Sargent Park 8-16 Math

Time for a new home

2006-09-06T20:20:00.000-05:00

With much regret and yet excitement the Sargent Park Math Zone has moved to a new site. The reasons for leaving are that Blogger in Beta is a much better service. Please continue to use this site to see what happened over my first year of blogging.

Former students I encourage you to continue to use you classroom blogs as a way to communicate with each other and the math blogging community.

I enjoyed it and am looking forward to seeing what will happen this year. Below you will find links to the new Math Class blogs for Sargent Park School. To the seven wonderful people who have subscribe to this blog. Come on over to the new site and continue the journey. Comments are always welcome and appreciated.

New Homes for.....

Sargent Park Math Zone This will be the new class hub. Students will find out what they need to do for Blogging assignments and have the ability to be interactive in their learning.

816 The new class blog for this classroom. Its 33 students will become members and have opportunties online to reach new levels of learning.

817 The new class blog for this classroom. Its 31 students will become members and have opportunties online to reach new levels of learning.

841 The new class blog for this classroom. Its 32 students will become members and have opportunties online to reach new levels of learning.

873 The new class blog for this classroom. Its 31 students will become members and have opportunties online to reach new levels of learning.

Students will also post to their classroom wiki to create A Grade 8 Math Guidebook. This is a new and exciting opportunity to create a manual of everything that they have learned. The students will include problems and solutions, their scribeposts and growing posts.

The Scribe Post Hall of Fame will be a place to showcase the best class scribes.

The Growing Post Hall of Fame will house the best Growing Posts that the students create.

I hope you take time to visit our new blogs.

Mr. Harbeck
Thanks for watching our journey..... but it ongoing

A new year Dawns

2006-08-30T09:41:00.000-05:00

It comes time to say good bye to some very terrific blogs. These blogs will remain alive as former students come back and reminisce about the previous year. I hope that this years students use these blogs as examples to help them with this years work. Good luck to my former students who now are in grade 9 and welcome the new group of grade 8's who will be learning math in new exciting ways.

The new class blogs for 2006 are

8-16
8-17
8-41
8-73

I would like to thank the students for being such excellent learners and using technology to enhance their learning. I could not have done this without them.

Mr. Harbeck

exam quuestions =)

2006-06-18T22:43:00.000-05:00

Exam Questions

kay..... um heres the one with the boxes =)
they boxes ahd to all have to total 8 units squared. There are 6 possibilities

now for the one with A B C D ... wehad to solve it in two ways...
for the first one we divided it into 16'ths

then for the second one we divided it into 32's

next its the one with sybolic and verifying

next is the alex and his sandwiches question >.<

the one about the pools... i think this is the last one... ..

the chart and graph to go with it

*harback... i didnt know what to call "y"... soo.. i called it water.......

kay!! im done =) ....
Posted by: Marielou
Work Done by: Marielou, Racquel, and Joanne =D

EXAM QUESTIONS .

2006-06-15T19:39:00.000-05:00

Open Ended Exam Questions,
This one is another open ended question. What you have to do is to find out the area of a box with only 8 units. To do this successfully you would have to find three numbers with a product of 8 and those numbers are 2, 1 and 4.

Another way is to find out what one of them is and make up equations to solve the other objects.

By dividing it into sixteen equal pieces you can get a quite reasonable fractions for each figure.

by: Lynel Pobre, Arielle Salonga, Helen Khau, Darie Pasco and Lara Mae Delos Santos.

d.j. r.a.y's exam questions =) `

2006-06-13T23:47:00.000-05:00

OPEN-ENDED EXAM QUESTIONS

1.) Make nets that will fold into boxes with a volume of 8. DON'T FORGET DIMENTIONS

Each net needs a volume of 8 centimetres, meters, whatever measurment you want.

2.) Write each shape as a fraction in lowest terms;

WAY 1:

Divide the shape into small 'A' triangles. To get a total of 16 triangles

WAY 2 :

Divide shape into 'C' shapes and divide them in half to make eighths. Then, divide the eighth containing the 'A' shape to get a sixteenth.

Look at images if I don't make sense =)

- Dhona, Yvanne, Jewelry, Annalyn, and Renee 8-16

darie's scribe post for may16

2006-05-16T20:28:00.000-05:00

OK! uhh...we learned about...triangles? and yeah...what was it called?

Right (angled) triangles

The Triangle

The relationship

NOTE:
- The hypotenuse is always a larger number and larger line than the altitude and base.
- You get the hypoenuse when you multiply altitude square plus base squared.

`dhona's growing post 2

2006-05-14T22:05:00.000-05:00

This Post has been inducted into the Growing Post Hall of Fame

1.)

2.)

3.) I chose this site because it helps you understand how to multiply fractions. It gives you a lesson, then you can do it for yourself.

4.)

5.)The site I chose it similar to the one on top. It shows how to divide fractions and lets you try it out too.

6.) For 8-16 I chose Darie's cause when I was looking through earlier ago, she was the only one done. Also, her pictures are easy to understand.

For 8-17 I chose Myla's cause I liked her use of color and her pictures are easy to read.

For 8-41 I chose Tyler's cause I liked the way he explained the problems using the pictures he 'drew'.

For 8-73 I chose Aldrin's because his is just plain awesome! Also, I liked the way he animated his post.

7.)

8.) I answered Katho's from 8-17.

nannalyns fraction post number 2

2006-05-14T21:36:00.000-05:00

kk .. its upside down i know .. but at least its done . `n its prettyy orginized.

Number 7.
It's your mom's birthday today. You bought 4/7 of flowers for her. It took you an average 2 1/2 hours to earn enough money to buy these flowers.How much money did she raise?

kk i know it makes no sense but yea..?

I answered Katho's

Number 6.
Marielou's because she explained everything. And her pictures are nice and clear.

KATHO's because her picures are awesome. And because she explained things well . haha stalker!

Dylan's because he has cool pictures and he explianed things well.

Ingrid's because she REALLY explained everything PERFECTLY

NUMBER 5
dividing fractions. This is a good sight cuz it explains basically EVERYTHING about dividing fractions. It also teaches you other ways on how to divide. I also like it cuz its COLORFUL

NUMBER 4
when dividing fractions you have to flip the second fraction. then you just do the same rules for multiplying fractions. you jusst ALWAYS have to meememberr to FLIP the second fraction. for example 1/4 / 1/3 = 1/4 x 3/1 , 3/4
make sure EVERYTHING is in lowest terms. and if you're divding w/ mixed numbers juss do the same rules for multiplying and dont forget to flip the second fraction. and make sure your answer is a mixed fraction.

NUMBER 3
multiplying fractions. This is a good sight because it explains how to multiply fractions properly. It also has arrows and stuff so you dont get confused. Another good thing about it is that i like the colors :)

NUMBER 2
When you multiply fractions you just multiply the numerator by the numerator and the denominator by the denominator.
eg. 1/5 x 1/2 = 1/10. BECAUSE 1x1 = 1. and 5 x 2 = 10 . and this is in lowest terms already.
when multiplying w/ mixed fractions you first change it into an improper fraction first. then you multiply the same way. you then have to put it in lowest terms. BUT you cant leave the answer you have improper, you ALWAYS have to change it into a MIXED fraction. e.g 1 2/5 x 1 2/3 = 7/5 x 5/3 which equals to 35/15. now we have to make it in lowest terms which is 35/5 = 7. 15/5 =3 so you get 7/3. then we change it into mixed fraction.which is 2 1/3

GROWING POST PART 2 } laramae

2006-05-14T21:25:00.000-05:00

1. This shape is a square that has side lengths of 5cm. This shape represents 5/6 of a total. Use this square to show the fraction 9/5. You can use diagrams, words, symbols to show your understanding.(copy the picture into your post and change it as you see fit!!)

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2. What happens when you multiply fractions? Use both a numerical and pictorial example to show our understanding of this concept.
3. Find a website or blog that shows you how to multiply fractions. Create a link to this fraction site (highlight a word you want to be a link, click the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to the site.
Multiplying Fractions
This site gives a great description and demonstration on how to solve fractions by multiplying. Easy, fun and educational way of showing how to multiply fractions.

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4.What happens when you divide fractions? Use both a numerical and pictorial example show our understanding of this concept.
5. Find a website or blog that shows you how to divide fractions. Create a link to this fraction site (highlight a word you want to be a link, click the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to the site.
Dividing Fractions
This one's great because it actually lets you enter your own equation and understand how you get the answer.. AWESOME!

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6. Choose 4 peoples post which deserve to be in a Growing Post Hall of Fame. You must choose 1 from each class. Give a brief description of why you chose that person's blog to highlight. Create a link to that person's post.
I think Darie should be in the hall of fame juss simply because she explained what she needed to explain and very well : D I say Katho's post should be in the hall of fame cuz her pictures looks hard to do but still perfectly clear! I like Tyler's because he's colors actually helps to understand the problems : ) I choose Ingrid from 73 because.. hers is just PERFECT.

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I answered Helen's

Racquel's Fraction Growing Post # 2

2006-05-14T17:08:00.000-05:00

1) Still working on this......AAH!!

2)When you multiply fractions, you end up having to multiply the numerator by the numerator and the denominator by the denominator.

E.G - 1 / 3 x 1 /2 = 1/6.
Your answer is 1 / 6 because you've multiplied the numerator by the numerator and the denominator by the denominator. (1x1=61 and 3x2 = 6).

Don't have paint or anything that I could use to make a picture with. So I just decided to use photobucket again....well, here's the link: My Pictorial Example for Multiplying Fractions.

3)How to Multiply Fractions - Here is a site that explains how to multiply fractions and how you can make your questions a lot easier. It also includes questions that you can try on your own to learn. Hope it helps.

4)When you divide fractions, you'd have to change the fraction into a multiplying question by using the recipricol (or however you spell it) of the fraction. Next, you would multiply them. Then change into a mixed number.

E.G - 3/4 DIVIDED BY 1/3. 1/3 would become 3/1 because you have to use the recipricol and then you'd multiply it after. SO 3 / 4 x 3 / 1 = 9/4 (changed into a mixed number would be) = 2 1/4.

...and photobucket again. So here's the link: My Pictorial Example for Dividing Fractions.

5) How to Divide Fractions - this site explains how to divide the fractions and why simplifying is important when getting your answer. They've also left you some questions you can try out once you've understood the steps of dividing fractions. I hope this is helpful enough.

6)I chose Yvanne's growing post because the pictures she made really explains well, in detail, everything about fractions and stuff. :) I like the pictures! And I went to Katho's growing post because her pictures also explain well. And they're perfect sized as well. And third, I chose Deannia's post because it really has some good explanation about multiplying and dividing fractions and last but not least, chose Camy's growing post because she has both excellent pictures and explanation! :)

7) It's your friend's birthday and she received 30 dollars on her birthday from her mom. You gave her 1/2 the money that her mom had given her. Another friend had given her 1/5 the money that her mother gave her. How much money did you and the other friend gave her altogether and how much of each did you and that friend give?
-
-
...aaand answered Marielou's question! Lol nice question Marielou! I have an answer of 5/7 left, including the chocolate you have left and the one in your hand. You had a chocolate bar of 7 pieces, yes. You took 4/7 off of it and so you have 3/7 left of the chocolate bar remaining and then I came sneaking around and snatched 2/7 pieces off your hand (lol haha) and then ran off with it. So you have 2/7 because 4-2=2. And then you have left over 3/7. Add your 2/7 to 3/7 and you have 5/7 left. Yea I'm right, right? x] You can find her question HERE!

ALMOST..DONE...NEEED....1....QUESTION....MORE!!!!

Arielle's Fraction Growing Post Part 2

2006-05-14T14:31:00.000-05:00

Okay. Here we go again. Time for blogger.

Number One. (still a lot more to go)

I am not to sure on this one but oh well. I hope i did it right.

Number Two.

What happens when you multiply fractions? Use both a numerical and pictorial example to show our understanding of this concept.

oOoOoOo purple.

Number Three.

Click here to see the link. That site helps you understand how to multiply fraction's together and it also show's some examples. This site also helped me and there is even this thing at the bottom that can convert fraction's to mixed fraction's. at least i think so.

Number Four! (almost done. YAY!)

What happens when you divide fractions? Use both numerical and pictorial example to shouw our understanding of this concept.

haha your not scared of purple anymore darie? *sigh* oh well.

Number Five.

Click here to see the site. Well, this site helps us divide fractions. (duh) I picked this one cause it has examples and it showed me a better word that means flip or upside down. haha now i know it's INVERT. i forgot about that word...

Number Six.

Hmmm....who should i pick. haha i nominate:

Room 8-16- MYSELF! haha joke. not me. eww.. haha i pick (this is hard so i flipped a coin) And the winner is... DARIE! i picked her cause she won the coin toss and her images are creative (yet scary. i don't like dolls. ) and she explained everything quite clear.

Room 8-73- who else but Aldrin! i picked him cause his images hypnotized me to vote for him.
haha kidding. his images were very intresting and flashy. he also explained things clear with many pictures.

Room 8-17 - i picked Katho because her pictures were nice and clear.

Room 8-41- i picked Tyler because his pictures blinded my eyes like aldrins. And...he explained steps to dividing and multiplying fractions well. Plus he gives good advice. (ALWAYS WASH YOUR HANDS BEFORE YOU EAT PIE. IF YOU DON"T YOU MAY GET A DISEASE!!) yeah. good to know.

ANYWAY! NUMBER 7!

Okay. lets see. You and your 3 other friends decide to help an old lady paint her fence. All of you divide the fence in fourths but you all want to paint a different portion. Your friend Bill wants to paint 3/8 of the fence while Jerry wants to paint 2/8. That leaves you and Albert Mc Fee. Albert Mc Fee decides to paint 1/4 of the fence. How much of the fence do you have left to paint. (LOL i don't think that makes much sense. but it make sense to me. :D) Maybe a picture will help.

Haha my picture looks so weird. I was too lazy to draw clothes on the other people so yeah. And you have a hat to hide your hair so it could be a guy or a girl. Smart hey. haha not really but whatever.

And i did Helens question.

AND I AM DONE! YES! FINALLY! THAT TOOK ME FOREVER! Now i will leave. BYE! *runs away*

Lynel's fraction growing post 2...

2006-05-14T14:28:00.000-05:00

...demonsrate your understanding of multiplying and dividing fractions

1. This shape is a square that has side lengths of 5cm. This shape represents 5/6 of a total. Use this square to show what the fraction 9/5. You can use diagrams, words, symbols to show your understanding. (copy the picture into your post and change it as you see it fit!!)

2. What happens when you multiply fractions? Use both a numerical and pictorial example to show our understandingof this concept.
↑↑↑↑
3. Find a website or blog that shows you how to multiply fractions.
(click!) Create a link to this fraction site (highlight the word you want to be a link, clcik the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to this site. -----------> Description:This site will show you how to multiply fractions in different ways...it shows you how to multiply fractions in a longer and a shorter way to make it more easier for you. It shows you how to do those 3 question.↓↓↓↓
-How do we multiply a fraction by a whole number?
-How do we multiply a fraction by a fraction?
-How do we multiply a mixed number and a mixed number, or a fraction and a mixed number?

Marielou's Fraction Growing Post 2

2006-05-14T13:32:00.000-05:00

Number 1

Number 2
When you multiply fractions, you multiply the numerator times the numerator and the denominator times the denominator.
for example:
1/3 x 1/5= 2/15
the answer is 2/15, because you have to multiply the numerators and the denominators.
1x1=2 and 3x5= 15
Number 3
this website helps explain how to multiply fractions. it explains it in and easy way and also shows you how to use cross reduction to make your question easier . when you under stand, they give you a couple of questions, and you can try to answer them. i hope this helps! =)

Number 4
when you divide fractions you just have to flip over the second fraction (put the numerator where the denominator is and the denominator where the numerator is) , then multiply.
for example:
1/2 divided by 2/3=3/4
because you have to "flip" the second fraction, then multiply. so 1/2 divided by 2/3 would become 1/2 x 3/2, then simply multiply.
its juss like harbeck said "yours is not to reason why, just invert and multiply"
now for my picture....... dont rly know how to out in a picture, but i understand how to divide it... heheh ohkay here i go.....

hope i did that right.

Number 5
i found this website that helps shows you how to divide fractions. just like the other on it show you how to use cross reduction to make the question easier. hope it helps =)

Number 6
the people i pick are..........
8-16: helen! =) i chose helen because her post explains it very well, and her pictures explain it properly too!!! heheh
8-17: katho!! i chose katho because her pictures are nopt to small not too big, so we can see what in side them. she also explains mutiplying and dividing fractions well =)
8-41: DYLAN!!!! heheheheh i chose dylans post becausei like the explanations and his questions
8-73: camy!! i chose camy because her post explains all tjhe things we need to know about adding, subtracting fractions, and slo equivalent and simplifying fractions

Number 7

Marielou had a chocolate bar her it had 7 equal pieces. Marielou took off 4/7 of that chocolate bar and 3/7 were left. She was goinf to eat it but all of a sudden Racquel came and snatched 2/7 of the chocolate marielou had in her hand, that she took from the chocolate bar. Then Racquel ate it and ran away. How much chocolate does marielou have all together?

*hahahah i know that question didnt make any sense lol.. i unno i couldn't think of anything.. heheh anyways...... al least im DONE!!!! oh yea and i did darie's =)

Helen's Fraction Growing Post Part Two

2006-05-14T12:26:00.000-05:00

sigh... haha here i go! I was wondering how long it would take me to finish blogger so I decided to time myself. soo starting from the starting time 12:34 to ---.

*introducing! growing post part two!

B 1. This shape is a square that has side lengths of 5 cm. This shape represents 5/6 of a total. Use this square to show the fraction 9/5. You can

use diagrams, words, symbols to show your understanding.(copy the picture into your post and change it as you see fit!!)

I hope this is right lol.

L 2. What happens when you multiply fractions? Use both a numerical and pictorial example to show our understanding of this concept.

What happens? When you multiply 2 fractions all you do is multiply the numerator with the other numerator and then you multiply the denominator with the other denominator. and there it is! Heres an example.

Also! To multiply a fraction by a whole number, write the whole number as an improper fraction with a denominator of 1, then multiply as fractions. Heres an example.

O 3. Find a website or blog that shows you how to multiply fractions. Create a link to this fraction site (highlight a word you want to be a link,
click the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to the site.

multiplying fractions! <--------- click!

The Description *

Haha i've used this same website for my growing post part one. Mainly because there is everything here and it's easy to understand and read. They have examples as well as a simple explanations on how to multiply fractions.

G 4. What happens when you divide fractions? Use both a numerical and pictorial example to show our understanding of this concept.

When you divide fractions you flip the second fraction so it would be easier. Then you multiply the two fractions. Here is an example.

But! If you want to find how to divide fractions with a mixed number heres another example.

G 5. Find a website or blog that shows you how to divide fractions. Create a link to this fraction site (highlight a word you want to be a link, click
the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to the site.

Dividing Fractions! <--------- click!

The Description *

If you want something simple and easy to read go to this awesome link i have up there! It is filled with examples and short and easy explanations on how to divide fractions. Plus the explanations they have there is probably even shorter than this description! So no more long reading! Just simple and easy in just one click!

E 6. Choose 4 peoples post which deserve to be in a Growing Post Hall of Fame. You must choose 1 from each class. Give a brief description
of why you chose that person's blog to highlight. Create a link to that person's post.

I, helen kh-chou nominates

DARIE/YAN, katho, aldrin and dion

haha why them? Their growing posts are seriously crazy, they have clear and nice fonts and pictures. Understandable explantions and nice choice of links. And some of their pictures are animated o0o0. Aldrin's mest's problem box is going to give me seizures o_o....

R 7. Create a word problem that involves fractions. The word problem should have a picture in it ( a garden with 4 equal parts etc.). Answer
someone elses word problem with a link back to the origional question.

it's mothers day!! and you decide to buy your mom flowers. So you go to the flower store and to your surprise you find out there is a mother's day sale! Daisies and lilies for 1 dollar each without tax. You pick out 5 lilies and 3 1/2 daisies. You brought a 10 dollar bill with you how much will change will you get?

haha does that count as a picture that goes with the word problem?

haha i did darie's question with the myscene dolls.
haha o0o0o0o shades of green (:

4:36!!!!THAT'S THE TIME IT TOOK ME TO FINISH!!! O_O

I AM SO GLAD I AM FINALLY DONE! NOW I CAN DO OTHER THINGS SUCH AS CLEAN MY ROOM! BWOHAHA I AM LOOKING FORWARD TO THAT (:

haha wow 4:36 from 12:34. If i do the math it would tell me that it took me 4 HOURS AND 2 MINUTES! EXCUSE ME WHILE I FAINT. *drops on the ground*

y-dandan's fraction growing post part 2

2006-05-14T11:59:00.000-05:00

This Post has been inducted into the Growing Post Hall of Fame

All I did was find a way to get 9/5. I

came up with 5/5 + 4/5 = 9/5. I'm not sure with

my explanation. By the way... the answer can also

be in a mixed form: 1 4/5Please leave comments

about this picture whether good/bad.

Please and Thankyou

3. here's a link to a tutorial through multiplying fractions

5. Here's a link on a tutorial through Dividing Fractions.

6. I choose Ingrid, Helen, I ONLY CHOSE TWO... sorry im in a hurry.. need to go somewhere!

Yvanne had a question on her test. 2/4 X 1/8= ?/?

SHE GOT IT PERFECTLY CORRECT!! YAY!

hah lol...

well look at that.. im done! YEASH! .. now time to

now time to do the rest of my homework!

-dandan

Darie's Fraction growing post part 2

2006-05-13T17:35:00.000-05:00

1. This shape is a square that has side lengths of 5 cm. This shape represents 5/6 of a total. Use this square to show the fraction 9/5. You can use diagrams, words, symbols to show your understanding.(copy the picture into your post and change it as you see fit!!) Give a brief description of the process you took to create the new diagram.

---

^ ^ This one is 4/5 , which is equal to 25/30.

i made the one on the bottom wrong so im doing it again. But then Mr.Harbeck said to leave that there...haha

Brief description: All I had to do was make two groups of 5. But it said that it's 9/5 . That's why i made two. 5/5 and 4/5 makes 9/5...is that right??

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2. What happens when you multiply fractions? Use both a numerical and pictorial example to show our understanding of this concept.

When you multiply fractions , all you have to do is multiply the numerator to the numerator and denominator to denominator.

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3. Find a website or blog that shows you how to multiply fractions. Create a link to this fraction site (highlight a word you want to be a link, click the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to the site.

this link is so cool. it tells you how to multiply fractions easily. There are also links here to see how to add, subract and divide fractions too. There are pictures here too to show you how to multiply. Just like what Harbeck did.

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4. What happens when you divide fractions? Use both a numerical and pictorial example to show our understanding of this concept.

When you divide fractions, you have to switch the second fraction or the reciprocal. Then, you just multiply the numerator to the numerator and the denominator to the denominator. If it can be reduced to a lower term, then reduce it. If it's an improper fraction, make it into a mixed fraction.

Ummm...I don't know if i did the pictorial right...

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5. Find a website or blog that shows you how to divide fractions. Create a link to this fraction site (highlight a word you want to be a link, click the link button, paste your url into the pop up that appears). Be sure to leave a brief 3 sentence description to the site.

This site is where i went on to help me figure out how to divide fractions. It doesn't have a lot of special things on it like games and what not. But it DOES show you how to divide fractions. You can understand it pretty well.

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6. Choose 4 peoples post which deserve to be in a Growing Post Hall of Fame. You must choose 1 from each class. Give a brief description of why you chose that person's blog to highlight. Create a link to that person's post.
I nominate....
Helen K. , Yvanne D from room 8-16 Because i like their pictures (: . oh and yeah...they explained it good (:
Katho F. from room 8-17 because i like her pictures too (:
Tyler T. from room 8-43 because...he explained the fraction thing good
Ingrid R , Aldrin S from room 8-73 because I like her pictures . And Aldrins because his blog was awsome and his pictures gave me a headache (:
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7. Create a word problem that involves fractions. The word problem should have a picture in it ( a garden with 4 equal parts etc.). Answer someone elses word problem with a link back to the origional question.

did helens problem. and tearas? but i can't find her link again "-_-

Arielle, Lynel, Helen and Lara decided to have a garden. But Helen and Lara are being mean and says they take the BETTER 1/2 of a garden ( the grass and soil is better for planting? haha i don't KNOW, i didn't know how else to make them mean...haha) and they get the other 'not so good' half. Lynel takes 1/3 of that 1/2 of the garden she shares with Arielle. How much of the garden does Arielle get?

i don't know if the picture helps...haha.. oh and yes...they are MyScene dolls...haha i was supposed to use their real pics but i wasn't sure if i was allowed so..i just used this...and YES i DID go on that site...it was fun....(: and yeah i know...they all look alike aside from their hair...but i had fun making them! haha (: . DON'T MAKE FUN OF THEM!! i worked so HARD on it..haha

done ! (:

Jewelry's Fraction Growing Posts

2006-05-07T18:28:00.000-05:00

1) To change fractions into lowest terms, you must divide both the top & bottom number by the same numbers. For example:

4/6 in lowest terms would be 2/3 because you would divide both top & bottom number by 2. So 4/6 (4 divided by 2 , 6 divided by 2) in lowest terms would be 2/3. You need to find the largest number you can find that you can divide evenly into both the top and bottom number and you got your lowest term fraction.

