Glenesse's 2 Minutes Reflection

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.

Glenesse's Term 2 Reflection

Term 2 Reflection

In term 2 we had 3 units and they were percents, surface area, and volume. I thought I did well on surface area and volume because it was just plain adding, subtracting, multiplying, and dividing using different formulas. I struggled in remembering all the formulas because there are a lot. One main thing I have to work on next term and in all my classes is to talk more. All comments that I had to work on from the teachers was to talk more in class. I hope I will have the courage to talk more in class.

In percents I learned many things. I learned how to convert fractions to decimals to percents and it can go in any order. I learned percents are out of 100 and you can represent percents on 100 grids. To represent a fraction percent, we had to shade part of one square. We can use mental math in finding out percents in numbers and also using ratio tables. You can also combine percents by adding to solve problems.

In surface area I also learned many things. I learned that there are formulas on finding the surface area. For rectangular prisms the formula is l x w. A rectangular prism has six faces and the opposite sides are equal. For a triangular prism the formula is b x h/2 then l x w. A triangular prism has 5 faces, 2 triangles, and 3 rectangles. For a cylinder there are many formulas. You can find the diameter, radius or circumference. The easiest formula for me to use is (2 π x r x r) + (2 x r x π x h) = TSA.

In volume I also learned many things. I learned that there are also formulas to finding out the volume. When they already give you the base and height, you can just use the formula, Area of base x height. If they don’t give you the base, there are formulas for each object to find the volume. For a rectangular prism, it’s v=l x w x h. For a triangular prism, the formulas is
v=b x h (height of triangle) / 2 X height (height of prism). For a cube, the formula is v=s x s x s and the formula for a cylinder is v=π x r x r x h. The difference with volume and surface area is that volume is how much area it holds and a surface area is the area on the outside.

Glenesse's Great Big Book Of Integers

Chapter 1

Integers Review

Zero pairs

- a pair of integer chips with one chip representing +1 and one chip representing -1

eg. -+

- the pair represents zero because

(+1)+(-1)=0

Find zero pairs for following integers.

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

Answers:

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

Integers from Grade 7

(+4) + (-4) = 0

(+4) have 4

(-4) owe 4

(Brackets are training wheels)

Standard form

4 - 4 = 0

+ positive = red

- negative = blue

Integer Questions

-3 - (-7) = +4

- 3 - 7 = -10

3 - 7 = -4

3 + 7 = +10

______________________________________________________________

Chapter 2

Multiplying Integers

-repeated addition

if you need to remove something that isn't there, use a zero pair

Examples

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

Means: 2 groups of positive 3

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

Means: 2 groups of negative 3

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

Means: Remove 2 groups of positive 3

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

Means: Remove 2 groups of negative 3

Sign Rule (negative sign)

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

-making parts

6 ÷ 2 = +3

-6 ÷ (-2) = +3

Quotative Division

-sharing with groups

(-6) ÷ 2 = -3

The multiplicative inverse can help me solve 6 ÷ (-2) = by doing the question and the quotient is -3. -3 will be part of the question when the answer is -2.

6 ÷ (-2) = -3

6 ÷ (-3) = -2

Sign Rule for Division

The quotient of two integers with the same sign is positive.

The quotient of two integers with different signs is negative.

6 ÷ 2 = +3

They both have the same sign so it is positive.

-6 ÷ (-2) = +3

They both have that same sign so it is positive.

(-6) ÷ 2 = -3

They have different signs so it is negative.

6 ÷ (-2) = -3

They have different signs so it is negative.

______________________________________________________________

Chapter 4

Order of Operations with Integers

B.E.D.M.A.S

-Brackets

-Exponents

-Division

-Multiplication

-Addition

-Subtraction

Square brackets to box off division and multiplication.

(+5) x (-3) + (-6) ÷ (+3)=

[(+5) x (-3)] + [(-6) ÷ (+3)]=

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

Here is a link to help you.

Here is a video to help.

Glenesse's Homework Book Post

Homework Book

Pages 78-79

Even #'s 4, 6, 8

Questions:

4. Calculate the volume of each prism or cylinder.

a)

b)

c)

Answers:

4)-a) Area of base X height

100 cm² X 4 cm = 400 cm³

b) Area of base X height

113 cm² X 3 cm = 339 cm³

c) Area of base X height

80 cm² X 12 cm = 960 cm³

Question:

6) Which rectangular prism has the larger volume? Show your thinking.

a)

b)

Answers:

6)-a)

1-Area of base X height

40 cm² X 5 cm = 200 cm³

2-Area of base X height

20 cm² X 10 cm = 200 cm³

They both have a volume of 200 cm³.

b)

1-Area of base X height

10.5 m² X 1 m = 10.5 m³

2-Area of base X height

3 m² X 3.5 m = 10.5 m³

They both have a volume of 10.5 m³.

