Math 7-43

Hi Mr. Reece

2006-09-13T17:12:00.000-07:00

Hi Mr.Reece if you go on your blog can you respond to this??????????? This year I am in Mr Penners class room which is 8-16. I am doing very well and I had a great summer how about you???????????

hey everyone

2006-07-22T18:49:00.000-07:00

hey this is janna and i hope everyone's having an AWESOME !!!! summer. cool kay bye

Kim's Growing Post for June 6th

2006-06-06T18:24:00.000-07:00

Question 1: Formulas. We've learned how to write algebraic equations in the form of mx + b = y
Convert these two sentences into algebraic using the above formula.

m: change or coefficient
b: constant or start
y: solution

Sentence 1: Scott is 2 years older than Donald who turns 12 on June 21st 2006. Write this sentence in the format of mx + b = y, then convert it into an expression which allows us to figure out the age of Scott. Scott is 13 years old and Donald will be 12 years old.

2 + b = y

2 + 11 = y

2 + 11 = 13

Sentence 2: Elizabeth has $200 in her savings account. She makes $40 every two weeks babysitting for her next door neighbours. If Elizabeth saves all of her money solve for how much money she will have in one year? Elizabeth will have a total of $1160 in one year.

$40n + $200 = y

$40(24) + $200 = $1160

Question 2: Creation. You need to create two questions for your classmates that cover different concepts (ex: T-charts, patterns, equations, graphs etc.) that you have learned in this unit on Algebra. You then need to show how to solve the questions. Your mark will be based upon the lvl of question's difficulty, and the effort put into your answer.

Bobby has $500 dollars in his bank account and he earns $50 every month. His friend John has $250 in his bank account and he earns $75 every month. How much will Bobby and John have in their bank account in one year and who will have the most amount of money? Bobby will have a total of $1100 and John will have a total of $1150 and John will have $50 more than Bobby.

$50x + $500 = y

$50(12) + $500 = $1100

$75x + $250 = y

$75(12) + $250 = $1150

One day, Sandy and Lina decided to save money and buy a walkman for $150 and share it with each other since they were sisters. Sandy had $60 in her bank account and she would add $10 everyday for 10 days while Lina had $120 in her bank account but she would spend $10 everyday for herself for 10 days. On the 10th day, will Lina and Sandy have enough money to buy the $150 walkman and have leftover money? Or will they have to save more to buy a walkman? Sandy and Lina will have enough money in total to buy the $150 walkman and have $40 leftover.

Sandy: 10x + 60 = y

10(11) + 60 = 170

Lina: -10x + 120 = y

-10(10) + 120 = 20

Question 3: Reflection. You need to look back at the chart that we filled out during the first day of the unit. This is the chart where you coloured a topic red, yellow or green. You now need to pick one concept that you coloured yellow or red and reflect in words what new skill/idea that you have learned on this topic.

Can I use my words to create an algebraic formula?

I coloured this in red because I didn't know how to create a algebraic formula. So if I didn't know how to make one, I would probably not be able to make one from a T-Chart or use an algebraic formula to solve for an unknown. It was easier to make a formula when Mr.Reece had taught us how and it was helping me solve an unknown and make a formula by using a T-Chart.

Question 4: Preparing for the final exam. You need to think about the year that has past in mathematics and decide which topic is your weakest, and what you need to learn duriong class review in order to prepare yourself for the final exam. It is not enough to say fractions, instead pick your weakest area of fractions, say the subtraction or fractions, and give an example of what you don't understand.

My weakest topic is probably algebra. In algebra, there are always some questions that I can't figure out how to solve the unknown. But as Mr.Reece is teaching us, I am beginning to find it more easy little at a time and will be able to solve it. I also know that when the higher the grade i'm in, the harder the level of mathematics are and the harder the questions in algebra. (eaxample: -50x + 2o6 = y)

KIM-THANH VO ROOM 7-43

My Growing Post

2006-06-05T15:39:00.000-07:00

Question 1: Formulas. We've learned how to write algebraic equations in the form of mx+b=y. Convert these two sentences into algebraic equations using the above formula.

m - coefficient (change)

x - variable

b - constant (start)

y - solution (answer)

Sentence 1: Scott is 2 years older than Donald who turns 12 on June 21st 2006. Write this sentence in the format mx+b=y, then convert it into an expression which allows us to figure out the age of Scott.

2+d=s
2+11=13

Sentence 2: Elizabeth has $200 in her savings account. She makes $40 every two weeks babysitting for her next door neighbours. If Elizabeth saves all of her money solve for how much money she will have in one year.

40+200e=
40 +200(26)=5240

Question 2: Creation. You need to create two questions for your classmates that cover different concepts (ex: T-Charts, patterns, equations, graphs etc.) that you have learned in this unit on Algebra. You then need to show how to solve the questions. Your mark will be based upon the level of questions difficulty, and the effort put into your answer.

There are 500 chocolate muffins for sale at the bake sale. If there were 50 customers and the each got the same amount how many muffins did each customer get?

500/50=n
n=10

There are 12 dentists and 48 toothbrushes. How many toothbrushes does each dentist get?

48/12=n
n=4

Question 3: Reflection. You need to look back at the chart that we filled out during the first day of the unit. This is the chart where you coloured a topic red. yellow or green. You now need to pick one concept that you coloured yellow or red and reflect in words what new skill/idea you have learned on this topic.

Can I create a T-Chart for my pattern?
This topic I coloured red because I did not get how to do that.
Now I can easily do that because it is really easy now that I know what I am doing. I learned that you can solve a pattern by using a T-Chart.

Question 4: Preparing for the final exam. You need to think about the year that has past in mathematics and decide which topic is your weakest, and what you need to learn during class reveiw in order to prepare yourself for the final exam. It is not enough to say fractions, instead pick your weakest area of fractions, say the subtraction of fractions, and give an example of what you don't understand.

My weakest topic is fractions. Inside fractions I have trouble multipling fractions. I have always had trouble with fractions.

Example: 1/4 x 3/4

Kendra 7-43

My Growing post

2006-06-04T17:57:00.000-07:00

1. m - coefficient ( change )
x - variable
b- constant ( start )
y - solution ( answer )

S1. 2+N=s
2+11=13

S2. 40+200N=
40+200(26)=5240
Elizabeth will have $5240 in her acount at the end of the year.

2. There are 156 cookies in a jar and Heather ate 4 a day. How many cookies would be left in the jar at the end of the month which has 30 days?
4/156C=
C = 39

There are 20 Police Officers and 5 dozen doughnuts. How many doughnuts were left for the next day?
20/5P=
P = 4

3. Can I use my words to create an Algebraic Formula?
I coloured this topic red because at the begining of the year I didn't understand how to do it. Now I can make an Algebraic Formula with words and it will make sence.

4. My weakest topic in math is doing Area and Circumference of a Circle, Triangle and Rectangle. I have trouble getting the answers for them.
Example:

Thank-you Mr.Reece

Janna's Growing Post for June 6th

2006-06-04T16:24:00.000-07:00

Question 1: Formulas. We’ve learned how to write algebraic equations in the form of
mx + b = y. Convert these two sentences into algebraic equations using the above formula.

m - coefficient ( change )
x - variable
b - constant ( start )
y - solution

Sentence 1. Scott is 2 years older than Donald who turns 12 on June 21st 2006. Write this sentence in the format of mx + b = y, then convert it into an expression which allows us to figure out the age of Scott.
Scott = Donald + 2
Scott = 11 + 2
Scott = 13

N + 2 = 13 N = 11 which is Donalds age since he has not yet turned 12.

Sentence 2. Elizabeth has $200 in her savings account. She makes $40 every two weeks babysitting for her next door neighbours. If Elizabeth saves all of her money solve for how much money she will have in one year?

40p + 200 = 1240
- 200 - 200
____ ____
0 1040

40p = 1040

Question 2: Creation. You need to create two questions for your classmates that cover different concepts (ex: T-Charts, patterns, equations, graphs etc.) that you have learned in this unit on Algebra. You then need to show how to solve the questions. Your mark will be based upon the level of question’s difficulty, and the effort put into your answer.

Question 3: Reflection. You need to look back at the chart that we filled out during the first day of the unit. This is the chart where you coloured a topic red, yellow or green. You now need to pick one concept that you coloured yellow or red and reflect in words what new skill/idea that you have learned on this topic.

Question 4: Preparing for the final exam. You need to think about the year that has past in mathematics and decide which topic is your weakest, and what you need to learn during class review in order to prepare yourself for the final exam. It is not enough to say fractions, instead pick your weakest area of fractions, say the subtraction of fractions, and give an example of what you don’t understand.

Growing Post

2006-06-01T05:42:00.000-07:00

Question 1: What is the difference between an algerbraic expression and an equation (Hint: One contains this and the other doesn't)? Give an example of both an expression and an equation.

An Algebraic expression is when you combine numbers, operatives, and/or free variables and bound variables. You get to choose the variable in an algebraic expression. An example: 5A X 6. In Algebraic equation, the variable is already given. There are two types of equations (from my knowledge), one step; 3E - 6 = 9, and two step; 3N = 1N +10. An example of an equation; 3H - 5 = 10. H = 5.

Question 2: What is a variable and why do we use one in algebra?

Variables are letters that represent the unknown, able to change. Variables are often contrasted with constants, which are known and unchangning. We use variables because Algebra is a method of finding the unknown.

Question 3: Solve for N

To solve the first question, you need to figure out what a triangle equals on the first scale. First, take away four circles (each square equals two circles), which leaves five circles. Since there were five circles left, the triangle equals five circles.
To solve the second question, you need to figure out the value of the two N's. First, add the squares and triangles together. The total of the squares and triangles, together, was 22 circles. Then divide the 22 circles by 2. The answer was 11. Each N equals 11 circles.

Question 4: Solve the following equations. Show all of the steps that are needed.

A) 3n+4n+7=2n+12
3N + 4N - 2N = 12 - 7
5N = 5
N=1

B) 8n-(4+9)=11
8N = 13 + 11
13 + 11 = 24
8N = 24
N = 3
C) (8-3)n+7n+8= 4n + 40
5N + 7N + 8= 4N + 40
5N + 7N - 4N = 40 - 8
8N = 32
N = 4

Question 5: For this question you need to create a T-Chart and a graph to plot your data from this question onto.
You are having a race against your friend, except you are on foot and he is on his bike. Your both know that if you are on a bike you will be faster so your friend gives you a head start of 3 minutes. If you can run 400m per minute, and your friend can bike 700m per minute, who will be the first to make it to the finish line 2000m away?
The runner will finish in five minutes, the bicyclist will finish in six minutes, therefore the runner winning.

Kim's growing Post for May 29

2006-05-29T18:27:00.000-07:00

Question 1.
What is the difference between an algebraic expression and an equation (hint:one contains this and the other other doesn't?)

The difference bewteen an algebraic expression and an equation is that the algebraic expression has not given the value of the variable and the equation has already given us the value of the variable. (example:)
expression: 10 + 5n = the answer
equation: 10 + 5(3) = 45

Question 2.
What is a variable and why do we use one in algebra.

A variable represents the unknown number. We use a variable in algebra because the main thing about algebra is to find the unknown answer and since the variable is the unknown number, we have to solve the variable. (And if you have solved the variable, it makes it a whole lot easier to solve the equation.)

Question 3.
Solve for N.

I need to solve how much the triangular equals to solve the question. After that, I need to solve how much the 2 N's equal to.
Solving for first scale: Since a square means 2 circles and a circle means 1, and the left side of the scale in this diagram has 2 squares, that means 4 circles or 4 in all. So I take 4 circles away from the right hand of the scale, I will end up having only 5 circles left and a triangle. So that means a triangle is equal to 5 circles.
Solving for second scale: Since I have already solved the value of the triangle and I know what the value of the circle and the square is, I will be able to solve the value of the 2 N's easily. First I would have to add all the squares and triangles on the right hand of the scale, and it would come out of a total of 22 circles or 22 (since a triangle represents 5 circles and a square represents 2 circles.) Now I will have to divide the number 22 in half (because there are 2 Ns) and I will get 11. So the value of each N will be 11. The total value of both Ns is 22 circles.

Question 4.
Solve the following equations. Show all of the steps that are needed.

a) 3n + 4n + 7 = 2n + 12
3n + 4n - 2n = 12 - 7
5n = 5
n = 5/5 = 1
n = 1

b) 8n - (4 + 9) = 11
8n - 13 = 11
8n = 11 + 13 = 24
8n = 24
n = 24/8 = 3
n = 3

c) (8-3)n + 7n + 8 = 4n + 40
5n + 7n + 8 = 4n + 40
5n + 7n - 4n = 40 - 8
8n = 32
n = 32/8 = 4
n = 4

Question 5. For this question you need to create a T-chart and a graph to plot your data from this question onto.
You are having a race against your friend, except you are on foot and he is on his bike. You both know that if you are on bike you will be faster so your friend gives you a head start of 3 minutes. If you can run 400m per minute, and your friend can bike 700m per minute, who will be the first one to make it to the finish line 2000m away?

The runner will come in first in 5 minutes and the biker will come in second in about 6 minutes.

Janna's Growing Post for May 29th 2006

2006-05-28T19:22:00.000-07:00

Question 1: What is the difference between an algerbraic expression and an equation (Hint: One contains this and the other doesn't)? Give an example of both an expression and an equation.

An algebraic expression is when you combine numbers, operatives, grouping symbols (such as brackets and parentheses) and/or free variables and bound variables. You get to choose the variable in an algebraic expression. An example of an algebraic expression is 20J / 5. In an algebraic equation is when you combine numbers, operatives, grouping symbols (such as brakets and parentheses) and/or free variables and bouund variables. In an equation the value of the variable is given. A example for an algebraic equation is 20J / 5 = 20. J equals 5.

Question 2: What is a variable and why do we use one in algebra?

A variable is a letter that replaces a number we are solving for. The variable stands for the unknown. We use a variable (a letter) in algebra so the equations we are solving do not become confusing. Example is we use numbers as variables instead of letters.
21 + 13 = 17 This equation doesn't make sense. Now here's the same equation except we use letters for the variable. 2A + 13 = 17. A eaquals 2. You multiply 2 by A which is 2. 2 x 2= 4. Your final equation would be 4 + 13 = 17.

Question 3: Solve for N.

I found that since 2 circles equals 1 square and a circle equals one, that a square equals 2. To solve the second question you need to figure out what a triangle equals on the first scale. I took away four circles (each square equals two circles), and it left me with five circles. Since there were five circles left the triangle equals five circles each. Then I needed to solve the N's. If each square equals 2 and each triangle equals f circles each which is 10. I added it up and got 22. that means you now have to divide 22 in half and you'd get 11. So N eqauls 11.

Question 4: Solve the following equations. Show all of the steps that are needed.

a.) 3n+4n+7=2n+12
7n+7=2n+127n-2n(+7-7)=2n-2n(+12-7)
5n=5
N=1

b) 8n-(4+9)=1
1 8(3)-(4+9)=
1124-13=11
N= 3

(c) (8-3)n+7n+8=
4n+405n+7n+8=
4n+405(4)+7(4)+8=
4(4)+4020+28+8=56
N= 4

Question 5: For this question you need to create a T-Chart and a graph to plot your data from this question onto.

You are having a race against your friend, except you are on foot and he is on his bike. Your both know that if you are on a bike you will be faster so your friend gives you a head start of 3 minutes. If you can run 400m per minute, and your friend can bike 700m per minute, who will be the first to make it to the finish line 2000m away?The runner will cross the finish line first in 5 minutes. The biker will cross the finish line second in 6 minutes.

My Growing Post

2006-05-28T19:17:00.000-07:00

1. In an algebraic expression you get to choose the value of the variable.
In an algebraic equation the value of the variable is given.

2.A variable is a letter that replaces a number. We use a variable in algebra because algebra is about solving the uknown and the variable is the unknown thing we have to solve.

3.

To solve the second question you need to figure out what a triangle equals on the first scale. First I took away four circles (each square equals two circles), and it left me with five circles. Since there were five circles left the triangle equals five circles. To solve the second question you need to figure out the value of the two Ns. First I added the squares and triangles together. The total of the squares and triangles and it was 22 circles. Then I divided the 22 circles by 2. The answer was 11. So each N equals 11 circles.

4. .(a) 3n+4n+7=
2n+123(1)+4(1)+7=
2(1)+123+4+7=14
N= 1

b) 8n-(4+9)=1
1 8(3)-(4+9)=
1124-13=
11N= 3

(c) (8-3)n+7n+8=
4n+405n+7n+8=
4n+405(4)+7(4)+8=
4(4)+4020+28+8=56
N= 4

5.

The Runner will cross the finish line first in 5 minutes. The biker will cross the finish line second in 6 minutes.

GROWING POSSTT !!

2006-05-28T17:44:00.000-07:00

Question 1.) What is the difference between an algebraic expression and an equation (hint: One contains this and the other doesn't)? Give an example of both an expression and an equation.

Algebraic Expression you get to choose the value of the variable.
Algebraic Equation the value of the variable is already given.
Algebraic Expression: 8A+6
Algebraic Equation: 8A+6=30

Question 2.) What is a variable and why do we use one in algebra?

A variable is a letter that replaces a number. We use it in algebra beacause algebra is about finding the unknown, and the variable is the unknown thing we must solve in a problem.

Question 4.) Solve the following equations. Show all of the steps that are needed.

a.) 3n+4n+7=2n+12
7n+7=2n+127n-2n(+7-7)=2n-2n(+12-7)
5n=5
n=1

b.) 8n-(4+9)=11
8n-13=11
+13 +13
8n=24
n=24/8
n=3

c.) (8-3)n+7n+8=4n+40
5n+7n+8 =4n+40
12n+8=4n+40
12n(+8-8)=4n(+40-8)
12n-4n=(4n-4n)+32
8n=32
n=4

Question 5.) For this question you need to create a T-Chart and a graph to plot your data from this question onto.

You are having a race against your friend, except you are on foot and he is on his bike. Your both know that if you are on a bike you will be faster so your friend gives you a head start of 3 minutes. If you can run 400m per minute, and your friend can bike 700m per minute, who will be the first to make it to the finish line 2000m away?

The runner will cross the finish line first in 5 minutes. The biker will cross the finish line second in 6 minutes.

My Growing Post Due Monday May 29th

2006-05-27T17:14:00.000-07:00

Question 1: What is the difference between an algebraic expression and an equation (hint: One contains this and the other doesn't)? Give an example of both an expression and an equation.

In an algebraic expression you get to choose the value of the variable.
In an algebraic equation the value of the variable is given.
Algebraic Expression: 9N+4
Algebraic Equation: 9N+4=22

Question 2: What is a variable and why do we use one in algebra?

A variable is a letter that replaces a number. We use a variable in algebra because algebra is about solving the uknown and the variable is the unknown thing we have to solve.

Question 3: Solve for N

To solve the second question, you need to figure out what a triangle equals on the first scale.
First, I took away four circles (each square equals two circles), which left me with five circles. Since there were five circles left, the triangle equals five circles.
To solve the second question, you need to figure out the value of the two Ns.
First, I added the squares and triangles together. The total of the squares and triangles, together, was 22 circles. Then I divided the 22 circles by 2. The answer was 11. So each N equals 11 circles.

Question 4: Solve the following equations. Show all of the steps that are needed.

(a) 3n+4n+7=2n+12

7n+7=2n+12

7n-2n(+7-7)=2n-2n(+12-7)

5n=5

n=1

(b) 8n-(4+9)=11

8n-13=11

+13 +13

8n=24

n=24/8

n=3

(c) (8-3)n+7n+8=4n+40

5n+7n+8 =4n+40

12n+8=4n+40

12n(+8-8)=4n(+40-8)

12n-4n=(4n-4n)+32

8n=32

n=4

Question 5: For this question you need to create a T-Chart and a graph to plot your data from this question onto.

You are having a race against your friend, except you are on foot and he is on his bike. Your both know that if you are on a bike you will be faster so your friend gives you a head start of 3 minutes. If you can run 400m per minute, and your friend can bike 700m per minute, who will be the first to make it to the finish line 2000m away?

The runner will cross the finish line first in 5 minutes. The biker will cross the finish line second in 6 minutes.

Kendra Valentonis 7-43

Janna's Growing Post

2006-05-24T10:48:00.000-07:00

Quetsion #1: Solve all 3 parts of the problem below.

Jack collects baseball cards. Jack has 180 baseball cards in his collection. At the end of each month jack buys 25 baseball cards to add to his collection.

A)

B) 180 + 25( j ) = 280

C) Jack will have 1380 when he turns 12.

Question #2:

A) Jackie should order 2 pizzas . Because if each peron eats 3 pieces of pizza and there are 6 slices in a pizza. That means 2 people can finish 1 pizza. Since there are 4 people, that means they can finish 2 pizzas.

B) Jackie needs to order one more pizza. Because 2 people can finish 1 pizza.

Questions #3:

A) Cathy will have $200.00 dollars in her saving account. I got the answer by using her formula of 20+15(12). The first thing i did was I mulitplied 12 by 15 to get 180 then i added her $20.00 dollars to get $200.00 dollars in total.

B) If Cathy made a mistake and she had actually had $25.00 dollars instead of $20.00 the formula would now be:

25 + 15A = savings account
Then Cathy would have a total of $205.00 dollars for that 1 year

Question #4:

a) 3n + 4n + 7 = 2n + 12

3n+4n+7=2n+12

3(1)+4(1)+7=2(1)+12

3+4+7=14

N= 1

b) 8n – (4 + 9) = 11

8n-(4+9)=11

8(3)-(4+9)=11

24-13=11

N= 3

c) (8 – 3 )n + 7n + 8 = 4n + 40

(8-3)n+7n+8=4n+40

5n+7n+8=4n+40

5(4)+7(4)+8=4(4)+40

20+28+8=56

N= 4

Growing Post

2006-05-23T19:04:00.000-07:00

Question 1:

A) Create a T-Chart showing how many baseball cards Jack has at the end of the next 4 months.

B) Create an algebraic formula based upon the problem above.
180 + 25T = Amount of baseball cards
T = The Month(s)

C) If Jack just turned 8 years old this month and Jack continues to buy the same amount of baseball cards each month, how many baseball cards will jack have when he turns 12?
Jack will have 1380 card by the time he's twelve.
Forty-eight months until Jack is twelve. 48 X 25 = 1200
But add the cards he already has; one hundred eighty.
1200 + 180= 1380

Formula: 180 + 25T= 1380

(T = 48)

Question 2:

A) If Jackie thinks that there will be four people at the party (counting herself) how many pizza’s should she order?
If Jackie has three friends she will need to have at least two pizzas so she can supply herself.
12 slices = 2 pizzas
12 slices = 4 people

B) If two more people show up at the party how many more pizza’s does she need to order?
If more people show up she will have to order three pizzas, since one pizza supports two people.

