Scribe Post for May 27, 2010

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 .

Melanie's Journal Entry

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 (:

Scribe Post for March 25, 2010

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

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 (;

Back N' 4th

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.

For Mr.Backe (;

Hey Mr.B.. How are you doing? I hope you're alright. And so does everyone else. We all know that you need time to get through all of this, but all we're asking is for you to come back as soon as you can, because we'll be waiting here to give you a great big hug.

You've always been here for us, so now it's our turn to be here for you. You're a great teacher, so you deserve to have students that care for you. We miss you a lot, and math would never be the same with out you. You are the reason why we're "THE CLASS."

I hope you'll come to school tomorrow, because we all want to wish you a merry christmas and a happy new year. I'm bringing chocolates again, and I'm hoping that you'll be there when I'm giving them out.

Just remember, Sargent Park School is your second family, and we'll always be here for you.
Especially ME (;
Before you know it, I'll be right behind you, following you wherever you go.

TAKE CARE OF YOURSELF AND HAPPY HOLIDAYS!

Question #22

Hello everyone (;
I'm using Ms.Mitchell's laptop, in her room, and after school.
I might be back tommorow, to work on this, just in case I don't finish today.
So I'll make this post as best as I can (:
THANKS MR.B :D and MS.M ;P
Well anyways, I'm doing question 22 on pg.70.
As you can see, it looks really hard, and I have a feeling no one did this question from the 9 you had to do. But not me. I actually forgot that we only had to do 9, so I ended up doing them all... But it's all good (;

Here's the question:

Taj has three scoops for measuring flour. The largest scoop holds 2 1/2 times as much as the smallest one. The middle scoop holds 1 3/4 times as much as the smallest one.
Describe two different ways in which Taj could measure each of the following quantities. He can use full scoops only.

(HINT-HINT: "full scoops only" simply means, "you can't use 1/2 of a scoop or a 1/3 of a scoop" and so on)

a) 3 1/4 times as much as the smallest scoop holds

b) 1/2 as much as the smallest scoop holds


Okay, you might be wondering, "how much does the smallest scoop hold?"
And I did too. So I asked Mr.B, and you know what he said?
He said the small scoop = x
But that does make sense, since it doesn't say in the word problem.

HINT-HINT: x is a variable, and it doesn't matter what letter you use. You could use y, s, l, etc.

So here was the first thing he told me to write:



(Okay I'm back. And now I'm in Mrs.R's room. THANKS MRS.R! AND MR.B AGAIN!)


Now, it's the hard part.
This question is really similar to my last question.
Like others, you guys had questions that have a simple solution and an absolute answer.
But both questions I've had so far aren't like that.
These kinds of questions require a lot of thinking, and a lot of time.
Like Mr.B said to Kim, "You have to play with the numbers."
*winks at Kim*

So, the question is asking for two examples for each a and b.
At first, it was really tricky, but now I think I've got a hang of it.

Here is Question 22.a)








While Mr.B was showing me Example 2, I got confused when he said minus x.
But then he reminded me that there's always a one in front of the x.
As Mr.B always says, "MATHEMATICIANS ARE LAZY."
Well, if you were in confusion just like me, now you know.
So... minus x is just saying minus 1x.



Here is Question 22.b)










Well, that was my post. If you have any other questions, you could ask Mr.B.



And one more reminder:
If you're not sure of something, ask Mr.B. Anything. Don't be shy.
If you don't ask, you won't learn, and you'll get even more confused the further we go into the units.
If he says "stop bugging me." that's not a bad thing.
He likes it when you guys ask questions, because that means that we do want to learn.
And learn it from someone who knows. (ME)
Bug him all you want.
I follow him everywhere, so don't be scared that you might be the only one.
Because you're not.
*smiles at Mr.B*



Okay then, please comment.
And don't forget.
ASK QUESTIONS. LEARN MORE.
Thanks for reading my post (;

HINT-HINT: "THE CLASS" is "THE CLASS" that needs to ask questions.

THANK YOU AGAIN TO MR.B, MS.M, and MRS.R!
THANKS FOR GIVING ME A PLACE TO WORK, AND A COMPUTER TO USE!
THANK THEM FOR THIS POST, BECAUSE IF IT WEREN'T FOR THEM, THIS WOULDN'T BE HERE RIGHT NOW!
;DDDDD+

Question #29

Hello, this is Melanie. I was assigned Question #29 on Page 62.

Here is the question:

Add one pair of parentheses or square brackets to the left side of each equation to make a true statement.
a) 3.5 x 4.1 - 3.5 - 2.8 = -0.7
b) 2.5 + (-4.1) + (-2.3) x (-1.1) = 4.29
c) -5.5 - (- 6.5) divided by 2.4 + (-1.1) = -0.5

(HINT-HINT: When it says "to the left side of each equation," it simple means, to the left of the equal sign.)

Reminder:
An equation is different that an expression.

equation = math sentence that does have an equal sign
expression = math sentence that does not have an equal sign

eg. equation: x+y=7
expression: x+y

These kinds of questions have a lot of steps to find the answer.
The method that was taught to me was called, "Guess and Check."
It simply means what it says. You guess, and then check if it's right. If it's wrong, you just guess again, and so on.
I'm not really sure if there is a better method on finding the answer, but if you do, please tell me in the comment box.
Thanks (:

Here are the answers:

a) -0.7 = 3.5 x (4.1 - 3.5) - 2.8
-0.7 = 3.5 x (0.6) - 2.8
-0.7 = 2.1 - 2.8
-0.7 = -0.7

b) 4.29 = [2.5 + (-4.1) + (-2.3)] x (-1.1)
4.29 = (-3.9) x (-1.1)
4.29 = 4.29

c) -0.5 = -5.5 - (-6.5) divided by [2.4 + (-1.1)]
-0.5 = -5.5 + 6.5 divided by [2.4 + (-1.1)]
-0.5 = -5.5 + 6.5 divided by 1.3
-0.5 = -5.5 + 5
-0.5 = -0.5

Honestly, I don't really like this question, because it's too easy and at the same time, it's too hard. It's easy, because you don't have to explain much, but it's hard, because there isn't really an easy method to get the answer. If your confused, I'm really sorry. If you're still having a hard time with this question, just see Mr.B, and I'm sure he'll explain it way more clearly than I am, right now.

But anyways, thanks for checking out my post, and please leave a comment.
And if you find any mistakes, or if I left anything out, or if you have some kind of recommendation, feel free to tell me (:
Thanks again (;

Mr.Backe's Surface Area Questions

This was assigned long time ago, and I noticed that no one else is doing this. You guys, go to the spmathgr9 blog, and read Mr.Backe's post on October 4. Since we've learned most of this unit, you shouldn't be having much problems. But if you do, ask people, and ask Mr.Backe.
By the way, I'm really sorry that I can't really be able to comment on your posts right away. But I promise that I will when I get a chance.

I still need to answer all of these questions, but I published it right away, to remind all of you. Get it finished soon, and I'm sure Mr.Backe would be happy (: