## Tuesday, November 28, 2006

### Blog Etiquette

I will show you just how many countries are showing up,

Wow. This is why I would like to mention a few points. I love your enthusiasm. I want it to continue. Please for some of the comments you leave use the chat boxes provided to you. comments on peoples blogs must be polite and have no hidden meanings. You are excellent commenters on other peoples scribe posts. I think you do this better then any group I have ever worked with. Please do not stop commenting. Just think before you comment!

I encourage you to strive for excellence and have fun with your blog. It is a legacy that will remain here forever. Please use this tool wisely.

Now with that over I would like to say that the quality of the scribe lately has be beyond my expectations. You are to be congratulated on your terrific work and effort. Keep it going.

Please make note that your first Growing Posts will take place in December. I will keep you informed.

Once again. Remember you have an audience. This blog is an extension of the classroom. Stay in control.

Thank You

Mr. Harbeck

### Math Pretest Equivalents

Convert the following values so that you can place them on the number line below. Show all your work.

0.175 | 55% | 3:10 | 15/51 | 9:3 |

How could you determine whether the average of these numbers is greater than 10 or less than 10 without actually computing the average. Explain how you decided the average was more than or less than 10.

## Monday, November 27, 2006

### Equivalents Assignment 3

## Equivalent Assignment 3

1. Convert the following percents into decimals, fractions and ratios. Then put them on a number line.

35.5% | 12.6% | 1.67% | 93.6% | 48% |

2. Convert the following decimals into percents, fractions and ratios. Then put them on a number line.

.23 | 0.906 | 0.078 | 0.65 | 0.1064 |

3. Convert the following ratios into fractions, decimals, and percents. Then put them in a number line.

1:7 | 4:5 | 9:56 | 7:3 | 10:1 |

4. Convert the following fractions to decimals, percents and ratios. Then put them on a number line.

8/9 | 4/7 | 12/17 | 3/8 | 8/21 |

## Personal reflection.

What is the easiest conversion for you to do in this equivalent unit? Why?

What is the hardest conversion to do in this unit. Why? What makes this conversion hard for you?

Choose 3 values to convert to practice what you find difficult. Practice makes perfect.

## Tuesday, November 21, 2006

### Today's scribe post

Tuesday, November 21, 2006.

In class today, we learned about Fractions, Decimals, Percentages and Ratios.

Numerator/Denominator

You take the numerator and divide it by the denominator.

For example: 4/5

4 divide by 5 = 0.80

How to turn a fraction to a percentage:

You take the numerator and divide it by the denominator and then you times it by 100 to get the percentage.

4 divide 5 = 0.80 * 100 =80%

Part 1 : Part 2

Part 1 ---> Numerator

Part 2 ---> Denominator subtract Numerator

For example: 4/5

Part 1 ---> 4

Part 2 ---> 5-4 = 1

4:1

.

When you see a number with a decimal, you have to SAY the number... then you will write it out.

.67 is the number

you say it ---> 67 hundredths

the you write it ---> 67/100

To turn a decimal to a percentage:

You take the decimal and times it by 100.

For example:

.67 * 100 = 67%

The easiest way to turn the decimal to a ratio is to turn the decimal to a fraction first.

Then you will take the numerator of the fraction as part 1. Take the denominator and subtract the numerator from it and you will get the part 2 as your answer.

.67 ---> 67/100

100 - 67 = 33

%

You take the percentage and you divide it by 100.

23% divide by 100 = .23

To turn a percentage to a fraction:

You take the percentage as the numerator and if the percentage is less than 100, than you put the denominator as 100. If it's more than 100, than the denominator is 1000 etc.

23% is less than 100

23%/100

Example 2:

783% is more than 100

783%/1000

You take the percentage and subtract it by 100 (or by the value of the number).

Part 1 ---> percentage

Part 2 ---> 100 - percent

Part 1 ---> 23%

Part 2 ---> 100 - 23 = 77

23 : 77

Ratios

Part 1 : Part 2

You take the part one of the ratio and you use it as the numerator. For the denominator, you will have to use part 1 AND part 2 for the denominator.

7 : 3

Part 1 ---> 7

Part 2 ---> 7 + 3 = 10

7/10

To turn a ratio to a decimal:

You will have to turn the ratio to a fraction first. Then you take the the numerator and divide it by the denominator.

7 : 3 ---> 7/10

7 divide by 10 = .70

To turn a ratio to a percentage:

First you will have to turn the ratio to a fraction. After that you will take the numerator and divide it by the denominator to get a decimal. Then you times the decimal by 100.

7 : 3 ---> 7/10

7 divide by 10 = .70

.70 * 100 = 70%

These are some fun sites that might you might want to like at and check it out. These sites would help you to understand more about fractions, percentages, ratios and decimals alone, and converting them. Also, in one of the sites, there are some fun math games that you might like.

http://www.factmonster.com/ipka/A0881930.html

http://www.mathgoodies.com/lessons/vol4/meaning_percent.html

http://www.mathgoodies.com/cd/Objectives/objectives_vol4.html

The stuff that we wrote from the white board should be copied down into your big, long sheet. Write all the stuff in boxes four and five and box 3 should be full of pictures.

THINGS YOU NEED TO HAVE DONE:

1. Equivalent Chart

2. Big Paper

3. Quiz 1 and 2 (with corrections)

4. Equivalent Assignment #1

5. Equivalent Assignment #2 (number line)

6. Assignment #3

7. Pre-Test (with corretions)

9. Test (with corrections)

-I added some of the things that are needed for the math portfolio

-I added some links for fun math websites about conversions

-Changed some of mistakes on scribe, like spelling, aligning...etc

### Equivalents the Assignment

Equivalents The Assignment

1. Make 4 different fractions using the digits below. You may only use each digit once. Convert these 4 **fractions **into** **decimals, percents and ratios.

**1, 2, 3, 4, 5, 6, 7, 8, 9**

** **

2. Make 4 different decimal using the digits below. You may only use each digit once. Convert these 4 **decimals **into** **fractions, percents and ratios. **(Do not use the decimals from the question above).**

**1, 2, 3, 4, 5, 6, 7, 8, 9**

3. Make 4 different percents using the digits below. You may only use each digit once. Convert these 4 **percents **into** **fractions, decimals and ratios. **(Do not use the fractions and decimals from the questions above).**

**1, 2, 3, 4, 5, 6, 7, 8, 9**

** **

4. Make 4 different ratios using the digits below. You may only use each digit once. Convert these 4 **ratios **into** **fractions, decimals and percents. **(Do not use the fractions and decimals or percents from the questions above).**

**1, 2, 3, 4, 5, 6, 7, 8, 9**

## Friday, November 17, 2006

### Scribe of the day

Fraction - A part of a whole number with two parts (denominator & numerator). The numeraor isthe part. Denominator is the whole.

Decimal - Numerical expressions that are part of a whole which is expressed as tenths, hundredths, thousandths, etc.

Percent - Represents as a part of a number generally out of 100.

The homework today is to make a definition for "Ratio".

## Thursday, November 16, 2006

### Scribe Post -{November.16.2006}- [V 1.4]

So today we started off with a quiz. It was straightforward. It looked something like this....

We then had to finish the rest of the chart using what we have.

**Use this one for practice**.

-------------------------------------------------------------------------------------------------------

After the quiz, we got to work on our new big sheet thingy for the "Equivalent" unit. We got started by brainstorming our defintions. We had to come up with some things that explain

**fractions, percents, decimals, and ratios**.

Here's what i wrote down.....

