Scribe Post for February 22, 2007

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

January 11th's Scribe

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 December 19/2006

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

Jeff's Scribe

Today in Math class, we continued on our percentage package. Here is what the class did so far:




(*Sorry... writing is small)

Homework:

1. Get the pictures above on your percentage package.

2. Do word problem (due tommorow)

Here is the word problem:

Janice has a 78 free throw shooting percentage. If she takes 28 shots, how many times does she be expected to be sucessful.

The scribe for tommorow will be Tina!

monique´s draft

Ok so Angelic picked me to be the next scribe and this is my first time being the scribe so ya =)

So today we talked about the percent,graph thing. We talked about our homework and how to get a number like 30. Then we looked at the one percent, five percent, ten percent, thirty percent, sixty-five percent, and seventy-five percent of 400 and 162. We then tried to find short cuts and tried five other examples.

Here are some examples to get 30%:

1. 400 divided by100=4 4x30=120%
2. 10+10+10=30/100 10 divided by 30=0.3
3. 30 divided by 100=0.30 x 400=120

Homework:
Our homework was to find 35% of 80%. Show Mr. Harbeck 3 different ways to get the answer using the grid he gave us today.

Here are some examples to get it:

1. 162 divided by 10=16.2 or 10% 16.2 x 3=48.6 10 x 3=30

2. 162 divided by 100= 1.62 x 30 =48.6

3. 162 divided by 10 =

16.2 or 10%

16.2 or 10%

16.2 or 10%

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

48.6 or 30%

Remember to do the Growing Post. Its the halp scap one with 4 questions but there will 5 later on. Its due Dec. 18/06

Here the sites i used:

http://www.slide.com/main

http://www.math.com/

http://www.aaamath.com/pct.html

The next scribe will be...............

scribe . . .

*updated by a little =P*
12/05/06 - Day 5 - Period 5 =)
*just a quick note before you go on . . . All fonts in RED are links =D

Class work:
At the beginning of class we looked over our homework . . the visual thingymajjiger on the yellow sheet . . . Here's a bubbleshare slideshow I made on how to do it :

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I used the way that I did it for the slideshow, but there's other ways you can do it. After we went over it he assigned this for homework. I'm not telling you how to do it because that's . . . CHEATING =P

We had a starter (i think that's what it's called; can't remember =P)on converting equivalents:

• 
  
  17/20 -> 20 - 17 = 3 -> 17:3 -> 17 / 20 = 0.85 -> 0.85 = 85%

• 8.9% -> 8.9 x 100 = 89 -> 89 / 1000 -> 1000 / 89 = 0.89 -> 1000 - 89 = 911 -> 89:911
  

Mr. Harbeck then gave us a definition for percent . . .

Percent -> It is an equivalent that is written as a fraction out of 100.

After that he gave us a paper that looked like this.

You had to use the picture on the right side (homework that was due today that we looked over) to apply it to the squares . I can't describe it well so just look at my paper (the "this" above is a link =P). He told us an easier way for finding half and a quarter of the number; just divide by two, and if you wanna find quarters, divide it in half again. If you wanna find 75%, then find one quarter and subtract the answer from the number you're doing. Same thing for 95%, find 5% first then subtract. It goes on and on and on . . .


Homework:
For homework we had to do the same thing as we did with 300 (put them into the squares). I already got started on it as you can see =P. Then you have to find 1%, 5%, 10%, 30%, 65%, and 75% for 400 and 162 and put them onto the squares sheet. Oh! Don't forget to do the Data Investigations on the yellow paper . . .

Websites:
A really good website I find was this one. It has "basic" stuff on how percentages work and some questions and answers.

BTW:
By the way, I commented on this post =)

Next Scribe:
humdeedumdeedum . . . who to pick for the next scribe ? umm . . . I'll just pick . . .

(I picked you cuz are names rhymed =P)

Today's Post!

Okie dokie! It's my turn to be the scribe! I've never really done this before...so bare with me :P

Today's class was pretty straight forward. We handed our unit sheets in at the beginning of class and got started with a question on the overhead. Haha! We've never done that in forever! Sorry, I'm hyper..*ahem* Okay, I'm alright now. The question was to convert the following equivalents: 0.65, and 5:2. We corrected them shortly after everyone finished. When that was over with, Mr. Harbeck told us to make a web thingy with the word "percent", showing what pops into our minds when we hear the word. It should end up looking something like this:




It should iclude pictures, numbers, words, and symbols. Try to think up some other things that remind you of percentages and add them to the web thingy.



Okay...Now....HOMEWORK FOR TODAY!!!
What does 50% mean?
What does 25% mean? -write down what these are to you.
What does 10% mean?
Also....Explain how you would find:
-1%
-10%
-15% -you must find these percentages from the numbers: 300, and 85.
-25%
-50%
-75%
And....ONE LAST THING!!! If you were in school today, you should've received a yellow sheet that had math questions on it. Do the Visual.

Oh, oh, oh! check these sites out! Perhaps they'll help you!

