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.
Showing posts with label Suzie8-14. Show all posts
Showing posts with label Suzie8-14. Show all posts
Wednesday, June 15, 2011
Saturday, March 19, 2011
Suzie's Term 2 Reflection
In term 2, we learned about percents, surface area and volume. For this term, I did well on percents and volume. Surface area and volume was okay, but it was kind of confusing. Overall, I think I did really great, even though my math mark went from a 90 to a 89. I think it’s because I was mostly confused with the surface area and volume thing, but when I got it, it was easy. I did really well on my tests, and I got perfect on most of them, except for a few pesky ones.
Like I mentioned before, I struggled mostly with surface area and a bit with volume. It took me some time to get the whole surface area thing, but when I got it, it became easy. Volume started out really easy, but then it got harder with the confusing math problems. Some math problems made absolutely no sense to me, but when they were explained, I said “oooh!” The whole pipe concept was weird, but i eventually got that too. I didn’t like it when the textbook started calling a pipe something else, though. You called it a pipe first, why don’t you just stick with that!? Are you trying to confuse me?
Next term, I will do better by paying attention more, so I don’t have to ask as many stupid questions. (They’re still coming, Mr. Harbeck.) I will also try to comment more on the blog and try to do more blog work so I can get an even higher mark. I should probably study more, too. That would be a good idea. I also have to prepare my brain for confusing computer stuff like audioboo. That will be hard, though. Computers confuse the heck out of me.
I learned a lot about percents, surface area and volume. We learned how to calculate percents, and change them to fractions and decimals, and solve problems with them. With surface area, we learned how to find the surface area of cylindrical prisms, rectangular prisms (and square prisms) and triangular prisms. We learned the formula for finding it, and how to solve problems based on it. We also learned how to find the volume for those things too, and the formulas for finding it. We also solved problems to do with volume. It was pretty much like the surface area unit, except with volume.
Like I mentioned before, I struggled mostly with surface area and a bit with volume. It took me some time to get the whole surface area thing, but when I got it, it became easy. Volume started out really easy, but then it got harder with the confusing math problems. Some math problems made absolutely no sense to me, but when they were explained, I said “oooh!” The whole pipe concept was weird, but i eventually got that too. I didn’t like it when the textbook started calling a pipe something else, though. You called it a pipe first, why don’t you just stick with that!? Are you trying to confuse me?
Next term, I will do better by paying attention more, so I don’t have to ask as many stupid questions. (They’re still coming, Mr. Harbeck.) I will also try to comment more on the blog and try to do more blog work so I can get an even higher mark. I should probably study more, too. That would be a good idea. I also have to prepare my brain for confusing computer stuff like audioboo. That will be hard, though. Computers confuse the heck out of me.
I learned a lot about percents, surface area and volume. We learned how to calculate percents, and change them to fractions and decimals, and solve problems with them. With surface area, we learned how to find the surface area of cylindrical prisms, rectangular prisms (and square prisms) and triangular prisms. We learned the formula for finding it, and how to solve problems based on it. We also learned how to find the volume for those things too, and the formulas for finding it. We also solved problems to do with volume. It was pretty much like the surface area unit, except with volume.
Wednesday, March 9, 2011
Suzie's Great Big Book Of Integers
Chapter 1: Grade 7 Integer Review
*Zero pairs are the same number in positive and negative form. Example: +2 and -2. +18 and -18. They cancel each other out and make 0.
Integer questions from math:
1) -6-(-4)= -2
2) -10+6= -4
3) 6-7+2= 1
4) 14-(-3)= 11
5)* -3-(-7) = 4
6) -3-7= -10
since the -3 is negative and you're taking away positive, the subtracted positive adds on to the negative.
7) 3-7= -4
you don't have enough to take away the 7, so it goes into the negatives.
8) 3+7=10
just like adding.
9) -3+7=4
The negative 3 and the positive 3 make a zero pair and leave positive 4.
Here's a video about integers. I don't know if anyone else posted this video, but it's catchy and really helpful.
Here is a site to help you with integers. Hope you enjoy!
Chapter 2: Multiplying Integers
1)
2)
3)
4)
Stuff you should also know:
Even: If you have an even number of negative factors the product is positive.
Odd: If you have an odd number of negative factors the product is negative.
(+6) x (+4) (+9) x (+3)
-When 2 brackets touch they "kiss" and then they multiply. This includes when a number and bracket are touching.
Partitive division is when you divide the integers into parts. Get it? "Part"itive division. Think, "how many groups of the same amount can I make?"
Quotative division is when you share equally with groups.
Multiplicative inverse can help you if you switch the numbers around so you can check your answer. For example: 6 ÷ (-2) = -3. 6 ÷ (-3) = (-2)
The Sign Rule:
If there is an odd number of negative signs, the product is negative. If there is an even number of negative signs the product is positive. For example:
6÷2= 3. No negative numbers, so it's positive.
-6÷ (-2)= 3. Even number of negative signs, so it's positive.
(-6)÷2= -3. Odd number of negative signs, it is negative.
6÷(-2)= -3. Odd number of negative signs, so negative again.
Chapter 4: Order of Operations with Integers
Let's solve this question!:
(+5) x (-3) + (-6) ÷ (+3)=
Use BEDMAS. (Brackets, exponents, division, multiplication, adding, subtracting).
See any brackets? Yes, a lot, so that doesn't matter. See any exponents? No. See any division? Yes! So we do that first.
(-6) ÷ (+3)= -2. So we put that in.
(+5) x (-3) + (-2)=
Then we just to the multiplication.
(+5) x (-3)= -15.
Put it together: (-15) + (-2)= (-17)
There you go!
*Zero pairs are the same number in positive and negative form. Example: +2 and -2. +18 and -18. They cancel each other out and make 0.
Integer questions from math:
1) -6-(-4)= -2
2) -10+6= -4
3) 6-7+2= 1
4) 14-(-3)= 11
5)* -3-(-7) = 4
6) -3-7= -10
since the -3 is negative and you're taking away positive, the subtracted positive adds on to the negative.
7) 3-7= -4
you don't have enough to take away the 7, so it goes into the negatives.
8) 3+7=10
just like adding.
9) -3+7=4
The negative 3 and the positive 3 make a zero pair and leave positive 4.
Here's a video about integers. I don't know if anyone else posted this video, but it's catchy and really helpful.
Here is a site to help you with integers. Hope you enjoy!
Chapter 2: Multiplying Integers
1)
2)
3)
4)
Stuff you should also know:
Even: If you have an even number of negative factors the product is positive.
Odd: If you have an odd number of negative factors the product is negative.
(+6) x (+4) (+9) x (+3)
-When 2 brackets touch they "kiss" and then they multiply. This includes when a number and bracket are touching.
Chapter 3: Dividing Integers
Partitive division is when you divide the integers into parts. Get it? "Part"itive division. Think, "how many groups of the same amount can I make?"
Quotative division is when you share equally with groups.
Multiplicative inverse can help you if you switch the numbers around so you can check your answer. For example: 6 ÷ (-2) = -3. 6 ÷ (-3) = (-2)
The Sign Rule:
If there is an odd number of negative signs, the product is negative. If there is an even number of negative signs the product is positive. For example:
6÷2= 3. No negative numbers, so it's positive.
-6÷ (-2)= 3. Even number of negative signs, so it's positive.
(-6)÷2= -3. Odd number of negative signs, it is negative.
6÷(-2)= -3. Odd number of negative signs, so negative again.
Chapter 4: Order of Operations with Integers
Let's solve this question!:
(+5) x (-3) + (-6) ÷ (+3)=
Use BEDMAS. (Brackets, exponents, division, multiplication, adding, subtracting).
See any brackets? Yes, a lot, so that doesn't matter. See any exponents? No. See any division? Yes! So we do that first.
(-6) ÷ (+3)= -2. So we put that in.
(+5) x (-3) + (-2)=
Then we just to the multiplication.
(+5) x (-3)= -15.
Put it together: (-15) + (-2)= (-17)
There you go!
Friday, February 25, 2011
Winnipeg Harvest Visit: Make Manitoba Hunger Free
1) What did I learn about Winnipeg Harvest?
-I learned that Winnipeg Harvest has a big part in helping feed many people all around Canada. About 56000 people use Winnipeg Harvest every month and half the people under the age of 18 use food banks because they may need food or money for medical needs. 80 child care agencies are connected with Winnipeg Harvest, along with many stores, schools, and companies. If food stopped coming in, Winnipeg Harvest would be out of a food in a week!
2) Who does Winnipeg Harvest Help?
-Winnipeg Harvest helps anyone who needs them, really. They help children in child care agencies, people who go to food banks, schools, and anyone who calls and asks for their help. Winnipeg Harvest gives out about 5500 basic nutrition kits every week, and about 1000 a day. (These kits contain food from all the food groups.) Basically, Winnipeg Harvest helps anyone and everyone who needs them, and focuses on the health of children.
3) Where does Winnipeg Harvest get the food it supplies to its users?
-I learned that Winnipeg Harvest has a big part in helping feed many people all around Canada. About 56000 people use Winnipeg Harvest every month and half the people under the age of 18 use food banks because they may need food or money for medical needs. 80 child care agencies are connected with Winnipeg Harvest, along with many stores, schools, and companies. If food stopped coming in, Winnipeg Harvest would be out of a food in a week!
2) Who does Winnipeg Harvest Help?
-Winnipeg Harvest helps anyone who needs them, really. They help children in child care agencies, people who go to food banks, schools, and anyone who calls and asks for their help. Winnipeg Harvest gives out about 5500 basic nutrition kits every week, and about 1000 a day. (These kits contain food from all the food groups.) Basically, Winnipeg Harvest helps anyone and everyone who needs them, and focuses on the health of children.
3) Where does Winnipeg Harvest get the food it supplies to its users?
Wednesday, January 26, 2011
Questions 15 and 16
Question 15:
a) If the edge length of a cube is doubled, find the ratio of the old surface area to the new surface area.
b) What happens if the edge length of a cube is tripled? Is there a pattern?
a) 1:4. Instead of thinking of it as a cube, I thought of it as a square. Let's say a side of a cube's side lengths were 6m and had an area of 36cm2. You multiply the side lengths by 2, which becomes 12, and find the new area which is 144. 144/36=4. So, the ratio is 1:4.
b) If the side length is tripled, the new ratio becomes 1:9. There is a pattern if you continue doing this. All of the lengths are prime numbers while the other numbers stay the same. For example, 1:4, 1:9, 1:16, 1:25. ( x 4=64)
Question 16:
Shelby wants to paint the walls and ceiling of a rectangular room. 1 liter of paint covers 9.5 m2.
a) What is the least amount of paint Shelby can buy to paint the room (subtract 5 m2
for the door and windows)?
b) How much will the paint cost, including the amount of tax charged in your region?
The height is 2.6m2, the length is 4.8m2, the width is 6.8m2. 1 liter of paint covers 9.5 m2.
a) L x W
2.6 x 4.8
2.6 x 4.8
2.6 x 6.8
2.6 x 6.8
6.8 x 4.8
6.8 x 4.8=
125.6 125.6-5= 120.6
120.6-65.28 (the ceiling paint has to be separated from the wall paint)= 55.32
55.32/9.5=5.8
Wall paint: 1 can 4L, 2 cans 1L.
Ceiling paint: 1 can 4L.
b) The cost will be 82.75 with 12% GST and PST.
Wall paint: 4L= $24.95
1L=$7.99
Ceiling paint: 4L=$32.95
24.95+7.99+7.99+32.95=73.88
12%= 8.87.
73.88+8.87= 87.75
Here is a video to help you with surface area: http://www.youtube.com/watch?v=sskf3tF2heU.
Here is a website to help you: http://www.math.com/tables/geometry/surfareas.htm
Cylinder Volume and Volume Problems
a) (Ï€ x r x r) x h
(3.14 x 5 x 5)x 8
78.5 cm2 x 8cm
volume=628cm3
b) (Ï€ x r x r) x h
(3.14 x 11 x 11) x 11
379.94 x 11
v=4179.34cm3
c)(Ï€ x r x r) x h
(3.14 x 1.1 x 1.1) x 2.6
3.7994 x 2.6
v=9.87844cm3
d) (Ï€ x r x r) x h
(3.14 x 4.5 x 4.5) x 25
56.52 x 25
v=1413cm3
with inside diameter:
(Ï€ x r x r) x h
(3.14 x 4 x 4) x 40
50.24 x 40
v=2009.6cm3
with outside diameter:
(Ï€ x r x r) x h
(3.14 x 5 x 5) x 40
78.5 x 40
v=3140cm3
3140-2009.6= 1130.4
capacity of pipe 1130.4cm3
a) If the edge length of a cube is doubled, find the ratio of the old surface area to the new surface area.