**FRACTIONS:**

Fractions are a way of showing parts of a whole. Example, 3/4 shows that 3 parts out of 4 are shaded or different. There can be proper fractions, mixed fractions, or improper fractions. They are made up of a

__NUMERATOR ON TOP__and

__DENOMINATOR ON BOTTOM.__Numerator is the parts, and the denominator is how many parts you have in the whole. Proper fractions are like 4/5, mixed fractions are like 2 3/4, and improper fractions are like 10/3.

FRACTIONS-->DECIMALS

numerator {divide} denominator

FRACTIONS-->PERCENT

numerator {divide} denominator X 100

FRACTIONS-->RATIO

partI : partII

partI = numerator

partII = denominator - numerator

PRACTICE:

CONVERT ALL THESE FRACTIONS TO DECIMALS

**AND**PERCENTS

**AND**RATIO

1. 4/5

2. 7/13

3. 600/700

**DECIMALS:**

A decimal is a number that is not whole. Like 3.2 or 1.2. This means 3 wholes and 2 tenths of a whole, or 1 and 2 tenths of a whole. The parts of a decimal go from tenths, hundredths, thousandths, and so onth. Base 10 representative of values less than one.

FRACTIONS-->DECIMALS

numerator {divide} denominator

DECIMALS-->FRACTIONS

say it -->write it

0. 40 = 40 hundredths = 40/100 - 2/5

PRACTICE:

CONVERT ALL THESE FRACTIONS TO DECIMALS

1. 1/2

2. 6/13

3. 256/257

CONVERT ALL THESE DECMIALS TO FRACTIONS

1. 0.34

2. 0.56

3. 0.99

**PERCENTS:**

A percent is a part of 100. For example, 25% shows that 25 out of 100 is different. It consists of a number and a % sign. "Cent" means "100" in french.

FRACTIONS-->PERCENT:

numerator {divide} denominator

PERCENT-->DECIMAL:

percent / 100

46% = 0.46

PERCENT-->FRACTIONS:

% / 100

56% = 56/100

PERCENT-->RATIO:

% : 100 - %

partI = 100

partII = 100 - %

15% = 15 : 85

PRACTICE:

CONVERT ALL THESE FRACTIONS TO PERCENTS:

1. 3/4

2. 5/8

3. 678/1000

CONVERT ALL THESE PERCENTS TO DECIMALS

**AND**FRACTIONS

**AND**RATIO

1. 56%

2. 98%

3. 99%

**RATIOS:**

I came up with some stuff for ratio. Kinda rough, and probably wrong. But here.

A ratio compares two quantities of something. It has 2 numbers and a colon in the middle. For instance, if you have 2 cokes, and 3 pepsis (or pepsus?) then the ratio of cokes to pepsis would be 2:3. You can include this in all your equvalent conversions by first converting to fractions:

RATIO-->FRACTION:

first number : second number.

first number + second number = DENOMINATOR.

first number = NUMERATOR.

FRACTION-->RATIO:

numerator = first number.

denonimator - numerator = second number.

PRACTICE:

CONVERT ALL THESE FRACTIONS INTO RATIOS

1. 4/5

2. 2/3

3. 7000/10000

CONVERT ALL THESE RATIOS INTO FRACTIONS

1. 5:3

2. 2:6

3. 1000:1

Another way of thinking of ratio is this:

Now you may have walked into a store and looked for a TV. You see 4:3 and 16:9 and all this crazy mumbo-jumbo. BUT. Wait. These are actually ratios. 4:3 means that the TV screen is 4/3 as wide as it is high.

(wikipedia)

Here's a website on ratios that i found while googling "sliced bread".

http://www.themathpage.com/ARITH/ratio-and-proportion_1-3.htm

There's a link to some problems at the bottom.

----------------------------------------------------------------------------------------------------------------And Mr. Harbeck. Here's a comment i posted on that S3 Scribe Post Blog. And no, i didn't find it by searching "sliced bread" again. Instead it was "mini wheats" Ha. Just kidding.

http://exc-el.org.uk/blogs/s3scribeposts/2006/11/30/loans-hire-purchase/

So that's today's scribe post. Finish all those facts for tomorrow. Tomorrow's scribe will be......uh....