Question:

Nikki and Taylor have to fill the pool this summer. The area of the pool bottom is 27 m². The height that the water needs to be is 0.9 m. How much water do they need to put in the pool?

Answer:

Area of base X height

27 m² X 0.9 m = 24.3 m³

Click Here to learn more about volumes.

Here is a video on how to find the volume of a prism.

Cylinder Volume and Volume Problems

Jumbo
r=d/2
r=20/2
r=10cm

v=π x r x r x h
v=(3.14 x 10 x 10) x 40
v=314cm^2 x 40cm
v=12560cm^3

Popcorn Lovers
r=d/2
r=30/2
r=15cm

v=π x r x r x h
v=(3.14 x 15 x 15) x 20
v=706.5cm^2 x 20cm
v=14130cm^3

Martha should buy the Popcorn Lovers container

a)

r=d/2

r=120/2

r=60cm

v=π x r x r x h

v=(3.14 x 60 x 60) x 18

v=11304cm^2 x 18cm

v=203472cm^3

b)

v=l x w x h

v=30 x 22 x 20

v=660cm^2 x 20

v=13200cm^3

c) 203472cm^3/13200cm^3 = 15.4 pails

Final Percent Post

Chapter 4: Understanding Percent

1. Summarize

Percent: Means out of 100, another name for hundredths

Fractional Percent: A percent that includes a portion of a percent, such as 1/2%, 0.42%, 7 3/8%, 125 3/4%, and 4.5%.

4.1 Representing percents

-represent percent, shade squares on hundred grids, one complete shaded grid is 100%

-represent percent greater than 100%, shade more than one grid

-represent fractional percent between 0% and 1%, shade part of one square

-represent fractional percent greater than 1%, shade squares from hundred grid to show whole number and part of one square from grid to show fraction.

Example:

4.2 Fractions, Decimal, and Percents

-fractions, decimals, and percents can be used to represent number in various situations

-percents ca be written as fraction and decimals

Example:

Decimal=Percent=Fraction

0.0064=0.64%=8/125

4.3 Percent of a Number

-can use mental math strategies such as halving, doubling, and dividing by 10 to find the percents of some number

-to calculate the percent of a number, write percent as decimal and then multiply by the number

Example:

12 1/2 of 50 = 0.125x50 = 6.25

4.4 Combining Percents

-can be combined by adding to solve problems

Example:5% + 7%=12%

-to calculate increase in number

-can add the combined percent amount to original number

Example:12% of 100 = 0.12x100=12

100+12=112

-cam multiply original number by a single percent greater than 100

Example:112% of 100 = 1.12x100

= 112

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

2. Percent Review Video

*Sorry it's over 5 minutes*

3. Link

4. Link and Video

Glenesse's Pay it Forward

Part 1:

Pay it forward is a project that is an act of kindness and you don't expect anything back. You do something nice for 3 people and each of them do something nice for 3 people and it just keeps going on. The movie "Pay it Forward" is about a boy named Trevor who had a school assignment, assigned by Mr.Simonet on making a difference in someone's life by helping them. He first helped a homeless man by taking him in to his home but it didn't work out till' the end when he asks a girl to have coffee with him. Then he helps Mr.Simonet by planning a date with his mom but it didn't work out till' the end. After, helped his friend when he was getting bullied by bullies, but he got stabbed and died. In the end many people came to his house and put candles and flowers in his front yard.

Part 2:

What was your Pay It Forward act of kindness?
My pay it forward act of kindness was giving holiday cards to random people's car and mailboxes.

Why did you choose this activity?

I chose this activity because it was a way of doing something nice to people and making them happy without even knowing who it was.

Who did you help?

I gave the card "in secret" to some people's mailboxes in my streets and people's windshields from my church.

What did you do?

I put Merry Christmas and A Happy New Year on the cards and said to pay it forward.

When did you do you act of kindness?

I did my act of kindness on December 19, 2010.

Part 3:

How did your act of kindness go?

I thought my act of kindness went rally well because I felt good afterwards.

What Happened?

I gave the cards to people's mailboxes and windshields. Now people can check their cards and hope it would make them happy.

How did you feel?

I felt really happy that I could make someone smile or happy just by giving them a card that says Merry Christmas and A Happy New Year. I am glad that I got the chance to do this kind of thing and hope I can still do an act of kindness to other people too, not just because I was assigned to.

How did the person or people react?

I don't know how they reacted because it was suppose to be a secret but I hope that it made them really happy.

