905 Math (2009)

Scribe Post for May 27, 2010

2010-05-30T13:51:00.008-05:00

Hello 9-05. Sorry this is a late scribe ... I honestly forgot ... but this is for the day before the test, if you don't remember.

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

2010-05-29T18:06:00.001-05:00

Hello there, 9-05! Today we started on Chapter 10 which is Circle Geometry. We went straight to 10.1 and started learning or reviewing about circles since I'm sure most of us know something about circles. Chapter 10.1 is about Exploring Angles in a Circle. For this class, we spent our time taking down notes and Mr. B taught us how to find angles.

Circumference - The boundary of or distance around a circle.
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

2010-05-25T16:24:00.013-05:00

Today in math class, we learned about tangents of a circle. First of all, what is a tangent (of a circle)?

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

We also learned how to use the tangent chord relationship to find the unknown lengths, given in the diagrams. We used the Pythagorean theorem (only if there's a right triangle).

for example:

-find the length of AB (if BC (diameter) is 14 cm, and AC (hypotenuse) is 20 cm)

solution:

Then we learned how to determine angle measures in a circle with a tangent line.

-find the measure of angles A,B,C

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°

After those two examples, we had another example using the tangent chord relationship, once again.

-find the measure of line DE

solution:

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

2010-05-24T17:01:00.023-05:00

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.

2)Widen your compass pass ther half way point of your line.

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

4) Then draw lines through the intersection of the arcs and the center point of the circle.( sorry the line that intersects the arcs were suppose to be straight not slanted like this...)

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.

Then after he gave us another question. We had to find the length of CD if CB is 2x+2. To do that we need to do pythagras and use the information he gave us. if CB is 2x+2 and AD which is equal to BD then that means the side is x.
Here's how you solve it.

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

extra practise

Workbook

mental Math

In the workbook its...

CYU 1 and 2 (pg.389)

Practise and 2

Apply odd

Extend all

Scribe post for May 11

2010-05-13T17:43:00.006-05:00

Hello 905. Sorry about the lack of scribe posts. So here's for the class two days ago.

Today in class we started Chapter 9. * Inequalities*

So we started up with some symbols we knew, and some we didn't know.

Here are some examples of how we use these symbols. (algebraically)

And here is how you express it graphically.

2- step Inequalities.

How do you solve this?

just like in linear equations.

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

9.1 All odd, or even numbers up to 22.

Extend 23+ 24 or 23+ 25

And today for homework.

Practice all odd numbers.

All of apply

Extend 23 and 26

Choose two of 24, 25, 27, 28

Then next person for scribe would be Melissa. Please comment.

Scribe Post for April 29, 2010

2010-05-02T20:48:00.004-05:00

Hey everyone! On Thursday April 29, we learned about the term "Slope."

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

2010-04-28T20:20:00.015-05:00

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

Thanks for reading please leave a comment!

Karen's Journal Entry

2010-04-28T18:32:00.005-05:00

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

2010-04-26T18:41:00.003-05:00

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

2010-04-25T15:24:00.003-05:00

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.

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

2010-04-20T20:04:00.004-05:00

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 :)

2010-04-20T18:41:00.004-05:00

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

2010-04-19T22:57:00.003-05:00

(Click picture to enlarge)

Scribe April 19, 2010

2010-04-19T22:32:00.004-05:00

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.
Sorry if its really bad!

Casey's Journal Entry March 22, 2010

2010-04-19T22:12:00.003-05:00

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

2010-04-19T21:36:00.001-05:00

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

2010-04-19T19:36:00.010-05:00

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

2010-04-19T18:47:00.005-05:00

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

2010-04-19T07:36:00.008-05:00

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

2010-04-18T22:23:00.004-05:00

Tracey's Journal Entry

2010-04-18T22:11:00.003-05:00

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

Melanie's Journal Entry

2010-04-18T21:50:00.007-05:00

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 (:

Melissa's Journal Entry

2010-04-18T21:39:00.003-05:00

March 8, 2010

Brendan's Journal Entry

2010-04-18T20:02:00.027-05:00

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

2010-04-18T19:37:00.007-05:00

March 19 and 22

Click to enlarge.

Feel free to comment!

Krissia's Journal Entry

2010-04-18T19:00:00.010-05:00

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

2010-04-18T18:47:00.009-05:00

February 22 and 23

Shaneille's Journal Post

2010-04-18T17:51:00.007-05:00

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

2010-04-18T17:32:00.006-05:00

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

2010-04-18T16:28:00.004-05:00

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

Adding polynomials

- use models

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

(3x + 4) + (2x + 5)

=3x + 2x - 4 + 5

= 5x + 1

Subtracting polynomials

-use models

- add the opposite
(3x - 4) - (2x + 3)
= (3x - 4) + (-2x - 3)
= 3x - 2x -4 - 3
= x - 7

Joseph's Journal Entry

2010-04-18T15:56:00.003-05:00

Jounel Entry Post

2010-04-18T15:47:00.010-05:00

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.

The tiles in the middle of your diagram is your answer which is 6x squared.

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.

Simran's Journal Entry

2010-04-18T14:44:00.003-05:00

March 8, 2010

Today we learned a new strategy for multiplying polynomials, called "FOIL". Which stands for first, outside, inside, last.

e.g (6a-2) (6a+3)
F (6a) (6a)= 36a^2
O (6a) (3)= 18a
I (-2) (6a)= -12a
L -(2) (3)= -6

= 36a^2 + 18 -12a
= 36a^2+ 6a -6

Journal Entry

2010-04-18T13:44:00.006-05:00

March 8, 2010

Today in class, we got our math test back. Then, we corrected some of the questions from the test that everyone had trouble with. Here's one question from the test: simplify by combining like terms:

(2c²+4)+(-c²-2)-(-3c²+4c-4)-(2c²+c+3)

c²+2+(3c²-4c+4)+(-2c²-c-3)

2c²-5c-1

Then we learned :

First

Outside

Inside

Last

It's FOIL which is used for multiplying binomials.

Here's an example:

That's all we did in class today. Now this is for homework:

-7-5 (blue sheet)

-write on your journal

-comment on the blog

Marc's Journal Entry

2010-04-18T11:42:00.010-05:00

Hey there you guys 8D! Were supposed to make a post for the best journal entry for the past two units that we've done...I chose the entry for the test of both chapter 7 and 5, which made it so much easier.

Entry: March 19,2010 ******************(Start)

Today we basically corrected our tests. There are a few questions people had trouble with, but I'm not completley sure if they were the ones.
(^2=Squared)

19. Write a simplified expression for the area of the following figure. What is the area of this figure?
--------------------------
20. Apply the distributive property to simplify: 2x(x-4)-3x(x-4)

=2x^2-8x-3x^2+12x (combine like-terms)
=2x^2-3x^2-8x+12x
=x^2+4x
--------------------------
21. A pool table is twice as long as it is wide. If the area of the pool table is 2.88m^2, what are the dimensions of the table.

We are also to try and play a game called "Save the Zogs", in http://www.mathplayground.com/

**********************************(end)

Thank You for reading my entry, leave a comment :)

Zerlina's Journal Entry

2010-04-18T10:45:00.013-05:00

April. 5, 2010 - Interpolation and Extrapolation (Chapter 6)

Today in class I learned how to interpolate and extrapolate. I also learned the difference between them because I honestly didn't know the difference before. Interpolating is when you are given a set of values and you estimate between them.

eg.

When x=2.5 then y=?

Interpolate the given values
y=5

Extrapolating is when you estimate a value beyond a given set of values.

eg.

When y=12 then x=?

Extrapolate beyond given values by extending the line
x=8

Thanks for reading one of my journal entries. Please leave a comment!

Scribe Post for April 15, 2010

2010-04-15T22:46:00.000-05:00

Hello 9-05. Today in class we got our tests back. We went over the test and I am going to post one of the questions that was "kinda" on it.

To find the answer we must make a table of the question.

After you have made a table you want to check if you did it right so make plug in the numbers in an equation.

Since there are 3 more dots for each figure you have to multiply the figure by 3 and then you add 2.

After making sure you are right you have finished the question. That wasn't too hard was it?

After we had finished going through the test we started a new unit, known as Chapter 8 "Solving Linear Equations".

We started the unit off by Mr.B giving us 3 different equations.

First let's see one of the two methods of how to do these (though this one isn't always the best).
5x=30 By looking at this equation I'm sure you could piece out the puzzle and figure out x is equal to 6. Doing this is called Inspection. The other way of doing this is Algebraically.

Remember to think of a scale and to balance everything while doing the equation algebraically.

Now let us do a few more examples of the different equations.

Now, it is very important that there is no "chew chew" train, so align your equal signs. One very important thing to do is to check or verify your equation. And as you can see while I was checking I didn't put "=21" for each line because...well I'm not to sure but Mr.B told us that we should do it that way and its less writing so more trees will be saved.

Now on to the best part about scribes, the homework.

First, make sure you have finished the 8.1 Warm-Up that was assigned before.

