## Friday, January 28, 2011

### Binesi's Blog for January 28th 2011

Today in Class we took some notes.
I was half awake and on the verge of collapsing, so I didn't quite get all of the information. I borrowed Hannah's notes so I figure about half of this scribe is accredited to her.
Due Sunday-
For homework we have to do a Power Point Presentation. Put an example, non example, picture, and a definition.
Interpolate
Extrapolate
Negative Line
Positive Line
Dependant
& Independent
We also have to do 6.3 CYU #2, either the odd or even for practice, Apply (any 3), and extend any 2.
6.3 Extra Practice, and the workbook.

## Thursday, January 27, 2011

### Jem's blog for January 26. 2011

Goodmorning classmates! Now is the time to go back to yesterdays math class. Let's go over what we did and learned yesterday.

1. As usual Mr.Backe asked us if we needed help on a question. Then Elijah answered yes. So together we solved #17 from 6.1 in our textbooks.
Question: A ball dropped from a height of 2m. The ball rebounds to 2/3 of the height it was dropped from. Each subsequent rebound is 2/3 of the height of the previous one.

a) Make a table of values for the first five rebound heights of the previous one. (First look at what we already know. I highlighted them.) What we did was draw a picture and worked from there using a T-chart. *P.s i can't draw the picture right now, but ill try doing the chart.

B | 0, 1 , 2, 3, 4, 5 Remember that we start with 0 because the ball was just dropped and bounced.
# cm | 2m, 413m, 819m, 16/27m, 32/81m, 64/43m We got those numbers by multiplying the previous bounce height by 2/3 because "of" means multiplying.

2/3 x 2/1 = 4/3m
2.3 x 4/3 = 8/9m
2/3 x 8/9= 16/27m
2/3 x 16/27 = 32/81m
2/3 x 32/81 = 64/243m

b) What is the height of the fourth rebound bounce?
32/81m

c) Is this a linear relation?
No. I know this because if we were to graph it it would show a curve if we lined the dots. That means its not a linear relation. Why? Because when we draw lines connecting dots, in linear relations it would be a straight line.

1. We learned how to extrapolate and interpolate.
Extrapolate: Looking for a missing value outside the given data
Interpolate : Looking for a missing value inside the given data.

1. By the end of the class we learned 3 ways to solve linear relations by graph, formula, and inspection.
DO YOUR HOMEWORK GUYS! I dont know who hasn't done the blog yet so ill just tell ya guys later.

## Monday, January 24, 2011

### Josh's post for Janurary 24th

Today in math class, we got to use the computers in room 10. As usual, we went on tut-pup and played for at least 10 minutes.

Many of the students games weren't even
loading so Mr.Backe told us to go to the following website :

http://www.mathplayground.com/SaveTheZogs/SaveTheZogs.html

The site took us to a game called "Save The Zogs"
The game is about Zogs ( which are little blue creatures ) who are in need of help to go back to their planet. The objective of the game is to help and save them by answering linear equation questions on a grid with the x and y axis:

As you see on the right side, there would be 4 equations and you would have to pick the right one to which ever has the most Zogs in one line.

In this case, the line with the most Zogs was in the X axis and it was positive 10 so X = 10 would be the correct answer.

There are 9 levels in this game, and once you complete each one, they get harder and harder. Some levels you would have to answer it by just using the tracking controls above the equations on the right side, and you would have to look at where the zogs are and find what points they are on.

We did this for the whole class. It may be a little confusing at first but once you get the hang of it you would know what your doing. Well I had some help from Alvin at the beginning but that's okay.

HOMEWORK: The homework for math we need to complete is the other foldable with the definitions, and examples that lady wrote on the board before and write in your journal for the math we did today. Oh and also if you are behind in the homework book catch up and look at 6.2 in the textbook. Play tutpup too if you have time.

This is my blog for today I am really tired tell me what else I missed and comment Backe great practice good night.