2) A mixed number is just another way of expressing a larger fraction (when the numerator is larger than the denominator's value). For example: 5/3 is an example of an improper fraction. The numerator is larger than the denominator and can be changed into a mixed number. The answer to 5/3 in a mixed number would be 1 and 2/3. To find out how to get the answer, you have 5/3. Since you have a denominator of 3, you take 3 away from 5 (numerator) and now you have 3/3 which makes your whole number = 1. Now you have 2/3 left over. Since 5-3=2, you have 2/3 left. Just add it to your whole number and now you have 1 and 2/3. Hope you get what I tried explaining to you.

3) How to Express Fractions on Lowest Terms -This site just helps you to do fractions in their lowest terms.

4) a) Jewelry was hungry. She walked into her kitchen and found 8/4 pieces of a chocolate bar on the table. Her brother gave her 2/4 pieces of his chocolate bar to her. How many pieces did she find?
b) Jewelry decided to bake a pie. She decided to bake 2 and 4/6 pieces of pie. After she was done, she gave 2/6 pieces of pie to her brother and 1 and 1/6 pieces of pie to her mother. How much pie did she have left?

5) I went to Annalyn's, Laramae's and Michael S.'s posts

6) a) How to Subtract Fractions - - This site just helps you to do fractions that need subtracting and yeah.
b) How to Add Fractions - - This site just helps you to do fractoins that need adding and yeah.

DONE!!!!!

*Didn't make an account yet, so I asked racquel if I could use hers. Thanks Racquel!*

thoken's growing post

2006-05-03T20:48:00.000-05:00

2.)how are improper fraction and mixed numbers the same?:
Improper fractions and mixed fractions are the same bcuz you can turn a mixed fraction into an improper fraction. And they also have the same value. To turn a mixed fraction into an improper fraction you multiply the denominator by the whole number and whatever is left over in the numerator you add to your improper fraction. ex. 10/5 so that means

3.)find a website or blog that explains how to create equivalent fractions or write fractions in lowest terms. Create a link to it and a brief description of what the site has to offer

4 .a.) write a word problem that involves adding these two fractions with denominators of fourths and thirds and your answer is an improper fraction.

4. b) is write a word problem that involves subtracting two mixed numbers

5.)
go to three peoples growing posts and answer their fraction problems by leaving comments. One of the three people cannot be from your homeroom

6.) find a website or blog that explains how to add or subtract fractions. Create a link to it and a breif description of what the site has to offer

nannalyns fraction growing post.

2006-05-03T19:52:00.000-05:00

2. how are improper fractions and mixed numbers the same?
improper and mixed fractions are the same cuz you can make a mixed fraction into an improper fraction. and they also have the same value. juss like dhona said. to make a mixed fraction into an improper fraction you multiply the denominator by the whole number and whatever is left in the numerator u add to your improper fraction. eg. 2 1/5 soo that means . 5 x 2 = 10 . then we have one more left so thats 11 . so your improper fraction is 5/11 . and in an improper fraction the numerator is always bigger than the denominator.

3.http://www.321know.com/g8_66hx1.htm
this is a cool link cuz you can learn how to make the fraction in simplest terms. and you can also practice and yea.

The questions that I made.
4. a.Dhona bought 1/4 of chocolate and 1/3 of bubble gum. How much food did dhona buy?

b. Yvanne bought 9 3/4 metres of carpet. Lynel bought 4 1/2 meteres. How much more carpet did Yvanne buy than Lynel?

5. Dhona 16, Helen 16, Norielle 17.

6.http://www.sosmath.com/algebra/fraction/frac3/frac38/frac38.html this is a cool link cuz it really explains how to subtract .

http://www.sosmath.com/algebra/fraction/frac3/frac37/frac37.html this is also a good link cuz it explains how to add and yea ..

FINALLY FINISHED!

-annnalynaniciete, nannalyn

laramae's growing post !

2006-05-03T18:36:00.002-05:00

2. How are improper fractions and mixed numbers the same ?
A mixed number is a whole number and a fraction together. An improper fraction is when the numerator has more parts than the denominator. They are the same becasue you can easily convert an improper fraction to a mixed number and a mixed number to an improper fraction.

e.g. mixed number to improper fraction
improper to mixed

3. This site http://www.webmath.com/redfract.html will help you reduce fractions. You enter your fraction and it reduces it in lowest terms and if you don't get how they did it, they will explain the process so you can do it yourself.

4. A) There is an assembly at a school and 2/3 of the students in class A is going join 3/4 of the students in class B in the auditorium. How many students are there altogether ?
B) Jayson made a 2 and 3/4 cake, then Mark accidentally ate 1 and 1/3 of the cake. How much cake is left?

5. i did ralph's, arielle's and korina's from 8-17.

6. This site http://www.math.com/school/subject1/lessons/S1U4L3DP.html teaches adding and subtracting fractions well in a fun and educational way. try it !!

-- laramae says. DONE !

Racquel's Fractions Growing Post

2006-05-03T18:21:00.000-05:00

Question Number 1:

To express a fraction in lowest terms, you need to divide the top number and the bottom number by the same number. For example:

4/8 reduced to a much lower, but equivalent fraction would be 2/4 because you could divide the numerator, which is the top number, and the denominator, which is the botom number by 2. So if you divide 4 by 2, it would be 2 and if you divided 8 by 2, you would get 4. So if you divide 4/8 (BOTH TOP AND BOTTOM NUMBER) by 2, you wouled get 2/4. However, 2/4, also read 2 fourths, isn't the lowest term for 4/8. To find the lowest term from the fraction given to you, divide your fraction, both top and bottom number by the largest number you can find that wouled divide equally into it, you've got your lowest term. Here's the actual lowest term for 4/8: 4/8 divided by 2 equals 2/4. You can divide 2/4 by another 2. So 2/4 divided by 2 equals 1/2. You can't go any lower than 1/2. So 1/2 is your lowest term. (I hope I explained this properly).

Question Number 2:

Improper fractions and mixed numbers are the same because a mixed number is just another way of writing a fraction whose numerator is larger than the denominator. For example: 7/5 is an improper fraction. See how the numerator is larger than the denominator? The answer to 7/5 would be 12/5. I bet you're wondering..."how did you get this answer?" Well it's simple. To change an improper fraction, you need to find how many pieces fit into the denominator itself. 7/5...take a look at this improper fraction closely and think. 5/5 make a whole , so you have 1. The left remaining is 2 because 7-5= 2. You used 5 to make a whole. 5/5 is now gone. So, you got 2/5 left and 1<-(Your whole number). Put them together and you have 12/5. (I hope I explained this properly as well.)

Question Number 3:

Link to Website: http://home.avvanta.com/~math/FDU9.HTM

Now there's a site where you can learn to find out how to reduce fractions to their lowest terms. You can also try the questions given to you from that site. I hope this site helps other people as well.

Question Number 4:

a) One Saturday morning, Racquel and Marielou decided to go on a trip to Korea. Both carried with them a checklist to figure out what they've completed so far. Racquel completed 2/3 of her list so far and Marielou completed 2/4 of her list so far. How many things have they packed all together?

b) Racquel's class was having a potluck at school one day. She had decided to bring some pizza. She had decided to bring 3 and 5/8 of pizza (3 whole pizzas and 5 pieces out of 8 slices of pizza). She gave Marielou 4/8 pieces and Teara 5/8 pieces. The teacher decided to take 1 and 2/8 pieces and give some to the other teachers. How much pizza was left remaining?

Question Number 5

I went to Marielou's Annalyn's and Josh's Growing Posts.

Question Number 6

How to Add Fractions: http://www.sosmath.com/algebra/fraction/frac3/frac37/frac37.html

This site can help you understand how to add fractions and all so yeah.

How to Subtract Fractions: http://www.visualfractions.com/SubtEasy.html This site can help you understand how to subtract fractions and all so yeah.

dhona's fraction growing post`

2006-05-03T17:05:00.000-05:00

FRACTION POST 1

1.)

END OF PART 1

2. )Improper and mixed numbers are the same because they have the same value? Well, a mixed number is fraction that has a WHOLE number in front of it followed by a FRACTION. An improper fraction is where the NUMERATOR is greater than the DENONMENATOR.

To turn a improper fraction into a mixed number you just divide.

END OF PART 2

3.) http://www.quia.com/mc/65839.html

+++This site is a matching game. You can match the equivalent fractions together.

END OF PART 3

4.)

The picture above shows how to add fractions with the SAME denomenators.

The picture above is an example of how tosubtract fractions with the SAME denonmenators

FRACTION QUESTIONS

1.) Dhonell bought 4/5 bags of mixed nuts and 3/4 bags of raisins. How much food did he buy altogether?

2.) Charmaine bought 3 3/6 yards of fabric and Amanda bought 1 1/3 yards of fabric. How much more fabric did Charmaine buy?

END OF PART 4

5.) I finished yvanne's (8-16) helen's (8-16) and jenessa's (8-73) fraction questions.

END OF PART 5

6.) +++This site has pictures and shows how to add and subtract fractions. It also tells you how to change the number into common denonmenator.

END OF PART 6

finally done` =)

Lynel's growing post...

2006-05-03T16:58:00.000-05:00

2. how are imporper fractions and mixed numbers the same?

An improper fraction is a number where the numerator is BIGGER than the denominator. A mixed number is a whole number with a fraction. For example 3 2/3... they are the same because you can change a mixed number into an improper fraction by multiplying the denominator with the whole number and adding the numerator. Let's use the example of 3 2/3...3 x 3 = 9 + 2 = 11/3... that is the improper fraction.

3. find a website or blog that explains how to create equivalent fractions in lowest terms. create a link to it and a brief dsecription of what the site has to offer.

http://www.visualfractions.com/LowestCircle.html

This site shows and teaches you how to make equivalent fractions into lowest terms. It explains how you got your answer. It also explains how to show it in two ways.

4.a)Write a word problem that involves adding these two fractions with denominators of fourths and thirds and your answer is an improper fraction.

dandan's fraction growing post =)

2006-05-03T16:09:00.000-05:00

IMPROPER FRACTIONS & MIXED FRACTIONS..HOW ARE THEY THE SAME??

well ok they're not the same by how they look, i mean mixed fractions is a mix of a whole number and a fraction while improper fraction is just a fraction that is... well in the form of b/a .. which makes it IMPROPER....but in a way they are the same.....

FOR EXAMPLE: 1 4/5 <---that is a mixed fraction

we can make that mixed fraction into an improper by: multiplying the whole number and the denominator and adding the numerator to the product.. you then get your numerator for your improper fraction... the denominator remains the same.... so: 5 X 1 = 5 + 4 = 9
IMPROPER FRACTION IS 9/5 <---that's they're similarity
HERE IS A LINK TO AN AWESOME WEBSITE WHERE THEY EXPLAIN EVERYTHING ABOUT FRACTIONS...CHECK IT OUT...IT's AWESOMEE!!!! http://www.kidsolr.com/math/fractions.html (by the way... this is numbers 3 AND 6)

4-A) Mr. Harbeck had cats and dogs, 3/4 of the dogs were white, and 2/3 of his cats were white also, how many pets altogether are white??

4-B) Dhona, Annalyn and Yvanne were working on a recipe. They accidently put 2 4/8 cups of sugar, so they took away 1 3/4 of the sugar. How much sugar was there supposed to be in the first place?

OK WELL IM FINISHED MY BLOG NOW!! HOPE IT WAS GOOD!

Darie's fraction growing post

2006-05-03T14:39:00.000-05:00

Part one:

2. How are improper fractions and mixed numbers the same?

A mixed number is a whole number and a fraction. Like
5 1/3 is a mixed number

An Improper Fraction is when the numerator is more than it's denominator.
4/3 is an Improper Fraction.

Improper fractions and mixed numbers are the same because you can make an improper fraction to a mixed fravtion and a mixed fraction to an improper fraction.

To make an improper fraction to a mixed fractions you...

3. Find a website or blog that explains how to create equivalent fractions or write fractions in lowest terms. Create a link to it and a brief description of what the site has to offer.

this site has a lot of stuff in it! It tells you what an equivalent fraction means and a lot more other stuff related to fractions. On the bottom of the page theres this thing that if you press one of the fractions it'll tell you what other equivalent fraction it's equivalent to. And if you go all they to the bottom you can play a games.

4. a)Write a word problem that involves adding these two fractions with denominators of fourths and thirds and your answer is an improper fraction.