Text Book: Read pages 292-300
C.Y.U #2, 3
Practice 6-30
8.1 Extra Practice
8.1 Workbook
Foldable

Also be ready to hand in your stash it for Chapter 6.
It should include:
Chapter 6 Test Signed
Chapter 6 foldable
Journal (Don't forget to blog your "best" entry)
And Mr.B will tell you the rest tomorrow.

That's it for my scribe, Casey gets to do Monday's because there won't be a scribe tomorrow.

Wednesday, April 14,2010 Test Scribe!

2010-04-14T19:04:00.020-05:00

Hello 9-05, so today in math class we had "the hardest math test in history"...

it was on

To anyone who hasn't taken it yet, you should maybe bring some defibrillators( a device that gives you a jolt in order to start your heart again. *yells clear*) because you might be knocked unconscious by the difficulty of the test.

JUST KIDDING!!

Now back to the test.
So I don't remember most of the questions on the test since we just wrote it today. I will be giving examples pertaining to the test questions.

*If you still don't understand the questions then you should ask Mr. B, he will know.

1)

-Create a Table of Values

-Now Figure out the pattern

Here's a table instead, because I thought it would be easier for me to explain it, and you would understand it.
*You don't have to do this but this is to show you how to figure out the pattern

- How many squares are in Figure 8

2) There was also questions that included
- Examining the graphs
-Interpolating Extrapolating
- and answering the questions provided

Finally,
3) There are 3 topping of Ice cream, how many different ways are there
But you can switch around the letters like this: CS <---- Yes
or SC <----- No

-Sprinkles = S
-Cookies = C
-chocolate chips = CC
- Bubble gum = BG

You could do:
CS
CC S
CC C
S BG
CC BG
C BG

There's 6 Different ways

* Read the Questions carefully on the test

HW
-Be ready to hand in your stash its soon.
*Look back later to see what Mr.B wants us to put in it.
-Chapter 6 work
-New chapter 8 sheets (Math link Intro &

I Leave you with some humour :)
Enjoy! ( It starts at "Welcome")
I think the next scribe is Casey!
Thanks for reading and Please Comment!
(If you don't want to wait tell the beginning then go this link
http://www.glitter-graphics.com/graphics/231084)

Scribe Post for April 12 :)

2010-04-12T19:50:00.005-05:00

Hi it's Alyanna :) Well I dont really have anything to scribe about.. But today in class we we're in the computer lab. Its been awhile .. In the lab we got this question.. which i'll try to remember because I didnt bring my binder home today. Fail -_-"

Simran charges a flat rate of $15 per call plus an hourly rate of $3.50. Liem charges $10 per call plus an hourly rate of $4.25. How long of a call would they charge the same amount?

So, we were suppose to graph this question on Excel. I would show you how but unfortunetly I don't have it. -_-" I use to but since my computer got upgraded.. It disappeared. Sorry guys, I'm a fail -_-"

Well, thats practically all we did in class. We also got our Stash-its back! Its about time... AHAHA. ^_^

We ended the class by going on www.mathplayground.com , and played Saving the Zogs. Tehehe :) Well that's all, bye guys !

Scribe Post for April 8, 2010

2010-04-08T19:46:00.014-05:00

Hello lets start right away, today in class Mr. B talked about question 19 in the math text book. which looked like this:

Now here is the formula

Time to plug in the numbers

Next you see if you can cancel out anything.

As you can see, 9.8 is being divided by s. On the other side 29.16 is being multiplied by s. So since multiply and divide are opposites they the s's cancel out each other.

Last part is to solve it

Well that's it for that question, Mr B. also mentioned a interrupted graph which looks like this

When there is no set of data for a large portion after the origin you use an interrupted graph.

For the rest of class was a work period for the homework that is due Monday, which is :

6.3 Textbook ALL SYK, ALL CYU
Practice 4-7, 8, and 10
Apply 13, 15, 17
Extend 19, 20 or 21
Math link
Extra Practice
Work Book

That is all due Monday, and don't forget to study for the test on Monday

That's it for my scribe, sorry I didn't get it done before 7 Mr. B. Sorry if I made a mistake, and if you can't see the pictures just click on them.

Scribe Post for April 7, 2010

2010-04-07T19:59:00.009-05:00

Hey guys sorry this post is late! I had volleyball practice and I had some chores to do, well here's my scribe.

We went over some more questions so here they are.

Here's some different questions.

Here's one more.

This is what we did at the beginning of the class, and for the rest of the class we worked on 6.1(if you haven't finished yet) and 6.2. Our homework for tonight is to finish all our work because it is due tomorrow! Well anyways that's all for now. Please comment and find some mistakes. Mistakes are good, because we learn from them. :) Anyways, bye!

Scribe Post for April 6, 2010

2010-04-06T16:26:00.013-05:00

Hey 9-05! Abby here with today's scribe post! Okay let's get started!

Okay so in the beginning of math class, Mr. Backe explained on how to do the 6.1 Math Link.

1. a) Choose one of the following regular polygons for a race course.

So for 1. a), all you have to do is choose one of the polygons. You can choose the triangle, or the square, or the rhombus, or the pentagon. It doesn't matter what you choose, as long as it's one of the four regular polygons!
For an example, I will choose a square.

1. b) Draw and label the five race courses.

Decide on the length of the side of the first course. (It mus be at least 5 km long.)
Decide on the length of the sides of the last course. (The longest course must be no longer than 35 km.)
Decide on the length of the sides of the other courses.
[!] Each length must be a whole number because the figure numbers are whole numbers.

So for 1. b), the regular polygon you chose will become 5 race courses. Since we are using the square for an example.. (sorry for the small picture!)

So, we put course #1, 2, 3, and 4 inside course #5.

And then, we choose a length for the first course. So lets use.. 2 as the length for the first course.

For the second course, the length would be 3 since the second course is larger than the first course. For the third course, the length would be 4, the fourth course would have a length of 5, and the fifth course would have a length of 6.

2. Develop a linear relation that describes the race courses. a) Complete the first two columns in the table of values.
(I'm not going to show the pattern part, just the first two columns)

So when you have the second column filled out, find out the pattern by multiplying n by __ which will be the numerical coefficient, and add ___ which will be the constant.

So for the rest of the class, we worked on our 6.2 homework.
___________________________________________________

So that ends my scribe post for April 6, 2010! I hope I explained the 6.1 Math Link stuff well. If there are any errors, or something doesn't make sense, please comment! Have a goodnight 9-05! :D

Scribe Post for April 5, 2010

2010-04-05T18:53:00.008-05:00

HELLO PEOPLES!! :D Spring Break is finally over, Monday first day back to school (:
how was your Spring Break 9-05? Did you do homework assigned for us over the break? I know...I didn't do it either..I did half (: I hope you guys had a good break though.
k, so first day back to school and we got homework assigned for us already..

6.2 workbook
6.2 Extra Practice
6.2 Textbook
SYK page 223, 225
Read Key Ideas
CYU page 226 #1, place in foldable
Practise # 4 or 6, 7, 8 or 9 or 10, 11
Apply: ALL
Extend 18 or 19
Mathlink page 230 in foldable (use Mathlink handouts for help

ALL DUE Thursday, April 8.
There's possibly a test next week, just reminding everybody! :D

Make sure you guys also did our past homework: ALL OF 6.1 STUFF, so you're caught up.

So we didn't really do anything in class today, we just did questions that we didn't really understand. There were only two:
Check Your Understanding #2:

and Extend #16

I'd explain and review everything but I don't have time, I'm sorry. You guys probably got in class today.

So quick review to freshen up everybody's minds:
Chapter 6: Linear Relations
6.1 - Representing Patterns

Quick Overview...

I'm sorry I didn't really help. I really don't have time to review the 2 questions and make a better overview of what we're learning.

Scribe Post for March 25, 2010

2010-03-25T19:39:00.006-05:00

Hello 9-05 (:
I'm the scribe for today. This is actually my fourth scibe, and I'm not sure if everyone's done their third scribe, so I'll just tell Mr.B to pick someone later on.

Well anyways, today in math class we talked more about polynomials.
We also talked about the GCF, or Greatest Common Factor.
It is the highest number that divides exactly in two or more numbers.
Here are some examples:

Here are the questions we had to solve:

1. 16x + 40 = 8 (2x + 5)
2. 15n - 24 = 3 (5n - 8)
3. -a^4 + 3a^3 - 2a^2 = a^2 (-a^2 + 3a - 2)
4. 12x - 9x^2 - 3x^2 - 6x^4 = 3x (4 - 3x - x^2 - 2x^3)
5. b^5 - 3b^4 = b^4 (b - 3)
6. x^2 y^2 z - x^3 y^2 z^2 + x^4 y^2 = x^2 y^2 (z - xy^2 + x^2)
7. 14x^3 - 21x^2 + 28x^4 - 35x^3 = 7x^2 (2x - 3 + 4x^2 - 5x)
8. 3b^4 - 6b^5 - 3b^4 (1 - 2b)

After that, Mr.B told us to solve these two questions:

1. a (a + 7) + 6 (a + 7)
2. (a + 6) (a + 7)

The answers ended up the same, which was a^2 + 13a + 42.

