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.

Jordan's Scribe Post

First, we started with 3 patterns:Then we had to find the next 2 patterns, which were:
Then we had to make a T-Chart for the patterns we found...
the numbers in the "y" row start at 1 and go up by 2 each time..

the numbers in the "x" row start at 0 and go up by 1 each time..

to get "y," you have to multiply "x" by 2, then add 1

Algebraic expression: y = 2n+1

We started off with 3 different patterns this time... The 5 pictures looked like this:
(btw, the vertical lines through the strings are the cuts)
Followed by the T-Chart:
We found that the "y" row started @ 1 then increased by 3 each time
We found that the "x" row started @ 0 then increased by 1 each time
You have to multiply "x" by 3 then add 1 to get "y"
Algebraic Expression: y = (3n)+1

THE END.

Robby's Scribe

Collecting Like Terms
Like terms are Terms that have the same Variables next to them. Variables are letters that stand for unknown or given numbers. Like terms are 2 or more terms that can be combined to simplify the equation. Lets look at an example:






This right now is an algebraic math sentence. In algebra, you don't always have to find an answer to the question, that is, if you aren't told what the variable stands for. This is one of those occasions.
In algebra, you don't use all the operators you would use for non-algebraic equations. Like, for example, times (x). Because times has a operator that looks like a variable, it gets confusing (Like so: Variable x X x = x ...no it's not what you were thinking). So they removed it (they being those math geniuses that invented algebra). Instead of writing 5 x (x+2), you remove the x and assume its multiplication. And when multiplying a number with a variable, you write them next to each other (5x). This becomes a Term.
Back to the math sentence in blue above. An easy way when multiplying things in brackets and theres a variable in there is to multiply the outside number with the variable. So it would look something like this:







Like I said before, when multiplying a number with a variable, you put the variable on the right side of the number and it becomes a term. So 5x means Five groups of variable x.
The next part of the question is the +2. You would read this as positive two, because in algebra, you deal with integer numbers a lot. Now you have to multiply it with 5 now, because its still in the brackets, and if there's no operator between the brackets and number on the outside, you assume its multiplication.








Now, we multiply the 5 with the 2. 5 x 2 = 10 (note, I used the x symbol for multiplying because we aren't multiplying the terms, and this equation won't go in the final answer, only the 10 will)
The math sentence now looks like this:






This is a proper algebraic sentence. The terms should always be on the left side, and the non-terms, or integers, on the right. Now to to show you how to write this question using algebra tiles. But first, look at the different kind of shapes used to represent the parts of a algebraic-math sentence.




















Now that we know what shapes I'll be using mean, on with the algebra-sentence. I'll simply show what the simplified answer to the algebra sentence near the middle of my scribe-post looks like with algebra tiles...





=

Robby's Scribe

Pythagorean Theorem: Problem A
You are locked out of your house and the only open window is on the second floor, 25 feet above the ground. You need to borrow a ladder from one of your neighbors. There's a bush along the edge of the house, so you'll have to place the ladder 10 feet from the house. What length of ladder do you need to reach the window?In this picture I made of the problem, the bushes were removed, but we still have to solve the problem.
To find the missing side, you have to run through the Pythagorean Theorem and find out what the missing side is.
a = 25 feet
b = 10 feet
c = ?
a² + b² = c²
25² + 10² = c²
625 + 100 = c²
725 = c²
square root
of 725 = c²
Now we make the fractional then decimal form of the square root of 725.
Since 26 is 1 unit larger than 25, we have to square the number 26 and subtract that number from 725 (725 - 676).
27 x 27 = 729 - we can't use this because its larger than 725
26 x 26 = 676
So, back to the subtraction:
725 - 676 = 49
49 becomes the numerator of the fraction after 26.
To find the denominator, you have to add 26 with the number after it, which is 27
26 + 27 = 53.
The answer to 725 squared = 26 49/53
But we aren't done yet, we have to make it into a decimal form. *opens calculator*
26 49/53 = 26.924
26.924 = C
26.924² = c²
So the missing side length of the picture above is 26.924.























Another way we could have found the fraction after 26 is doing the "mullet" strategy.
















D = Denominator of fraction after 26

Patrick's 2nd Growing Post

1.What stragedies were needed?

-You can use ratio tables, clock, money and a double number line

2.How did you use these stragedies?

-I could use the ratio table along with a some division and multiplication

but i didn't use clock, money, money and number line stragedy

3.or How could you use these stragedies

-I stick with the ratio tables because it was the first thing i did. I think ratio table is easy

4.How would you figure out the price of a 6 cup bag of Betty's snack mix? use a ratio table

-The way i got the price of 6 is by dividing 12 by 6

5.Find 3 other values (Amounts of Snack Mix) that could be solved using the same ratio table. Find the $$ of your new container sizes.

emilyr's 2nd Growing post/.