CHANGED MY QUESTION! HAHA i know it's hard...even i don't know how to do that other one...HAHA

Ben ( ARIELLE LOOK! IT'S BEN! MUAHAHA (: < ) has 2/3's of a chocolate bar. If Bob has gives Ben 3/4 of his, how much does Ben have now?

b) Write a word problem that involves subtracting two mixed numbers.

Ben has 3 1/3 cookies. Bob has 6 2/4. If Bob gives 3 1/2 cookies to Ben, how many cookies does Bob and Ben have now?

5. Did Helens and Ashley's and Arielle's questions (: ...and yes...i KNOW this font is purple...*shivers* there was no other color....)' :

6.Find a website or blog that explains how to add or subtract fractions. Create a link to it and a brief description of what the site has to offer.

this web has like a lot of useful info about adding and subtracting fractions. it's a really good website ^-^

ralph's fraction growing post

2006-05-03T12:43:00.000-05:00

2.) improper fractions and mixed numbers are the same because the mixed number can be a fraction and it can also be a improper fraction.
lol is that right?

3.)http://www.algebra-online.com/equivalent-fractions-2.htm this site has like everything you like to know about equivalent fractions it has examples that could help you. hahaha ENJOY!!

4.)a.) a man owns a bulding that is 3/4 and then he makes it bigger by just 2/3. how long is the building?
b.) a monkey has 3 bananas and eats 1 1/2 how many bananas will he have?

5.) kaay i did helens now 2 more lol

6.)http://www.themathpage.com/ARITH/add-fractions-subtract-fractions-1.htm this site should help you to understand adding fractions or subrtracting fractions.

Arielle's Growing Post

2006-05-03T12:05:00.000-05:00

Okay! Lets see, uhh... well, i guess i should start on my first question. And... oh no.. i hope i do this right.

Question number one!

(Purple. your favourite color darie)

Now! For number two.

How are improper fractions and mixed numbers the same?

Uhh, well. For one thing, they are both fractions?

An improper fraction is when the numerator is bigger than the denominator. A mixed number is a whole number and a fraction. They are the same because they both larger than the denominator. (i think thats right)

Anyway. Number three now! (YAY! almost done...)

http://www.math.com/school/subject1/lessons/S1U4L3DP.html

The link up there ^ helps you understand how to find equivalent fractions. It shows many examples and it shows what else you can do to fractions such as dividing etc.

Number four!

Problem one.

One day you were sitting on a bench in a park eating 3/4 of your pizza. Then along came a random stranger and they gave you 2/3 of their pizza. (yay?) How many slices of pizza do you have all together?

Problem two.

It was warm one day so you decided to sell lemonade outside your house. You had 4 1/6 of lemonade to sell. Then along came a person and they bought 2 1/3 of your lemonade. (wonder how that happened) How much lemonade do you have left?

Hahaha, I know. weird problems. Oh well.

Problem five.

Uhh..what do i do? OH! haha i did helen's, yvannes and ashleys.

Problem six.

http://www.algebra-online.com/adding-fractions-2.htm

The site above explains how too add fractions. It has many examples how to do so, and it also has other links that can help you in other math subjects.

YES! I AM DONE! YAY! i am so proud of myself. Oh wait...i still have to do number 5. *sigh*

Helen's Fraction Growing Post

2006-05-03T10:38:00.000-05:00

PART ONE

cough* ...FRACTIONS THEY'RE SO COMPLICATED! TT_TT.. *sigh here i goooo!

QUESTION TWO
How are improper fractions and mixed numbers the same?
weell... mixed numbers have a whole number part and a fraction part.
Improper fractions have numerators that are larger than or equal to their denominators.

They are both the same because they both are larger or is one whole.
And you can make a mixed number equal into a improper fraction and a improper fraction equal into a mixed number ^_^.

QUESTION THREE AND SIX
haha kay this is like the best website i found yet, it helped me alot.
http://www.mathleague.com/help/fractions/fractions.htm
it has everything here about fractions, not just adding or subtracting fractions but MANY MORE. Just click on the link there and it'll have all the information you need about fractions.

QUESTION FOUR

a) LETS SAY you have mac donalds for lunch. and order 2/3 ( how is that possible -_-'' ) of a big mac, your friend who is with you orders 3/4 of another big mac. If you and you friend put your big macs together how much big macs do you have in total?

b) haha darie your gonna love this one... You decide to watch your favorite soap opera METEOR GARDEN when suddenly jerry yan, vannes wu, and vic zhou and some other dude comes out of the tv : O. If all 4 of the guys asks you to marry them but then suddenly 1 1/2 ( haha 1 and a half? ) guys fainted and had to be rushed into a hospital, how many guys will still be there waiting for your answer? hahaha very random...

QUESTION FIVE

erm... haha i did ashley's ralph's and yvanne's

THAT IS IT FOR PART ONE!!! SAYONARA!

Marielou's May Growing Post

2006-05-02T17:40:00.000-05:00

finally remembered to do my growing post heheh lol.. anyways..... here it is

Number 1
lowest terms means, still putting it in a fration, but not changing the value. The fration will be in lowest terms when the numerator (top number)and denominator (bottom number) dont have any common factors (a number you can divied both of them by)
for example:
2/4 in lowest terms would be 1/2, because you can divide 2 (numerator) and 4 (denominator) by 2. So..... 2 divided by 2 equals 1 & 4 divided by 2 equals 2. The numerator would now be 1 and the denominator would become 2. The new fration (different numbers, same value) would be 1/2. Since there isnt any number you can divied 1 and 2 by, besides 1, its now in lowest terms

Number 2

a mixed number is just another way to write a big fration, with whole part(s) to change a mixed number you have to see how many times does the denominator number go into the numerator. then you see how many you have left and put that number over the denominator. if needed, reduce to lowest terms. now you have an improper fration into a mixed number, without changing its value.
example:
3/2 is the same as 1 and 1/2, you just changed it into a mixed fration. so... you look at the denominator of the improper fraction, in this case it would be a 2. 2 goes into 3 one time. now you have 1 whole piece. Now check how much you have left over (3-2=1) 1 is left over. then put it over the denominator. your mixed fration is now 1 and 1/2. the 1/2 is already in lowest terms so... you dont have to out it in lowest terms.

Number 3

Reducing to Lowest Terms <--- (click mee!)here you learn how to change a number into lowest terms. When you understand it, you can try some questions they give you Number 4
a)

One day Marielou and Racquel decided to have a picnic. Marielou brought 3/4 of a pizza, and Racquel brought 1/3 of a pizza. How puch pizza did they have all together?

b)

Marielou had 2 and 3/4 of pie (two wholes and 3 out of 4 pieces). She gave 1 and 1/4 of those pieces to Racquel (one whole and 1 out of 4 pieces). How much pieces of pie did Marielou have left?

Number 5
i did arielle's, ralph's an teara's questions
Number 6

adding fraction(with like/same denominators) <--- click mee! here they explain to you how to add fractions with the same denominator. Then at the bottom, you try a problem they give you =) adding AND subtracting fractions(with UNlike denominators) <-- click mee! here they explain how to add AND subtract frations with unlike denomtinators. After you can solve a couple questions the give you

yay! im done... now to go watch stuff =P

Victor's Fraction Growing Post

2006-05-02T08:17:00.000-05:00

As a matter of fact any fraction can be reduced to lowest terms because there always is another way of showing how we see the problem and of how or what it could be!

krizzia's growing post, im cool :)

2006-05-01T19:17:00.000-05:00

1) To write a fraction in lowest terms, you have to think of the largest number that will divide evenly into both the numerator & the denominator. The first fraction has a numerator of 8 and a denominator of 12. The largest number that divides evenly into 8 and 12 is 4. 4 is called the greatest common factor of 8 and 12.

2) Improper & mixed numbers are the same because you can borrow, and use the whole number's to write a different fraction..?

3) http://www.iit.edu/~smile/ma8817.html: this website can show students how to understand Equivalent Fractions. In a fun and easy way. There is even materials that we can use to understand it more. We can try the activity our selves.

4) a) sha has 1/3 of a pie and zzia has 3/4 of a a pie. How much of a pie do sha and zzia have all together?

b) If rose ate 3 3/4 of a chocolate bar then gave krisha 1 2/4 of her chocolate bar how much chocolate does rose have left?

Lynel's Scribe... april 27

2006-04-29T23:49:00.000-05:00

surface area and volume questions by laramae

2006-04-26T22:36:00.000-05:00

so late... oh well got too excited with the new program and forgot i could have done it right here. hah. im stupid. sorry mr. harbeck its so late .. just click on it to go on another window and when you're in the window with the picture alone, click on the picture so you can actually read the text : D

scribe post by laramae } april 26 '06

2006-04-26T17:00:00.000-05:00

Lowest Terms
Today april 26, 06 in math class we did the folding out page thing. you know hamburger hamburger hotdog then in threes. its the thing again that we do every unit but i wasn't assigned to do the whole thing so that's only section 3 box 1 all the way down staying on section 3 each square. We found out how to simplify fractions into lowest terms. So incase you weren't here you can copy all of it down. And remember thats section 3 going all the way down not left to right cuz you know mr.harbeck changed his ways. its been long since i did a scribe post february ? .. i dont know what else to say : | oh yeah i have to chosse the next scribe right ?? or is renee choosing the next scribe ? well i'll just decide in class. bye : D

--lara.mae.

darie scribe a25 HAPPY BDAY DHONA! haha

2006-04-25T21:31:00.000-05:00

[8] HAPPY BIRTHDAY DHONA! HAPPY BIRTHDAY DHONA! HAPPY BIIIIIRTHDAAAY, HAPPY BIIRTHDAY, HAPPY BIRTHDAY DHONA! ...ok..now that's all gone...i'll do my scribing now....

Tuesday, April 25 Scribe (:

2006-04-25T18:11:00.000-05:00

Today we learned about parts of a fraction. We learned that there is the denominator, and numerator. We learned that the denominator tells you how many equal sized parts make up the whole. It is the bottem number in a fraction. The denominator tells you how large or small the parts are.

We also learned that the numerator is the top number. It tells you how many parts of the whole you have. When the numerator and denominator are the same (4/4) you have 1 whole. When the numerator is larger then the denominator it is an improper fraction. You have more then one.

ookay, thats all i have, enjoy :)

Surface Area and Volume Questions

2006-04-20T20:24:00.000-05:00

Problem 1 (Easy)

1. How much cement is needed to build a sidewalk that is one thousand, one hundred twenty metres long, four metres wide and fifty centimetres thick? Round your answer to the nearest cubic metre.

My answer:
Okay..first of all we must know the measurments which are, 1120 m, .5 cm and 4 m.

Then we multiply all the numbers together.

1120x.5x4= 2240 m3

So, you need 2240 m3 of cement to build the sidewalk.

Now that's done. On with the next question. Well, not number 2 cause i don't understand it, so the other OTHER question.

Problem 3 (easy)

3. If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

My answer:
Well, first you have to multiply the numbers together.
5 x 5= 25 x 2= 50
50 x 5= 250
50 x 5=250

then you have to add them all together.

50+250+250=550 cm2

So the total surface area is 550 cm2

Marielou's Surface Area and Volume Problems

2006-04-20T20:18:00.000-05:00

hope this isn't too late!!!! (ill post it anyways =)

*i know my picture isn't accurate with the #'s given but.... i hope you get what i mean
Problem 1 (Easy)
1. How much cement is needed to build a sidewalk that is one thousand, one hundred twenty metres long, four metres wide and fifty centimetres thick? Round your answer to the nearest cubic metre.

to figues out this question you would have to find the volume
(oh yea.. color coded it so it would be easier)

to find volume you multiply length(L) times width(W) times height(H)
LxWxH
= 1120x4x0.5
= 2240 m3

so the answer is 2240 m3 (of cement?)

Problem 3 (easy)
3. If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

hmmm... ill post a picture =)

to finde the TSA you have to figure out the area of all the sides of your rectangular prism. since your width is made up of 5, 5cm squares, you could add them you together so that you only have one number for your width instead of 5.
so it would be: 5cm + 5cm + 5cm + 5cm + 5cm= 25cm
so the value of your width is now just one number 25 cm.

now to solve! (ill post another picture)

now to add all of the totals together:
250 cm2 + 250 cm2 + 50 cm2
---------
550 cm2

so, the TSA is 550 cm2 (i hope?)

ohkays so now im done! hope i did it right?...... wells that it i guess!! =)

2006-04-19T22:39:00.001-05:00

volume and surface area questions...