The last thing we did was the easiest of all:

1. 6t (3t - 1) + 9 (3t - 1) = (3t - 1) (6t + 9)
2. 4z (5 + z) - 3 (5 + z) = (5 + z) (4z - 3)
3. 6 (2a + 3) - 3a (2a + 3) + 2a^2 (2a + 3) = (2a + 3) (6 - 3a + 2a^2)

Mr.B also reminded us to go to http://www.mathplayground.com/ to play games over the break.

Well that's all for the scribe. We didn't do much, and sorry it's super short.
Like I said earlier, Mr.B will pick the next scribe (;

Reminders:
-FORMAL DAY!
-MOVIE DAY!
-SPRING DANCE!

Also, advance HAPPY SPRING BREAK ;D

2010-03-24T20:28:00.005-05:00

Hi Everyone, today was one of those days where we need to do work. Today we make our foldable. In the foldable you should have the following headings:

LINEAR RELATIONS (as a title)
KEY WORDS(first flap)
INTERPOLATE(second flap)
EXTRAPOLATE(third flap)
6.1 MATH LINK(fourth flap)
6.2 MATH LINK(fifth flap)
6.3 MATH LINK(sixth flap)
WRAP IT UP(seventh flap)

You should have something like
this:
In "Keywords" you should have the following key terms :

Linear Relation
Linear Equation
Numerical Coefficient
Variables
Constant
Interpolate
Exterpolate

By now you should have define the key terms.

HOMEWORK:

-Math link Introduction

-Math link 6.1

-Create the Chapter 6 foldable, you ONLY need to make the key words part (linear relation, linear equation, interpolate, and extrapolate) and the side part where is says Interpolation and Extrapolation.

-Read through the beginning of chapter 6, and do CYU 2 and 3, Practise 4 or 5 or 6, then 7 or 8 or 9, Apply 2 of 11-14, and ALL of Extend.

-Workbook 6.1

For the next scribe I pick.... MELANIE

Scribe Post for March 23, 2010

2010-03-23T15:58:00.010-05:00

Hi Classmates! We took some notes today for our brand new unit called LINEAR RELATIONS. Linear relations aren't that difficult once you understand how to do them.

First we took some notes about linear relations.

A linear relation is a relation that appears as a straight line when graphed. Like this...This linear relation is a positive co relation, the points line up, there are no negatives, and the points are ascending (going up). In a negative co relation the points descend (go down) and they involve negatives.

A linear EQUATION though, is an equation whose graph is a straight line. That means that you use the equation to make a graph. An example of a linear equation is

Y=3x+1

Mr. Backe also talked a little bit about parabolas. That is when a graph looks like this;

There is a curve in the graph, Mr. Backe didn't really explain it, so ask him if you are curious about it.

We also learned about pictorial patterns.

Mr. Backe asked us to draw what figure 4 and 5 would be. I drew those in. After that we had to make a table representing the relationship between the figure number and the number of squares.

We realized that the relationship between n and s was that 2 times n subtract 1 would equal s. In order to figure this out, usually you just play around with numbers until you find something that works.

The linear equation for that is s=2n-1. After that we graphed the numbers.

OK, on to homework! (AGGHH)

There is a lot of homework, but don't worry, it's not due until the Monday AFTER Spring Break! That's April 5Th!

HOMEWORK: (In this order)

-Math link Introduction

-Math link 6.1

-Read through the beginning of chapter 6, and do CYU 2 and 3, Practise 4 or 5 or 6, then 7 or 8 or 9, Apply 2 of 11-14, and ALL of Extend.

-Workbook 6.1

P.S. make sure you start bringing graph paper to class.

COMMENT, I like comments, they make me feel special, so please comment!

For the next scribe I pick.... Christian!

Scribe Post for March 22, 2010

2010-03-22T19:09:00.009-05:00

Hey Guys ! :) Today we bacically just played on www.mathplayground.com. We played with Save the Zogs. Here are some screen shots of the game.

If you take the first picture you basically have to save the Zogs by finding out what line they are. For example: if you look at the first photo the 4 Zogs. They make like a line. Right? What line do they cross ? If you look at it, it crosses through 6y so the line is y=6.

Sorry, that the last picture is too small to see. But on this last picture, it's different from the first picture I showed you. For this one you must use the tracking controls, to move the line and to rotate it. Then select the value for the equation, so that the line matches up with the Zogs.

So you either move or rotate or both, to get the line to match up with the Zogs. Then you have to determine the value of the equation.

To find out the answer if you don't see it. Here's an example on how to find the answer. On this question...

So the answer will be.

Homework:

-write in your journal

-go and try the Math millionaire

Sorry, if i posted it too late. So anyways, props to Liem for the pictures. So, PLEASE COMMENT !!! HOPE YOU LIKE IT :D and the next scribe will be ..... Kara!!

Scribe Post for Friday March 19

2010-03-19T19:32:00.004-05:00

Hey 9 -05! Today we basically just corrected our tests. Here are some of the questions that most people had trouble with.

(I'm not completely sure if these are the right ones, so if they aren't, please let me know)

19. Write a simplified expression for the area of this figure. What is the area of the figure?

A = 5y (7y - 4) multiply 5y by 7y and -4

5y (7y) = 35y^2 (y^2 means y squared)

5y (-4) = -20y

= 35y^2 - 20y

The area of the figure is 35y^2 - 20y square units. « simple sentence answer

20. Apply the distributive property to simplify 2x (x-4) - 3x (x - 4).

2x (x-4) -3x (x-4)
=2x^2 - 8x - 3x^2 + 12x remember that it's -3x (x-4). Multiply 2x(x-4) and -3x (x-4)
=2x^2 - 3x^2 - 8x + 12x then you combine like terms
=-x^2 + 4x

21. A pool table is twice as long as it is wide. If the area of the pool table is 2.88m^2, what are the dimensions of the table?

I find it helpful to draw a diagram

A = lw

2.88 = 2w(w)

2.88 = 2w^2

2.88/2 = 2w^2/2

1.44 = w^2

then you find the square root

1.2 = w

The length is 2 times the width

l = 2w The dimensions are length = 2.4m and width = 1.2m.

l = 2 (1.2)

l = 2.4

We also went over these two questions.

(x + 5)^2 = (x +5) (x+5)

= x^2 +5x + 5x +25

= x^2 +10x + 25

2. 3(x+2)^2 = 3 (x+2) (x + 2)

= (3x + 6) (x+2)

= 3x^2 + 6x + 6x + 12

= 3x^2 + 12x + 12

Homework:

Get ready Chapter 6

go to www.mathplayground.com and play "zogs"

Well, that's all for my scribe. If I missed anything, please let me know. PLEASE COMMENT! (also, I have no idea who hasn't done a scribe yet, so if you haven't, YOU'RE NEXT :P) Okay, bye.

Scribe Post for March 16, 2010

2010-03-16T18:03:00.005-05:00

Hey guys! Welcome back from a long, long weekend. Remember that today is Tuesday not Monday. Okay, today was just basically another work period. Here's a list to prepare you for the test!

How to prepare for Thursday's Test.
Do Chapter 7 Review and Test.
Be caught up with your homework, it'll show on your test.
Do the questions that you don't exactly understand and tell Backe.

Okay, in class we went over question 10.

A square is inscribed in a circle with radius r as shown. What is the ratio of the area of the square to the area of the circle?

Okay, I can't really help you with this question because I hardly understand it at all. I didn't want to copy the answers, and pretend like I knew it. If you don't understand either, I highly recommend that you visit Backe, as I will tomorrow. But don't worry, I'll get back to this question :/

Also remember that these are due shortly :
Chapter 5 Mathlinks, Foldable, etc.
Chapter 7 Wrap it Up.
Make sure your done !

March 11 Scribe

2010-03-11T15:54:00.004-06:00

Hello 9-05 today was pretty much a work period for us to catch up on some of the assignments due next week. So if you didn't know by now I should advise you that there is a TEST NEXT WEDNESDAY on chapter 5 and 7.

Here are other things that are due:

Tuesday- All extra practise and all workbook for both chapter 5 and 7.

Friday- Stash it.

In your stash it there should be:

Chapter 5 stuff that was originally due before
Chapter 7 text book mathlinks and wrap it up
2 or 3 tests signed

Remember to get the stash-it done because this is worth 20% of your final math mark for chapter 5 and 7.

Okay I think that I am about done so if I made any mistakes just comment.

Scribe Post for March 10,2010

2010-03-10T18:35:00.011-06:00

Hi 9-05 today as you know we learned about dividing polynomials. But if you forgot about it, here's a recap of what we did.

Today Ms.Yoo taught us about dividing polynomials. She started first in drawing a polynomial tiles in the projector thing

If you didn't get that, we used division to figure out the missing polynomials in the multiplication statement. So in order to do that you divide the answer(6x-8x) to the first statement (2x) in order to get the answer (3x-4)

Then after that Ms.yoo showed us a problem using Dividing Polynomials.

