Scribepost

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 February 26, 2010

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









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

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

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

As Mr.B said, "COMMON ERROR."

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

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



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

Well if you don't know:

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

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

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

And before I forget, Mr.B also assigned some homework:
Pg. 191-194 Read 5.3 Examples (Textbook)
Pg. 195 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 January 6, 2010

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 (;

Question #9

HI, EVERYONE !! Today I'm going to try and explain question #9 from the textbook.

Problem:

Lori owed her mother $39. Lori paid back 1/3 of this debt and then paid back 1/4 of the remaining debt.

Question:

How much does Lori still owe her mother ?

It says here that Lori paid her mother back 1/3 of $39. Now, let's find out what 1/3 of $39.

39/1 x 1/3 = $13 So she paid $13 and she still owes 2/3 of $39.

So, we have to find out what 2/3 and here's how you find it, 39 - 13 = $26. She still owes her mom $26.

So, now its says here that she paid 1/4 of the remaining debt. Now, let's find out what 1/4 of $26.

26/1 x 1/4 = 6.50 She paid back $6.50 from $26. And she still owes 3/4. Now let's find out what 3/4 is. So you have to subtract $6.50 from $26 and this is how you do it, 26 - 6.50= $19.50.

So, Lori still owes her mother $19.50 .

I guess that's it. I hope you guys understand it :D PLEASE COMMENT ON MY MISTAKES !! Thank you for reading my post :)

Question 17

Hello everyone, I am going to try to make you understand this question.

My Blog question is:


To calculate -3/4 + (-2/ 3), Amy decided to convert the fractions to decimals and convert the decimals on a scientific calculator.
a) Explain why she had difficulty in determining the exact answer by this method.
b) How should she calculate to get an exact answer?

A) Amy had a problem with this question because -2/3 is a repeating number. She would have to round the decimal which would not give her an exact answer.


B)

The decimal equivalent to -1 5/12 is -1.41666... repeating.


The fraction is in its lowest terms so it can't be simplified anymore. And I guess we are done.

Textbook Question #24

Hello Everybody,
Today I will be explaining question 24 in our Textbooks
The question is "Copy and Complete each statement".

*What you need to do for this question is you have to fill in the purple squares with a number.

For A)
To get the answer in the purple box you need to:
Use the Inverse operation and work backwards



Then you can simplify -1 and 1 quarter into -5 fourths and there's your answer



For B)
You have to use the Inverse operation and work backwards

Which should give you a answer of



For C)
You have to use the Inverse operation and work backwards


Which should give you a answer of



For D)
You have to use the Inverse operation and work backwards



Which should give you a answer of


Thanks for reading

Question #13

Hi 9-05! I'll be here to explain to you all how to do question 13 in our textbooks!

13. The diameter of Pluto is 6/17 of the diameter of Mars. Mars is 17/300 the diameter of Saturn.
a) What fraction of the diameter of Saturn is the diameter of Pluto?

Okay, so the first thing we do is organize our information.

What We Know:
Pluto = 6/17 diameter of Mars
Mars = 17/300 diameter of Saturn

Goal:
Find Pluto's diameter of Saturn

Keyword(s):
Of - indicates multiplying
Fraction - indicates the answer form

Okay, now we can begin with actually answering the question.

How To, and Why?:
Since the word "of" is present, we need to multiply. Our goal is to find Pluto's diameter or Saturn so we multiply Pluto's diameter or Mars by Mars' diameter of Saturn because Mars' diameter is in relation to Saturn, and Pluto's diameter is in relation to Mars.

Wow, that was really ugly and time consuming. Let's try that again!
That's much better. Go ahead, try it on your calculator! It should work.

b) The diameter of Saturn is 120 000 km. What is the diameter of Pluto?
Okay, so we know Pluto's diameter of Saturn now, which is 1/50. But, just because, let's organize our information again, shall we?

What We Know:
Pluto's diameter of Saturn: 1/50
Saturn's diameter: 120 000 km
Measurement: Kilometers

Goal:
To find Pluto's diameter in kilometers

Keyword(s):
Kilometer - indicates what unit of measurement the answer should be

Okay, so since we know what Pluto's diameter of Saturn, and we know what Saturn's diameter in kilometers, all we need to do is multiply.

