### Scribe post novemver 28th by Azra

6:56 PM

In november we learn how we can divided integers. For divided integers we have to know two rules, like
*when we divided integers and there are a even amount of nagetive integers the queoent is positive.
*when we divided integers and there are a odd amount of negative integers the queoent is negative. some examples are:
(-) (-) (+) = (+)
(-) (-) (-) (+) = (+)
In class we divided integers
-42/6 = -7
9/-3 = -3
For divided integers its very importent to know, what integers is quatative and what is partitive or both. like if we find or can divided numbers that is quatative, in partitive we have a smaller number that we can't divided into groups but we can share. examples
12/-3= -4 (quatative)
-3/12= -4 (partitive)
12/3 = 4 (both)
now Iwant to tell about maltiplicative inverse, like
48/ -48 = -1 that is a example of maltiplicative inverse.
we can know the answer by multiplying
4/2=2
2*2=4

### scribe post for november 26

Scribe Post for November 26, 08 by Louisse

Yesterday we did ten questions with solutions.
I'm going to show you the answers and solutions for the first four questions

-Here is the fisrt question.

here is the solution.........

-first you need to add the first 2 numbers
-3+(-5)-11=
-copy the answer of the first two numbers then bring down the rest of integer numbers.
-8-11=-19
so you can understand it a little bit better you can look at the picture.

-so that is one way to do the question..

-here is the second question, but this question is a little bit harder to explain.

so I'm just going to show you picures.

(Question#2)

solution..

-here is the third question..

THE SOLUTION IS....

first you need to multiply the first two numbers(6(-2)=-12)then you need to multiply the second two numbers.

second you need to multiply or add(it depends on the question) the numbers under it.
if you got the answers you need to divide it.

-here is the fourth question

THE SOLUTION IS....
first, you need to add -5 and 19, then multiply 6 to -1, if you got the answer add it. after that, divide it to -4.
for the next scribe I choose Bea

### Scribe Post for November 24, 08 by Xtian

Today's class we discussed about Multiplicative Inverse.

Multiplicative inverese is another way to solve a problem when dividing integers.

Do you know how to use this? well I do. Look at this problem

6/(-2)=?

No!!! Your Calculator said that the answer is -3 the question is why is that?

try to answer this using quotative inverse (how many -2 are in 6)

WE CAN'T USE THAT ONE BECAUSE WE CAN'T MAKE NEGATIVES

now try to answer this using partative.(how many equal parts are in -2 when we have 6.)

WE CAN'T ANSWER THAT ALSO BECAUSE WE CAN'T MAKE GROUPS OF

NEGATIVE.

HERE IS A GOOD PICTURE OF TO UNDERSTAND MULTIPLICATIVE INVERSE.

for the next scribe I choose Muriel

### Scribe Post for Nov.20, 2008 by Lance

Today in class we have discussed the Division of Integers. We talked about quadrants.

We also learned that there are 3 ways to write division statement.

To make division easier to understand there are two ways we can use the Quotative and Partitive.

Example:
12 ÷4= 3

Quotative

How many fours are there in twelve.
We have to circle three groups of four.

Partitive
How many equal parts are in four groups if we have 12.
We have to circle four groups of three.
12÷4=3
3×4=12
For the next Scribe I choose Christian.

### Scribe Post for November 19,2008 by Chie Visda

8:10 PM

Today in class, we went over our work, the work we did the today . Heres what we did in class Division of Integers

Here's the new stuff

(Quotative)

(Partitive)

Then after, Mr. H gave us homework in Division of Integers.

-6/2 we have to put this in the right quadrant.

And for the next Scribe I chose Lance.

### Scribe Post for Nov. 18 by Anylance

6:11 PM

Today we had an Integer Quiz. Here's what we did, I'll do 3 questions:
Question # 6).
-(-3+9)+(-4-3)
First you have to do the inside the parentheses.
-(-3+9)+(-4-3)
-(+6) +(-7)
Now you can see that there is a negative sign before a parentheses, -(+6), this means that you have to change the sign of the number inside, you have to think that the number is multiplied by
-1.
-(+6)+(-7)
- 6+-7
- 13
question # 7).
25- {(-5-5)-(16-4)}
The first thing that you have to do is to do the inside, the parentheses. After getting the difference you can remove the parentheses and we only have a bracket. A negative sign is written before the brackets which means we have to subtract the number inside it from 25 and doing this means we have to change the sign of the number inside the bracket then proceed to addition of integers.
Steps:
1). 25-{(-10)-(12)}
2). 25-{-22}
3). 25+22
4).+47
question # 8:
8-{-6-(-5)}
First do the operation inside the grouping symbol. Before (-5) there is a minus sign, that minus you have to change the sign of -5, so this will become +5.
8-{-6+5}
Now we can have the sum of -6+5 and that is (-1).
8-{-1}
Before {-1} there is a minus sign, so we have to change the sign of -1 and we can now remove the bracket. This will give us 8+1 and this is equal to 9.

