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 20, 2010

Hello there, 9-05! Today we started on Chapter 10 which is Circle Geometry. We went straight to 10.1 and started learning or reviewing about circles since I'm sure most of us know something about circles. Chapter 10.1 is about Exploring Angles in a Circle. For this class, we spent our time taking down notes and Mr. B taught us how to find angles.

Circumference - The boundary of or distance around a circle.
Diameter - The distance across a circle through its centre.
Radius - A line segment joining the centre of a circle to the outside edge.

The angles ABC is called a Central Angle.
Central Angle - An angle form by two radii of a circle.
The straight yellow line from A to C is called a chord.
Chord - A line segment joining two points on the circumference of a circle.



Angles ADC and AEC are examples of Subtended Angles.
Subtended Angle: Lying opposite to.
Inscribed Subtended Angle: is equal to half the central triangle.

How do you find the measurement from B to C? Use Pythagoras!
First of all, why do we use Pythagoras? We can use Pythagoras method as long as there is a right triangle to find out the missing side length. Do you see the right triangle? If you flip it over or turn your head upside down, you will be able to see a right triangle. So, the angles AC will be represented as the hypotenuse which is c. And let's say that AB represents a and BC represents b.
a^2+b^2 = c^2
6^2+b^2 = 10^2
36+b^2 = 100
b^2 = 100-36
b^2 = 64
Square root b^2 = Square root 64
b = 8
The missing measurement of the line B to C is 8 cm.

Homework:
Chapter 10 Warm-Up #1
10.1 Textbook
-Practice, all odd
-Apply, all even
-Extend and any 2
10.1 Workbook
10.1 Worksheets

Well, that is all for now folks! (: I hope you enjoyed my post! Keep working hard 9-05! For exams are coming soon and we only got about a month of school left! The next scribe is KIM (:
Okay tootles!

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 May 11

Hello 905. Sorry about the lack of scribe posts. So here's for the class two days ago.

Today in class we started Chapter 9. * Inequalities*

So we started up with some symbols we knew, and some we didn't know.

Here are some examples of how we use these symbols. (algebraically)

And here is how you express it graphically.

2- step Inequalities.

How do you solve this?

just like in linear equations.

Ok theres the quick overview of what we did in class. Sorry if I missed some things, I got the main points down I think. Homework was

9.1 All odd, or even numbers up to 22.

Extend 23+ 24 or 23+ 25

And today for homework.

Practice all odd numbers.

All of apply

Extend 23 and 26

Choose two of 24, 25, 27, 28

Then next person for scribe would be Melissa. Please comment.

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!

Karen's Journal Entry

Note: I'm sorry for the super late post Mr. Backe and class, my computer got a virus and was sent to be fixed last Monday and I just got it back today so I am really, really sorry.

February 23, 2010

So today, Mr. Backe gave us questions to identify the number of terms, name and degree of an expression like this:




















I think it's pretty easy but he let's us practice because he wants to make sure that we all get it because this stuff is important. He also mentioned polynomials being part of what we need for Grade 10 especially for people taking Pre-Cal. He' going to be talking more and more about it and he's going to teach us "fun" Grade 10 stuff. I never found Math "fun" but maybe it will be. He also made us do matching words (match words and definition). It was really easy because all of the words were in my notes and I know almost all of them except for like terms, terms that only differ only by their numerical coefficients. After, he assigned us assignments, questions from the textbooks, and then he stopped talking and let us do our own work, quietly. I wasn't quiet and he knows that...I finished 5 questions though (:
It's hard for me to do work in class, I need a silent environment and plus and get distracted easily.

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

Nicky's Journal Entry

Note: The above is a picture because I didn't realize that blogger doesn't allow copy/pasting from word. Also, click the picture to make it larger.

Alyanna's Journal Entry :)

Hey there :) , Sorry this is late.. I kept forgetting my journal in my locker -_-" I finally remembered to take it home.. cause Backe wrote it on my hand. Or should I say my finger -_-" Beautiful..



Anyways .. I will talk about something in Chapter 6. This is coming straight from my journal. When you read it dont make fun of me -_-" I talk as if my journal is a diary.. LOL. So here it goes :)


Today in class, Backe asked if we have any questions or anything. No one did suprisingly.. The class was so quiete.. It was amazing. Well after that, he started talking about some patterns and things. Well there went the class.. We were talking about some pictures or something. Wait i'll show you. Just wait let me draw it :)

See this is what we are learning. We have to find out what the how many squares are in the fourth and fifth figure and the "linear equation" or something. Well yeah, I'm so lost.. Like you don't even understand.. But wait, I'll ask questions BE RIGHT BACK.



Okay I'm back.. Hey there! Well my questions helped me, I get it know ! yay me :) I'm going to go do it on my loose leaf! Bye Journal :) I wrote a lot in you today ! yay me :)

Linda's Journal Entry

(Click picture to enlarge)

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!

Casey's Journal Entry March 22, 2010

Today in class we started off by playing "Save the Zogs". I think this actuly helps you with linear relations and all those things. I was playing last night and i got really bored. I think i went up too level 7 then i just went to sleep. We eneded up playing it in class with backe anyways so that was fine. I have some trouble with this stuff but it looks pretty easy to understand. I dont think if we have a test ill fail it. I should do fine and maybe close to a 80%. haha! yeah right!!

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.

Liem's Journal Entry

March 22, 2010
Today in class, we had a bit of fun! We played Save the Zogs, on www.mathplayground.com
Here's what we had to do :
" To rescue the Zogs, you need to learn as much as possible about linear equations and the lines they create. What happens when the slope is zero? What effect does the y intercept have the position of the line? The more you know, the more Zogs you can save! "

So basically, we had to find linear equations, in order to save the Zogs. Also after passing a few levels of the game, the game involves finding the x, y position and rotation of the line. This game is very fun, but involves math which was very interesting. I really liked how the game wasn't too hard to play but was very fun. I really learned a lot from this game, its awesome. That's what we did today!

Here are some screen shots :

Abby's Math Journal Entry

2010 03 23

Today in math class, we took notes for Chapter 6. We learned about linear relations and linear equations. I learned that a linear relation is a relation that is in a straight line when graphed. We worked on a pictorial pattern. It was kind of hard to understand at first, but when Mr. Backe explained it, it was easy. This is what we worked on in math class:

Kim's Math Journal Entry

March 22/2010


Todayin room 5 for math, we went on the website http://www.mymathplayground.com(that/ I didn't go on due to somethings... >.>) and played rescue the zongs.


Just by doing it you can learn A LOT!


For example:























I learned that if the line is vertical like the y axis, it is an "x" line and if it's a horizontal line like the x axis. then it is a "Y" line.



I also learned that you can make a chart to find out the answer.



For example:

Aleiah's Journal Entry

Tracey's Journal Entry

March 3, 2010
We went over some questions in math class. Different colours indicate different questions