So that's how you do it! Comment if you're confused, have any questions, or just because! :)

Question #14

Hey 9-05! Today I'll be showing you how to answer question #14.


First of all you need to read the information given to you and pick out key words:

Li and Ray shared a vegetarian pizza and a Hawaiian pizza of the same size. The vegetarian pizza was cut into eight equal slices. The Hawaiian pizza was cut into six equal slices. Li ate two slices of the vegetarian pizza and one slice of the Hawaiian pizza. Ray ate two slices of the Hawaiian pizza and one slice of the vegetarian pizza.














a) Who ate more pizza?
-To find out who ate more pizza you need to add the sized pieces they ate together
-Li ate two slices of the vegetarian pizza (out of 8) and one slice of the Hawaiian pizza (out of 6)
-2/8 + 1/6=




-When adding fractions you must have a common denominator
-Add the numerators, leave the denominator as it is
-Simplify if possible

-This means Li ate 10/24 of the pizzas


-Ray ate two slices of the Hawaiian pizza (out of 6) and one slice of the vegetarian pizza (out of 8) -2/6 + 1/8=





-When adding fractions you must have a common denominator
-Add the numerators, leave the denominator as it is
-Simplify if possible
-This means Ray ate 11/24 of the pizzas




11/24 is larger than 10/24 so that means Ray ate more pizza.


b) How much more did that person eat?




-Since there are already common denominators,
all you need to do is subtract the numerators




Ray ate 1/24 more pizza than Li.

c) How much pizza was left over?

-There was a total of 2 pizzas (2/1)
-Li ate (10/24) of the pizzas
-Ray ate (11/24) of the pizzas
-The answer is how much pizza was left after they ate



There was 1 1/8 pizza left over.

Woot! That's it! Please COMMENT if I made any mistakes, you don't understand something, or if you just feel like commenting. ^__^

Question #18

Hey 9-05! Mr.B assigned us some math questions again, and I got number 18. Here it goes. Oh and make sure to comment about my post, please point out some of my mistakes to make my post better! :)

Here it goes!

One ninth of the height of an iceberg was above the surface of the water. The iceberg extended to a depth of 75.8 m below the surface. What was the height of the iceberg above the surface? Express your answer to the nearest tenth of a metre.

Here's a picture to help you out.

Okay, we know that the iceberg below the water is 75.8m and the iceberg above is one ninth. We need to find what the measurement of one ninth of the iceberg. So we have to divide the measurement of the iceberg below by 8. Now, if your wondering why we have to divide it by eight, it is because it is eight ninths of the iceberg. How do we know 75.8m is eight ninths? Well if you read the question, the question tells us that the iceberg that is above the water is one ninth, so that makes the bottom below the water eight ninths. So we have to divide the numbers.

So, when we divide the two numbers we get 9.475. Wait! The question tells us to round the measurement to the nearest tenth. When we round the number 9.475 we get 9.5. Also, we must not forget to add the unit value! Which is meters. One ninth of the iceberg is 9.5m. The height of the iceberg above the water is 9.5m. Now we've got the answer!

Thanks for reading guys. Reminder, please comment on my post to make it better! :)

Question #10

Hello 9-05! Abby here with question number 10! Okay so let's get started!

A carpenter has 64 m of baseboard. He installs 1/2 of the baseboard in one room. He installs another 3/5 of the original amount of the baseboard in another room. How much baseboard does he have left?


So first, we have to multiply 64 by 1/2 because we want to find out how much of the baseboard the carpenter used in the first room. Here's how it goes:














The carpenter used 32 m of the baseboard for the first room.


Because the question says he used another 3/5 of the original amount (64), we just have to multiply 64 by 3/5 to find out how much of the baseboard the carpenter used in the other room using the original amount.

















For this equation, I used a calculator to convert 38 and 2/5 to 38.4. So the carpenter used 38.4 m of the baseboard in the other room.