2006-04-19T22:39:00.000-05:00

Problem 1
How much cement is needed to build a sidewalk that is one thousand, one hundred twenty metres long, four metres wide and fifty centimetres thick? Round your answer to the nearest cubic metre.

v= length x width x height
= 1120 x .5
= 560 x 4
= 2240 m³

Problem 3
If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

5 x 5 = 25
25 x 5 = 125
25 x 5 = 125

Multiply each by TWO since there are six sides.
25(2) = 50cm²
125(2) = 250cm²
125(2) = 250 cm²

Add your answers and you’ll find the surface area.
50+ 250 +250 = 550cm²

- lynelpobre.

darie's volume and surface area questions

2006-04-19T20:43:00.000-05:00

Problem 1. (easy)
1. How much cement is needed to build a sidewalk that is one thousand, one hundred twenty metres long, four metres wide and fifty centimetres thick? Round your answer to the nearest cubic metre.

just need to multiply all the numbers together. *since it's cm and not meters, you need to divided 50 by 100. and that'll give you 0.5 .
1120 x 4 x 0.5 = 2240 m2

so you need 2240 m2 t build the sidewalk.

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

Problem 2 (harder)
2. Mr. Bloop has a cylindrical water tank on his farm. It is three metres long and 60 centimetres in diameter. Water flows out a valve in the bottom of the tank at a rate of 0.8 cubic metres per second. How long will it take the tank to empty?

...i don't get it...

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

Problem 3 (easy)
3. If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

5 x 5 = 25 } one side of one cube
25 x 5 = 125 cm 2 } six sides of one cube
125 x 5 = 625 cm 2 } all the sides.
since all the sides are going to be put together you have to take away 4 sides.

so it'll be

4 x 25 = 100
625 - 100 = 525 cm2

surface area is 525 cm2

Volume and Surface Area Questions

2006-04-18T21:47:00.000-05:00

1.How much cement is needed to build a sidewalk that is one thousand, one hundred twenty metres long, four metres wide and fifty centimetres thick? Round your answer to the nearest cubic metre.

Ok..first of all you check the measurement and the type of measurement .. in this case it's metre..don't forget that!

Basically in this case you just need to multiply all the numbers together....

1120 X 4 X .5

btw... its .5 because in the question it says 50 CM not M so i must divide by 100.... 50/100 = .5

anyways: 1120 X 4 X .5 = 1125

but because a rectangular prism has 6 sides all together...we must multiply this by 2...

1125(2)= 2250 is the answer to this world problem

remember..... METRES is the type of measurement!

so it is: 2250 m3

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

3. If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

I must remember the fact that they are all IN A ROW and so its not just the normal thing like...5X5= 25 (2) and so on....

It should be something like: 5 X 25 = 125 (2) = 250
: 5 X 5 = 25 (2) = 50
: 5 X 25 = 125 (2) = 250

add them all up equals: 550 cm2

i hope that's right!

-dandan =)

Volume and Surface area quetions

2006-04-18T20:03:00.000-05:00

1. How much cement is needed to build a sidewalk that is one thousand, one hundred twenty metres long, four metres wide and fifty centimetres thick? Round your answer to the nearest cubic metre.

1120 x 4 x .5 = 2240m3
2240m3 is the amount of cement you need.

But if you're finding surface area, here's how to do it.
1120 x 4 = 4480m x 2 = 8960m
1120 x .5 = 560 x 2 = 1120m
.5 x 4 = 1m x 2 = 2m

8960 + 1120 + 2 = 10082m2

right? =/

3. If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

First you have to put the five cubes together. So that means that you'll have one long rectangle. The base will be 5cm long. The height will be 25cm long and the width will be 5 cm long.

5 x 5 = 25 x 2 = 50cm
25 x 5 = 125 x 2 = 250cm
25 x 5 = 125 x 2 = 250cm
50 + 250 +250 = 550cm2

So the total surface area is 550 cm2

annalynaniciete ; nannalyn

Surface Area & Volume Questions`

2006-04-18T19:46:00.000-05:00

Problem 2 (harder) 2. Mr. Bloop has a cylindrical water tank on his farm. It is three metres long and 60 centimetres in diameter. Water flows out a valve in the bottom of the tank at a rate of 0.8 cubic metres per second. How long will it take the tank to empty?

Well, there are 100 cm in a metre. To start off, you find the volume of the cylinder by finding the circumfrence. You mulitply 3.14 by 60 which gives you 188.4.

Then you multiply that by 300 centimetres which will give you 56520. Since it leaks 0.8 cubic metres every second. Well, it leaks 48 cubic metres a minute (60 x 0.8). Since there is 60 minutes in an hour I multiplied 60 by 48 to get 2880.

The tank leaks 2880 cubic metres every hour. So I subtracted 2880 from 56520 to get 53640. Then you keep subtracting until you get down to zero.
After long CALCULATOR work. It takes 19 hours, 37 minutes and 19 seconds for the tank to become empty. I think that is right.

Problem 3 (easy) 3. If you have five 5 cm by 5 cm x 5 cm aluminum cubes and superglue them together in a row, what is the surface area of the resulting shape made by the five cubes?

You start off by finding the surface area for each cube. There are six sides and each side is 25 cm2. You multiply 25 by 6 to get 150. Since the sides are going to be glued you are going to have to be aware that some sides don't count in the total meaurement. The three cubes in the middle are each 100 cm2 cause TWO sides of the cubes are not included. The end cubes are 125 cm2 cause each cube has ONE side not included.

Add up the total areas : 125 + 100 + 100 + 100 + 125 = 550 cm2
Total surface area of the cube chain is 550 cm2
Blah.. Hope they are right
-dhonagarcia

Rose's Scribe post for the 10th of April

2006-04-12T20:24:00.000-05:00

How to find the surface area of a cylinder. Taste the rainbow!!

Jp's Scribe

2006-04-12T05:33:00.000-05:00

JP sent this to me...

today, we learned about cylinders, to figure out the area, you must find the area of the base then mulitiply it by 2.

I think he is missing some information about the surface area of cylinders. Would anyone like to repost his scribe or add to this in the comments???

Help JP he is such a nice guy.

march eleven, scribe helen

2006-04-11T20:40:00.000-05:00

uhhh leets see for those who weren't here, this is what we did today (: haha sorry if this doesn't make sense i don't really get it etheir haha

umm we learned how to find the volume of a rectangular solid.

hmm i'll try to break it down in steps

1) To find the volume of a rectangular solid you have to find the area of it's base.
2)To find the area of it's base you multiply length by width.
3) So far you have your area of it's base... so you take that base and multiply it by the rectangular solid's height.

there's the volume!

here's an example -

Oh yeah we learned how to draw a rectangular prism (:

- helen kh-chou : D

research director; dhona`

2006-04-11T16:50:00.000-05:00

In class, we learned about the volume of a rectangular prism. The formula for finding volume is simple: V = L x W x H.

The first site is a rectangular prism calculator. It helps show how to calculate the volume. It also shows the formula that you can use.
The second site shows formulas and lets you create the shape and it will caluculate the volume.

http://argyll.epsb.ca/jreed/math9/strand3/3106.htm
http://www.1728.com/recsolid.htm

I hope these sites help.

jeffs math thinggy

2006-04-10T22:06:00.000-05:00

So today for math which was last period we learned how to calculate the surface area of a cylinder. To do this first you have to figure out what the formula is for the circle which is pR2 which is pie time radius squared. for example the radius of a circle was 2 so you would do 3.14 x 2 x 2 which is 3.14 x 4 then you get an answer of 12.56. Then you do your rectangles and the formula for that is circumference time hight or p x d. then you go 3.14 x 4 where u get 12.56 then you x that by the hight which would be 8 where u get 100.48 . Then you add all ur calculation which is 12.56 + 12.56 + 100.48 where you get an answer of 125.60 cm2 which is your area =)

http://www.aaamath.com/g79-surface-area-cylinder.html

web siight thingy lol iight im out pc

annalyns research thingeemabober

2006-04-10T18:48:00.000-05:00

to find an are of a circle is very easy . well you just need to knwo this simple formula which is pR2 ---> pi x radius squared . for example you have a circle w/ a radius of 4cm . so then you multiply 3.14 x 4 x 4 because its squared (dont multiply 4x2!) and you get an answer of 50.24cm2 and dont forget the squared sign .. yea .. here's the site thingee

http://www.aaamath.com/geo612-area-circle.html

yeah .. its a cool site .. and yea .. thats all im out

Darie's Growing Post

2006-03-25T19:54:00.000-06:00

Day one: http://i42.photobucket.com/albums/e309/pascodrona/School%20stuff/mathrec.jpg Mom's comment: nice job

Day two:

http://i42.photobucket.com/albums/e309/pascodrona/School%20stuff/mathpaint.jpg Brothers comment: hiue lkd as f hdhja dj d ( good job [y] )

Day three: http://i42.photobucket.com/albums/e309/pascodrona/School%20stuff/parallelogram.jpg mom's comment: its ok but you have to make it more clearer.

Day four: http://i42.photobucket.com/albums/e309/pascodrona/maath.jpg

Lara Mae's growing post .

2006-03-20T17:41:00.000-06:00

Comments:

Brother: blue and green? it doesn't match change the colours but everything else is good
Brother: Good Job ! not muahah .. hurry up
sister in law: I dont understand math at all but looks good to me
dad: looks complicated. Good job!
brother: that's right .. i think

Lynel's Growing Post

2006-03-20T16:07:00.000-06:00

Growing Post...

Arielle's Growing Post

2006-03-19T17:17:00.000-06:00

Here is my growing post for day one.

http://i7.photobucket.com/albums/y261/blossom02girl/areaofarectangle.jpg
http://i7.photobucket.com/albums/y261/blossom02girl/areaofatriangle.jpg
http://i7.photobucket.com/albums/y261/blossom02girl/relationship.jpg

Here is my post for day two.

http://img.photobucket.com/albums/v467/diz-zle/ariellesmellsbwohaha.jpg

I had to fix this picture like 7 times....it was small before. Thankyou helen for helping me fix it. And i do not stink......you do.

Helen's growing post

2006-03-19T15:00:00.000-06:00

yup heres my growing post.

DAY UNO!

sister's comment : good job
also... thank you to the following... arielle/ salami for correcting my part two of day one haha ^_^

________________________________________

DAY TWOOO!!

( YES! AFTER 6 ATTEMPTS OF UPLOADING AND REFIXING, IT'S FINALLY THE RIGHT SIZE!! )

other sister's comment : excellent effort and work!

*note: i do not stink arielle :/. haha and ur welcome

________________________________________

DAY THREE!!

mom's comment : good job

_______________________________________
DAY FOOOUR!!

_______________________________________

Day FIVE!! - coming soon!

Racquel's Growing Post

2006-03-17T21:00:00.000-06:00

My assignment: http://img.photobucket.com/albums/v726/hyper-ness/myassignment.png

Mom's comment: Nice job Racquel. Keep on doing your good works.

Problem: Sorry. My picture got screwy. If you can't read it, which I'm probably sure that you can't, it says:

To find the area of a rectangle, you muliply the length by the width:

LxW=A
16x6=96
A=96

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

To find the area of a triangle, you multiply the base by the height and divide by 2:

bxh=A/2
24x12=288/2
A=144

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

The relationship between the rectangle and the triangle is that the triangle is half of the rectangle.

Annalyns growing post

2006-03-15T17:31:00.000-06:00

March 20.

march 16.

Day 2. for my second one its actually 36cm2 not 26cm2
Mom's comment 'goodwork'

Dad's comment 'good job'

-AnnalynAniciete ; Nannalyn

dhona's growing geometry post`

2006-03-14T20:17:00.000-06:00

April 4th, 2006

Comments from grandmother: Looks complicated! Nice

March 20th, 2006

Comments from parents: good job

March 16th , 2006

Comments from brother: Good Job. Looks right.

March 15th, 2006

Comments from my grandmother ; Very Interesting, it looks hard to understand.

March 14th, 2006

3.) The relationship between the area of a rectangle and the area of a triangle is that the area of a triangle is just half of the area of a rectangle. If the rectangle has an area of 40 cm, you simply divide that by 2 and you get the area of a triangle which will be 20. If you cut the rectangle in hlf diagonally, you will get a triangle.

Comments from my brother ; Good job! I should have drawn your shapes! Mine would look better. But, then again good job.