## Sunday, January 23, 2011

### Alex's Post for January 20th

Finally have some time to do this not enough hours in the day but anyways.
(this is going to be fairly short considering we didn't actually do that much)

Today we went over what we did for the all flowers no change made graphs Backe looked at our homework which was to make the graphs and asked us if we found out why we couldn't put a line through it. It was because when you have a solid line through a graph if represents an infinite amount between to points and you can't very well have 4.592137 roses.
OH yeah and we were also reminded to label our graphs x axis and y axis and the whole graph and why we couldn't put intervals that go like 1-3-5 and so on because the intervals have to remain constant unless there is a break in the axis. Then there was also how we should of only went up by a maximum interval of 2 since it was so detailed.

After all the reviewing of the homework Backe started talking about the slope and y intercept and stuff and it got really confusing. The slope is rise over run which is pretty much y over x. Forgive me if I'm wrong but I think the Y intercept is the distance from (0,y) 0 x and something y to the next so in the first graph the y intercept would be (1,-2). We also got a formula for finding y and it went as such y=m(the slope)x+b(y intercept).

That was pretty much it I'll put some graphs on a later date my paint is being messed up.

Homework was to read 6.1 do the C.Y.U's Homework book get ready the foldable and playing tutpup.

(Note for the foldable's for some reason wsd1 mail wasn't working not sure if it is now so to Mr.Backe thats probably why you didn't get some if any)

Well Ja Ne tell me if I missed anything

## Wednesday, January 19, 2011

### Alvin's Scribe Post for Janurary 19, 2011

Hello Classmates.
Today in class we started something called Linear Relations.
We have to give definitions, a picture, and example, and a non-example (why ?).
For there words - coefficient, variable, constant, linear equation, interpolate, extrapolate, negative line and positive line which is all due on Friday January 28.

We also did tables to show how we could buy flowers were a certain amount of money, and you had to use it all so you weren't allowed change.

Table 1 Pink Roses \$2 Carnations \$1, and you have \$10

Pink Roses go up by -1 , Carnations go up by 2

Table 2 Red Roses \$5 Carnations \$1, you have \$27

Red Roses go up by -1 , Carnations go up by 5

Table 3 Red Roses \$5 Pink Roses \$2, you have \$37

Red Rises go up by -2, Pink Roses go up by 5

Homework !
Finish the Charts on the graph papers about the tables and think about, why dont we put lines though the dots on the chart.

## Tuesday, January 11, 2011

### Jeric's Scribe Post for January 11, 2011

Hello boys and girls.

Today in class we learned how to find the opposite. What i mean by this is, the opposite in polynomials :D.

We first started off class by finding the opposite of easy stuff like:

ex. opposite of :

6, -6

x, -x

y,-y

etc.

Mr.Backe the explained on finding the opposite of an expression. I will give an example first before i explain on how to get it :D

-(6+x)

Lets assume x is 3.

-(6+3)

-6-3

This is how you simplify a simple one. What i did here was since the negative sign was outside of the brackets it applys to all of the numbers inside the brackets. Also a negative can't be all alone so really there is a 1 in front of the negative sign, which then makes it negative 1 -1. Since it applys to all numbers in the brackets you have to multiply -1 to 6 and 3.

Also the rules of multiplication with integers still applies. So if -1 is multiplying 6 its going to be -6 because when you multiply a negative and it is not the same sign it is always negative. You also do the same operation to the 3.

Mr Backe then gave us expressions that had trinomials or polynomials. For Example:

( 2x²-x-6) - (-3x² + 2x + 4 )

So again, since there is a negative sign in front of it that really means its -1. Now as i said before it applies to all numbers in the bracket.
Since the negative sign is in behind the second brackets that means it applies to only those numbers in the brackets.
You would then do these steps in order.

1. Apply to all numbers in brackets
2. Remove brackets
3. Gather like terms
4. Simplify

If you follow these steps any questions like these will not give you a hard time. First you apply the negative sign to all numbers in brackets to get ...