Now, we have to add the amount of baseboard the carpenter used in the first room (32) and the amount of baseboard the carpenter used in the other room (38.4). We have to do this because this will be a part of finding what the carpenter has left.





Then, we have to get the original amount of the baseboard (64) and subtract the amount of baseboard that was combined from the two rooms the carpenter used (70.4). This will help us find what the carpenter has left.





The answer is -6.4 m! Since the answer is negative, it means the carpenter needs or is short on baseboard.


So the word problem sentence would be..

The carpenter needs 6.4 m of baseboard.
___________________________________________________

Well, that's my blog post for question number 10! If there are any errors, and if you don't understand something, please feel free to comment! I will try my best to change my post to make you guys understand it better! Anyways, have a great weekend 9-05! (:

Question 21

Hey Everybody! Ok well let's get started...the question was,

Question #21:
Calculate..
a) 1/3(2/5-1/2)+3/10

b) 3/4 ./. 5/8-3/8 ./. 1/2 (./.=divided by)

c)one 1/2+one 1/2(-two 5/6+1/3)

Starting with A you have to do the parenthesis first which you equal -1/10 and then you just put them together...
1/3-1/10+3/10 which now looks pretty simple..when you add them up you get 8/15!!

Next is B first of all, you kind of break it apart like this, (3/4 ./. 5/8)-(3/8 ./. 1/2) next you do the parenthesis, the first would be one 1/5 and the second one would be 6/8, simplified would be 3/4 then you just put it together like this.
one 1/5-3/4=9/20!!

(edited)Next would be C and well I THOUGHT this would be hard...but now after Mr.B helped me and told me what I did wrong I get it now. You have to think BEDMAS or PEDMAS it's practically the same thing. But anyways you first have to do the brackets or the parenthesis. If you did it correctly, you should have gotten this answer= -two 1/2 then the next part in BEDMAS is multiplication because the bracket is touching the one 1/2. Then you should've got -three 3/4 by now. Then the last part would be adding the other one 1/2 which would equal= -two 1/4!!! YAY I finally got it.

Now please comment if there there are anymore mistakes~

Question 23

Write a subtraction statement involving two negative fractions or negative mixed fractions so that the difference is -4/3.

So basically, it's a - b= -4/3.

You can just inverse the statement and make it -4/3 + b = a. B and A have to both be negatives so for B, I just chose a random negative fraction like -2/5.

-4/3 + (-2/5) = a

When I did this, a came out as -26/15.
So it's -4/3 + (-2/5) = -26/15.

If you make it back to a - b = -4/3, it'd become -26/15 - (-2/5) = -4/3. I even checked it. It's right.

I wasn't sure if it might work with other negative fractions so I tried it with -6/7.

-4/3 + (-6/7) = a

It came out as -4/3 + (-6/7) = -46/21.

I made it back to a - b =-4/3 again. It became -46/21 -(-6/7) = -4/3. It also works.

I'd make pictures but my paint isn't being cooperative with me and neither are my cameras. I'll try again tomorrow though...

Answering Mr. Backe's question, I think it will work everytime because it's a - b = -3/4, right? A and B have to be negatives. So when you inverse the statement to -3/4 + b = a, it should work because A has to be a negative and a negative plus a negative equals a negative.

Question #21

Hey 9-05, as you may know we were suppose to make a post for questions we got assigned from the text book. I was assigned question 21. Also I'm really sorry for the picture quality!

Calculate:

a)

For question A you had to use pedmas. So you first had to solve what was in the brackets. Next was the multiplication. Last was the adding. My answer was the simplified version of 8/30. I got that version by finding the common denominator which was 2, then all you had to do was show how many times 2 went into the numbers.

b)
For question b you had to use reciprocals. So basically the opposite of the factors. For dividing you end up multiplying and when doing that you can cancel out factors that have common factors. For instance I canceled out 4 and 8 because 4 went into both 8 and itself. Then you would replace the factor with the number that goes into it.


c)

For question c you had to use pedmas again. This question was probably the hardest one fro my to solve, because I had to multiply negative numbers. But overall after trying and trying to figure it out all you had to do was solve what was in the brackets, then multiply and finally add. After all of the trouble it was pretty easy to figure out when actually looking at the work.