-What is the ratio of the surface area to the radius of cylinder

If you didn't get that, in order to do this problem you need to divide the area of the cylinder by the ratio to get you answer.

That's pretty much all the things we did today, the rest of the class, Ms.Yoo showed us our homework se we can work on it

Homework

-Read 272-274

-CYU 2, 4or5, 6or7, 8-18

-workbook 7.3

-7.3 extra practice sheets

While working on that, Mr.Backe told us the things we needed for out stash-its

STASH ITS

-all chp. 5 material with 2 test signed

-the mathlinks for chp.7 in the textbook not the sheets

(I think that's pretty much it, if you have more that you knoe then feel free to comment.)

For the next scribe I choose JAI...

Thanks for reading my Scribe....

2010-03-09T16:58:00.005-06:00

Hey 9-05! Today in math class, we didn't do much but Mr.B gave us an overview of what were going to learn on the the next unit, 7.6 (SIMPLIFYING POLYNOMIALS WITH POWER) and sometime this week were also going to learn how to devide polynomials or factoring polynomials.

He also gave us examples:

* Do the exponent.
* Then the binomial multiplied by binomial rule applies(First Outside Inside Last) also known as Distributive Property.

AN OVERVIEW OF DEVIDING POLYNOMIALS:

In this problem there are common factor in the numerator(top) and denominator(bottom). One way of solving it is I can seperate Division into two fraction. For more details just wait till the teacher talks about it in class.

Today we also talked about the homework that needs to be done.
Homework that needs to be done:
7.1 and 7.2 Workbook

7.1 and 7.2 Extra Practice

7.1 and 7.2 Text Book

7-3 Exercise

7-4 Exercise

Daffinition Decoder

Journal.

Note:
We Hand in our stash it with chapter 7

Soon we will have our very first pi day(Yaaay), ARE YOU EXCITED? well before I end this scribe let me tell you a short summary about what pi day is. Pi day is when we celebrate the number 3.1459........ and so on, on march 14 (03/14). Pi is a Greek letter is for the ratio of the circumference of a circle to its diameter. the symbol for pi was first used in 1706 by some guy named William Jones.... Well that's it for now. Sorry if this scribe is boring.

Well, I hope that there's nothing more to talked about, if i missed something

JUST LEAVE A COMMENT !

I choose:

Scribe Post for March 8, 2010

2010-03-08T16:16:00.007-06:00

Today for math we finally got our tests back! The first bit of class was actually finding the mistakes that we did and fixed them. The second half of class was literally learning new stuff, the most special thing that we learned in class was a procedure called "FOIL". Which actually stands for First, Outside, Inside, Last.

Some of the questions that we did for practice was the following:

1.(3a+3)(-3a+4)

F - (3a)(3a)= 9a^2
O - (3a)(-3)= -9a
I - (3)(3a) = 9a
L - (3)(-3) = -9

-9a^2+12a-9a+12 = 9a^2-9

2.(6a-2)(6a+3)

F - (6a)(6a)= 36a^2
O - (6a)(3)= 18a
I - (-2)(6a)= -12a
L - (-2)(3)= -6

36a^2+18a-12a-6= 36a^2+6a-6

3.(-4a+3)(-3a+4)

F - (-4a)(-3a) = 12a^2
O - (-4a)(4) = -16a
I - (3)(-3a) = -9a
L - (3)(4) = 12

12a^2-16a-9a+12 = 12^2-25a+12

That's about how much we learned today, I know it's not incredibly a lot or hard at all. Remember that "FOIL" only works when 2 binomials are being combined(multiplied)..

I don't think there's any homework that I know of, please tell me if I'm wrong.

For the next scribe the bunny picks...

Scribepost

2010-03-06T14:18:00.008-06:00

March 5,2010

Okay, on Friday, we didn't learn exactly anything new but we did went over a question. We also got a TON of blue papers for chapter 7. There is really nothing new to say exept for the homeworks...

The main homework that should be done BY Monday is the stash it..which is the...
Foldable
Self assessment
Challenges (one of the two..which are kayaks for rent or what have you got to hide)
The mathlinks
Signed test

Then the homework that should be "considered homework" is...
Daffynition Decoder
7-3 and 7-4(green booklet)
7.1 extra practise and work book
7.2 extra practise and work book

Well that's all that I got to say... for my scribe...

the next scribe is...
MARC!

please comment....

Scribe Post for March 4, 2010

2010-03-04T15:51:00.006-06:00

Today we had a double math class. In the morning we did our test, then in the afternoon we learned more about our new unit.

Multiplying monomials by polynomials:

(3x) (x + 5)

model:

this model says that the answer would be 3x^2 +15, because the large squares represent x^2 and the skinny rectangles represent x. So if you multiply to x's together they become x^2. When you multiply an x and a constant (5), the answer results in x.

Algebraic:

(3x) (x +5)

(3x) (x) + (3x) (5)

= 3x^2 + 15x

In the algebraic way you use distributed property, which means to multiply a single term and two or more terms inside a set of parentheses (brackets)

The second example we did in class:

(2x-3) (2x)

model:

The answer shown in the picture would be: 4x^2 + -6x

Algebraic:

(2x-3) (2x)

(2x) (2x) + (2x) (-3)

=4x^2 -6x

Then we got some other questions to solve, but we did not have to make a model for it.

1) (2y-1) (7y)

(2y) (7y)+(-1) (7y)

= 14y^2 - 7y

2) (y+2) (-6y)

(-6y) (y) + (-6) (2)

= -6y^2 - 12y

Homework:
read pg 264-268 ( key ideas)

check your understanding # 2, 3

practise # 4 or 5
6 or 7
8 or 9
12-21

Due on monday ( stash it stuff)

Kayaks for Rent or What Have You Got to Hide (Challenges)

Foldable

Self-Assessment

Math Links (Sheets)

Signed Test

That's my scribe! For the next scribe I choose Kim.

Scribe for March 3, 2010

2010-03-03T16:01:00.020-06:00

Hello 905! Today we started class by reviewing two questions from the homework.

Question #14 from the Chapter 5 Practice test.

A) 4n+7+5n+6= 9n + 6
B) This could represent the difference between each squirrel.
C) (5n-1)-(4n+7) = 5n-1-4n-7
= n-8

* remember that when the negative is outside the brackets whatever inside is the negative*
Next Question #15 from the Chapter 5 practice test.

A) $100+5b b=bowling shoes
B) $20+4b b=pizza
C) 100 + 5b + 20 +4b = 120+9b

D) 120+9(9) =120 +81

= $201

~CHAPTER 7 ~
Multiplying and Dividing polynomials.
one thing to know about negative and positive numbers.

(-)(-)= +

(+)(+) = +

(-)(+) = -
(+)(-) = -
(-)/(-) = +
(-)/(+) = -
(+)/(+)= +

(2x)(3x)

so (2x)(3x)= 6x(squared)

* reminder (-2x)(4x) the first set is on the side so -2x would be on the side, the second set is always on the top 4x would be on top*

Another example using algebra this time .

Dividing

~Homework time ~ Due Friday!

Read pg 254-258

Key ideas pg 259

Cyu #2

Apply

3 or 4 ,5 or 6 , 7 or 8, 9,10, 11 or 12, half of 15 and 16, 17-24, 26+27

journal.

math links,

Foldable.

I just touched on a bit we did on class, sorry if i missed something, comment please.

The next scribe is Simran.

Scribe for March 2 2010

2010-03-02T21:18:00.010-06:00

The first thing we did in class was go over some textbook questions. The first one was #28a.

Not sure if you could read that so here's the text version...

A small manufacturer makes air quality monitoring kits for home use. The revenue, in dollars, from the sale of n kits can be shown by -n^2 + 3600n. The cost, in dollars, to make n kits is represented by -3n^2 + 8600. The manufacturer makes a profit if the cost subtracted from the revenue is positive.

a) Write an expression to find the profit. Simplify your answer.

So basically here, you just have to subtract the cost to make the kits from the revenue (which I found out, actually means the company's income).

Then you simplify it.

After this, Mr. Backe talked about the rules of writing polynomials that have at least three terms.

The first thing to follow is that the terms are alphabetically ordered.

The second thing to follow is to order the like terms in an ascending or descending order. Usually, it's descending and the only time they ascend is if the terms are similar. eg. 3, 3x and 3x^2

So using these rules, we rearranged x^2y + x^3 + y^2. The math stuff is going to be really hard to read without the pictures so... yeah, if you can't read it, then sorry.

Then we rearranged a^3 + a^4b + a^5b^3c^2 +b^2c + a^4.

After that, we talked about #29.

29. Simplify (2x + 4x + 6x + 8x + ... + 2006x + 2008x) - (x + 3x + 5x +7 x + ... + 2005x + 2007x).

Here, the '...' means that it goes on until the next part.

So it's kind of troublesome to actually do all that so we did the smaller parts first.

2x + 4x - (x + 3x) = 2x.
2x + 4x + 6x - (x + 3x + 5x) = 3x.
2x + 4x + 6x + 8x - (x + 3x + 5x + 7x) = 4x.

Here, we looked for patterns and we found that the last term of the first phrase divided by two equals the answer.

2x + 4x - (x + 3x) = 2x.
2x + 4x + 6x - (x + 3x + 5x) = 3x.
2x + 4x + 6x + 8x - (x + 3x + 5x + 7x) = 4x.

Then the rest of the class was a work period for the stuff we have to work on (review, ch test etc.)

Next scribe is Shaneille.

Scribe Post for March 1, 2010

2010-03-01T16:40:00.021-06:00

Hello 905! To day in class we went over one of our questions from our homework. Number 17.

You have to add the bottom two rectangles to get the top rectangle. Like this:

So you add each and put the simplified version on top.

(2x- 1)+(x-2)=3x+2

You combine like terms. I won't show my work because I think everybody knows how to combine like terms already. By the way if you don't know the definition of like terms here it is, Terms that only differ by their coefficient. So Terms that have the same variable and exponent.

(x+3)+(3x-2)=4x+1

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

Then you use these expressions to find the next rectangle on the pyramid.

(3x+2)+(4x+1)=7x+3

(4x+1)+(4x)=8x+1

And you do it one more time to find the top of the pyramid.

(7x+3)+(8x+1)=15x+4

And then your pyramid should look like this:

Now if you know how to do this you'll be able to do question 19. I'm just going to review how to subtract with algebra tiles so I don't need to go over #19.

eg. (6x+2)-(-9x+3)

You can add the opposite. So you change the minus to plus and make the numbers in the second bracket the opposite.

(6x+2)+(9x-3)

=6x+9x+2-3

=15x-1

Now here's how you do it with algebra tiles.

After that we worked on Extend, Review or the Chapter Test.

If you didn't finish it's homework

Homework:

Extend

Review of Chapter test

Journal (As always)

Stuff due on Friday: (Stash-its)

Kayaks for Rent or What Have You Got to Hide (Challenges)

Foldable

Self-Assessment

Math Links (Sheets)

Signed Test

BTW the test is on Wednesday. And for next scribe I choose Aleiah!

Please Leave a Comment and thanks for reading my scribe!

Scribe Post for February 26, 2010

2010-02-27T09:09:00.023-06:00

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 Read Key Ideas, Add to notes (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 (;

Thanks again for reading my scribe, do your homework, study, and leave a comment.
AND ASK QUESTIONS if you have any.

SMILE (:

Scribe Post for February 24, 2010

2010-02-24T16:55:00.009-06:00

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

*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

-Always start with the highest degree (power)

-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

2010-02-23T19:31:00.002-06:00

Click and enjoy :)

Scribe Post for February 19, 2010

2010-02-22T22:49:00.002-06:00

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

2010-02-22T17:52:00.016-06:00

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

2010-02-08T19:00:00.005-06:00

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 :)

2010-02-07T13:37:00.008-06:00

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

2010-02-04T19:55:00.007-06:00

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
ANSWER: B

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

Short Answer
11. In a drafting class, students must create reductions of actual objects for technical diagrams. Barry wants to use a scale factor of 0.25 to draw a machine part. If the actual object has a width of 100cm, what should the width of Barry's drawing be?

ANSWER:
100 x 0.25 = 25
The width of Barry's drawing should be 25cm.

Anyways, that's all the different parts to the test. There was only 16 questions. Please comment and help me make my post better! :)

Scribe Post: Thursday, January 28, 2010

2010-01-28T16:40:00.024-06:00

Hey 9-05! Anyways, today in math we started off by reviewing what we should have learned from yesterday's homework.

From our homework, we should have learn two important words: Angle & Side.

* The sum of all interior angles should equal to 180°

You should know 3 different ways to write an angle.

For example, we will try to say the 90° angle in the bottom left corner of the triangle.

may be written as:

∠B or ∠ABC or ∠CBA

*Remember to put the "Fancy" angle symbol

Next, we talked about naming sides, in 3 different ways.

For example we'll use side "C" or the "slanted side."

It may be written

as:

AC or CA or b

I know, you're thinking what? Why "b"? Well it's for a simple reason actually.

*Opposite angles name the line, in other words; The side that is opposite of the angle, is named after that angle remember it

*MAKE SURE IT IS WRITTEN IN lower case LETTERS

1:56 pm: We went to get our textbooks

After getting our textbooks, we reviewed some questions people were stuck on.

2:10 pm: We looked at question 6 on the giant paper with all the rectangles (Activity Sheet 6.2)

6) If the ratio of the lengths of two similar rectangles is 5 : 1, what will be the ratios of the areas?

You need to find the area of each square using the formula: A = S² Then, compare the areas.

A = S²

A = 5²

A = 25 u²

A = S²

A = 1²

A = 1 u²

The ratio of the area is: 25 : 1 *Ratios don't have unit values

2:14 pm: Aleiah asked an "Aleiah Question."

A few minutes later, we were given a question.

In the expression 1 : 8 what does the 1 stand for?

One thing (image) on the scale will be 8 times bigger

What does 5 : 2 mean?

5 units will be 2 units

Where do you see enlargements and reductions in real-life?

Billboards
Blueprints
On your television
And a lot more!

Find "x".

1) Find out how 1.2 got to 3.96

2) Multiply how 1.2 got to 3.96 by the number on the other side (330).

3) Right down the product

I find this to be the easiest way, but there is another way you could solve this by.

Multiply 3.96 by 330 = 1306.8

Divide the product by 1.2 = 1089

x = 1089

HOMEWORK:

Journal (everyday)
Study for our test which is supposedly TOMORROW!
There will be 16 questions on the test
There will be 1 "hard" triangle question
The test will also include scale diagrams, enlargements, and reductions (Chapter 4.1 & 4.2)
Leave a comment (:
WEAR GREEN OR YELLOW TOMORROW!

Finally, the next scribe will be......T..R...A..C..E...Y..! Tracey! Good Luck(:

Scribe Post for January 27, 2010 !

2010-01-27T20:38:00.011-06:00

Sorry guys if its a bit late :)

Okay so today we talked reviewed a few 4.2 questions then we talked about similar triangles. Here are the notes we took ! :

Similar Triangles

Similar=Same

Rules for Similarity

SAS- Side,Angle, Side

ASA-Angle, Side, Angle

SSS- Side,Side,Side

If a triangle has corresponding sides that are proportional, then the triangles are similar. (SSS)

If a side and another side are proportional and the angle is congruent then the triangles are similar (SAS)

If two angles are congruent and one side is proportional then the triangle are similar. (ASA)

Kinds of Triangles !

Right Angle

-one angle is 90 degrees.

Isosceles

-two sides equal

-two angles equal

Scalene

-three unequal sides

Obtuse

one angle> 90 degrees

equilateral/equilagular

-all sides equal

Homework:
4.3 Reflect and Check, Show You Know, and Check Your Understanding. Make sure you read.

I'm sorry I need to add more stuff to the scribe tomorrow, its late and the internet was off.

Scribe Post for January 26, 2010

2010-01-26T19:23:00.003-06:00

Hello "The Class"! Sorry, that I posted it so late.

So, today in math class we went to the LAB! (: Once we got our computers logged in, we visited www.mathlinks9.ca. We when to chapter 4 We first started of with proportioner.

Proportioners:

The purpose for site, I never really got it. It was confusing for me. So, if you want to check it out here's the site: http://seeingmath.concord.org/resources_files/Proportioner.html. Also if you still don't get it, click on the user's guide and read the instructions (as Mr Backe would say).

Here's another site about proportioner. The purpose for this site is, I'm not also sure because I couldn't find the instructions. But you want to check it out, here's the site: http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=195

The last site that we went on was, we when to web games and click on scaling jigsaw. Here's the site: http://pbskids.org/cyberchase/games/sizeandscale/sizeandscale.html.

Now for this one, I understood it very well. You must make each puzzle pieces fit the puzzle by making it larger or smaller. This game was pretty fun. So, if you liked it, you should play it again.

HOMEWORK:

~write in your journals

~study for the next test

Well, that's it. Hope you liked it, sorry that it was late and a lot of them was not clear. PLEASE COMMENT ON MY MISTAKES OR ANYTHING !! :) The next scribe will be......................... Liem! DUN DUN DUN :) LOL

Scribe for January 25

2010-01-25T21:57:00.003-06:00

Hello people that I know from my school, today Mr Backe wasn't here so we had math class in our homeroom. The whole class was pretty much a work period.

So YAY! Isn't this convenient for you guys stuck at home because of the snow or sickness.

If you DON'T REMEMBER THE HOMEWORK from last time we had to do....

4.2 The whole section in our mathlinks hard coverbooks.

The worksheets from before if you didn't finish (the ones about volume ratios).

The foldy thing work sheet the one where there is work that you have to do and you have to fold the paper.

Any other textbook work that you didn't finish from before.

The chapter 4 introduction sheet.

Well thats all for now and if I have forgoten something about the homework from last time just comment because I am a sucky mc baby for not remembering.

The next scribe will be ANYBODY THAT HASN'T DONE A SECOND SCRIBE YET because I am being nice and not picking on anybody!