b) What happens if the edge length of a cube is tripled? Is there a pattern?
a) 1:4. Instead of thinking of it as a cube, I thought of it as a square. Let's say a side of a cube's side lengths were 6m and had an area of 36cm2. You multiply the side lengths by 2, which becomes 12, and find the new area which is 144. 144/36=4. So, the ratio is 1:4.
b) If the side length is tripled, the new ratio becomes 1:9. There is a pattern if you continue doing this. All of the lengths are prime numbers while the other numbers stay the same. For example, 1:4, 1:9, 1:16, 1:25. ( x 4=64)
Question 16:
Shelby wants to paint the walls and ceiling of a rectangular room. 1 liter of paint covers 9.5 m2.
a) What is the least amount of paint Shelby can buy to paint the room (subtract 5 m2
for the door and windows)?
b) How much will the paint cost, including the amount of tax charged in your region?
The height is 2.6m2, the length is 4.8m2, the width is 6.8m2. 1 liter of paint covers 9.5 m2.
a) L x W
2.6 x 4.8
2.6 x 4.8
2.6 x 6.8
2.6 x 6.8
6.8 x 4.8
6.8 x 4.8=
125.6 125.6-5= 120.6
120.6-65.28 (the ceiling paint has to be separated from the wall paint)= 55.32
55.32/9.5=5.8
Wall paint: 1 can 4L, 2 cans 1L.
Ceiling paint: 1 can 4L.
b) The cost will be 82.75 with 12% GST and PST.
Wall paint: 4L= $24.95
1L=$7.99
Ceiling paint: 4L=$32.95
24.95+7.99+7.99+32.95=73.88
12%= 8.87.
73.88+8.87= 87.75
Here is a video to help you with surface area: http://www.youtube.com/watch?v=sskf3tF2heU.
Here is a website to help you: http://www.math.com/tables/geometry/surfareas.htm
Cylinder Volume and Volume Problems
a) (Ï€ x r x r) x h
(3.14 x 5 x 5)x 8
78.5 cm2 x 8cm
volume=628cm3
b) (Ï€ x r x r) x h
(3.14 x 11 x 11) x 11
379.94 x 11
v=4179.34cm3
c)(Ï€ x r x r) x h
(3.14 x 1.1 x 1.1) x 2.6
3.7994 x 2.6
v=9.87844cm3
d) (Ï€ x r x r) x h
(3.14 x 4.5 x 4.5) x 25
56.52 x 25
v=1413cm3
with inside diameter:
(Ï€ x r x r) x h
(3.14 x 4 x 4) x 40
50.24 x 40
v=2009.6cm3
with outside diameter:
(Ï€ x r x r) x h
(3.14 x 5 x 5) x 40
78.5 x 40
v=3140cm3
3140-2009.6= 1130.4
capacity of pipe 1130.4cm3
Friday, January 14, 2011
Suzie's Final Percent Post
1. Percent: Means out of 100. It is another name for hundredths. eg. 65%= 65 out of 100, 65/100 or 0.65.
Fractional Percent: A percent that includes a portion of a percent. eg. 7 3/8 or 4.5%.
Fractions, decimals and percents can be used to represent numbers in many different situations. Percents can be written as fractions and decimals. eg. 1/2= 0.5%. 150%= 150/100, 1.5 or 1 1/2.
You can use mental math strategies like halving, doubling and dividing to find the % of some numbers. 12 1/2% of 50= 1.125 x 50= 6.25.
Percents can also be combined by adding to solve problems. 5%+7%=12%
2. Here is my video explaining percent:
3. Here is my link for my percent scribe post: http://spmath84110.blogspot.com/2010/11/math-pages-125-127.html
4. Here is a good website to help you better understand percents: http://www.aaaknow.com/pct.htm
Fractional Percent: A percent that includes a portion of a percent. eg. 7 3/8 or 4.5%.
Fractions, decimals and percents can be used to represent numbers in many different situations. Percents can be written as fractions and decimals. eg. 1/2= 0.5%. 150%= 150/100, 1.5 or 1 1/2.
You can use mental math strategies like halving, doubling and dividing to find the % of some numbers. 12 1/2% of 50= 1.125 x 50= 6.25.
