SP8-17 (2006) MATH BLOG

2008-11-03T21:23:00.001-06:00

Scribe List 841

Renz	Michelle
Tiarra	Casey
Melanee	Sequoia
Joseph	Holland
Sean	Ronnil
Alex H	Terryl
Jessica	Jeff
Hanbit	Jordan
Clarence	Maeddah
Gelli	Nicole M
Brenden	Nicole N
Jayzie	Tracy
Krissia	Adrian
Ben	Sutchai
Dean	Arielle
Aleksander	Nichole SR
Jayden	Carrie

A new home

2007-09-06T19:31:00.001-05:00

This was a great year and a great blogging adventure. A new class arrives and a new blog is created. Please visit the continuing adventure at
816
817
841
873

The class hub will still remain the same. Sargentparkmathzone and we will be diving into wiki's and video this year.

Thanks for visiting

FINDING "B" in a TRIANGLE

2007-05-10T22:33:00.000-05:00

I volunteered to make the scribe for "FINDING B". Our lesson in math now makes me so interested about it. Honestly, for the first time, I understood our lesson and I was amazed that I was'nt struggling anymore!!! I really payed attention to it because I really wanted to learn. And now, here I'am scribing and sharing all the things that I know to find the "B" in a triangle.

To be able to find the "B", you MUST know the FORMULA first:

After knowing the formula, you now have to FIND the "B". Look at the triangle below. It shows that "B" is ?.

*Please get a piece of looseleaf. Try to find the "B" in the picture given below.

Good job for you if you did it right!!! But if you don't, its alright, just try your best next time. Here is the proper way of substituting. You may copy if you wish.

So, that means that "B" is equals to 17.3 cm.

Thank you for participating and hopefully that you learned something. Also, thank you very much for this opportunity.

How to find "A" in a Right Triangle =)

2007-05-10T18:28:00.000-05:00

Yesterday (05.09) and today (05.10), we learned "Finding A,B, and C in a Right Triangle"

I am assigned to scribe about "Finding A." Follow along with this steps:

1.) For you to be able to find the missing side which is A, you must know the formula first:

2.) To begin with, you must know what the given numbers are:

Now you know that:
(Hypotenuse) C = 10
(Base) B = 6
(Altitude) A = ?

3.) Once you've gathered information, we begin to substitute:

--
Hope this helped you though it's short. It's really easy! But you MUST ALWAYS know what the formulas are for you to be able to substitute all the way to the answer. Refer to your foldable paper, it's a good source for reviews!

P/S: Comments are more than welcome! Btw, the images above are all made in Paint and copyrighted by ME.

How to find "A" in a Right Triangle by Andrea Tria, 817 =)

Boeun's Scribe Post 04/17/07

2007-04-17T16:07:00.001-05:00

Today in class (day 6 - period 6),
we corrected our blue sheets and got our homework. (blue sheet).

What we corrected (blue sheet):
LEGO
TRIANGLES (OR DIAMONDS)
I AM AN UPSIDE DOWN L

I'm explaining the LEGO one.

1. Draw out the next two patterns in the space below.

This is the answer for the question #1

Well, I can't actually explain you this right now. There isn't enough information. Let's go to the question #2.

2. Make a table to show the results of your investigation.

This is question 2. The answer is right below. =)

Here are my explanation:

The pattern is that the x row is starting at 1, getting larger by 1, and also in the numerical order. You could also see that the y row starts at 6, getting larger by 3 and the multiples of 3. This could be the answer for the question 3, which says to describe the patterns found in each row.

3. Describe the patterns found in each row.

x row
- starts at 1
- increases by 1
- numerical order

y row
- starts at 6
- increases by 3
- multiples of 3

Now, it's time to explain question 3B.

3B. Describe why the patterns increase the way that they do.

- The pattern increases by 3 because you are adding 3 legos to the edge to create the next figure.

My explanation is exactly the same as my answer for the question 3B.

4. Describe the relationship between the two columns.

- y is larger
- you have to add (+) or multiply (x)
- three times (figure #) plus 3
- 3n + 3

Here is my T chart.

