Romulo's Scribepost

SCRIBE POST

So today in math we first went over this math sheet we had for homework called 7.3 Solving Geometric Problems. This took up about 45 minutes of the class and for the rest of the class we had time to do some of our homework which I'm scribing today.


Since no one has scribed anything about Algebra problem solving I'll post the 6 steps.

1. Simple Sentence Answer
2. Unit Values
3. In A Geometry Question DRAW THE SHAPE
4. Whatever You Know Nothing About Is The Variable
5. Identify Your Variable
6. The Other Unknown Relates To The Variable


Those are the 6 steps for sucess.

Here's an example on how you solve an Algerbra problem solving question.
The question is "A farmer uses 54 metres of fencing to enclose a rectanguler field. If the width is two metres less than the length, find the dimensions of the field.


1. Simple Sentence Answer

For the simple sentence answer all you need is 3 words. Those 3 words are
The, are and whatever the question is asking you to find. So in this case your looking for the dimensions. So your simple sentence answer would be

The dimensions are _________ and _________


2. Unit Values

Unit values simply ask you to put whatever value you're working with in your simple sentence answer. So since we're working with metres you put "m" in your sentence. So it should now look like

The dimensions are _________m and _________m


3. In A Geometry Question DRAW THE SHAPE

This one pretty self explanitory


4. Whatever You Know Nothing About Is The Variable

For this one your variable(x or n or whatever you want) is the thing you have no clue about. So your first need to figure out who the playaz are. So the playaz are length, width and the perimeter. We know already know that the perimeter is 54 metres so it can't be the variable. We also know that the width is 2 metres less than the length so that leaves us with length which we know nothing about. So length is the variable.

length= variable


5. Identify Your Variable

I don't really understand this step but I think this is the one were we have to remember to put let x= length somewhere or we lose a half a mark. So add
x= length

6. The Other Unknown Relates To The Variable

I dont really understand this one but I think it means if you have two unknowns they relate to the variable.


After all 6 of those steps you can finally start doing your work.
So all that was just an explanation on the steps. Now to get to the point of this scribepost. So the side I'm doing is the geometry side. The side that has the title
What's the Quickest Way for an Ant to Go From the Ground to the Tree Trunk

Questions


1. The length of a rectangle is 3 times the width. The perimeter is 96 cm. Find the width and length.

2. The length of a rectangle us 5m greater than the width. The perimeter is 150m. Find the width and length

Jonah's Scribe

Today in class...

We went over the homework to see if we had any questions about it and solved it together. Then we learned how to solve a 2 Step Equation. Here are the steps:
1. Isolate the variable
2. cancel the constant (integer) using its composite to make zero pairs.
3. Balance
3a. cancel variable to (1.)
4. Substitute to check.

Here is an example:


But, we didn't just learn how to show in that way. We also were shown how to show it by using Algetiles. Here is the example used in class:

That is how we use Algetiles to show 2 Step Equations! That is all we did in class. don't forget to do the homework we got.

David's Scribepost

Algebra Tiles

Algebra tiles are ways of showing algebra. The big sqares are the variable (n, x) squared, the long rectangles are the variable, and the little squares are the integer or the constant, it's just the number. There are two sides to Algebra Tiles, a white side, and a colored side, the white side means its a positive number, the colored side means its a negative number. So if your question is 3n+6 and you wanted to draw it out using Algebra Tiles, then it would look like this...

Theres something else that comes into effect when we do this, and its Zero Pairs. Zero pairs are when you have a positive and a negative, and they cancel eachother out.

It's like you owe money if there's a negative, and the positvive is how much money you have. Thats just one good way to try and understand intergers.

Afrer that we just did a bunch of questions and figured them out using algebra tiles, one of them would be 2n-6+4n-2+6-n. So how would you draw that out? Now if you can't tell where to start and which sign belongs to what, then try making the catapiller, start at the first number / opperation and circle to the next one.

Now thats nice but we want to group them.

We can get rid of some by finding zero pairs!

and we're left with 5n-2

And thats how you use Algebra tiles. We had homework too, 3 pages of it.

^ ^ On this one you only need to do up to question 18...^^

Good luck finnishing! I'm sure there's going to be more work.

Nathaniel's Scribe Post

Patterns 2!!

Mr. Jerema gave us two charts the other day. We had to make a chart and a ratio table, describe the patterns in each row, describe the relationship between the two columns, make an algebraic equation to show that relationship, then find out what the 20th, 35th, and 99th diagram would be.

This is the first chart he gave us.











We had to make that into a chart.. like so






and into a ratio table..



















3. Describe the patterns found in each row.
Well you can see that x, starts at 1 and goes up by 1, and y, starts at 1 and goes up by 2.

4. Describe the relationship between the two columns.
If you have the years over 10, and lets say you have 2. You would have to multiply it by two and subtract one to get y, since this works for all the years over 10.