Question 3:

A) Calculate how much money Kathy will have in one year.
First multiply the months by the amount of money she recieves; 15 X 12 = 180
Add 20 to the sum; 200 + 20 = 200

B) Calculate how much money Kathy will have in one year.
This answer is quite simple. All you do is change the 20 in Kathy's formula, and change it to 25.

25 + 15n = Savings

If that was what Kathy had in her account, then her savings would be $205.

Question Four:

A) 3N + 4N + 7 = 12 + 2N
3(1) + 4(1) + 7 = 2(1) = 12
3 + 4 + 7 = 14
N = 1

B) 8N - ( 4 + 9) = 11
8N - (4 + 9) = 11
8(3) - (4 + 9) = 11
24 - 13 = 11
N = 3

C) (8 - 3)N + 7N + 8 = 4N + 40
5N + 7N + 8 = 4N + 40
5(4) + 7(4) + 8 = 4(4) + 40
20 + 28 + 8 = 56
N = 4

THE GROWING POST!!!!!!!!!!!!!!!!!!!!!!

2006-05-23T16:10:00.000-07:00

Mark you received 15/17 for this post

Jack collects baseball cards. Jack has 180 baseball cards in his collection. At the end of each month Jack buys 25 baseball cards to add to his collection.

a) Create a T-Chart showing how many baseball cards Jack has at the end of the next 4 months.

b) Create an algebraic formula based upon the problem above
180 + 25(4) = 280

c) If Jack just turned 8 years old this month and Jack continues to buy the same amount of baseball cards each month, how many baseball cards will jack have when he turns 12?

Jack is going to have 1380 baseball cards when he turns 12.

Question #2: Use the chart to figure out the questions below.

Jackie is planning on having a pizza party with some of her friends. She is trying to figure out how many pizzas she has to order. She knows that each pizza has six slices of pizza.

A)If there is four people coming to the party then she will need 2 pizzas all together. Which count as 12 slices.

If the two people come and show up at the party then Jackie should order one more pizza to make three pizzas. Jackie should order 3 pizzas because look at the chart, and you will find 6 people and altogether will have 18 slices. Then you will divide and get the answer of 3 pizzas in total.

Question #3: Answer the questions below based upon this informationKathy has $20 in her savings account. Each month she adds another $15 to her savings account. In order to calculate how much money she will have in one year Kathy has created this algebraic formula: 20 + 15n = Savings amount
a) Calculate how much money Kathy will have in one year
Kathy is going to have $200.00 in total.
b) Suppose Kathy counted wrong and she really has $25 in her account instead of $20. Change the algebraic formula to reflect this miscalculation.
If she could of made a mistake of having $25.00 then the formula would be 25+15n= savings she would then have $205.00 dollars.

Question #4: Solve the following equations. Show all of the steps that are needed.
A) 3n + 4n + 7 = 2n + 12 3n+4n+7=2n+12 3(1) +4(1) +7=2(1) +12 3+4+7=14
N= 1
B) 8n – (4 + 9) = 11 8n-(4+9) =11 8(3)-(4+9) =11 24-13=11
N= 3
C) (8 – 3) n + 7n + 8 = 4n + 40 (8-3) n+7n+8=4n+40 5n+7n+8=4n+40 5(4) +7(4) +8=4(4) +40
20+28+8=56
N= 4

My Growing Post Due Tuesday May 23rd

2006-05-23T15:56:00.000-07:00

1. (a) Jack will have the total of 280 baseball cards at the end of the next 4 months

(b) 180+25(C)= #of cards 180+25(4)=280 cards
First I started off multiplying the number of months, and that is 4, by 25, the number of cards he buys after each month. I then added his remaining 180 cards to get the total. Then he will have 280 cards at the end of the next 4 months.

(c) Jack will have the total of 1380 cards when he turns 12.
I got the answer by finding the difference between 8 and 12, and that is 4. I multiplied 4 by 12 and I got 48 because there are 48 months in 4 years. I then used the algebraic formula, 180+25(48). All that I did was change the variable. Then I multiplied 48 by 25 to give me 1200, and then I added the remaining 180 to get 1380 cards.

2. (a) Jackie should order the total of 2 whole pizzas. She should order 2 pizzas because if you look at the chart and find 4 people there will be 12 slices and if there are 6 slices in each pizza. I divide 12 by 6 and that gave me 2 whole pizzas.

(b) If two more people show up at the party, Jackie would have to order 1 more pizza, making the total 3 pizzas. She should order 3 pizzas in total becuase if you look at the chart and find 6 people there will be 18 slices. Divide 18 slices by 6 to get the total of 3 pizzas.

3. (a) Cathy will have $200.00 dollars in her saving account. I got the answer by taking the algebraic formula of 20+15(12). I then mulitplied 12 by 15 to get 180. I then added her $20.00 dollars to get $200.00 dollars.
(b) If Cathy made a mistake and she had actually had $25.00 dollars instead of $20.00, the algebraic formula would be 25+15N= savings account total. Cathy then would have a total of $205.00 dollars for that year.

4. (a) 3n+4n+7=2n+12

7n+7=2n+12

7n-2n(+7-7)=2n-2n(+12-7)

5n=5

n=1

(b) 8n-(4+9)=11

8n-13=11

+13 +13

8n=24

n=24/8

n=3

5n+7n+8 =4n+40

12n+8=4n+40

12n(+8-8)=4n(+40-8)

12n-4n=(4n-4n)+32

8n=32

n=4

Kim's Growing Post

2006-05-23T15:29:00.000-07:00

Question #1: solve all 3 parts of the problem below

Jack collects baseball cards. Jack has 180 baseball cards in his collection. At the end of each month Jack bys 25 baseball cards to add to his collection.

a) Create a T-chart showing how many basball cards Jack has at the end of the next 4 months.

b) Create an algebraic formula based upon the probelm above
180 + 25 (n) = the number of cards
n = the month

c) If Jack just turned 8 years old this month and Jack continues to buy the same amount of baseball cards each month, how many baseball cards will Jack have when he turns 12?
If you use the algebraic formula, all you have to do is: 180 + 25 (n) = the number of cards. In this case, the answer would be 1380 because you take 12 - 8 = 4. Then you take 4 (which are the years he has until he turns 12) and you times it by 12 (which is the total months in a year) and you will get 48, then if you use 48 as the variation (n), and you do the algebraic formula, you will get 1380 as your answer.

Question #2: Use the chart to figure out the questions below.

Jackie is planning on having a pizza party with some of her friends. She is trying to figure out how many pizza's to order. She knows that each pizza has six slices of pizza.

a) If Jackie thinks that htere will be four people at the party (counting herself) how many pizza's should she order?
Jackie should order 2 pizza's because there are a total of 4 people (counting Jackie) and each person eats 3 slices and each pizza contains 6 slices and if you look at the chart above, you will see that 4 people need 12 slices and 12 slices means 2 pizzas in total. (this is the correction that I have made, the colour yellow)
b) If two more people show up at the party how many more pizza's does she need to order?
Jackie needs to order 3 pizza's in total because every 2 people eat up a total of 1 pizza so if there are 6 people, 6 divided by 2 is 3, Jackie will need to order 3 pizza's for her party.

Question #3: Answer the questions below based upon this information.

Kathy has $20 in her savings account. Each month she adds another $15 to her savings acount. In order to caculate how much money she will have in one year Kathy has created this algebraic formula: 20 + 15n = Savings amount.

a) Caculate how much money Kathy will have in one year.
I got the answer of $200 which is the money that Kathy will have in one year. I got that answer by using Kathy's formula which is 20 + 15n (n = 12). I multiplied 15 by 12 (which are the months in a year) and I got 180. After that, I added 20 to 180 and got $200.

b) Suppose Kathy counted wrong and she really has $25 in her account instead of $20. Change the algebraic formula to reflect this miscaculation.
If Kathy did counted wrong and she had $25 in her account then all you have to do is change the number 20 to 25 and for example, it will be like this: 25 + 15n = savings amount. So Kathy will have a total of $205 if she made the miscaculation.

Question #4: solve the following equations. Show all of the steps that are needed. ( we did not need to do these questions, so I do not have them)

Kim Thanh Vo 7-43

My Growing Post

2006-05-22T09:36:00.000-07:00

Question#1

A

B A=months Ax25= answer

C She would have 900 cards

Question#2

A She should order 2 pizza

B She should order 1 more pizza

Question#3

A She will have $200

B 25+15n

My Growing Post

2006-05-22T07:33:00.000-07:00

1.(a) Jack will have the total of 280 cards at the end of the next 4 months.
(b) 180+25(C)= #of cards 180+25(4)=280 cards
First I started off by multiplying the number of months, and is 4 by 25 the number of cards he buys after each month. Then I added his remaing 180 cards to get the total. Then he will have 280 cards at the end of the next 4 months.

(c) Jack will have the total of 1380 cards when he turns 12.
I got the answer by finding out the difference between 8 and 12, and it's 4. I multiplied 4 by 12 and I got 48 because there are 48 months in 4 years. Then I used the algebraic formula, 180+25(48). All that I did was change the variable. Then I multiplied 48 by 25 to give me 1200, and then I added the remaining 180 to get 1380 cards.

2.(a) Jackie should order the total of 2 pizzas. She should order 2 pizzas because if you look at the chart and find 4 people there will be 12 slices and if there are 6 slices in each pizza I divide 12 by 6 and that gave me 2 whole pizzas.

(b) If two more people show up at the party Jackie should order 1 more pizza making the total of 3 pizzas. She should order 3 pizzas in total becuase if you look at the chart and find 6 people there will be 18 slices. I divided 18 slices by 6 to get the total of 3 pizzas

3.(a) Cathy will have $200.00 dollars in her saving account. I got the answer by taking the formula of 20+15(12). I mulitplied 12 by 15 to get 180 then I added her $20.00 dollars to get $200.00 dollars.

(b) If Cathy made a mistake and she had actually had $25.00 dollars instead of $20.00 the formula would be 25+15C= savings account. Then Cathy would have a total of $205.00 dollars for that year.

4.(a) 3n+4n+7=

2n+123(1)+4(1)+7=

2(1)+123+4+7=14

N= 1

b) 8n-(4+9)=11
8(3)-(4+9)=11
24-13=11
N= 3

4n+405n+7n+8=

4n+405(4)+7(4)+8=

4(4)+4020+28+8=56

N= 4

jaymie's growing post for this Tuesday

2006-05-20T08:23:00.000-07:00

Question #1: Solve all 3 parts of the problem below

Jack collects baseball cards. Jack has 180 baseball cards in his collection. At the end of each month Jack buys 25 baseball cards to add to his collection.

a)Create a T-Chart showing how many baseball cards Jack has at the end of the next 4 months.

Jack will have a total of 280 cards at the end of the next 4 months.

b)Create an algebraic formula based upon the problem above

An algebraic formula that can be used for the problem above is:

180+25(m)=#of cards

example: 180+25(4)=280 cards

I started off with multiplying the number of months which is 4 by 25 the number of cards he buys after each month then adding his remaing 180 cards to get a total of 280 cards by then end of the next 4 months.

c)If Jack just turned 8 years old this month and Jack continues to buy the same amount of baseball cards each month, how many baseball cards will jack have when he turns 12?

Jack will have a total of 1380 cards by the the time he turns 12.

I got the answer by first figuring out the difference between 8 and 12 which is 4. So i multiplied 4 by 12 to give me 48 because there are 48 months in 4 years. Then I used the algebraic formula, 180+25(48). All I did was change the variable. So then I multiplied 48 bye 25 to get me 1200, then I added the remaining 180 to get 1380 cards.