Did you ask the person or people to "Pay It Forward"?

On the card I gave them it said "Pay it Forward".

How did they react to your request?

I don't know how they reacted to my request but i hope that they will do it.

Part 4:

Why is the idea of "Pay it Forward" important?

"Pay it Forward" is an important idea because it could help a lot of people just by a simple act of kindness to one or many people.

Has your act of kindness made a difference?

I don't know actually but I hope it did.

Glenesse's Homework Book Post

Pages 36-39

Even Numbers

Pg.36-37

2)Shade hundred grids to represent each percent.

a)3% b)46% c)97%

4)Show as repeating decimal.

a) 0.3333333

b) 0.4545454

c) 0.2727272

6)Estimate each percent.

a) 22% 0f 85

20% of 85 is 17

b) 48% of 102

50% of 102 is 51

c) 75% of 70

80% of 70 is 56

d) 82% of 91

80% of 90 is 72

Pg. 38-39

2) To represent a fractional percent greater than 1%, a-shade squares from a hundred grid to show the whole number and part of one square to show the fraction

4) To represent a fractional percent between 0% and 1%, b-shade part of one square on a hundred grid

6) What percent is represented by each diagram if a completely shaded grid represents 100%?

a)

135 7/8%

b)

256%

c)

7/12%

8) Represent the percent in each statement on a grid provided.

a) A tax is 6 1/2%

b) Mt. Everest is about 146% the height of Mt.Logan.

10) About 1.7% of Earth's water is stored in ground water, lakes, rivers, streams, and soil. Use the hundred grid below to show this percent

Here is a link to help you on percents.

Here is a video to help you with converting a percent to a fraction.

Glenesse's Scribe 2

Show You Know pg. 83, pg. 85 Question 2, 6, 11, 15.

Show You Know pg. 83

Question:

Determine the area of a square with a side length of 16mm.

Answer:

We all know that a square has 4 equal sides so you multiply the side length of 16mm by itself.

16x16=256 mm squared

The area of the square that has a side length of 16mm is 256 mm squared.

Page 85

Question:

2)How would you use prime factorization to determine the square root of 225? Compare your answer with a classmate's.

Answer:

So 225 is a perfect square.

After you compare it to your classmate's

Question:

6)A rectangle has an area of 64 m squared

a)Determine the prime factorization of 64.

b)Is 64 a perfect square? Explain.

c)Draw a square with that area and label its side length.

Answer:

a)

b) 64 is a perfect square because the prime factor is 2 and it can be divided into equal parts.

c)

Question:

11)What is the area of a square with each side length?

a) 10

b) 16

Answer:

a) 9 x 9 = 81 unit squared

b) 16 x 16 = 121 unit squared

Question:

15) Evaluate

a) 49 squared

b) 64 squared

c) 625 squared

Answer:

I used a calculator for this question.

a) 49 squared = 7

b) 64 squared = 8

c) 625 squared = 25

Here is a site to help you with prime factorization.

Glenesse's Sesame Street Video Post

Group: Glenesse P. and Julibella T.

Part 1:

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 one part of a group to each other

part to whole - compares one part of a group to the whole group and can be written as a fraction, decimal or percent

Examples: boys to girls, 13:14, 1 slice to whole pizza, 2:8

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 used when shopping

Examples: 42 km/hr, $1.25/can

Proportion:

proportion - a relationship that says that two ratios or two rates are equal

Examples: 1/2 = 2/4, 1/3 = 2/6

Part 2: Wanna Buy An Eight Ernie?

Part 3: Do you want to buy a ratio?

Glenesse's Math Profile

Hi there my name is Glenesse and I am a math student in grade 8. If someone were to ask me if i liked math, I would say yes. I think doing math problems are fun but sometimes it can get a little confusing. The best thing I ever did in math class was playing with cards to practice our multiplying, dividing, addition, and subtraction. I liked this event because I had a lot of fun with my friends and yelling out the answers first.

Last year in grade 7 the best unit I studied was probability. I did well on that unit because it seemed easy because its like guessing what's going to happen. The unit I struggled in was on circles. We had to remember a lot of formulas but i memorized most of them when we got more into the unit. This year if I don't understand something I would ask questions and listen more carefully in class.

This year to be a successful student I will do my homework and not procrastinate. I will also study harder on quizzes and test to get a higher mark. This year I would like to learn more about integers because last year it was a little confusing for me. I would also like to learn about things I never learned last year.

I did only one blog last year and it was about practicing one step algebraic equations and solving two step algebraic equations. Blogging made me a better student because I can show people what I learned and teach them when they don't understand something. This year I would like to do projects on the computer like making videos with my friends.