Vikram's Journal Entry

February 22, 2010

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

Monomial means there is ONE term.

Binomial means there is TWO terms.

Trinomial means there is THREE terms.

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

Scribe Post for April 15, 2010

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.

Math Game: Precisely Fifty

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.

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.

Scribe Post for November 24

Today in class we went through the home work that was assigned for the week end. I am going to do one of the questions that someone had trouble with.

The question is asking which method is better for you. So let us compare the two different methods Ming and Al have to offer us.

To do Ming's method all you do is multiply the fractions and simply to the lowest terms.

Al's Method is a little different. We are canceling the numbers as you can see. Canceling numbers saves you the trouble of simplifying the fraction later.

I personally prefer Al's method. The method makes things more easy to work with. Multiplying -1 by -1 is a lot easier and faster than multiplying -7 by -5 right? But it all depends on how you do your math and which one you are more comfortable with.

Before Mr.Backe told us to start our home work he showed us another way to divide fractions, compliments of Mr.Mark.

As you can see this method is a little different than the one we have been doing for awhile now, but it still gets you to the right answer.

Home work for today is to do Extend question number 25. Also you have to do the History Link on page 71 about Fractions and Ancient Egypt.

The next scribe is Linda.

Starting the scribe cycle from the beginning.

Question #21

The first thing you have to do is find how fast Andrew was going. To find out you have to Divide how long he drove by the hours. So you have to divide 234 by 3. You will get 78.

Andrew's average speed is 78 km/h. Brian drove 5 km/h faster then Andrew. So it would be 

78+5 =83 km/h.

Now we have to find out how much time Brian took to get from Dawson to Mayo. So its 234 divided by 83. And it equals 2.819277108.

So the 2 means 2 hours. We will keep the 2 aside for now and worry about the 0.819.

0.819 x 60 = 49.14

60 - 49.14 = 10.86

And because it said round to the nearest minute...

And the answer is 11 minutes!

So Brian took 11 less minutes than Andrew.

Scribe Post for October 29, 2009

Hello everyone. Today in class we had a couple of guests. They just observed us learning. In the beginning of the class Backe asked me one of the things we did from last class. I said a negative plus a negative equals a positive (-) + (-) = (+). I was wrong and Angela corrected me. Did you know that when two positive numbers are added they can never equal a negative number? When you add a negative and a positive number the outcome depends on the numbers.

Here are some examples.



As you can see the positive number is higher than the negative number. So the answer for it will always be positive.

Although for this one, the negative number is higher than the positive number the outcome will always be a negative number.

A key thing to remember about this unit is zero pairs,
Zero pairs are when a positive and a negative number cancel each other out.

Take a look at this as a memory refresher.

If you look to the left, the numbers have the same denominator. So you only have to compare the numerators.

10/6 is larger because it has more pieces out of a whole the 9/6.

If you look to the left (again) the numbers have the same numerators so you compare the denominators.

3/4 is larger than 3/5 because if you cut up both of these fractions you would see that 3/4 takes up more space than 3/5.

Today's home work is to do Page 57, 58, and 59 Show Your Know and Check Your Understanding. (You only needed to read page 58). You also have to look up Absolute Value.
And the last little bit is to find out if these equal a positive or a negative.

I hope you learned a little bit from my scribe. And the next scribe is........Liem. Yep you get to do a weekend scribe. Also if anyone found any errors please feel free to comment so I can fix them.

P.S if anyone has troubles putting a video in their post try adding

as it appears at the end of your video embed code.
(Blogger didn't let me put the code to make the videos work in)

If anyone has some trouble with Absolute Value take a look at this video I found.

Why 360°?

360°

Have you ever thought about why a circle has 360 degrees? Well there was a group of people called the Babylonians. While we use 10 nowadays I bet your wondering what they use. Well The Babylonians used a number system with the base number of 60. The number system is called the sexagesimal system. The Babylonians learned that the earth rotates about 1 degree per day. Their calendar had 360 days, which is pretty close to 365 (our calendar). The reason they chose 360 was so they could track the time of year. They were 5.25 days off, but they were close.

A full circle is 360°. It is broken up into 60 parts. One part would be 1/60.

One of the cool things about 360 is that it is divisible by 24 numbers. They are

1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 72, 90, 120, 180, and 360.
That makes it a lot easier to work with.

I hope you learned a bit from this. Comment if you want.