Question #2: Use the chart to figure out the questions below.

Jackie is planning on having a pizza party with some of her friends. She is trying to figure out how many pizza’s to order. She knows that each pizza has six slices of pizza.

a)If Jackie thinks that there will be four people at the party (counting herself) how many pizza’s should she order?

Jackie should order a total of 2 pizzas. She should order 2 pizzas because if you look at the chart and find 4 people it says that there will be 12 slices and if there are 6 slices in each pizza I divide 12 by 6 and that gives me 2 whole pizzas.

b)If two more people show up at the party how many more pizza’s does she need to order?

If two more people show up at the party Jackie should order 1 more pizza making a total of 3 pizzas all together. She should order 3 pizzas in total becuase if you look at the chart and find 6 people there will be 18 slices. So divide 18 slices by 6 to get a total of 3 pizzas.

Question #3: Answer the questions below based upon this information

Kathy has $20 in her savings account. Each month she adds another $15 to her savings account. In order to calculate how much money she will have in one year Kathy has created this algebraic formula: 20 + 15n = Savings amount

a) Calculate how much money Kathy will have in one year

Cathy will have $200.00 dollars in her saving account. I got that answer by taking her formula of 20+15(12). First I mulitplied 12 by 15 to get 180 then i added her $20.00 dollars to get $200.00 dollars in total.

b) Suppose Kathy counted wrong and she really has $25 in her account instead of $20. Change the algebraic formula to reflect this miscalculation.

If Cathy made a mistake and she had actually had $25.00 dollars instead of $20.00 the formula would now be:

25+15n=savings account

Then Cathy would have a total of $205.00 dollars for that 1 year.

Question #4: Solve the following equations. Show all of the steps that are needed.

Equations-In a equation the value of the variable is given.

a) 3n + 4n + 7 = 2n + 12

3n+4n+7=2n+12

3(1)+4(1)+7=2(1)+12

3+4+7=14

N= 1

b) 8n – (4 + 9) = 11

8n-(4+9)=11

8(3)-(4+9)=11

24-13=11

N= 3

c) (8 – 3 )n + 7n + 8 = 4n + 40

(8-3)n+7n+8=4n+40

5n+7n+8=4n+40

5(4)+7(4)+8=4(4)+40

20+28+8=56

N= 4

May 18/2006 Scribe notes

2006-05-18T16:36:00.000-07:00

For the last couple of days in math, we have been learning about patterns, graphs and algebraic formulas.

an example of what we have done is...

Jennifer's problem
Jennifer decides to open up a bank account. She starts off with $30.00 in her account. At the end of each month she deposits $18.00. How much will she have after 1 year?

To solve this problem we must first know how much she starts off with( $30.00) thenn how much she puts in each month($18.00)and finally how long will she be putting money in her bank account( 1 year)

We start off by creating an algebraic formula:

to get the answer we multiply 12( 1 year) to 18(how much she is depositing) then we add the 30 dollars she has now to give us a total of $246.00 in her bank account.

for people who do not know what a variable is it is a unknown quantity.

Then after we did the back of the worksheet Mr.Reece gave to us which said "pattern graFun" at the top.

One of the questions that was on the sheet was this question. It asks you to make an algebraic formula, draw the next shape and graph the information.

The question is:

Tile Pattern. Draw the next two figures in the pattern of tiles shown above. Show how the number of gray tiles varies with the number of white tiles.

The two next figures have been already done for you. The tiles start off with a 3 by 3 box meaning that it has 9 tiles. The middle tile is white(1) then the rest are gray(8). The next box is now a 4 by 3 square which means that it now has 12 tiles. The two middle tiles are white and the remaining 10 tiles are gray. In this pattern the top and bottom rows increase by one starting off with 3. Then the white tiles increase by 1 starting from 1. Then we created a t-chart to show what found out. After, we graphed our information.

How many gray tiles would be needed for 10 white tiles.

There will be 32 gray tiles in the tenth figure. There will be 32 because in the figure that has 5 white tiles has 16 gray tiles. So if the figure with the 10 white squares is double the one with the 5 white tiles it will then has 32 gray tiles.

This worksheet containing 3 different questions will be due tomorrow, may19th/06, 4th period

After we completed that we started another worksheet that had the same kind of questions on it. That worksheet will be due at the same time as the other worksheet.

We have also started something new in class. We have started something called the growing post. The growing post is worth at least 30% of your grade. The growing post is sheets of paper with different question having to do with what we have been learing in class. The will be assigned ever monday and due the next monday. You have one week to complete it. You can either do it on blogger or Hand it in on paper with all the pictures and explanations.

Homework:

-worksheet pattern grafun
-worksheet patterns 1 problem solving -short snappers
-the growing post for the week of may 15 th to 20th due tuesday ma 23rd

No school this monday due to victoria day -jaymie-

Growing Post

2006-05-17T03:52:00.000-07:00

Question #1: What is meant by the terms "Rotation Symmetry" and "Reflection Symmetry"? How does this relate to pentominoes? Explain these terms so that anyone who reads your post understands what you mean.

1. Rotation Symmetry- A movement of an object through turning it's figure around(1 degree-360 degrees) it's center point, giving no new shape. That is Rotation symmetry.

Relfectfion Symmetry- The result of flipping an object. Though it may look 'unique' it is still the same as the object, it was only flipped onto the other side creating a 'reflection'.

Question #2: Create a pattern. You must represent this pattern both pictorially (i.e. with a picture or diagram) and with numbers. You must show the first 4 steps of your pattern.

Question #3: Describe in words what is occuring with your pattern and if your pattern has an ending or if it continues on indefinately. Make sure that your explanation is clear enough that the person reading your description could understand your pattern without seeing your diagram.

3. My pattern begins with two blocks, both vertical, and placed under each under. As each step grows, two block get added underneath, making the vertical line larger. This pattern would be be able to continue on forever.

Question #4: Create a T-Chart that shows what is happening with your pattern. You must show the first 4 steps of your pattern with the T-chart.

[Pardon me for making this late. My internet hadn't worked on Monday. I understand that I cannot add to this post to earn the marks I could have.]

Janna's Growing Post

2006-05-15T20:27:00.000-07:00

Question #1: What is meant by the terms "Rotation Symmetry" and "Reflection Symmetry"? How does this relate to pentominoes? Explain these terms so that anyone who reads your post understands what you mean.

1. "Rotation symmetry" means that if you can turn or rotate a figure or shape around the center point in less then 360 degrees and the shape doesn’t look different or changed that means that the shape has rotation symmetry.
"Reflection symmetry" means that a shape or figure will have a mirrored or flipped image of the shape that makes it look unique, but when the shape is flipped opposite they two shapes will look the same.

Rotation and reflection symmetry is related to pentominoes because there are only 12 pentominoe shapes,(a few people have found more) but if you use rotation or reflection symmetry, you will see the same pentoninoe shape you craeted but in a different position. The shape will be either rotated or flipped.

Question #2: Create a pattern. You must represent this pattern both pictorally and with numbers. You must show the first 4 steps of your pattern.

2. My pattern is below.

Question #3: Describe in words what is occuring with your pattern and if your pattern has an ending or if it continues on indefanetly. Make sure that your explaination is clear enough that the person reading your description could understand your pattern without seeing your diagram.

In my pattern the first step starts with one block. You keep on adding a block for every step. Notice there are the same amount of blocks as there are in the step number. Example: Step number 77, there will be 77 blocks. The pattern doesn't have an end. In step 1 you have one block, in step 2 you add a block. Now you have 2 blocks. In step 3 you add another block, you now have 3 blocks In step 4 you add a block, you now have 4 blocks.

Question #4: create a T-chart that shows what is happening with your Pattern. You must show the first four steps of your pattern with the T-chart.

Scribe from May 8th - May 12th

2006-05-15T19:00:00.000-07:00

Hello, fellow students. I apologize for taking a long to=ime to post the scribe but i was busy and i was making pictures. Here is the scribe below.

May 8th: We turned in corrections to our Math tests. Also, Mr. Reece gave use five(5) tiles and a sheet of grid paper per person. We were to make shapes using the five tiles. All of the shapes had to touch by one square if not more. The shapes looked like tetris shapes. Here is an example of how and how not to make the shape.
I made 12 shapes by using

I made twelve (12) different shapes. The shapes I made are below.

May 9th: Mr.Reece gave us a sheet. the the title was "Constructing Pentominoes". The sheet is constructed below.

Constructing Pentominoes

Instructions: In your group of 2 or 3 are to construct shapes using a total of 5 tiles. Each of these five tiles must be touching at least one other tile. Once you have constructed a pentominoe you are to record the pentominoe's shape onto your piece of grid paper. You are only to record pentominoes that are unique in nature on your graph paper.

Questions for reflection

1. How many unique pentominoes were you and your partner able to create?

We answered: We were able to create 12 unique pentominoes.

2. Did you think that you would be able to discover more unique pentominoes if you had more time? How much more time would you have liked?

We answered: Yes, we do. About one hour of time.

3. When you joined a larger group were you able to discover more unique pentominoes? How many more?

We answered: Yes, when we joined a larger group we found four more.

4. Were some of the pentominoes that you traces on your graph paper simply reflections or translations of pentominoes that you had already traced? What made these pentominoes hard to identify? Draw the perntominoes here.

We answered: yes, they were. They followed the same pattern but the outcome was different.

5. Did you help identify pentominoes in the largergroup that initially looked different but were simply just reflections or translations of pentominoes that you already had found?

We answered: Yes, we did.

Rustine's Growing Post

2006-05-15T18:15:00.000-07:00

#1. What is meant by the terms "rotation symmetry" and "reflection symmetry?" How does this relate to pentominoes? Explain these terms so that anyone who reads your post understands what you mean.

rotational symmetry: is symmetry with respect to some or all rotations, has the ability to turn 360 deegres and still keep its shape.

reflection symmetry: a symmetric transformation in which a figure is reversed along an axis so that the image looks as though it is in front of a mirror.

#2 - QuestionCreate a pattern. You must represent this pattern both pictorially (i.e. with a picture or diagram) and with numbers. You must show the first 4 steps of your pattern.

The steps are listed in the picture.

#3 - QuestionDescribe in words what is occurring with your pattern and if your pattern has an ending or if it continues on indefinitely. Make sure that your explanation is clear enough that the person reading your description could understand your pattern without seeing your diagram.

In my pattern it looks like the number 'L', you begin with 5 cubes. In my pattern it adds 1 cube to the horizontal part of the letter 'L'. With every step, the horizontal part of my letter gets longer and longer. My pattern never ends .

#4 - QuestionCreate a T-Chart that shows what is happening with your pattern. You must show the first 4 steps of your pattern with the T-chart.

Mr. Reece .. i had some trouble with the pictures . SORRY .

Kendra's Growing Post

2006-05-15T15:33:00.000-07:00

1.Rotation symmetry is when a shape has the ability to turn 360 degrees and remain the same shape.
Reflection symmetry is when a shape has the ability to flip and remain the same shape.
Rotation and reflection symmetry relate to pentominoes because there is only a certain amount of pentominoes (12 to be exact) that are unique. if they are flipped or rotated, the pentominoes is not unique.
2.
3. You start with one square and add one square horizantaly to each step. The pattern continues.
4.