Percents can also be combined by adding to solve problems. 5%+7%=12%
2. Here is my video explaining percent:
3. Here is my link for my percent scribe post: http://spmath84110.blogspot.com/2010/11/math-pages-125-127.html
4. Here is a good website to help you better understand percents: http://www.aaaknow.com/pct.htm
Suzie's Percent Review Video
Percent means out of 100. It is another name for hundredths. eg. 65%= 65 out of 100, 65/100 or 0.65. A Fractional Percent is a percent that includes a portion of a percent. eg. 7 3/8 or 4.5%. Fractions, decimals and percents can be used to represent numbers in many different situations. Percents can also be combined by adding to solve problems.
This is my percent video. I'm sorry that I got the answer for the first question wrong. I put ten percent as 1.009 instead of 1.099. My mistake.
This is my percent video. I'm sorry that I got the answer for the first question wrong. I put ten percent as 1.009 instead of 1.099. My mistake.
Monday, December 20, 2010
Suzie's Pay it Forward
Part 1:
"Pay it Forward" is a movie about a boy named Trevor who comes up with a plan to make the world a better place. His plan is to do something to help 3 other people, get nothing in return, and those 3 people will help 3 people each, and so on. He helps a homeless man get back on his feet, and he helps his teacher and mother be happy. While he was trying to help a boy named Adam who was getting bullied, Trevor was stabbed and he sadly died. His idea for pay it forward lived on, as you saw at the beginning of the movie.
Part 2:
1) My pay it forward act of kindness was giving a lady I saw every day but didn't talk to much a bunch of cookies.
2) I chose to do this because I saw her every day, but we didn't really talk much besides saying "hi" or "good morning". I thought she might like the cookies.
3) I helped the lady, but I'm not sure giving someone cookies is "helping" them, but it is an act of kindness, I guess.
4) On the way to school, I saw her like I normally do. I told her I had something for her, then I gave her the cookies.
5) I did my act of kindness on my way to school on Monday morning, December 20, 2010 at precisely 8:31 AM. I checked.
A picture of me making cookies
Part 3:
1) My act of kindness went extremely well, I think. It was quick, to the point, and it happened exactly like I hoped it would. A complete success.
2) I gave her the cookies and she seemed surprised, but a good, happy surprise. She said" thank you," and I told her "happy holidays!" Then, I went to school.
3) I felt completely gratified and self contented. I felt really happy that I did something nice for someone, and the good reaction made the hard work of making the cookies completely wear off.
4) The lady was a good kind of surprised at first, then she smiled. A real big smile. She seemed really happy when she walked away with the cookies, and I'm glad.
5) I didn't ask the lady to pay it forward because I was shy. I randomly gave her cookies, and I guess I didn't have the guts to ask her to pay it forward. I considered myself brave enough to have given her the cookies in the first place. Next time I do an act of kindness, I will ask the person to pay it forward.
Part 4:
1) The idea of pay it forward is important because it's and idea that helps make the world a better place. It's a positive idea, and it's good to do nice things for people just because. If you do something nice, then maybe the person you did something nice for will do something nice for someone else. Spread the niceness.
2) I think my act of kindness did make a difference. It might have made the lady think nice thoughts about kids, and how good things can and do happen often. Maybe I don't even need to tell her to pay it forward. Maybe she will on her own.
"Pay it Forward" is a movie about a boy named Trevor who comes up with a plan to make the world a better place. His plan is to do something to help 3 other people, get nothing in return, and those 3 people will help 3 people each, and so on. He helps a homeless man get back on his feet, and he helps his teacher and mother be happy. While he was trying to help a boy named Adam who was getting bullied, Trevor was stabbed and he sadly died. His idea for pay it forward lived on, as you saw at the beginning of the movie.
Part 2:
1) My pay it forward act of kindness was giving a lady I saw every day but didn't talk to much a bunch of cookies.
2) I chose to do this because I saw her every day, but we didn't really talk much besides saying "hi" or "good morning". I thought she might like the cookies.
3) I helped the lady, but I'm not sure giving someone cookies is "helping" them, but it is an act of kindness, I guess.
4) On the way to school, I saw her like I normally do. I told her I had something for her, then I gave her the cookies.
5) I did my act of kindness on my way to school on Monday morning, December 20, 2010 at precisely 8:31 AM. I checked.
A picture of me making cookies
Part 3:
1) My act of kindness went extremely well, I think. It was quick, to the point, and it happened exactly like I hoped it would. A complete success.
