Showing posts with label courtneyc8-17. Show all posts
Showing posts with label courtneyc8-17. Show all posts

Skills Assignment 4: Reciprocal

Saturday, May 9, 2009
On Tuesday, Mr Harbeck assigned us yet another skills blog post. For this post we have to define the word reciprocal, explain how it's used in math, and find at least 4 different ways.

RECIPROCAL: Reffered to multiplicative inverse. When 1 is divided by x, multiplyed by x, it will gived the product of 1.

Zero does not have a reciprocal.

How reciprocal is used in math: Reciprocal is quicker and easier than dividing fractions. Reciprocal is also used when you are doing ratio tables.

What is the reciprocal of 3/1? It's 1/3, we just flip the numerators and denominators.

EXAMPLES:








The ratio table
Here, I'll show you 3/4 divided by 2/5 using a ratio table.



















QUESTIONS:
1) 3/4 divided by 3/5
This question means... How many groups of 3/5 are in 3/4?
The reciprocal of 3/5 is 5/3, and the reciprocal of 3/4 is 4/3.














The answer is going to be more than 1 because 3/4 is larger than 3/5.

2) 3/5 divided by 3/4
This question means... How many groups of 3/4 are in 3/5?
The reciprocal of 3/4 is 4/3, and the reciprocal of 3/5 is 5/3.






The answer is going to be less than 1 because 3/5 is smaller than 3/4.

Skills Assignment 3; Multiplying Fractions

Tuesday, May 5, 2009
Last week Mr Harbeck assigned us our last skills assignment post, we were asked to explain if 2/5 of 3/4 are the same as 3/4 of 2/3 are actually the same just the fractions are switched around. Well let's prove it with pictures if 2/5 of 3/4 are the same as 3/4 of 2/3.
2/5 OF 3/4















3/4 OF 2/3
















So basically they are the same.

Multiplying Fractions

Thursday, April 30, 2009

Skills assignment #2; Subtracting Fractions

Friday, April 17, 2009
A few weeks ago now, we were given yet another skills assignment (skills post), still having to do with fractions. But instead we have to be able to make a post about subtracting fractions that should borrow, and fractions that should be improper fractions.
The proper time to borrow is when... one of the mixed numbers is too big. We can subtract fractions to make them improper or if the mixed numbers in the mixed fractions are too big we can just borrow.

100 2/4 - 6 3/4

PICTURE:

The proper time to use the improper way is when... the numbers are small and when you can't take something larger from something smaller.
PICTURE:


Skills Assignment: Fractions

Saturday, April 11, 2009
During the past week in math class Mr. Harbeck has been teaching us about fractions and how to compare them. During skills class Mr. Harbeck told us to find two different ways between two fractions. With those two fractions we have to show if they're bigger, smaller, or the same. There are two ways to find out when showing if a fraction is bigger, smaller or the same: by using a decimal and a picture.

Lets get started with the first fraction: 2/3 and 4/6. Is 2/3 bigger than 4/6, smaller, or the same? Well, lets get started with finding the decimal of the two different fractions.
DECIMAL:Divide 2 by 3 and you get o.666(repeating) and when you divide 4 by 6 you get 0.666(repeating)
looks the same, right? That's because they are the same, which also means that they're equivalent. But, 4/6 is more precise: accurate or correct.
PICTURE:













Now, lets get started on the second fraction: 1/8 and 1/4. Is 1/8 bigger than 1/4, smaller, or the same? Lets do exactly the same as the last time, lets find out the decimal.
DECIMAL: Divide 1 by 8 and you get o.125 and when you divide 1 by 4 you get 0.25.
You can see that 1/4 is bigger than 1/8... because lets pretend that you have two cakes, one cake is cut into four pieces, and the other cake is cut into eight pieces. The cake that got cut into four pieces would have bigger pieces than the one cut into eight pieces.

PICTURE:












Pythagoras

Saturday, February 21, 2009
This week we were all given an assignment about a mathematician named Pythagoras, and his theorem Pythagorean Theorem.

Pythagoras: The greatest genius ever lived... A "uber" smart mathematician also philosopher from Greek. But, nobody knows for sure if he EVER existed because nobody has found any evidence about his existents.




For this assignment we were also given a list of (important) vocabulary words;

  • 1.Legs

  • 2.Hypotenuse

  • 3.R.A.T

  • 4.Greek

  • 5.Theorem

Legs: The legs are shorter than the hypotenuse. They create the "right" angle in the triangle. The legs are located on either side of the triangle (All triangles have TWO legs)

Hypotenuse: The longest side of the "right" triangle, and is the opposite side of the right angle.


R.A.T: Which is the meaning of Right Angle Triangle.

Greek: A person born or living in ancient or modern Greece.

Theorem: A formula or perhaps a theory that can be proved.