Dont even think about it nicky!

Scribe Post for January 22, 2010

2010-01-24T21:26:00.002-06:00

GUYS! Deepest apologies all around. I had an exhilarating weekend, and forgot all about the scribe. I know i'm going to get lectured, as I always do, but that's fine. Anyways, here it is!

Please comment!

Scribe Post Jan.21/10

2010-01-21T21:35:00.002-06:00

Hello 9-05!In the start of today's class we talked about the homework. After that Me and Rinorm didn't get anything he was saying so we asked about what a Scale Factor is.What Reduction meant and what enlargement meant.

Scale Factor-Is the Number you multiply the original number by to get an enlargement.

Reduction-A reduction has to have a scale factor greater than one but less than zero.

Enlargement-Is anything greater than one.

Mr.Backe gave us a sheet of paper with a bunch of shapes looking like a person. We had to make the original figure then enlarge it by two. The original looked like this.

Uhmm I couldn't upload any pictures.Sorry!! Ill go back in the near future and put them in next time I have a chance.okay?Well sorry about that.

Homework:The sheet that has all those things on it.yeah that.so have fun.Oh yeah!the next scribe is....Hmmm..Dean Sauddin!!haha just because you sit beside me.PEACE!

SCRIBE FOR TUESDAY, JANUARY 19TH, 2010

2010-01-20T20:00:00.002-06:00

Hello, my fellow 9-05 classmates. Today, I will attempt to do a scribe for yesterday. I know what you are asking and nodding your heads about. I'm deeply sorry for missing my part in yesterday's scribe. Brendan (goatboy) wasn't at school and I didn't fill him in. By the way, beware for the harsh content that you are about to see. I'm just kidding you fools. Now listen up! Or in this case read..

mm=millimeter=0.001

cm=centimeter=0.01

dm=decimeter=0.1

m=meter=1

dam=decameter=10

hm=hectameter=100

km=kilometer=1000

If you are wondering what this is for its just measurements that Mr. Backe wanted us to understand. From smallest measurement to biggest measurement.

Next is the show you know question in between the pages 130-135.

This triangle is 2 cm long I think

gif">

To enlarge it 3 times bigger you use this procedure

( / is actually the division sign, I can't use paint because it is "currently unavailable, please wait few months for it to get back to normal" -_-)

2/100=2/x

2x/2=600/2

x=300

Another method:

6/2=100/x

6x/6=200/6

x=33 1/3

That is all folks. Since you all were at school today. You should know the homework :)

And to make up for the missing of yesterday's scribe, I'm going to to today's too!

TODAY, we went to prairie theatre for a field trip to watch a play about human rights. It was called "Goodness"

Please tell me what I did wrong and I will decide whether I want to listen or not. I'm just kidding again! Thankyou for your time and patience.

Scribe Post For January 18 2010

2010-01-19T17:45:00.004-06:00

This is going to be a short scribe. On Jan 18, we got our math test back. We went over all the answers, and Mr. B helped answer questions. Helped fix our mistakes.

This is a question most of the class got wrong.

We had to figure out the formula.

A of Square = 4² m²

A of Cirlce = pi r²

= pi 2²

(2.2)= 2²(2²)

= 4²

Formula is 2²(2² - pi )

Homework:

Read 130-135

Work, Ask Questions Tomorrow

R&C

Show You Know

Check Your Understanding

I choose Rinorm for next scribe !

Scribe Post for January 12, 2010

2010-01-12T17:17:00.004-06:00

Ok well..this is going to be one really short scribe. Today was just a work period which means we got lots of homework to do. The only main important thing of this scribe is the work pages we need to have done, and also the other things for Mr. B to collect on monday.

Things that need to be done:
-The Wrap It Up(the hand-out only) you're not supposed to number 3 on that.
-Test(Hand-Out)..very simple except for the last question..that confused me.
-And you have a choice of either doing the Test or Review in the book.

The Things Collected on Monday:
-All the Mathlinks(Hand-Outs)
-Wrap it Up(Hand-outs) so you have to actually do this...
-Introduction...though I can't seem to find mine..
-The two foldables(the one with lots of flaps on it and the three-point-approach.

And the next scribe is...Francis A. MUAHAHAHA...haaah..yeah.

Negative Exponent Law Scribe Post for January 11, 2010

2010-01-11T18:24:00.010-06:00

Hello everyone! Nicky here yet again to tell you about our Math class today. First of all, we went over our homework with Mr. B. Then, (once all questions were answered) Mr. B "informed" us that we would be starting chapter 3.4. He also taught us about another of the Exponent Laws. This one is entitled, the "Negative Exponent Law".

Now, just what is the Negative Exponent Law? Defined scientifically (or mathematically I suppose) it is: a nonzero base raised to a negative exponent is equal to the reciprocal of the base to the positive exponent.

Quite a mouthful, eh? Well, don't you worry, never fear, Robin Hood will soon be here... Ahem... Until he does I'll just continue on with the class, shall I?

Hm... Now where was I... Ah yes! Mr B's demonstration of this law... Well, first, I think I'll give a simpler definition considering the one above can be quite confusing... Relatively speaking, the Negative Exponent Law states that when you have a base that isn't zero and you're raising it to a negative exponent, it is equal to the reciprocal of the fraction that you get. (Here's a picture to make it much simpler).Alright. This concludes the lesson on Grade 10/11 stuff... Yeah... We're learning advanced stuff because we're "The Class"... Or, Mr B just wants us to... I amen't sure... Anyway, Robin Hood should be coming right about now to deliver his- Ah! Here he is (took him long enough)!Thank you, "Robin" for your very...er....informative definition of the Negative Exponent Law. I was kind of hoping you'd say something more along the lines of it dealing with patterns and fractions as I demonstrated above but, oh well. Beggars can't be choosers, until Robin Hood gives them money! Harhar... I made a funny (and a rhyme)!

*drumroll* And now, the moment you've all been waiting for, HOMEWORK! *trumpet fanfare*

(The following is due on Wednesday)

Textbook Pgs. 118-119 (All questions)

Workbook Chapter 3.4

Mathlink Chapter 3.4 (Separate Sheet, not in Textbook)

Extra Practice Chapter 3.4

This now concludes our broadcast day. It will resume tomorrow evening with your new "anchor" Mark.

Math Game: Precisely Fifty

2010-01-10T15:45:00.000-06:00

Precisely Fifty

Rules:

1) Each Player draws 5 cards at the outset

2) You’re not allowed to discard, but draw after your turn is finished.

3) The object is to reach the number 50, not under, not over.

4) You can use a combination of two out of the four operations each turn. If you can use two operations between every card in your hand to reach 50, call "50" and explain. If your 50 is not “legit” you get disqualified

5) You can ask the opponents for a certain card, once every 5 turns.

Card Value

Ace is 1, or 10, your choice.

Cards 2-10 are their numerical value.

J, Q, and K are 10s.

Examples

Say you have a 2, 5 and 5. You can multiply 2 by 5 to get 10. Then you multiply that by 5 to get 50.

Say you have 1, 6, 8, 4, and 2. You can add those 3 of them together. With those numbers you can add 4, 6 and 8 to get 18.

Say you have a number higher than 50 while multiplying, you can subtract numbers from a higher number to get closer to 50.

Say you have 60; you can divide it by a number to get back in the safe zone.

Alternate Rules

1) Draw a card before your turn starts.

2) Squares and Square Roots are now playable.

3) You can’t divide.

The Spiral Rational Game

2010-01-10T13:10:00.006-06:00

The Spiral Rational Board Game Rules.

RED SPACES - Go back on space
BLUE SPACES - Pick up a card

GREEN SPACES - Go forward one space

Cards
- When you land on a blue space, someone (it could be anyone of the players) picks up a card and reads it to you, then you have to answer. If you got it wrong, you miss a turn, and if you got it correct, you are safe until your next turn.

How to start
- To start a game, you have to choose which colour cone you want to be. (UP TO 4 PLAYERS). To choose who goes first, each person gets to roll the die, whoever gets the highest gets to go first and the second person is the person who got the second highest and so on. The winner is the person who has reached to the finish line before everyone else.

Order of Operatons

2010-01-08T20:43:00.004-06:00

Hi "The Class" sorry my post was so late, by the way Mr. B asked me to scribe about BEDMAS or Order of Operations. BEDMAS stands for:

B-rackets

E-exponents

D-ivide ORDER OF OPERATIONS

M-ultiply

A-dd

S-ubtract

In order to solve a question with multiple operations (add/subtract, multiply/divide) there is an order to follow often referred to as 'BEDMAS'
BEDMAS is an acronym that stands for;
B-bracketsE-exponentsDM-multiply or divide (left to right)AS-add subtract (left to right).
This is to help students remember what order to do the work in.

Example:

As you can see above we started with brackets.
then we did the exponents.
Followed by multiplication or division
then end up adding or subtracting

I found a website where it explains all of it better than I am:

http://math.about.com/library/weekly/aa040502a.htm

Yesterday Mr.B also assigned us some homework for the weekend:

Check your understanding
Practise(Odd Numbers)
Extend:17, 18 or 19, 20
Mathlink 3.3
Extra practise
work book 3.3
apply
self evalutaion

Please Comment For Any Mistakes. For the next Scribe I Choose..... Nicky!

