Yesterday in class, we worked on equations. We learned how to find out what the variable in the equation was by adding and taking away numbers on both sides. An example of a problem that we did was 7+3x=5x+13. To find out what x is, you have to get x on one side, and the other numbers on the other side.
7+3x=5x+13
-3x -3x Take away 3x on each side to get x on the right side of the = sign.
7=2x+13 This comes out to 7 on one side, and 2x +13 on the other. We have x on one side now, but in order to figure out what it is, you have to take away the 13 on the right side. And whatever you do to one side, you have to do to the other.
7=2x+13 To get the x alone, you have to take away 13.
-13 -13
-6=2x To find out what x is, always divide the number on the side without the x by the number with the x. -6/2= -3. x= -3

Now, you have to check your answer. You do this by inserting the answer that you got for x into the equation wherever you see x.
7+3(-3)=5(-3)+13
-3(-3) -3(-3)
7=2(-3)+13
-13 -13
-6=2(-3)
2*(-3)= -6
X=-3

Today in class, we focused on maintaining equality. That means keeping the numbers that you are working on balanced. For example: 85=70+15. If you add 5 to 85, then you have to maintain equality by adding 5 to 70+5, and the numbers will stay equal.
We also worked on problem 3.2, which was about coins and pouches. What we had to do was keep the number of coins per pouch equal, which was maintaining equality. If there were 3 pouches and 2 coins on one side, then you would cross out 3 pouches and 2 coins on the other side too, to keep the number of coins per pouch equal. That is what we worked on today in math class.

Moving Straight Ahead

Today in math class, we did some more with linear relationship. First we did a do now that consisted of two tables and we had to figure out if they were linear. We were asked to look at both tables and find out which ones were linear. To find these out we needed to know if these were a straight line on a graph because if it is, then we know that it is linear relationship. We could have found out if it was linear by seeing if the table did not change, but that it was consistent. This brings me to my other description on what we learned to day. We learned what a steady rate is and how and where to use them. For example in one of the boxes, there was a five in one column and a 18 in the one next to it. This graph was linear because as each went up if you multiplied it by five column then used the steady rate which is 3. So 5x5+3= 18. the next two numbers were 10 and 33. So 10x5+3=33.

-Dan

Percents

On Friday in math class we worked on percents into decimals, percents into fractions, decimals into percents, and percents into mixed numbers too. Somethings we did to practice were problems like write 30% as a fraction in simplest form which would be 3/10. Another problem would be for us to figure out what 6.35% would be in decimal form. The answer would be 0.0635. The way to figure this out is 6.35 divided by 100 which would eaqual on a calculator 0.0635. Or an easier way of doing this is to move the decimal point in 6.35 over backwards two spaces because its divide by 100. We did many prolems like the ones shown in this paragraph. some where confusing like the problem with 6.35% into a decimal. This is what we did on Friday in class.

Krystle T.

Today in Math class we worked on problem 4.2 in Comparing and Scaling. This problem involved applications for proportions. An example of this is "Jogging 5 miles burns about 500 calories. How many miles will Tanisha need to jog to burn off the 1,200-Calorie lunch she ate?" We also had to come up with a proportion for every problem we solved. A proportion for this problem is 5/x miles=500/1,200 calories, X=12. In this proportion, x was how many miles Tanisha would need to run in order to burn the calories. This proportion shows the relationship between calories burned, and miles run. It shows that the relation ship is that about 100 times as much calories are burned than the miles run, in the problem it was 5 miles burns 500 calories.

Math Class March 2 2010

Today in math we worked in groups on the Math Reflections. The problems compared peppers and their prices. We had to find the unit rates. To find the price per pepper you would divide $1.50 by 3. To find how many peppers per dollar you would divide 3 by $1.50. We also had to make an equation to show the price for a number of peppers. N*.50=P