Pythagoras created a theorem of his own. His "created" theorem was called the Pythagorean Theorem: The sum of the areas of the two squares on the legs (a and b) equals the area of the square on the hypotenuse (c)


Also for this assignment we are suppost to explain the artifacts Mr. Harbeck had posted for us.




-Pythagorean Theorem (One of the artifacts)


As I said above, Pythagoras was the one to create this theorem. Pythagorean Theorem: The sum of the areas of the two squares on the legs (a and b) equals the area of the square on the hypotenuse (c)


This artifact is also known as a right triangle, or so R.A.T (Right Angle Triangle) The right triangle has a 90° angle, which is the little square inside the triangle in the corner. Together the triangle is in total 180°





Now, this artifact, as you can see is a plain square, The lines on each of the 4 sides show that each of those sides are equal to the others. This square has 2 right triangles, which looks like the first artifact. Also, this square has 4 90° angles... So, the angles equal to 360° To get that you go 90°x 4 = 360°




These pictures/artifacts are linked and connected because it all just has to deal with his theorem called PYTHAGOREAN THEOREM, and PYTHAGORAS himself!

The vocabulary helped to explain the artifacts because... as I said, it all has to do with the theorem, and Pythagoras.

YES, we DO care about Pythagoras, and his theorem in grade 8 math because he created this formula.



Now, we are suppost to solve 2-3 word problems.
Word Problem: Any mathematics problem expressed as a hypothetical situation explained in "words".


PROBLEM ONE: This problem is telling us to find the base of the triangle.


















Solve:

c²- a²= b²
10²- 8²= b²
(10x10)-(8x8)= b²
100- 64= b²
36= b²
√36= b
6= b



















PROBLEM TWO :
















SOLVE:

a² +b²= c²
17²+ b²= 914²
b²= 914² - 17²
b²= 835396 - 289
b²= 835107
√b= √835107
b= 913.841





































TEST Scribe for January 23rd, 2009

Friday, January 23, 2009
So, today in class we all had a math test/quiz (Whatever you want to call it) At the end of the quiz we corrected the answers.

Here are 4 questions from the quiz that we had today, hopefully this will help all of you.




1. 16= -n + 4





2. 45= 6n-45

3.



4.






Sorry guys if I made any mistakes, just let me know. (:

Pay It Forward

Sunday, January 4, 2009


On our last day of school all the grade 8 students watched a movie called "Pay it Forward". We were asked to complete a random act of kindness for a stranger or someone we know. I decided to shovel my neighbours walkway because he hurt his back and isn't able to do much like shovel his walkway, and for him to shovel his walkway would cause him a lot of pain.




I dressed up warm and made my way across the street to help him. Then I knocked on his door, when he answered he greeted me and I told him that I would like to help him by shoveling his sidewalk, he seemed really grateful. He said to me "Thank you, but it's okay Courtney", I said "oh no, I would be happy to help you". He smiled and said "Thank you". It made me feel really good to help him because I didn't want him to shovel his walkway and be in pain while shoveling. I explained the whole reason of "Pay it Forward", and asked him if he had the chance if he could also help someone who was needing help, and how it could make a difference in that persons life.




Yes, one person can make a difference. Everyone can make a difference by lending a hand. A simple smile and friendliness can mean the world to someone.

The Great Big Book of Algebra

Thursday, December 4, 2008
Chapter One: Integer Poetry


Haiku; Adding Integers.


Adding Integers
Negatives, and positives
Equaling a sum


Cinquain; Subtracting Integers.

Subtracting
Take away, Minus
Decreasing, reducing, diminishing
Subtraction is a myth?
Integers


Haiku; Quotative Division.

Many groups of things
How many groups can you find?
Find the answer now..



Cinquain; Partitive Division.


Partitive
Parts, groups

Equaling, into, including

How many are in each group?

Division




Free verse; The Rule of Multiplying Integers.

Jack be nimble, Jack be quick
Jack jumped over an integer stick

When he got to the other side

He went on a multiplication ride

He kept his cool

And remembered the rule
That he learned in school.




Chapter Two: Combining like terms and the Distributive Property

Script;
Bill: Hey Alice
Alice: Hey Bill
Bill: What have you been up to lately? You seem a little down. Are you okay?
Alice: Not much. Just busy with school work and No I'm not okay. I'm having some problems with my math homework...and it seems hard.
Bill: Oh. Well, I'm pretty good at math...here, I will help you.
Alice: Well sure, it's algebra homework combining like terms and distributive property. I only have a couple questions I am not understanding. See here, look the question is n+3-5n+12.
Bill: Yes. It does seem a bit hard.
Bill: Okay, well, first of all what was the answer you got?
Alice: I got -6+15 but I am kind of confused with it all.
Bill: Okay, how did you get that answer?
Alice: Well, I combined like terms because there is more then one variable and constant and that just means there is more then one letter and integer. So, I put the variables together, the "n" and the "-5n" and then I just added them together which equaled "-6n". Then I put the constants together which is the +3 and +12 and that equaled 15. Text Color
Alice: And a variable by itself means one...am I right?
Bill: Well, yes sure, but I got something a bit different from what you got. My answer is -4n+15.
Alice: Wait, that doesn't make sense at all to me! How did you get that answer?
Bill: Well, okay here, I will explain.
Bill: First, I circled the variables which are "n" and -5n and then I circled the constants which are +3 and +12.
Bill: Next I grouped the variables and then the constants then I took "n" and subtracted -5n which equaled -4n, then I took 3 and 12 and added them together which gave me 15, so, that's how I got the answer.
Alice: OH! I guess I get it now but I still have one more question and it looks harder then the first.
Bill: Okay, what is the question then?
Alice: It is 2+4(3n+8) and I got 12n+10 for the answer.
Bill: Well, no but good try. You have to multiply 4 by 3n which us 12n and then you multiply 4 by 8 which is 32.
Bill: Then you would bring down the +2 and add it to 32.
Alice: So, the answer is 12+34?
Bill: Yes!!
Alice: Oh! I get it now! Thank you!
Bill: Anytime. I am glad I had the chance to help you understand.

Here is my xtranormal movie..







Chapter Three;

Here are my pictures to explain how to solve additive, subtractive, multiplicative, and divisive algebra questions.



ADDITIVE :







SUBTRACTIVE :














MULTIPLICATIVE :


DIVISIVE :

Scribe Post October 30th.

Thursday, October 30, 2008
heeello , (:
So, Today in math we had a 10-15 minute integer test by the time the test was done and over with Mr Harbeck gave us a "green" booklet, and just told us to forget about the "yellow" booklet for now. Inside of the "green" booklet there is integer questions some with brackets: example: 11 - (8)= 3 aka.. ( ) Training Wheels, and some without the brackets. Also in class we were doing the integers in standard form which means (NO MORE TRAINING PANTS!!). (:
in standard form all we do is "combine integers"
like this (:



Correct Question: -4 -3= -7

Wrong Question: -4 - (-3)=7




7-(-12)+5(-2)


* make it into a addition question.


7+(+12)+5(+2)



here's a example :

okay well that's my scribe , oh and if I made a mistake well then I'm sorry (:

The Backyardigans Journey Through Integers (:

Sunday, October 26, 2008
One day, the backyardigans were bored in their backyard having nothing to do. While just sitting there Pablo says aloud "Lets do something we'll never forget, lets imagine we're at the magical forest of integers!". "That sounds like a unique imagination" says Tasha. "Pablo what exactly are integers?... the rest of us don't even know what it means" says Austin. Pablo says in a clear voice "Integers are positive and negative numbers". Pablo went on, now explaining how to add integers". "When 2 numbers are positive you can simply add the 2 numbers together, when 2 numbers are negative you add the 2 numbers together and the sum remains a negative number". "To add a positive and a negative integer you subtract the smaller number from the larger number and the sum will have the sign of what ever sign the larger number had."




Pablo and the rest started to image their surroundings from a backyard to a "magical forest of integers". The magical forest had tall trees with integers hanging from it, bushes had integers instead of berries on it, even the ground covering plant had numbers on them. Pablo and the friends were surprised by how colourful the "magical forest of integers" was. It had red numbers, blue numbers, light green numbers that matched the trees, yellow numbers and so many colors that you could possibly imagine. Pablo saw a path of rocks, with an arrow pointing to go down the path and so Pablo called the rest of the gang to follow along.






While they strolled down the path they reached a deer. The deer seemed very happy to see them, while they drew closer to the deer, the deer said in an excited but clear voice "Welcome, now that you are here you will be encountering many animals with "integer" questions, the animals will ask anyone of you to answer the question, when you finish the task you will see a "magical castle", the animal closest to the magical castle will hand you a key so that you 5 can go in the magical castle and each of you can make 3 wishes in the castle". The deer then turned to Pablo and said "here is your first question, if you answer this question right you may be able to go along with the rest of your journey". (+7)+(-2) the deer said. Pablo in his head thought of it as money. Pablo mumbled positive equals to "I have" and negative equals to "I owe". The answer is "+5" Pablo yelled aloud. "That is correct " the deer said, " now you may go along with your journey, good luck to the 5 of you" the deer said happily.