**MR. JUSTIN .**

V 1.1. (some editing, fixed picture)

V 1.2. (updated defintions)

V 1.2.1 (added ratio link, ratio TV example)

V 1.3 (added more conversions, fixed problems)

V 1.4 (added comment link)

## Wednesday, November 15, 2006

### November 15th morning scribe

okay so in the morning the first thing we had to do was put that thing for square roots the order of the things were ....

that pink paper with that is out of 3o, the Perfect square chart, Journal 1 "which one is a perfect square", Journal 2 the one that you had to draw stuff ,Perfect square long paper, estimate sq.roots using chart&&building problem, estimate sq.roots using fractions, Recipe, Ouiz 1&2 with corrections, and then finally the test and corrections

then Harbeck said that it starts off pink and ends yellow .. or something like that haha =P

then Harbeck split us into groups .. we had a this small bag of pink cards .. well for my group and my group only .. we got white cards =P it had things like fractions , decimals ,percent , and pictures .

we got a white paper that had 5 boxes horizontally and 7 vertically .. one column and one row that said "Justify" . in the other boxes we had to do stuff .. just look at the picture below .. i reconstucted it on the computer .. because my scanner is broken =P haha

on the back we had to write somethings and here they are ..

Ratio :a comparison of two quantites that have the same unit of measure

Suppose that you have a bag on 52 marbles . You pour 15 marbles into your hand. The ratio of marbles in your hand to the number of marbles not in your hand is 15:37 and the fraction is 15/52

add a ratio column to your chart

then thats all the work we had in the morning .. we got more in the afternoon but i think mary already got that covered =)

okay .. thats the end of my scribe post .. theres a - starts with a "Q" and ends with a "Z" and has "ui" in the middle .... and no its not QZui ... haha its QUIZ!!! so study =)

ohh yeah since mary didnt pick a scribe i pick .... MICHAEL!!!! haha

### My scribe post for the afternoon =)

**Ratio....**

**Ratio**

## Tuesday, November 14, 2006

### There was some good Scribing going on

Way to go Room 41. You did five scribes for seven classes. That is pretty good. Two of you were unable to post scribes. When this happens please see me and we can find alternates or you can blog from school. Work harder this unit. It starts tomorrow. Check the scribe list to see who the scribe can be!!

Remember a good scribe has images, words and links to helpful places to understand the lesson you are scribing.

Mr. Harbeck

## Friday, November 10, 2006

### Hey!!!

## Thursday, November 09, 2006

### Scribe Post (Nov 8)

Example: to find the square root of 72 you need to find the out the square root of 81 first. so the square root of 81 is 9....now, the perfect square before 72 is 64 and the square root of 64 is 8. to find the denominator for the numbers you must take the smaller perfect square number and subtract it from the higher perfect square number. ( 81-64=17) so the denominator is 17.

now to get the square root of 72 u count from 65 to 72..... so the numerator for 72 will be 8.

so the square root of 72 is....8 8/17

the next scribe will be.....Earl!

## Tuesday, November 07, 2006

### Nov.7 Scribe post

**Next Scribe is Dakota**<<< ^_^

### Scibe Post (Morning)

To find the square root of 25, you just look at the chart under "Area" and find 25. Then you look at the factors. The factors of 25 are 5 x 5.

We also had to copy some questions from the overhead:

The numbers we had to find were:

25, 81, 64, 225, 169, 784, 625, 49, 594, 121, 765, 429, 654, 6, 333, 852, 199, 841

There was also a problem at the bottom that we had to solve. it was:

A warehouse has an area of 2 940m2 squared. Its divided into 15 EQUAL parts. Find the dimensions.

I chose Melvin to be the scribe for the afternoon.

## Monday, November 06, 2006

### Scribe Post

Today in class we did some things like we learnerd how to do

square routes on the callulator and we got our tests back and corrected

them. We

find out square routes on the calluculator by typing in a

number

and looking for the square route button.

