language of Mathematics". Class was mostly about defining words, so I'll show you the definitions and examples of each one.

Sorry I couldn't really do anything on this. I just had to get it done, I'll do better next time Mr. B and 9-05!

### Monday, February 22, 2010

Hey, 9-05! Well, today was the second class of our Polynomials Unit. *yaaay* We started off class by getting our stash-its back! *For anyone in hope of handing in part of your stash-it... or if you were planning on trying to hand in your mathlinks for bonus marks (like me)...you're to late.

Afterwards, we started reviewing our Chapter 4 Unit Test! Nicky pointed out that the test was in fact out of 47 instead of 48! The question that I think most people had difficulty on would probably be question #28.

28. You have been asked to design new placemats for use in the community hall. The placemats are to be hexagonal in shape. They need to be 15cm across between any two opposite sides. Create a scale drawing of your design, using a scale factor of 2 : 5.

First of all, you need to find the distance between each side in your drawing. We'll call it "x".

We will be using a scale of 2 : 5
We know the distance between to opposite sides are 15cm in the actual, so it goes with the 5.
"x" Is part of the image, so it will go with the 2
To get from 5 to 15, you multiply 5 by 3
In order to keep it proportional, you must do the same to the other side. So 2 x 3 = 6
The length between to opposite sides will be 6cm.

The next thing we needed to do was to draw the hexagon. We know that a hexagon has 6 sides, and what Mr. B told us last week is that the number of sides a regular polygon has, is the amount of equivalent and equiangular triangles the polygon is made up of. To find the angles of these triangles, we need to divide 360° by 6, since that is how many triangles we will be using. That gives us triangles with 60° angles. Since you know all that information, all you then have to do is draw the straight horizontal line measuring 6cm, the diagonal lines using a 60° angle between the lines, and lastly connect the sides. Sorry if you didn't quite understand that, if you need any help just ask in class.

After going through our test, we had 7 questions to answer. Sorry, I do not have the exact wording for the questions, since I did not exactly knwo I would be scribe in advanced, but I will try my best.

1) Give an example of a monomial.
(-2x)

2) Write an expression with 3 terms. Name it.
x² + y + 4 It is a Trinomial.

3) Write an expression with 2 terms. Name it.
3x² - 2 It is a Binomial.

4) Use 4 terms and make sure each term is at least one degree of a term larger than the following one.
4x^5 + 3x^4 + 2x^3 + x^2

5) What is the degree of a polynomial in the following: 3x^3 + 3x^2 + 3x + 3
The degree is 3.

6) What is a term?
-an expression formed in the product of a variable and/or a co-efficient.

7) What is a constant?
-something that never changes. eg. y + 4 The y could be changed with a different letter or number, but the 4 has to stay a 4.

HOMEWORK
- 5.1 Extra Practice
- 5.1 in the workbook
- Journal

Oh yeah, sorry for there being no color in this post, my computer is not letting me change the colour at the moment....It just changes everything.. Anyways, the next scribe is LINDA! (:

### Scribe Post for February 8, 2010

Monday, February 8, 2010
Today, we went over our ratio worksheet that was given to us last friday during the test. Mr B went over how to do the worksheet.

Here is an example:
the scale of a map is 2in= ___mi
map: 5in
actualy: 32.5mi

This is the first method you could use in finding the answer:

Here is another way in solving this question:
So you see, either way you solve it, you still get the same answers.
After that, we just worked on the other sheets he gave to us.

MATH HOMEWORK
1. Math Journal
2. Check that blog Mr. B showed us
3. Look at the videos and stuff thats on the grade nine homepage
4. Stash it
- All Math Links including Intro and Wrap it up
- One of your tests signed
-Math Journal
- Self Assessment
- Chapter 4 Blog Problems

THANK YOU FOR LOOKING AT MY POST :) I'm sorry if I took a long time to make this post, but I hope you like it! :) And also, I'm not sure how to make the picture bigger so I'm sorry if its too small. ANYWAYS, the next scribe is... dun dun dun...... DEAN (: (:

### Scribe Post :)

Sunday, February 7, 2010
Hey, Hi , how you doing? Well Mr"B" just called and told me to do the scribe. Because again.. I forgot -_-" Anyways, I'm doing a scribe from way back when... Remember that video we watched? Well it was talking about Similarity and Proportions ..

Similarity and Proportions aren't very hard to understand.

Similar Figures have corresponding (matching) angles that are congruent (equal), and their corresponding (matching) sides are proportional.

I'll try and explain this using a picture..

The green markings indicate the size of the angle. The blue cirlces are congruent to each other but they are NOT congruent to the others because they are all different.
Similar Figures - They have to have matching or congruent angles that are equal.

If we were to flip the shape around we will see if they truly are congruent to one another.

The first angle we are looking at is equal or corresponding to its other angle.

If we do that to all the other angles, they should all be the same as there corresponding angles.

btw: 01 = 10 and 81 = 18

All the angles match their corresponding angles they are congruent.

So at least for the angles of the shape they are equal. But now we have to look at the sides..

For the sides they have to form a proportion. You can find the proportion in several different ways. I'll show you one way.

btw: 01= 10 and 81 = 18

We can compare to get a proportion. So i'll call 18 and 13.5 side A, and i'll call 10 and 7.5 side B. Then we could compare 18 and 13.5 ( both of the side A's). So now we want to see if thats congruent to 10 and 7.5 (both of the side B's). They are congruent to each other. Because if we divide 18 and 13.5 we get 1.3 repeating and if we divide 10 and 7.5 we also get 1.3 repeating. So the two ratios represent the same amount.

So these figures really are similar because there sides are proportional.

If we tested out the other sides we'd see the same thing. 8 to 8 is the same thing as 6 to 6 because they are all representing a ratio of 1.

Well thats my scribe! :) Wow, I acutally understood things while doing this -_-". Backe, I hope youe happy! AHAHA :) see you guys soon ♥ oh and tell me if have mistakes!!! :D

### Scribe Post for January 29, 2010

Thursday, February 4, 2010
Hey guys! Sorry that my post is really really late! Well anyways. On January 29, we had a math test. Our test was about scale diagrams, enlargements and reductions. In my opinion I thought some questions were easy, and some were quite hard. I didn't do so well on that test, but next test I will do better! :)

I'm gonna be choosing one question from each heading ex. multiple choice, short answer etc.

Multiple Choice
1. A scale of 2:5 means
a) there are 2 units of the image for every unit of actual size
b) there are 2 units of the image for every 5 units of actual size
c) there are 5 units of the image for every unit of actual size
d) there are 5 units of the image for every 2 units of actual size

Completion
7. The enlargement of an image is 3 times the size of the original. The value 3 represents the _________.