4C. Write an algebraic equation to show this relation ship.

n = figure #
3n + 3

5. Predict what the 20th, 35th, and 99th diagram will look like.
(DO NOT PANIC)

20th -
n= FIGURE NUMBER
3n + 3 =
3(20) + 3 =
60 + 3 = 63
63 = 63

35th -
n= FIGURE NUMBER
3n + 3 =
3(35) + 3 =
105 + 3 = 108
108 = 108

99th -
n= FIGURE NUMBER
3n + 3 =
3(99) + 3 =
297 + 3 = 300
300 = 300

6. Predict which diagram will use 30, 50 and 125 blocks.
(Well, you have to change 50 into 51, change 125 into 126)

30 legos -
n= FIGURE NUMBER
3n + 3 =
3(9) + 3 =
27 + 3 = 30
30 = 30

51 legos -
n= FIGURE NUMBER
3n + 3 =
3(16) + 3 =
48 + 3 = 51
51 = 51

126 legos -
n= FIGURE NUMBER
3n + 3 =
3(41) + 3 =
123 + 3 = 126
126 + 126

For this question, as the questions says, you have to predict. Sometimes it takes long time to predict. There is short cut. Mr. Harbeck will teach us someday.^^
For example, let's figure out 30 legos.

n = figure number

3n + 3 = 30
......- 3.....- 3
3n = 27
..............27/3 = 9
3(9) = 27
27 = 27

This is a correct way to solve this kind of problems.

FINALLY THE LAST QUESTION! =)

7. Make a graph for the first 6 terms and label the line according by it's equation.

You have to make a graph for this question.

HOME WORK:

Today's homework is to finish up 2 blue sheets.
One is called Pyramid power and the other one is called Build me a house #2

This is just to show the pictures together.

I'm finally done and I hope you actually understand it.

Please comment if you want me to change something. Thanks. =)

TRAPAZOIDS ARE COOL :) A.M.

2007-04-16T19:47:00.000-05:00

(BLUE SHEET)

Date: April 16 2007

<----- first 3 steps

1= 2

2= 4

3= 6

Question 1...

Question 2...

Question 3...

X get larger by 1

- numerical order

- consecutive numbers

- starts with 1

Y gets larger by +2

- even numbers

- start with 2

Question 3-b......

-You start with 2 traps and add 2 traps for each figure you go on

Question 4.....

-you multiply the figure # by 2

- n = figure #

Question 5.....

20th_ 2n -----------> copy expression

2(20)--------> substitute

40-----------> solve

36th_ (changed) 2n= 36

2(18)=36

36=36

100th_ (changed) 2n=100

2(50)=100

100=100

Question 6.......

30 blocks_ 2n=30

2(15)=30

30=30

50 blocks_ 2n=50

2(25)=50

50=50

125 blocks_ (changed) 2n=126

2(63)=16

126=126

Scriber Diving - Patterns and Relations 1

2007-04-14T21:08:00.000-05:00

1. Draw out the next two patterns in the space below.

This album is powered by BubbleShare - Add to my blog

2. Make a table to show the results of your investigation.

3. Describe the patterns found in each row.
x = Gets larger by 1
= Numerical order
= Consecutive numbers
= Starts with one

y = Gets larger by 2
= All odd numbers
= Starts with 2

3.B. Describe why the patterns increase the way that they do.
-The pattern starts at 3 because it takes three tooth picks to create a triangle.
-It then goes up by 2 because there is already 1 triangle and you're just sharing a tooth pick.
-They are all odd numbers because...

4. Describe the relationship between the two columns.
= y is larger
= We have to + or x
= figure + figure + 1
= 2 times figure + 1
= 2n + 1
= n = figure #

4.C. Write an algebraic equation to show this relationship.
= n = figure #

2n + 1 =
2(30) + 1 =
60 + 1 =
61

5. Predict the 20th, 35th, and 99th diagram will look like.

n = figure #

20th -
2n + 1 =
2(20) + 1 =
40 + 1 =
41

35th -
2n + 1 =
2(25) + 1 =
50 + 1 =
51

99th -
2n + 1 =
2(99) + 1 =
198 + 1 =
199

6. Predict which diagram will use 31, 51, and 125 tooth picks.
2n + 1 = tooth picks

31 tooth picks -
2n + 1 = 31
2(15) + 1 = 31
30 + 1 = 31
31

51 tooth picks -
2n + 1 = 51
2(25) + 1 = 51
50 + 1 = 51
51

125 tooth picks -
2n + 1 = 125
2(62) + 1 = 125
124 + 1 = 125
125

-Jake M.

Sribe Notes - April 12th 2006

2007-04-12T18:41:00.000-05:00

Today we had started a new unit. It is .....

At the beginning of class Mr. Harbeck had given us 2 sheets of white paper to start a new Booklet entitled, Algebra Booklet #1

In the Booklet we had already started to write down notes. After the first page we had written.....

This album is powered by BubbleShare - Add to my blog

#1. Tab Title: Key Words

Variable: a letter or symbol representing a quantity ( number)

Example

Epressions: an algebraic epression has many answers.

-it shows a pattern

-n+6 shows the pattern of a number increased by 6

Equation: an algebraic equation has only 1 answer.

Example:

#2. Tab Title: Words that mean +, /, x, -, =

Adding

add
sum
total
plus
combined
addend
more than
gain
increased

all together

Subrtacting

subtract
minus

reduce
difference
take away

subtrahend

decreased by

loss
diminish

less than

Multiplying

multiply

product

multiples

factor

times

groups of

sets of

number of groups

exponent

times greater than

repeated addition

Dividing

divide

quotient

percent of

dividend

divisor

half of

times less than

repeated subtraction

the last little space is for equals but we did not write anything there yet.

#3. Tab Title: Sample Questions

You have to write the date. These questions are due for Tomorrow, April 13th 2007 Friday

You have to write what the sentence is telling you to do.

For example:

8 more than a number- 8+n

The questions.

1. three times a number

2. three more than a number

3.three decreased by a number

4. three less than a number

5. one third of a number

6. eight more than three times a number

7. eight less than three times a number

Extra:

You can do these questions if you want.

1. seven less than four times a number

2. seven decreased by four times a number

3.nine less than twice a number

4.nine less than half a number

5.seven times a number increased

6.seven times a number increased by four times the number

so this is what we did in class for those of you who wern't at class this morning*ahem* ahem*

-Jaymie S.-

Fiel's Bob

2007-04-10T15:58:00.000-05:00

Well fraction is kinda hard for me because you have to do the converting fraction and the reducing fraction... and I don't even know how to do it ...... so now I know how to do it because I always paying attention and I always focusing my work..... so when the test come, I am able to answer all the questions... and specially I practice it by answering the PURPLE BOOKLET... so the purple booklet is a big help to me. It help me to practice in addition, subtraction, multiplication, division, LCD , equivalent fraction and etc. Learning this thing could be apply to the lessons we will be learning in grade 9 and i am glad that they teach me this kind of topic.

THE UNPROJECT:

1. Did you like the unproject.
- I enjoyed doing the unproject, because I get to work with a partner.

2. Did the unproject make you work harder than you usually would?
- Well some of the question we didn't get it, but me and my partner we try our best to finish our work

3. What did you like best about the unproject?
- By doing the designing thing.. just like the glowing words on the wiki.

4. What would you change about the next unproject?
- I would put videos, and make it better.

5. Did the unproject make you learn more because you were doing a different type of project.
- I learn a lot of thing about fraction just like the reducing fraction and the converting fraction... before I don't know how to do the converting and reducing but now I really know how to do it and I am proud to myself.

F-i-e-l

Rina's Bob

2007-04-10T15:33:00.000-05:00

In this unit, the easiest thing that I learned was adding and subtracting fractions. It was easy for me to understand and I got some help from my friends. The purple book helped me on how to add, subtract, devide and mulitply fractions. The hardest thing that I learned in this unit was deviding fractions and a little bit of multiplication. It took me a while to learn because I didn't really understand it very well, but my friends helped me. My goal for the next unit is probably to listen more so I can understand easily what I am being tought.

For the unproject, the best thing that I liked the most was was the backround information on all the different kinds of fractions. I liked this part the best because it was the easiest part, and I had the information about it on my big paper.

orange and green =)

Junebe's BOB

2007-04-10T08:39:00.000-05:00

Fractions:
This grade eight unit of fractions wasn't that difficult for me. I sort of get fractions but the word problems I don't really understand. In word problems I get confused because I think its either multiplying, dividing, adding, or subtracting. The most easiest thing I learned this unit about fractions is multiplying. I think multiplying is the easiest, because I like it when I cross reduction it. My goal this year is to practice my word problems.

The Unproject
For the Unproject my partner was Rivka. We did a slide show explaining about Adding, and subtracting fractions. The thing that I like best for doing this project is when I was searching for pictures, and example questions. The part that I disliked about the project is NOTHING.! lol well I think thats all I have to saaay. LAATERZ

Maxine's BOB

2007-04-10T08:17:00.000-05:00

So I found fractions a piece of cake. Though I did find word problems a little challenging. First we learned about all the types of fractions. Out of the four there are, proper, improper, mixed, equivalent and lowest common denominator. We made a big paper on these topics, mine is completed. Then we learned to add, subtract, multiply, and divide fractions. I found this all a piece of cake too. To help us we had to do pages on the purple booklet for homework or practise. I always did my homework, that's why I get it. On the purple booklet I was stumped on a few word problems but I got them after. I just get mixed up when it comes to dividing or multiplying in a word problem.

Unproject
Well I had the bestest partner ever, CJ. We sang a song about topic #1. Which is about fractions. I think we did very well and we deserve a good mark. We did all the background information you need to know and our song is awsome, though I made like one major mistake and Mr. Harbeck said we could cut and paste stuff to delete it but nope, so you can laugh at my mistake because so do I. What I liked best about this project was practising singing the song. I had so much laughs with CJ. And I'll admit this project was a little harder than most of our assignments and CJ and I finished the night before so yea... and if I had to change anything about the next project I would change the marking rubric. SO THAT SLACKERS CAN'T GET GOOD MARKS!! Because it ain't fair! Different type of project definately and it did make me learn more because I had to know about it a whole lot to help with the lyrics. And did I like this project? Yessir!

