814 Math (2010) or 841

Shenna's 2 Minute Reflection

2011-06-16T18:25:00.001-05:00

1. Google Doc

Version 1: Draft

Final Cut

2. We made a lot of changes in our final cut. We changed the speed and quality of our voices because some parts weren't clear and hard to hear, added and deleted some pictures because some looks like it's poverty from different parts of the world so it doesn't really fit with our topic which is poverty in "Winnipeg", include our expert and picture of "us making a difference" because on our draft we didn't include it. When we posted our draft, it wasn't what we really want to post because were missing a lot and we aren't ready. So we received lots of comments from our classmates and it was quite helpful. We were able to improved our video with results that exceed our expectations. There wasn't any comments about making our video better but there was one comments that says we did a great job.

3. My group and I were looking all over the Internet to find one and luckily I was able to contact one from the Winnipeg Harvest (because of their homepage site). His name is Chris Albi and I got to talk to him through email. He had sent me a lot of information about the questions I asked him which contributed a lot to our video. My group and I also quoted some of what Robb Nickel (another expert together with Chris Albi from Winnipeg Harvest). Here are the 3 points they have added in our video. One is that poverty in Winnipeg never really started at a specific date. It just happened like the rest of the poverty in different parts of the world. Two is that poor people are everywhere in the world, not just in Winnipeg. Three is that poverty in Winnipeg is a major problem. I learned from them that Winnipeg is a major problem. I never really thought that Winnipeg would have poverty issues since Winnipeg is in Canada which is one of the developed countries in the world but I guess I was wrong. They were right that poverty happens everywhere, it doesn't matter if the country is rich or poor. Its just that its not as a severe here as other undeveloped countries.

5. The greatest success in our 2 minutes to make a difference would be getting it done on time and meeting the criteria required to make the video successful. The skills I would take away with me and use in the future would be managing our time and finding solutions when things didn't go as planned because during our project we ran into situations that could have prevented us from doing a good job and completing our video but my group and I managed though.

6. I would say finding pictures that fits with our topic frustrated us the most during our movie making. There wasn't much pictures to find because most of them are related to poverty in undeveloped or developing countries. After searching through many websites that our teacher recommended, we were able to find enough for the video. Pretty much the solution is to keep looking and don't give up. However it was time consuming which made it more frustrating since we didn't have much time. Also coming up with a thought provoking statement was difficult but after my group and I had a meeting during the weekend and put our brains together, we were able to come up with one.

7. I think the 2 minutes to make a difference is important for grade 8 students because we have to be aware and understand the problems going on around the world and let the other know too. This project helps us show the world that we care and wanted a change even at our young age. To show we have something to offer to the world with our voices and actions. This project also improves our researching and internet skills, cooperate with our groups and developed a skill to write constructive comments.

8. I will make a difference by spreading the word of our video and of course doing the same actions we did in our video. I will volunteer sometime at Winnipeg Harvest over the break.

Kim's 2 Minutes Reflection

2011-06-15T20:05:00.003-05:00

Google Doc.

Animal Cruelty: 1st Draft

Animal Cruelty: Final Draft

2. We have made a few changes to our final draft from our first draft. One of them was we added narration to the video. We also had changed the credits by changing the background colour so it would show up better. My group and I had made the music go on longer instead of stopping suddenly at the end. Yes, the student comments were very helpful in making our final cut better because we know that the audience would like to see in our video.

4. Unfortunately, we were unable to find an expert to help us with our project. We were unsuccessful because we did find one in the beginning but we found out that they were unable to give us information on our topic. We had attempted in finding another expert but we didn't have that much time left because some of our group was on the music trip.

5. I think that our greatest success in our 2 Minutes project was that we were able to complete it on time and at the best of our ability. I also think that we did a good job on finding and adding as much information to our video that we can in the time that we were given. Skills that I will take with me and use in the future are skills in how to make a movie and how to give advice to other people in how to improve their projects.

6. One thing that frustrated us was having to add our information and pictures to our video in a way that everyone liked. We were able to become successful by compromising and being able to organize our video with a little of the ideas our group members came up with. Another frustration that we had was having to add narration to our video. We were able to overcome this by asking one of our fellow classmates how they added narration to their video.

7. The 2 Minutes project is important to Grade 8 students because it made us aware of the many problems that are going on in the world. This has helped us understand these problems and learn how to make others aware of them. This project was also important because we learned how to make an informative video and work with a group. We also learned how to give constructive criticism to our schoolmates by giving them advice on how they could improve their video. Most importantly, we learned many ways we can take action and try to end these problems.

8. I will make a difference in the future by informing others about animal cruelty. I will also make a difference by avoiding purchasing products that use animal testing and by not abusing animals. I could also volunteer at local animal shelters.

Raelynn's 2minutes Reflection

2011-06-15T16:56:00.005-05:00

2. The changes that my group and I did were our voices because it wasn't consistent and one of our group member couldn't record her voice on that day since she was busy. So we tried to changed the speed and quality of our voices. We also changed some pictures because it doesn't look like it was taken from Winnipeg. Also, we had to interview an expert and we needed pictures for evidence to show on how we made a difference. The comments helped our video improve a lot.

3. We checked out some sites for someone to help us instead of meeting him in person. One of the important facts were as long there have been people, there are more people that has less basic needs and wants. There are poor people in every country in the world and Winnipeg is the child poverty capital in Canada, more children are poor as well as their mothers. Winnipeg has no specific date to when poverty happened.

5. Our greatest success in the 2 minutes project was getting it done on time. We also had a chance to show evidence of making a difference before the due date. The skills that I would use in the future are good making movie skills. It helps on which song fits to the picture. And the time length - not too fast or not too slow.

6. While making the movie, the most frustrating part was finding pictures. Most of the pictures are from Africa, Afghanistan and other countries besides Winnipeg. We searched through every website to find that our teacher recommended. The only pictures we could find are in Canada, which Winnipeg is a part of. We had to find an expert to interview us so we can get some information for our topic and showing evidence by taking pictures of us making a difference. We were also thinking on what big question we can put on the video. It took us a while to think before the due date for our 2 minutes.

7. The 2 minutes project is important for the grade 8 students because it helps you learn on how to make a difference and what is happening in the world today. It helps you understand the problems in life and let others know this too. Making a difference is a good thing to do. It could be useful for helping out families and friends.

8. How I would make a difference in the future is to tell others that every kid deserves a chance to have something they need and not leaving them alone suffering from hunger and pain. Take action. Also, I can ask my family to donate foods or clothing that we don't necessarily need in Siloam Mission and Winnipeg Harvest. I'll also spread the word so they'll know.

Julibella's 2 Minutes Reflection

2011-06-15T11:20:00.006-05:00

Poverty in Winnipeg: First Draft

Poverty in Winnipeg: Final Draft

Please reflect and talk about the changes you made between the first and final cut of your movie. Were the student comments helpful in making your final cut better?

Some changes that I made between the first and final cut of my movie were that I took out certain information because it was too much to read and I thought that it wasn't as important as the other information on my slides. I also changed one of my pictures. I added voice at the end, but only saying our names. I also added in my final draft my evidence of my expert because in the first draft I didn't show anything. The comments on the blog really helped me because they thought it'd be better to find another picture instead of having the same one for 4 different facts.

How did you find your expert? List 3 important points your expert added to your movie. What did you learn from your expert?

I found my expert from Winnipeg Harvest. I used to volunteer there and I knew some people that could help me with an interview. Some points I added to my video were that 1/3 of immigrants that live in Canada will be in poverty. Over 23000 children receive emergency food from Winnipeg Harvest. And that Manitoba is in the top 3 provinces for child poverty rates in Canada with 1/5 children living in poverty. I learned that there are around 5800 people who live in poverty in Winnipeg and that 3% of food bank users are homeless. I also learned that there are many ways to prevent poverty from occurring. Basically my expert, Meghan said that we just have to aware our community that poverty is a really big thing in Winnipeg. Also, just letting people know their rights. We could also help by volunteering at soup kitchens or food banks.

What was your greatest success in the 2 minutes project. What skills will you take away with you and use in the future?

I think my greatest success in the 2 minutes project was finding a lot of information and volunteering. I found out more than I needed to put on my video, but it will really help in the future someday. A skill I will take away with me in the future are being confident enough to be at an interview and talk to my expert professionally and successfully.

What frustrated you during the movie making process? What strategies did you use to become successful?

Some things that frustrated me during the movie making process were having more information than pictures and also finding music that I thought would fit. Strategies I used to become successful were putting 2 or 3 facts at most on a picture if I needed to instead of having just a black background. Another strategy was just being patient to listen to a lot of different kinds of music that would fit my topic. It took a while to find a song but I think it was worth it.

Why is the 2 Minutes project important to Grade 8 Students?

The 2 Minutes project is important to Grade 8 Students because we need to know that even though we are at such a young age, we can still make a difference in the world and have a say in anything we believe. It's important because we wanted to let the people become aware of what issues are going on in that world that we truly care about. We all have voices it's just how we use it that matters.

How will you make a difference in the future?

I will make a difference in the future by telling people that there are more people that have it way worse than us. Making sure that they are aware of what is going on either in the world or right in our community. So we have to give back to them and let the people who are struggling know that they are not alone. If we come together we will all form a beautiful united community.

