Scribe for Questions 10 and 11

Justing's first scribe post

Question 10: Mcdonalds sell milkshakes in two sizes. A small milkshake contains 300ml and a large milkshake contains 2/3 more.
How much does a large milkshake contain?
I divided 300 by 3 to get 100. So for every 1/3 is 100ml. Since a large milkshake is 2/3 more than a small it is 200ml larger (500ml).

If Mr. Murrin drinks 2/3 of a small milkshake and Miss Hoyne drinks 1/2 of a large milkshake who drinks the most?
I used the same strategy from part A of this question and learned that Mr. Murrin drinks 200ml of milkshake. For Miss Hoyne I multyplied 500ml by 1/2 to get 250ml. Miss Hoyne drank more.

Question 11: Half a can of paint covers 1/3 of a room. How much paint is needed to cover the whole room?
This one was really easy. I multyplied 1/3 by three which got me 3/3 or one whole. If I did this I have to do the same to 1/2 of a can. 1/2 multyplied by 3 equals 1 1/2. 1 1/2 cans is needed to paint the whole room.

Hopefully I did this scribe right because this is my first scribe ^_^

Robby's Scribe Post

Today, we did a test on adding, subtracting, and multiplying fractions.

THE QUESTIONS WERE:
1 1/5 + 3 2/3 =

5 3/4 - 3 5/6 =

7/8 x 4/5 =

2 2/3 x 4 1/2 =

I answered the questions on Microsoft Paint -like application:

1 1/5 + 3 2/3=

For those of you that CAN'T SEE, the writing under the question says: Now make Equivalent Fractions. FOr 1/5 and 2/3, they both go into 15. So multiply numerator of 1 by 3 and the numerator of 2/3 by 5. The denominator will be set at 15.
*Circled areas are answers or part answers.

5 3/4 - 3 5/6 =
STEPS I TOOK:
I (wife) swapped 3/4 and 5/6 to get 5/4 and 3/6. 3/6 is half and 5/4 = 1 1/4.(new question being 6 1/4 - 3 3/6.
Then, I turned 3/6 into 1/2 and did simple subtraction with the wholes. With the fractions, I turned 1/2 into 2/4 to have a common denominator.
The question now is 6 1/4 - 3 2/4. But you can't subtract 2/4 from 1/4, so you need to BORROW a whole from 6 and add it to 4. 1 Whole is 4/4 for this question. So add 4 to 1 to get 5/4. Now you can subtract it with a proper fraction as the answer.

7/8 x 4/5 =
A much faster way to do this is just multiplying and simplifying.
If any of you have caught, i turned 7/5 into a mixed then back to an improper. My mistake, too lazy to fix because i can take half a minute to write this explaining instead of taking a half hour and doing this whole thing again.
7 x 4 is 28
8 x 5 is 40
28/40 ÷ 2 = 12/20
12/20 ÷ 2 = 6/10
6/10 ÷ 2 = 3/5.

Hmmmmmmmm
the answers are different for both strategies. I guess it DOES make a difference if you swap.

2 2/3 x 4 1/2=
Enlarged to view writing.

&*(&*(&(*&(*&(*&(*&(*&(*&(*&&(*&(*&(*(*&(*&(*&(*&(*&(*

Well, thats my scribepost. Took a good 2 hours because i was using this new paint program, which turned out it stunk and wasted my time. , =P ,>_> ,<__<>_<> =o

Angel's Scribe Post

Today in class we learned how to multiply improper fractions.

1. change the mixed numbers to improper fractions. (denominator x whole + numerator)




2. multiply the numerators




3. multiply the denominators




4. simplify to mixed fractions

Here is an example of what it would look like if you were to do the question 2 1/3 x 1 1/4 =

Remember to Multiply the denominator to the whole and then add the numerator.

( 2x3+1=7 )

__________
3

( 1x4+1=5 )

__________
4

7/3 x 5/4 = 35/ 12
As step number 4 said : make it into a mixed fraction
Now we have to see how many times 12 goes into 35.

12 goes in to 35 two times so the answer is 2.

Megan's Scribe Post

Megan's Scribe Post~~ (im starting to like orange! XD)

Today we learned how to multiply fractions and make fractions easier to answer with numerator swap.