Mr. Reece it won't let me get the pictures

Kim's Growing Post

2006-05-15T14:37:00.000-07:00

#1. What is meant by the terms "rotation symmetry" and "reflection symmetry?" How does this relate to pentominoes? Explain these terms so that anyone who reads your post understands what you mean.

rotational symmetry: is symmetry with respect to some or all rotations. Therefore a symmetry group of rotational symmetry is a subgroup.

reflection symmetry: it is the most common type in symmetry. In 2D, there is an axis of symmetry, in 3D a plane of symmetry. An object or figure which is indistinguishable from its transformed image is called mirror symmetry.

Rotation and reflection symmetry is related to pentominoes because there are only 12 pentominoe shapes and some people have found more but if you use rotation or reflection symmetry, you will see the same pentoninoe shape but in a different position.

#2.

#3. My pattern starts with one block and you just keep adding one block more to every step and this pattern can keep on going or it can have a ending.

#4.

Tony's Growing Post

2006-05-14T18:35:00.000-07:00

Question#1
Rotational symmetry is symmetry with respect to some or all rotations in m-dimensional Euclidean space. Rotations are direct isometries, i.e., isometries preserving orientation. Therefore a symmetry group of rotational symmetry is a subgroup of E+(m) (see Euclidean group).
Symmetry with respect to all rotations about all points implies translational symmetry with respect to all translations, and the symmetry group is the whole E+(m). This does not apply for objects because it makes space homogeneous, but it may apply for physical laws.
Reflection symmetry is when you turn a shape around like a mirror

Question#2

Questions#3
For step one you have 2 blocks, for step 2 you have 3 blocks, for step 3 you have 4 and for step 4 you have 5 blocks

Question#4

2006-05-14T09:31:00.000-07:00

Question#1

Rotation symmetry: if you rotate the shape like pentominoes it will be the same shape.

Reflection symmetry: if you flip a shape like pentominoes it will be the same shape.

Question#2

Question#3

You start with one square their are four steps for each step you add one square.

Question#4
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My Growing Post

2006-05-13T13:12:00.000-07:00

#1.
Rotational symmetry is symmetry with respect to some or all rotations in m-dimensional Euclidean space. Rotations are direct isometries, i.e., isometries preserving orientation. Therefore a symmetry group of rotational symmetry is a subgroup of E+(m) (see Euclidean group).Symmetry with respect to all rotations about all points implies translational symmetry with respect to all translations, and the symmetry group is the whole E+(m). This does not apply for objects because it makes space homogeneous, but it may apply for physical laws.

#2.

#3. First I started with 4 blocks then I added 2 blocks to make it 6 blocks and it keeps on going on.

#4.

jaymie's growing post

2006-05-13T09:48:00.000-07:00

Question #1: What is meant by the terms "Rotation Symmetry" and "Reflection Symmetry"? How does this relate to pentominoes? Explain these terms so that anyone who reads your post understands what you mean.

1.Rotation symmetry means that if you can turn or rotate a figure or shape around a center point in less then 360 degrees and the shape doesn’t look different or unchanged that means that the shape has t rotation symmetry. Reflection symmetry means that a shape or figure will have a mirrored image of the shape which makes it look unique but when the shape is flipped or they will look the same. Reflection symmetry and rotation symmetry are related to pentomines in different ways.

One way is that if you take this pentominoe(letter "L") and turn it, it will look the same or unchanged, just in a different position.

Another way is that if you take a pentominoe with reflection symmetry like this one. They are the same shape but when you turn it, it looks different but they are not.

Question #2: Create a pattern. You must represent this pattern both pictorially (i.e. with a picture or diagram) and with numbers. You must show the first 4 steps of your pattern.

2. This is a pattern that I have created:

step one has 2 blocks. step two has 3 blocks. step three has 4 blocks. step four has 5 blocks

Question #2: Create a pattern. You must represent this pattern both pictorially (i.e. with a picture or diagram) and with numbers. You must show the first 4 steps of your pattern.

3. My pattern starts of with 2 blocks beside each other. Then in step 2, 1block is added horizontally to make is 3 blocks in length. The 3rd step will now add another block beside it to make a total of 4 boxes in step 3. After, I added 1 more block beside the 4 boxes to make a total of 5 boxes. My pattern could go on and on and you could solve any step if you use its algebraic formula.(step # +1 =#of boxes, e.g. step 300: 300+1=301 boxes.)

Question #4: Create a T-Chart that shows what is happening with your pattern. You must show the first 4 steps of your pattern with the T-chart.

4. Now I have created a T-chart using the information from my pattern.

My growing post

2006-05-11T16:35:00.000-07:00

#1 rotation symmertry- when you rotate it and it fits in its outline more than once in the turn
reflection symmertry- symmetry as if there was a mirror, the reflection you get.
it realates to pentminoes because you could use rotation symmertry and reflection symmertry on pentminoes.
#2

#3
The pattern is a square whcih there is only 4 blocks for starting. It gets added 1 block horzantily for both rows

#4

Growing Post Assignment due Monday May 15th

2006-05-10T05:43:00.000-07:00

If you can't remember what the growing post assignment is click here to go to the post on my blog.

Mr. R

TLE due dates

2006-05-01T09:25:00.000-07:00

These are the 4 TLE units that are due by the end of the day on Monday May 1st.

Classifying Angles
Angles and Parallel Lines 1
Angles in a Triangle
Circle Problems

We will be in Mr. Harbeck's computer lab on Friday to work on these outstanding assignments. This will be the only classtime to work on these assignments. My lab is open Tuesday and Thursday morning and after school if you wish to work on TLE.

Mr. R

Studying Game

2006-04-24T10:42:00.000-07:00

Hello fellow students and people from all over the world. Here is a simple and fun way of studying for any kinds of test. Since a lot of the grade seven student who attend the same school I do will be having a pretty big test coming up I thought of a way to study for it in a fun way. Here are the steps to creating your own fun study way. First take a pice of paper and put the words Description and Classification, on seperate sides of the paper. the write a, b, c ect... down in a column underneath Classification. Then write down names of things you will need to write Descriptions of or describe on the test. Then underneath Description mix match where you put the descriptions. (NOT BESIDE THE ANSWER). Now try to match the Descriptions to the Classification. Here below is a sample of what your game may look like.


Description			Classification
angles 30°, 40°, 110°			a. equilateral
angles 90°, 45°, 45°			b. right scalene
sides 2 inches, 2 inches, 2 inches			c. right isosceles
angles 57°, 88°, 35°			d. obtuse isosceles
angles 110°, 30°, 40°			e. acute scalene
sides 10 cm, 10 cm, 18 cm			f. acute isosceles
sides 3 cm, 4 cm, 5 cm

FINALLY YOU CAN HAVE FUN WHILE STUDYING FOR A TEST.

Amelia_oh

2006-04-18T19:07:00.000-07:00

Today in first thing we did in Math is Mental Math. Write after that we were reviewing the polygon problem sheet from yesturday. Next Mr.Reece was showing us a new graph that has negative and positive numbers with a cross.

Note from Mr. Reece. This graph is referred to as the coordinate plane. We use the coordinate plane for many different types of activities, from graphs, to maps, to the reproduction of objects. By using the coordinates we are able give precise directions and construct items with a great deal of precision.

Jeyson's Homework due April 19

2006-04-18T17:47:00.000-07:00

Pattern #1: 2, 5, 8, 11, 14, 17, 20, 23
Start at 2 then keep on adding 3

Pattern #2: 99, 89, 79, 69, 59, 49
Start at 99 than keep on subtacting 10

Pattern #3: 1, 4, 9, 16, 19, 24, 31
start at 1 then add 3, then add 5, then add 7, and repeat

Pattern#4: 1, 1, 2, 3, 5, 8, 13, 21, _, _, _
I don't know this one

April 12th, 13th, & 17th; Scribe

2006-04-17T14:47:00.000-07:00

Here are somethings you need to know before reading this. When items are like this; (Note: Example), that means it's important. And when things are like this; (Example), it's just me blabbing. Bolded means you should either have them as notes, or try to remember them. You might need them on the exam. If the number 2 is bolded it means squared.

Wednesday April 12th
When we entered class we did our Mental Math as always. After reviewing those answers we learned the elements of a circle:

Center; The middle of a circle
Diameter; A line that goes from on edge of the other through the circle's center
Radius; A line that travels from the center to the edge
Circumference; Is the perimeter of a circle

We continued talking about the elements of a circle for the rest of the class.

Thursday April 13th
We did our Mental Math again as usual. We then had a meter stick, red string and two lids handed to our groups. We measured them on a table like this: (Note: "/" means divide.)(This is what my group did.)

Circle# Diameter Radius Circumference Circumference/ Diameter

9A 15CM 7CM 48CM 3.2CM
9B 29CM 11CM 70CM 2.41CM
7A 11CM 5CM 35CM 3.14CM
7B 14CM 7CM 43CM 3.07CM
4A 12CM 6CM 34CM 2.83CM
4B 29CM 11CM 70CM 2.41CM

After seeing the results of the circumference divided by the diameter, we noticed that they were close to 3.

Mr. Reece asked us what we thought the circumference divided by the diameter was. There were many guesses but one person said it:
Pi

Then we started talking about Pi and how it could help us find the circumference, diameter.

Here are the equations:
(Note: I'm only using the word because I can not put the symbol up. Usually you put the symbol instead of the word. "/" means divide, "X" means multiply.)

Diameter X Pi = Circumference

Circumference / Pi = Diameter

Diameter / 2 = Radius

Radius X 2 = Diameter

Radius X 2 X Pi = Circumference

After doing that we had a little pop quiz on Perimeter and Area.

For people who had missed Thursday and today:
HOMEWORK FROM THURSDAY:
Page 10.12 Entire page

Monday April 17th

We did mental math as usual, then we reviewed some questions some people had trouble on on the quiz.(That sounds right to me, if it is not please excuse me for my crappy english.)

This is one of the two problems people had trouble on. The question asked you to add the perimeter. Some people ended up adding the inside lines; 7 and 6. The proper answer would be 24.

Here's the second problem. Instead of multiplying 1.5 by 3, some people did 2 X 3. The proper answer is 4.5 CM2. Remember to add the 2 when you're talking about the area.

After that Mr. reece handed each of us a worksheet. The first three problems (A, B, C) where you had to find the area, and six more (D, E, F, G, H, I) where you had to determine the radius, diameter, circumference, and area, when rearranged(and also only showing the first letter) it spells out c.a.r.d (circumference, area, radius, diameter.)

To find out the area do Radius2 X Pi.

Here is A from the worksheet: (I tried my best to copy it, so don't bad mouth me.)

Here is D from the worksheet: (Again, I tried my best to center everything.)

For A try to find the area.(Pretty easy. W X H = A *wink wink*) For D try to find c.a.r.d. (If you don't know what c.a.r.d is look above.)

HOMEWORK FOR TONIGHT:
Finish worksheet handed back.

Scribe List

2006-04-16T06:22:00.000-07:00

I have decided to reset the scribe list. Everyone in the class who wishes to be the scribe for the day will earn the right to post the scribe notes. As well as the scribe posts are not mandatory, you can chose to opt out of the scribe posts. You must inform either myself or the previous scribe with your decision to not conplete the scribe post so that we can chose a new scribe. Remember you earn bonus marks upto the equivalent of two blogger assignments for completing the scribe post.

This is The Scribe List. Every possible scribe in our class is listed here. I will do my best to update this list every day. If you see someone's name crossed off on this list then you CANNOT choose them as the scribe for the next class.

This post is can be quickly accesed from the [Links] list over there on the right hand sidebar. Check here before you choose a scribe for tomorrow's class when it is your turn to do so.