Glenesse's 2 Minutes Reflection

2011-06-15T11:17:00.006-05:00

Poverty in Winnipeg: 1st Draft

Poverty in Winnipeg: Final Draft

Please reflect and talk about the changes you made between the first and final cut of your video movie. Were the student comments helpful in making your final cut better?

The changes we made between the first and final draft cut of our movie was that we added our evidence of proof of our interview with our expert because we didn"t have it last time. we deducted some information that wasn"t as important as others because it was too much to read. JB also added her voice in the end, but only our names. The student's comments really helped make the cut better because we didn't have our evidence of the interview with our expert and they suggested to find another picture for our information instead of most of them in one.

How did you find your expert? List 3 important points your expert added to your movie. What did you learn from your expert?

We found our expert just by calling Winnipeg Harvest and asking if they could answer a few questions about poverty in Winnipeg. Some points we added to our movie was that 1/3 of immigrants that live in Canada will likely be in poverty. We learned that Manitoba is in the top 3 for child poverty rates in Canada with 1/5 of children are in poverty. We also learned that over 23000 children receive emergency food from Winnipeg Harvest. I learned from the expert that there are many ways to prevent poverty from occurring and that we have to aware our community that Poverty in Winnipeg is a big issue. We can volunteer to help in food banks and soup kitchens.

What was your greatest success in the 2 minutes project. What skills will you take away with you and use in the future.

My greatest success in the 2 minutes video was trying to find out a lot of information when there aren't much sites on our topic. I also thought I succeeded in the interview because at first I was really nervous but in the end we found out a lot of information and i wanted to do more. In the future I would like to take with me my courage to talk to an expert without being shy and nervous.

What frustrated you during the movie making process? What strategies did you use to become successful?

What frustrated me during the movie making process was helping Julibella in finding pictures while I was gone. For me it was hard finding pictures when there aren't very much sites to look at. Strategies I used to become successful was trying my best to find pictures when there aren't very much any and just trying my best at everything.

Why is 2 Minutes project important to Grade 8 Students?

The 2 Minutes project is important to the Grade 8 students because they should know the issues going around them and telling them to others. Where we can try to make a difference at a young age. If kids like us can make a difference it will reflect on the adults to make a difference too. All our voices matter. No matter what age, we can make a difference.

How will you make a difference in the future?

I will make a difference in the future by making good choices and be good role models to try to make a difference so kids younger than me, our future, can also try to make a difference. I will try to aware everyone of the issues around the world so we can try to stop them and make our world better. I can tell people that they are not alone and there are people who have it worse than us.

Paul's 2 Minutes Reflection

2011-06-15T11:16:00.005-05:00

Google Document

First Draft

Final Draft

In our fist draft there were definitely mistakes that we missed, while doing the video. When the students commented it really helped us a lot. Some of the comments were the same, but there are some that really helped us in improving our final draft. Some changes that we made were having the slides stay for a longer time and add transitions to our climax to show our change. Also we added our personal voice so that the audience will understand our information more.

As a group we found our expert when I was looking for information about child labour. I was looking for information when suddenly I found a youtube video about child labour. We looked at his channel and there we subscribed to his channel to be able to message him and ask for his e-mail. We got his e-mail and his name was Agnam Goly Diop. He also showed us a website that talked about other children issues. Three things that I would say Agnam helped us with are, informative information, ways that we can help prevent child labour and the other things that child labour can do to others. It was very helpful of him to help us and we would've never known more information if we hadn't seen his video presentation about child labour.

If we did not find an expert the important informations we have gathered from him would be gone. Our video would be less fluent for other people to understand. Also all the things we researched, some of those information were based from our experts understanding.

I think our greatest success in our two minutes project would be spreading the child labour issue by making our fliers and displaying them in unique places that are easily seen. Some places are at bus stops for people going down the bus to see. Though it did rain and snow a week later. The video was also a success because we did what we could. The skills that I would probably take away and use in the future would be my cooperation, organization and my leadership skills. Through out the whole project I was helping my group by taking and researching as much information I could find about child labour. Using my organization skills,I was able to organize all our notes and take them into a flowing way of information. Leadership, I used it when we had problems and give suggestions and take in others suggestions to fix that problem. Problems would be finding our working place or time we are all available to work as a group.

In the video process there was only the last part that frustrated me. Throughout the video making process it was very smooth when we made our first draft and post it on youtube. There on out is when it started to get messy. First of all we discussed as a group what we needed to change in our video. We had what we needed to change, but when it was time for me to change it, it wouldn't open in my computer, so we had to do it in school. We did our best putting in the right problems we need to fix. Our strategy was to work as a team and use what we know and what we could do to finish our final video.

The 2 minutes project is important to grade 8 because it will help them in future projects. We would need team work to finish our video. Also we would need to think about the skills we use to make our project the way we want it to be. Of course it'll be hard because everyone has different suggestions, but that's when we need our skills to manage those ideas. It would also help us in future jobs because we never know when we would need to research about a topic we know nothing about. We would need to find experts to introduce us about that topic and what we need to know about it.

In the future as I grow up, I would help by many ways. I would donate to issues that would really need my help and the attention to be prevented. I would also try to participate in many people's life if they would need me. I would be happy to help those who are in need and help them have a normal life.

I think this is my last post as a grade 8 math zone scriber. Thank You to all teachers that help me and especially Mr. Harbeck for this blog work to help us in the future.

Kevin's Two Minutes Reflection

2011-06-15T11:13:00.014-05:00

2. The changes we made between our first copy of our video and our final copy is some rewording in the words. We decided to change the grammar because some of our sentences didn't make sense. We also added our voices to our final copy to give the video more emphasis and meaning. Between our first copy and our final we decided to give more credit to our expert and to show people where we got most of our information. The comments our peers made helped us in editing our video becuase their suggestions gave us new ideas to include in our work.

3. We found our expert using the help of our friend Paul, Paul was searching child labour facts and ran into a youtube account that provided us with a huge amount of information. Our expert provided us with some examples of how we can help prevent child labour. Another point our expert helped us with is telling us what is child labour, he also helped us by telling us what kinds of child labour there is. I also learned a lot of information from him, thanks to him I learned a bunch of new things I never knew before.

4. I think our greatest success in our two minutes project was creating those fliers and displaying them in certain areas. The areas we placed them in were highly seen by people passing by, we placed them at bus stops and at sargent park. The skills that I would probably take away and use in the future would be my cooperation and teamwork skills as well as my leadership. Through out the whole project I was helping guide my group members when there was confusion. When we needed a place to figure out our plan and contact our expert I was there to cooperate with them and decide a place with a certain time.

5. What really frustrated me during the movie making process was the audio for the video. I had trouble on that because after we made our rough copy Paul had to finish it at school. But at school the audio files Paul put in for the rough copy weren't showing but you still heard it. So when we recorded our voices, it removed all audio. Which made me even more angry because we then had to add another piece of music behind our voices so the music won't stop and then play again. To become successful we took our time and realized what had to be done in order to finish it correctly. We took the new music clip and tried to smooth it in with the last music clip.

6. The 2 minute project is important to grade 8 students because it shows how capable we are at video editing software. It also shows how much we can learn about a certain topic in such a long period of time. Doing the 2 minutes project especially shows how capable we are at working with peers in a project that involved a lot of communication. Also the 2 minutes project is important to us grade 8's because it shows how long we can focus on a single topic without getting bored of it, or procrastinating thinking it's not worth anything. This project shows how we are all responsible in our own ways.

7. In the future I will make a difference by donating to UNICEF or another child labour organization. I will also help by donating to anybody in general, as long as I can make a difference in somebody's life it'll make me happy. Then maybe someday that person can pay it forward and help somebody else in need.

P.S. Bye Mr.Harbeck, Thanks for the wonderful year of math!!! ☺

Suzie's 2 Minutes Reflection

2011-06-15T11:12:00.004-05:00

1.

Animal cruelty final copy:

First draft:

2. The changes my group and I made were that we fixed the music so it wouldn't stop suddenly in the middle of the video and we added a voice recording. We also cleaned up the credits and added some more things to it. The student's comments were very helpful in making our video better because they told us exactly what needed to be fixed so we could get it done and make our video better.

4. My group could not find an expert. We all looked at various different sites and called some people, but they were unfortunately unable to help us. By that time it was too late and we had to get working on our project more so we didn't focus on finding an expert as much then.

5. Our great success in our two minutes video was that we were able to get it done on time and do a fairly good job. We also got a chance to make a difference and to help animals. Some skills we learned from this project are movie making skills and even some marking and advice giving skills by giving the other students advice on how to make their video better. We also learned a lot about animal cruelty and our knowledge could help animals in the future.

6. The things that frustrated me during the movie making project was getting all the information, pictures and music together and the planning of the movie. We all had different ideas, so it has hard to compromise and use a bit of each idea.

7. The two minutes project is important to grade 8 students because it gives them idea of the problems happening in the world and it gives them a chance to learn and how to make a difference in the world. It's also never a bad idea to learn how to make a life changing and informative video!

8. I will make a difference in the future by telling others about animal cruelty and by not supporting products that use animal testing, puppy mills or hurting animals. I could also make a difference by taking care of the animals I do or will have in the future so they don't have to experience animal cruelty.

