841 Math (2006)

A new home

2007-09-06T19:27:00.000-05:00

This was a great year and a great blogging adventure. A new class arrives and a new blog is created. Please visit the continuing adventure at
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817
841
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The class hub will still remain the same. Sargentparkmathzone and we will be diving into wiki's and video this year.

Thanks for visiting

Lalopoulou's Scribe Post

2007-05-12T13:42:00.000-05:00

Finding C [ all the 2's in this thingy are an exponent.]

eg. 1

Here is the diagram.

Its a bad diagram. But i hope you can at least see it. lol okay well here is the math work::

You know that: a2+b2=c2

42+32=c2

[4x4] + [3x3] = c2

16 + 9 = c2

c2 = 25

the square root of 25 is 5 so the answer is 5

back to the diagram

16/04/07 Scribe

2007-04-16T20:58:00.000-05:00

Today, we went over the 2 blue sheets that Mr.H gave to us on Friday to do for homework. My job right now is to explain again about TRAPEZOIDS RULE !!

1. We had to draw out the next two patterns.

2. We had to make a table to show the results of our investigation.

3. We had to describe the patterns found in each row.

Trapezoids :
- adding 2
- starting at 2
- even #'s only
Figure number :
- adding 1
- starting at 1

3b. We had to describe why the patterns increased in the way they do.

x :
- adding new figures
y :
- start with 2 trapezoids
- then add 2 more trapezoids
4. We had to describe the relationship between the two columns.

x to y add 1, add 2, add 3, add 4......
---->

4c. We have to write an algebraic equation and the "language arts" edition to show the relationship.

LA version : two times (the figure)
algebraic equation : 2n

letn = fig. #
n+ n

5. We had to predict what the 20th, 35th, and 99th diagram will look like.
n = figure number

20th- 2n
2 (20)
40

35th - 2n
2 (35)
70

99th - 2n
2 (99)
198

6. We had to predict which diagram will use 30, 50 and 125 blocks.

30 blocks - 2n = 30
2 (15) = 30
30 = 30 <----------- always put this!! It's for verification!!

50 blocks - 2n = 50
2 (25) = 50
50 = 50

125 blocks - 2n = 126
2 (63) = 126
126 = 126

7. We had to make a graph for the first 6 terms and label the line according by it's equation.

Find any problems!? Comment for me okkays???

K.V. 8-41

OOPS!! JUST FOUND OUT TODAY (18/04/07) THAT THE PICTURES WON'T APPEAR AND WHEN I UPLOAD AGAIN, IT WON'T WORK!! MY COMPUTER IS HAVING PROBLEMS THESE FEW DAYS.

Sarika's Scribe

2007-04-13T21:10:00.000-05:00

Today we learn about more about algebra we started to finish the Toothpick math thing that we did yesterday we had to draw two more patterns from the drawing below

We had to find what is the next two pattern were

We had to a make a chart for the pattern and find the relationship was

We also had to do a t-chart for this relation ships between the figure and Toothpicks

Decibe the patterns found in each row ?

The Pattern in the first row goes by ones and they are consecutive numbers while the second row goes by twos and they are odd numbers.

Describe why the pattern increase the way they do ?

For X you are adding new figures each time. For Y you are starting with three toothpicks thats why the number is always odd.

Descibe the relationship between the two columns?

the relationship between the two columns is add two then three, then four and so on

Write a algebraic equation to show this relationship?

two time the 4 figure plus 1 = 2n+1

5. Predict what the 20th, 35th, and 99th figure would be?

n=figure number

20th - 2 (20)+1 = 40+1 = 41

35th - 2 (35) +1 = 70+1 = 71

99th - 1(99) +1= 198 +1 = 199

6. Predict which diagram will use 30, 50 and 125 blocks.

30 blocks- 20th 2n+ 1 = 31 , 2(15) + 1 = 31

50 blocks- 35th 2n +1 = 51, 2(51) + 1 = 103

125 blocks - 99th 2n + 1 = 261

7.

Lisa's unproject reflection

2007-04-11T20:47:00.000-05:00

The unproject:

1.I think that it was alot of fun making the unproject
2. The unproject made me work hard.
3.I liked when I got to actually take the quiz that me and Leslie made.
4.I would probably be more prepared.
5.I think it made me learn more about how you use wiki and Imeem.

Jessica's B.O.B and reflections

2007-04-11T20:18:00.000-05:00

Well this unit I have learned alot about fractions. I think that the easist thing I learned in this unit was the adding and subtacting fractions , I mean whats so hard about adding a couple of fractions. here is an example:2/4+6/4=8/4 (if it dosent have the same denomenator find the common denomenator.)well you get the idea. I think that the hardest thing was the purple book because I didnt get some of the questions in there.

unproject:
1. I thought that the un project was really fun.
2.The unproject made me work a little harder.
3. I thought that puting the music on my project was fun.
4. I would be prepared and do a much better job.
5. I think that i learned more.

Leslie's B.O.B and Unproject Reflection

2007-04-10T20:33:00.000-05:00

While working on our fraction unit the most things i was successful at was adding fractions. The most diffilcult was the word questions in the purple book because i didnt know if i had to multiply or divide but i think i did okay on them.

Did you like the unproject.

I liked the unproject because i learned new programs to use on other wiki's and blogger.

Did the unproject make you work harder than you usually would?

The unproject took a little bit more effort then i ussually do because i had to do it twice because the first time wasn't going to work.

What did you like best about the unproject?

The best thing about the unproject was makigng the quiz on wiki.

What would you change about the next unproject?

Something i would change about the next unproject would be more prepared and ready for insteed of doing it the night before it's due!

Did the unproject make you learn more because you were doing a different type of project.

I kind of learned more, i got more use to wiki and i learned how to inbed video and music. Mr. H. showed me this website that u could upload music on and add it to your pages, it's called imeem and it's totally awsome.

krystina's BOB

2007-04-10T18:57:00.000-05:00

FRACTIONS
learning fractions was pretty easy at times but a few times i didnt really remember what to do if i had to divide , subtract add or multiply =\ but actually i got the hang of it . after learning how to divide thats when i remembered how to do everything else . i think that this unit was the easiest one for me and i learned alot.

UNPROJECT
did you like the unproject?at times i didnt because i really got confused when i was figuring out what me and marygrace did for the game.

did the unproject work make yuo work harder than you usually do? for me i actually thought that it didnt because when i do big projects like this . i do it at the last minute and yeah (yy)

what did you like the best about the unproject? i think that the best part of doing this project was contributing with my partner and thinking of what we could do to finish our game

what would you change about your next unproject? i think that i could pick a more challenging topic and make it really creative like maybe a movie ??

did the unproject make you learn more because you were doing a different type of project? well for me it really didnt but i did learn how to use wikispace and bubbleshare. but it also make me thing harder and it was more challenging then all my other projects.

Marygrace's B.O.B.

2007-04-10T17:47:00.000-05:00

Fractions: =)
I understand how to add, subtract, and multiply fractions. Sometimes dividing fractions makes me confused. Some of the word problems in the purple booklet were confusing to me, because I had trouble figuring out if i had to multiply or divide. The adding and subtracting word problems were easy. I learned how to cross reduce and that made my work easier to do. =)

UNproject: =)
1. Did you like the unproject? =)
Yes, I liked the unproject because making the gameboard was fun. We also had alot of options to choose from. There were so many options that me and Tina couldn't really decide what to do for our unproject. There weren't alot of specific rules, and that made it easier to do the project. =)

2. Did the unproject make you work harder than you usually would? =)
No, the unproject did not make me work harder because all i had to do was cut out peices for the gameboard, and make an instructions booklet. Making our unproject was so easy that it only took a day and a half to finish. =)

3. What did you like best about the unproject? =)
What I liked best about the unproject was when we played our boardgame with some friends and video taped it. =)

4. What would you change about the next unproject? =)
I wouldn't change anything about the unproject, i would just do something else other than a gameboard/video. I'm not sure what i would choose though. =)

5. Did the unproject make you learn more because you were doing a different type of project? =)
The unproject did not make me learn more because i was dong something that I already knew well about. But I found out that I could add and subtract fractions in my head. It just takes a while. =)

The End 8]

Sarika's BoB

2007-04-10T16:16:00.000-05:00

FRACTIONS

In fraction i understand how to do fraction like adding fraction, subtracting fraction, multiplying fractions, and dividing fraction. I thought that adding fraction is the easiest of all them cause i can do a question with in 30 seconds

1. Did you like the unproject?

it was all right but it really got on my nerves cause the pictures all ways mess up

2. Did the unproject make you work harder than you usually would?

yes i thought it made me work harder cause my partner at first did nothing until the final minute

3. What did you like best about the unproject

i like the most was finshing it cause it took forver to finsh

4. What would you change about the next unproject?

i would like to go by my self so i can challange my self more and do somthing more harder

5. Did the unproject make you learn more because you were doing a different type of project?

yes it did made me learn more cause i understood what i was doing insted of being clue on what i did before so i did learn alot from this project

Angelic's BOB

2007-04-10T07:06:00.000-05:00

FRACTIONS--

I think I get how to do all those equations with fractions. The only thing that I have trouble on sometimes is choosing the right equation in word problems. I'm okay with everything else.

UNASSIGNMENT--

Below are the questions we had to answer about our unassignment.

1. Did you like the unproject?
- Working on the unproject was actually sort of fun. I guess it's because I worked with someone I wanted to.

2. Did the unproject make you work harder than you usually would?
- It didn't. Me and Marielle had tons of bloopers mostly because of laughing, so I guess I worked at the same level I usually do XP

3. What did you like best about the unproject?
- Trying to find which songs to use and listening to our mistakes =).

4. What would you change about the next unproject?
- The only thing I'd change was the kind of project we would do. I don't think I'd really change much.

5. Did the unproject make you learn more because you were doing a different type of project?
- Not really, but it's because I knew about the topic a lot because it was simple.

SHOO!!!!!!

Melissa's BOB

2007-04-10T00:00:00.000-05:00

Okay...Now as I look back upon all the fractions we've done...Multiplying has got to be the most easiest thing. I caught onto it like, in three seconds. The hardest thing for me to catch onto was subtracting fractions. Man! I didn't have a clue... I caught onto it, but not as fast. I need to work on subtracting more, and more, and more, and more.

James C's BOB

2007-04-09T20:40:00.000-05:00

1. Did you like the unproject?
-actually, I enjoyed it a lot more than I thought I would. It was actually a lot of fun, because not only did we reinforce what we knew about fractions, we also got a bit of practice with different kinds of technology.

2. Did the unproject make you work harder than you usually would?
-in a way, I think it actually did, because it was a big assignment, not to mention something we were enjoying.

3. What did you like best about the unproject?
-being able to complete a project with things you wouldn't normally be able to use.

4. What would you change about the next unproject?
-I don't think I'd change much, this one went really smoothly. We might try to explain ourselves more clearly on the next project.