C. Write and algebraic equation to show this relationship.
y=2x-1 x = years over 10

5. Predict what the 20th, 35th, and 99th diagram will look like.
We use the algebraic expression here, and having 20, 35, and 99 the years over 10.

note:re write the expression and fill it in.

20th
- 2x-1
- 2(20)-1
- 39

35th
- 2x-1
- 2(35)-1
- 69

99th
- 2x-1
- 2(99)-1
- 197

Now back to number one since instead of drawing the next two patterns, he said to find out the number of repairs for 7 and 8 years over 10.

7th
- 2x-1
- 2(7)-1
- 13

8th
- 2x-1
- 2(8)-1
- 15

And were done the car repairs! Onto Harbecks Training.





















Then we had to make a chart, and a ratio table out of it..


























3. Describe the pattern found in each row.
As you can see, x starts at one and increases by one each time, and y starts at 3, then adds 5, 7, 9 and adding so on by odd numbers.

4. Describe the relationship between the two columns.
If you have the number of weeks, to get the number of km's ran in total, you would have to multiply the number of weeks by itself, and subtract one to get the number of km's ran in total.

c. Write an algebraic equation to show this relationship.
y=x squared - 1 x=number of weeks

5. Predict what the 20th, 35th, and 99th diagram will look like.

20th
- xsquared-1
- 20squared-1
- 399

35th
- xsquared-1
- 35squared-1
- 1225

99th
- xsquared-1
- 99squared-1
- 9801

Then back to number one to find out what the 7th and 8th diagram will look like.

7th
- xsquared-1
- 7squared-1
- 48

8th
- xsquared-1
- 8squared-1
- 63

and your done!

Romulo's Scribe Post

Scribe Post

Today in class we reviewed for our test this upcoming Thursday with 3 questions that Mr. Jerema gave us to do. The questions we did are shown in the pictures below.

Question 1

Question 2

Question 3

Jonah's Scribe Post

Today in class we were told to take out a piece of paper and copy what was on the board. It was a picture of a right angle triangle. We were supposed to find out the missing side we had 6 minutes to do it. The triangle looked like this:
We didn't know until the middle of working that what we were doing was a test. When we were done we had to mark it. To get full marks we had to have shown all of our work which included all of these things:

After we did the test we did something else in our blue Pythagoras booklet. We watched a scene of the movie Flushed Away and Mr. Jerema made it into a word problem. He drew a picture of a frog and we had to find out what was the missing side. But instead of looking at a picture we had a word problem. It looked like this:


The word problem was:
Le Frog (the name of the frog) stands 1.5 m from the wall where a fly is 2 m high. If the frogs tongue comes out of his mouth 70 cm from the ground, how far does his tongue have to stretch to trap and eat the fly? We used the pythagorean theorem to solve the missing side, since the side that was missing was the hypotenuse.
a + b = c
1.3 (x 1.3) + 1.5 (x 1.5) = c
1.69 + 2.25 = c
c 2 = 3.94
c = 1.98


This is what we did in class. Sorry if I missed something. But I don't think I did. So...don't forget to do your Pythagoras Growing Post if you haven't started it yet.

Megan's Scribe Post

Today in class we continued with our new unit The pythagorean Theorem. We had to find out the Pythagorean Triple using only up to 5 on our perfect square chart. The pythagorean triple is 3,4 and 5.

(Ex. 32(squared) + 42 = 52. = 9 + 16 = 25. A2 + B2 = C2. The first, second, and third numbers show A2, B2 and C2. (squared).

32 or 9 = A,

42 or 16 = B2,

and 52 or 25 = C2

Then later during class we showed the pythagorean triple in 3 pictures for better understanding.

This is called Proof #1

1) This picture shows that the pythagorean triple helps show A2 + B2 = C2.

2) Shows that 32 + 42 = 52 using...well, squares to show that both A and B makes C.

3) The shaded parts around the 42 shows that 52 was made by adding 32 to 42.

Well, thats it!!! XD (Feel like using red now!)

Kierra's Scribepost.// March 11/2008

Kierra's Scribepost.//

Today in class we started a new unit thingy called Pythagoras.

In this unit we start off with circles and 90 degree angels. We wrote everthing in our blue foldables:

-A circle equals 360 degrees

-A circle split into quadrants, each angle equaled 90 degrees

-In a right triangle the square points to the hypotenuse, shown in the picture. The hypotenuse is always labelled c and it's legs are labelled a + b

-In many cases the right angle will have it's legs labelled a + b and the hypotenuse is always labelled c

-Here is the picture of a rectangle with 2 right triangles in it. Since the area of the rectangle is a x b, the area of the right triangles inside is 1/2 of (a x b) e.g if the area is 12 then the area of the triangle is 6... this will lead us to our theorem

-So the area of a square would be a x a which would equal a (squared)

The Pythagorean Theorem:

The pythagorean theorem states that the legs a + b and the hypotenuse obey the following theorem: a (squared) + b (squared) = c (squared)

That was pretty much it :) 

emilyr's scribe/.