Anabelle's 2 minutes reflection

2011-06-15T11:09:00.011-05:00

Google Docs:

First Draft

Final Draft:

The changes that I made between my first draft and final draft are the following. I added more pictures to enhance the visual appeal of the entire presentation. I also quoted my expert, Stephanie on her opinion on why we should care about Child Soldiers. The last thing I did was show what I did to aid in the cause against it. Due to these changes I had to cut out some text to make room for them. This also meant that I had to add a bit more important mentions in the credits. The student's comments were very helpful. I wouldn't have seen my various errors if it wasn't for their wonderful comments. Not only that, I really appreciate the compliments on my video, both on YouTube and outside of YouTube. These comments gave me a huge confidence boost, and support while making the final copy.

I found my expert while looking through the various assignments posted by the University of Manitoba. I found an article on child soldiers written by Stephanie Scott, one of their students. (Her article can be found here.) I found her contact information via the Universities website. I asked her if she could help me in this project. She said that she might not be and "expert" on the subject, but she was happy to help with anything she could, and let me tell you, she assisted me in a lot. She even gave me another person to have as an expert. She was a woman who worked for the child soldier initiative. (Their site can be found here.) From Stephanie I learned plenty on the various and general topics of child soldiers. Things like: where in the world I could find them, what they do, how they're recruited, and even sent me some fact sheets. Tanye gave my information on what her organization does to help stop child soldiers. She also gave me information on how I can help. Stephanie also provided me with her own opinion on why we should care about Child Soldiers, which she happily let me quote so I could add it to my video. Sadly, I wasn't able to quote everything she said.

I really like how I decided to add my own pictures into the video. Drawing them were a way to express my thoughts on this topic through my art. I thought that it gave it more of an impact. I also thought adding the stories of some of the countless other children. I also thought that I made a great effort in trying to make my changes according to my comments. A skill I would take away to use for the future would be to take suggestions made by other people to better my work, and to have personal voice in my projects and assignments.

What frustrated me the most was finding pictures that I could use. Luckily I learned that you can find good pictures by typing things that could possibly relate to the project, instead of typing in your exact subject.

This project is important for grade 8 students because it takes our small perspective on the earth from having everything being about us to the harsh reality of other people outside our world. We are the future of our world. When we grow up, it is our responsibility as to how our world will move and change.

I will make a difference in the future by donating, fundraising, and helping out various organizations. The Child Soldier Initiative have a place on their site where you could donate money. I can also donate to UNICEF. I also hope to focus on other problems around the world.

Ysabelle's 2 Minutes Reflection

2011-06-15T11:05:00.004-05:00

2 Minutes to Make a Difference Version 1

2 Minutes to Make a Difference Final Draft

The changes that my group did in our video are our voices and the pictures. Our voices in the first draft aren't very clear and besides that, Shenna wasn't with us when we recorded it. We also removed some pictures because some of them aren't from Winnipeg. I think the comments we received were very helpful in making our final cut better.
We were looking for experts int he internet and we found Chris Albi from the website of Winnipeg Harvest. We learnt form our expert that there is no specific or year when poverty started. We also learnt that Manitoba is the child poverty capital in Canada. Poverty in Winnipeg is a major problem and it's getting worse.
I think our greatest success in the project is we did it on time and we had evidence. Our video isn't too fast or too slow and our choice of music is good. I think the skills I will take away with me and use in the future are research skills.
The pictures frustrated me in the movie making process. It was really difficult to find good pictures of poverty in Winnipeg because there aren't much of it. Most of the pictures I saw were from poor countries and places like Africa. We looked for more pictures using creative commons and gladly, we found pictures that look like they're from Winnipeg.
The 2 Minutes project is important to grade 8 students because it helps the students to be aware of what's happening in our world today. This project helped students to inform the world of the ongoing problems that need to be taken care of.
I think I will make a difference in the future by helping people and spreading the word. I'll donate food and clothings to organizations and I will also try to volunteer in some of their activities.

Duyen's 2 Minutes Reflection

2011-06-15T11:03:00.009-05:00

Google Document: 2 Minutes To Make A Difference

2 Minutes To Make A Difference Video: Education For Girls In Afghanistan First Draft

2 Minutes To Make A Difference Video: Education For Girls In Afghanistan Final Version

I have made many changes to my 2 Minutes To Make A Difference Video. I practically changed the entire video. In my first draft of my video I had the words over top of the pictures, while I put the words on the final copy on separate slides. I also changed the font colour from pink, which represents the colour of females to white on the final copy because the pink shade I chose previously was a little to light and difficult to see. Another thing that I added to my video are some narrations to capture my audience's attention towards the main highlights that I want them to pay close attention to. I also made the statements more concise and less "wordy" because the statements in my opinion were to long. I also fixed a spelling mistake of the name "UNICIEF", to "UNICEF", with the help of Chelsea Canlas's sharp eye for spelling mistakes. Thank you Chelsea! Another thing I changed were that I add some different different pictures and took some out because I had a brand new set of eyes and fresh mind when I edited the video for the final version and I thought it didn't match the set of words and mood. The most important thing that I changed in my video is probably the provoking thought/question because I thought that my previous provoking thought/question in my previous video was not as strong as I wanted it to be. I am really satisfied with the new provoking thought/question. I also changed the format of the credits because the rolling of the credits in the rough draft made me feel extremely dizzy watching it. So probably my audience would have felt that way too. Instead I add one picture for all the credits so my audience's head won't be spinning out of control. Overall I am extremely ecstatic about my 2 Minutes To Make A Difference video. Lastly, I would like to thank you for all the wonderful comments and views that I received! The comments were all so helpful, and I read each and everyone of them.

First of all thank you:

Cy-Thea Sand
Women's and Gender Studies
University of Winnipeg

Marilou McPhedran
Principal, Global College
University of Winnipeg

Roewan Crowe Assistant Professor
Dept of Women's & Gender Studies
Co-Director, Inst for Women's & Gender Studies
University of Winnipeg

All these incredible women that volunteered to be interviewed, especially Cy-Thea Sand who always had the quickest and thorough responses. I found my experts through the University of Winnipeg Women's & Gender Studies Department website. Cy-Thea Sand was the one that answered all my questions in time for the video so I only took her ideas, but I e-mailed all my experts. She was also friends with Jackie Kirk, who did outside Kandahar, Afghanistan visiting a school of girls. Jackie's Story can be found here. Some things that I learned from my expert, Cy-Thea Sand are:

"70 millions of girls couldn't go to school"
"One issue is safety – the Taliban have targeted girls’ schools as a way to terrify families and keep control"
The cause of denial of education for girls: "Poverty, war and conflict, patriarchal beliefs about the role of women. For aboriginal people in Canada, not going to or dropping out of school is a direct result of the abusive residential school system which existed in Canada until recently"

The three important points that my expert added to my video are:

Advised me to make the words more concise
Change the colour of font to be more visible
An empowering quote

In my opinion the greatest success of my video is probably the provoking thought/question that took me quite a while to compose, but it was worth the time and efforts. The reason why I think that the provoking thought/question is the most successful this provoking thought/question is the last thing you read so it will leave a lasting effect of wanting to make a difference. I hope that my audience will also consider it one of the highlights of my video and that it had a strong lasting positive effect on them too. A skill that I will take with me to use in the future that I gained through this whole experience is being a flexible person in order to work with three others with all very different work ethics and opinions. I will take the skill of flexibility every where I go in the future. No matter where I might be in the future.

What really frustrated me and made me feel furious is that I lost my original first draft then I had to remake it from the beginning and that all of my group members never had the "time", or "forgot" to do something. Some strategies that I used to help overcome these tricky obstacles are that I kept telling myself that they'll come around, they just have very busy lives compared to mine and I also learned to save my work in a USB stick and on my computer in order not to lose any precious work that I finished.

In my opinion, the 2 Minutes To Make A Difference project is important to the grade 8 students is because by working on this project in groups they will learn to interact with other people similar or different from themselves, which sharpens their sociability and flexibility skills. Another reason why the 2 Minutes To Make A Difference is to learn what types of conflicts there are in our modern day world or society without us, the typical Canadian teenagers might not notice on an everyday basis. This project is a really an eye opener for me and probably many other grade 8 students. What we might consider a "bad" day might be one of the best day of someone less fortunate.

I will make a difference in the future by informing others in my life about the current situations in the world and try to help tame the situation to the best of my ability. My dream is to open a foundation called "Be-U-tiful", that helps improve girls self-esteem and give out scholarships to girls who can't afford to go to a post-secondary school or any grade level in school.

Hanin's 2 Minutes Reflection

2011-06-15T10:59:00.002-05:00

2 Minutes Reflection

Google Docs Powerpoint

2 Minutes Movie First Version

2 Minutes Movie Final Draft

In my first movie I just did the outline. Then when people commented I changed the backround and added more pictures. I didn't talk to an expert because I didn't find one. I looked on the internet but I didn't find anything. My partners didn't do any work so I ended up doing this by myself. I very happy that I finished it on time. I was most successful with that. I was one of the first people to post mine up there. What I found frustrating was Movie Maker, it kept freezing. I think that 2 Minutes is important for Grade 8 because it teaches about the many issues of the world that need attention. I will make a difference by helping issues such as child labour and poverty.