5. Did the unproject make you learn more because you were doing a different type of project?
-I'm not quite sure, but I think it might have, because I think we enjoyed the project more than worksheets... No offense, Harbeck.

Tear's Fraction BOB and Reflection

2007-04-09T20:18:00.000-05:00

Fraction Unit

Adding and Subtracting fractions went well on me but I wasn't quite 100% successful on it because I sometimes use the common denominators instead of the LOWEST common denominator. When I don't double check my work, I tend to make silly mistakes. In class, I pay attention and I'm always on task. Most importantly,if I don't know how to do something, I ask Mr. H. for explanation. The hardest thing in our fraction unit for me is Dividing fractions because I sometimes mistakenly multiply instead of divide or vice versa. I mostly get confuse when it is in a word problem.

UNproject

1. Did you like the unproject?

- Yes because it was pretty easy because we get to choose our own topic and our own project. It helped me be more creative with it and having to choose your own partner helped too because there's someone else that could help me with it.

2. Did the unproject make you work harder than you usually would?

- Yes, a little. It is a UNproject and so it is worth a lot of marks so me and my partner had to show that we spend a lot of time on it and that it had to be cool. We started a lonf time ago so yeah, I worked longer than I usually do.

3. What did you like best about the unproject?

- I like putting the images on my quiz on the wiki the best because when we first made our quiz on quizstar it is kind of hard to put pictures and we can't put why the answer is correct and other pictures. Working on our UNproject was awesome.

4. What would you change about the next unproject?

- I wanted to do a powerpoint game and only if I knew before how to be able to embed then I would have been able to do a powerpoint game. I was planning to do a "WHO WANTS TO BE A MILLIONAIRE?' game.

5. Did the unproject make you learn more because you were doing a different type of project.

- Yes because to actually make a quiz, we have to make up simple but unique ones. Then we had to think how we solve it and lastly how we show that our answer is correct. I learned more actually than doing a scribepost! I also learned how to trick other people by adding challenging questions.

Melvins BOB snivleM

2007-04-09T19:36:00.000-05:00

Fractions:
Well fractions was pretty easy at times when learning multiplying,dividing,subtracting and adding fractions it was pretty straight forward. Adding and multiplying were pretty easy especially when i learned how to cross reduce with fractions. For me i didn't like subtracting and dividing it was because just sometimes complicated for me. But even thought i liked some types of fractions and i didn't like other types they I was still able to do them.

Unproject:
1.Did you like the Unproject.
Yes I did like the Unproject because it gave us some thinking of what should we could do and it sort of gave us some goals to achieve.

2.Did the Unproject work make you work harder than you usually do?
Well i guess it made us work harder because we had a project to finish and we did had to come up with something for a mark right and it also gave us some creativity with the project.

3.What did you like best about the Unproject?
What i like best about the Unproject was me and a partner had to work together and have fun with are project and it also gave us time to think.

4.What would you change about your next Un project
What I would change would be picking a diffrent or more challenging topic and do something creative with it and also out more or better background info.

5.Did the Unproject make you learn more because you were doing a different type of project?
It didn't really make me learn more it just made me think harder and be more creative but it also sort of made me learn more about wikispaces

Ashley's BOB

2007-04-09T18:17:00.000-05:00

fractions:
The easiest thing I did this term in fractions was adding and subtracting fractions. The hardest thing was dividing fractions. One thing I need to improve on is the pictures for dividing fractions. I don't get how to draw the pictures and get the answer and it confuses me.
The unproject:
1.The project was fun was kinda of fun. Designing the site was fun.
2. The unproject made me work a little more harder.
3. I like designing my project the best.
4. I would probably be more prepared so that I could do a better job.
5. I don't think it made me learn more because I was doing a diiferent type of project.

Earl's Bob

2007-04-09T16:23:00.000-05:00

Adding Fractions

To add fractions you first have to find the lowest common denomenater. But if they already have common denomenaters you do not have to do this step. Then you add the numerators up. Then you add up the denomenaters. If the numerater is larger than the denomenater then you have to turn it into a mixed fraction. Make sure you reduce the answer if you can. See examples on how to add fractions.

Ex.1) 3/4 + 3/86/8 + 3/8= 9/8= 1 and 1/8

Ex.2) 3/4 + 1/4= 4/4= 1 whole

Adding Mixed Fractions

To add fractions you first have to find the lowest common denomenater. But if they already have common denomenaters you do not have to do this step. Then you add the numerators up. Then you add up the denomenaters. If the numerater is larger than the denomenater then you have to turn it into a mixed fraction. The last thing you have is you have to add up the whole number. Make sure you reduce the answer if you can. See examples on how to add mixed fractions.

Ex.1) 3 and 1/4 + 4 and 2/4= 7 and 3/4

Ex.2) 2 and 3/4 + 6 1/8= 8 and 7/83/4 would become 6/8 and 1/8 stays 1/8

Subtracting Fractions

To subtract fractions you fist have to find the lowest common denomenater. But if they already have common denomenater yoou do not have to do this step. Then you subtract the numerators. Then you subtract the denomenaters. If the munerater is larger than the denomenater you have to turn the it into a mixed fraction. Make sure you reduce the answer if you can. See examples on how to subtract fractions.

Ex.1) 3/4 - 2/4 = 1/4Ex.2) 3/4 - 1/8=6/8 - 1/8= 5/8

Subtracting Mixed fractions

To subtract fractions you fist have to find the lowest common denomenater. But if they already have common denomenater yoou do not have to do this step. Then you subtract the numerators. Then you subtract the denomenaters. If the munerater is larger than the denomenater you have to turn the it into a mixed fraction.Last you have to subtract the whole numbers. Make sure you reduce the answer if you can. See examples on how to subtract fractions.

Ex.1) 3 and 3/4 - 2 and 2/4 = 1 and 1/4

Ex.2) 4 and 2/4 - 2 and 1/4 = 2 and 1/4

Multiplying Fractions

To muitiply fractions you first have to mulitiply the 2 numeraters toughter. Than you muitiplt the 2 denomenaters toughter. When you multiply you do not find the lowest common denomenater. if you can reduce the fraction then reduce it. in the following example you will see how to multiply fractions.

Ex.1) 2/3 x 3/5= 2x3=6 3x5=15= 6/15= 2/5

Find the common denomenater

To find the common denomenater you have to follow the following steps. First you find the lowest number that both of the denomenaters can both fit into. Then say you have 3 as your denomenater and you want to change it into 6 you have to times it by 2 so if the numerater is 2 you have to times it by 2. so the fraction will now be 4/6. if it is reducable you have to reduce it. So 4/6 will become 2/3. See examples for an idea on how to do it.

Ex.1) 2/3 and 1/2 so it will change to 4/6 and 3/6the lowest common denomenater will be 6.

Ex.2) 1/3 and 1/4 so it will change to 4/12 and 3/12the lowest common denomenater will be 12.

Reducing your answer

To reduce your answer you have to make sure both you numerater and you denomenater divide by the same number. So the first step is you have to find a number that divides between both numbers. Then you reduce them. See example on how to do this.

Ex.1) 2/4 = both of them are dividable by 2 so the answer is 1/2

Ex.2) 6/8 = both of them are dividable by 2 so the answer is 3/4

Ardia's Fraction B.O.B

2007-04-08T17:42:00.000-05:00

Fractions:
I think this unit was pretty straight forward . i learned most of these things in the sixth grade, and this unit just refreshed my memory . The easiest thing for me was adding and subtracting, it was easy because its just like regular addition and subtraction but just with a bit more work. Then theres multiplication and division. multiplication was easy for me, once we learned the strategies to make it more simple. then division was just like multiplication with a couple more steps . the only thing that was difficult for me was some of the "word problems" not all of them . just some . the only reason it was hard was because i had to find out if it was adding, subtraction, multiplication, or division.
UnProject:
1. Did you like the unproject.
Yeah . i did like the unproject. calling it an UNproject kinda put less pressure then a PROJECT. ha
2. Did the unproject make you work harder than you usually would?
No, i worked as hard on it as i usually would with others .
3. What did you like best about the unproject?
The best part about doing this project was the food =P . we got to do anything . so me and monique made a cooking show =). I also like the filming .
4. What would you change about the next unproject?
In the next unproject, i think i should put more math work into it . so now im going to think "more math . less food."=P
5. Did the unproject make you learn more because you were doing a different type of project.
Yes. this made me learn more, because it felt like we weren't really doing work . Just fun, but we're still learning at the same time .

Michael's Fraction B. O. B. [V 1.0]

2007-04-08T17:00:00.000-05:00

Fractions:
I think that this fraction unit was pretty simple (bring it on, algebra and geometry!), once I learned how to add, subtract, multiply, and divide fractions. Multiplying was easiest, especially when I learned cross-reduction. For me, adding and subtracting, wasn't something that was "hard", just something I didn't like doing. I don't like finding common denominators, though I'm comfortable with them.

UnProject:,
1. Did you like the unproject.
Yes I like doing the unproject, because since we had a chance to do whatever we wanted, it gave me some room for some creativity.

2. Did the unproject make you work harder than you usually would?
I think that it did make me work harder, because since we had a chance to do anything we want, it would be easier. It made me work a bit harder than on the growing post and scribe posts.

3. What did you like best about the unproject?
What I liked best was actually writing the story and putting the images together for my unproject. I found it fun to utilize a computer game in a math project. It's nice that we could do whatever we wanted.

4. What would you change about the next unproject?
I'd probably take some more time on the background info, but other than that, I'd do everything else pretty similar.

5. Did the unproject make you learn more because you were doing a different type of project.
I don't think it made me learn more than if I did, say, a growing post, since it would have the same information. (Though I learned much more about using Sims 2 for making movies xp©)

-apuya

Kim V.'s B.O.B.

2007-04-08T15:50:00.000-05:00

Blogging on Blogger (B.O.B.)

In this fraction unit, it refreshed my mind of how to add, subtract, multiply and divide fractions with same denominators, different denominators, common denominators and lowest common denominators. We learned so much in so little time. My favourite thing in this fraction unit is dividing and multiplying fractions. It's my favourite because to me, multiplying and dividing fractions are really easy to do. Another thing that I like was doing the purple booklet that was given to us in the beginning of the unit, it was fun to solve the fraction problems and solving the riddles, but some of the word problems were a little bit hard for me because I didn't know what to do at first, like to add, subtract, divide or multiply. But I think I got the idea now.

Un-Project Reflection

1. Did you like the un-project?

Yes, I really like doing our un-project because we didn't have specific rules and instructions to make or do our project. So we were free to do anything that we wanted, like a movie, a song, a game and more! I think that this un-project was fun because my partner and I got to choose what kinds of projects that we wanted to do that was comfortable to us.

2. Did the un-project make you work harder than you usually would do?

This un-project did kind of made me work harder because sometimes I was trying to get our project to look like something that would satisfy me and I had to do a great amount of tries to get the right ones but overall, it was fun to do and I didn't think it was hard.

