Simran's Journal Entry

March 8, 2010

Today we learned a new strategy for multiplying polynomials, called "FOIL". Which stands for first, outside, inside, last.

e.g (6a-2) (6a+3)
F (6a) (6a)= 36a^2
O (6a) (3)= 18a
I (-2) (6a)= -12a
L -(2) (3)= -6

= 36a^2 + 18 -12a
= 36a^2+ 6a -6

Scribe Post for March 4, 2010

Today we had a double math class. In the morning we did our test, then in the afternoon we learned more about our new unit.

Multiplying monomials by polynomials:

(3x) (x + 5)

model:

• this model says that the answer would be 3x^2 +15, because the large squares represent x^2 and the skinny rectangles represent x. So if you multiply to x's together they become x^2. When you multiply an x and a constant (5), the answer results in x.

Algebraic:

(3x) (x +5)

(3x) (x) + (3x) (5)

= 3x^2 + 15x

• In the algebraic way you use distributed property, which means to multiply a single term and two or more terms inside a set of parentheses (brackets)

The second example we did in class:

(2x-3) (2x)

model:

• The answer shown in the picture would be: 4x^2 + -6x

Algebraic:

(2x-3) (2x)

(2x) (2x) + (2x) (-3)

=4x^2 -6x

Then we got some other questions to solve, but we did not have to make a model for it.

1) (2y-1) (7y)

(2y) (7y)+(-1) (7y)

= 14y^2 - 7y

2) (y+2) (-6y)

(-6y) (y) + (-6) (2)

= -6y^2 - 12y

Homework:
read pg 264-268 ( key ideas)

check your understanding # 2, 3

practise # 4 or 5
6 or 7
8 or 9
12-21

Due on monday ( stash it stuff)

Kayaks for Rent or What Have You Got to Hide (Challenges)

Foldable

Self-Assessment

Math Links (Sheets)

Signed Test

That's my scribe! For the next scribe I choose Kim.

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!

Mr bakkeee

Hey Mr B, its me not zerlina just saying whats up. So, I know you think I'm not your biggest fan. But actually, your alright (:. You helped me improve on my work and made me a better student. Thanks for being a great teacher. It's going to sound sappy, but we all really miss you and math isn't the same when your not there yelling at us for asking dumb questions. Anyways, have a merry christmas and a happy new year

your favourite student Simran (:

Scribe Post for December 9, 2009

Hey 9-05, today instead of going to the lab, we stayed at the class and got our tests back and did a lot of other stuff.

The first thing we did in class today was look over our tests! One question that a lot of us got wrong was question 25, c.

c) With a denominator of 14 and a numerator that makes a rational number in lowest terms.

For my answer I put 7/14, and I got it wrong.

What it really asked us was to find a number that you can't simplify, like 1/14 or 5/14. I thought you had to find a number that you can make into lowest terms, like making 7/14 into 1/2. But I was wrong.

A few other things that Backe said, was never make a train when finding out an answer and to also put the unit of what your measuring ( cm, m).

The other thing we did in class was our foldables, if you didn't do it here's the link to the instructions:

/view.php?p=0f1911a03fa96daf0d930711fa50cfa85f453a1e&c=2">

We also had to do a three point approach, here are the words:
power
base
exponent
exponential form
difference between
x x
(-5) -5
( the x's are suppose to be shown as squared)

Here's what homework has to be down by monday:
(next chapter)
definitions
3.1 foldable
Here's what you have to hand in your stash it:
number line
definitions chapter 2
self evaluation (completed)
journal, with one squared for Backe to read
2 tests, with parent signatures
For extra work:
sheets

* Game done by monday

That's my scribe! For the next scribe I choose Angela . Please comment!!!

Question #21

Hey 9-05, as you may know we were suppose to make a post for questions we got assigned from the text book. I was assigned question 21. Also I'm really sorry for the picture quality!

Calculate:

a)

For question A you had to use pedmas. So you first had to solve what was in the brackets. Next was the multiplication. Last was the adding. My answer was the simplified version of 8/30. I got that version by finding the common denominator which was 2, then all you had to do was show how many times 2 went into the numbers.

b)
For question b you had to use reciprocals. So basically the opposite of the factors. For dividing you end up multiplying and when doing that you can cancel out factors that have common factors. For instance I canceled out 4 and 8 because 4 went into both 8 and itself. Then you would replace the factor with the number that goes into it.


c)

For question c you had to use pedmas again. This question was probably the hardest one fro my to solve, because I had to multiply negative numbers. But overall after trying and trying to figure it out all you had to do was solve what was in the brackets, then multiply and finally add. After all of the trouble it was pretty easy to figure out when actually looking at the work.

That's my post! Please comment and tell me if I did anything wrong, or to compliment me (:

Homework # 17

Hey 9-05! So I was assigned question 17 from apply in the math text book. When I looked at the question I was really upset cause backe skipped Angela and went straight to me. I think it was because I said his joke wasn't funny. Anyways when I actually read the question I realized that it was pretty simple. So thanks backe.


17. Two wooden poles measured 1.35m and 0.83m in length. To make a new pole they were attached by overlapping the ends and tying them together. The length of the overlap was 12cm. What was the total length of the new pole in metres?

So the first step that I did was converting 12 cm into metres, so I divided 12 by 100 and got 0.12m.

Now I added the two poles length together: 1.35 + 0.83= 2.18

Like we did with surface area, we have to take away the part where it overlaps:

2.18
-0.12
________
2.06

The new length of the pole is 2.06m. I hope I explained the question well, if I didn't please comment!

Why 360?

So the big question is why 360? Well you can ask the Babylonians. They used a Sexagesimal system. A Sexagesimal system is a numeral system with 60 as the base instead of 10, which we now use. We go up to 9 and add a 1 in front of 0. They went up to 59 and added a 6 in front of a zero. Also we use 60 a lot. 60 seconds per minute and 60 minutes in a hour.

The Babylonians made a calender based on 360 days, because they believed the earth made a complete rotation in 360 days. In result came 360 degrees making a full circle.

Also 360 is divisible by 24 numbers. 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 72, 90, 120, 180, and of course 360.

That's my post on why 360. I hope it explained everything you need to know to understand WHY 360?!

Scribe for September 30

Hey class, today we went to the lab and played on the site http://nlvm.usu.edu/ which had games like transformations, space blocks ,platonic solids and the game that most of us played turtle geometry.
For homework we had to do our journal, which we do everyday. Also tomorrow we have a test, so STUDY. I recommend looking at section 1.2 on the self assessment sheet to see what you need to actually study.

Link to Reflection game:
http://nlvm.usu.edu/en/nav/frames_asid_298_g_4_t_3.html?open=activities&from=category_g_4_t_3.html

One game was Reflection. In this game they asked us simple questions, like what happens to its reflection on the other side of the line when you drag the shape.

In this picture it shows when you drag the image around, nothing changes. The image always is reflected perfectly.

So the other game I played was called platonic solids. Well at first I didn`t know what a platonic solid was. Then I found out that it is any one of five solids, whose faces are congruent regular polygons and whose polyhedral angles are all congruent. So it`s pretty much a normal solid. In the game we had to tell the characteristics of the shape. Unfortunately I couldn`t get the link ,but go to the site and check it out for your self.

So that's my scribe! Remember that we have a test tomorrow, and please comment (:
I pick Angela for the next scribe!