Tuesday, November 28, 2006

Blog Etiquette

Hello everyone. I am very pleased to see everyone reading each others scribe posts. I would just like to give you a reminder. We have an international audience that reads these posts and uses them in classes all around the world. Since we have started these blogs many page hits have happened.

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

Math Pretest

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






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.


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


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


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


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.


How to turn a fraction to a decimal:
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.
For example: 4/5
4 divide 5 = 0.80 * 100 =80%

How to turn a fraction to a ratio:
Part 1 : Part 2
Part 1 ---> Numerator
Part 2 ---> Denominator subtract Numerator

For example: 4/5

Part 1 ---> 4
Part 2 ---> 5-4 = 1

To turn a decimal to a fraction:
When you see a number with a
decimal, you have to SAY the number... then you will write it out.
For example:
.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%

To turn a decimal to a ratio:
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.

For example:
.67 ---> 67/100
100 - 67 = 33

To turn a percentage to a decimal:
You take the percentage and you divide it by 100.

For example:
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.

Example 1:
23% is less than 100

Example 2:
783% is more than 100

To turn a percentage to a ratio:
You take the percentage and subtract it by 100 (or by the value of the number).
Part 1 ---> percentage
Part 2 ---> 100 - percent

For example:
Part 1 ---> 23%
Part 2 ---> 100 - 23 = 77
23 : 77

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Part 1 : Part 2
To turn a ratio to a fraction:
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.

For example:
7 : 3
Part 1 ---> 7
Part 2 ---> 7 + 3 = 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.

For example:
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.

For example:
7 : 3 ---> 7/10
7 divide by 10 = .70
.70 * 100 = 70%

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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.



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.


You should be able to find this assignment in our homeroom blogger and you should have finished this for homework. This is needed for your portfolio so make sure you finished it.

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)

The next scribe person will be Jessica G. because she wanted to do it today. =)
K.V. 8-41

Changes I made:
-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

Today in class we had a second quiz on equivalents. We also got into groups and made definitions for our big papers. Here are the definitions for the equivalents.

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 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.

numerator {divide} denominator

numerator {divide} denominator X 100

partI : partII
partI = numerator
partII = denominator - numerator

1. 4/5
2. 7/13
3. 600/700


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.

numerator {divide} denominator

say it -->write it
0. 40 = 40 hundredths = 40/100 - 2/5

1. 1/2
2. 6/13
3. 256/257


1. 0.34
2. 0.56
3. 0.99


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.

numerator {divide} denominator

percent / 100
46% = 0.46

% / 100
56% = 56/100

% : 100 - %
partI = 100

partII = 100 - %
15% = 15 : 85

1. 3/4
2. 5/8
3. 678/1000

1. 56%
2. 98%
3. 99%


[EDIT://Nov. 17.06.]
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:


first number : second number.
first number + second number = DENOMINATOR.
first number = NUMERATOR.

numerator = first number.
denonimator - numerator = second number.

1. 4/5
2. 2/3
3. 7000/10000

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.

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


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.


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

yeah i got stuck with this so might as well DO a good job .. thanks alot *coughMrHanleycough* haha jk

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 =)

This afternoon Harbeck was talking about Ratio....

In order to understand ration you have to understand what is a fraction? A fraction is part a whole...

numertator/denominator = part/whole

1= 1:0, 8:0

3/4= 3:1, 3:4

1/2= 1:2, 1:1

2/5= 2:3, 2:1

1/3= 1:1, 1:2

1/4= 1:3, 1:4

Ratio tells how one number is related to another number. A ratio may be written as A:B or the phrase " A to B". A ratio of 1:5 says the second number is 5 times as large as the first. The following steps will allow determination of a number when one number and the ratio between the number given.

eg: Determine the value of B if A=6 and the ratio of A:B= 2:5

- Determine how many times the variable A is divisible by the corresponding portiong of the ratio. ( 6/2 = 3)

- Multiply this number by the portion of the ratio representing B (B*5=15)

- Therefore if the ratio of A:B is 2:3 and A=6 the B=5.

If any of you don't understand this here is a website that might help you understand it better:

http://www.mathleague.com/help/ratio/ratio.htm#ratio just scroll down and it will show you some examples. Don't Forget we have a Quiz on this tomorrow! Study hard!