That's my post! Please comment and tell me if I did anything wrong, or to compliment me (:

Question # 17

Hi guys! So the question is:

To calculate -3/4 +(-2/ 3), Amy decided to convert the fractions to decimals and convert the decimals on a scientific calculator.
a) Explain why she had difficulty in determining the the exact answer by this method.
b) How should she calculate to get an exact answer?

a) -2/3 is a repeating decimal. That would mean she would have to round off to add the fractions together, which would not give her an exact answer. Although she could still find the decimal equivalent for -1 5/12. To do that, she would have to divide -5 by 12, and add that to -1.

-1 + (-0.41666.....) = -1.4167 (answer has been rounded)

I still wouldn't advise using this method because 5/12 is a repeating fraction, meaning we would have to round off, which would not give her an exact answer.

b) She should have just added the fractions together.
-3/4 + (-2/3) = -9/12 + (-8/12)
= -17/12
= -1 5/12

Since this fractions cannot be simplified further, we are done. Well, I think that explains everything. If you have any questions or something is wrong, or if you just want to COMMENT, please do. Thanks for reading! :)

Question #20

Hello everyone! I am going to do question #20 (again) for those who didn't understand.

20) In a magic square, the sum of each row, column, and diagonal is the same. Copy and complete this magic square.

So first of all you find out the sum of the diagonal of the square.

And the sum is:

So now we know the sum, now we have to fill in the squares to make a sum of -2 1/2.

Next you have to do the easier ones first. The ones that have 2 squares filled in already.

You add up the two numbers and subtract it from -2 1/2

(-5/6)+(1/2)= -1/3

(-2 1/2)-(-1/3)= -2 1/6

1/2+(-1 1/6)= -2/3

-2 1/2-(-2/3)= -1 5/6

Then you do the same process again.

-1/2+(-2 1/6)= -2 2/3
-2 1/2-(-2 2/3)= 1/6

-1/2+(-1 5/6)= -2 1/3

-2 1/2-(-2 1/3)= -1/6

Now we have one more square to do. But you should always check your answer just in case.

We do the same thing, you could choose which numbers. You could go vertical or horizontal.

I'm going to do both ways to show that it doesn't really matter as long as you get the right answer.

1/6+(-1 1/6)= -1

-2 1/2-(-1)= -1 1/2

OR

-1/6+(-5/6)= -1
-2 1/2-(-1)= -1 1/2

I got the same answer so now we fill in the last square.

And that is how you do question #20!

Thanks for reading! Hope you enjoyed it. If you find a mistake, please comment and I'll fix it.

Question #14

Hi there my fellow 9-05 classmates! The question that I am going to be explaining is question number 14 from the text book.
Li and Ray shared a vegetarian pizza and a Hawaiian pizza of the same size. The vegetarian pizza was cut into eight equal slices. The Hawaiian pizza was cut into six equal slices. Li ate two slices of the vegetarian pizza and one slice of the Hawaiian pizza. Ray ate two slices of the Hawaiian pizza and one slice of the vegetarian pizza. a)Who ate more pizza?

In order to solve this question I decided to make a chart. I figured that it would help me to organize everything better.

First you add what Li ate, which was 1/6 of a pizza and 2/8 of a pizza, which will give you 10/24 (after you simplify). Then you add what Ray ate, which was 2/6 of a pizza, and 1/8 of a pizza, which will give you 11/24 (after you simplify).

So, Ray ate more pizza.

b)How much more did that person eat?

To figure this out, you just subtract what Ray ate from what Li ate.

11/24-10/24=
1/24

Ray ate 1/24 more of a pizza.

c)How much pizza was left over?

Since I like charts, I want to use one to figure out this one too.

The 1/2 comes from 3/6, which is how much of the Hawaiian pizza was left. The 5/8 comes from how much of the vegetarian pizza was left. First you find common denominators for 1/2 and 5/8, which is 8/16 + 10/16. That equals to 18/16, and when you simplify that, it is 1 and 1/8.

Thank you for reading my post. If there's anything wrong, or you don't understand anything, feel free to COMMENT :]