Please any one can leavemy scribe post.

some comments on

The next scribe is MaryGrace. <33>

### Friday's Scribe Post =)

At the beginning of class, we reviewed our homework (which i forgot to do =P) from the previous day about which numbers were perfect squares from 6. 8. 9. 10. It was

**9**because a square has 4

**equal**sides. The only perfect square you can make using 9 tiles is a

**3x3**square. 9 is the only number out of those 4 that has the

**same number times the same number**(3x3). 6 is a rectangle (2x3 or 1x6), so is 8 (2x5 or 1x8) and 10 (1x10 or 2x5). 9 is a

**PERFECT**

**SQUARE**. In case you never knew this, you can make SQUARES with the rest of the numbers too! How you ask (maybe you didn't but, oh well)? Make

**MULLETS**. Picture that you have

**9 tiles**infront of you. Mr. Harbeck asks you to make a square with an

**area**of

**8**. You know very well that you can't make a square with 8, only a

**RECTANGLE**. So he gives you something to break up the tile and sprinkle it around the top and right edges

*(refer to diagram)*. Then we looked over the factor, exponent, area chart thingy up to 30.

*For the rest of the class, he (Mr. Hanly?) taught us how to do the squares. If you don't get this then you won't get square roots and square roots w/ decimals. That's all =) Wait! Look below for the next*

***I'm too lazy to post it up. I need to work on Lit. Resp.*****SCRIBE**!

*Next Scribe: Lisa**>^_^)>*

### Angelic's and Melissa's Board Game

**The Wrong Turn**

**Rules: 1**

^{st}one to ISLE FINI wins!**Decide on a team.**

*Team 1 uses a 6 sided dice:*get a 6 - move 2 spaces.

*get an 8 - move 3 spaces*

Team 2 uses an 8 sided dice:

Team 2 uses an 8 sided dice:

You must stop on are 9, NO MATTER WHAT.

If you land on area (spaces where you move) 8, go back to start:

*Team 1:*get 5 or 6 - move 2 spaces

*Team 2:*get 7 or 8 - move 3 spaces

Why is it fair?

Why is it fair?

**6/48**(6 sided) and

**8/48**(8 sided). THat's why rolling an 8 gives you one more area movement than rolling a 6. same goes for the rest.

**sorry if it's late. I just completely forgot about it!

### >>*The Melvin Game*<<

*that I made).*The objective or goal of this game is to reach the finish.The rules of this game and the objective are easy to under stand but this game will take a long time.My game wont be very popular because It propaply looks that I might of not put that much effort in making this game in my point of view.

## Saturday, November 04, 2006

### Ardia's board game =)

The game is ment to be played by a minimum of 2 players to a maximum of 5.

To play the game you need board markers (when i played i used bears), the board , and 2 8-faced dice.

The object of the game is to be the first one to get to the finish space.

To move is the most difficult part of the game ..

to move one space you have to roll an odd number from 3-7 (by adding both dice, same for all of them).

to move two spaces you have to roll an even number from 2-8.

to move three spaces you have to roll an odd number from 9-15.

to move four spaces you have to roll and even number from 10-16.

My game is fair because everyone has a chance to move and no one can just win because i put about 4 spaces that said "move back 2 (or 1) spaces" and about 4 that says "move forward 2 (or 3) spaces" and one space that said "roll agian" and one space that is closest to the start that says "go back to the start" and i also put a space that says "miss a turn" so no one can just win they have to have luck on their side =).

My game was played, 10 times i played it 3 times out of ten. Then watched other people play my game . Out of the three times i played the game i only won once! the first time i played i always landed on the "go back to the start" space .. then i started to regret that i put that space there! some people can get so competitive =) haha --just a little humor

***ohh yeah just to tell you in the picture my game wasnt fully colored so yeah .. but it looked cool when it was done .. so feel free to comment =)

ardia=)