Vincent's Math Questions Page 339 6-9

2011-05-19T21:09:00.015-05:00

Patrick's Math Questions Pg. 339, 10-12

2011-05-18T17:12:00.007-05:00

Leea's Algebra Post

2011-05-09T16:25:00.016-05:00

Equation- only has one answer and has an equal sign (=)

Expression- has a pattern, many answers

1) Isolate the variable

2) Cancel the constant using zero pair

3) Balance - d

o the same operation

on the other side of equal sign (=)

4)Verify to c

heck

Green (positive) or White (negative)

Solving One-Step Equations:

Question#1

Question# 2

X+2=3

Question#3

Question#4

Here are some links to help you :

http://www.analyzemath.com/intermediate_algebra/questions_1.html

http://www.analyzemath.com/intermediate_algebra/questions_1.htmlhtml

http://tutoring.sylvanlearning.com/eighth_grade_math_algebra.cfm

Youtube Videos Links:

http://www.youtube.com/watch?v=G6fPIVeS_-A&feature=fvwrel

http://www.youtube.com/watch?v=etQZMd0xqKE&NR=1

Kim's Algebra Post

2011-05-08T21:11:00.021-05:00

Variable - a letter that represents a number in an equation or expression. ex. n+6=14

Constant - the integer in an algebraic expression or equation. ex. n-10=7

Expression - pattern- many answers. ex. 2x

Equation - only has one answer, has an equal sign. ex. 2x=6

One-Step Equations

Steps:

1) Isolate the variable.

2) Cancel using the opposite

-constant is cancelled with zero pair

3) Balance - do the same operation on the other side of the = sign.

4) Verify to check.

Addition Question

Subtraction Question

Multiplication Question

Division Question

Algebra Tiles

- Isolate the variable

- Cancel the constant using zero pair

- Balance - do it to the other side

- Verify to check

Addition

Subtraction

Multiplication

Division

Two-Step Equations

Steps:

1) Isolate the variable.

2) Cancel the constant.

3) Balance.

4) Simplify the variable.

5) Balance.

6) Verify.

Verify to check.

Using Algebra Tiles To Solve Two Step Equations

Algebra Tiles

Here's links for one-step and two-step equations.

One-step Equations Video

Two-step Equations Video

Shane's Algebra Post

2011-05-08T19:52:00.001-05:00

Algebra - Writing mathematical phrases using letters to represent numbers.
Example: n+6=14
x-6=3
Variable - a letter that represents a number in an equation or expression
Example: a+11=20
Constant = the integer in an algebraic expression or equation
Example: 18+m=8
Expression -pattern -many answers
Example: 3x
Equation - only has one answer and an equal (=) sign
Example: 3x=9

Solving a One Step Equation:

1st Isolate the variable
2nd Cancel the constant using zero pair
3rd Balance - do it to other side
4th Verify to check

One Step Equations and Models

Solving a Two Step Equation

1st Isolate the variable
2nd Cancel the constant
3rd Balance
4th Simplify the variable
5th Balance
6th Verify

Two Step Equations and Models

Paulo's Algebra Post

2011-05-08T15:37:00.007-05:00

Variable - a letter that represents a number in an algebraic equation or expression

Constant - the integer in an algebraic expression or equation

Expression - pattern, many answers ex. 5x, 5x5

Equation - only has one answer, has an equal sign ex. 5x=25, 5x5=25

Steps:

1) Isolate the variable.

2) Cancel using the opposite of the number. ex. (+2)'s opposite is (-2)

3) Constant is cancelled with the zero pair.

4) Balance, do the same operation on the other side of the = sign.

5) Verify to check. (equality)

One Step Equations

x+2=2

x+[2-2]=[2-2]

x=0

Verify:

x+2=2

0+2=2

2=2

6=2x

6/2=2x/2

3=x

Verify:

6=2x

6=2(3)

6=6

Two Step Equations

7=4x+3

[7-3]=4x+[3-3]

4/4=4x/4

1=x

Verify:

7=[4x1]+3

7=[4+3]

7=7

2x+1=5

2x+[1-1]=[5-1]

2x/2=4/2

x=2

Verify:

[2x2]+1=5

[4+1]=5

5=5

Solving One Step Equations

Solving Two Step Equations

click THIS. It's very helpful (;

Anabelle's Algebra Post

2011-05-08T13:32:00.024-05:00

Algebra- writing mathematical phrases using letters to represent numbers

Variable- a letter that represents a number in an algebra equation or expression

Constant- integer in an algebra expression or equation

Equation- only has one answer and has an equal sign

Expression- has a pattern, many answers
_______________________________________________________
Adding and Subtracting

Whether we are adding, subtracting, multiplying, or dividing we start off by isolating the variable.

Let's start off with an addition problem.

v+8=26

How we isolate the variable is to make a zero pair to cancel out the constant. Try not to think of +8 as add eight, but instead think of it as positive eight. To cancel a positive eight we need a negative eight.

Remember, what we do to one side, we do to the other side.

Then what we have left is the v on one side and 18 on the other.

The same rules apply for a subtraction problem, but instead we cancel the constant with a positive integer.

The only thing left to do is verify to check.

Plug in the number in place of the letter.

Then show equality.

_______________________________________________________
Multiplying and Dividing

10n=40

To be able to isolate the variable of a multiplication problem we will divide and do the same to the other side.

Next, verify to check.

x/2= 5

Isolate variable.
Cancel using opposite.

Then, verify to check.

_______________________________________________________
Integer Tiles

Now, we will solve these problems using integer tiles.

*NEVER USE ALGEBRA TILES TO VERIFY TO CHECK

x+2=3

Start by changing the problem to what it would look like using integer chips.

Using the same concept we'll cancel the constant using zero pairs. In the case we cancel two +1 tiles using two -1 tiles. With what's left is how much the x tile is worth.

x2=6

1. Zero pair
2.Simplify
3.Answer

-2x=4
1. Zero pair
2.Simplify

We need to switch the final answer around by multiplying -1 on both sides.

x/2=5

When representing x you'll cut it in half .

You then add the other half making the x complete, and remember the rule of equality. You add another half then you add another set of tiles.

______________________________________________________
Solving 2 step equations

2x+1=7

1.Isolate the variable starting off with with the addition/subtraction part
2.Cancel constant
3.Balance
4.Simplify the variable
5.Balance

6.Verify

x/2+2=6

1.Isolate the variable starting off with with the addition/subtraction part
2.Cancel constant
3.Balance
4.Simplify the variable
5.Balance

6.Verify to check

If you're still having trouble have a look at this video.

Kevin's Algerbra Post

2011-05-08T12:34:00.007-05:00

Algebra - Writing mathematical phrases using letters to represent unknown numbers
Ex. 5 + x = 7 or 7 - x = 5

Variable - A letter used to represent an unknown number in an equation or expression
Ex. 5 + x = 10 x <---- is the variable

Constant - The integer in an algebraic equation or expression
Ex. 5+ x = 10 In this case 5 is the integer

Expression - A pattern that may have many answers
Ex. 5x

Equation - An equation only has 1 answer and contains an equal sign
Ex. 1 + x = 2

How to Solve a 1 Step Equation
1) Isolate the variable
2) Cancel the constant using a zero pair
3) Balance - What you do to one side of the equation do to the other
4) Verify to check - Rewrite the equation but include the answer you received if they match up your correct

How to Solve 2 Step Equation
1) Isolate the variable
2) Cancel the constant using zero pairs
3) Balance the equation out
4) Simplify the variable
5) Balance the equation again
6) Verify to check

Duyen's Algebra Post

2011-05-08T11:23:00.023-05:00

Algebra consists of the following to consider it as algebra, but first what is "algebra"?
Algebra is writing mathematical phrases using letters to represent numbers and needs the following to make it algebra:

Variable - a letter that represents a number in an algebraic equation or expression
Examples: n/3=5, 2x=8, etc.

Constant - the integer in an algebraic equation or expression.
Examples: 73 - a= 70, 53g = 106, etc.

Expression - pattern - many answers
Examples: 1 + m, 2f, etc.

Equation - only has one answer and an equal sign (=)

Examples: h + 100= 170, -5j= -25, etc.

Steps To Find Equality For One Or Two Step Algebraic Equations

isolate variable
cancel using opposite
balance - do the same operation on the other side of equal sign (=)
verify to check (equality)

Sounds easy right? So here are some questions to see if you really know what you're doing is correct. Refer to the rules or steps above if you forget. Good luck!

* Remember that a rectangular x algebra tile, green (positive) or white (negative) has no value. x only represents an unknown number, but each square algebra tile represents a positive (green) or a negative (white) one. Also don't ever use algebra tiles to verify your answer.

Solving One-Step Equations

Question #1

3 + x= 5

3 -3 + x= 5 -3

x = 2

3 + x = 5

3 + 2= 5

5 = 5

Question #2

n - 7 = 5

n - 7 + 7= 5 + 7

n = 12

n - 7 = 5

12 - 7= 5

5 = 5

Solving Two-Step Equations

Question #3

3x - 2 = 16

3x - 2 + 2= 16 +2

3x = 18

3x /3= 18/3

x = 6

3x -2 = 16

3(6) - 2= 16

18 - 2 = 16

16 = 16

Question #4

x/2 + 1= 2

x/2 + 1 - 1= 2 - 1

x/2 = 1

x/2 x 2 = 1 x 2

x = 2

x/2 + 1= 2

2/2 + 1= 2

1 + 1= 2

2 = 2

Here are some links to help you with your upcoming exams or tests on solving one or two step algebraic questions.