Cycle 2

Christopher
Mark
Junebe
Tony
Jonathan
Wesley
Cory
Amalia
Dillon
Janna
Lauren

Alex
Shelina
Amy
Lisa
Roberto
~~Taylor~~
Rustine
~~April~~
~~Carmie-Jane~~
Austin
Matthew

Jessica
Candace
Jeyson
Kimberly
Ardia
Levon
Jaymie
Kendra
Kim-thanh
Alex W
Kimberly

April's Scribe Notes

2006-04-05T06:34:00.000-07:00

Today in math class, we did another mad minute page in our booklets. It was basically questions about fractions, order of operations, and the B.E.D.M.A.S stuff. Mr. Reece gave about 2-3 minutes to finish.

Anyway, we also continued talking over about perimeter and asked questions such as "how can you find the perimeter of a shape?". Well... all you need to do is add up all the sides of the shape to get the sum of the measurement.

We needed to know that information to help us finish yesterday's homework where we had to make 4 quares of our own that would equal one of the 4 measurements. One of them was 26cm. This is what it would look like:
To do that you would have to get a shape and palce numbers 1 to 9 on each side to make it add up to the given measurements. The numbers hve to be on the opposite side of the shape too.
Height is the vertical side of the rectangle and width is horizontal.

Oh yeah, Mr. Reece handed out some dot sheets where we had to make as many rectangles as a group. The number of line segments were either 20, 24, or 30 and the maximum rectangles were 9,11, and 14. The width and height couldn't be as high or wide as 9 or 1.

That's pretty much it. Hopefully, I covered most of the today's class. But I'm going to let..............
MARK be the next scribe... just cause' he wants to! =)

Scribe Notes for April 3, 2006

2006-04-03T18:59:00.000-07:00

Cjay's Scribe Notes:

In class today, we started off by Mr. Reece introducing us to the new mental math booklet. We had 3 minutes to complete Minute #2. Minute #2 included some of the previous work we did in the last term or two. (Order of Operations, multiplying, and so on.)

Then Mr. Reece introduced us to something called Perimeter. The perimeter of an object is the outside of the object. We found a rule for finding the perimeter of a object/polygon. The rule is to add up all the sides, (of the object), and that will give you the outside of the object, (the perimeter).

Mr. Reece drew an object/polygon on the smartboard, and we had to find out the perimeter of the object/polygon. All the sides of this object were equal, and were measured 18 mm. Another way to show this, was to label the measurement on one side of the object and make a symbol, and then copy the same symbol onto the other sides, (indicating that they are all equal). One of my fellow students helped Mr. Reece out by indicating that you don't always have to add up the sides, if they're all equal. You can just multiply the measurement by how many sides there are. Then Mr. Reece had an object on the smartboard, and the sides that were parallel / opposite of each other were equal. We were to find the perimeter, (with or without our group members' help).

Then Mr. Reece put a polygon on the overhead. This polygon was a triangle. The triangle had no equal sides, and it measured out to be 12 cm. One of this triangles' sides was measured 5 cm. The other; 4 cm, and last; 3 cm, which is a Scalene triangle.

Then on the smartboard, we were to find the missing measurement of a polygon. This polygon was a rectangle. The side at the top, was measured 30 mm. The left & right side, measured 8 mm. However, the bottom side, was unknown. Mr. Reece also gave us the total perimeter, which was 76 mm. We were to figure the missing measurement out. Eventually, everyone found out that the missing measurement was 30 mm. One way to figure that out is:

1) The top side was labeled 30 mm, and the top side is parallel / the opposite of the bottom side, which was unknown.

2)You can also add up the sides that are labeled, and subtract it from the total perimeter. That will give you the total perimeter.

And to end our day, we had a little assignment for homework. We were given 4 perimeter. We were to create a shape for each given perimeter. We had to draw a polygon, (any polygon, and not more than once), and it's sides must all equal the given perimeter. The sides don't have to be equal, just as long as the sum of the sides, is the perimeter.

This is a little like something we did in class:

Except, we used 'cm' & 'mm', not 'Ft'.

That is mostly what we covered today in math class. If I missed any important points, I am SO sorry! =

Okee dokee, the next scribe will be... (eeny meeeny miiney Moe.) I pick April. (: Have fun April! :P

http://www.enchantedlearning.com/math/geometry/shapes/quadrilateral/

2006-03-23T10:44:00.000-08:00

Hello mr.reece here is the link with the worksheets you wanted

Hi Low Janna :)

Wednesday March 22

2006-03-22T20:08:00.000-08:00

Today we reviewed the seven types of angles, the acute angle, reflex angle, complementary angle, supplementary,straight angle, and the right angle. When we reviewed the angles Mr. Reese selected a few students to name all of the seven angles.
April went to the board and drew a polygon and Mr. Reese chose people to go to the board and add the angles inside of the polygon.

We also reviewed triangles and that if you do not have three lines it will not be a polygon and if you do have three lines they need to be connected to make a polygon, same goes for all the other shapes, but all polygons have an angle. If it does not it would be a circle or another shape that does not have any any angles inside of it. All sides on a triangle must equal to a total of 180 degrees.

Mr. Reese also drew two triangles on the smart board and connected them making a square. A square equals the total of 360 degrees, so if you add the two triangles together 180+180 degrees= 360 degrees.

In class today we also cut out triangles on a paper and tomorrow we will put them together and make shapes. We will later we will find the total for the shapes that we make. MAKE SURE YOU BRING YOUR TRIANGLES THAT YOU CUT OUT TOMMOROW!

Tomorrow we also have a quiz on the seven angles
TOMMOROW!

Tommorow we also have a quiz on the seven angles
the: right, straight, complimentary, reflex, acute, obtuse, and supplementary angles.

I choose Shelina as the scribe for tomorrow!

Scribe Notes For March 21

2006-03-21T14:07:00.000-08:00

Today we did a web on triangles.

We discusseed as a class what the three things to make a were. They were: 1. A triangle has three sides, 2. A triangle has three angles, 3. A triangle's angles equal a total of 180 degrees, a straight angle.

As a class, we tried to prove that a triangle's corners put together will equal 180 degrees. A table each got two pieces of paper. We cut the paper into two halves. We cut the triangle into different triangles, but different to the people in your group. We then riped the corners off and put them together. If the corners made a straight line, the theory was right. Everyone had a straight line.

After that we looked at regular and irregular polygon. A regular polygon is a shape that all sides and all angles of the polygon were equal, the polygon is said to be regular. An irregular polygon is a shape that have sides of differing lengths and angles of differing measures.

Then we took out a peice of paper and a pencil. We watched a clip about triangles on www.brainpops.com. Once the clip was done we did a quiz that reveiwed the clip.

Today's is: Worksheet 10.6 due Wednesday.

Tommorrow's Scribe is : Lauren

TL

2006-03-20T18:26:00.000-08:00

The TLE lesson Classifying Angles is Due Friday by 12pm. If you have not yet finished this TLE Lesson remember that the computers in my room are open for use before and after school.

This does not include the TLE worksheet, only the computer portion for Angles. My appologies for any confusion

Mr. R

Here are some Riddles

2006-03-20T17:17:00.000-08:00

What letter of the alphabet creates good or evil?

What letter of the alphabet signifies pleasures?

What letter of the alphabet can be hot,cold,warm or frozen?

Homework

2006-03-20T16:20:00.000-08:00

Yeah I'm DONE!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Mr. Reece

Hello This Is Today's Scribe

2006-03-20T16:18:00.000-08:00

Today we learned about the angles for geometric shapes. A hexaogn has two angles they are an obtuse and a reflex angle. The reason why the hexagon is not under as a reflex angle because we only measure the inside of the shape.

Today we also looked at Polygons and how they are a polygon. There are four steps and here they are:1. it has to have three or more sides, 2. it has to have three or more angles, 3. all the lines have to be straight and 4. it has to be a closed figure.

The next scribe will be Kendra

Hey

2006-03-15T17:59:00.000-08:00

Just so you know this is Taylor.

Loss of use

2006-03-15T15:08:00.000-08:00

A select individuals have abused the chatbox feature on our blogs. Therefore I have no choice but to at least temporarily remove the chatbox from the blogs. If the individuals responsible for the inappropriate comments come forward and discuss this issue with me I will be able to return the chatbox to your blog.

Unfortunatly I cannot tolorate comments such as those that had been left in the chatbox. Any further comments such as these in class or on the blog will be sent to the administration and your parents will be contacted.

Remember that comments that you leave on a blog now remain on the net in some form forever, therefore what we may percieve as a joke right now, might come back to haunt us in the future.

Mr. Reece

Proper profiles

2006-03-15T15:00:00.000-08:00

I am requesting that anyone who has any form of personal information in their user profile to remove it immediatly. If your nickname contains personal information I suggest that you change it as well.

Personal information includes
Last name
Phone number
Picture
Address
Names of brothers/sisters/parents

Any other information that identifies you beyond your screen name or first name.

I do not want to have to remove you as a contributer from the blog, but I will be forced to in order to protect you if you cannot act in a safe manner on the blog.

Mr. R

Scribe notes for March 13th

2006-03-13T14:26:00.000-08:00

Today in math class, we were looking at two new math terms. One of the math term is Parallel Lines. Parallel Lines are: Two or more lines that never intersect. A diagram of the parallel line would be like this:
Another term is Transversal Lines. Transversal Lines are: A transversal line intersects two or more lines at different points. A diagram for Transversal lines would be like this: We also looked at how transversal lines could be co-interior and co-exterior angles. Co-interior angles are lines that are inside the Transversal lines and form a angle. E.g 4 and 5 are co-interior lines.
Co-exterior angles are lines that form outside of the Transversal lines and form a angle. E.g 1 and 8 are co-exterior lines. We also looked at Alternate interior angles and Corresponding angles.
Alternate interior angles are lines that form across from the Transversal lines and form a angle. 1 and 6 is a Alternate interior angle.
Corresponding angles are angles that match up with each other. 3 and 7 are corresponding angles.

Homework:

Don't forget the homework on Mr Reece's Blog
Worksheets 10.5: Questions number 1-12 and 10.4 (Even numbers only) 8, 10, 12 Do not draw diagram just give the missing angle. 20 , 22, 24 Only give the angle.
*Reminder: If you don't have the worksheets, please ask Mr Reece for some =)

Next Scribe: The next scribe will be Kendra

scribe notes for march 10th

2006-03-11T17:35:00.000-08:00

On Friday, Mr. Reece gave us a pop quiz to test us on some of the things we knew about angels. Some of the types of questions that were on the quiz were:

e.g. desribe the measurment as an angle.
a) 145 degrees = that measurment equals an obtuse angle because the measurment is greater then 90 degrees and less than 180 degrees.

e.g. Give an acurate diagram of the angle that is written.
a) acute angle:
This would be the correct type of diagram to draw because it is less then 90 degrees but it is greater than 0 degrees.

The quiz did not take that long and it was out of 10 marks.

After we reviewed Geometry terms on the smart board and we did a search for different lines in Winnipeg. An example of a line in Winnipeg would be the Pembina Highway. It would be an example of a line in Winnipeg because it would keep on going.

We learned two new terms in math. They are:

Intersectings lines: two lines that cross each other in exactly one place.
e.g.

Perpendicular Lines: Two intersecting lines that cross at 90 degrees to one another.
e.g

We had some homework due on Friday it was the three point approach. Try to finish it if you haven't because it will help you study for tests.
This is what it may look like.

Homework: questions 1 to 2 and 5-10 on page 265. Due for monday and there is homework on Mr. Reece's blog go check it out math blogorama

The next scribe will be: Amy=)

Homework

2006-03-11T06:59:00.000-08:00

Hi everybody!