-http://www.mathleague.com/help/percent/percent.htm
-http://www.purplemath.com/modules/percents.htm

Well, that's the end of my scribe. I hope it's okay..as i said, I'm still a beginner...:P
P.S. Mr. Harbeck, what's Wikipaint? I checked it out, but I'm still not sure what it is...

Oh, and before I forget...The next scribe will be....Angelic!!!!!

Commenting

Mr. H, I also made a comment on this person't post here: http://apcalc06.blogspot.com/2006/11/scribe-post-day-52.html
It's also the same post that Angelic commented on, is that okkay?

Today's scribe post

Tuesday, November 21, 2006.

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

Fractions
Numerator/Denominator

How to turn a fraction to a decimal:
You take the numerator and divide it by the denominator.

For example: 4/5
4 divide by 5 = 0.80

How to turn a fraction to a percentage:
You take the numerator and divide it by the denominator and then you times it by 100 to get the percentage.

For example: 4/5
4 divide 5 = 0.80 * 100 =80%

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

For example: 4/5
Part 1 ---> 4
Part 2 ---> 5-4 = 1
4:1

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Decimals
.

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

For example:
.67 is the number
you say it ---> 67 hundredths
the you write it ---> 67/100

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

For example:
.67 * 100 = 67%

To turn a decimal to a ratio:
The easiest way to turn the decimal to a ratio is to turn the decimal to a fraction first.
Then you will take the numerator of the fraction as part 1. Take the denominator and subtract the numerator from it and you will get the part 2 as your answer.

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

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Percentage
%

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

For example:
23% divide by 100 = .23

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

Example 1:
23% is less than 100
23%/100

Example 2:
783% is more than 100
783%/1000

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

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


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Ratios
Part 1 : Part 2

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

For example:
7 : 3
Part 1 ---> 7
Part 2 ---> 7 + 3 = 10
7/10

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

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

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

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


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

http://www.factmonster.com/ipka/A0881930.html
http://www.mathgoodies.com/lessons/vol4/meaning_percent.html
http://www.mathgoodies.com/cd/Objectives/objectives_vol4.html

Homework:

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

EQUIVALENTS THE ASSIGNMENT

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

THINGS YOU NEED TO HAVE DONE:
1. Equivalent Chart
2. Big Paper
3. Quiz 1 and 2 (with corrections)
4. Equivalent Assignment #1
5. Equivalent Assignment #2 (number line)
6. Assignment #3
7. Pre-Test (with corretions)
9. Test (with corrections)

The next scribe person will be Jessica G. because she wanted to do it today. =)

K.V. 8-41

Changes I made:
-I added some of the things that are needed for the math portfolio
-I added some links for fun math websites about conversions
-Changed some of mistakes on scribe, like spelling, aligning...etc

Scribe of the day

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

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

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

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

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

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

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




We then had to finish the rest of the chart using what we have. Use this one for practice.

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

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


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



FRACTIONS:


Fractions are a way of showing parts of a whole. Example, 3/4 shows that 3 parts out of 4 are shaded or different. There can be proper fractions, mixed fractions, or improper fractions. They are made up of a NUMERATOR ON TOP and DENOMINATOR ON BOTTOM. Numerator is the parts, and the denominator is how many parts you have in the whole. Proper fractions are like 4/5, mixed fractions are like 2 3/4, and improper fractions are like 10/3.


FRACTIONS-->DECIMALS
numerator {divide} denominator


FRACTIONS-->PERCENT
numerator {divide} denominator X 100


FRACTIONS-->RATIO
partI : partII
partI = numerator
partII = denominator - numerator


PRACTICE:
CONVERT ALL THESE FRACTIONS TO DECIMALS AND PERCENTS AND RATIO
1. 4/5
2. 7/13
3. 600/700



DECIMALS:


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


FRACTIONS-->DECIMALS
numerator {divide} denominator

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



PRACTICE:
CONVERT ALL THESE FRACTIONS TO DECIMALS
1. 1/2
2. 6/13
3. 256/257

CONVERT ALL THESE DECMIALS TO FRACTIONS

1. 0.34
2. 0.56
3. 0.99


PERCENTS:


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


FRACTIONS-->PERCENT:
numerator {divide} denominator

PERCENT-->DECIMAL:
percent / 100
46% = 0.46

PERCENT-->FRACTIONS:
% / 100
56% = 56/100

PERCENT-->RATIO:
% : 100 - %
partI = 100
partII = 100 - %
15% = 15 : 85


PRACTICE:
CONVERT ALL THESE FRACTIONS TO PERCENTS:
1. 3/4
2. 5/8
3. 678/1000

CONVERT ALL THESE PERCENTS TO DECIMALS AND FRACTIONS AND RATIO
1. 56%
2. 98%
3. 99%

RATIOS:

[EDIT://Nov. 17.06.]
I came up with some stuff for ratio. Kinda rough, and probably wrong. But here.

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

RATIO-->FRACTION:
first number : second number.
first number + second number = DENOMINATOR.
first number = NUMERATOR.