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


whoever is the scribe for today....(friday) i want to be scribe for monday after the test!!!!

Thursday, November 09, 2006

Scribe Post (Nov 8)

Yesterday we learned a bit more about finding the square roots of numbers. Mr.Hamley explained it a bit better so we could understand it a lot better.
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

Scribe post by:Melvin841

Today in 841's afternoon math class we were learning how to estimate square roots with out a calculator.We learned that you can use a fraction to estimate with the numerator and the denomorator ,while the numerator being the mullet also known as the extra pecies around a shape.Lots of people answered.Melissa answered alot.We also had to estimate the numbrs 1-16.We also learned that when we were estimating 1-4 Mr.Hanly said that the first fraction which was 1/1 did not count in the process so only 2-4 was counted becuse 1 did not have the same denomantor.Then we were working on 4-9 and then we were working with whole numbers and fractions. the way we were able to get number 5 as 2 1/5 was that because we didnt count number 4 in the process.Now Mr.Harbeck told us that we had to do a recipe for how to estimate a fracton or how to estimate fractions now we have to do 10-16 but with a group and we have to learn the recipe.
^_^ >>>Next Scribe is Dakota<<< ^_^

Scibe Post (Morning)

This morning in class, we looked at finding sqaure roots by using our perfect square chart without a calculator.

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
and looking for the square route button.
Please any one can leave
some comments on
my scribe post.

The next scribe is MaryGrace. <33>

Friday's Scribe Post =)

This is what I remembered from Friday. If I forgot something, please leave a comment!

Friday - 11/03/06 - Day 1

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

Next Scribe: Lisa >^_^)>

Angelic's and Melissa's Board Game

The Wrong Turn

Rules: 1st one to ISLE FINI wins!
Decide on a team.

Team 1 uses a 6 sided dice: get a 6 - move 2 spaces.
get a 3,4,5 - move 1 space

Team 2 uses an 8 sided dice:
get an 8 - move 3 spaces
get a 4, 5, 6 - move 2 spaces

You must stop on are 9, NO MATTER WHAT.
Additional Rules are on the board.
*Before you go and say, "Why can't you move on the other spaces,", look below.*

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

Team 1: get 5 or 6 - move 2 spaces
get 1, 2, 3, 4 - move 1 space

Team 2: get 7 or 8 - move 3 spaces
get 5 or 6 - move 2 spaces
get 1, 2, 3, 4 - move 1 space

Why is it fair?
It's fair because on area 8. if you land on it that is, you gain a chance to catch up. On an 8 sided dice, there's less of a chance for rolling an 8 than it takes to roll a 6 on a 6 sided dice. In fact, you have a 1/6 chance of rolling a 6 on a 6 sided one and a 1/8 chance of rolling an 8 on an 8 sided dice. Make them have the same denominator and its 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*<<

This game of mine is called the Melvin game it isn't that bad or good it is okay.The amount of players that are aloud to play are 2-3 players.The rules are fairly simple if you roll a even(2,4,6) you move forward if you move a odd(1,3,5) you move backward.The things that I used in this game are 3 teddy bears one 6 sideded die and a game board (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.
Please feel free to leave a comment =)

Saturday, November 04, 2006

Ardia's board game =)

My game is just called "Ardia's board game" (pretty orginal huh? =P).

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 =)


Thursday, November 02, 2006

Michael and Brandon's Game

Our game is called "The Rich and the Poor". To play, you'll need the board, some markers (coins, bears, etc.), and 4 dice. Two of them should be one colour and the other pair should be another.
The game is meant for 2-4 players. Decide who moves first. Put all markers on "start". Then the player picks either the "poorman's dice" or the "richman's dice" each turn to roll with. The numbers needed and spaces moved differ witht the dice:
Poorman's Dice : need 3, 5, 7, 9, 10, 11, to move ONE space.
Richman's Dice : need 2, 6, 12, to move THREE spaces.
The players then alternate turns, following the steps on any spaces they land on until one player reaches "finish" and they win.
The game is fair because both players have an equal chance of moving, and they can decrease or increase the odds themselves by picking the right dice. There is a ~1/2 or ~1/4 chance of moving.
The game is fun because some strategy comes into play on when to pick the Richman's dice and when to pick the Poorman's dice. For example, if one space is in front of your marker is "Go back 2 spaces" then you want to use the Richman's dice to avoid it.