There is homework posted on Mr. Reece's Math Blogorama due Thursday, March 16.

Remember to do the homework and get the marks.

March 7/2006 scribe notes

2006-03-07T15:48:00.000-08:00

I, Ardia Sarao, am the scribe for today. This is what we learned:

we learned about writing angles, here are pictures and explanations of what we learned today:

The angle can be written as angle ABC or angle CBA

Then we had to draw these three angles: Obtuse Acute Reflex
They are suppost to look like this:

The Obtuse angle is an angle that is more then 90° and less then 180°

An acute angle is an angle that is between 0 and 90°

And finally the Reflex angle is one which is more than 180° but less than 360°

Then we had to draw 2 more angles and they were: complimentary supplimentary

Complimentary angles are two angles that measures add up to 90°

Supplementary angles are two angles that measures add up to 180°

Then we had to do these questions that we had to look at these pictures on lines and angles and had to find a 3 names that suits it.

1) straight angle, angle GHI , 180°

2)Reflex angle, obtuce angle, angle JKL

The HOMEWORK for today was to finish the 3 point approach definitions of your angles and stuff for Firday March 10/2006 and BRING YOUR TEXT BOOK!!!

Next scribe:
is Jaymie!!!!=P

Monday March 6; Scribe

2006-03-06T15:36:00.000-08:00

During Class:
During class today, we spent a few minutes reviewing the five angles we learned on Thursday. If you were not here Thursday here are the types of angles:

The Acute Angle:
Any angle between 0-90 degrees.

Right Angle:
An angle that IS EXACTLY 90 degrees.

Obtuse Angle:
Any angle GREATER THAN 90 degrees, but LESS THAN 180 degrees.

Straight Angle:
Any angle that IS EXACTLY 180 degrees.

Reflex Angle:
Any angle that is GREATER THAN 180 degrees, but LESS THAN 360 degrees.

After that we spent our time writing down geometric terms. Here are the terms:

Point:
A geometric element that indicates position, but has no size.(You cannot measure a point.)
Example:

Line:
Are a set of points in a straight line. They extend forever in both directions.

Example:

Ray:
A set of points that form a straight line. A Ray starts at a point and extends in ONE direction forever.

Example:

Line Segment:
Apart of a line with two end points.

Example:

After writing down those diagrams and definitions, we were asked to see what were the different types of symbols there were in this diagram:

We have 3 lines, 3 lines segments and 6 rays:
Lines:

Line Segments:

Rays:

HOMEWORK:

Page 262; Questions 1-5, 7-16. DO NOT LOOK AT THE BACK OF THE BOOK LIKE SOME PEOPLE! YOU WILL LEARN NOTHING!!

Next Scribe:
If you can, Ardia, will you please be the next scribe?

Another one of my fabulous brain teasers

2006-03-03T08:26:00.000-08:00

im bored so........

your playing a trading card game and you play with chip but don't know how much its worth and the instructions tell you this

Here is what the chips are worth in a chip trading game:

* 3 green chips have the same value as 5 blue chips.
* 2 red chips have the same value as 1 yellow chip.
* 4 red chips have the same value as 3 green chips.

How many blue chips can you get for 8 yellow chips?

Percent Dolls

2006-03-01T20:13:00.000-08:00

Remember that the percent dolls booklet and the model itself are due Thursday in class. You will be evaluated on both the booklet and your model. You need to make sure that all members of your group are written on the last page of your book, and that you have identified your model as belonging to your group.

Mr. R

Tony's Homework

2006-02-28T18:01:00.000-08:00

I found this video looking for fighting stuff. I found a demonstration with a guy named Tony too lol, check out this video. His kicks are crazy when he breaks wood, dont watch some of the videos on the sides though they're kinda bad :)
http://www.metacafe.com/watch/74356/tony/

2006-02-28T17:40:00.000-08:00

i found a blog on the slam dunk contest so here it is

http://nbaclips.blogspot.com/2006/02/slam-dunk-contest-2006.html

It's...........................Joke Time!!!

2006-02-28T17:11:00.000-08:00

Fellow peers and Mr. Reece,

Here is a joke to solve.

What do you get when you cross two principals?

Riddle Alert!!

2006-02-28T16:24:00.000-08:00

Hello fellow peers and Mr. Reece

Here is a riddle you can try to solve.

What is high in the middle and round at both ends?

kim's homework

2006-02-28T15:36:00.000-08:00

The blog that I chose is called Orange Splot. It's about one of my favorite books, Inkspell. The web adress is http://www.orangesplot.com/2005/08/inkspell-by-cornelia-funke.htm

CJ's blog site.

2006-02-28T06:13:00.000-08:00

USA Volleyball Announces Women's National A2

http://www.tallpeople.org/volleyball/

This blog site interested me because it is about volleyball and I enjoy playing this sport.

-Carmie-Jane

Janna's blog site

2006-02-27T18:42:00.001-08:00

Hello my blog site is about Harry Potter

This is the link http://harrypotter.wizards.pro/

This is a really cool site. You can find out what time it is in the Wizard world, plus many more interesting things. Happy blogging as mr. reece says and this site is so "POSH"

Brain Teaser

2006-02-27T18:42:00.000-08:00

Hello fellow classmates,

Can you tell me the comonalities between these things

1.Mr.reece
2.Post
3.Assignments
4.Word Verification, Ktizebe
5. Title

amy's math homework=)

2006-02-27T16:48:00.000-08:00

The title of the blog is...A movie everyday. The web address is http://movieeveryday.blogspot.com/2006/02/doogal.html

I have found the blog

2006-02-27T15:36:00.000-08:00

The blog I found is about J.K Rowling, the author of the Harry Potter Series, which includes Harry Potter and the Goblet of Fire.

Click on the link below and check it out for yourself.

http://magicmakerrowling0777.blogspot.com/

Oh, and Mr. Reece, the comment won't show because the person has to look at it.

The chosen blog site

2006-02-27T13:44:00.000-08:00

The blog site that I have chosen is about volleyball playing time.It say's many players think that playing time is succesful to them.If you want to get to this site here is the link.

http://volleyball.about.com/od/coachhouser/a/whatisplaying.htm

Posted by:AlexWhite2000

Chat box

2006-02-26T19:35:00.000-08:00

You have been doing a great job so far 7-43 with the blog, from creating amazing scribe posts, completing assignments, to being a responsible bloger with your posts and comments. Therefore I am giving you more power over your communication with one another. I have installed a chat box on your blog that will give you the power to not only chat real time with other class members, but links you with the blogs of all grade 7 math classes.

So be responsible with this new tool, I trust that no one will abuse it.

Happy blogging.

Mr. R

Assignment reminder

2006-02-26T19:07:00.000-08:00

Remember everyone that there is an assignment posted on my blog that is due February 28th. Go to grade 7 math Blogorama to find the question.

Mr. R

This is my chosen blog

2006-02-24T14:32:00.000-08:00

The blog I chose was on cats.

I picked this one because it's cats that do funny posing and their owner will take their picture and write what they are doing. The owner kind of make funny comment about the picture. Well this is the link

http://www.flickr.com/photos/fotocats/ Hope you like it

Language Translator

2006-02-23T19:32:00.000-08:00

I've added a language translator to our blog site. This translator allows you to view the blog in any one of eight different languages.

To use the language translator simply click onto the flag corresponding to the language which you wish to covert the blog into.

Its that simple

Happy Blogging everyone!
Mr. R

Scribe notes for Feburary 23rd

2006-02-23T16:22:00.000-08:00

What we did in class
What we did in class was we measured are height and filled out the sheet where you convert percent to number. How we got the number is percent/100=decimal then decimal x your height. At end of the class we we had to measured are body parts Arm span, wrist to elbow, foot hand, baby finger, head circumference, head lenth, shoulder width, shoulder to fingtip, waist to knee then we had to get the percent. How we got the percent was you take your height then divide it by the body part then x by 100.

Homework
No homework for today

Next scribe
The next sribe will be

New look to the blog

2006-02-23T10:21:00.000-08:00

As everyone might notice their is a new look to the blog today. As there are four seperate classes of grade 7 math, I have decided that all four classes should have their own unique look and feel to the blog.

So while everything has a new look to it here at 7-43, you should quickly be able to adapt to your posh new surroundings.

Have fun blogging everyone!

Mr. R

Scribe Notes for Feburary 22nd 2006

2006-02-23T10:02:00.000-08:00

In case you didn't know I am the first person in room 7-43 to do a scribe. A scribe is where someone retells what we did in class today. Today in class we compared our mystery objects that we measured yesterday. We talked about how to do a scribe and what it is. We also talked about the new assignment on Mr.Reece's blog site called "Blogeramma" which is listed on our blog site for 7-43. If you want to find out more about scribes then go to the links on the right hand side of our blog. There are three links they are: A scribe list, what is expected of the scribe and the last one are examples of great scribe posts. These are very helpful links if it is your turn to do the daily scribe and you are having trouble with it. What we did for the last half of the class was look at how to determine a percent of your body height. Here is the chart that we made up to figure the percents out using our body height.

100% is the same as you height
75% Add the answers you get from 50% and 25%
50% Divide you height by two
37.5% Add the answers you get from 25% and 12.5%
25% Divide you height by four
12.5% Divide the answer you get from 25% by two
10% Divide you height by ten
1% Divide you height by 100

OR
Convert the percent to a decimal by dividing the number by 100. So you chart should look something like this one Below.

100% = 1
75% = 0.75
50% = 0.50
37.5% = 0.375
25% = 0.25
12.5% = 0.125
10% = 0.10
1% = 0.01

Ardia's blog choice

2006-02-22T17:48:00.000-08:00

well....mines on my favourite anime show its called bleach heres the blog site http://deftonedanime.blogspot.com/
i left a comment that talked about the "show" =P

Blogger Homework

2006-02-22T16:56:00.000-08:00

The Link:
http://therestrictedsection.blogspot.com/2005/08/eragon.html

I choose to do a post on a blog post called Eragon. This post is about a review of the book. I really liked the book so I left a comment on my judgement. I left a comment that says my username at the top, which is towards the bottom of the page.

Jaymie's chosen post

2006-02-22T15:30:00.000-08:00

The post i chose was called harry potter. It was all about his upcoming movies and if Ralph Fiennes is gonna play lord voldemort in the last movie. The web address is http://harrypotter.allstarz.org/?p=30. The post that i left the comment on is called Ralp Fiennes or Lord Voldemort.

Some help with creating scribe notes

2006-02-21T06:32:00.000-08:00

Check out this link on my blog. It provides you with the information that you need in order to post some great scribe notes for your classmates.

Have fun with the scribe everyone!

Mr. R

Tony, Kim Vo, Chris and Amalia's word question

2006-02-18T12:20:00.001-08:00

question #4: Brian is trying to guess a 2-digit number. So far he knows that the tens' digit is greater than 6, and the ones' digit is odd. He also knows that many two digits are different. How many possibilities are there?
Answer: The answer is 13
Solution: we knew the tens digit was greater than 6 so we used the numbers 7, 8 and 9 foir the tens numbers. We also knew that the ones digit was odd and that you cannot have the same to digits together in one number like the number 77.
The combinations you can have are 71, 73, 75, you cant have 77 though because those two numbers are the same. You can have 79, 81, 83, 85, 87, 89, 91, 93, 95 ,97 but you cant have the number 99. There are 13 combinations in all.

