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 .

Scribe Post for May 25, 2010

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

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 April 29, 2010

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

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!

Scribe for April 26

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

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

Scribe April 19, 2010

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!

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.

Scribe Post for April 8, 2010

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

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

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