Math Class, Wednesday February 24

In math class we wrapped up problem 3.2 and started problem 3.3. In problem 3.2 we had to find Sascha's rates in miles per hour for each part of her trip. We had to figure out which part she went the fastest, and the slowest. Also you had to figure out how long it would take you to travel as far as she did in the same amount of time going 13 mph, and the last thing we had to solve was the steady rate we would have to mantain to keep up with him, and tie him. In problem 3.3 we had to compare CD prices between two different stores. We had to find out which store had a better price for each CD. We had to figure out an equation that you could use to calculate the cost for any purchase of CDs. Then, the next problem we had to solve was using the equation to write new ones including 5% tax on any purchase. On the next problem we had to figure out an equation of the cost of any order for discs on a website that cost $8.99 each with no tax, but 5$ shipping on any order. The last problem we solved was answering "How many discs do you have to order from the website to get a better deal tha buying from Music City?" and "How many discs do you have to order from the website to get a better deal than buying from CD World?". In class we also learned about rounding. We learned 5 and up, you round to the next number, but anything under 5 you keep the number the same. We learned more about rates in wrapping up 3.2, and we learned more about solving problems with tax in completing 3.3.

Daily Scribe

Today in math class, we started a new unit about comparing and scaling. It's all about comparing ratios, data, and the size of objects. The problem we worked on today was about comparing which soft drink people like better: Bolda Cola and Cola Nola. In this case, people preferred Bolda Cola over Cola Nola. It gave us soma data that a group of people found. The data included: 1.) In a taste test, people preferred Bolda Cola outnumbered those who preferred Cola Nola by a ratio of 17,139 to 11,426. 2.) In a taste test, 5,713 more people preferred Bolda Cola. 3.) In a taste test, 60% of the people preferred Bolda Cola. 4.) In a taste test, people who preferred Bolda Cola outnumbered those who preferred Cola Nola by a ratio of 3 to 2.
It asked which one could be used to best promote their business of Bolda Cola. In this case, I think it would be #2 because it shows how many more people preferred it over Cola Nola, and that option makes Bolda Cola look a lot more popular than Cola Nola.

Today in class we learned about how you can estimate heights and distances by using similar triangles. For instance, there is a telephone pole with a shadow of 5 ft. (length) There is a stick next to the telephone pole with a shadow of 1.25 ft. (length) The height of the stick is 2.5 ft. How tall is the telephone pole? the shadow next to the telephone pole makes a right triangle. The shadow next to the stick makes a right triangle. Because the sun is hitting the stick and the telephone pole at the same angle, the two triangles are similar. The telephone pole is 20 ft tall. I figured that out by finding the scale factor of the two triangles. Since I already have corresponding side measures and the height of the small triangle, I can figure it out. The corresponding side measures are 10 ft and 1.25 ft. To find the scale factor, I divided 10 by 1.25. That comes out to 8. Now I know that the scale factor from the smaller triangle to the larger
triangle is 8. To find the height of the telephone pole, I have to use the height of the smaller triangle. The height of the smaller triangle is 2.5 feet. I multiplied the height of the smaller triangle, (2.5 ft) by the scale factor (8). That equals 20 ft. That is the height of the telephone pole.

In class today we went over problem 4.1 and the homework. We learned that a parallelogram can not be similar if the corresponding angles are not the same, even if the ratios are equivalent. But for a rectangle the angles are always 90 degrees. That is what my class did today.

Similar polygons

Today we learned more about similar shapes. We reviewed the rules for telling weather two polygons are similar, which were equal angles, proportional sides, and the same basic shape. Finally, we learned how to find the angle measures and side lengths of one triangle, using it's similar shape. The picture to the left shows two similar triangles, UVY and XYZ. As you can see, all three of the corresponding angles are marked with the same number of arcs, which means that they are equal to eachother. The sides are also proplotinal to eachother. The scale factor of XYZ to UVW is two. This means that the are of XYZ is four times as large as the area of UVW. Finally, you can tell that they are similar because of their basic shape. This is one important rule used to find out if two shapes are similar.

Lesson 3.2

Today in class we learned about how to use rep-tile triangles to construct larger similar triangles. A rep-tile in math is any shape that, in a group with identical shapes can fit to gather to make a larger version of the shape. For example, a square is a rep-tile because if you fit four squares together it creates a larger square. An example for a non-rep-tile is a hexagon because no matter how many hexagons you fit together you can't create a larger hexagon. So today we split up into groups and each group recieved a bag of pattern-block triangles. Each group received a bag of either, isosceles, scalene, or right tringles. Then, each group would have to figure out how to use the given triangles to create a larger version of their triangles. We would use the information we found to answer questions in the "Stretching and Shrinking" book section 3.2 Afterwards, as a class we reviewed our answers and learned that all triangles are rep-tiles.