### Scribe Post for Nov.14 - Elmane Amado

6:06 PM

Today in class, we went over our homework, the homework we did the day before. Heres what we did in class question 19-31, but i'll just do two questions:

19. (-1)(-8)(3)(-1)=
V V
(8) (-3) = -24

20. 2(-3)(-4)=
V
2 (12) = 24 :
make sure you bring down the "2"

Heres the New Stuff :
The Two questions:

(2)(-3)+(2)(-3)=
and
(2)(-3)-3(-3)=
(2)(-3)+(2)(-3)=
VV
(-6)+(-6)= -12
(2)(-3)-3(2)(-3)=
VV
(4)(9) = 36

Then after, Mr. H gave us homework in page 6 questions 1-8.
And for the next Scribe I chose Any.

Scribe Post for November 13, 2008

Today in class checked our homework (green booklet pg. 5, 13-18) to make sure our answers are right. We spent most of the class on this. Since you already know the rules/theorem for multiplying integers, I will talk about the "new" thing we learned in class.

We learned what to do with questions like this:

Since there is no sign between the -2 and the bracket, that means you have to multiply. To solve this question, put the -2 in brackets:

Then solve the question like you would normally. Remember, there is an even number of negative integers in this question so the product will be positive.

The answer to this question is +6.

We also learned how to solve questions where the negative sign is outside the bracket. Like this:

That negative sign, all by itself means -1. So the question will now look like this:

(-1)(2)= -2 . Now we answer the rest of the question:
You can also do it this way:

When you see a negative sign beside a bracket (uh-oh) you change the integer to a positive.

Well that's all for today. Remember, homework is the green booklet pg. 5, questions 19 - 36. I hope my pictures weren't too bad ;). I choose Elmane as the next scribe. Please leave comments. Thanks for reading!

### Scribe Post for November 12, 2008

4:38 PM

Today we corrected our homework (green booklet pg. 5, 1-12). We spent almost half the class time on correcting it. Here on the scribe post I wouldn't bother with yesterdays homework. Instead I'm going to scribe about the multiplication rules. Then would scribe about Mel's Integer Theorem. Last but not least, the homework for today.

So, here we go. These are the multiplication rules/theorem. With positive and negative integers.
For the first one, the answer is negative. The next question however, you could use the previous question.Then just multiply the rest with the answer from the previous question. That was the pattern Mr. H was looking for. For me I did it a different way. It took longer, especially explaining it during class.

This is another multiplication rule/ theorem. Here it is only including negative integers.

For this theorem I have a formula using exponents. Here it is.

These formulas are just explaining Mel's Integer Theorem.

This is Mel's Integer Theorem.

When you multiply integers and there are an even amount of negative integers the product is positive.

When you multiply integers and there are an odd amount of negative integers the product is always negative.

Today's homework is to prove Mel's Integer Theorem. We are suppose to prove it by answering questions 13- 18, pg 5, green booklet. I would show 13 and 14 to you.

13.

14.

### Scribe Post For Nov 10. 2008

Today in class the first thing we did was look over our homework which was done in the blue barn yard.

Then he gave us homework from page 5 in the green booklet. He made us pick 4 questions and each and to be from the coordinate chart and we had to illustrate them. The other eight we just had to write the answer. Here are the 4 I picked.

1) (3)(9)=

Which is
from the quadrant 1 and it means 3x9. Here's how I answered it...

This represents 3 groups of 9 which equals to 27.

2) (-12)(3)

This question is fr

This represents 3 group of- 12 getting removed. The answer equals to - 36.

3) (6) (-2)

ed it...

This shows 6 groups of -2 which equals to -12.

4)(-5)(-4)

This shows -5 groups of -4 getting removed, which equals to +20.

He also gave us homework to find the pattern, what we noticed, to make a rule and anything else for this...
This is how I answered it.

(-)(-)
=positive

(-)(-)(-)=negative

(-)(-)(-)(-)=positive

(-)(-)(-)(-)(-)=
negative

(+)(-)= negative

(+)(-)(-)=
positive

(+)(-)(-)(-)=negative

(+)(-)(-)(-)(-)
=positive

The rule when multiplying a negative integer with a negative integer the product is always a positive. When multiplying a positive integer with a negative integer the product always equals to a negative.

The patterns I noticed were that the answers were positive then negative and vice versa. Each time you went down they would add a second integer.

### The Adventures of captain Integer

5:55 PM

Once upon a time there was a town that is been cursed by the powerful wizard named addition he is the powerful wizard who wants to destroy captain integers. But before captain Integer was a super hero he was a regular boy who dreamed of being a mathimatician, not just a mathimatician but a super mathimatician. So he went some challenges of his life to be a super mathimatician. I'm going to tell you his story.