FRACTION-->RATIO:
numerator = first number.
denonimator - numerator = second number.

PRACTICE:
CONVERT ALL THESE FRACTIONS INTO RATIOS
1. 4/5
2. 2/3
3. 7000/10000

CONVERT ALL THESE RATIOS INTO FRACTIONS
1. 5:3
2. 2:6
3. 1000:1

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

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

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

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

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

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

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


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

V 1.1. (some editing, fixed picture)
V 1.2. (updated defintions)
V 1.2.1 (added ratio link, ratio TV example)
V 1.3 (added more conversions, fixed problems)
V 1.4 (added comment link)

November 15th morning scribe

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

okay so in the morning the first thing we had to do was put that thing for square roots the order of the things were ....
that pink paper with that is out of 3o, the Perfect square chart, Journal 1 "which one is a perfect square", Journal 2 the one that you had to draw stuff ,Perfect square long paper, estimate sq.roots using chart&&building problem, estimate sq.roots using fractions, Recipe, Ouiz 1&2 with corrections, and then finally the test and corrections

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

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

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

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

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

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

add a ratio column to your chart

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


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

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

My scribe post for the afternoon =)

This afternoon Harbeck was talking about Ratio....

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

Ratio

numertator/denominator = part/whole

1= 1:0, 8:0

3/4= 3:1, 3:4

1/2= 1:2, 1:1

2/5= 2:3, 2:1

1/3= 1:1, 1:2

1/4= 1:3, 1:4

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

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

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

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

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

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

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

Scribe Post (Nov 8)

Yesterday we learned a bit more about finding the square roots of numbers. Mr.Hamley explained it a bit better so we could understand it a lot better.
Example: to find the square root of 72 you need to find the out the square root of 81 first. so the square root of 81 is 9....now, the perfect square before 72 is 64 and the square root of 64 is 8. to find the denominator for the numbers you must take the smaller perfect square number and subtract it from the higher perfect square number. ( 81-64=17) so the denominator is 17.
now to get the square root of 72 u count from 65 to 72..... so the numerator for 72 will be 8.

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



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

Nov.7 Scribe post

Scribe post by:Melvin841

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

^_^ >>>Next Scribe is Dakota<<< ^_^

Scribe Post

Today in class we did some things like we learnerd how to do
square routes on the callulator and we got our tests back and corrected
them. We
find out square routes on the calluculator by typing in a
number
and looking for the square route button.

Please any one can leave
some comments on

my scribe post.

The next scribe is MaryGrace. <33>

Friday's Scribe Post =)

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

Friday - 11/03/06 - Day 1

At the beginning of class, we reviewed our homework (which i forgot to do =P) from the previous day about which numbers were perfect squares from 6. 8. 9. 10. It was 9 because a square has 4 equal sides. The only perfect square you can make using 9 tiles is a 3x3 square. 9 is the only number out of those 4 that has the same number times the same number (3x3). 6 is a rectangle (2x3 or 1x6), so is 8 (2x5 or 1x8) and 10 (1x10 or 2x5). 9 is a PERFECT SQUARE. In case you never knew this, you can make SQUARES with the rest of the numbers too! How you ask (maybe you didn't but, oh well)? Make MULLETS. Picture that you have 9 tiles infront of you. Mr. Harbeck asks you to make a square with an area of 8. You know very well that you can't make a square with 8, only a RECTANGLE. So he gives you something to break up the tile and sprinkle it around the top and right edges (refer to diagram). Then we looked over the factor, exponent, area chart thingy up to 30. *I'm too lazy to post it up. I need to work on Lit. Resp.* For the rest of the class, he (Mr. Hanly?) taught us how to do the squares. If you don't get this then you won't get square roots and square roots w/ decimals. That's all =) Wait! Look below for the next SCRIBE!

Next Scribe: Lisa >^_^)>

Time for Scribes

Mr. Kuropatwa introduced me to the world of Scribe Posts. It is an essential part of the Grade 8 Math Classroom. You will be expected to write one scribe post every 30 classes or about 4 a year. That doesn't sound like to much does it.

A Scribe post is

The assignment is simply to post a brief summary of what happened in class each day. A different student is responsible for the daily scribe post and they end their post by choosing the next scribe. The first scribe is a volunteer. The teacher's daily involvement is limited to updating a post called The Scribe List which is at the top of the links list in the sidebar of the class's blog.

To complete a scribe post the student must

Write a brief summary of what we learned in class today. Include enough detail so that someone who was away sick, or missed class for any other reason, can catch up on what they missed. Over the course of the semester, the scribe posts will grow into the textbook for the course; written by students for students. Remember that as each of you write your scribe posts. Ask yourself: "Is this good enough for our textbook? Would a graphic or other example(s) help illustrate what we learned?" And remember, you have a global audience, impress them.

Here are examples of good scribe posts Pythagoras Scribe One Day In Math Algebra Masterpiece

Here are some scribe posts that have made The Scribe Post Hall of Fame.

When you are done your scribe post choose another student to be the scribe and label your post scribepost.