Kara's Journal Post

March 19 and 22

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Scribe Post for March 23, 2010

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

-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

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!

Rational Fractional Questionary

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!

To: Mr. Backe :]

Hi there Mr. Backe! This is Kara Heckert wishing you a happy holiday. We only get to be taught by an awesome teacher like you once! So keep up being a great math teacher! You have given us so much of your time to help us study for tests, help us with our homework, and go over and over and over a question that we just don't get, yet is so simple :] You helped to make us "THE CLASS" that we are, and I greatly thank you for that. Take as much time as you need to pull through, but I hope that you come back in the new year! Anyways.... HAPPY HOLIDAYS, AND HAPPY NEW YEAR TOO!

Here's a cute little picture to help cheer you up:

I hope that you like these posts made just for YOU Mr.Backe!

Scribe Post for December 8, 2009

Hi there 9-05, and others! Today in math class we had a test. I was worried that it was going to be difficult, because I thought that we had to multiply and divide decimals the long way, but we didn't, so it turned out to not be that hard.

I don't remember exactly what the questions were on the test, so I'll put some questions that are similar.

1) 2/7 + 1/9 =

18/63 + 7/63 = -Find common denominators.

25/63 = -Add. You can't simplify because the two numbers don't have a common multiple.

2) √1.96=
√196= -Remove the decimal for now to make square rooting easier.
14 -Find the square root.
√ 1.96= 1.4 -Add the decimal back in where it belongs.

3) √ 7, to the nearest hundredth.
I'll estimate first to help me make sure that the answer is close.

√9 is 3, and the √4 is 2, so the answer must be between 2 and 3.
√ 7 is closer to 9, so the answer might be 2.6.
√ 7=2.65

After the test we got some sheets of paper for our new unit.

The first foldable looks exactly like your old one from the last unit, like this :

Look on page 90 in the textbook for how to make the second foldable. It should look like this:

HOMEWORK:

:Journal (like always)

:Work on the unit #2 foldables (if your not already done them)

:Make your foldables for the third unit.

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

I hope that my scribe was okay, but if something is wrong, please feel free to COMMENT :)

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 :]

Question #16

Hi fellow 9-05 classmates. Kara here, and my blog post is going to be on question number 16 from page 61 in the textbook. ENJOY!

Bella is more comfortable working with integers than with positive and negative decimal numbers. This is her way of understanding -4.3 + 2.5

a)Use Bella's method to determine 6.1 + (-3.9).

Okay, so for this one you have to put the decimal into fraction form. For that you have to multiply 6.1 x 10 which equals 61. Then you divide 61 by 10, so that it looks like this: 61/10. After that you multiply -3.9 x 10 which equals -39. Then you divide -39 by 10, so that it looks like this: -39/10. After that you add the two together (use a number line if that helps). The answer should be 22 tenths. Finally you convert 22 tenths back into 2.2 (shown above).

b)How could you modify Bella's method to determine 1.25 -3.46?

Well, to make this one work, you should probably use hundredths instead of tenths. Let me explain.

1.25 in words is one and twenty-five hundredths. That is why you use hundredths. It's the same for 3.46, that one is three and forty-six hundredths.

I hope that you can understand my scribe. I also hope that you enjoyed reading it! If I made no sense, PLEASE COMMENT AND TELL ME THAT :]

Scribe Post for October 19, 2009

Hi 9-05! Today in class we did a lot of things. First of all we got our surface area tests back, and let me tell you we were ALL pretty shocked to see how we did (including me). I guess that just means that we have to study a little harder next time, RIGHT 9-05!

When he handed our tests back we had to hand in our stash-it's at the same time, so I hope that you all did that and it was completed!

We got this BIG package full of questions about rational numbers for our new unit, which is obviously on rational numbers. It also included a self-assessment, and we were supposed to fill out the before section of 2.1.

After that we took some notes on RATIONAL NUMBERS. We found out that a rational number means:

-Any number that can be expressed as a fraction A/B where A and B are integers and B doesn't=0

We made a diagram that looked something like this:

IRRATIONAL NUMBERS- cannot be expressed as fractions. Examples of this are: √3 and π (pi)

That was pretty much all that we learned today.
I found a website that you may want to go to, it will help you to figure out what we will be learning about in this unit, in case you are already confused.

Here is the link: http://encyclopedia.kids.net.au/page/ra/Rational_number

For homework you DON'T HAVE TO DO JOURNAL! We didn't get our journals back, so don't worry about it. You also have to get your test signed, and the GET READY section of your workbook (pg 14-15) The workbook part is really easy, mostly reading and a few simple integer questions.

I pick Karen for the next scribe. PLEASE comment :]

Question #11

11. List places or situations in which surface area is important. Compare your list with those of your class mates.

1) When you are designing a buliding.

-You need to know how many of a certain supply that you will need to finish the project. (eg. how much wood)

2) When painting a room.

-You need to know how much paint to buy based on how much it covers.

3) When (and if) you ever sew bed sheets.

-You need to know how much of the bed the sheets will cover.

4) When you are moving.

-You need to know how much space you will have for your furniture.

5) When you wrap a present.

-You need to know how much wrapping paper you will need based on the size of the present.

6) If you plan a wedding or other special event.

-You would need to know how much people and tables/chairs will fit into the rooms.

7) If you ever need to make ear warmers for an elephant.

-You would have to know the surface area of the elephants ears in order to make a hat.

8) If you are a clothing designer.

-You would need to know the size of the person to be able to make clothes that fit them perfectly.

9) If you decided to be a carpenter.

-You would need to know the surface area of people's floors in order to make carpets.

10) If you buy a door.

-You would need to know the measurements of the door frame so that the door would fit.

11) If you are writing an essay by hand.

-You would need to know how many pages that you would need based on how much you want to write.

12) If you ever decide to become anyone that teaches surface area.

-Well, obviously you need to know it to teach it!

13) If you are building out your backyard.

-You would need to know if you have enough space for a deck and pool.

14) When you are farming.

-You need to know if you have enough space for the amount of crops that you want, and if there is enough space for a certain type of crop that you may need more of.

15) When you are a real-estate agent.

-You would need to know if there is enough space for the amount of people that are going to live there.

Please comment!

Why 360?

Why do you think that people use the number 360 as the number for a full circle? It wasn't just picked at random. There are many reasons that people may have picked 360.

One of them is that the ancient Babylonians used a sexagesimal number system. Sexagesimal means having a base of sixty. Well, the Babylonians used the number 60 as their base number, whereas we use the number 10. They realized that the earth took approximately 360 days to rotate (one year). The astronomers of the time noticed that the celestial pole (imaginary axis line) seemed to advance in a circle by 1-360th every day (one degree). That is one reason why we use 360 as our circle number.

Another reason that 360 may have been used is that the number 360 has 24 divisors, including every number from 1 to 10 except 7 and 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 72, 90, 120, 180, and 360. If the degrees in a circle were to be divisible by every number from 1-10, there would be 2520 degrees in a circle, which is a much more complicated number than 360, and it would get really confusing to divide 2520 by 7 or something like that.

Thanks for reading my post! I hope that it helped at least someone to understand why we use 360 as our full circle number.
Please comment!!!!