2) I gave her the cookies and she seemed surprised, but a good, happy surprise. She said" thank you," and I told her "happy holidays!" Then, I went to school.
3) I felt completely gratified and self contented. I felt really happy that I did something nice for someone, and the good reaction made the hard work of making the cookies completely wear off.
4) The lady was a good kind of surprised at first, then she smiled. A real big smile. She seemed really happy when she walked away with the cookies, and I'm glad.
5) I didn't ask the lady to pay it forward because I was shy. I randomly gave her cookies, and I guess I didn't have the guts to ask her to pay it forward. I considered myself brave enough to have given her the cookies in the first place. Next time I do an act of kindness, I will ask the person to pay it forward.
Part 4:
1) The idea of pay it forward is important because it's and idea that helps make the world a better place. It's a positive idea, and it's good to do nice things for people just because. If you do something nice, then maybe the person you did something nice for will do something nice for someone else. Spread the niceness.
2) I think my act of kindness did make a difference. It might have made the lady think nice thoughts about kids, and how good things can and do happen often. Maybe I don't even need to tell her to pay it forward. Maybe she will on her own.
Tuesday, November 30, 2010
Math Pages 125-127
Percent:
-Means out of 100
-Another name for hundredths
-65% means 65 out of 100 or 65/100 or 0.65
Fractional Percent:
-A percent that includes a portion of a percent such as 7 3/8% or 4.5%
Page 125 Show you Know
A) 248%=
B) o.4%=
C) 74.8%=
Page 127 Show you Know
A)
B)
C)
-Means out of 100
-Another name for hundredths
-65% means 65 out of 100 or 65/100 or 0.65
Fractional Percent:
-A percent that includes a portion of a percent such as 7 3/8% or 4.5%
Page 125 Show you Know
A) 248%=
B) o.4%=
C) 74.8%=
Page 127 Show you Know
A)
B)
C)
Sunday, October 31, 2010
Scribe 6 Questions 24 and 27
Question 24:
A) What are the next three triangular numbers?
-The next three triangular numbers are 10, 15 and 21. In the first triangle pattern, the number of triangles was 1. The second pattern the number of triangles was 3. It went up by 2. The next triangle pattern had 6 triangles in it, and it went up by 3 from the last pattern. I could only assume that the number of triangles went up one more than what it did last time, so 6+4=10. Then, 10+5=15, and so on.
B) Add together any two consecutive triangle numbers. What do you notice about the sums?
-They are all perfect squares. Example: 3+6=9. The square root of 9 is 3. 1+3=4. The square root of 4 is 2.
Question 27:
A) Determine the square root of each number:
-Square root of 6400=80. Square root of 640 000=800. Square root of 64 000 000=8000.
B) Describe a quick method for determining mentally the square root of each number in part a).
-If the square root of 6400=80, 640 000 has 2 more 0's than 6400. So you add another 0 to the square root answer. For 64 000 000, add another 0. Basically, add one more 0 to the square root for ever 2 0's in the number.
C) Explain why this method does not work for evaluating the square root of 640
-It doesn't work because 640 is not a perfect square.
D) Use your method in part b) to evaluate the square root of 640 000 000 000. Explain how you determined the answer.
-640 000 000 000 has 10 0's. 10/2=5. So, the square root of 640 000 000 000 is 8 with 5 0's, or 800000.
A) What are the next three triangular numbers?
-The next three triangular numbers are 10, 15 and 21. In the first triangle pattern, the number of triangles was 1. The second pattern the number of triangles was 3. It went up by 2. The next triangle pattern had 6 triangles in it, and it went up by 3 from the last pattern. I could only assume that the number of triangles went up one more than what it did last time, so 6+4=10. Then, 10+5=15, and so on.
B) Add together any two consecutive triangle numbers. What do you notice about the sums?
-They are all perfect squares. Example: 3+6=9. The square root of 9 is 3. 1+3=4. The square root of 4 is 2.
Question 27:
A) Determine the square root of each number:
-Square root of 6400=80. Square root of 640 000=800. Square root of 64 000 000=8000.
B) Describe a quick method for determining mentally the square root of each number in part a).
-If the square root of 6400=80, 640 000 has 2 more 0's than 6400. So you add another 0 to the square root answer. For 64 000 000, add another 0. Basically, add one more 0 to the square root for ever 2 0's in the number.
C) Explain why this method does not work for evaluating the square root of 640
-It doesn't work because 640 is not a perfect square.
D) Use your method in part b) to evaluate the square root of 640 000 000 000. Explain how you determined the answer.
-640 000 000 000 has 10 0's. 10/2=5. So, the square root of 640 000 000 000 is 8 with 5 0's, or 800000.
Tuesday, October 19, 2010
Suzie's Sesame Street Video Post
Part 1:
Members:
Suzie: Cookie Monster
Emily: Camera person and a person who doesn't know about rates.
Ratio:
Two-term ratio: Compares two quantities measured in the same units.
Three-term ratio: Compares three quantities measured in the same units.
Part to part ratio: Compares on part of a group to each other.
Part to whole ratio: Compares one part of a group to the whole group. It can be written as a fraction, a decimal or a percent.
Examples: 2:3, smart people: not so smart people, red:blue:white.
Rate:
Rate: Compares two quantities measured in different units.
Unit rate: A rate in which the second term is one.
Unit price: A unit rate mostly used in shopping.
Examples: 600km/h, 2.25/box.
Proportion:
Proportion: A relationship that says two ratios or two rates are equal.
Examples: 2/4=1/2 , 3/6=1/2
Part 2: One of the original Cookie Monster videos.
Part 3: Rate cookie
Members:
Suzie: Cookie Monster
Emily: Camera person and a person who doesn't know about rates.
Ratio:
Two-term ratio: Compares two quantities measured in the same units.
Three-term ratio: Compares three quantities measured in the same units.
Part to part ratio: Compares on part of a group to each other.
Part to whole ratio: Compares one part of a group to the whole group. It can be written as a fraction, a decimal or a percent.
Examples: 2:3, smart people: not so smart people, red:blue:white.
Rate:
Rate: Compares two quantities measured in different units.
Unit rate: A rate in which the second term is one.
Unit price: A unit rate mostly used in shopping.
Examples: 600km/h, 2.25/box.
Proportion:
Proportion: A relationship that says two ratios or two rates are equal.
Examples: 2/4=1/2 , 3/6=1/2
Part 2: One of the original Cookie Monster videos.
Part 3: Rate cookie
Sunday, October 3, 2010
Suzie's Math Profile
Hi, I'm Suzie. I am a grade 8 math student. If you were to ask me if I liked math, I would probably say yes. The best thing I've ever done in math class is solve hard problems. I like putting my mind to the test and seeing if I get the answer right.
Last year in grade 7, I think the best unit we studied is fractions. Many people would want to kill me for liking fractions, but they always have been easy for me, and easy to understand. The unit I didn't like so much was integers. That unit was okay, but the positive and negative stuff really confused me. This year, I'm going to pay attention more and listen well so I won't struggle with integers again.
To be a successful math student this year, I will try my hardest to pay attention to everything, instead of daydreaming sometimes. I will also try to keep track of all my work and my homework so won't lose anything and so I can get my homework done. I'm going to try to study harder for tests this year, so I can get the best mark I can.
I was a blogger last year as well, and I did the first post in my class. It was about how to scribe. It was my favorite one because it was fairly easy to do, and because I could put any video, picture and link I wanted in the post which was pretty fun. Blogging helped me become a better student because It helped me with my computer skills, and it helped me to be organized, responsible, and how to evaluate other people's posts. I don't really know what I want to do on computer this year, but I'm sure anything we do on the computer will help us to be better students.
Last year in grade 7, I think the best unit we studied is fractions. Many people would want to kill me for liking fractions, but they always have been easy for me, and easy to understand. The unit I didn't like so much was integers. That unit was okay, but the positive and negative stuff really confused me. This year, I'm going to pay attention more and listen well so I won't struggle with integers again.
To be a successful math student this year, I will try my hardest to pay attention to everything, instead of daydreaming sometimes. I will also try to keep track of all my work and my homework so won't lose anything and so I can get my homework done. I'm going to try to study harder for tests this year, so I can get the best mark I can.
I was a blogger last year as well, and I did the first post in my class. It was about how to scribe. It was my favorite one because it was fairly easy to do, and because I could put any video, picture and link I wanted in the post which was pretty fun. Blogging helped me become a better student because It helped me with my computer skills, and it helped me to be organized, responsible, and how to evaluate other people's posts. I don't really know what I want to do on computer this year, but I'm sure anything we do on the computer will help us to be better students.
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