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

4.4 Question 14

LauraKathleen 9-05

" Eliza is building a model of the canvas tent her family uses in Behchoko, NWT. The model will have a peak height of 12 cm. The actual tent floor measures 2.4 m by 3 m. The walls are 1.5 m high and the peak height is 2.4 m.

a) What scale factor will Eliza need to use for her model?

b) The front of the tent is a pentagon. Calculate the dimensions of this polygon on the model.

c) Calculate the other dimensions of the tent model. "

It's always smart to highlight or underline the key points in a question :)

a) To find the scale factor, divide the actual by the reduction. Here's a picture to help:





Step 1: Convert

2.4 m X 100 = 240 cm.

240 cm/ 12 cm = 20 cm

The scale factor for this problem is 20 cm.

b) It gives the bottom length of the pentagon, so naturally, it's the easiest to calculate.

Solution:

3 m/ 100 = 300 cm

300 cm/20 = 15 cm (Divide by 20 because that is the scale factor)

The rest of the sides of the pentagon are the same length, so if you can figure out one, you have them all! For this one, use the Pythagorean Theory.
(a squared + b squared = c squared)






a squared + b squared = c squared

1.5 X 1.5 + 0.9 X 0.9 = c squared

2.25 + 0.81 = c squared

3.06 = c

square root of 3.06 = 1.75 (approx.)

1.75/ 20 = 0.0875 (Divide by 20 because 20 is the scale factor)

0.0875 X 100 = 8.75 cm




Sorry if this is wrong! Please correct me! THANKS :D

Brianna! It's your turn next!

MERRY CHRISTMAS

Mary Jane's Scribepost for December 14, 2010

In today's math class, we started off with playing math wars in which the face cards were equal to 17 and the operation was addition. After that, we then talked about regular polygons.

Regular Polygon: when a shape has equal interior angle and equal side lengths, it is called a regular polygon.


Mr. Backe, then drew a picture that was identified as a five sided regular polygon. The diagram below shows that the two polygons are similar (~). The ratio for each side of the pentagon will have a ratio of 4:8 or 8:4 if the measurements were 4 and 8.



The next shape we were worked with was similar to the shapes in the diagram above although it is connected and some angles are not the same as the one above. The shape looked something like this:




First we put the down the ratios of the corresponding angles and sides which will eventually help solve our problem.

There were two methods we did to find the missing side lengths. The first method was to divide the only corresponding sides that have measurements for both small and big polygon and use that as a scale factor. In this case the ratio is 2/5 and when you divide 2 and 5 you get 0.4 which will then be your scale factor. You then use that scale factor to find the other missing side lengths by multiplying their corresponding side by 0.4. This goes for all of them.

The second method we did was to use a proportional expression to solve the missing side lengths. We used the variable x to represent the missing side lenghts. All the work is shown in the diagram above.




HOMEWORK:

• use the provided diagram above to find the perimeter of the small polygon.
• 4.4 Practise: 3,5,6
• 4.4 Apply: All
• 4.4 Extend: 13-17

*NOTE: click the picture for a larger view.

Connor's Scribepost for December 13, 2010

Today in class we learned more on corresponding angles and how to find the length of sides.

First we corrected the tests.

Then we moved onto corresponding angles.

The corresponding angles are the sides that overlap when the triangle is flipped over the line of reflection.

The two sides that are marked blue are corresponding and the two sides marked yellow are corresponding.

After we reviewed the what corresponding angles are we went onto a quetion involving it.

The question was to find the value of X on the larger triangle.

First you must write the corresponding angles formula.

Next convert the two angle fractions with the measurements given in the question. (Image Below)

Next you must cross multiply.

4.7 (x) = 4.7x

13.7 (7) = 94.5

The answer to this question is x = 20.11

Next we did another question involving overlapping triangles.

The question was asking you to find the height of the ramp if it gives you the height of a support beam.

We need to convert the (cm) to (m)
50cm = 0.5m

Again we must find the side formulas.

(CD/AB) = CE/AE = (DE/BE)

Take the first and third side ^ because that is the measurements that is gives us.

50/x = 175/85

then convert to metres.

0.5/x = 1.75/(1.75+0.85)

Then we cross multiply.

1.75x = 0.5(2.6)

1.75x/1.75= 1.3/1.75

x= o.74m

Then we convert it into cm again which is 74.29cm.

The height of the ramp is 74.29cm.

Sorry if you cant understand some of the math written is hard to understand. I tried the best i could in the time I could. Comment if you have any questions.

The next person for the scribe is Maryjhane

Elijah's Scribepost for December 10 2010

In class today, we classified triangles by its sides, and angles. We also learned more about SAS (side, angle, side).

Classifying Triangles by side:

• Scalene: All Sides are different
• Isosceles: 2 sides are the same.
• Equilateral: 3 sides are equal.

Classifying Triangles by Angle

• Right angle: One angle equals 90°
• Obtuse angle: One angle's greater than 90°
• Acute angle: All angle's are less than 90°
• Equiangular: All angles equal 60°

Other Tringle facts

• All triangles have an interior measure that sums to 180°
• Right triangle:



• Equiangular :
  
  
• Obtuse :
  
• Acute :

SAS (side, angle, side):
If sides and angles are proportional the triangles are similar.

Then we got to solve a problem: Find the b and the h.

Solve:

The next problem is based on a right triangle. Find the a b and c

Solve:

Homework :
Extend 18 and 20
Homework book/ Extra practise

Princess' scribepost for December 9, 2010

HELLO(:

So, today in class we learned a little about Similar Triangles. We learned how to determine if two triangles are similar or not. Also, we learned how to use similar triangles to determine a missing side length.

We learned a few terms:
"≅" means "is congruent to"
Congruent- same shape, same size

"~" means "similar to"
Similar- proportional in size

Corresponding Angles/Sides- have the same relative position in a figure









Then we learned that two triangles are similar if:

• two pairs of corresponding angles are congruent (therefore the third pair of corresponding angles are also congruent) WHY? Because the angles of each triangle are equal to 180°.
• the three pairs of corresponding sides are proportional.

After that, we looked at a pair of triangles and figured out if they were similar or not.
*notice that the vertices are always going to be capitalized*






To find out if they were similar or not, we found out if the side lengths were proportional.

Since they are all proportional, the pair of triangles are similar.

Then, we looked at another type or triangle called an Isosceles Triangle.

With this triangle we learned how to find missing side lengths.
For example:
a= 3
e= 6
f= 10
h= ?











We did a few more:
d= 7
h= 5
a= 4
f= ?












A to D= 6
e= 9
f= 12
c= ?
a= ?
h= ?














HOMEWORK:

• Read from this site
• Practice - odds or even
• Apply - odds or even

If I made any mistakes please feel free to comment(: