Chelsea's Great Big Book of Integers

Chapter One: Grade 7 Integer Review

Integers:

-number lines
-integer chips
-zero pairs
-negative and positive numbers

red integer chip = positive
blue integer chip = negative

















* when subtracting something that is not there, use a zero pair

Find zero pairs for the following integers:

- 6 +6
+10 -10
+19 -19
-16 +16
-11 +11
+14 -14
+63 -63

Integers a la Grade 7:

(+4)+(-4)=0

have four (+4)
own four (-4)

Brackets are training wheels.

Standard form:

4-4 <-- (pure standard form)

Questions:

(-3) - (-7) = +4
(-3) - (+7) = -10
3 - 7 = -4
3 + 7 = +10
(-3) + (+7) = -4

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Chapter Two: Multiplying Integers

(+2) x (+8) = +16
(2) x (8) = 16
(2)(8) = 16
2(8) = 16 <-- (standard form)


(+2) x (+3) or 2 groups of 3





(2) x (-3) or 2 groups of 3





(-2) x (+3) or remove 2 groups of +3








(-2) x (-3) or remove 2 groups of -3








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Chapter Three: Dividing Integers

Partitive division












Quotative Division











Multiplicative Inverse can help us with the question 6÷(-2)= by switching the numbers around .

Sign Rules:

6÷2= and -6÷(-2)

If the numbers have the same sign, the answer will be positive.

(-6)÷2= and 6÷(-2)=

If the numbers have different signs, the answer will be negative.

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Chapter Four: Order of Operations with Integers

BEDMAS stands for: Brackets, Exponents, Division, Multiplication, Addition, Subtraction







Now to finish things off, I found a helpful video about multiplying and dividing integers. It's a bit lengthy, but I'm pretty sure you can learn more from it:



Here's a link I found about integers as well.

Chelsea's Term Two Reflection

What I have learnt in term 2 is, that I learnt about percent, surface and volume. What I think I did well in these units is probably the quizzes and tests, since they were fairly easy in my opinion. I also did my scribe assignments and did all my homework from the textbook and the homework book. As well as the problems that Mr. Harbeck gave us to do from the blog.

What I struggled in this term is probably some of the tests, since I got a low but passing mark on them. I also had trouble with some questions from the homework book and the textbook during the unit when we were learning about surface area, since I missed a couple of classes about it, but I managed to be able to get through with some help.

I will try and do better next term, by completing all my homework assignments and doing all my blog posts ahead of time so that my current term 2 mark can improve. I will also try my best to study and review more often before quizzes and tests so that I can improve on my marks for that as well.

Chelsea's Cylinder Volume and Volume Problems

7.3, Page 266

a)

V=πxrxrxh
V=(3.14x4x4)x12
=50.24cmx12
=602.88

b)

V=πxrxrxh
V=(3.14x1x1)x7
= 3.14cm2x7
= 21.98

c)

V= πxrxrxh
V= (3.14x6x6)x37.5
= 113.04cm2x37.5
= 4329

d)

V=πxrxrxh
V= (3.14x2.25x2.25)x19.5
= 15.90cm2x19.5
= 310.05


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7.4, Page 273


































The answer is 1130.4cm

Chelsea's Final Percent Post

What is a percent?

-means out of a hundred
- another name for hundredths
- 65% means 65 out of a hundred, 65/100 or 0.65

4. 1: Representing Percent

-you can represent a percent by shading in a hundred grid

For example: If you want to represent 130% on a hundred grid, you have to use 2 grids. Shade one full grid to represent 100%, then for the other one, shade in only 30% of it so that it will represent 130%.

4.2: Fractions, Decimals and Percents

-fractions, decimals and percents can be used to represent numbers in a lot of situations
-percents can be written as fractions and decimals

For example: 0.8% = 4/5%

4.3: Percent of a Number

-mental math strategies such as halving, doubling and dividing by 10 can be used to find the percentage of some numbers
-to calculate the percent of the number, write the percent as a decimal and then multiply the number

For example: 12 1/2% of 50 = 0.125 x 50 will equal 6.25

4.4: Combining Percents

-percents can be combined by adding to solve problems (e.g, 5% + 7% = 12%)
- when you want to calculate the increase in the number, you can add the combined percent amount to the original number

For example: 12% of 100 = 0.12 × 100 = 12
100 + 12 = 112

-You can multiply the original number by a single percent greater than 100

For example: 112% of 100 = 1.12 x 100 = 112

-Percents of percents can be used to determine amounts that result from consecutive percent increases or decreases

Here is my percent scribe post

If you are still have a bit of trouble with percents, here's a good website to go to.

My percent video:



**EDIT**

Apparently, on the 4th question, the one dealing with which pair of shoes is a better deal, I got 'B' wrong.

Don't worry, the answer is still 'A', but for 'B', it's actually $80 - $32 which will equal $48.

Because, if it was $32, then 'B' would of been the correct answer. I'm very sorry for that mistake that I made in my video!

My Textbook Pages # 142 - 143

This scribe post about percentages will have the answers for questions no. 3, 4 and 8.

3. Use mental math to determine each of the following:

a) 300% of 2000
b) 1 1/4% of 60
c) 0.1% of 40


a) The answer is 6000.
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b) The answer is 0.75. How I got the answer, is that I used a ratio table to do this. So, here is my work:

c) The answer is 0.04. Once again, used a ratio table.




















4. Use mental math to find the following:

a) 20% of 60
b) 250% of 400
c) 10 1/2% of 100

(Sorry if there isn't any pictures of how I showed my work. I tried to put up more, but when I kept on moving them around, the layout will mess up and I eventually end up deleting the picture when I press enter. I'm pretty sure you guys can figure how you can get these numbers by yourselves.)

a) The answer is 12.
b) The answer is 1000.
c) The answer is 10.5.

8. The original price of a jacket was $84.00. A store manager marked the price down by 25 1/2%. By how much was the price reduced?

The price has been reduced by $21.42. How I got this answer, is that I used a ratio table to make life easier. I divided 100 by 100, to get 1, and then multiplied it by 25.5. I did the same exact thing, only, I divided 84 by 100, which gave me 0.84. Finally, when I multiplied it by 25.5, it gave me 21.42.

Chelsea's Pay it Forward

Part One:

"Pay it Forward" is a movie about a boy named Trevor, who is just starting Junior High. In his Social Studies class, his teacher, Mr. Simonet has asked him and his class about what they can do to change the world. Trevor had an idea of helping 3 people, and then telling those 3 to help another 3 and vice versa. He isn't expecting anything in return, but he's telling them to pass it on to more and more people.

Part Two:

What I did as my act of kindness, is that I went to one of my parents' legion workplace (at the Anavets #238), to help out there in the kitchen for the banquet, as well as the bingo hall, by counting the chips and assisting the young employees, who were close to my age.

I chose this activity, because I knew that both my mom and my dad are working very hard everyday at 2 of our legion locations, and trust me, it is very hard work. So, I decided to try and help them both on the busiest days, which are usually Fridays due to a lot of people coming in for banquets and especially bingo night.

I helped both of my parents, inside the kitchen. I also helped with 2 young employees, Courtney and Nicole in the bingo hall, as well as my mom's friend's kids who also work there. I did quite a lot of work, considering it was nearly packed, such as helping to wash the many dishes in the sink, putting back the extra dinner rolls back in its bags and even doing a bit of math by calculating the food orders that have been given to my dad. I did this act of kindness on Friday, December 17, 2010 right after school, since it was the only chance I got to do this project, before its due date.
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Part Three:

My act of kindness turned out very well, and I wasn't expecting to be so exhausted at the end of the day. But, I managed to go through helping everyone who needed help.
Apparently, I got some great reactions from the people I was helping out. I didn't manage to get it on video, for we were in a rush because it was so busy. One of the seniors who was eating at the banquet asked if I was going to get paid at the end of the day. I replied, "Nope, I'm only paying it forward, and I'm not expecting anything in return.". So, basically, all of the employees and staff working at the bingo and in the kitchen were all very pleased that I had been helping them, meaning, my expectations of what their reaction were going to be were correct.

After 5 hours of assisting and helping, I felt very proud of myself for what I was doing to help my parents job. To be honest, I did not tell any of the employees to pay it forward. The reason is, is that because they already are in a way that is different (they get their pay at the end of each month, I believe). I trust what they are doing and that is why I didn't tell them to pay it forward.

Part Four:

The idea of paying it forward is important, because it can make a difference in someone's life, as well as the community and environment around you. My act of kindness has really made a difference at the Anavets. It made the banquet operate smoothly, as well as the bingo hall with all the seniors ordering food and beverages. It was a great experience working at the legion with many people I had just met on that day and whenever I can, I want to go back there and help again, and I actually will, in 2 years.

Chelsea's Estimating Square Roots

Pg. 100, 16--17

16. Q: A tub in a fitness centre will install a square hot tub in a 6 m × 6 m room. They want the tub to fill no more than 75% of the room’s area.

a) What is the maximum area of the hot tub?

The max. area of the hot tub is 27 m²

b) What dimensions, to a tenth of a metre, will the fitness centre order from the manufacturer? Explain.

The dimensions should be 5.1 m, so that the hot tub will not exceed the limit of 75% of the room's space.

17. Q: Carmel wants to mount an 18 cm × 18 cm square picture on a square board that is
four times the area of the picture.

a) What is the area of the picture?

324 cm²

a = lxw
a = 18x18=324 cm
a= 324 cm²

b) What is the area of the board?

1296² cm2

You multiply the area by 4 to get this number.

c) What are the dimensions of the board?

36 cm x 36 cm


Here's a link that I found about estimating square roots. If anyone has another or a better link that I should use, please comment and I will be sure to use it!


Here's a video to help you guys with estimating square roots:

Chelsea's Sesame Street Video

Group Members:

Chelsea - The one who has no idea what a proportion is
Anabelle - The teacher who has to teach her what a proportion is
Trisha - Camera Person

Definitions:

Two-term ratio - compares 2 quantities measured in the same units
- eg. A:B, 7:13

Three-term ratio - compares 3 quantities measured in the same units
- eg. A:B:C, apples:bananas:oranges

Part to part ratio - compares different parts of a group to eachother
-eg. black tiles to red tiles: 5:13

Part to Whole Ratio - compares one part of a group to the whole group
- eg. black tiles to total tiles: 5:20

Rate - compares 2 quantities measured in different units

Unit rate - a rate in which the second term is one

Unit price - a unit rate used when shopping.
-eg. $0.50/can

Proportion - a relationship that says the two ratios or two rates are equal.
-eg. How much will 1 dozen erase cost if 3 erasers cost $0.75?
(multiply by 3)
2/3 = 6/9

Original Video : Cookie Monster in the Library



Our remake, about Proportions.

Chelsea's Math Profile

Hi, my name is Chelsea and I take Grade 8 math. Whenever someone would ask me, "Do you like math?" I would be honest and say that even though it's not my strongest subject at school, I actually do enjoy it. Especially trying to figure out math puzzles and playing math related games. The best thing I did in math class last year has got to be doing probability, because I found it very easy and straight forward. Also, remembering how to organize your outcomes in a diagram was easy for me.

Last year in Grade 7, the unit that I best studied in was fractions. I did well in it because I would always find the correct way to convert it into either a decimal, percent or simplify it. Plus, it was easy for me to understand, because back in elementary, we would study fractions most of the time. The unit that I struggled in the most would have to be adding and subtracting mixed numbers. It was a bit confusing for me, to be honest. What I could do this year in Grade 8 for me to make me understand better is that I should study and review more than last year, and consistently keep on doing my homework once the teacher assigns it and to hand it in on time.

This year, I will try and pay attention more to the unit lessons, so I could become a better math student. And, if I don't understand something, I'll have to ask questions or for some help. I'll also study and review more often before tests, quizzes and especially for the exam in June. For that to happen, I'll have to finish all my homework and do all the textbook pages that we will be assigned. I have no problems in math so far, but I just want to be prepared to learn even more when I get to Grade 9.

I did a couple of blogs last year for Mr. Isfeld. Here is the one that I'm proud of. It's has to deal with Dividing Decimals. I liked it because I took my time to make it accurate so that the people in my class would understand how to divide decimals. Blogging really helps me to learn more from my classmates and also to help them study for exams and tests. This year, I am really looking forward to work on the computers in math. I especially can't wait to make our own movies, like the previous students last year have made. Also, I would like to do a couple more math blogs.