1.What strategies were needed?
The strategies needed were ratio table, division and multiplication.
2.How did you use these strategies?
I used the ratio tables to figure out how much cups of ingredients we need and how much it costs. and I also used multiplication to figure out how to get from 2 2/5 to 12, then i found out you times it by 5 to get 12 cups.
3.Or How could you of used these strategies.
I could've just used a ratio table since it was easy because whatever you do in one side you have to do it to the other side. ((:
4.How would you figure out the price of a 6 cup bag of Betty's Snack mix? Use a ratio table

5.Find 3 other values (amounts of Snack Mix) that could be solved using the same ratio table.Find the $$ of your new container sizes




2] You are going to create a voicethread explaining the strategies you used on your test. You need to choose 4 out of the 6 questions.
1. 2/3 + 1/4 + 2/5 =
2. 6/5 - 11/10=
3. 3/5 + 2/7 =
4. 1/6/+1/9 =
5. 5/6 - 1/4 =
6. 3 3/5 - 1 4/5 =
I recommend the following. Choose your 4 questions



3] In class we reviewed the 6 strategies from the RACE Investigation. They were
Equivalence
Fractions show operations
Ratio Tables (Proportional Reasoning)
Measurement
Partial Products or the Distributive Property
The Whole Matters
Friendly Fractions


4] Your last question deals with pizza. You need to explain which group gets the largest portion of pizza. All student groups get the same sized pizzas. It is up to you to cut them up so that they are shared equally.Group 1 Sally Bob, Gidget and Biff Share 3 pizzas.Group 2 Stan, Holly, Barry, Ben and Ichkabibble share 4 pizzas.Group 3 Eric, Susy,James, Betty, Veronica and Moose share 5 pizzas.Group 4 Paul, Alex, Chris, Jughead, Archie, Reggie, Mr. Wotherspoon and Midge share 7 pizzas.




How much pizza does each student get in the different groups?
Group 1 - 3/4 pizza per kid
Group 2 - 4/5 pizza per kid
Group 3 - 5/6 pizza per kid
Group 4 - 7/8 pizza per kid
Which group gets the largest portion of pizza?
Group 1 gets the most pizzas because
Show how you found your answer in 2 different ways.
I used circles as the pizzas and a ratio table. for the ratio table i did : for the people you need to bring it to 1 so you have to divide it by the people. and what you do on one side you have to do it on the another side (((:
What strategies did you use in finding your answer.
circles and ratio tables ?
Show your answer is 2 different ways. I would recommend that you create a voicethread of your work.




Answers all questions
5 marks (1 per Question)Quality of Answers
10 marks10=
Perfect8=
Great Job but there is room for improvement
7= Good Job but there is much room for improvement
6= Decent job but you need to work harder
5= All work is done but effort is lacking
Less than 5 would be for questions answered incorrectly and without effort and incomplete.
Growing Post
Question 2 (10 marks)
Embeds the voicethread after question 1 (1 mark)
Creates the Voicethread to answer Question (1 marks)
Add Comments to further elaborate on the strategies used (1 per comment left)
Max 4 marksMath work is correct in the voicethread (4 Marks)
Bonus marks for any person doing more than 4 questions (2 marks)
Growing Post Question 3 (14 marks)
Uses Pictures or a voicethread to answer the question (3.5 Marks)
Explains the 7 strategies using 7/8 and 11/12 (7 Marks)
Comments on the voicethread (3.5 marks .5 per comment)
Question 4 Sharing Pizza's (15 marks)
Clearly shows How much pizza does each student get in the different groups? (4 marks)
Shows which group gets the largest portion of Pizza (2 marks)
Show how you found your answer in 2 different ways. (4 marks)
What strategies did you use in finding your answer. Student must show strategy and explain how it was used.(2 marks)
Added comments on voicethread or added detail to explanations (3 marks)
Total Math Work (49 marks)Formatting (21 Marks)Proper title (2 Marks)
Proper labels (3 marks)
Only one post and no drafts left in dashboard (2 marks)
Questions are in the proper order (4 Marks)
Post looks pleasing (10 Marks)
Pictures are lined up, text is left justified etcThe post looks professional and not piecemeal.Completing Self Evaluation and leaving a comment (10 Marks)
Completing 2 Peer Evaluations Leaving comments on the Growing Post and Voicethreads (20 marks)
10 marks per student
Total Marks for Growing Post ( 100 Marks)