3. What did you like best about the un-project?

The best part about the un-project that I liked was that we got to choose and do any kind of project that we wanted and that we could do anything for our project so that I didn't really have to worry that I am going to lose some marks because I didn't follow the instructions. Also, another thing I liked was that I got to show my creativity in our projects.

4. What would you like to change about the next un-project?

I don't think that I would like to change anything about the next un-project because I got to do what kind of project I wanted and that I was comfortable with it.

5. Did the un-project make you learn more because you were doing a different type of project?

Yes, the un-project did make me learn more because I learned how to use something called "spresent" and that I learned how to use it's gadgets and make a whole new thing that I new I couldn't even make.

If I have missed something or made a mistake, please comment me and tell me.. thanks!

Kim V. 8-41

Un-Project

2007-04-08T15:19:00.000-05:00

Hello, this is another Un-project that we did for Adding and Subtracting Fractions. We had to embed it here because the wikispace didn't let us since this takes up a lot of space. We hope you enjoy it and please comment if you have any problems. (Click on the fullscreen button to see more clearly).

For more unprojects go to spfractions.

The Unproject Reflection .....

2007-04-05T16:51:00.000-05:00

1) Did you like the unproject?

Yes, I like the unproject because you got to do whatever you wanted to do for 10% which made it awesome because you did have to do a certain thing, you could just do what you were the most comfortable with.

2) Did the unproject make you work harder than you usually would ?

Yes, it made me work harder because we had to do something other than some paper work. The good thing about it is there wasn't any writing to do, it could be whatever you wanted pretty much.

3) What did you like best about the unproject?

What I like best about the unproject was how Jeff and I got to act things and make our own movie about fractions. We had some pretty funny times haha.

4) What would you change about the next unproject?

I wouldn't change anything about the next unproject because it was so fun and you got to do whatever you wanted. It was awesome.

5) Did the unproject make you learn more because you were doing a different type of project ?

It kind of made me learn more because of how some people explained how to do certain things which made it much easier for me to learn about and I caught onto things a lot quicker.

Jeff's [b.o.b]

2007-04-05T16:49:00.000-05:00

1. Did you like the unproject.
I did like doing the unproject because it was fun doing it and i got to show my "CREATIVE" side.

2. Did the unproject make you work harder than you usually would?
Hmm.. the unproject did not make me work harder than i would in a project because we had the chance to choose what we want to do with our project.. not the traditional powerpoint, photostory, etc.

3. What did you like best about the unproject?
The thing that i would of thought was the best of doing the unproject was that we got to choose the partner I wanted and the way I was to show our topic.

4. What would you change about the next unproject?
i thing i would change about my unproject was to film a scene at school, outside, or even at the mall. I would like to make it like that "street magic" thing you see one tv and go up to complete strangers and ask then to tell the kids at our school something about fractions.

5. Did the unproject make you learn more because you were doing a different type of project.
This unproject did teach me way more about fractions than if i were to do a report about fractions.

"This bob contains a virus and will crash your computer.. the virus is in your computer in 3, 2, 1.... SYKE!!"

Lalopoulou's BOB

2007-04-05T15:58:00.000-05:00

This term in math we were learning a very painful subject to learn. FRACTIONS. This term i learned how to add and subtract fractions of all kinds. Im still working on the multiplying and subtracting part cuz i was having a bit of trouble with that before but now its understandable. Here are the answers to the questions Harbeck wanted us to answer:

1. Did you like the unproject. Yes, i did cuz it was fun and i kinda learned while creating the boardgame me and teagan were making.

2.Did the unproject make you work harder than you usually would? Yes, cuz we mad a boardgame at first, but we didn't know that the game was supposed to be online. So Harbeck came up with an idea to make a video of us playing the boardgame. We haven't really gotten to that part yet.

3.What did you like best about the unproject? I liked the part when Harbeck told us that we weren't supposed to make an actual boardgame but that we were supposed to do it online.

4.What would you change about the next unproject? I would ask if we are supposed to do it online of make an actual thingy-ma-bob.

5.Did the unproject make you learn more because you were doing a different type of project. Yes it did. It taught me to ask for instructions before hand, and how to do fractions.

Teagans BOB

2007-04-05T14:04:00.000-05:00

The easiest thing i did this term was adding fractions i didn't get it at first because i wasn't here but when i got taught it was really easy and i caught on really fast which made subtracting fractions really easy to do.
The hardest thing for me to do this term was dividing fractions it was really confusing at first but now i get it.
One thing i need to improve on is drawing the pictures for the dividing fractions because its sorda confusing but i think i might get it now but im not sure.
My reflection:
1. The project was sorda fun to do because it was fun designing the board and the instructions to the game.
2. The unproject sorda made me work a little harder.
3. The thing i liked best about the unproject was designing the game board and taping it.
4. I probably would just do a quiz instead because the gameboard we weren't supposed to do.
5. Im not really sure if it made me learn more because it was a different project.
That is my reflection!

Lisa's B.O.B (fractions)

2007-04-04T21:35:00.000-05:00

Well I thought that the fractions unit was pretty easy but I have to work on some things . So here's my B.O.B.

I think that the easiest thing that he did in the fractions unit was the adding and subtracting. That I have to say was the easiest thing in this unit that and the multiplying fraction.

Examples:
Adding:
3/4+5/4=8/4
Subtracting:
8/9-4/9=4/9

The hardest thing that I found was multiplying mixed fractions. I now it sound's a little silly but I just did not understand it. I think that I have to work on dividing fraction because I really don't get it that much and I really don't understand the pictures and the reciprocals so I think I am going to work on that later on. Well before the test anyway.

Justin's Blogging on Blogger

2007-04-04T21:03:00.000-05:00

The easiest thing for me this term was multiplying fractions. I caught onto it pretty easily and it seemed too easy.

The one that I had a hard time with was dividing fractions. I didn't get how you got the answers and the pictures you had to draw. Some of it is still confusing to me.

One thing I need to improve on is the pictures for dividing fractions. Some of it still confuses me. The problems with the mixed fractions and the proper fractions I get, it's just that other problems get me. I still need some more help with it.

THE UNPROJECT!!!!

2007-03-25T11:34:00.000-05:00

Come on you guys! the unproject due date is nearing!!!! (")<(>.<)>(")
The earlier you start on it, the better! This is 10% of your term three mark! You DON'T want to lose 10%. *runs in circles*

The re-posting of the Problem that Noody Can Solve

2007-03-13T20:05:00.001-05:00

There are three boys each have 10 cents each. They want to buy a soda which costs 25 cents. So they give their money to another boy and ask him to buy the soda for them. Ps: they ask for the change back! So the boy goes gets their soda and gives them the change back. There is 5 cents change. So the three boys divide it amongst them selfs. There is one cent left over so one of the boys keeps it forhimself. Which means they actually only spent 9 cents each. 9x3=27 And the boy who took 2 cents equals 29. Where is the last penny? So if you know the answer leave a comment behind. It took me 5 minutes. See if it takes you this long!

Mixed Fractions

2007-03-12T20:21:00.000-05:00

By: Marygrace Dela Cruz

Definition of a mixed fraction:
- mixed fractions are a combination of a whole number and a fraction.
- it can be converted into an improper fraction.

Example:

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Lowest Common Denominator

2007-03-12T19:17:00.000-05:00

IM SO SORRY THIS IS LATE :'(

okay today we did this in class .. so it would be easier for me =P .. i'll put EXACTLY what mr.hanley put
LCD: is the lowest common factor between two or more denominators
WHY(do we use LCD's)?
- it makes fraction operation easier
- makes less mistakes

{EXAMPLES}
this is a test question. Its from the test that we did last week. It showed what people did CORRECTLY but not the easy way .. i guess the teachers are trying to make math a little easier ? hmm .. i'll keep thinking that way =P

this is a picture of one of the other examples we did .

sorry this is so messy [8] stay up tonight

Kim's Scribe Post

2007-03-12T18:10:00.000-05:00

Hello, I have volunteered or have been assigned to do a scribe post on Adding Fractions.
But I would like to explain what fractions are (even though I wasn't assigned to do so). Do you know what fractions are? Well, there is 4 well known kinds of fractions, a proper fraction, improper fraction, mixed fraction and equivalent fractions. Fractions that represents a part (numerator) over a whole (denominator) , that would be called a proper fraction. When a fraction is representing something with a numerator that is larger than the denominator, that would be called an improper fraction. A mixed fraction is when you have a whole number and a proper fraction. Last but not least, an equivalent fraction is when two (or more) fractions equal the same. Below is an bubble share presentation that would help you understand more about fractions.

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Now onto adding fractions. First, I'm going to start off with:

Adding with "like" Denominators

Below is a bubble share presentation that would lead you through and show you how to add fractions with the same denominators.

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Adding with different Denominators

Now, I am going to show you how to add fractions with different denominators below:

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If there is anything that I have done wrong, please feel free to comment and tell me =)

...

2007-03-12T07:43:00.000-05:00

*Equivalent Fractions!!!

WHAT are they ?

ONE HALF and TWO QUARTERS equal the same thing because HALF OF FOUR equals TWO. Half of a half is one quarter, so two quarters equal a half. As I have just proved here, equivalent fractions are two or more fractions with the same value. They are the same besides the fact that the sizes/pieces are smaller. Think of it as a cake. The more people you have to share with, the smaller the pieces get.

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The best way to find equivalent fractions is to reduce the two or more fractions into their smallest value. I showed this in my bubbleshare using pictures =) Okay, so this post is finally done =)

Tears' Super Scribe

2007-03-11T18:16:00.000-05:00

Subtracting Fractions With Like Denominators

Fractions:
Fractions are parts of a whole that has a numerator (the part) and a denominator (the whole; can't be a zero).There are three types. Which are proper( 3/5), improper(5/2) and mixed(1 1/2) fractions which can be simplified and can't have decimals.

Can you subtract? If yes, then you can subtract fractions with like denominators.

Here's my illustration: The steps are mentioned!
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Subtracting Fractions With Unlike Denominators

Subtracting fractions with unlike denominators is not harder it just takes a little longer. You have to find the CD (Common Denominator)

Common Denominator:
Common Denominator is when you have fractions with the same denominator.

Here is my illustration about common denominators:

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If I made any mistakes kindly tell me pls.

mixed fraction to improper Scribe

2007-03-11T16:33:00.000-05:00

Definition for improper

nominators is bigger then the denominator

there is no decimals

the numerator is the part and denominator is the whole

Example

To find mixed number to improper fraction

example 4 5/7

first you want to x 7 x 5 = 35
then you want to add 35 + 4 = 39
the answer is 39/7

To find improper fraction to a mixed number

example 8/28

first you have to find how many times 8 goes into 28 = 3 = 3 x 8= 24
now you have to subtract 28 from 24 and you will get 4
now you leave 8 as the denominator then you will have 3 24/4

If i was not suppose to do mixed fraction then tell me and i will take it out

A Problem that Nobody Can Solve!

2007-03-10T12:48:00.000-06:00

Okay here i go...

There are three boys each have 10 cents each. They want to buy a soda which costs 25 cents. So they give their money to another boy and ask him to buy the soda for them. Ps: they ask for the change back! So the boy goes gets their soda and gives them the change back. There is 5 cents change. So the three boys divide it amongst them selfs. There is one cent left over so one of the boys keeps it forhimself. Which means they actually only spent 9 cents each.
9x3=27 And the boy who took 2 cents equals 29. Where is the last penny? So if you know the answer leave a comment behind. It took me 5 minutes. See if it takes you this long!

Common Denominators

2007-03-09T16:58:00.000-06:00

Well in my bubbleshare i will be explaining how to find the common denominator. I hope its enough effort cuz it took me a long time to make it.

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Proper Fractions

2007-03-09T10:38:00.000-06:00

A proper fraction is when the numerator is less than the denominator. Remember the numerator is the part and the denominator is the whole. If the numerator is bigger then its an improper fraction. Here's an example of a proper fraction:

3/10

3 is the part (numertaor)

10 is the whole (denominator)

Scribe 03/05/07

2007-03-05T20:05:00.000-06:00

SUPRIISE its mee =) .. we did a test today .. it was about fractions and we got the whole class to do it .. homework is DO THE BIG PAPER .. its DUE ON TUES. MARCH 6 / 07 .. ALSO .. its MONIQUES birthday tomorrow .. so HAPPY BIRTHDAY =) .. okay thats all =)

2007-02-27T20:40:00.000-06:00

Today in math we didnt really do that much . we learned how to convert improper fractions to mixed fractions and the other way around . So if you guys didnt get it ill repeat what we did today.

Converting improper fractions to mixed fractions

Steps:

Determine the number of times the denominator goes into the numerator.

Here is another example :

19/4 = 4

4 x 4 = 16

19 - 16 = 3

4 3/4

Converting mixed fractions to improper fractions

Here is an example :

6 5/9

6 x 9 = 54

54 + 5 = 59

59/9

my mistake ^^ that is suppose to be 52/9
-krystinayso

Scribe Post for February 22, 2007

2007-02-23T17:44:00.000-06:00

We didn't do that much in class today. We started our class with a fraction quiz. Which Mr. Hanley had drew a number line and some few fractions. Then we had to put the fractions on the number line in where it's supposed to be. Then he collected the quiz papers and he spent some time answering questions and making sure that we understood what we were doing. After that, we spent the rest of the class working on our purple fraction booklet. Our homework is to finished pages c-21 to c-29, if you didn't finish what you need to do in class, you need to do all those pages. Oh, and if you go past those pages, "your marks will be deducted" says Mr. Hanley. I think that is all I have to say. If there is something wrong or you want me to add something, feel free to comment. Thanks!

K.V. 8-41

Lalopoulou's Scribe Post

2007-02-20T16:17:00.000-06:00

Well we didn't do much this afternoon except listen to Hanly preach about math. All we did was explain the definition of proper fraction, improper fraction, mixed fraction and equivalent fractions. Oh and you had to show an example for each one too on the big piece of paper Hanly gave everybody. Hanly also gave out some kind of purple booklet and said that page c-21 and c-22 are homework and probably due next math class. Well thats basicly all i have to say.... oh and don't forget tomorrow is activity day! so bring money!

Oh and the next scribe is ............Smillies!!!

question 6

2007-02-11T12:49:00.000-06:00

Just watch the bubbleshare I did to see how I solved question 6. Please leave comments =)

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Problem

2007-02-11T11:45:00.000-06:00

You went shopping with your family and you wanted to buy a $97 sweater. You ask your mom for $50 and your dad for $50. You buy the sweater and get $3 change. You give $1 to your mom and $1 to your dad and keep $1 for yourself. Now you owe your mom $49 and your dad $49 that equals $98 in total plus your dollar making it $99. What happened to the other dollar?

Comment if you think you know the answer.

Question 4

2007-02-11T10:46:00.000-06:00

4. What is the Square root of the following numbers. Use your perfect square chart and fractions. DO NOT USE A CALCULATOR!

Square root of 27, 46, 72, 115

1. 27 = 25 27 36
Square Root: 5 2/11

2. 46 = 36 46 49
Square Root: 6 10/13

3. 72 = 64 72 81
Square Root: 8 8/17

4. 115 = 100 115 121
Square Root: 10 15/21

- Jeff

Question #11 [V 1.0]

2007-02-10T22:24:00.000-06:00

Everything is in the bubbleshare.

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So like above, I just find the percent of what im trying to subtract and then I subtract it.

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

[V 1.0] -put in bubbleshare, finished.

Question 12

2007-02-10T17:46:00.000-06:00

The Cumulative Question 12

Dave interviewed a number of students in his school regarding their favorite ice cream. Dave claimed that exactly 40% of the 37 students interviewed liked vanilla the best. Is it possible to determine whether David's claim is correct? Why or why not?

To answer this question I used ratio table and x k y chart. The bubbleshare below shows my work. I did it step by step so you guys can understand it.

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So from the bubbleshare above, you can see that 40% of 37 students is 14.8 .To double check my answer I used cross multiplying and equivalent fractions. I also did it step by step so it is easier to understand and follow.

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So by double checking I am now sure my answer is correct. So 40% of 37 students is really 14.8.

If then the answer is 14.8, that will prove that David's is INCORRECT! His claim is that exactly 40% of his 37 interviewed students liked vanilla best. Since we are talking about students we can't have decimals. So that proves that he is incorrect.

If David argued that my reasoning is wrong and he suggested that I round it. Then I'll prove to to him that even if you round it he is still wrong. Look below!

Round 14.8 = 15

40/ 100 = 0.4

0.4 x 100 (percent is out of 100) = 40%

15/37 = 0.405405405

0.405405405 x 100 (percent is out of 100) = 40.5405405%

Then if you round 40.5405405% to the nearest ones, you'll get 41%

Therefore David is INCORRECT!

IF I MADE A MISTAKE, I WOULD APPRECIATE IT IF YOU TELL ME.

Question 8

2007-02-10T09:28:00.000-06:00

A child can run 5 blocks in 2 minutes. How long does it take the child to run 8 blocks, at the same speed?

The child can run 8 blocks in 3.2 minutes. You get this answer by multiplying 1.6. You would have to do this on the top and bottom of the numbers. The first step is 5 x something will give you 8. Well try it the other way if you can´t find it. 8/5=1.6 5 x 1.6=8. Then all you have to do on the top is 2 x 1.6 to get your answer.
-done by Monique S.R. 8-41

Question #5

2007-02-09T22:04:00.000-06:00

5. A) What is 20% of 156?
B) 30 is 29% of what number?
C) 44 is what percent of 62?
D) 55% of 26 is what number?

A) P/T = ?/156 = 20/100
20/100= 0.2
0.2x156=31.2

P/T = 31.2/156 = 20/100

B) P/T = ?/30 = 29/100
29/100=0.29
0.29x30=8.7

P/T=8.7/30=29/100

C) P/T = 44/62 = ?/100
44/62=0.7
0.7x100=70

44/62 = 70%/100%

D) P/T = ?/26 = 55%/100%
55/10=5.5
26/10=2.6

2.6x5.5=14.3

P/T = 14.3/26 = 55%/100%

This work was done by: Justino

Question #10

2007-02-09T19:48:00.000-06:00

10. An ice chest contains 9 can of apples juice, 8 cans of grape juice, 7 cans of orane juic, and 5 cans of pineapple juice. Suppose you reach into the container and randomly select a can. What is the probability that you will pull a...

- apple juice
- grape juice
- pineapple or orange juice

The top is the part and the bottom is the total. The number cans of apple juice is 9, and the total number of cans is 29. Scince we're finding the percent, we divide 9 by 29, which gives us 0.3103... then we multiply 0.3103 by 100, (because percents are always out of 100) which gives us 31.03%. The probability of getting a can of apple juice is 31.03%

This is pretty much the same as the first one, except the numbers are different.
8 divided by 29 equals 0.27.58. 0.27.58 multiplied by 100 equals 27.58%.
The probability of getting a can of grape juice is 27.58%.

(Pineapple and Orange Juice) .. This one is a little bit different. The questions asks for the probability of pineapple OR orange juice. So you combine both. 7 cans of orange juice plus 5 cans of pineapple juice equals 12 cans. 12 divided by 29 equals 0.4137. That, multiplied by 100 is 41.37%. The probability of pulling out a can of pineapple juice or a can of orange juice is 41.37%.

If you see any errors please feel free to comment on it. =)
By: M.Dela Cruz

Question #2

2007-02-09T18:18:00.000-06:00

This post is for February 9, 2007. I have volunteered to do question number two from the review sheet(s) that was handed out to us by Mr.H in class today. This post will be counted as a scribe.

Question:
The police have cornered this criminal in a small 23 home community. If they have only 46 hours to find him, and they can fully search one house in 2 hours and 23 minutes, will they find him?

Answer:
To answer this question, you should convert the hours into minutes. So 1 hour would be 60 minutes. So 46 hours becomes 2760 minutes because it's like a ratio table. To get 46 hours, you times 1 hour by 46, so you have to do the same thing to the other side. Which you have to multiply 60 minutes by 46 and you will get 2760 minutes.
Then you convert 2 hours and 23 minutes. Since 23 is already in minutes, you only have to convert 2 hours. 1 hour would become 60 minutes, so 2 hours will become 120 minutes ( times it by two ). After that, you add it up, 2 hours and 23 minutes will be 143 minutes in total. So 1 house takes 143 minutes and you want to find out how long it will take to find the criminal, you have to times the minutes that will take to search per house to the amount of house there is to search. So you take 143 minutes and times it by 23 (because there's 23 houses) and you will get 3289 minutes.

1 hour = 60 minutes
46 hours = 2760 minutes -----> time limit to search community
2 hrs & 23 min. = 143 minutes ------> amount of time to search 1 house

143 min. X 23 houses = 3289 ------> total time it will take to search the whole community

Well in the time limit, the cops will not be able to find the crook in time, but they will find the crook in 3289 hours.

K.V. 8-41

Edits I made:

• I added the last sentence, telling if the cops found the crook or not
• I changed the word "concerned" into "cornered"

math blog thingy

2007-02-09T16:38:00.000-06:00

o Find the mean, median and mode for the following questions,.
1. 1,2,3,4,5,5,6,7,8
_
Mean; 4.3
Median; 5
Mode; 5

2. 4,4,12,16,19,22
_
Mean; 73.6
Median; 14
Mode; 4

3. 45,45,60,75,78,78

Mean; 52.1
Median; 67.5Mode; 45 + 78

-JESSICAGINGRAS

BOB

2007-02-08T07:04:00.000-06:00

The most easiest thing for me was the ratio tables I didn't get it at first but now I do get it and it is easy.

The most hardest thing for me was the x,k,y charts and cross products i still don't understand that.

My goal for tterm 3 is to try harder.

Sorry its really late!

Lalopoulou's BOB

2007-02-07T17:49:00.000-06:00

There were many different things i learned during this unit. One of the things that was really easy for me was learning how to do ratio tables. i thought it was really hard at first, but then i got the hang of it.

My favorite part of this unit was (this is going to be hard to believe) doing that project thingy. nobody laugh but it was my favorite part because i learned alot of stuff. For next term my goal is to do better in math (obviously) and to get good marks on, test, quizzes and assighments.

ps: sry if its late!!

Scribe - Feb. 7/07

2007-02-07T16:08:00.000-06:00

Your scribe for today will be me.. since i didn't do yesterday afternoon's scribe. Now what did we do today in math?..

oh, yeah.. TEST!!

well. that is pretty much what we did for the whole math period.

krysteeNas BOB

2007-02-06T22:03:00.000-06:00

the most easiest thing for me during this proportion and ratio tables unit is making ratio tables. even though i didnt get them the first time we started it started to get better and better for me and finally i got it.
The most hardest part of this unit for me was doing the changing the size. EVERYTHING got me sooo confused like ardia. but i think i would get it if i listened in class and ask for help when i need it so i can actually hand in my work on time. but i actually learned alot in this unit and even if i didnt get good marks for some of my work at least i got it now :)

Justin's B.O.B.

2007-02-06T19:06:00.000-06:00

The most easiest thing for me for this unit was using the ratio tables and the x,k,y chart to solve answers. They helped me in many different ways because they're super easy to use.

The hardest thing about this unit was cross products. It's really confusing and I don't understand how to use it really. I still need help with it.

My goal for term 3 is to stop talking so much because I have a habit of doing that and it affects me because I end up not understanding what we were doing or how to solve something so I hope I will stop.

February 06 / 2007 scribe

2007-02-06T18:45:00.000-06:00

hmm .. I guess i have to do this .. because I don't remember anyone saying to do this so yeah ...

Today we started off by giving back out blue booklets and out white book thingy
We got some questions on sq. root ,mean median and mode ,and percents .
here are the questions:

Then we went over the pretest questions that we had got yesterday heres the link for the questions (click here)

Thats basically all we did in class .. sorry that this scribe sucks .. im rushing.. but atleast im doing a scribe =P jk ahaha

--ardia

Melissa's BOB

2007-02-06T18:33:00.000-06:00

Coming directly from BOB fm....

What I found the most easiest in this unit was how to cross multiply and the XKY chart. I caught on fast on those two because they were very similar to each other. I found the T chart hard. I didn't quite understand at first how to do it, but eventually I caught on. My goals for term 3 is to be more prepared for upcoming quizes and tests. Gosh! I remember getting 5/11 once! *cries* That won't happen again! *bangs fist on table* ow...

Jessica's B.O.B

2007-02-06T17:13:00.000-06:00

Well in this unit i think that the easiest thing was the word ratio and the pt charts. My fave part in this unit was the word ratio I guess because I thought it was so easy tehehe!! The hardest thing in this unit was the xky charts. The goal that I am setting for myself for the next unit is to ask more questions whenever I need help.

Well that's all bye bye!!!!

Lisa's B.O.B

2007-02-06T16:54:00.000-06:00

Well during this unit i learned a lot. I learned how to use xky charts and pt charts and word ratios. I fave part of this unit was the pt charts and the word ratios. Well the easiest was the pt charts I guess that why its one of my fave tehehe. The stuff that i don't really get is the xky charts I sorta get it but not that much. The goal that I am setting for my self is to ask questions and whenever I need help that I ask for it. Well that's all bye now. Well for other people I think that you really shouldn't over think alot of things it makes your head hurt and it will drive you crazy. Oh ya and study for tests that really important.

Ardia's B.O.B

2007-02-05T21:08:00.000-06:00

I learned alot from this proportion and ratio unit . It seemed easy at first . But eventually things got hard. What I liked doing during this unit was the p/t and xky charts , even though i knew how to do them .. the charts just made it so clean , and fast ! If i just did it the way I've always did it , it would take up a whole paper ! =P The thing that I disliked was doing the thing with the "changing shapes" like doubbling the size other than quadurpling it . That really got me confused.
I guess I really need to pay attention ALOT more in class .. and ask questions if i dont know what im doing . Also improve more on my "concentration"

--ardia=)

Michael's B. O. B. [V 1.0]

2007-02-05T20:58:00.000-06:00

During this unit of proportion and ratios, I learned a lot. Ratios and proportions seemed really hard at first, but after Mr. H. told us the strategies for solving these problems it all seemed extremely easy. My favorite strategies to use were the xky chart, because it really made everything quick, even with evil numbers and ridiculous decimals, and I also liked the ratio tables because they are like the xky charts only you can simplify more easily. I also finally found out how to double areas.

I think that I still need some clearing up on cross products. I'm still not really sure what they are, but I probably do without knowing. I also need to remember to put my work in the booklets so Mr H. knows that I know what I'm doing.

-apuya

------------------------------------------------
[V 1.0] -finished bob.

Kim's BOB

2007-02-05T20:57:00.000-06:00

Reflection about our proportion unit this year:
This was a very cool unit. We got to learn about "proportion" and how to solve them by using ratio charts, t-charts, x-k-y charts, equivalent fractions and cross products. We learned how to find the unit rates and finding the measurements.
My favourite part of this unit was to do the blue book that Mr.H handed out to each an one of us to do. It was easy and fun. I also liked when we used the ratio charts, x-k-y charts, equivalents fraction and cross products to solve the word questions because I know how to use them and using them makes the solving very easy to do and understand, part of it was because I thought it was easy to do too.
The thing that was confusing in this unit is that when we write out a t-chart and I want to put it was to a fraction, I didn't really know to put which where. Most of the questions, I can figure it out right away, but some I just get really confused. But overall, I get what I'm learning in this unit. After I asked, I knew how to do it.
So if you ever have a problem on anything, make sure that you ask someone or Mr.H to help you because it will help you understand what you are doing because if you don't understand and you have a test or quiz coming up, you can fail it. So making sure that you understand what you are doing is a very important thing to do. MAKE SURE YOU ASK IF YOU HAVE A PROBLEM!!

P.S. There is going to be a test coming up on this Wednesday! Study! It's on everything you learnt from the beginning of the year!

James C.'s BOB

2007-02-05T19:21:00.000-06:00

This was an interesting unit. I think my favourite part this unit was doing the P/T charts because they were easy to follow and configure. My favourite activity we did was probably the Alatoba stuff, because it took practically no effort, and it will be interesting to find out about the prices in the U.S. of A.

The stuff that made me hurt this unit was managing to get all the stuff figured out after going through my scribbly notes from class. I got pretty much everything written down, but deciphering it was about as difficult as decoding the Rosetta stone.

TO WORK ON: My handwriting, and getting everything completely done.

Jeff's BOB

2007-02-05T18:51:00.000-06:00

Hm.. math.. math. What was my favourite thing during this term? Well.. i gotta say doing the problems using the P/T chart or x,k,y chart. It was easy to understand and worked 85.9 % of the time.

The hardest thing during this term? Hm.. i would say trying to understand what we did while i was gone for a week. Didn't understand a thing, but on the postive side the blue book got me caught up in like a day and a half. I learned a lot this term in math.

Hm.. anything else? I guess not.

Sarika's BoB

2007-02-05T18:46:00.000-06:00

This is my reflection on our proportion and ratio table unit

What I thought that was interesting about this unit was learning how to be able to use a ratio table and xky because it was more esay then a word ratio (i think that what it called, not so sure) and i had a hard to understand it. But i had an easier time by using a ratio table, I was kind of confused about the xky at first but now I understand it.

What I had a difficult on doing this unit was in the end, when we were working on the white booklet some of those question were really hard for me because I didn't understand it until I asked some one for help. For example, #9 on the sheets was really hard for me and I didn't understand. When I should have because it was about the perimeter and area which I am good at but I just blank on the question because I over analyze it. It just goes to show don't over think what you are doing.

Remember to study for the test on Wednesday

. . .

2007-02-05T18:37:00.000-06:00

Angelic's ~~DOB~~ BOB

Okay, so what i found easy was the ratio tables (the p t chart), x k y table, finding the measurements, and finding the unit rate (when I have a calculator).

What I enjoyed doing was using the PT chart. It made things so much easier, and tidier!

What I don't get is the stuff on the quiz we did today. Like reducing a shape and enlarging it. I think it's really confusing. Mr. Harbeck was explaining it to me, but I still sort of don't get it.

If you need help with anything, now's the time to ask. Don't leave things till the last minute. I know I'm being hypocritical right now, but still. XP Oh! Don't overthink things, it just makes your brain hurt even more. =P

Marygrace's "BOB"

2007-02-05T18:12:00.000-06:00

My reflection about the proportion and ratio table unit:

My favourite part in the unit was doing the things in the blue book. Like doing the fractions, and finding the percents by doing ratio tables and x k y charts. I thought it was really easy. But sometimes when i do ratio tables, I get confused with what numbers I put for the Part and Total.

What i find that's difficult in the unit is making shapes larger or smaller without changing the shape. I don't understand the steps in doing that. So i should ask someone who knows how to do it before the test, or else I won't do good on my it.

I learned alot of new things this unit. Learning how to do these questions many different ways sometimes gets me confused. But doing these charts helps make work easier.

Ashley's BOB

2007-02-05T18:07:00.000-06:00

In this unit I learned alot! My favorite part of this unit was using the ratio tables and equivalent fractions. By using those it made it much more easier and clearer to understand.

The hardest part of the unit for me was the xky charts cause I didn't really understand them but today Mr. Harbeck explained it to me and now I understand.

February 05 / 2007 MORNING scribe

2007-02-05T17:59:00.000-06:00

okay .. today we started off with a test

There was only ONE question .. but two parts :
A. Use the Graph Paper below to reduce this diagram to half its original size.

heres what I did :
First i found the area of the biggest rectangle by length times width. so that 6 X 8 = 48 .
Second I found the area of the triangle on the top . Finding the area of a triangle needs one more step . So the triangle's width is 4 and length is 8 .. so 4 X 8 = 32 BUT a triangle is HALF a square/rectangle .. so you have to do 32 divided by 2 =16
Third I did the chimney all i did was count , because part of the chimney was covered by the triangle and the area of that is equal to 6.
Fourth I added all the numbers together. 48 + 16 + 6 = 70 so the area of the house is 70
Fifth I divided 70 by 2 and i got 45 . Then I divided each section by 2 (e.g 48/2 , 16/2 and 6/2) then i drew it on the other side of the graph paper

B. What would the area of the door be if you enlarged the diagram to twice its original size? Show how you solved this question.
First i got the area of the door .. which is 8
Second I multiplyed the door's area (8) by 2 to DOUBLE the size
Third .. to make sure I got the question right .. i just made sure that TWO doors could fit in that one door.

P.S. DONT COPY WHAT I JUST DID .. its just what I did .. not EVERYTHING i do it right .. in class today Mr. Harbeck said something about people that do good in the class would not do good in this test or something xp i forgot

then for the rest of the class we talk about "BlogginOnBlogging" where we had to type a reflection on the math unit for 4 EASY marks . Then we worked on our booklet thingys for the rest of the class.

I WOULD do the aftn class but thats "UnKnowN J." 's job

hmm .. maybe he should pick tomorrow's scribe , becuase i dont know who to pick xp

--ardia =)

Monique's Bob

2007-02-05T17:47:00.000-06:00

This is my reflection on the past math classes and the white book:

During the past few classes we have been learning about different ways to solve questions like: the x k y chart, the t-chart, the part over total chart, and the cross multiply chart. I think these charts help a lot because they make work easier to see/understand and it helps your work look neater.

I think my work on the questions we got today in class really helped me understand more because we had to use at least two different ways to find the answers. It helped me understand more on how to use the different charts, and the amount we had to do really helped to understand questions and how to use the charts.

The thing I found hard about the white book is figuring out the length and width of things. Like question #1. What I also found hard was solving the missing measurement and putting it into the charts. Also, at the beginning of the subject I didn't understand how to figure out were to put the numbers in the x k y chart and how to work the t-chart but I'm slowly understanding how to work the different charts.

The thing I will try and do next time is if i don't understand something in class I will ask Melissa or Thyrza to help me understand, even though they help me in class I will go to them earlier in time so I understand everything in class.

Scribe Post for this afternoon

2007-02-05T17:08:00.000-06:00

Today in math class Harbeck gave us a quiz in the morning. In the afternoon Harbeck told us about the test that he's going to give us. The test is out of 36 but there is going to be 4 bonus quetions. So it makes the test out of 40. Harbeck also told us about a BOB. BOB stands for Blogging On Blogging, which doesn't makes sense. Anyways, in this post you will write a reflection on this whole unit that we have been doing for a month now. You must lable this post BOB or else Harbeck will get mad. In this post you must write/type a reflection on how you think you did in this unit. An example would be: I think I did well on ____________ since we started the blue book because____________. I think i could of done better on ___________.

Oh i also remeber than in class Harbeck was yelling at Sarika for making him repeat was he said over again cuz she has "bad hearing".

Here are the answers the the first 5 questions:

1. lbs/$ = 6/9 = 21/31.5

2.ft2/$ = 5000/24 = 30 000/114

3. ft/$ = 20/180 = 300/2700

4. inches/feet = 1/5 = 8.5/42.5

5. sales tax/purchase = 4/50 = 96/1200

Unfortunately i coudn't get the rest of the question done. Sorry for making the pictures hard to see! Oh and the next scribe is Ardia! bwahahahahahahah!

Thyrza's BOB !!!

2007-02-05T16:54:00.000-06:00

This is my reflection about the proportion and ratio table unit .

This unit was interesting and also very challenging. My favorite part was answering questions by using x k y chart, ratio tables and equivalent fractions. By using those things it made my answers really clear. If you use one of those things you could also use the other two to check if your answer was correct.

The hardest part on this unit for me is increasing something or even decreasing it. Until now, I’m still confused because I’m not sure if I’m supposed to double the dimension or the original area. I’ll try my best to learn how to do it correctly before our big test on Wednesday. This unit, I sure learned something! I learned that I shouldn’t make a simple question complicated because I would get the question wrong. I hope we all do well on the test on Wednesday to make all our marks higher.

If anyone has any questions or is having some trouble with something like ME, I suggest you ask someone in your class or Mr. Harbeck before the test come so you’ll do well on it.

MAKING MISTAKES IS NOT WRONG BUT CONTINUING TO MAKE MISTAKES IS! SO DON'T BE AFRAID TO ASK!

Scribe Post!!

2007-02-01T19:07:00.000-06:00

Yay! It's my turn to make another scribe post! ^^ Okie Dokie....Today in math.... *opens eyes* I woke up and saw on the board... *eyes widen* A math starter! Mr. Harbeck asked us, "Okay, children.. Find a way to beautifully answer this question."

Okay, okay...I know I'm over reacting...But I can't help it! Everytime I do a starter I get hyper. *ahem* I'll continue..

This was what was on the board:

What is the best deal?
20ft area rug $105
10ft area rug $60
40ft area rug $220

This was how the class solved the problem:

Okay. Another thing that I remember doing in math today is that booklet. Yes. The one questions...the project...Yesh that's the one! hehe. I remember Mr. Harbeck saying something about question 8. He said to call the figures A and B.

The answer is 12.

Right next to that diagram, put down:

The answer is 16.5.

*spins in circles* Sorry if I'm missing things... My mind is so overwhelmed right now. I owe so many things to ppl...(drawings mostly) and my computer is giving me a hard time. *starts panicking* I'm sorry Mr. Harbeck if I don't get all my homework done. My to do list is flooded. My siblings are also bugging me. Homework reasons, and I just can't take much more! Hopefully I'll get everything done by tomorrow...But, from the way things are right now, I could tell that I'm gonna have to be an insomniac tonight...-_-"

January 11th's Scribe

2007-01-12T17:43:00.000-06:00

Today we worked in our blue book, we went over our homework pages 31 and 32. Our homework was to do the first three squares on page 33. We needed to find out the rest of the square. The first square was 1/4 then 2/3 then 1/5.

We also did two questions about portions/fractions/problem solving.

The first question was about a girl saving money.

Every time she would make a dollar she would save 23 cents of it.

The question asked how much would she save if she made $75 in a week.

So you would have to put your anwser in a line like...... Saved/Earned=0.28/1.00= ?/$75

You could cross mulitply- 75x.28=21/1.00=21

You could divide and mulitply- 1.00/75.00=75

1x75=75

.28x75=21

So it would be Saved=0.28=$21.00

Earned=1.00=$75.00

The second question was about running and time.

When you run 4 laps it would take 18 minutes.

The question was how many laps could you do in 1 and a half hours.

So you would have to put anwser in a line like........Laps/Time=4/18=?/1.5

You first need to find out the 1.5 time which would be 90 minutes.

You could cross multiply-90x4=360

360/18=20

You could divide and multiply- 90/18=5

5x4=20

So it would be laps=4=20

time=18=90(1.5 hours)

That is what we did and what I remembered.

The next scribe willlll beeeeee........... James G.

Scribe Post Jan. 9

2007-01-11T19:19:00.000-06:00

Hi. This is my first scribe post, so there's a good chance it'll be terrible. Here goes.

TODAY
We had the Harbeck double-whammy. I get to cover part 2.

We started off with a bit more of the blue booklet. The number lines, page 32. It's pretty much self-explanatory. If you follow the instructions, you should get it quite easily.

After that, Harbeck handed out some question booklets to some people, and the rest had to read it off the overhead. The questions that Harbeck assigned were:

1. Seven of a baseball player's first 28 hits were triples. The baseball player had a total of 140 hits.

If the baseball player maintainted his rate of hitting triples, how many triples did this baseball player hit in all?

{A. 7} {B. 14} {C. 28} {D. 35[]}

_____________________________________________

2. Alabama has 21, 653, 000 acres of forests and a total land area of 32, 480, 000 acres.

If a 210-acre farm has the same ratio of forested land to total land area, approximately how many acres of the farm will be forested?

{A. 140[]} {B. 160} {C. 180} {D. 210}

_____________________________________________

Yep, Harbeck made a mistake. There's a box beside the right answer for every question in the booklet. But what Harbeck wants to know is how you get the answer.

AND REMEMBER:

1. WORD RATIO
2. PART
WHOLE
3. LINE UP ALL INFO,
AND USE EQUIVALENT FRACTIONS.

If there's anybody left who hasn't done "the scribble", it's their turn. *coughcoughbrandoncoughcough*

HAVE A NICE DAY.

Scribe

2007-01-09T19:22:00.000-06:00

Yesterday in class we did the problem of the week and reveiwed the percents...
1. What is 35% of 90? 31.5?90 is equal to 35/100 90 divided by 100= 0.9/1= 31.5/35
2. what percent of 40 is 25? 25/40 is equal to 62.5/100 25 divided by 40 is equal to 0.625/1= 62.5/100
3. 33 is 10% of what number? 33/330 is equal to 10/100 33 didvided by 10 is equal to 3.3/1 which equals to 330/100
Then we did the first page of the blue booklet for homework.
Today we reveiwed the first page of answers for the first page of the blue booklet. For homework the second of the blue booklet due tommorow.

And whoever hasnt done scribe is the next scribe or if there is noone else than its whoever wants to go!

Earl's Scribe (January 8th, 2007)

2007-01-09T17:37:00.000-06:00

Todays notes that Mr. H told us to write are the following:

Percent

-out of 100
-/100

Answer the following questions:
Questions:

1. What is 35% of 90?
2. What % of 40 is 25?
3. 33 is 10% of what number.

Answers:

1. 31.5/90= 35/100
90 divided by 40= 0.9/1= 31.5/35

2. 25/40= 62.5/100
25 divided by 40= 0.625= 62.5/100

3.33/100=10/100
This is the way you get the answer: 33 x 10= 330
and 10 x 10= 100

The following is the homework:

For homework we had to do the first page of the blue booklet. The questions are the following:
Questions:

A.Shade in 1/2 of the square at least six ways.

B.Shade in 1/3 of the rectangle at least six ways.

C.Determine what fraction of each flag is shaded.

James G's Percentage Growing Post (Question 6)

2006-12-22T14:34:00.000-06:00

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?
40/40=1%
40/100=0.4
0.4x100=40
40/100 = 16/40

b) What is 120% of 30?
120/120=1%
120/100=1.2
100=30
1.2x30=36
120/100 = 36/30

Earl's Growing Post

2006-12-22T08:16:00.000-06:00

1.What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.
A percent is a fraction out of one hundred. This is the percent sign %. Mr. H said it means 100 in French. For example 23/100 is 23%.

2.How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
They are all the same because if you change them all into percents they will all be the same thing but in percents. For example if you had 3:2 and 3/5 if you change then 3:2 into a fraction guess what the fraction will be. If you said 3/5 you are right.Then another example is if you take 60% and 0.6 and change the decimal into a percent guess what it is. If you guessed it would be 60% you are right.

3.Show 3 different ways to find 35% of 80.
1.35 divided by 35 = 1%
35 divided by 100 = .35
0.35 times 80 = 28/80

2. 100 divided by 100 = 1%
80 divided by100 = 0.8

3.80 divided by 100 = 0.8
So each square is 0.8

4.Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review
http://linden8m.blogspot.com/2006/11/understanding-percentages.html#links

5.The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
There are more people in Ms. Stanzi's class than Ms. Lowrey's class. So I think she is correct.