Allowance For September/.
would you want 5 dollars a day.
OR
1cent double a day.

At first i wanted 5 dollars a day because in one week you'll have 35 dollars and if i take 1 cent double a day you'll have $2.56 for a week.
and 5 dollars a day would get you 150 dollars per month.


PROVE WHO IS RIGHT. (:

to prove who is right you need to know how much $ per month which is 30 days. (:

a cent double a day. well equal about 2097152000 pennies and if you put that in dollars it well be 20971520 dollars.



For the table in the left you need to multiply 5 to the days. By multiplying the days to 5 you'll get the answer for that day. example ; [ 1 x 5 = 5] [ 2 x 5 = 10] . . .



HOMEWORK. (;
the graph needs ;
a title ,
x axis,
and and y axis, (:

the homework is to fill out the graph thingy. the first 15 ? haha (: idk .(: well yeah thats my scribe :P

Andrea's Scribe

The Question:
The frist step:

7 x 2 + 1 =
You will get an improper fraction.
Now use reciprocal as one of your

strategies to solve this problem.

Just switch the denominator with

the numerator to get 2/15.
I wrote 40/1 because all whole

numbers are out of 1. Multiply 40/1

by 2/15 and that will = 80/15.

Since this is an improper fraction

you need to make it proper.

To get a proper fraction see how

many times the denominator

goes into the numerator. Your ending

fraction should be 5 1/3 ( already simplified)

Leta's Scribe

Today in class we....

Learned to do easier ways for dividing fractions...
Ex. 2/3 / 1 1/2 =?

Mr harbeck taught us....
That when its like that question ^ then we have to make it inproper.
(ex. 2/3 / 1 1/2 = 2/3 / 3/2) so when its like that we can make it inproper and it will be easier to do. so when you make it inproper if you find a pattern like this:

<--- See how they have both the same numbers!!! <--- Then you could change the denominator and put it in the oter fractions denominator. So then you would have 2/2 and 3/3. <--- Or you can just times the numerator and then since the denominator has the same numbers it will equal the same sum as the numerator. so if you times them you get 6/6 which equals 1.


Mr. Harbeck Learned And Taught Us.....


Mr. Harbeck learned and taught us that when you do a question like this:
2/3 /11/2 = 2/3 / 3/2
= 6/6=1 And when you do those kinds of questions you have to line up the first equal signs.. Mr harbeck learned this from Mr. Ralph

For homework we had....

Had to finish that piece of paper that Mr. Harbeck gave to us in class and give examples for rows 4 and 5. In row 3 we had to finish the questions. In colum 5 we had to show recipicals for the fractions he gave us. And for row 2 we had to explain how we did the questions in row 3.

Derrick's Scribe Post

Today in math class, we learned more about dividing fractions.

Mr. Harbeck assigned us some questions for homework:

3/4 / 1/8
5 / 1/4
9/10 / 12
5/8 / 3/10

As you can see, you can use a ratio table to answer this question. After finding out the answer, you have to make it a "reciprocal". Once you find the answer using the reciprocal, you must simplify it in lowest terms.

Whatever you did on one side of the ratio table, you must do on the other side of the ratio table. You do the same thing for this question too. You have to make it a reciprocal. So 5/1 x 4/1 = 20/1.

You can also simply just switch the denominator and the numerator too, like shown in this question. 9/10 was turned into a reciprocal, which would be 10/9. 10/9 x 12/1 = 120/9 You have to simplify this to lowest terms too.

Same thing for this one too, you make 3/10 into a reciprocal. You also have to simplify it in lowest terms.

Reciprocal: When you switch the denominator to the numerator, and the numerator to the denominator.

Romulo's Scribe Post

Romulo's Scribe Post

So today in calss we went over our questions we had for homework on the Smart Board. Those questions were

- 1/5 divide by 2/3
- 1/4 divide by 3/8

- 2/5 divide by 7/10

- 2/15 divide by 1/6

- 4/5 divide by 1/2

That's what we basically did for the first 40 min. Harbeck gave us the rest of the time to try and finish our homework.

Today's questions were

- 8/9 divide by 2/3
- 5/12 divide by 3/16
- 3/4 divide by 1/8
- 5 divide by 1/4

- 6 divide by 4/7

- 1/2 divide by 4

- 9/10 divide by 12

- 5/8 divide by 3/10
- 8/11 divide by 2/11

I'll be doing 8/9 divide by 2/3, 5/12 divide by 3/16, 6 divide by 4/7, 1/2 divide by 4 and 8/11 divide by 2/11