Problem 3.1

In class today we learned about how larger shapes are similar to the original shape. For example If the original shape was a parallelogram the first lager similar shape would be 4 times larger than the original shape, 4 units would have been used and the scale factor would be 2. A good thing to remember is that in similar shapes the side lengths and perimeter change by the scale factor. Area of the original times the scale factor squared gives the area of the new shape. The definition of scale factor is the number used to multiply the lengths of a figure to stretch or shrink it to a similar image. For example if the scale factor was 3 all the lengths of the new image would be 3 times larger than the original image.

By Nicole Doherty

Moving a shape on a grid

Today in class we were reviewing formulas and the effect on the x and y axis. When you add to the x coordinate the object moves to the right. When you subtract from the x coordinate the coordinate moves to the left. When you add to the y coordinate the shape moves up and when you subtract the shape moves down. An example would be hat 1, 2 and 4 are similar because hat 1 and 2 are moved to a different place. Their formulas only include adding and subtracting so the size or shape never changes. Hat 4 is reduced by two or times by 1 half. Since it was that on both axes, they were both reduced by the both amount leaving them the same shape but a different size. When you multiply the coordinates by a fraction or a decimal the shape or object gets smaller. If you multiply it by a whole number the object will get bigger and is similar. If both coordinates are multiplied by the same number the image is similar. If they are multiplied by different numbers the image is an “imposter” or not similar.

Example: What rule would make a hat with a line segments twice as long as Hats 1 and moved 8 units to the right?

(x+2, 2y+3)=Hats 1 formula

(2x+10, 2y+3) would be one answer because 2x and 2y would be the twice as long part. X+2+8 would be the 8 units to the right but you have to take notice that this is for Hat 1 and so you must add two to x because that was in the Hat 1 formula. So 8+2 is to. Same thing with y.

Tuesday December 8, 2009

Today we compared the Wumps. Glug and Lug are impostors because their formulas do not multiply x and y by the same number. This makes them not similar to Mug Wump because Glug and Lug are either long and skinny or short and fat. If the Wump is not an impostor (like Bug, Zug, and Mug) they are similar figures to Mug. Also, the area of the Wumps do not go up at a steady rate. The area changes differently. For example, the area of Mug's mouth equals 4, Zug = 16, and Bug= 36. When our group compared the Wumps, our notes were:

• all of Zug's features are twice as long as Mug's
• Glug is 3 times taller than Mug
• Lug is 3 times as wide as Mug
• Lug is 24 units wide and 7 units high
• Mug is 8 units wide and 7 units high
• Zug is 16 units wide and 14 units high
• Bug is 24 units wide and 21 units high

Primes, Composites, Prime Factorization

Yesterday in class we learned about prime numbers, composite numbers and the GCF of a number. A prime number is a positive integer that is not divisible without remainder by any integer except itself and 1, for example 7 is a prime number because its only factors are 1 and itself. A composite number is a number that is a multiple of at least two numbers other than itself and 1, an example of a composite number is 20 because its factors are 4, 5, 1, 20, 2 and 10 but 7 would not be a composite number, neither would 3, 5, 13, 23 and many more. The GCF or greatest common factor of a number is the largest number that is a common divisor of a given set of numbers. An example of this that the GCF of 10 and 20 is 10 because 10 is a factor of both numbers and its the biggest factor for both numbers. Yesterday we also learned how to find the prime factorization of a number by doing the upside division rule. We also learned that you can find the GCF of 2 numbers by using a venn diagram.

by Quillen B

Today in math, we learned about exponents. Exponents can be used to show repeated multiplication. For example: 2 to the 5th power=2*2*2*2*2=32 NOT 2 to the 5th power is equal to 10. We learned that a power has two parts: the base and an exponent. The base is the main number, and the exponent is the raised number.
Examples:
4*4*4*4= 4 to the fourth power
3*x*y*y=3xy to the second power
We also went over the divisibility rules for numbers 1,2,3,4,5,9, and 10.
Examples:
1: every number is divisible by 1
2: ends in 0,2,4,6,8,10
3: sum of digits are divisible by 3
486~~~4+8+6=18 is divisible by 3
4: last 2 digits are divisible by 4
594~~~9+4=13 is not divisible by 4
5: ends in 5 or 0
9: sum of digits are divisible by 9
548~~~5+4+8=17 is not divisible by 9
10: ends in 0