Jeyson's Growing Post

2006-12-21T21:06:00.000-06:00

Question 1:What is a good definition of percent? You should use words, symbols, pictures and numerical examples in your definition.
A percent is a fraction of 100. The symbol % means 100 in french.
example:55/100 = 55%

Question 2:How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
They are all the same because if you make them all a percent it will be all the same. For example 3:2 and 3/5 are the same because when you convert 3:2 it will be 3/5. 3/3+2=5 then that is 3:2. 60% is the same as o.6 because 0.6 converted into a % is 60 and 60% converted to a decimal is 0.6.

Question 3
Show 3 different ways to find 35% of 80.
1. 35/35= 1%
35/100=0.35
0.35/80=28 /100

2. 100/100=1% 80 divided by 100 = 0.8

3. 80/100=0.8

Question 4:Find a link to blogs that deal with percentages. Leave a comment behind and add the link with review.http://linden8m.blogspot.com/2006/11/understanding-percentages.html#links

Question 5:The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not
I she correct because there is more children in Ms. Lowery's class.
20/40 = 50%
11/20 = 55%

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number?
b) what is 120% of 30?

40/40=1%
40/100=0.4
0.4x100=40
40/100 = 16/40

120/120=1%
120/100=1.2
100=30
1.2x30=36
120/100 = 36/30

James's Growing Post

2006-12-20T16:35:00.000-06:00

Question 1:
What is a good definition of percent? You should use words, symbols, pictures and numerical examples in your definition.
A number that is out of 100. An example is 25% or 25-100

Question 2:
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
They are all equivalents. For example if you use the ratio 3:2 you add the numbers together then your answer becomes 5, so you use the 5 as the denominator and the 3 is the numerator. After that you divide the numerator by the denominator and the answer is 0.6. With that you times it by 100 and the answer would be 60%.

Question 3:
Show 3 different ways to find 35% of 80.

1) 35/35=1
35/100=0.35
0.35*80=28

2)100/100=1% 80 divided by 100 = 0.8

3)80/100=0.8

Question 4:
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with review.
http://linden8m.blogspot.com/2006/11/understanding-percentages.html#links

Question 5:
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not

I think she is could be correct because there are more people in Ms. Stanzi’s class than Ms. Lowrey’s class.

scribe December 19/2006

2006-12-19T17:00:00.000-06:00

Tina did the first 6 questions and shes picking the scribe..!

[Q]uestion 7:

What percent of 80 is 56??

56/80*100=70%

56 out of 80 is 70%

[Q]uestion 8

what is 120%of 30 ??

30/100*20+30=36

36 is l120% out of 30

[Q]uestion 9

57 is 95% of what number??

57/95=60

57 is 95% of 60

[Q]uestion 10

How much is 22.5% of 30??

30/100*22.5=6.75

[Q]uestion 11

what is 95% of 70??

70/100*95=66.5

95 % is 66.5 out of 70

[Q]uestion 12

How much is 60% of $345?

345/100=3.45*60=207

207 is 60% of $345.00

Krystinas scribe post

2006-12-19T16:59:00.000-06:00

This is my scribe post for this afternoon. What we did was Mr. Harbeck handed us some papers and it has questions about percents. so if you didnt get them all im going to repeat the first 6 because stephanie is going to do the other 6. so here they are

Question 1 ;
How much is 35% of 90 ?
100 / 100 = 1%
90 / 100 = 0.9
35 x 0.9 = 31.5
35 over 10 = 31.5 over 90

Question 2 ;
What percent of 50 is 42 ?
42 over 56 equals 75% over 100

42 of 56 is 75%

Question 3 ;
16 is 40% of what # ?

40 / 40 = 1%
16 / 40 = 0.4
0.4 x 100 = 40
40 over 100 = 16 over 40

Question 4 ;
Find 75% of 60

100 / 2 = 50
50 / 2 = 25
30 / 2 = 15
soo ...
50 + 25 = 75
30 + 15 = 45
75 = 45

Question 5 ;
80% of what number is 72?

80 / 80 = 1%

72 / 80 = 0.9

0.9 x 100 = 90
90 over 100 = 72 over 90

Question 6 ;
48 is what percent of 40 ?

100 / 100 = 1%
40 / 48 = 0.83 x 100 = 83.3

The next scribe will be ... STEPHANIE CALLAHAN !!

because she has to do the other 6 . then she will pick someone else .

Ashley's Growing Post

2006-12-18T20:11:00.000-06:00

1. What is a good definition of percent? You should use words, symbols, pictures and numerical examples in your definition.
A percent is an equivalent fraction out of 100. example: 50% = 50/100.

2. How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
They are all equivalents. For 3:2 you have to add the numbers together so you get 5. 5 is the denominator and 3 is the numerator. 3/5.
3/5 equals 0.6
To get a percent it is numerator divided by denominator times 100. So it is 60%.

3. Show 3 different ways to find 35% of 80.
1. 100 divided by 100 = 1%
35 divided by 35= 1%
35 divided by 100 = 0.35
0.35 times 80 = 28

2. 100 divided by 100 = 1%
80 divided by 100 = 0.8

3. 80 divided by 100 = 0.8
each square is worth 0.8

4.Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review.
http://linden8m.blogspot.com/2006/11/understanding-percentages.html#links

5. The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms. Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms. Stanzi be correct. Why or Why not?
I think Ms. Stanzi is correct because there is more children in Ms. Lowery's class.
20/40 = 50%
11/20 = 55%

6. Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number?
b) what is 120% of 30?
40% of 100 is 40
40/100 = 0.4
16 x 0.4 = 40
40/100 = 16/40

120% of 100 is 120/100
120/ 100= 1.2
100 = 30
30 x 1.2 = 36
120/100 = 36/30

2006-12-18T18:35:00.000-06:00

Jessica's Growing Post

1.what is a good definition of a %?You should use words symbols. Pictures and numerical examples in your definition.
A Percent is a number out of 100. EXAMPLE=30%=30/100

2.How are three fith's (3/5), 3:2, 60% and 0.6all the same ?n Use a picture and words to show your answer.
1/5=20% 1/5x3=60% 10=60 3:2 =part/part+whole= fraction 1/5=20% 1/5x3=60%

3.Show 3 different ways to find 35%of 80.
first we have to find what what 1% =80divided by 100 =8 so 1 = 8. (1%)x 35 =28 so 35% of 80 is 28.

4. Find a Link that deals with percentages. Leave a comment behind and add the link with a review.
My Answer:
http://linden8m.blogspot.com/2006/11/understanding-percentages.html#links

5 .The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
Ms.Stanzi is corret because there can be more children in M. Lowerys Class.
My work:
20/40=50% 11/20=55%

6.Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number?
b) What is 120% of 30?

A. 40%of 100 is 40
40/100=0.4
16x0.4=40
40/100=16/40
I got this answer by dividing 40 by 100 that gives me 0.4, and then you multiply the decimal by the part that gives you 40% of 16.
B. 120% of 100 is 120120/100=1.230 x 1.2=36120/100 = 36/30
I got this answer by finding out what 120%of 100 is and it is 100, and then I divided 120by 100which gives me 1.2.Then you multiply by the whole which is 30 by 1.2 and that gives you 30 out of 36

kimberlys Percentage Growing Post

2006-12-18T18:00:00.000-06:00

CURRENTLY : COMPLETE

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

^^^ click to enlarge

Anwser: Percent means parts per 100
The symbol is % Example: 25% means 25 per 100

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

Question 3
Show 3 different ways to find 35% of 80.

3/5 = 3 divided by 5 = 0.6 then you multiply it by 100 so the anwser is 60%

3:2 = 3/5 = 3 then you divided it by 5 = 0.6 then you multiply by 100 = 60%

60% = 60% 0.6 multiply 100 = 60%

they are all equivilant because when 3:2 then you add 3 + 2 = 5 then you take the 3 that you were going to add then you take the anwser 5 then you have 3/5.

now you have 3/5 so you divide them example : ( 3 divided by 5 = 0.6 ) then you have the anwser

Here we on to percentages we have the anwser 0.6 you multiply by 100 example : ( 0.6 x 100 = 60% )

so that means they are all equivilant

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heres and example

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review

https://beta.blogger.com/comment.g?blogID=33406999&postID=116474431867734886

^^^ click here

my comment hasen't been accepted yet because i just wrote a comment like 2 mins ago so yeah.

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

i think ms stanzi can be correct because she has 50% of more students but ms lowrey has more students than ms stanzi ms lowery has 55% of more students. the question didnt really metion how many students were in the class so im not that sure about it.

my work : 20 50%= 10 15 55%= 8

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

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b) What is 120% of 30?

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Stephanie's Percentage Growing Post

2006-12-18T17:07:00.000-06:00

Question 1;What is a good definition of percent? You should use words symbols pictures and numerical examples in your definition.

It is an equivalent fraction out of 100 you will know it is a percent because you'll see this sign after the number %

Question 2;
How are three fifths (3/5), 3:2, 60%, and 0.6 all the same? Use pictures and words to show your answer.

They are all equivalents.
Because 3:2 , you add the two numbers together and you get 5 and that is the denominator and the first number of the ratio is the numerator so it's 3.
Then i would be 3/5.So both are the same value.
Now 60% is the same to all of these because to find a percent you have to divide numberator(3) by the denomenator (5) then you multiply it by 100 and you get 60% (n/d*100=%).
So that means it is similar because 3/5 = 0.6 * 100 = 60%.

Question 3;

Show 3 different ways to fine 35% of 80.There are 100 squares in each:100 divided by it gives you 1%. So its 80 divided by 100 which equals 0.80.8 is how much one area of a square equals.

4;Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review.I left a comment on this person’s blog.http://linden8z.blogspot.com/2006/12/review-of-percent.html

Question 5;

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
Ms. Stanzi: 40/2=20

Ms. Lowrey: 40/1.5=26.66

Question 6;

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

b) What is 120% of 30?

I did it On PAPER =P

Justin's Growing Post (final)

2006-12-18T16:07:00.000-06:00

Question 1:

What is a good definition of percent? You should use words, symbols, pictures and numerical examples in your definition.

A respresentation that represents part of a whole or 100. It can also be more than 100%

example: 3/4 = 75%. I got this answer by dividing 3 by 4 or N by D multiplied by 100.

Question 2:

How are (3/5), 3:2, 60%, and 0.6 all the same? Use pictures, and words to show your answer.

They are all the same because they are all equal to 3/5.Ratio: You keep the numerator for pt.1 and then subtract the denominator from the numerator to get 3:2Percent: You divide the numerator from the denominator and multiply it by 100.Decimal: You convert the decimal into a fraction and the simplify if you can

Question3:

Show 3 different to find 35% of 80.

1. 100/100=1 80/80=1
80/100= 0.8
0.8x35= 28

2. 100/100=1
35/35=1
35/100=0.35
0.35x80=28

3. 100/100=1
35/35=1
80/80=1
80/10=8
35/10=3.5

8 x 3.5= 28

Question 4:

Find a link to blogs that deal with percentage. Leave a comment behind and add the link with a review.

http://www.stiffarmtrophy.com/2006/12/the_percentage_.html

This post talks about football players' status and how to convert them.