Marielou's Growing Post

2006-03-14T19:54:00.000-06:00

DAY #1

question #1. the area of a rectangle
http://img156.imageshack.us/img156/7739/mathrectangle1wi.png Click mee!

question #2. the area of a triangle
http://img211.imageshack.us/img211/2720/mathtriangle7au.png Click mee!

question #3. the relationship between the area of a rectangle and the area of a triangle:
the relationship beteww the two is that a rectangle is made up of two triangle, that are right triangles ( a right triangle is a triangle with a 90 degree angle)

Mr. Tamayo's Comments:
"good job on the math"

DAY #2

here's what i did:

now, to find the total surface area (T.S.A) you add the two areas together
so it would be like this:
T.S.A= A+B
T.S.A= 50+56
T.S.A= 106cm2

now to solve it a 2nd time, but different:

how i solved this a sceond time is that i calculated the measurments all the way around the shape. i added the the missing piece in the shape making it a complete rectangle. then when you find the total surface area, you subtract the missing shape from your answer. so it would be like this:
A= AB-M (ab for rectangle a & b, and m for the missing shape)
A= 120-24
A=96cm2

so thats how i did this question... hope i did it right! ill be back for the next question =D

Mr. Tamayo's comments:
" your good, i forgot how to do this"

DAY #3

now to show what i did to solve this question

so i guess i have to go and leave comments now! =) so, ill be back with day 4 =D
Mr. Tamayo's comments:
"another comment.... hmmm... good!"

DAY #4 (The Weekend and March 20)

heres my rectangular prism:

next i did this:

to find the anxwer, you simply add them all together, like so:
35 + 35 + 28 + 28 + 20 + 20= 166 cm2

i will get my dads comment tomorrow... cuz hes sleeping
Mr. Tamayo's comment
"ugh.. what... umm.... good"

DAY #5
(yeah! finially blogger worked..... tried MANY MANY times)

time for another picture! (used someother uploaded because the one on blogger wasnt working, will fix it later!)

http://img124.imageshack.us/img124/1372/triangularprism8vy.png click mee!!

next i drew out all the sides(/ or shapes?)

http://img419.imageshack.us/img419/46/mathprismtri0ba.png click mee!!

to figure out the total surface area you add all the total areas together, like so....
20 + 20 + 40 + 50 + 60= 190 cm2

so thats how i did it!

Mr. Tamayo's comment
"good.... im trying to sleep"

Yvanne's Growing Post

2006-03-14T18:15:00.000-06:00

<-----here is an example of finding th area of a rectangle =) an example of finding the area of a rectangle THE RELATIONSHIP BETWEEN THE AREA OF A RECTANGLE AND A TRIANGLE IS THE FOLLOWING: mathematical expression: 2t = r OR r/2 = t otherwise/meaning: a rectangle is simply two times a triangle (RIGHT ANGLE TRIANGLE) MY DAD'S COMMENT:"job well done"

MARCH 15 2006:

My sisters comments: very nice explanation and interesting method

MARCH 19 2006: COMMENTS FROM BROTHERS: GOOD JOB!

Harbeck's Growing Geometry Post

2006-03-13T20:34:00.000-06:00

March 14

1. The area of a rectangle is found by multiplying its length and width. The formula would look like this: l x w = A

2. The area of a triangle is found by multiplying its height by its base. To find the height of a triangle look for a right angle. Once you multiply the base and height you divide the total by 2. The formula looks like this:

The relationship between the area of a triangle and the area of a rectangle is that every triangle is half of a rectangle.

4. Complex Figures

5. To find the area of a parallelogram you need to find the height and multiply it by the base. this is different than a rectangle. In a rectangle you have the height and base (due to the right angles in each corner). You multiply lenght times width. Here are three pictures that shows the relationship between the rectangle and parallelogram.

2006-02-28T20:16:00.000-06:00

today we learned about "transposing":
1. recoonize that there is a variable on either side of the = ( equal ) sign.
2.move the variable to the left (letters left ).
3. do this by canceling by zero
4. balance the integers to the right ( numbers right NR)
5. cancel to zero balance
6. solve the four colums

THAS ALLL!

February 27 Scribe darie pasco

2006-02-27T23:05:00.000-06:00

Bleck math class i had to be scribe...and it was kinda hard to explain what we did...but I'll try my best to make this understandable ( understandable...is that a word? oh well...) As Lara Mae said we made a folded paper thingy and it goes hamburger, hamburger and yeah i forget. Just look at Lara Mae's drawing thing that she made that i can't see but hope you guy all can.

Anyways we did " Collecting Like Terms" in box one and beside box one in a seperated box is Transposing. Now, I'll try my best to explain this good or goo enough that you can understand it...'-_-

under Collecting Like Terms

10x + 75 + 5x=110 } as you can see...there is a variable on both sides of the addition ( + ) sign. That's not supposed to happen. What you can do are 5 steps to help you. And this is in Box 3 which is right under box two.

1] Circle the first term
2] Find the other " Like terms"
3] Place the terms together
4] Add so you have one (1) of each term
5] Solve the two step

okay...here i go to explain...

1] Circle the first term
( I can't circle so i'll just change the color to blue instead)

10x + 75 + 5x = 110

There, we did step one.

2] Find the other like terms
which means to find the opposite of 5x which is -5x
so now, it'll look like this:

10x - 5 + 75 = 110

3] Place the terms together.
which is the difference of 10x -5x which everyone knows is 5x.

4] Add so you have one of each term
( I don't know what this means.. '-_- )

so the whole equation would look like this

5x + 75 = 110

5] Solve the two step

so now we can solve it. because this is just the two step equation that we learned before. simple and easy (:

5x + 75 = 110 - 75
- 75
5x = 35
5 5
x = 7

there, easy as that.

Now, the second thing is transposing.

I'll try and explain this as simple as I can.

6x + 5 = 2x + 13 } as you can see there is a variable on either side of the equal (=) sign. You can't have that. So, to take that problem out of our heads we will exterminate that. How you may ask? By doing these 5 easy steps that go on the 5th box under transposing.

1] Recognize that there is a variable on both sides of the equal (=) sign.
2] variable moves to the left side
3] by cancelling to 0
4] balance
5] numbers move to the right

and here we go...

Great Job and extra Algebra Help

2006-02-27T15:15:00.000-06:00

There is some great scribbing going on. Keep up the great work. If you want some more help with algebra you need to see this post.

Harbeck

February 24: scribe post by laramae

2006-02-26T22:58:00.000-06:00

I never knew a math class could make my head hurt. Today we had a busy class. We did the activity that we do in each unit. This time it was algebra unit. We were given a big piece and a small piece of paper. The small paper was for us to use and the big paper is used for the group work. We do the big paper first after you copy the things that you did in the big paper to your small paper. Incase you weren't here for class, it's a hamburger, hamburger then in threes .. the refold it so its four squares across .. if you're in harbeck's class you'll know what i'm talking about. Yeah. Just to let you know we did this for the whole entire class. Well, the picture right there shows the paper that we folded and all the things in it and how it should look like .click on it to make it bigger =D hope you understand. i choose ... i dont know, i'll decide in class !

Scribe for Feb.22 2006 - racquel

2006-02-22T18:38:00.000-06:00

THE DISTRIBUTIVE PROPERTY

In math class today, we learned about the Distributive Property on which the terms, 4x, 5x, 6x ( like terms ), etc. can be combined. Terms like 8x, 2y and 3x2 (<--supposed to be read three multiplied by a number to the exponent 2, but I don't know how to make the 2 smaller) are called unlike terms. Only like terms can be combined, not unlike terms. Here is an example:

When terms are read, for example, 5(x+6), we must expand the expression and remove them from the brackets by using multiplication. Doing this is done by using distributive property.
When read, 5(x+6), it isn't solved as you can see. When these problems are unsolved, they are called terms.

Each term inside the bracket (x and 6) is to be multiplied by the circled number outside the bracket (5). When these problems aren't solved, they are called terms.

Now, we have a quiz this Friday on this. It's time you got to know this solution. =] I'm sure you all do. This class is very bright and very smart. I hope what I have typed out has been done correctly. Good luck everyone! =]

February 20- scribe renee

2006-02-21T19:43:00.000-06:00

Today in math class Mr harbeck talked about the parent quiz. The quiz for our power point presentation consist of us showing how we slove problems that have two step equations. For example:

1) 5x +4 =34 -4
-4
5x=30/5
x=6

check: 5(6)+4=24

Step 1. Isolate the variables
Step 2. Cancel the integer(s) using its' opposite.
Step 3. Balance
Step 4. Cancel what is attached to the variable. (in this case i got rid of the 5 next to the variable by dividing by 5)
Step 5. Balance
Step 6. Substitute to check

2) 6y+3=45 -3
-3
6y=42/6
x=7

check:6(7)+3=45

3) x/5+3=7 = -3
-3
x/5=4(5)
x=20

check:20/5+3=7

Later in the class he showed us something else.
Collecting like terms. These are terms that have the same variable parts and we call them terms.

3x+7x=40
add 10x=40
10/10 40/10
x=4
3(4)+7(4)=40

4x+6-9=9
4x-2x+6-9=9
2x-3= 9+3
+3
2x=6/2
x=6

You want to have 1 variable and i interger term on each side. After you have simplified.

Well. that is all we did in that class. Hope this has helped you guys in anyway. =)

february 20 - jeffrey caraulia

2006-02-20T18:35:00.000-06:00

To day in math Mr Harbeck was talking about our ditital portfolios. In our math section we will have to make a parent quiz which consists of 11 slides. It is were we have to become the teacher and teach our parents how to do the things we do in math. The first slide will consist of a question with exponents. The second slide will show what exponents are, in expanded instead of the short form. For example 3 exponent 4 would be 3x3x3x3, and then show them how to slove the problem. The slide is where you teach them 1 step algebra, for example x+6=20. And for the fourth slide it will be a hint slide which consists the steps to figure out the equation (Steps are to: 1)Isolate the variable, 2)cancel using the opposite, 3)balance and then 4)substitute to check. for the fifth slide it will have another algebra question where the parent answers it using the hints. And then on sixth slide it has another equation. Then on the seventh slide it shows how they got the answer. And when your parents say " Thats so easy!! is this all what your teacher is teaching you?!?!". then they read slide eight where it says something harder with a 2 step equation. On slide nine it will tell them the rules of second step equations which is to: 1)Isolate the variable, 2) cancel the integer first , 3) balance, 4) cancel what is attached to the variable, 5) balance, and then 6)substitute to check. On the tenth slide there would be a 2 step equations where your parents have to answer it. And on the last slide which is the eleventh slide is a link to your class bolg.

Collecting like terms: terms that have the same variable parts called liek terms. As some of you my notice the thingy below is the same as Junnels, well that is because both of us worked on it since were both scribes for today =).

February 13- scribe arielle

2006-02-13T19:07:00.000-06:00

Today in class we had Mr. Bartz as a substitute. He assigned us part B on page 38 in the chapter 4 booklet (the "seal booklet"). Then he gave us a sheet which is number 6.8. It involves solving equations in more than one step. Here are 2 examples:

Question number one:

5x+4= 34 -4
-4
5x= 30
30/5=6
x=6

CHECK:

5x=30
5(6)=30
30=30 YAY! BOTH SIDES ARE EQUAL THEREFORE IT'S BALANCED AND CORRECT!

Step 1. Isolate the variables
Step 2. Cancel the integer(s) using its' opposite.
Step 3. Balance
Step 4. Cancel what is attached to the variable. (in this case i got rid of the 5 next to the variable by dividing by 5)
Step 5. Balance
Step 6. Substitute to check

Now let us apply the exact same steps to one more question..

Question 13:

x/5 + 3 = 7 -3
-3
x/5= 4
x/5= 4(5)
x=20

CHECK:

x/5=4
20/5=4
4=4

HOORAY! ONCE AGAIN BOTH SIDES ARE EQUAL, THEREFORE WE SUCCESSFULLY ANSWERED THE QUESTION CORRECTLY

Well that was all that we did today. Hope that this will help those that are having trouble with this section. REMEMBER! we have a test next math class so remember to study STUDY STUDY!! So long!

feb.8th scribe } laramae

2006-02-12T21:08:00.000-06:00

1 Step Problem Equation Solving and 2 Step Problem Equation Solving
Today, again, like other days we did our daily routine. First we did a warm up, which is problem solving. Next we came to the main part of our class, Algebra a generalization of arithmetic in which letters representing numbers are combined according to the rules of a rithmetic. Today we had to do 1 step problem equation solving. The 1 step problem solving process the first picture. Doing this process makes your problem easier and less pain for your brain. After all the discussion we were given assignments that helped us understand the 1 step problem solving. We did it till class ends. We had a sandwich day meaning we get to see Mr. Harbeck for two classes. I dont know if it's a good thing or not, whatever you say. So that was the first class. 55 minutes of social studies... and we're on for the second math class. This part of the class was the same as the first class but we learned 2 step problem solving. There is also a process just like the 1 step problem. It's up there ^ 2 step problem. After all the talking mr. Harbeck gave us homework ! .. hah ! it's all good. We were working on it for the rest of the class. Well some of this is all new to me but mostly all of it is familiar. It was like a reviwe but to other people that don't know this is a great way of finding it out. This material can be really easy for alot of people but for some not really so that's why we have a blog right ? to learn and help each other. Sorry Mr. harbeck i don't post much = [ but my brother is busy doing his math blog too, so i can't use it. But hey he's out today ! lucky for me =D

To conclude, we learned a whole lot that day because of the double class. Understanding algebra and equations isn't that hard as long as you focus.

and arielle you're up next!

My Scribe

2006-02-12T14:25:00.000-06:00

Algebra ala Harbeck

We learned how to do one step equation solving.
Here are the steps
1. Isolate the variable.
2. Cancel using the opposite.
3. Balance
4. Substitute to check your answer.

x + 8 = 10
- 8 = 10 - 8
x = 2
2 + 8 = 10

The next scribe is Blaze.

Lost Algebra

2006-02-08T17:00:00.000-06:00

I created a post on the weekend all about the algebra you are doing. I am reposting it for your amusement. Please complete as much of this as you can and leave a comment behind about how you did.

Remember me Grade 8’s. Since I have been gone …only two days you must be missing me. Even if you are not missing me here are some excellent links to reinforce your learning.

The foundation to understanding algebra is to know integers. Here are two links that will reinforce what you need to know.

Try this Integer Quiz. If this is not familiar to you remember your order of operations and try again.

From this link you can see a movie on adding and subtracting integers. It is well done. If this link does not bring up the movie immediately click on the adding and subtracting integer link on the page.

Your first algebra lessons are dealing with words like term, variable, expression and equations.

Here are some helpful resources for you.
Extra help words to expressions
Extra help on variables and expressions

Here are three quizzes to see how well you did.

Substitution algebra
Solving Equations using Addition or Subtraction
Solving Equations using Division or Multiplication

Remember Leave comments to tell me how you did.

Harbeck

New Problem Solving

2006-02-08T14:12:00.000-06:00

Try some open ended questions at our new problem solving blog.

Taking Math to the next level

You may leave full or partial answers as comments. Up to 20% of your final exam will be problems like this.

The only wrong answer in math is NO ANSWER Try one try them all.

Harbeck

Scribes???

2006-02-08T14:07:00.000-06:00

Being a class scribe is a serious responsibility. You need to recapture the class for that day and post it for all to see.

As Richard has said in his posts

” The purpose of a scribe is to inform the reader what your doing and by doing so you relearn what you learned that day making you just a bit more smarter. Also if the reader reads the scribe then they also relearn. To think about it. Scribing is all about learning and learning… etc.”

Try to scribe or comment daily.

Date	8-16	8-17	8-41	8-73
Jan 30		Norielle	Kale	Micheal H
Jan 31	Dhona	Korina	Tyler	??Hayden??
Feb 1	Yvanne	Myla	??Aries??	Aldrin
Feb 2	Annalyn	Marjoy	Dion	?John?
Feb 3	Marylou	Sheenqui	Dilly	??Sean??
Feb 6	Rose	Rebecca	Kim	John pt 2
Feb 7	Blaze	Alex	Josh	?
Feb 8	Lara	?	?	?
Feb 9	?	?	?	?

Post soon, comment often

Harbeck

february 3 scribe post

2006-02-03T17:48:00.002-06:00

toady we had mr.pointon for math again today. this math class we corrected some of the questions on the 5.1 variables and expressions sheet.
mr.pointon helped explained the stuff on the sheet, like some of the questions on the sheet were putting the words into algebraic expression (a question with sybols, or something like that)
for example:
one of the questions were,
the width plus twelve= the answer would be, w(or any other symbol) + 12
because the w, or a symbol would stand for the width, and it's asking for the value of the width plus 12. we dont know the value of the width, so thats y we use a symbol.

another question was turning the algebraic expression to words. an example for that would be:
4h - 6= the answer would be a number multiplied by 4 desceased/subtracted by 6. thats how it would be because when a number is beside a variable (letter or symbol) it means to multiply. and the h, would stand for a value of a number and you would multiply those two together. then it's asking you to subtract or decrease it by 6. so thats y a number multipled by 4 decreased/subtracted by 6 is the answer

me.pointon also hepled us with the expressions and helped us with solving them
for example:
24 - 3t ; where t= 6
1) first you would do the brackets, since there aren't any, u do exponents
24 - 3(6), you would change the t into a 6, since t= 6

2) then you do multiplication or division, which ever one comes first
24 - 18, it becomes an 18 because you multiply the 3 and the 6 and the answer is 18. you multiply those numbers because when you have a number beside a brackted number you multiply those 2 together

3) after you do addition or subtraction, and like the multiplication & division, you do the one that comes first.
24 - 18= 6

the whole question would look like this:
24 - 3t ; where t= 6
= 24 - 3(6)
= 24 - 18
= 24 - 18= 6

We also did a sheet on changing the words to an algebraic expression,
e.g: a number increased by 5= X + 5
we had to do that sheet for homework

well i think thats all i guess, i hope i did this right =D

Look I’m back

2006-02-03T01:29:00.000-06:00

Sorry I haven’t been commenting or visiting lately. I’ve been crazy studying for exams… But now that Second Semester has started at Daniel Mac. I’m back. Hahaha. Now that I have seen that you guys are scribing. There are some excellent scribes going on and I assure you they will get better. You just have to push around each other on the blog. That’s the evolution of a blogger right there. You guys have to compete with each other to see who’s the best blogger out there. Hahahaha.

There are plenty of Examples of scribing.

Super (Secret) Scribe

Scribe or What

Scribe

Scribe Scribles

Yeah there all from the PC30S blog. Hahaha. Well you see. The purpose of a scribe is to inform the reader what your doing and by doing so you relearn what you learned that day making you just a bit more smarter. Also if the reader reads the scribe then they also relearn. To think about it. Scribing is all about learning and learning… etc.

So keep those scribes coming. And here’s a tip. Like in the examples that I posted. Try to use photos to make your scribe look even more better. Hahaha

Ricky Out.

Annalyn's Scribe

2006-02-02T21:56:00.000-06:00

Today we learned about combining multiplying with addition and subraction. This means, we combined the use of multiplying integers with addition and subrtaction. There are another set of 3 rules that you can follow....
Step 1: Box all of the multiplication *include chaperones or extra - or + signs.
Step 2: Multiply all in the box and get 1 integer per box
Step 3: Put them together and solve

Example:
(2)(-3) + 2(-3) - (6)(1) + (3)(4)=
[(2)(-3) ] + [2(-3)] - [ (6)(1)] + [(3)(4)] =
-6 -6 6 12
= -18+12= -6

This is multiplying with addition and subraction...

Algebra:

Algebra is just like all that stuff we did last year.. it's practically a review =)

Remember a variable is the unknown quality; x+2= ...... x is the variable
An expression is x+2 with no equal sign!
An equation is x+2= ...... it has an equal sign!
A co-efficent is 3x+2=.... the 3 is the co-efficent because it is infront of the variable
A constant is x+2 ...... 2 is the constant because it will always be the constant number that appears in the equation or expression
Substitution is replacing the varibale with a given/known quantity.
Example:
4x; where x is 4
= 4 (4)
= 16

Translation means translating math to english words, it is best known to use + as add or increase and - to be used as subtract or decrease.
Example:
x+9 ; is a number increased by nine
6x-8 ; is a number multiplied six times decreased by eight.

This stuff is so easy! Mr Pointon taught it to us last year.... you could only remember if you were paying attention! =)

Tomorrow's scribe is.... Marielou!!!!! Good Luck! =)

Help the scribe

2006-02-02T19:15:00.001-06:00

Some advise to bloggers. You need to be prepared to put a post up to the blog. People are counting on you to keep the scribe alive. If you are having difficulty post a blog and then go back in and edit the scribe.

To the scribes fellow classmates, If the scribe needs to have information added to it, post comments and add information you think will be helpful.

You all are doing a great job. I miss being at school. This is my link to you right now. Keep me informed and I will add comments if I can.

Keep scribbling.

H

February 1 2006 Scribing

2006-02-01T18:15:00.000-06:00

Hey everyone, I'M BACK! Miss me?? Well, 1st day of February and we learned something new didn't we?? Well yesterday Dhona made a great post on what you guys learned on Adding and Subtracting Integers with brakets (thanks for taking over) and todays lesson was about Multiplying Integers with these brakets ( ) :

First of all...we're in grade 8, a whole different level compared to grade 7...which also means we must do it in a different and much more advanced way.

In elementary we would be doing : 3 x 3 = 9
In Junior High now it has to be either : 3 (3) = 9 or (-3) (-3) = 9

Now you guys probably noticed something familiar in (-3) (-3) .... yes they're both negative numbers...yet the answer is positive!! A Mr. Pointon rule from grade 7 was ...... "if it's the same sign you multiply and it becomes positive, if it's different signs you're answer would then become a negative" Yet this is to difficult for other questions.... and so Mr. Harbeck shared with us in class an easier formula to these kinds of equations.... "firstly just multiply the numbers as is, secondly you must count the negative signs and if the amount is an even number...the answer should be a positive...if the amount is an odd number...the answer should be a negative.

If you guys don't get that yet here's an example:

(-3) (4) (-2) (-1) =_________

1) multiply them as is: 3x4x2x1 = 24
2) count the negative signs: (there are 3 negative signs )
3) PUT IT TOGETHER!!! ..... -24

Get it? See how simple and easy it is?? Well I hope I got to share with you my understanding of what we learned in class and I hope I have helped you understand this better =)

-dandan, yvanne =)

oh yeah....hmm...who should be our next scribe...it's hard to choose..i don't know who else besides me and Dhona who do blogging...hmmm...i say i'll give it to Annalyn...don't worry i'll note her up on this.

jan. 31 ; scribbing`

2006-01-31T17:36:00.000-06:00

Tuesday's scribe is now dhona.

Math: January 31st, 2006 Period 2

What we learned in today's class were how to deal with 2 integers in a set of brackets. We did examples that helped us fully understand the concept. Adding and subtracting integers is simple, you only have 3 rules to follow. They are:
1.) Order of Operations, only 1 integer per set of brackets.
2.) After you have cleaned up the brackets pull down the free floating sign
3.) Change your -(-) or owe owes,

Example:
1.) ( - 9 - 3 ) -15
----------------------------------------------------
2.) -12 -15= - 27
----------------------------------------------------
In step two you just do what you normally do with integers, -9 ( owe 9) -3 (owe 3) Together you owe -12. Then you bring down the free floating sign and the number in this case, 15. You must write the answer on the second line. If you put it on the first line, it wouldn't be correct. You now have owe 12 and owe 15, together you owe 27. There is also another set of brackets that we used. They are [ ]. That means that all the number in that one has to be done even if they have a million brackets in it.

Example:
1.) [ ( - 4 ) + ( - 2 ) ] - (- 3)
------------------------------------------------
2.) -6 + 3 = -3
------------------------------------------------

Here we have [ ] and ( ). All you have to do is the operation inside the square brackets. That would be owe 4 owe 2= owe 6. Since the 3 is an -(-) you change that to a + sign and bring it down. Now bring the 3, your equation reads
- 6 + 3 = - 3.

This concept is simple to understand after you get used to it. At first it can be very tricky. This is just like order of operations that we did in grade seven. It is now just with integers.

Homework is half of the questions on the 4th page in the pun book, both sections and finish all the question in part two, the first page of book b. Then, the second page, questions 1-10.

Tomorrow's scribe is Yvanne cause I took over for her today.

Time To Scribe

2006-01-30T15:04:00.000-06:00

Scribes in Mesopotamia used a stylus and clay tablet to keep track of may things. If you are the blog scribe you are to do the same for math class.

So... when it's your turn to be scribe, try answering these questions in your blog:

What did we do in class today?
What did we learn during these activities?
Was this new information or something I've seen in math or another class before?
Was the material difficult or easy to understand?
Is there something that I still don't understand and could ask my classmates to explain?
Did anything else happen during class that would be fun to keep a record of?
Are there any links out there to explain the concepts taight in class?

When you are done your post please pick another student to be tomorrows scribe.
Make this a fun assignment.

How much effort you put in it is up to you.

Mr. H

The Scribe for Tuesday's class will be Yvanne.

math quiz corrections`

2006-01-24T20:43:00.000-06:00

The steps are:
()Write the question
()Make a simple sentence
()Write a word ratio
()Make 2 equivalent ratios
Part/Whole = %/100
()Answer the question

My question I got right:
Fifty-six pounds in what percent of 140 pounds?

56 lbs. is _____% of 140 lbs.

140 is the whole
56 is the part

The ratio would be:
pounds given/total pounds = ?/100.
56 x 100/140 = 40%

56 lbs. is 40% of 140 lbs.

My question that I got wrong is:
Your employer has 600 business cars printed for you and you give away 280 of them. To the nearest hundredth, what percent of the cards is left?