Multiplying

For example, if you get a fraction like 2/5 x 1/4, to get the answer, you could times the denominator by the other denominator and you would get the answer's denominator. Since you had already found the denominator for the answer, next step is to multiply the numerator by the other numerator. So lets see, Denominators = 5 x 4 = 20 so now it looks like this /20 without a numerator. Then since you have the denominator, you times the numerator, 2 x 1 = 2. So the answer is 2/20.

Simplifying

Now that you have the answer to the question, now you must simplify. To simplify, you use numbers that are divisible by both numbers. 2/20 seems to be both divisble by 2 you divide both of the numbers to simplify. 2 divided by 2 = 1. 20 divided by 2 = 10 so now the fraction looks like 1/10. You just simplified! Grats XD

Numerator/Wife...O.o Swap

To numerator/wife swap, at first, you would have to get a fraction like 3/4 and 4/9. You see how the number 4 is diagonal with the other 4? You can swap 4 with the 3 to make 4/4 x 3/9. You see that a fraction is the same number on both denominator and numerator right? Since this makes a whole, it = 1. So 4/4 means 1 x 3/9. 1 x 3/9 = 3/9 since you just had to multiply once and it ends with the same fraction. Now you need to simplify, both of the numbers are divisble by 3 so you divide both of the numbers by 3 and you got 1/3.

Yay I'm Done!!! XD

~Megan

Marina's Scribe

-My Scribe-

- For each question i switched the denominators so the first question would be like 3/2 x 1/4 instead of 3/4 x 1/2. Then i multiplied the denominators first like /2 x /4 = /8. Then i multiplied the numerators like 3/ x 1/ = 3/. So then it equaled 3/8.....

- So then i did that with each question but with different numbers and got different answers for each question....

--marina☺

Alatoba , 8-16

Chantel's Alatoba

Alatoba,8-16

Vicky's Scribe Post

On January 11, 2008 Mr. Harbeck gave my class a fraction test. There were 6 questions on the test, and he ask me to do a scribe post on question 3 and 4.



Question # 3 was 5 9/10 - 2 1/10
First I subtract the whole numbers. 3 - 5 = 2.
Then I used common denominator
9/10 x 1 = 9/10, 4/5 x 2 = 8/10
Next I subtract the two common denominator fractions. 9/10 - 8/10 = 1/10
Then I add 1/10 to 2, and i got my answer
2 1/10.






Question # 4 was 5 2/5 - 3 13/20
First I subtract the whole numbers. 3 - 5 = 2.
Then I used common denominator
2/5 x 4 = 8/20, 13/20 x 1 = 13/20
Next I subtract the two common denominator
8/20 - 13/20 = 5/20
After that I simplify 5/20
5/20 ÷ 5 = 1/4
Then I add 1/4 to 2, and i got my answer 2 1/4.

Danica 8-16Alatoba

This is Danica, Marina, Clayton and Tyler's Alatoba project

Kiahna 8-16 Alatoba

Kiahna Nathaniel and Angel's Alatoba Project
1.

Kenny's Scribe Post

January 11.2008 Kenny's Test Scribe

Today we had a Test. We had to do 6 addtion and subtraction fraction questions.

I had to do the question 4/5 + 9/15 for this scribe post. I used common denominator

fractions to answer the question.

For this question i used the common denominator 15 because both 15 and 5 go into 15. Then i

just put 9/15 + 12/15 which was 21/15. I turned that fraction into 1 and 6/15. After that i reduced

it into 1 2/5. And that was my final answer.

I used Common Denominators to do this test because i thought it was the easiest way even

though you could of used the clock,money or double number line strategy.

-- Kenny"ispogi"

Jonah's Scribe Jan. 9/2008

Jonah's Scribe

Today in class we reviewed the strategies of subtracting fractions. The strategies we went over are: Double Number Lines, Common Denomenators, Money, and Clocks.