Wired Math a site that consists of Grade 8 math including solving algebraic equations
Math Goodies a site with all types of math information
Khan Academy a site that has everything involving math including video tutorials

Solving One-Step Equations Video - Khan Academy

Solving Two-Step Equations Video

"I hope that you enjoyed my algebra post and feel free to comment on any mistakes I made, and please do give suggestions because I appreciate your help. Also comment on the highlights of my post." - Duyen Chau 8-14

Patrick's Algebra Post

2011-05-08T11:16:00.005-05:00

One Step Equations:

To solve one step equations, you need to isolate the variable. To do that, you need to get rid of the constant, which is the integer in an algebraic equation or expression. To do that, you must cancel the number by using a zero pair. So now you need to balance. What ever you do to one side you must do to the other side. Then you must verify your answer to see if it is correct.

ex.

n +10 = 15

n +10 -10 = 15 -10

n = 5

Verify:
LS RS

n +10 = 15

5 +10 = 15
15 = 15

Alge-Tiles:

ex.

n-2=2

n-2+2=2+2

n=4

Verify:

n-2=2

4-2=2

2=2

Alge-Tiles:

Two Step Equations:

To solve two step equations, you must do what you have to do in one step equations, get rid of the constant. Then once that is gone you must isolate the variable. The opposite of multiplying is dividing, the opposite of dividing is multiplying, the opposite of adding is subtracting and the opposite of subtracting is adding. So you must cancel out all the numbers. Then you have to verify your answer.

ex.

2n + 3 = 11

2n+3-3= 11-3
2n = 8

2n÷2=8÷2
n = 4

Verify:
2n+3=11
2(4)+3=11
8+3=11

11=11

Alge-Tiles:

ex.

x÷2-2=1

x÷2-2+2=1+2

x÷2=3

x÷2x2=3x2

x=6

Verify:

x÷2-2=1
6÷2-2=1

3-2=1

1=1

Alge-Tiles:

Hanin's Algebra Post

2011-05-07T14:20:00.005-05:00

My Algebra Post:

Variable: a letter that represents a number in an algebraic equation or expression

Constant: the integer in an algebraic equation or expression

Expression: pattern- many answers
ex. 2x

Equation: only has one answer- has an equal sign
ex. 2x=6

Steps: - Isolate the variable
- Cancel using the opposite
- Constant is cancelled with a zeropair
- Balance - do the same operation on the other side of the = sign
- Verify to check (equality)

Here is my work:

2011-05-07T13:46:00.009-05:00

JEREMYS ALGEBRA

One Step Equasions

Two Step Equasions

Shenna's Algebra Post

2011-05-07T12:39:00.000-05:00

Solving a Two Step Equation

1st Isolate the variable
2nd Cancel the constant
3rd Balance
4th Simplify the variable
5th Balance
6th Verify

Two Step Equations and Models

One Step equation

Two Step Equation video

Solve Two Step Multiplication Equations

Raelynn`s Algebra Post

2011-05-07T12:06:00.012-05:00

Algebra - Writing mathematical phrases using letters to represent numbers.
eg. x+8=14, n-9=9

Variable - A letter that represents a number in an algebraic equation or expression.
eg. a+13=15
Constant - The integer in an algebraic equation or expression.
eg. 19+n=9
Expression - Pattern - many answers.
eg. 4x
Equation - Only has one answer and has an equal sign: =.
eg. 4x=12

Solving an Algebraic Equation:
- Isolate the variable
- Cancel the constant using zero pair
- Balance- doing it to both sides
- Verify to check

One-Step Equations:

Solving a Two Step Equation:
- Isolate the variable
- Cancel the constant
- Balance
- Simplify the variable
- Balance
- Verify

Two-Step Equations:

Algebra Link.

Jae Anne's Algebra Post

2011-05-06T20:21:00.000-05:00

Algebra - writing mathematical phrases using letters to represent numbers.
n + 5 = 14

Variable - a letter that represents a number in an algebraic expression or equation.

n + 5 = 14

Constant - the integer in an algebraic expression or equation.
n + 5 = 14
Expression - pattern-many answers

Equation - only has one answer and has an equal sign

3x = 27

Steps to solve:

- Isolate the variable.

- Cancel the constant using zero pair.

- Balance - do it to the other side.

- Verify to check.

One - Step Equations

Two - Step Equations

Here are some videos that might also help you.

Paul's Algebra Post

2011-05-05T18:22:00.014-05:00

Algebra- Writing mathematical phrases using letters to represent numbers.
ex.
___+3=5,
5-___=2

Solving an Algebraic Equation:

Isolate the variable
Cancel the constant using zero pair
Balance- doing it to both sides
verify to check

Variable- a letter that represents a number in an algebraic equation or expression

Constant- the integer in an algebraic equation or expression

Expression-pattern- many answers

Equation- only has one answer and has an equal sign =

One-Step Equations

Two-Step Equations

Ysabelle's Algebra Post

2011-05-04T09:29:00.018-05:00

Algebra

Algebra- branch of mathematics that involves expressions with variables

variable- a symbol which represents any unknown number

constant- integer in an Algebraic expression expression or equation

equation- only has one answer, has an equal sign

expression- has pattern, many answers

Steps to solve:

Isolate the variable.
Cancel the constant using zero pairs.
Balance by doing the same operations on each side.
Verify to check.

One-Step Equations

5) m+4=-12

Solution:

m+4=-12
m=-12-4
m=-16

Verify:

m+4=-12
-16+4=-12
-12=-12

9) v-15=-27

Solution:

v-15=-27
v=-27+15
v=-12

Verify:

v-15=-27
-12-15=-27
-27=-27

19) 21=-7n

Solution:

21=-7n
21/-7=-7n/-7
-3=n

Verify:

21=-7n
21=-7(-3)
21=21

27) v/7=8

Solution:

v/7=8
v/7(7)=8(7)
v=56

Verify:

v/7=8
56/7=8
8=8

Two-Step Equations

9) 5x-1=9

Solution:

5x-1=9

5x=9+1

5x=10

5x/5=10/5

x=2

Verify:

5x-1=9

5(2)-1=9

10-1=9

9=9

21) 9+9n=9

Solution:

9+9n=9

9n=9-9

9n=0

9n/9=0/9

n=0

Verify:

9+9n=9

9+9(0)=9

9=9

Algebra- One-Step Equations

2011-05-04T09:26:00.008-05:00

Algebra- writing mathematical phrase using letters to represent numbers

eg.
- __+3=5
- 2πr=c
- πr^2=A
- s^2=A
- 5-___=2
- πd=c
- l x w=A
- l x w x h=v

Steps:
-Isolate the variable
-Cancel the constant using zero pairs
-Balance- do it to the other side
-Verify check

Student Led Conference Adult Response

2011-04-28T18:10:00.006-05:00

The favorite things that my daughter made was the Cro-Magnon drawing and the artifacts definition card because I didn't know that my daughter could draw so beautifully.

I am going to help my daughter in the last 6 weeks is to limit her Korean dram time on the computer because Duyen always does her homework last minute due to watching Korean dramas.

Thank you for helping my daughter.

Angelo's Cylinder

2011-04-20T15:28:00.002-05:00

a) v= π x r x r x h
v= 3.14 x 5 x 5
v= 78.5 cm2 x 23
v=1805.5 cm3

b)v= π x r x r x h
v= 3.14 x 14 x 14
v= 615.44 x 12
v=7385.28 cm3

c)v= π x r x r x h
v= 3.14 x 0.5 x 0.5
v= 0.785 x 1.5
v= 1.17

R= D/2

R=0.5/2
R=0.25

V=π x r x r x h
V=3.14 x 0.25 x 0.25
V=0.19625 x 20
V= 3.925 cm3

Shenna's Fraction Video

2011-04-06T20:10:00.000-05:00

How to Convert a Mixed to an Improper?

How to Convert an Improper to a Mixed?

Duyen's What Is A Fraction? Video

2011-04-06T19:21:00.006-05:00

"Here is a video that I made on fractions and I hope you enjoy watching it!" - Duyen Chau 8-14

Here are some links you would like to consider visiting:

Adding mixed fractions

2011-04-06T19:06:00.001-05:00

Patrick's Fraction Video

2011-04-06T18:13:00.002-05:00

Raelynn's Fraction Video

2011-04-06T18:08:00.002-05:00

Paul's Fraction Video

2011-04-06T17:27:00.002-05:00

How to add Mixed Fractions ?

Add Mixed Fractions with common denominator

Add Mixed Fractions without common denominator

How to change a mixed fraction to an improper fraction.

2011-04-06T16:32:00.005-05:00

Hanin's Fraction Video

2011-04-06T12:21:00.001-05:00

Bj's Great Big Book Of Integers Chapter 4

2011-03-25T11:26:00.001-05:00

Chapter 4:
Order of Operation

Chapter 4: Order of Operation

B.E.D.M.A.S. is used to do the order of operations for integers which stands for:

Brackets
Exponents
Division
Multiplication
Addition
Subtraction

(+7) x (-2) + (-9) ÷ (+8) =
[(+7) x (-2)] + [(14) ÷ (+2)] =
(-14) + (+

Bj's Great Big Book Of Integers Chapter 3

2011-03-25T11:12:00.002-05:00

Chapter 3: Dividing Integers:

Dividing Integers

The way of reading the dividing integers is:
- How many groups of __ are in __?
- How many __'s go into __?

Partitive Division - The making of groups or parts.

Quotative Division - Sharing with groups.