Scribe Post for January 7, 2010

2010-01-07T17:05:00.034-06:00

Hello 9-05 ! So today we started Chapter 3.2: Exponent Laws. Mr. Backe helped us with some stuff we didn't understand in our homework yesterday:

Read page 99 to 104
Answer Explore Operations on powers, Reflect and Check, Check Your Understanding- page 105, and all Show You Knows-page 101, 102, 103 and 104.

In class, we wrote notes in our foldables.

We wrote notes in the middle where it says Exponent Laws and Key Words.

FIRST FLAP:

The Product Law:
When multiplying powers of the same base, simply add the exponents to find the product
example:

We also had to put not examples, exponents with different bases:

SECOND FLAP:

The Quotient Law:
When dividing powers of the same base, simply subtract the exponent to find the quotient.
example:

We also had to put not examples, exponents with different bases:

THIRD FLAP:

The Power of a Power Law:
When raising a power by a power, simply multiply the exponents to find the new power.
example:

WHY? it's because this question means to multiply 5 x 5 3 more times.

FOURTH FLAP:

Power of a Product Law:
When a product is raised to an exponent, you can rewrite each number in the product with the same exponent.
example:

FIFTH FLAP:

Power of the Quotient Law:
When a quotient is raised to an exponent, you can rewrite each number in the quotient with the same exponent.
example:

SIXTH FLAP:

The Zero Exponent Law:
When the exponent of a power is 0. The value of the power is 1 if the base is not equal to 0.
example:

WHY? It is 1 and a positive even though the base is a negative because it fits the pattern. Watch...

See what's happening? This reminds me of the rule about multiplying and dividing integers:

*When multiplying or dividing variables, if there's an even amount of positive or negative numbers the answer will be a positive.

*When multiplying or dividing variables, if there's an odd amount of positive or negative numbers the answer will be a negative.

Homework:

Practise, Apply and Extend - Odd or Even numbers.
3.2 Extra Practice
3.2 Workbook
Fill in definitions and examples for 3 point approach and foldable so you're caught up with everything
Self Assessment for 3.1 and 3.2 since we're done both
JOURNAL
also try to figure out definition of Exponent Law of 1, Negative Exponent Law, Base of 1 Law if you have time (:

Extra Info you guys may need in case it pops up in the homework:
Negative Exponents: I think it's the same as Negative Exponent Law..I'm not sure.

If a positive exponent means how many times you multiply the base by itself, a negative exponent means how many times you divide the base by itself.

Please comment and tell me what you think, point out my errors and things I could improve on (:

Scribe Post For January 6, 2010

2010-01-06T19:14:00.010-06:00

Hello everyone! Oh my gosh, this is my first scribe for this year. Sorry again for not being able to comment on everyone's work, but I promise I will from now on!

So here's what we did in today's class:
1. We went over some of yesterday's homework.
2. Mr.B assigned some more homework.
3. The rest of the class was work period.

I was a little late for class today, so I missed when you guy's went over some of yesterday's homework. I'm so sorry );
Now I can't go over them...
But thanks to Tracey, Liem and Melissa for trying to help (;

Here's our homework:
(This is all the homework since our first day back. Just double check if you're finished everything.)

January 4, 2010
- finish "Self Assessment" (only 3.1 before)
- finish setting up your "Big Foldable" (labelled, stapled)
- finish setting up your "3 Point Approach Foldable" (labelled)
- read pg. 88-96
- "Check Your Understanding" in our Math Links Textbook (Pg. 96)
- "Get Ready" in our Math Links Workbook (Pg. 28-29)
- "Chapter 3 Math Link Introduction" in our handouts (everything but #6)
- "Using Exponents to Describe Numbers" in our Math Links Workbook (Pg. 30-31)
- Journal

January 5, 2010
- finish your "3 Point Approach Foldable" (definitions, examples)
- Math Links Homework in Textbooks (Pg. 97-98)
-- Practice (#9, #11, #13)
-- Apply (#15, #16, #17, #18, #19, #21)
-- Extend (#22, #23)
-- Math Link
- "Extra Practice" in our hand outs
- Journal

January 6, 2010
- Math Links Homework in Textbooks (Pg. 99-105)
-- read pg. 99-105
-- "Explore Operations on Powers" (Pg. 99)
-- "Reflect and Check" (Pg. 100)
-- "Show You Know's" (Pg. 101-104)
-- "Check Your Understanding" (Pg. 105)
- work on "Big Foldable"
-- repeated multiplication, standard form, exponential form
-- definitions, rules, examples
-- use "Key Words" in our Math Links Textbook (Pg. 105)
- Journal
- do your "Game Post"

Here are some examples from our homework:

Explore Operations on Powers Pg. 99 Textbook
1. The environmental club learns that the area of the plot of land is 64m^2.

a) What are the possible whole dimensions of the rectangular plot of land?
Note: a square IS a rectangle
1mx64m 2mx32m 4mx16m 8mx8m

b) What is 64 expressed as a base of 2?
2^6

c) Show how you can express each of the dimensions in part a) using bases of 2.
2^0x2^6 2^1x2^5 2^2x2^4 2^3x2^3
Reflect and Check Pg. 100 Textbook
4.
a) Explain how you can write a product of powers as a single power. One way is to rewrite the multiplication statement in repeated multiplication, and the number of like factors will be the new exponent for the base.

b) Explain how you can write a quotient of powers as a single power. One way is to just see if the bases are the same. If they are, all you need to do is subtract the exponents. The difference is the new exponent for the base.

Show You Know Pg. 104 Textbook
a) (-5)^0 = 1
b) -5^0 = 1
c) -(5)^0 = 1
d) 5^0 = 1

Check Your Understanding Pg. 105 Textbook
1. Explain why (4^2)^5 = 4^10
Since brackets mean "multiply," 5x2=10 so therefore, they're equal.

REMINDER:
You guys, remember the booklets Mr.B handed out before the break? The mental math ones? Well, I know some of you are either finished or still working on them, but I do know that some of us haven't even started them yet. I know that Mr.B isn't going to collect them anytime soon, but I think we should still do them. It's just for practice. We will be needing mental math skills in the future, so I guess it's just your choice. BUT... it will make MR.B HAPPY, if we DO do them ;D
Thanks for reading my scribe, please leave a comment, and sorry for the lateness!
I'll try my best to improve my speed! For the next scribe, I pick........
KAREN (;

Math Game-Teleporter Galaxy

2010-01-06T17:25:00.008-06:00

Teleporter Galaxy

Instructions and Rules of Teleporter Galaxy:

1) 2 or 4 players can play this game. If 4 players are playing, split into two teams.

2) First player rolls the dice and goes forward.

3) Look at the colour you landed on and take a card from the same colour deck.

4) Answer the question without your teammate's help. You're allowed to use a calculator or do it on paper.

5) If you got it right, move one step forward. If not, stay.

6) Take turns doing this.

7) If you land on BONUS (the black triangle) take a card from the black deck. First team to answer correctly gets to switch spots with opposing team if the opposing team is ahead. If they aren't, move 3 spaces up.

8) If your teammate finishes first, they will be allowed to help you on the question.

9) First team to have both players around the star wins.

THE GAME

2010-01-05T20:15:00.002-06:00

First you choose one of the many pennies taped to the board to be your game piece. Limited players only. Currently, there are only 4 players allowed to play at a time. We are trying to expand the game board so many others can perform at the same times.

Okay, here are the actual rules to this game.

1. Move on square

2. Roll the dice

3. You do the operation that is written on the square with the 2 numbers rolled (you can put them in any order)

4. If not answered correctly, you move back once, and if answered right you stay!

LAST RULE AND MOST IMPORTANT RULE: NO CALCULATORS

(Because this game is pretty easy to follow if you know what I mean)

Back N' 4th

2010-01-05T17:57:00.011-06:00

RULES

1) You spin the spinner and who ever gets the highest number goes first.

2) The opposite person of who is going first then picks a card for the person and reads out the question. If they get it right they spin the spinner and what ever they get is the number of spaces they move. If they get the question wrong they have to spin the spinner and the number they get is the number of spaces they move backward. Note: The spinner only is up to #4.

3) You will have 2 different questions. Mental Math and Long Answer questions. The mental math questions must be in your head and the Long Answer questions are done on a pad. There is a timer and you will be timed. One minute for the Mental Math Questions and three minutes for the Long Answer questions. Note: The pad and pencils will be provided.

4) No peaking at the question’s answer, THAT’S CHEATING!

5) Who ever gets to the end first wins.

Scribe Post for January 5, 2010

2010-01-05T17:02:00.034-06:00

Hello 9-05! Today in class we went over our Check Your Understanding. Some people had a hard time to understand the difference between -2^4 and (-2)^4.

When the base is put in a bracket, everything in the bracket will be repeated depending on the exponent.