Step 1 and 2 done: 2x² - x - 6 + 3x² - 2x - 4
Step 3: 2x² + 3x² - x - 2x - 6 - 4
Step 4: 5x² - 3x - 10

Also when you gather like terms you have to be careful when putting these numbers together.
As Mr.Backe said, the common mistake that, "kids" make is that when they collect like terms most "kids" would think for example 2x - 4 is 2x minus 4 when really its 2x NEGATIVE 4. vice versa :D just sayin.

If you follow these steps you should have no problem with any expressions. If this confuses you sorry ... this is the way i find out how to simplify these equations.

Also if i am missing anything please inform me :D. THNX
RATE AND COMMENT
especially comment if there is another way to find it :D.
PCE btw for homework. ahem *

5.3 Homework Book
Extra Practice
Warm up
CYU #3, 4
Practice odd or even
Apply all
Extend 27 and 29
One more Extend
Pg. 204 Challenge for Hand-in

## Sunday, January 9, 2011

### Elaine's Scribe Post for January 7, 2011

Hi everyone! Well today in class, we learned how to model polynomials.

Then, Mr. Backe wrote down a polynomial and told us to show him the type, coefficient, variable, and degree.

## Thursday, January 6, 2011

### Jamie's Scribepost for January 6, 2011

WELL HELLO THERE! We're back in school and I hope you guys had a Merry Christmas and a Happy New Year! :) I'm just gonna write down the things we went over during class today.

Today, instead of going to the computer lab to play Tutpup, we just went into Ms. Magalhaes' room to learn a whole new unit. Mr. Backe gave us 13 words and I THINK we were supposed to define them, but even if we weren't I'll do it anyway :D

Co efficient: Is the number which is multiplied by one or more variables

Variable: Usually letters or other symbols that represent unknown numbers or values

Term: A number or a variable, or the product of numbers and variables

Like Term: Monomials that contain the same variables raised to the same power

Unlike Term: Terms that have variables that are not the same

Degree of Term: The sum of the exponents on the variables in a single term

Degree of Polynomial: The degree of the highest-degree term in a polynomial

Monomial: An algebraic expression containing only one term

Binomial: An algebraic expression that contains two terms that are unlike terms

Trinomial: An algebraic expression that contains three unlike terms

Algebra: A part of math where symbols (usually letters of the alphabet) represent numbers

Constant: In an expression or equation, it has a fixed value and it does not contain variables

To find the degree, you have to find the greatest amount of variables in one term.

REMEMBER TO PLAY TUTPUP!! And ummmm....... PLEASE COMMENT and tell me what I did wrong or something. Hehehheahhah THANKS :D

PS: Colours aren't working D': SORRY!! Trust me it would look WAY prettier with colours :(

### Jamie's Scribepost for January 6, 2011

WELL HELLO THERE! We're back in school and I hope you guys had a Merry Christmas and a Happy New Year! :) I'm just gonna write down the things we went over during class today.

Today, instead of going to the computer lab to play Tutpup, we just went into Ms. Magalhaes' room to learn a whole new unit. Mr. Backe gave us 13 words and I THINK we were supposed to define them, but even if we weren't I'll do it anyway :D

Co efficient: Is the number which is multiplied by one or more variables

Variable: Usually letters or other symbols that represent unknown numbers or values

Term: A number or a variable, or the product of numbers and variables

Like Term: Monomials that contain the same variables raised to the same power

Unlike Term: Terms that have variables that are not the same

Degree of Term: The sum of the exponents on the variables in a single term

Degree of Polynomial: The degree of the highest-degree term in a polynomial

Monomial: An algebraic expression containing only one term

Binomial: An algebraic expression that contains two terms that are unlike terms

Trinomial: An algebraic expression that contains three unlike terms

Algebra: A part of math where symbols (usually letters of the alphabet) represent numbers

Constant: In an expression or equation, it has a fixed value and it does not contain variables

To find the degree, you have to find the greatest amount of variables in one term.

REMEMBER TO PLAY TUTPUP!! And ummmm....... PLEASE COMMENT and tell me what I did wrong or something. Hehehheahhah THANKS :D