The quotient of the two integers with the same sign der of Operations with Integers

B.E.D.M.A.S. is used to do the order of operations for integers which stands for:

Brackets
Exponents
Division
Multiplication
Addition
Subtraction

Ex.(+5) x (-3) + (-6) ÷ (+3) =+4

[(+5) x (-3)] + [(-6) ÷ (+3)] =+4

(-15) + (-2) = -17

Bj's Great Big Book Of Integers Chapter 2

2011-03-25T10:37:00.003-05:00

Chapter 2:
Multiplying Integers.

In multiplying Integers you need to know the sign rule and how to multiply.

Sign Rule.
Ex's.

When you have an even number of negative factors, the product will be POSITIVE.
eg. (-4) x (-4) = +16

When you have an odd number of positive factors, the product will be NEGATIVE.
eg. (+5) x (-4) = -20

Ways of showing how to multiply integers:

Positive x Positive = Positive: (+2) x (+3) = +6 , (2) x (3) = 6 , (2) (3) = 6
or
2(3) = 6
or
2 groups of (+3)

Negative x Positive = Negative: (-2) x (+3), remove 2 groups of (+3)

Negative x Negative = Positive: (-2) x (-3), remove 2 groups of (-3)

2011-03-25T10:24:00.003-05:00

Chapter 1: Grade 7 Integer Review:

Integers are "negative" and "positive" numbers. They can be represented as integer chips or on a number line. You get a "zero pair" when you have a negative and positive of the same number, example: -3 and +3 make 0.

Adding and subtracting integers:
(-3) + (+9) =
owe 3 have 9= +6

(+7) - (-9)
have 7 owe 9= 16

Chapter 2 multiplying integers:

Sign rules: When you have an even number of negative integers the answer is positive.
When you have an odd number of negative integers the answer is negative.

(3)x (7)= 21
3 groups of positive 7 the answer is positive 21
+++++++ +++++++ +++++++

(-4) x (+2)
remove 4 groups of positive 2
++ ++ ++ ++ = -- -- -- --
-- -- -- --

Chapter 3: Dividing Integers:

The way of reading the dividing integers is:
- How many groups of (a) are in (b)?
- How many (c)'s go into (d)?
(+9) ÷ (+3) =3

Partitive Division - The making of groups or parts.
(9) ÷ (3)=
+++ +++ +++
3 groups of positive 3

Quotative Division - Sharing with groups.

The quotient of the two integers with the same sign is "Positive".
The quotient of the two integers with the different sign is "Negative".

Chapter 4: Order of Operation

B.E.D.M.A.S. is used to do the order of operations for integers which stands for:

Brackets
Exponents
Division
Multiplication
Addition
Subtraction

(+7) x (-2) + (-9) ÷ (+8) =
[(+7) x (-2)] + [(14) ÷ (+2)] =
(-14) + (+7)= -7

Albert's Term 2 Reflection

2011-03-25T10:03:00.002-05:00

What I learned in term 2 is about volume, surface area, and percent. Volume is a measurement of 3 dimensional space and tell how large it is, we got to learn to find the cubic squares in shapes. The surface area is the surface of the 2 dimensional space, the shapes we learned to find the surface area is a triangular prism, rectangular prism, and cylinder. What we learned about percents is about how to convert a number into a percent then into a fraction and decimal.
What I find easy to do is doing the test because I learned about it before. What I struggle in is remembering the formula for finding the surface area of a triangle because I used the wrong formula. In the next term I will try to work harder and study for a test.

Bj's Great Big Book Of Integers Chapter 1

2011-03-25T09:53:00.004-05:00

Chapter 1 : Great Book Of Integers Review

In integers, when adding both positive and negative with the same number they will cancel each other out making the answer a zero.

In Integers you can have zero pairs.

Zero pairs is when you have positive and negative number that is the same.
ex. (+9) + (9-) = 0

I prefer using standard form because its easier to answer and easy to understand.
ex. +9 + -1 = -10

Sign Rule:
If there is even number of positive the product will be POSITIVE
If there is a odd number the product will be NEGATIVE.

Ivorys term 2 Reflection

2011-03-25T09:10:00.001-05:00

In term 2 we learned about percent,surface area and volume.
We learned how to find percents and represent them as fractions and decimals. We also learned to show percents on a 100 grid and how to use percent with tax prices.
We learned how to find the surface area of rectangular prisms, triangular prisms and cylinders. To help us we made nets and 3D shapes to help us find the surface area.
In volume we learned how to find the cubic squares in a shape.

I found it very easy to do all this, my tests were nearly perfect without studying but I never did any homework. In class I would help others to understand what they needed to do but I hardly did any textbook work. I didn’t do the blog, I didn’t scribe, I didn’t comment and even though I’m doing it now, don’t expect me to keep doing it.

Next term I’m probably not going to be any different with my work habits, but truthfully, I hardly know myself so maybe I will. Old habits die hard.

Ivorys Big book of Integers

2011-03-25T08:45:00.001-05:00

Chapter 1: Grade 7 Integer Review:

Integers are are -negative- and +positive+ numbers. They can be represented as integer chips or on a number line. You get a zero pair when you have a negative and positive of the same number, example: -1 and +1 make 0.

Adding and subtracting integers:

-3-(-7)
you owe 3 and you pay back 7
=4

-3-7
you owe 3 and you owe 7
=-10

3-7
you have 3 and you owe 7
=-4

3+7
you have 3 and you have 7
=10

-3+7
you owe 3 and you have 7
=4

Chapter 2: Multiplying integers:

Sign rule: when you have an even number of negative integers the product will be positive, odd will be negative.
When you know that, multiply the numbers

- = negative integer chip
+ = positive integer chip

(+2)x(+3)=+6
2 groups of positive 3
+++ +++

(+2)x(-3)=-6
2 groups of negative 3
--- ---

(-2)x(+3)=-6
remove 2 groups of positive 3
+++ +++ = remove
--- ---

(-2)x(-3)=+6
remove 2 groups of negative 3
+++ +++
--- --- = remove

Chapter 3: Dividing Integers:

Partitive division is when you find out how many groups of a number is in another number. It can be shown on a number line:

6 divided by 2=3
__>__>__>
_|_|_|_|_|_|_|_
0 1 2 3 4 5 6

-6 divided by (-2)=3
<____ <____ < ___
_|__|__|__|__|__|__|__
-6 -5 -4 -3 -2 -1 0

Quotative division is sharing groups.

(-6) divided by 2=-3
------
/ \
--- ---

When both integers are the same you can use partitive or quotitive to get the answer.

Chapter 4: Order of operation with integers:

You can solve more complicated questions using order of operations. We use B.E.D.M.A.S. which stands for:
Brackets
Equations
Division
Multiplication
Adding
Subtracting
Square brackets are always done first. Using this order you can solve questions like this:

(+5)x(-3)+(-6) divided by (+3)=
[(+5)x(-3)]+[(-6) divided by (+3)]=
(-15)+(-2)=-17

Ryan's Great Big Book Of Integers

2011-03-24T21:21:00.002-05:00

Chapter 1:

Grade 7 Integer Review

Integers could be express using a number line or integer chips.

In integers, when adding both positive and negativewith the same number they will cancel each other out making the answer a zero.

eg. (+5) + (-5) or (-5) + 5

The brackets for the integers are like training wheels for making equations more understandable
but mostly we need to use standard form.

eg. (+6) + (-6) In standard form 6 -6

Chapter 2:
Multiplying Integers

The Sign Rule:

When you have an even number of negative factors, the product will be POSITIVE.
eg. (-4) x (-4) = +16

When you have an odd number of positive factors, the product will be NEGATIVE.
eg. (+5) x (-4) = -20

Ways of showing how to multiply integers:

Positive x Positive = Positive: (+2) x (+3) = +6 , (2) x (3) = 6 , (2) (3) = 6
or
2(3) = 6
or
2 groups of (+3)

Negative x Positive = Negative: (-2) x (+3), remove 2 groups of (+3)

Negative x Negative = Positive: (-2) x (-3), remove 2 groups of (-3)

Chapter 3:
Dividing Integers

The way of reading the dividing integers is:
- How many groups of __ are in __?
- How many __'s go into __?

Partitive Division - The making of groups or parts.

Quotative Division - Sharing with groups.

The quotient of the two integers with the same sign der of Operations with Integers

B.E.D.M.A.S. is used to do the order of operations for integers which stands for:

Brackets
Exponents
Division
Multiplication
Addition
Subtraction

eg.
(+5) x (-3) + (-6) ÷ (+3) =

[(+5) x (-3)] + [(-6) ÷ (+3)] =

(-15) + (-2) = -17

Albert's Great Big Book of Integers

2011-03-24T16:31:00.005-05:00

Chapter 1:
Grade 7 Integer Review

Integers could be express using a number line or integer chips.

In integers, when adding both positive and negative with the same number they will cancel each other out making the answer a zero.

eg. (+5) + (-5) or (-5) + 5

The brackets for the integers are like training wheels for making equations more understandable
but mostly we need to use standard form.

eg. (+6) + (-6) In standard form 6 -6

Chapter 2:
Multiplying Integers

The Sign Rule:

When you have an even number of negative factors, the product will be POSITIVE.
eg. (-4) x (-4) = +16

When you have an odd number of positive factors, the product will be NEGATIVE.
eg. (+5) x (-4) = -20

Ways of showing how to multiply integers:

Positive x Positive = Positive: (+2) x (+3) = +6 , (2) x (3) = 6 , (2) (3) = 6
or
2(3) = 6
or
2 groups of (+3)

Negative x Positive = Negative: (-2) x (+3), remove 2 groups of (+3)

Negative x Negative = Positive: (-2) x (-3), remove 2 groups of (-3)

Chapter 3:
Dividing Integers

The way of reading the dividing integers is:
- How many groups of __ are in __?
- How many __'s go into __?