They once again went walking down the path. A few moments later a raccoon walk out from behind a bush and stoped right infront of them. As they drew closer to the raccoon it looked as if the raccoon was smiling at them. The raccoon said aloud and clear "Hi there, this is your second question", and looked at Austin. (-5)+(+7) said the raccoon. Austin looked down at the ground and saw 5 small rocks that would represent the negatives and 7 large rocks that would represent the positives, he thought of the rocks as "Chips". Austin shouted the answer is "+2"! The raccoon said excitedly "Terrific, that's correct, you may now follow through".






They were so excited they almost begun running down the path. Tasha yelled "look, its the next animal with our next question", and they rushed down the path. When they got near to the animal they could all see it was a fox. The fox said "Nice to see you, here is your third question", and the fox glanced at Tasha. (-15)+(+10) the fox said. Tasha invisioned a numberline in her head with the (-) negatives on the left, and the (+) positives on the right. She said in a questioning voice "-5". The fox immediately said "Yay! Good for you, now you may reach your fourth question."





They all started running at full speed down the path to know what the next question was going to be, and to see the next animal. They finally reached the animal and which the animal was a friendly bear. The bear said "Hello, I'm pleased to see you this far, here is your fourth question...hm..." The bear look at all of the backyardigans, and then pointed at Tyrone. (+6)+(-6) "here you go" said the bear. Tyrone mumbled "its a zero pair, so its "0"! he yelled! "Good job, now you better hurry along to see your next question" said the bear.






Will the backyardigans get to the magical castle and complete the task ?
TO BE CONTINUED ... (:







The Backyardigans Journey Through Integers Part 2.







The backyardigans are now even more excited to continue they're journey through integers. As they were walking down the path they noticed that the rocky path came to a end, and lead to a big open field. It basically was a sea of color, it was full of integer wild flowers. In the far distance they saw something that appeared to be a big black horse. They started to skip through the flowers, happily keeping their eyes on the animal ahead of them. As they drew closer they could all see that it was indeed a beautiful black horse. The horse stated galloping towards them as well, at last they met. The horse said "Hello, I am very pleased to see you all... here is your fifth question... The horse look very nicely at Uniqua... "-4-3" the horse said in a clear voice. "it is subtracting integers but its kind of like adding integers, remember that" whispered Pablo. "Oh ok, that helps" Uniqua mumbled. Uniqua thought and thought, it took her awhile in till she figured it out. "its -7!!, I also used integer chips in my head. "Well good job, now just follow that arrow in the field and it will take you to your next animal and question" the horse said.





They all saw the arrow and they started walking toward it, then they walked past the arrow. They walked ahead alittle further more and saw a animal but they couldn't make out what it was. Once they reached the animal they were surprised to see it was a buffalo standing beside a stream. The buffalo said "You have made it to your final question" the buffalo said and looked at Pablo. "If you answer this question correctly you will find the castle down the stream and over the hill, another animal will be waiting to give you the the key to the castle" the buffalo said. "Here is your question... Pablo... +2-+6+-2" the buffalo said in a loud voice. Pablo mumbled and mumbled to himself trying to think out the answer. He finally got it, he changed the question a bit to get the answer. "its -6" said Pablo. "Good job, that one was a tricky one but you got it!" said the buffalo excited. "You now must follow the stream, and when the stream comes to a end there will be a hill you must walk up the hill to see the next animal with the key to the castle" the buffalo said in a very clear and loud voice.



They started running down the side of the stream, the stream final ended and they reached the hill, the hill was a grassy hill with a lot of colors. They started walking up the grassy hill, it took them a very long time to get to the top of the hill but then finally they reached the top of the hill, and saw a kangaroo they drew closer and closer to the kangaroo. When they got close enough they heard the kangaroo say "Hey guys, you made it this far and i cant believe it, good work, here is now the key to the castle. Tasha immidantaly was super excited and grabbed the key as soon as she saw the key. Tasha grabbed Pablo, Austin, Tyrone, and Uniqua and she started running with them up to the castle, they all got really excited but not knowing what they would wish for. They final got to the door of the castle, Tasha took the key out of her pocket and she opened the door."Wow, this is AMAZING" said Tasha. "I cant believe we made it this far" said Pablo. The castle was huge, with a lot of color like everything else, the walls were made with great big stones. Each and every one of them made 3 wishes but 1 of the wishes was that they all wished to go back in their backyard.

The End.. (:

Courtney's Measure of Central Tendency

Sunday, September 28, 2008

Mean
- Arrange in ascending order.
- Add all the numbers.
- Then the number you got divide by.
how many numbers are in the data.
- With an outlier the mean is less accurate "average".

Median - Arrange in ascending order/numerical order.
- Middle number in data.
- Great to use if there is an outlier.
Mode
- Arrange the data in ascending order.
- There can be more then 1 mode.
- The data that appears the most.
- You can have no mode.
Range
- Arrange the data in ascending order.
- Subtract the smallest data from the largest number.
- Large range = outliers.

Here is a video of mean median and mode..