____ cards were left.

The wrong answer:
600 is the total amount of cards (whole) and 280 is the part:
cards given/total cards = 280/600 = /100%. It would be 280 x 100/600 = 47.67%

My mistake was I didn't subtract 280 from 600 to get 320. Since, 280 is the cards given, I needed to find out the cards left. 600-280 = 320

The right answer:
cards left/total cards = 320/600 = /100%. It would be 320 x 100/600 = 53%

There are 53% of the cards left.

annalyns precent quiz things

2006-01-24T20:34:00.000-06:00

Here is the question that i got wrong.

1. Underline the question 2. Make a simple sentence 3. Write a word ratio 4. make 2 more equivalent ratios 5. Then fill in the simple sentence or answer it.

A questions i got right . On an arithmetic test Joh recieved a grade of 80%. He solved 24 problems correctly. How many problems were on the test?

What i did : There were _____ problems on the test. for the word ratio i put correct/all problems. Then i put 24/___ and another equivalent fraction was 80/100. Then i multiplied 24 by 100 and i diveded that by 80 and i got 30. So the answer is 30. There were 30 problems on the test.

A question i got wrong A televison is on sale for $600. If the sale price is 20% less than the regular price. What was the regular price ?

My mistake : i put ___/600 and the other equivalent fraction was 20/100 . I multiplied 20 x 600 and i divided by 100 and i got 120 . Then after i got that i added 120 to 600 and the answer i got was $720.

My correction : i put 600/ _____ and the other equivalent fraction was 80/100 not 20 because we're finding the regular price not the discount. Then i multiplied 600 by 100 and divded it by 80 and i got $750. So the right answer is $750. Using a simple sentence : The regular price of the tv is $750.

(I'll answer the other blogs soon sry if it'll be late though)

Example of a Percent Quiz post for Jan 23-27

2006-01-22T15:29:00.000-06:00

1. To successfully do percent problems you need to know the following:

1. What is the question.
2. Answer the question using a simple sentence answer (using a blank for an answer)
3. What is the part and the whole? Create a word ratio.
4. Set up a proportion that looks like this part/whole = %/100%
5. The last step is to ask myself does my answer look right? If it does I can use the cross products to check if my answer is correct!

Correct Question
On an aritmetic test John received a grade of 80% He solved 24 problems correctly. How many questions were there on test?

John's test was out of __________.

On an aritmetic test John received a grade of 80% (The percent) He solved 24 problems correctly(The part because it is not the complete test!!). How many questions were there on test?

The word ratio is
questions correct/total questions
24/? = 80%/100 b therefore 24 x 100/80 = 30
There are 30 questions on the test. (30 x 80 = 24 x 100)

A question I got wrong was
The original price of the sofa was $500 It is now on sale for $440. What was the percent decrease?

The percent decrease was _______.

The original price of the sofa was $500(The whole) It is now on sale for $440(The Part). What was the percent decrease (The UNKOWN)?

sale price/origional price = percent of sale $ /100% 440/500 =88%/100%

My Mistake was to say the 88% was the percent decrease. I needed to subtract the 88 from 100 to get a difference of 12%. There fore the percent decrease between the sale and origional price is 12%.

This is an example of what your post can look like. Please restrict your use of colour to one and its use is to show important ideas inside your post.

Work hard and make this post work. Comment on other peoples work. If they are confused and cannot answer their question show them how. We all must work as a community.

Post away.

Anon or Mr. H

answers from melissa

2006-01-16T16:13:00.000-06:00

In theatre 1 there is 270 seats in theatre 2 there is 340 seats and in theatre 3 there is 190 seats

Here is Mr. H's Percent Problem

2006-01-16T14:13:00.000-06:00

The problem I found is this

A 800 seat multiplex is divided into 3 theatres. There are 270 seats in Theatre 1, and there are 150 more seats in Theatre 2 than in Theatre 3. How many seats are in Theatre 2?

Please post an answer by placing it in my comments.

Did you get the right answer?

The solution can be found here

A great tutorial on how to solve percent problems.percent questions.

Good luck

Mr. H

The 13th Math answers

2006-01-15T21:31:00.000-06:00

1) What are those problem solving techniques that I was just talking about???
Well..i don't have my notes right now...i'm not at my house..but i still kind of remember (my memory's not that good :S)
*from the whole problem..underline the question (or somehow make it standout)
*make a simple sentence with a blank
*create a word ratio
*answer the following ratios (there's two more)
*answer it (fill in the blank)

2.Haley has enlarged a 3" by 5" picture so the length and the width are tripled. By what number must the original area of the picture to get the enlarged area ?

Haley would need to enlarge the picture ______ times

Since Haley has a 3" by 5" picture and both has to be tripled....it would then be:
3x3= 9
5x3=15

to get the area you would need to get the product of the length and width...
9x15=135

now to get to answer the main question... 135/15 <--------(15; because this was the area of the original picture size) would then equal to 9.....to make sure of this answer we go 9 x 15 = "135"

now we fill in the blank....

Haley would need to enlarge the picture 9 times

3.If there are 35 students in a class with the ratio 3:4, how many more girls then boys?

There are ________ many girls compared to boys.

In this problem it shows there are 3 boys for every 4 girls....a total of 7 all together... if you divide 35/7 = 5

to tell you the truth, i would stop here already...i gots my answer.. this is my simple way of answering this....it still gives you your answer doesn't it??

but oh well...ill do this the long way..to make everyone happy =)

well anyways....

35/7 = 5.... now you take the 5 and multiply it with 3 which would then become 15....you take 5 again and multiply it with 4 which would give you an answer of 20...20-15=5

see any which way...it gives you the same answer =)

oh i hope i did this right :S

answers from laramae 2

2006-01-15T19:26:00.000-06:00

Lucky 13 Assignment:

The steps are :
1. find the question
2. answer it with a simple sentence
3. create a ratio
4. answer it

Haley has enlarged a 3" by 5" picture so the length and the width are tripled. By what number must the original area of the picture to get the enlarged area ?
The picture would be enlarged __ times
[] you would multiply 3 by 3 since you want to get the length and width enlarged 3 times and same with the 5 multiply it by 3.
5x3=15
3x3=9
[] when you multiply 15 by 9 you would get 135
[] now you would divide 135 by 15 which is the original area
135÷15=9
[] The picture would be enlarged 9 times

If there are 35 students in a class with the ratio 3:4, how many more girls then boys?
[] 3:4 ratio means that there 3 boys for every 4 girls
[] to get the number of boys, add 3 and 4 which 7
[] then divide 35 by 7 , 35÷7= 5
[] when you get the 5 multiply it by 3 which will give you 15
[] there are 15 boys
[] since you multiplied the boy's number by 5 you will do the same with the girls
[] 4x5=20
[]there are 20 girls
[] subtract 15 to 20 and you will get 5
Meaning, there are 5 more girls than boys

Percent Problems

1. Sami decided to park her car at Park&Go for her four-day trip. The cost is usually
$8 per day or partial day. However, Sami has a 20% discount coupon for her entire
bill. How much did Sami’s parking cost?
[] We know that four days will cost her $32.00 because 4x8=32
[] First you find 10% of $32.00
10% of 32 is 3.2
3.2 x2 = 6.4
[] So, 20 % of $32.00 is $6.40

2. Yemi used 5 by 5 grid for each of the letters name in her name. what percent of the total number of unit squares in the five grids are shaded? Express your answer in nearest tenth.
[] first grid has 7 squares shaded out of 25
[] 7÷25=0.28 x100=28
[] second grid has 15 squares shaded out of 25
[] 15÷25=0.6x100=60
[] third grid has 13 squares shade out of 25
[] 13÷25= 0.52x100= 52
[] fourth grid has 14 squares shaded out of 25
[] 14÷25=0.56x100=56
[] fifth grid has 13 squares shaded out of 25
[] 13÷25=0.52x100=52
[]add all the square shaded
[]7+15+13+14+13=62
[] 62 divided by 125 which gives you 0.496 but you know that's not a happy number so you multiply by 100 which gives you 49.6 and round it off to the nearest tenth gives you 50
[] There would be 50% are the total of number of squares shaded from all the five grids

jan.13th; answers`

2006-01-13T20:41:00.000-06:00

1. The steps are:
()Make a simple sentence
()Create a word ratio
()Answer it

2.Simple Sentence; How much times does Hayley need to enlarge the picture?
---Hayley would enlarge the picture ____ times.
()The sides of the picture equal to 15 because 3"x5"= 15"
()Since the sides are tripled you multiply each by 3
()3x3=9 ; 5x3=15
()When you multiply 15x9 it will give you 135 which is the new area of the picture
()Now, you divide 135 by the original area of 15 and you should get 9 ; 135/15=9
---Hayley would enlarge the picture 9 times.

3.Simple Sentence; If there are 35 students in a class with the ratio 3:4, how many more girls then boys?
---There are _______ more girls then boys.
()Since there are 3 boys for every 4 girls, you add the 3 and because it will give you how much students are in that statment
()Then, you divide 35 by 7 which will give you 5 ; 35/7=5
()Now you multiply 5 by 3 which will give you the total amount of boys ; 5x3=15
()Same with the girls, multiply 5 by 4 and that is 20 ; 5x4=20
()Subtract 20 by 15 which will give you 5 ; 20-15=5
---There are 5 more girls then boys.

``Percent Problems

1. Since it is a four-day trip and it is $8.00 a day. The operation would be; 4x8 which is equal to 32.
---Sami's parking bill only cost $____.
10% of 32 = 3.2
10%x2= 20%
3.2x2=6.4
So 20% of $32.00 is $6.40
You subtract $6.40 from $32.00 which is $26.60 ; $32.00-$6.40=$26.60
---Sami's parking bill only cost $26.60

2. To start, the operation is the grid sides 5x5 and the total squares so it is 5x5x5
The answer to that is 125
There are 62 shaded unit squares
So since all 5 grids are 125 when 100% shaded
100%=125 ;
You divide 62 by 125 ; 62/125=.496
Multiply by 100 ; .496x100=49.6
You round that to be 50%
--- about 50% is shaded.
--() I write alot*

I'm Impressed

2006-01-12T16:10:00.000-06:00

WOW!! What a wonderful job some of you are doing in this blog. It is really amazing to see so many of you taking this blogging very seriously. It is always amazing to see students share there ideas about number so openly. Keep up the great work.

What An Awesome Job

2006-01-11T20:55:00.000-06:00

I would tell you guys what you need to do at the blog but you are doing an excepional job. Incase some one in the future wants to know what to do I will leave this post.

I am very impressed with your ablility to figure out blogging. Some of you are confused about what you are supposed to do.

When you enter your blog space create a post that answers any questions that are being asked. I will post one every week. If you are the class scribe you need to tell the class what happened in class that day
-what concepts were being taught
-give examples to help explain what was going on.
-find links to sites that are helpful to your math understanding.

You can read your classes blogs and leave comments so that they can get help from you.

Remember this is a public space and an extention of the classroom. Act and write appropriately.

Previous assignments That can be done. Lets Try Something New

Have fun

Mr. H

answers`

2006-01-11T18:44:00.000-06:00

Discount is what you save.
Sale Price is what you pay for.

Discount example:
A shirt for $29.99 with 40% off.
40% to a decimal is 0.4;
0.4x29.99= 11.99
Your discount is $11.99

Sale price example:
10% off a CD for $19.99
Since a percent is out of 100, you take away 10 from 100. You will have 90 as an answer. That is the percent you pay. 90% as a decimal is 0.9;
0.9x19.99=17.99
You pay $17.99

Percents:
50% of 70 is 35 because if you want to find 50% of any number you simply divide by 2.

35% of 80 is 28 because 25% is 20 because you can divide 80 by 4 or you can do this: (.25x80=20)
Now you need 10% more since 35-25=10. 10% of 80 is 8 because you divide by 10.
Add the numbers 20 and 8. You should have an answer of 28.

answers from laramae.

2006-01-11T18:37:00.000-06:00

what's the difference between discount and sale price ?
well discount is a reduction in the cost of an item and sale price of an item is its regular price minus the discount. So, in short form, discount is what you save and sale price is what you pay. We're most likely to use discount and sale price for shopping, obviously.

example :
lets say you bought a digital camera for $200.00 and you get a 30 % discount.
To get the 30% : change the 30% into a decimal which means dividing by 100 which gives you 0.3
0.3 x $ 200.00 = $60.00
$200.00 - $ 60.00 = $140.00
Therefore you pay $140.00

what's 50% of 70 ?
to calculate 50 % you divide by 2 or cutting it in half.

70÷2=35

50% of 70 is 35
what's 35% of 80 ?
50 % is 40
10 % is 8
5 % is 4
40 - 8 - 4 = 28
Therefore 35 % of 80 is 28 .

So uhhh .. gets? i get it = D