Partitive Division - The making of groups or parts.

Quotative Division - Sharing with groups.

The quotient of the two integers with the same sign is Positive.
The quotient of the two integers with the same sign is Negative.

Chapter 4:
Order of Operations with Integers

B.E.D.M.A.S. is used to do the order of operations for integers which stands for:

Brackets
Exponents
Division
Multiplication
Addition
Subtraction

eg.
(+5) x (-3) + (-6) ÷ (+3) =

[(+5) x (-3)] + [(-6) ÷ (+3)] =

(-15) + (-2) = -17

Kayla's Great Big Book of Integers

2011-03-24T10:34:00.012-05:00

Chapter 1:
grade 7 Integer Review
______________________

With integers, you have zero pairs.

zero pairs are when you have the same number of positive integers that you do negative, and they cancel themselves out.

ex. (+3) + (-3) = 0

There doesn't have to be brackets, but for beginners, it becomes useful when you have a longer equation to solve. Standard form is what people usually use.

ex.
+4 -4
4-4 <---that is standard form.

SIGN RULE:
When you have an even number of negative factors, the product is always a POSITIVE.
When you have odd number of negative factors, the product is always a NEGATIVE.

Chapter 2:
Multiplying Integers
______________________

(+3) x (+8)
(+3)(+8)
3(+8)

(+3) x (+3) <--- that means ' three groups of plus three'
+++ +++ +++ <--- three groups of plus three
________________________________
MULTIPLYING IS REPEATED ADDITION!!!
ex.
(+1) + (+1) + (+1) =
3 x (+1) =
_______________________________

(+2) x (+3)
The 'x' means 'groups of.'

(-2) x (-3)
This means remove 2 groups of -3

1. (4) x (+2) = ++ ++ ++ ++
2. (5) x (-2) = -- -- -- -- --
3. (-4) x (2) = ---- ----
4. (-6) x (-1) = ++++++

Chapter 3:
Dividing Integers
____________________

Partitive Division: How many parts
ex. 15 ÷ (-3) = 5
There are 5 parts of 3 in 15.

Quotative Division: Sharing in groups
15 ÷ 3 = 5
There are 3 groups of 5 in 15.

When both integers are the same, you can use both Partitive or Quotative Division.
ex.
(+15) ÷ (+3)
or
(-15) ÷ (-3)

Chapter 4:
Order of Operations
____________________

When you use the order of operations, you use BEDMAS.

Brackets [and square brackets]
Exponents
Division
Multiplication
Addition
Subtraction

Square Brackets [ ], come first in the order of operations. If you see brackets in the equation, but there are also square brackets, do the square brackets first.

To solve this problem, you would use BEDMAS to get the answer.
ex.
(+5) x (-3) + (-6) ÷ (+3)=
(-15) + (-2)=
= -17

REMEMBER: two Negatives equal a Positive.

Sandra's Term 2 Reflection

2011-03-24T10:24:00.007-05:00

Math term 2 reflection

This term in math we learned about Percent, Surface area, and Volume. We learned about representing percents by using hundred grids, fractions, decimals and percents, finding percent of a number and combining percents. I liked learning about percent, it’s a great skill to apply to real life situations, such as going shopping and finding tax of a price. I was pretty good at this unit, I improved on my quizzes from last term, although I didn’t do too well on my unit test. What I would like to work on is combining percents because it was a little hard for me, I think I should of did more textbook work too in that area.
The next unit we learned about was surface area. I understood this unit very well and I got 100% on all my quizzes including my unit test. This unit was certainly much more easier than the previous units, maybe because we didn’t do much problem solving and focused mainly on the formulas and diagrams. Overall, I really enjoyed this unit and I think I did exceptionally well.
The last unit we did was volume. Volume seemed to be even more easy than surface area at first, but when it came to the problem solving it required much more thinking. I loved volume, mostly because of the problems because I like to challenge my self to see if I am capable of solving them on my own, and relying on my brain. Allot of them I made mistakes on, but it was a great learning experience for me. I did really well on my tests and quizzes, which I am proud of. Again I really enjoyed this unit.
So that is what we learned about in term 2. I really improved this term, and I hope to improve further on in my math. I think that these units were pretty easy units and now I have to get myself prepared for the next ones that look more complicated such as fractions and integers, those units I struggled with last year but I hope I will do better now. We did blog work for term two, there was Final Percent post and video
Surface area of a Cylinder

Listen!

Angelo's Great Big Book of Integers

2011-03-23T16:05:00.023-05:00

Chapter 1 Grade 7 Integer Review

Zero pair is when you added a positive and a negative number.
Ex. +6 + -6= 0

Standard Form +6-6

Integer Chips

Chapter 2 Multiplying Integers

Sign Rule
Even- When you have an even number of negative factors the product is POSITIVE
Ex. +5 + +5= +10

Odd- When you have an odd number of negative factors the product is NEGATIVE

Chapter 3 Dividing Integers

Partitive Division- When you divided it into a parts
Quotative Division- When your sharing group

Chapter 4 Order of Operations with Integers
To solve this problem: (+7) x (-3) + (+4) ÷ (-5)
You Should use B.E.D.M.A.S to solve this problem
B-Brackets
E-Exponent
D-Division
M-Multiplication
A-Addition
S-Subtraction

Term 2 Reflection

2011-03-22T21:26:00.003-05:00

This term was quite difficult for me, we have learned about Surface area, Percent, and Volume. On weekly test and quizzes i did fairly well. We also have leaned about representing percents by using hundred grids, fraction, decimals and percent. Finding percent of a number and also combining percent. I like converting fractions into a percent, because I like looking at percent in a different form. On to surface area, I understand doing surface area more than percent because I have found this unit very interesting and very easy at times. I done fairy well on my weekly test and quizzes. I also had trouble with some of the question from the homework book and the textbook during the unit when we were learning about volume.

My goals for next term. I will try to do better next term, by studying more for test and quizzes and completing all of my blog post. And I will also try to ask questions during class if I don't understand something. Lastly I have notice that asking question to your teacher and classmates can be very helpful.

Jieram's Term 2 Reflection

2011-03-22T19:39:00.002-05:00

In term 2, I learned about Surface Area, Percents, and Volume. Compare to surface area and percents, I did better doing Volumes. It taught me how to find the Volume of a prism such as rectangular prism, triangular prism, and a cylinder.

In term 2, I did better on my quizzes and test, but I almost failed Math due to not doing any Blogs, not doing my homework and never participate in class.

Next term, I will try participating in class and do all of my blog work and homework. I will study hard for exams and listen to the teacher.

Derec's Term 2 Refelction

2011-03-22T18:30:00.003-05:00

In Term 2 we learned about Volume , Surface area and Percent. in term 2 I learned how to find the Percent and how to find the Volume of a Triangular, Rectangular, and Cylinder prism. My favorite is Percent because it taught me how to find the percent. I think I did well on Volume. Volume is easy. My quizzes, test, and grades improve. Term 2 was fun for me.

Kim's Great Big Book Of Integers

2011-03-22T18:01:00.023-05:00

Chapter 1: Grade 7 Integer Review

In Grade 7, I learned that integers were whole numbers that were positive and negative. They could be represented using integer chips and a number line.

Find zero pairs for the following integers.

-6 +6

+10 -10

19 -19

-16 +16

-11 +11

+14 -14

63 -63

Integers ala Grade 7

have 4 owe 4

(+4) + (-4) = 0

Brackets are training wheels.

Standard form:

+4 -4

4-4 <--- pure standard form

Questions:

-3 - (-7) = +4

-3 - 7 = -10

3 - 7 = -4

3 + 7 = +10

-3 + 7 = +4

Chapter 2

Multiplying Integers

Sign Rule:

Even= when you have an even number of n

egative factors the product is POSITIVE.

Odd= when you have an odd number of negative factors the product is NEGATIVE.

(+2) x (+3) = +6

means 2 groups of (+3)

(+2) x (-3) = -6

means 2 groups of (-3)

(-2) x (+3) = -6

means remove 2 groups of (+3)

(-2) x (-3) = +6

means remove 2 groups of (-3)

Dividing Integers

How many groups of ___ are in ___?

How many __'s go into __?

Partative Division - making parts or groups

6 ÷ 2 = 3

How many groups of 2 are in 6?

How 2's go into 6?

-6 ÷ (-2) = 3

How many groups of (-2) are in -6?

How many (-2)'s go into -6?

Quotative Division - sharing with groups

(-6) ÷ 2 = -3

share groups

When both integers are the same you can use partative and quotative.

(+15) ÷ (+3) = (+5) or (-15) ÷ (-3) = (-5)

You can use multiplicative inverse to help solve 6 ÷ (-2) by finding the answer which is (-3) and switching it with (-2) making the question 6 ÷ (-3) and the answer would be (-2).

Order of Operations with Integers

Brackets

Exponents

Division

Multiplication

Addition

Subtraction

Solve this question:

(+5) x (-3) + (-6) ÷ (+3) =

[(+5) x (-3)] + [(-6) ÷ (+3)] =

(-15) + (-2) =

(-17)

Here's a link about integers.

