## Wednesday, October 24, 2007

### Catfood and Fractions?

Here are the posters from today's math congress. I hope you will go to voicethread and leave a comment. We have a class account. spmath@yahoo.com
and the password is room## where you have math. In your comment talk about the strategy and what you understand. You need to pick a picture to talk about at voicethead, then comment.

Or you can comment on these slides from today's class.

Have a great day off. Please comment and complete your growing post!!

Here are the slides from today.

"JORDAN 8-16 said...

i dont know where to commment this so i left one on the main page and im gonnna leave one here :

im going to comment on number 12, which was carmen and jessica's... they divided 23 by 20 to see which can costs more. im not really sure what they tried to do with the other thing... i got confused cuz im using my sisters mac right now, and it cant zoom in. sorry :S but it looks like it says \$1.25 x \$1.15 = \$1.10 ... if you put that, then they shouldve made it clearer about what they did. id go home and do this, but i want the day off tomorrow... anyways, yeah. they did an awesome job doing the work BLAH

~jordanPABON

jasminerose 8-16 (>,.,<) said...

im going to cooment about slide one, since i dont have a mic, actually i do but i sat on it like a couple months ago.. :S . weird eh'

ANYWHOS post 1 : alrighty, well i dont really get the 1st slide becasue like it says a third of 20 is...................... they didnt fill it in .. until they presented. aND I DONT GET THAT 20+20+20 THINGY, like why 60? ? what is this 60? why didnt they make it 80? or 40 also with thet 15, why 75? how do you know when to stop adding? muahahah thats what im wondering,,

.. p.s. the comment thing is makeing my computer messed up :(.
GOOOD BYE FOR NOW..

☺☻♥♦♣♠•◘○ -- jasmineS.. (my new official blog signature ) =]

tasha 8-16 said...

Slide 1:

I liked the idea of how they used a ratio chart idea. I thought that was different.
I also don't know why they used 60 for that adding thing, maybe they were going for a clock idea, whoknows, it just didn't make sense to me the way they explained it.

marina816 said...

Slide 1:
i chose slide 1 because its the one i most understand, and because i like how they tried to find the lowest number that the other numbers could fit in..and they chose 60 and i agree with it.!!!

Did i comment right????
haha jasmine i know how to do this ☺☺☻♥♠♦♣•◘○ !!!

marina♥☻☺◘○

Nathaniel 8-16 said...

i am going to comment on slide 3 which is done by Jasmine and Danica.

I saw that their strategy was to divide the cans into the money to find out how much one can would cost. But the division they did didn't make much sense. So they did 23/20 and got 1.15 for Maria, and 15/12 and got 1.25 for Bob. So they said that Maria's was cheaper. On their second strategy it wasn't a big difference because they used the same dollar values they got from strategy one. So if the dollar value they got wrong in strategy one, it would mess up strategy 2. Overall i think they did a good job =)

~Nathaniel (AKA MATNO)

Rome8-16 said...

Hmmmm.... I'm going to comment on Slide 3 because it's the easiest one for me to read since some other slide their words are too small or they didn't write dark enough and it's one from our class.

I liked the strategy they did because you would know how many each can your buying is worth. Their second strategy was good too because if they have the same amount of cans it'd be easier because all you have to look at is the price now and you don't have to do any math. All you would have to do is compare the prices now since they have the same amount of cans. It's like turning non-equivenlent fractions equivelent.

Wow another post/comment that isn't a book.

Well Peace Out Peoplez- Rome

Megan8-16 said...

I liked slide three because they compared the two. Like making 12 turn into 20 and then checking which one would cost more if they both have the same amount of cans. I don't really know if anyone else did the comparing so thats why i chose this one. And probably because they did a great job in getting the price from 12 cans to 20.

derjor1 said...

slide 7 i like it how they found out how much each can cost and how they found the least common denominator(LCD) for each.
They also explained it very well good job. Plus they used long division.

Robert Paul 8-16 said...

I am going to comment on slide 11 out of 18 (20 ÷ 23)

This was a very original way of finding the answer. I had some trouble refreshing my mind on how to do long division, but i found out from looking at it and with the assistance of somebody I'm not gunna mention.

What they did, step by step, was first see how many times 20 goes into 23. Well once (1).
Then they multiplied 20 by 1 and got 20, which they subtracted to the 23 and got a 3 remainder.
To turn this 3 remainder into a decimal, (which i had troubles with the first time seeing as though in grade 1, we were supposed to stop at the remainder) they brought down a zero and made it into a number that could hold a 20 with a differential if subtracted with 20 (30). Of course, because of this "extra" digit, the answer was turned into a decimal rather than a whole number.
So 30 minus 20 = 10. But you can't say 10 remainders, so they kept on going and brought down another 0 till there was no remainder. Now the number is 100. 20 goes into 100 5 times equally. So the answer was 1.(20 in 23) 1 (20 into 30) 5 (20 into 100) :
1.15

vina8-16 said...

I'm going to comment on number 3 (Jonah's and Danica's).
I really like it because they used division to answer find how much is one can for maria's store and bob's store. I tried to do that at first but then I got stuck and confuse, i guess i needed a little review on dividing long division. I'm not sure but i think they only used one way to solve... if they didn't i think they should have used more than one so that you can really prove that you are right.