Alex W., C.J., and Shelina's Word Problem

2006-02-17T06:12:00.000-08:00

#5) Scott has a travel book on each of four Hawaiian islands: Maui, Kauai, Hawaii, and Oahu. In how many different ways can these four books be arranged on a shelf ?

To find the answer, my group and I formed lists.

For Example: Maui - M Kauai - K Hawaii - H Oahu - O

Maui Kauai Hawaii Oahu
1) M K O H 1) K M O H 1) H K O M 1) O H K M
2) M K H O 2) K M H O 2) H K M O 2) O H M K
3) M O K H 3) K O H M 3) H O M K 3) O M K H
4) M O H K 4) K O M H 4) H O K M 4) O M H K
5) M H K O 5) K H O M 5) H M K O 5) O K H O
6) M H O K 6) K H M O 6) H M O K 6) O K O H
^6^ ways ^6^ ways ^6^ ways ^6^ ways

Answer: These books can be arranged in 24 different ways.

Riddle Question: What Do You Call It When a Royal Ruler Climbs a Mountain ?
Riddle Answer: High King

-Cjay, Alex W., and Shelina.

Janna, Kim s., Jon and Jessica. Question 8

2006-02-17T04:34:00.000-08:00

Qustion 8

The question:
Jason Jolt is lending part of his art collection to the local library. He has 5 oil paintings and two water colours. The library would like to borrow two oil paintings and one watercolour. In how many different ways can Jason choose the three paintings?

The answer:
You can start by making a chart like this one below.

Oil painting #1 Oli painting #2 Oil Painting #3 Oil painting #4
op1, op2 op2, op3 op3, op4 op4, op5
op1, op3 op2, op4 op3, op5
op1, op4 op2, op5
op1, op5

Oil painting #5

(there are none in this combination because we have used them all)
____________________________________________________________________
There is a total of ten combinations if you just use oil paintings, but you must double that number because you have to multiply it by 2 since there are 2 watercolours. This will give you a total of 20 different combinations.

The secreat riddle thingy mabobber is "High king"

Kendra, Jeyson, Taylor and Alex Lima's Question

2006-02-17T04:26:00.001-08:00

Problem Seven:
Glitz has red, orange, and green shirts; gray and brown belts; and yellow and white shorts. How many different outfits are possible?

Answer: There are twelve different types of outfits.

How: All we did was multiply the number of shirts by belts and shorts.
3 shirts X 2 Belts X 2 Shorts= 12
Three times two equals six, six times two equals twelve.

What Do You Call It When A Royal Ruler Climbs A Mountain?
A High King

This Is How We Did Question # 1

2006-02-16T19:06:00.000-08:00

Question: The Slammers baseball team has five pitchers: Joe, Spud, Lefty, Mark and Java. The team has two catchers: Hank and Pico. How many different pitcher-catcher combinations can be used?

Answer:The answer is 10 groups

These are the groups

Joe Hank
Joe Pico

Spud Hank
Spud Pico

Lefty Hank
Lefty Pico

Mark Hank
Mark Pico

Java Hank
Java Pico

What Do You Call It When A Royal Ruler Climbs A Mountain?
ANSWER: High King

Candace and Junebe

Amy=), Kimmie Y, Matt, and Levon's Q&A

2006-02-16T17:01:00.000-08:00

Q # 3: Ellen has a two quarters, one dime, and one nickel. How many different amounts of money can she make using one or more of these coins?

A: The answer is 11.

Solution: You can make a chart by sorting it out. The chart can look like this:

1 Coin: 2 Coins: 3 Coins: 4 Coins:
5 cents 15 cents 40 cents 65 cents
10 cents 30 cents 55 cents
25 cents 35 cents 60 cents
50 cents

After you have done the chart, you count up how much combinations there are and you got the answer. So our group got the answer :11.

And "What Do You Call It When a Royal Ruler Climbs a Mountain?" - High King

Ardia, apriL, Mark, and Lauren's Q&A

2006-02-16T16:53:00.000-08:00

Question:
There are 6 essay questions on the history test lettered a, b, c, d, e, and f. If you can choose any 2 of the 6 questions to answer how many different choices can you make?

Answer:
There were 15 kinds possibilities. use it like 5! (5+4+3+2+1)

AB BC CD DE EF

AC BD CE DF
AD BE CF
AE BF
AF

What do you call it when a royal ruler climbs a mountain?
High king

Supp =)

2006-02-16T13:23:00.000-08:00

Hii mr.Reece =P

Class Scribe

2006-02-16T06:29:00.000-08:00

Starting the Week of February 20th, we will be using a class scribe to record the class lesson and post it onto your blog.

On Monday we will cover the concept of the scribe post and what is expected of you.

Mr. R

jaymie, wesley, cory and lisa's question

2006-02-14T15:21:00.000-08:00

2. At Maverick Middle School, each student must take 3 of these 4 classes: music, art, drama, or keyboarding. How many different combinations do students have from which to choose?

The answer is 4 different combinations. We got the answer by putting them in to different groups to see how many combinations there were. Like this,
music, art, drama then antoher group would be music, art and keyboarding another would be drama, keyboarding and music the last an final group is drama, keyboarding and art. We couldn't find anymore so thats how our answer became 4 combinations.
What do you call it when a royal ruler climbs a mountain?
answer: High king

TLE lessons due for Report Card

2006-02-13T11:31:00.000-08:00

Here are the TLE lessons that are due before 9am on Friday for your term 2 report card.

Remember that if you do not get these completed then your grade will be negatively affected

Decimal Conversions
Introduction to Integers
Adding Integers
Subtracting Integers
Exploring Decimals
Mulitplication of Decimals

Both the computer self check and worksheet are due for each of the above lessons.

Multiplying Decimals is not currently due, and will be applied to your term 3 report card.

Remember to check my blog, grade 7 math blogorama for assignments and additional important information.

Enjoy Spirit Week everyone!

Luongo's Post

2006-02-07T08:40:00.000-08:00

homework

2006-02-06T12:44:00.000-08:00

Your homework for monday Feb 6th is Worksheet 3.12, the entire page.

Here are some hints for a few of the questions
10. you need to solve inside the brackets first (6 x 7) and then multiply it by 1/2.
14. Solve 12 x 1/2 then multiply by 1.6 to get the answer
25. Try multiplying first and see if this helps
26. 12.3 would equal 11.3 + 1. Is there a way to get this?
27. What is 18 x 2 = ? Can you somehow get this number with 19 - 7 x 3 ?

Mr. R

Janna, Alex L., Levon, Kendra

2006-02-05T16:48:00.000-08:00

MR.REECE SORRY THIS IS LATE BUT I AM THE ONLY ONE WITH THE ANSWERS
MY COMPUTER WAS DOWN. MY TOWER CRASHED. PLEASE DON'T TAKE OFF MARKS FOR MY MISTAKE. SIGNED JANNA K.

Question 3:
You play basketball for Sargent Park. You've scored 24 baskets over the 5 home games and 28 points over the past 7 away games. Now figure out your average points per game at home, your average points per game on the road, and your total average points.Do you score more baskets per game at home or away?

Question 3 answers: the estimate average is (50 ÷ 5 = 10). The real average is (48 ÷ 5 = 9.6. This is the answer because it says 24 baskets and each basket is worth 2 points, therefore there are 48 points in total. If you wanted to say 24 points instead of baskets then the estamate average is (25 ÷ 5 = 5). The real average is (24 ÷ 5 = 4.8)

For the away games the average is (28 ÷ 7 = 4). There is no estamate average because there is no decimal in the answer.

The total estimate average is (80 ÷ 12 = 6.66666666666666666666666666666667. The real average is (76 ÷ 12 = 6.3(repeated)). If you wanted to use 24 instead of 48 the your equation would look like this. (52 ÷ 12 = 4.3(repeated)).

If you wanted to know whether you scored more baskets per game at home or away and you were using the number 48 points for home and 28 points for away, then you would have scored more baskets per game for the home games. If you were using the number 24 points for home and 28 points for away then you would have scored more baskets per game for the home games.

Ardia , Dillon, Jeyson, Lisa

2006-02-03T14:43:00.000-08:00

Question 3

You play basketball for Sargent Park. You've scored 24 points over the 5 home games and 28 points over the past 7 away games. Now figure out your: Average points per game at home, your average points per game on the road, and your total average points.

Do you score more basket per game at home or away?

Question 3 answer:
The home average estimate was (25÷ 5 ) 5 = the real home average is ( 24 ÷ 5) 4.8
the average for away was (28÷7) 4 ,and you can't estimate the average if theres no decimal
The estimate for total average is (48÷ 12) 4= the real total average for both of them is (52 ÷ 12) 4.3

Kim Vo, Amalia, Mark, and Alex W.

2006-02-02T15:19:00.000-08:00

Question Number 4:

You've been hired to mow your neighbour's lawn this summer. Your neighbour will pay you 5$ each time that you mow his lawn, and it takes you 40 minutes to mow his lawn.

1. How much money do you make per minute (money divided by time). 2. How much money should the neighbour pay you if it takes 60 minutes to mow the lawn?

Anwer for Number 4:

He will pay me $1.25 per minute. He will pay me $7.50 for mowing his lawn for 60 minutes.

We got the answer for number 1 from 5 divided by 40 is 0.125. We got the answer for number 2 by multiplying 1.25 by 60 and the answer would be 7.50.

Kim V, Amalia, Mark and Alex W.

(= Candace, Wes, Jubie and Chris =)

2006-02-02T15:07:00.000-08:00

Question #1
You've gone to the movies with your friends and offered to buy your four friends and yourself popcorn and a drink. The total with tax for each drink is $2.73 and the total for each bag of popcorn is $3.19.

Estimate how much money you need to have in order to buy all of the popcorn and drinks. So our estimation was $29.00 - $30.00 is what I had to pay for my friends and I.

The way we figured out our answer was, we multiplied $2.75 x 5 and got the answer of $13.75 for the drinks, and we did the same thing for the popcorn we multiplied $3.20 x 5 and we got the answer of $16.00. Then we added $13.75 + $16.00 and it =ed $29.75

Tony, C.J, Jon and Jessicas homework

2006-02-02T14:58:00.001-08:00

4. You've been hired to mow your neighbor's lawn this summer. Your neighbour will pay you $5 each time that you mow his lawn, and it takes you 40 minutes to mow his lawn

How much money do you make per minute (money divide time), and how much money should the neighbour pay you if it takes 60 minutes to mow the lawn?

The way we figured it out was trying to times 40 by something to equal 500 because $5 is 500 cents. we found out 40X 12 = 480 which would be $4.80 and 40X13= 520 which is $5.20. So the answer could be either 12 or 13 cents you earn a minute because their both close to $5.00. If you mowed the lawn for 60 minutes you'd get an extra $2.40 because 20X 12=240 so the answer would be $7.40.

Tony, C.J, Jon and Jessicas homework

2006-02-02T14:58:00.000-08:00

Taylor, Jaymie, Kimmie Y. and Rustine's question

2006-02-02T14:39:00.000-08:00

On our class blog site there have been 43 new posts and 14 comments created over the past 4 days. How many new posts and comments on average are posted per day?

The answer is there is an average of 3.5 comments posted per day.
There is and average of 10.5 posts per day.

The way we got the answer was we took the number of posts(42) and the number of commments(14) and we divided each individual number by 4. We calculated the number of average posts was 10.5 and the average number of comments was 3.5. The way to check is to take the number 10.5 and multiply it by 4 it will give you 42 the number of post in the past 4 days. Then you take 3.5 and multiply it by 4 and it will give you 14 the number of comments posted in the last 4 days.