Jieram's Great Big Book of Integers

2011-03-22T17:00:00.008-05:00

Chapter 2
Grade 7 Integer Review

An Integer is what is more commonly known as a Whole Number. It may be positive, negative, or zero, but it must be whole. You can use Integers on a number line or using integer chips.

Integer Chips

If you're Subtracting something that isn't there use a Zero pair.

1) -4 - (-8) = +4
2) -7 - (-9) = +2
3) -3 - (-7) = +4

Number Line

Chapter 2
Multiplying Integers

Sign Rule
If the product of two integers with the same sign the answer would be Positive
Example: (+2) x (+5) = +10

If the product of two integers with the different sign the answer would be Negative
Example: (+2) x (-5) = -10

Chapter 3
Dividing Integers

Partitive Division is when you divide it into parts

Qoutative Division - Sharing with group

Chapter 4
Order of Operation with Integers

To solve problem like these:

-24+[(-8)/(+4)]=

(+5) x (-3) + (-6) ÷ (+3)=

You'll have to use BEDMAS
Brackets, Exponents, Division, Multiplication, Addition, and Subtraction

Jae Anne's Great Big Book of Integers

2011-03-22T11:43:00.000-05:00

Grade 7 Integer Review

Chapter 1Here are some exercise we did in class.

Zero Pair is when the same negative (-1) and a positive (+1) number are combined, the result is zero.

example: -6 +6 +10 -10 19 +19

-16 +16 -11 +11 +14 -14 63 -63

Brackets are training wheels.

example: (+4) + (-4) = 0

(have 4) + (owe 4) = 0

4 - 4 <== pure standard form

examples:

-6 +2 = -4

-6 -2 = -8

-6 +10 = +4

Here are the * questions.
When subtracting something isn't there use zero pair.

-3 - (-7) = 4

-3 -7 = -10

3 -7 = -4

3 +7 = 10

-3 +7 = 4

Chapter 2

Multiplying Integers

Sign Rule (negative signs)
Even = when you have an even number of negative factors the product is POSITIVE.
Odd = when you have an odd number of negative factors the product is NEGATIVE.

(+2) x (+3) = 6
2 grops of (+3)

(+2) x (-3) = -6

2 groups of (-3)

(-2) x (+3)= -6

remove 2 groups of (+3)

(-2) x (-3) = 6

remove 2 groups of (-3)

Dividing Integers

How many groups of __ are in __?

How many __'s go into __?

Partitive Division - making parts or group

6 ÷ 2 = 3

-6 ÷ (-2) = +3

Qoutative Division - sharing with groups

(-6) ÷ 2 =

share group

When both integers are the same you can use partitive or qoutative division.

(+15) ÷ (3) = (+5) or 15 ÷ 3 = 5

Multiplicative Inverse can help solve 6 ÷ (-2) by finding the answer which is (-3) and switch it places with (-2) that makes 6 ÷ (-3) and the answer is (-2).

Sign Rule

When 2 integers have the same sign (+) ÷ (+) or (-) ÷ (-) the answer would be POSITIVE.

6 ÷ 2 = 3

-6 ÷ (-2) = +3

When 2 integers have different sign (+) ÷ (-) or (-) ÷ (+)the answer would be NEGATIVE.

(-6) ÷ 2 = -3

6 ÷ (-2) = -3

Order of Operations with Integers

(+5) x (-3) + (-6) ÷ (+3)

We can solve this problem by:
1) put brackets where you see multiplication and division happens
     [(+5) x (-3)] + [(-6) ÷ (+3)]
2) solve the ones in brackets
     (- 15) + (-2)
3) find the last answer
     (-17)

Here is a video about multiplying integers

Derec`s Great big Book of integers

2011-03-22T11:29:00.013-05:00

Chapter 1 Grade 7 integer review A Zero pair is when you have a positive and a negative which when added creates 0

ex. (+8)+(-8) (+18)+(-18) (+22)+(-22)

Grade 7 Integers.

(+) Positive means you have.

(-) Negative means you owe.

() The brackets are like training wheels.

The standard form of intigers is +5-5.

The pure standard form is 5-5

Chapter 2 Multiplying Integers

If the brackets are touching, you have to multiply

ex. (+5)x(+4) or (+4)x(+5) <- Standard Form.

You can use repeated edition to solve/answer.

ex. (+4)+(+4)+(+4)+(+4) or (+8)+(+8)

(+3)x(+5) =(+15) or 3 groups of 5 is 15

If the first number is a negative,you need to multiply the two numbers and then you have to remove .

Chapter 3 Dividing Integers

(+10)/(+2), 10/2, how many 2 are in 10?, how many 3's go into 10?

Paratative Division is when you divide into a part

Chapter4 Order of Operations with integers

You can solve (+4)x(-2)+(-8)/(+2) byy using BEDMAS.

(+4)x(-2)+[(-8)/(+2)]=(-12)

[(+4)x(-2)] + (-4)=(-12)

[(-8)+(-4)]=(-12)

Bj's Term 2 Reflection

2011-03-22T11:27:00.005-05:00

Term 2 Reflection
In term 2 we learned about prism,and volume. I like prism than volume cause prism is a lot of fun and easy. Prism taught me to measure shapes by breaking it down. Volume is kinda hard for me cause you need to find the formula so you can calculate it. Term 2 in math is fun for me I think I’m going to have more fun this term.

Kayla's Term 2 Reflection

2011-03-22T07:27:00.004-05:00

In term 2, our class learned about percents, surface area, and volume. We did many things to help us learn and understand what to do, like doing textbook work and finishing homework in our math book.

In the beginning of the term, we learned how to Convert Fractions to Decimals. All you had to do was divide the Numerator by the Denominator. That was easy enough. Next, we learned how to Covert a Decimal to a Percent. That was easy, too. I had a fairly good understanding of what to do.

Getting the hang of Surface Area took more time. There were different shapes, and different formula's for each one. It was harder, but I still did it in the end. Volume was much easier. It was like surface area, but simpler.

In term 2, I commented on the blog a couple times, I never failed any of my tests and I always got at least 50% of it right. I learned from my mistakes, and I participated in class. Volume came very easily, and I think I did alright this term.

In term 3, I will try to post more on the blog, and I think I will comment more, as well. I will gather my materials, and try to remember everything that we are doing right now, so that I can do a fairly good job on the exams. I will try to be a better learner.

Great Big Book Of Interger

2011-03-21T21:25:00.009-05:00

Grade 7 Integers Review

Chapter 1
Zero pair is a pair of number with a positive and negative sign whose sum is Zero.
Examples: -6+6 +10-10 19-19
-16+16 -11+11 +14-14 63-63

Brackets are training wheels

Examples :

Have +4 owe -4

(+4) - (+4)= 0

Standard Form

+4 + -4

+4 -4

4-4

4-4 Standard Form

Integer Chips

Multiplying Integers

Example:

(+2) x(+3)=+6
(2)x(3)=6
(2) (30=6 2(3)=6
Standard Form

Sign Rule

EVEN= when you have an even number of negative factors the product is POSITIVE
ODD= when you have an odd number of negative factors the product is NEGATIVE

Chapter 3 :Dividing Integers

Partitive Division: is finding the total number in a group.

Sign Rule for Division-

if the quotient of 2 integers with the same sign with an even amount of (-) signs then it equals positive, if the quotient of 2 integers with different signs then it equals negative.

Links:

http://www.youtube.com/watch?v=S-AaL3q3NfQ

http://www.youtube.com/watch?v=2CRSXo3mE74

PROBLEM UPLOADING VIDEO!

John's Great Big Book of Integers

2011-03-21T20:59:00.000-05:00

Chapter 1: Grade 7 Review of Integers

I only finish Grade 6. I don't know this stuff.

Chapter 2:Multiplying Integers

Chapter 3: Dividing Integers

Partative Division: How many groups of 2 are in 6? or How many 2's go into 6?

Quotative Division: sharing with groups

Multiplicative Inverse can help you solve 6/(-2) by switching the number around when checking the answer. Like this: the answer in 6/(-2) is -3 so you use multiplicative inverse to check if your answer is right.

6/(-3)= -3.

Sign Rule:

Even= When you have an even number of negative factors the product is POSITIVE.

Odd= When you have an odd number of negative factors the product is NEGATIVE.

6/2= +3 (it's positive because both factors are positive)

-6/(-2)= +3 (it's positive because there is an even number of negative factors)

(-6)/2= -3 (it's negative because there is an odd number of negative factors)

6/(-2)= -3 (it's negative because there is an odd number of negative factors)

Chapter 4: Order of Operations with Integers

BEDMAS [square brackets around division/multiplication]

eg. [(+5) x (-3)] + (-6) ÷ (+3)=
-15 +[(-6) ÷ (+3)]=
-15 + -2 = -17

Angelo's Term 2 Reflection

2011-03-21T20:47:00.001-05:00

Term 2 Reflection

In term 2 I learned about 3 things. the percentage.The surface area of rectangular prism, triangular prism, and cylinder. And I learned about the volume of rectangular prism, triangular prism, and cylinder. I had a little trouble trying to find the surface area of triangular prism, but trying to find the volume of the shapes are easy.

In term 2 I finished my percentage video and I think I did good. My grade got lower because I didn’t finish all of my blogs, and I didn’t comment. I also failed some of my test, and I didn’t participate in class.

In term 3, I will participate in class, and I will do all of my blog work and I will try to comment on all the blogs. I will also study hard for my exams. And I will listen to my teacher so I can be a better learner.