When Integer was just a small boy his family was poor and nothing to eat. Integer is walking by down the street while he was walking by he saw a very wonderful school with wonderful students while he was walking there was a wizard(addition is the wizard)watchin his every move so the wizard sent a mathimatician named Cresa, Cresa is a very beutiful girl and smart the wizard sent that girl because the wizard wants to know if Integer was really smart so the girl chalenge him into a math question the question is (-5)+(+5) if you answer this correctly you will be the smartest person in town, said Cresa.so he answerd the question:

so integer answered the question correctly. so Cesa just disappeared. HE knew that he was the smartest person in town he jumped and danced all the way to his home. when he was at home he told his parents how he became the smartest person in town he told hi parents all he did.
the next morning ............he woked up in the morning crying he don't know why so he asked himself if IS SOMETHING TO DO WITH ME OR IST JUST TEARS OF JOY........................
TO BE CONTINUED............LET'S SEE IF THESE MYSTERY IS OVER.

### Zeeshan's Measures of Central Tendency

5:12 PM

Mean

• Put raw data in ascending order

• Sum of all data/overall outcome

• If you have a outlier it can change the mean

Example

1,1,4,6,9,12=33

Median

• Put raw data into ascending order

• Find the middle number

• If there is 2 numbers left add and divide by 2

• If there is an outlier, median is the best way to find the average

Example

Mode

• Put raw data in ascending order
• Most common data
• You can have more than 1 mode
• You can have no mode at all

Example

1,1,3,6,8,12

1 is the mode

Range

• put raw data into ascending order
• the largest data minus the smallest data

Example

1 , 1 , 6 , 9 ,12

1-12=11 is range

### Scribe Post For Nov.6 2008

4:56 PM

Today In class we first had a Quiz on adding and subtracting integers pretty much everything we learned not including multiplying integers. Here was one of the questions on the quiz

(-9-3) - (-21) =

This is how i answered it

(-9-3)-(-21)=

(-12) - (-21)=

But then theres an "uh oh"

(-12) + (+21)= 9

Then We went over the stuff we did yesterday.

(+6)(+2)

Then we figured out this sentence.

" When you multiply a positive integer and a positive integer the product is positive."

After that we went on to the next part, * remember the parts go counterclockwise.

We started with this question

Then For homework we had to write our own question here's mine.

Then We Moved on the the 3rd part We started with this question.

Here is the example how its done with Integer Tiles.

** The arrows mean take away ****

Then We had to make a question for homework here's mine.

The last section

(+3)(-2)=

Then we had to do a question for home work here's mine

### Scribe Post for November 5, 2008

4:25 PM

Today in class, we talked about multiplying integers. We were recorded by the smart board. Mr. Harbeck and Mr. BachÃ© gave us 2 pieces of paper. One was blue and the other one was white. (we only used the blue paper for today.) We had to fold it and make it into eight squares. We opened it up and only kept the 2 flaps folded in. We cut on the middle of the paper so there
would be 4 doors, 2 at the top and 2 at the bottom. At the end, it should look like this:

On the first flap (++) we opened it and wrote:

(+2)(+3)

When brackets are touching we multiply

Make two groups of 3.

For homework in our (++) Multiplying Integers Sheet (blue) we had to make up a question draw a picture here is what I did:

(+3)(+5)

### Scribe Post for November 4, 2008

5:33 PM

Today in class, we went over questions from yesterday's homework, that people had difficulties with. For example, one of those questions were Question #10, in Part Three. People found this question difficult, because there is a subtraction sign by itself in the beginning of the question.

But before I explain how to solve Question #10, I'll go over the steps on how to solve questions that have more than one integer in the brackets.

Okay, now I'll explain how to do Question #10, in Part Three.

After Mr. Harbeck went through all those questions, he taught us how to solve questions that have discountonall square brackets. Those brackets look like these --> [ ]

When solving these kinds of questions, the steps are a little different, compared to the steps on how to solve questions with more than one integer in the brackets.

1. solve inside the round brackets

2. solve inside the square brackets

*when you've finished solving inside the square brackets, you should be left with only one integer*

3. rewrite the question
• keep the brackets
• pull down all the order of operation signs

4. get rid of the "uh-oh's" by changing it into an addition sign

5. rewrite the question in standard form

6. solve

These are two examples of questions that have square brackets.

Example #1 -

Example #2 -

For homework, we need to finish Part Four, and Page 12 (AKA last page). Also, you need to pick any 10 questions from Pg. 12, and in your scribbler, rewrite them in standard form.
That's about everything we did in class today.
For tomorrow's scribe, I pick Zerlina.