1. Using Number Lines:
the denomenator that you chose to be the one at the end of the number line should be a number that the fractions can go into easily. Once you've made your line then divide the line into the number that is at the end of it. count the lines until you get to that fraction (7/10) and number it. At the bottom of the number line you subtract the other fraction going the other way (4/10). The tick it lands on is the answer of the subtraction question. (7/10-2/5 (4/10) =3/10)

Common Denomenators
when you have fractions that are not easy to subtract with you find common denomenators between the fractions, like the fractions 3/5 - 2/7 are not really easy to subtract but if you find a common denomenator that they both go into it would be much easier. So if we change it it would be 21/35 - 10/35 , and it is much easier to subtract with now that they both have the same denomenators.


2. Using $ Money$:

when you are using the strategy of money the denomenator is always /100. you shouldn't use fractions that don't go into 100. These fractions will work for this strategy: /2, /4, /5, /10, /20, /25, and /50. When you have a fraction like 8/10 - 2/5 you can change the fractions to 80/100 - 40/100. Then when you subtract the fractions it will be easier since they have the same denomenators.
3. Using Clocks:
when you are using clocks there are certain fractions that work with it. These fractions are /2, /3, /4, /5, /6, /10, /12, /15, /20, and /3o. Subtraction questions with those denomenators are easy to use with clocks since all of those numbers go into 60. when working with this strategy the denomenator is always /60.
These are the strategies we did in class. The questions in the pictures are not the same questions we did in class. They are questions I thought would be a good example. Except for the first one. So I guess it is done....yeah.

Kierra's Scribepost Jan.8/2008

Kierra's Scribe.//

Hey Peeps. Today in class we reviewed strategies for adding fractions. The strategies were: Double # Line, Money, and Clocks.

[see one, do one, teach one ]

** Then Mr. Harbeck says *oink oink oink

1) Using the Double # Line:

This stratgie works best when you have ugly fractions to add, and the denominators will give you an ugly common denominator on the number line.

For using the double # Line as you can see in Nintendo's example 9/ 18 and 2/16 were simplified into 1/2 and 1/8. From there we were able to multiply the 2 denominators to get  common denominator.

The other way to do this would be t

o work with the ugly fractions by multiplying the 2 numbers denominators and simplifying 

your answer.

2) Using Money:

The best way to use money would be when the denominator works with 100. Yes it can be an ugly denominator too!

As you can see in the picture. 1/4 and 1/2 are simple fractions. So 1 quarter of 100 is 25 cents and 1/2 of 100 is a dollar.

When you get 3/50 the fraction is saying 3 50ths out of 100. with is 3 X 2 = 6/100. and you do the exact same with the other fraction. 15/100= 21 cent/100

3) Using Clocks:

Again with clocks the best way to use this would be when the denominator is friends with 60 (60 mins. on a clock) So the denominators that are friendly with 60 are:

/2, /3, /4, /5, /6, /10, /12, /15, /20, /30.

As you can see in the picture. 1/2 and 3/20 simplified out = 30/60 and 9/60. From there since they are already simplified all you have to do is add the numerators= 13/20 (already simplified. The ugly part of the question was 3/20, which mean't 3 2oths out of 60.

that was class!

Today's Slides

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Tasha's Scribe Jan7

Tasha's Scribe

(An outline of the day for people who missed math class)

All we did in math class today was answer a review of fraction questions. (shown below)

1. Create 3 fractions

- The 3 fractions I chose was : 1/10, 4/10, and 5/6.

2. Write your table group fractions (12 fractions)

- My table came up with these 12 fractions; 2/3, 3/4, 6/10, 2/4, 6/6, 4/24, 1/2, 2/8.

3. Put these fractions on a number line in order.

- Not so sure it's in perfect order. Also sorry hard to see.

4. Create 2 mixed numbers

- I chose 1 1/3, and 2 1/4.

5. Collect you groups mixed numbers (8) (don't know what happened to the other 2 fractions)

- 5 6/10, 4 1/4, 1 1/4, 2 3/3, 1 1/2, 2 3/4,

6. Put in ascending numerical order.

- 1 1/4, 1 1/2, 1 3/4, 2 1/4, 2 3/4, 2 3/3, 4 1/4, 5 6/10.

7. Choose your 3 fractions.

- 1/10, 5/6, 4/10

8. How do these fraction show a part of a whole?

-

*HOMEWORK

- Create 3 additional questions (ex. ____ + ___)