Question 5:

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi: 40/2=20
Ms. Lowrey: 40/1.5=26.66

No, she can't be correct because there is more of an average of students that are meeting their reading goal and the only way Ms. Stanzi could be correct is if a bigger number of kids start improving their reading.

Question 6:

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?
b) What is 120% of 30?

a) 40% of 100 is 40
40/100=0.4
16 x 0.4=40
40/100 = 16/40

I got this answer by first dividing 40 by 100 and that gives me 0.4.So then you multiply the decimal by the part and that gives you 40% of 16.

b) 120% of 100 is 120
120/100=1.2
30 x 1.2=36
120/100 = 36/30

I got this answer by first finding out what 120% of 100 is which is 120. So then I divided 120 by 100 which gives me 1.2. Then you multiply by the whole which is 30 by 1.2, and that gives you 36 out of 30.

Krystina’s Growing Post !!

2006-12-18T12:07:00.000-06:00

Question 1;

What is a good definition of percent? You should use words symbols pictures and numerical examples in your definition.

It is an equivalent fraction out of 100
The symbol for percent is this >>> %

Question 2;

How are three fifths (3/5), 3:2, 60%, and 0.6 all the same? Use pictures and words to show your answer.

They are all equivalents. Because 3:2 , you have to add the two numbers together which is 5 and that is the denominator and the first number of the ratio is the numerator which is 3. So in that case it would be 3/5.
So both are equivalent.

Now 0.6 is similar because … 3/5 equals 0.6.
So now those are similar.

Now 60% is similar to all of these because to find a percent is n/d = __ * 100 = %. So in this case it is similar because:
3/5 = 0.6 * 100 = 60%.

Question 3;

Show 3 different ways to fine 35% of 80.
There are 100 squares in each:

100 divided by it gives you 1%. So its 80 divided by 100 which equals 0.8
0.8 is how much one area of a square equals.

I kind of did mine in a different way.
(the ones in brackets mean multiply)

1:
35% (80) = ?
35/100 (80) =?
35(80)= 100?
35x80 = 2800
28 = 1 %

2:
another way is:
you have to first get this : How many tens are there in 80 ??
so its 8 right?
so on a grid you shade in 10% which is 8.
so that is 10 % already so now what you do is...
35 - 10 = 25
25-10 = 15
15 - 10 = 5

So all those ten equal 8% which equals 10% on a 100 grid square.
So now if all those 10s equal 8 then you add those with a 4

8+8+8+4 = 28 !!!!

3:
100/100=1 >> so now because the grid is out of 80 you do :

80/80=1 >> now you divide 80 by 100 and that equals :

80/100= 0.8 >> okaay now you get that decimal and multiply that by 35.

0.8x35= 28 >> which equals 28 =)

Question 4;

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review.

I left a comment on this person’s blog.
http://linden8z.blogspot.com/2006/12/review-of-percent.html

Question 5;

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi can be correct because it did not say in the question how many students she has in her class. But that means that Ms. Lowreys class has more students because it says 55% and Ms. Stanzi has 50%.

Question 6;

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a: 16 is 40% of what number ?

16 / 4 = 4

because the whole thing is out of 40 then the 4 equals 10 percent or 4 %

So there are 10 groups of 4 because 20 (shaded) and 60 (blank) added together is 100.
So there are 4 groups of ten. So all you have to do it:
10 x 4 = 40 >>> in this case the answer would be 40 !

b: what is 120% of 30 ?

30 / 10 = 3
2 x 3 = 6 >>> because there are 2 groups of three to = 6 so it is 20 %
100 = 30
20 = 6
now you add that all together
120 = 36 !

I didnt go on gliffy or bubbleshare because i tried and it didnt work. so i used paint

Thyrza's Percentage Growing Post

2006-12-17T23:46:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)
If the picture below is too blurry for you click here.

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

I will show you how 3/5, 3:2, 60% and 0.6 are all the same. I used 3:2 to show you. I turned the ratio into fraction, decimal and percent.
3:2 -->3(3)/5(3+2) -->(3 divided by 5) 0.6--> (0.6 x 100) 60%

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Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

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Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I commented on this great post. This post was very easy to understand and it included some examples about percentages. Such as when you are taking a french test that is out of 50 and there's a bonus question that is worth 5% . If you get that correct and all the other questions then it is possible to get 55/50 which is 110%.

The post also teaches how to simplify fractions and it also teaches that percentage actually means "Per Hundred" and
that percent is over 100 or /100. The post also included terms that are mostly used in percentage such as "of" meaning "multiply". Also with the "/" meaning "divide".You guys should read that post, you'll learn alot and some of the information we already know so it will serve as a review to you guys.

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

It didn't mentioned how many students each teacher had. To show you how Ms. Stanzi could be CORRECT, I imagined she had 46 students while Ms. Lowery had 40 students.

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6.Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number?
To answer this equation I did a shortcut. I went backwards!

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Here is another way to answer this question. We learned this way yesterday. This way is much easier.

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b) What is 120% of 30?
To answer this question I multiplied the decimal of the number to the percent.

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Question 7

Mark your own growing post and two other people's growing post.

Click 8-41 to see Kim 's Growing Post and click 8-17 to see Shawn's growing post.

Kim and Shawn BOTH did an awesome job on their growing post. You guys should read their growing post

Teagans Growing Post

2006-12-17T16:56:00.000-06:00

1. What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. http://www.gliffy.com/pubdoc/1123773/T.jpg

2. How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
1/5=20% 1/5x3=60% 10=60 3:2 =part/part+whole= fraction 1/5=20% 1/5x3=60%

3. Show 3 different ways to find 35% of 80. 1.nd out what 1% is... 80 divided by 100 =8 8=1% 1%/8x35 =28. 35% of 80=28
2. 5 goes into 35 7 times 5% is 4 4x7=48
3. 1% is .8. .8 x 10=8 .8 x 10=8 .8 x 10=8 8+8+8=24if 10% is 8, then 5% is 4. so 24 + 4=28

4. Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages.
http://jsgeometry.edublogs.org/2006/11/14/math-fractions-decimals-and-percents/#comments

5. .The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not. 20/40=50% 11/20=55% Ms. Stanzi is Correct because there are more kids in Ms. Lowrey's class.

6.Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a. is 40% of what number?
40%of 100 is 40
40/100=0.4
16x0.4=40
40/100=16/40
b.What is 120% of 30?
120% of 100 is 120120/100=1.230 x 1.2=36120/100 = 36/30

Sarika's Growing Post

2006-12-17T16:04:00.000-06:00

Question # 1

What is a good definition of a percent? You should use words symbols, pictures and numerical examples in you definition. (Suggestion gliffy is an excellent tool for adding detail to your definition.)

A percent is a number that you get out of a whole by dividing by 100. Example, if you got 18 out of 20 on a test that be 90% by dividing 18 by 20 you would get 90

Question # 2

How are three fifths (3/5), 3:2, 60%, and 0.6 all the same time? Use pictures and words to show your answer.

Decimal

0.6 = 0.6 * 100 = 60%

60/100 = 3/5

100 – 60 = 60:40 or 3:2

Ratio

3:2 = N-N = 3/5

3/5 3/5 = 0.6

3/5 * 100 = 60%

percent

60% = say it, write it, 60/100 or 3/5

60 /100 = 0.6

100 – 60 = 60:40 or 3:2

fraction

3/5 = 3/5 * 100 = 60%

3/5 = 0.6

3 – 5 = 3:2

Question # 3

Show 3 different ways to find 35% of 80. (Bubbleshare is an excellent tool to animate the many different ways of finding this answer.)

frist way

80/100 = 0.8

0.8 = 1%

35 * 0.8 = 28

second way
80 / 10 = 8
8 = 10%
8 + 8+ 8+4 =28
10 + 10 +10 +5 = 35
28 = 35%

third way

80/2 = 40

40 = 50%

40 /2 = 20

20 =25%

0.1/80 =8

8=10%

Question # 4

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (what the post was talking about …yes you have to read the post and why others should read the post) hint in side the side bar there are link to other schools. Three of them done work on percentages!

8M Math: Understanding Percentages

Question # 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms Stanzi can be correct because she may have more student then Ms Lowrey has.

lets say Ms Stanzi class has 30 students in her class and Ms Lowrey has has 20 in her class.

15/30 is 50% and 11/20 = 55%

Question # 6

Use a hundred grids (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it

A) 16 is 40% of what number?
16 /40 * 100 =40%
B) What is 120% of 30?
120% of 100 is 120120/100=1.230 x 1.2=36120/100 = 36/30

Growing Post Marking Rubric

2006-12-17T15:09:00.001-06:00

Percent Growing Post Rubric

Remember you only create one post. You then edit it as you add more information.
Due Date Monday December 18

Overall Growing Post Instructions

5 Marks
The Growing Post is labeled correctly.(2)
The Growing Post is titled correctly. (1)
The questions for the Growing Post are copied in and in a different colour than the rest of the post.(2)

10 Marks
The question is answered correctly.(1)
There is a symbol, picture and numerical example for the question(3)
There is an image with this question.(3)
The image for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question.(1)

Question 2 How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

10 Marks
Shows how the values are equivalent using numbers.(3)
Shows how the values are equivalent using images.(2)
Shows how all the values are equivalent using pictures.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question.(1)

Question 3 Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

10 Marks
Shows 1 way to find the answer.(1)
Shows 2 ways to find the answer.(1)
Shows 3 ways to solve the question.(1)
Illustrates the ways to get the answer.(3)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(3)
The student showed beyond normal effort in answering this question. (1)

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

5 Marks
Student left a comment behind at a different school.(1)
Student left a link in their post that works.(2)
Student left a review of the post they were linking too.(1)
The student showed beyond normal effort in answering this question. (1)

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

10 Marks
Student answers the question correctly.(2)
Student explains Why or Why not.(3)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(3)
The student showed beyond normal effort in answering this question. (1)

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

15 Marks
a) 16 is 40% of what number?

Answers the question properly.(2)
Uses an image to illustrate answering the question.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question. (1.5)
b) What is 120% of 30?
Answers the question properly.(2)
Uses an image to illustrate answering the question.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question. (1.5)

This is the end of your first growing post. It is due on Monday December 18. There are late penalties if you do not complete the assignments on time. Late Assignments will be accepted.

Handed in on time

20 Marks
On time 9:00 Monday December 18th (20)
Late Any other time after 9:00 December 18th (17)
Tuesday December 19th (15)
Wednesday December 20th (12)
Completed Assignment (10)

Marked other assignments and left mark as comments. (You must leave links in your growing post on the posts that you have marked.) There may only be two marks per student. If that student already has 2 marks you must choose another :-)

15 Marks
Your Growing Post
Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)
First Student

Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)
Second Student

Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)