Remember this old saying? Well now it comes in handy.

When there is an even amount of negatives, the product is positive. When there is an odd amount of negatives, the product is negative.

When the base has no brackets, then you don't count the negative into the base.

Eg.

If my explanation wasn't clear enough go to Mr. Backe for help because I can't make it any more clearer than that. (Sorry)

HOMEWORK:

Workbook 3.1

Textbook: #9, 11, 13, 15, 16, 17, 18, 19, 21, 22, 23

Extra Practice 3.1 (Sheets)

Mathlink 3.1 (Colourful Sheets)

Journals (Everyday)

This stuff is due tomorrow so you better get started!

Well I guess that's it sorry if it seems short but that's all we did in class so please leave a comment and tell me how I did.

Oh yeah, I almost forgot, for next scribe I choose Melanie!

Rational Fractional Questionary

2010-01-04T20:34:00.007-06:00

Rules:
Each person has 1 minute and 30 seconds to answer as many questions as they can from the 10 questions given to them. There are 10 questions per person. It does not matter who goes first.
(Your opponent gets the answer key for your deck of 10 cards, which are colour coated.)

Step 1: Answer the trivia question
-You only get 3 tries.
-You get 2 points for answering the question correctly.
-If you are unable to answer the question, solve the equation (bottom corner).

Step 2: Math question
-You only get 2 tries to answer this question.
-You get 1 point if you answer it correctly.
-NO CALCULATOR.
-If you are unable to answer, you get no points.

After each person is finished answering as many questions as they can in 1 minute and 30 seconds, whoever has the most points at the end wins!

2010-01-04T20:12:00.001-06:00

Rational Racers
This is a game for 2 or more players.
*Take out all Jokers, Kings, Queens, and Jacks from the deck of cards.

Step
1) Each player must pick up two playing cards.
2) Each player must make the greatest fraction possible using their two cards
3) The player with the greatest fraction flips a coin (player x)
4) Heads = positive Tails = negative
5) Player X then rolls the dice
6) Player X then goes forward or backwards on the game board, depending on if the number is positive or negative.
7) If you land on a tile with a number on it. Go backwards or forwards depending on the number’s value.
8) Repeat from step 1, until someone reaches the end. (Tile number 64)

Fortune Seeker

2010-01-04T19:51:00.008-06:00

Rules/ Instructions:

1) First player spins the spinner.

2) If the spinner lands on an amount of money, the player then receives a card, which contains the same amount.

3) The player then tries to answer the question.

4) If the player gets it right, a token (pennies/dimes) is put on the board, on the same amount answered.

5) Then, it’s the other player’s turn, the cycle then continues.

6) If a player got his/her’s tokens 5 across, 5 down, or 5 diagonally, that player wins that set.

7) Some exceptions: if a player spins the spinner, and lands on “bankrupt” the player lose the highest amount they answered on the board. Then, the other player gets a bonus spot on the board.

8) If a player lands on “lose a turn” the player lost his/her turn, then it’s the next player’s turn.

9) When the player lands on the same amounts twice (on two spins), it’s the other player’s turn. When the board is filled, the person who has the most money wins.

10) When the board is filled, the person who has the most money wins.

Pictures of the game:

Spin A Win - Shaneille and Kristin

2010-01-04T18:02:00.003-06:00

Spin A Win

~Rules~

Object:Get to the end of the board ( number 20) to win

Playing the Game:

1. Spin the spinner-Each number is divided into 2 sections. The coloured section is positive( remember your number)

2.Spin again -the non-coloured spaces are negative

3. Add the two together, to make a positive or negative number. The sum is the number of spaces you move. If you on 1 and you get a negative number you stay where you are.

Question Marks ??

If you land on a question mark, your partner gets to ask you a question. If you get it wrong nothing happens. If you get it right, move forward the amount of spaces on the card.

Spaces Marked X

If you land on an X, your partner gets to ask you a question. Get it wrong, you miss a turn. Get it right, you stay where you are.

Winning

First Person to Reach the the 20th space wins!

There are the rules for Spin A Win!

Scribe Post for January 4, 2010

2010-01-04T15:59:00.003-06:00

Hey, welcome back the Class! A new year is here. Let`s all aim to do our best and keep being the Class :)

Today was basically a work period. First day back and there`s already so much work to be done.

Old Work: things assigned before the break.
Chapter 3 Get Ready (in our Work Book)
3 point approach - base
exponential form
power
difference between (-5)x and -5x (the x`s are the exponents)
coefficient
Foldable (shown on page 90 of our text book)

New Work: things that were assigned today.
Chapter 3 Math
Link Introduction (sheet)
3.1 Self Assessment
Chapter 3- read pages 88 to 96
- do the CYU

Well, that`s all the work. Just so there`s no confusion, there is
NO TEST TOMORROW! Don`t you feel so much more relieved now?

Anyway, we`re back at school so do your homework. Thanks for reading my scribe (you`re all good people)! For the next scribe, I pick Zerlina.

Happy New Year 9-05 ! :D

2009-12-31T11:32:00.002-06:00

I hope you guys had a Merry Christmas. (:

2009-12-20T18:38:00.003-06:00

Mr.Backee,
My deepest sympathy, I'm sorry for your loss. I hope you and your family can pull through. Always remember your second family is in Sargent waiting for you to come home. We got you :) through thick and thin. Hang your head high, not low. People come and go, just remember its part of life. I know how hard it is to lose someone so close to your heart. I've had it happen several times already. But what i learned is no matter what happens they'll still be here with us. Living in our hearts. Smile Backee :) It's what your brother and father in law would want. I know this is a bad time but Merry Christmas and Happy New Year to you and your family! Love you Backee :) ♥

- Aly Banana

To Mr. Backe

2009-12-19T18:25:00.014-06:00

Dear Mr.Backe,
i know you've been going through the worst days of your life but we're all here to make you feel better. I know how bad it is to lose people that really meant everything to you. We're always here for you, just put your head up. Hope to see you back at school soon. Merry Christmas and Happy New Year to you and all your family.
God Bless,
Ronnie

Mr. Backe,

My deepest sympathies during your time of loss. Please know that everyone from Sargent park are here for you. Please accept my condolences on the loss of your brother and father in law. With deepest sympathy, my thoughts and prayers are with you. From Sierra.

dear mr. backe,

just wanted to let you know that me and the rest of the students in sargent park, support you and want to help you cope with your loss. i give you my condolences and prayers.

with deepest sympathy,
joysie [joyful ceilings]

p.s. hoping to bring joy to your daays. :] wishing you a MERRY CHRISTMAS AND HAPPY NEW YEAR!

Dear Mr.Backe,

I’m sorry to hear about the loss. I know it hurts to lose the ones who are really close to you. You have my deepest sympathies on the loss of your love ones. You know I’m for you anytime Mr.Backe. I hope you have a Merry Christmas and a Happy New Year.

Love,

Karen C :)

Dear Mr. Backe,

I know you’re going through some hard times right now, and you have my sympathy. I really hope it all gets better for you and that you’ll be able to return to Sargent Park to continue teaching. I know how it is to lose loved ones too, and it’s not easy. When I lost my grandpa in 2007 from cancer it took me a while to get over it, but in the end everything got better. All of the students from Sargent Park, current and former, are there for you.

I hope everything works out for the best,

Shawn Magierowski

Merry Christmas to All

2009-12-19T17:06:00.002-06:00

Thank you the class. You have touched my heart and I miss you all. Your kind words have touched my heart. It is a very difficult time for my family and me. As you know, my father in law passed away last week, and on Tuesday when I was joking about going to the hospital to kick my brother, I found out he had passed away. I would much rather be with you then deal with losing a brother. I promise to try my best to smile and I will be back in the New Year. B ball team, we have some hard work ahead of us. See many of you soon. Hugs to all.

To Mr. Backe

2009-12-19T14:47:00.005-06:00

Hello Mr. Backe! How are you doing? I hope you are doing well! We miss you a lot! Math class is different without you! Thank you, for being such a kind and awesome teacher to us. You're always there when we need help and I am very thankful for that! Thank you for giving us chocolates too! (: Anyways, I would like to wish you a very Merry Christmas and a Happy New Year~! See you next year Mr. Backe! :D

Here is a picture I drew for you!

Mr. B

2009-12-19T11:54:00.009-06:00

Hello Mr. B! How are you doing? Hopefully you and your family are alright. We ( I mean "The Class") really miss you. Thank you for helping us excel in Math and continue to be "The Class".

You're really a wonderful teacher. Why? Because, even though we students make mistakes, you're alright with that. Also, you're the only teacher that actually keeps on praising us and calling us "The Class". Then, there's our noise level, we're loud, and you actually don't mind, as long as we're doing our work. You're really one of the best teachers we ever had.

We really hope you come back soon Mr. B. Math class is not the same without you. Also all the mornings spent in 9-05, just finishing our math homework, isn't the same either. I know that life isn't all that wonderful, but what comes are challenges. And we'll always be there for you.

Always think positive, and remember that there's always hope.

Happy Holidays.