873 Math Blog

We had to do 3 percent questions and 2 percent word problems.

OK, so our group did a project on poverty in the Philippines and Kenya. This movie tell you all about how limited life is for the poor over there. It also tells you how we (in Canada) can help to stop poverty in these countries. Our group worked really hard on this project, so I hope that you enjoy it!







Please comment!

Here is a Google presentation on adding, subtracting, multiplying, and dividing fractions. There are word problems too.



Pleases comment!

These are the math multiplying fractions questions.


The answers are below.

1)(answer) A)



1) B)


2)



3)


4)



5)



6)


7)


Please leave comments! :]

In this post I am going to be talking about the Pythagorean theorem. I am going to use the vocabulary while I explain how the artifacts are linked so that it is less complicated. I am also going to explain some of the vocabulary in my pictures, and I will put the vocabulary words in bold just so you know.

Today in class we went over we went over some questions from the homework yesterday. After that Mr. Harbeck told us all the questions that we were supposed to have in our multicoloured book, and here they are: on the 2 step equations part (the bottom part), on the left side, first page (additive) we were supposed to have 4 examples of your choice, (with out using algebra tiles) and on the next page on the left side still, we were supposed to have the following subtractive questions: 7x-2=61, and -8t-23=-15. On the next page after that, the multiplicative page we needed to have these questions: -n+4=-2, and 3n+5=55. On the equations side (the right side) we needed to draw these in algebra tiles: the additive page, 2x+3=9, and -2x+4=10. On the subtactive equations page we needed to have 2x-6=4, and -2x-3=9. On the multiplicative equations page we needed to have 2n+1=5. We also did alot of examples on the board, they were mostly divisive, but we did do one multiplicative review question with algebra tiles, which has already been done in previous scribes.


Today we learned all about how to do divisive 2 step equations. All the divisive questions that we did were supposed to go into our multicolored book. We did five questions in class without algebra tiles but I am just going to show you how to do 2 of them.

The first question that I will show you how to do is n/4+3=15.

(Here's a hint: always remember that the variable gets canceled 2ND!)

Here is the other question that we did, this one is a bit trickier, 1/4n+3=8


(Here is another hint that might help: just remember, fractions are division!)

-1/4 times a number.
-Think 1n/4, draw n/4.



-When you substitute, you substitute for n.

That was basically all that we did in class today, a few divisive examples, but we do have homework, it is to finish the rest of page 43, and the first 6 questions on page 44 from the purple book, and I don't think that you need to draw algebra tiles for these ones. We also have a quiz on Friday on 2 step equations.


For tomorrow's scribe I pick Melanie, because she was supposed to do it today anyways!

Please comment and tell me ANYTHING that I can change!

In class we watched the movie "Pay it forward", it is about a person that believes that just one person can make a difference. After watching the movie, we were asked to do a random act of kindness over the holiday's and ask them to "pay it forward". I decided that I was going to help out my church by serving food at a free lunch that they were having at the church. I did this on Sunday, January 4Th. I chose this act because I would be helping a lot of people at once, and because it would make me feel like a better person.

1) What happened?

2) How did you feel?

3) How did the person or people react?

4) Did you ask the person or people involved to "pay it forward"? How did the person or people react to this?

5) If you did not ask the person or people to pay it forward, how come?

I served food to people from my church and also people not from my church. As I served the food people smiled at me and thanked me for it. It felt great to know that I was helping my church for a good cause. The person in charge of the event was grateful that I had volunteered for the event. When I asked her if she would "pay it forward", she gave me a funny look and asked what that was. I explained it to her, and she said that she would pay it forward and not forget.

The question is: Can one person make a difference? My answer to that would have to be YES, of course one person can make a difference, it doesn't have to big or life changing, as long as you do something good and it makes the person you did it for happy, and that's all that matters.

That was how I did my "Pay it Forward" over the holiday's.

Today in class we started ALGEBRA... dun dun dun.. actually its not that hard. We made a new little booklet about it too. We labeled the booklet "My Algebra Words." Mr.Harbeck also gave us our pink booklet about algebra.I'm now going to try to explain what we learned about algebra as best as I can, I'm going to use the example we did in class today. Here is an ALGEBRAIC EXPRESSION (an algebra question that can have many answers.)

Some other ways to say this question are: a number plus six

unknown number plus six

a number plus positive six (there is a pattern)

In this question n is the VARIABLE (a letter that represents a number)

This is not a completed equation yet, there are many answers to this question and you can only have one. It should be like this

Now that there is an answer to the question, this algebraic expression has turned into an ALGEBRAIC EQUATION (an algebra question with only one answer).

Some other ways to say this equation are: a number plus six equals fourteen

a number AND six is fourteen.

Now you just subtract 6 from 14 and you have the answer

That is what we learned about how to do algebra today.

We wrote that example on the first square. On the second-sixth square was part of our homework. On the second square we wrote all of the different adding words. On the third square we wrote all of the different subtraction words. On the fourth square we wrote all of the different multiplying words. On the fifth square we wrote all of the different dividing words. Finally on the sixth square we wrote all of the different words for equals.


Our homework today was the first ten questions on the first page of the pink booklet, and the five squares on our "My algebra words" booklet.


I found an algebra website and a video that might be helpful.




Click HERE to go to the website






I hope that the video helps too!!

For the next scribe I choose Myles.

PLEASE COMMENT!! COMMENTS ARE HELPFUL !!

Today in class we learnt all about subtracting integers. Mr. Harbeck VERY clearly told us that INTEGERS DO NOT SUBTRACT, YOU ADD THE OPPOSITE (don't worry if you don't understand I will be explaining it in the methods.) Here are two methods that you can use to subtract integers.




METHOD #1- RE-WRITE THE QUESTION


INTEGERS DO NOT SUBTRACT, YOU ADD THE OPPOSITE.

For this method you have to re-write the question to make it easier on yourself. If the question says (+5)-(+3) you should replace the subtraction sign with an addition sign. That's the adding part. Now you replace the +3 with a -3. That's the THE OPPOSITE part. Then you just answer the addition question however you want. Now the question should look like this, (+5)+(-3)=(+2)


E.G. This is question #31 on page 46 (the yellow booklet).

Lily knew the answer right away. She thought about it while she crossed the pond. In her head she re-wrote the question like this so it would make more sense...













After Lily crossed the pond, she saw her house, but something didn't look right. There was no one out side, and the house looked deserted. Lily went to the door and opened it slowly. Inside she saw the reason the house looked so deserted. Lily's parents and siblings were tied to chairs with gags over their mouths, and someone was robbing the house! Lily quickly sprang into action and jumped onto the thief, but she wasn't quick enough. The robber had her pinned down in a second.


"I will only let you and your family go if you can answer this integer question", he sneered.














Lily thought, and thought, and thought, but she just couldn't remember anything about adding and subtracting integers. Then, out of the corner of her eye she saw her mom trying to silently explain it to her. She understood just enough to figure out the answer, by re-writing the question so that it made more sense.













"No, you figured out the answer", he wailed as he left.

After that day, Lily's family treated her like a hero, and her brothers and sisters appreciated her. Lily was finally happy, and she never had to go and search for food ever again.

Mean

• Put data into ascending order


• add all the numbers together
  
• divide by how many numbers there are
  

e.g.



33/5=6.6

Median

put data into ascending order

find the middle number

if there are two middle numbers add them up and divide by two

e.g.

Mode

• put data into ascending order


• most common number
  
• you can have more than one mode


• you can have no mode

e.g.

Range

put data into ascending order

• largest number minus the smallest number

e.g.