Michael's Bob

2007-04-10T07:27:00.000-05:00

To me fractions are alright for me. I know most of the things you have to do like converting fractions and reducing fractions. I had some trouble with this fraction unit but I would of been able to understand everything if I actully tried during school, not being lazy and pay more attention during class. The things that helped me learn this unit was by doing my purple book and my big paper.

I wasn't a big fan on doing the unassighnment. Actully, im not even done doing my project so it's late right now and I guess I lost a quite a bit of marks. The only thing i liked about while doing the unassighnment was making up the questions. This project was harder than all the others we've done so far because i decided to work alone without a partner so I had to do all of the work myself.

*michael alohhaa*

Paola's bob (fractions)

2007-04-09T22:51:00.000-05:00

fractions for me is no prob!since i studied it in my elementary years. But when the word problem came in the scene(test), this is what makes me sooooo!!confused!I don't know how to solve it since there is no mathematical signs on it, instead they used words. so i focused on working in word problem. i practice it by answering the PURPLE BOOKLET!
PURPLE BOOKLET is a big help to me. It help me to practice in addition, subtraction, multiplication, division, LCD , equivalent fraction etc. Learning this thing could be apply to the lessons we will be learning in grade 9 and i am glad that they teach you this kind of topic.

The Unproject
This is the most fun unproject i ever did!!!!we chose to do a song, Camille and Me. I also enjoyed watching and seeing the unprojects of the other students from my class and from different class. The personal background is like doing a scribe because you put all the things you've learned in fractions and putting slides. I think that in this way of making projects, it would be easy and a big help for students like me to learn the topic but in different way that students are not only learning but also enjoying.

JOREL'S BOB

2007-04-09T21:49:00.000-05:00

Fraction is kind of easy to me though I don't like it because you need to take so many step at some problems. Sometimes you need to convert, or reduce and stuff. But its still easy for me. But sometimes some of the question confuses me especially the word problems. I don't like word problems. OH YEAH we did an unproject.

I don't really like the unproject because I don't use wikispaces much. I really work hard on this harder than usual. The one I like best about the unproject is the one where I searched the definitions of some words like fractions, proper fractions, mixed number, etc. I guess next time I'll put the picture with the definition rather than putting it in a seperate link. I didn't really learn anything more when I look at the unproject because I already know all of them. I already learn all of them.

BOB fractions

2007-04-09T21:39:00.001-05:00

fractions??? uh i think i started learning about fractions when i was in grade 1. but i strated learning adding, subtracting, multipying and dividing fractions when i was in grade 4. but i forgot all about it, like i forgot how to do it. anyway, in this unit, i learned about fractions again (kinds of fractions, how to add, subtract, multiply and divide fractions). when we started doing the 1st page on the purple booklet, i thought that i wouldnt be able to understand on how to do those things, but i actually do understand it. i have struggled in some of our quizes because i really get confuse of some fractions especially when it comes to adding and subtracting fractions. well, the purple booklet really helped me to understand everything. for me, i really think that i did a great job, because im not really having some problems in this term not like before.

lets talk about the unproject thingy, well i really had a great time working with my partner which is junebe. well the project that we did was a slide. we did it because we thought that was the easiest. in our project, we explained about our topic, our topic was adding and subtracting fractions. we also put some examples in each slides. its kind of hard though, especially when draw some pictures on paint =). but yeah, atleast me and junbe have done something and we really gave lots of efforts doing that. well i think thats all i can say about our project.

oh yeah!! thanks mr henley and mr harbeck for helping and teaching us about fractions!=)

-RivkaC. 8-17

Shawn's BOB

2007-04-09T21:26:00.000-05:00

Personally, i didn't like the unassignment, actually, i didn't like the unproject at all. Well, there was one thing i liked and it was making the pictures, but putting the info wasnt all the great either. The unproject sure did make me work harder than all other assignments we did, but thanks to jake being there and helping me, he cut down the work.

What i liked best about the unproject was like i said, making the pictures because it helped me to use other programs to make the diagrams for our unproject. What i would change about the next unproject, is that i would choose a different selection for the choices we had to choose from. Like a video for example, it would be a great experience ;P. The unproject didn't really make me learn more about fractions because i was doing a different type of project because i think fractions are easy because my grade 6 teacher taught us well on fractions and i carried it to grade 7 and 8, so i think doing this unproject didn't really make me learn more, but it made me work harder.

tgeeehh boy this is SHAWN

Andrea's Fractions B.O.B. =)

2007-04-09T18:38:00.000-05:00

Fractions. When I first heard that we're going to talk about fractions in Math Class, I first thought it's going to be easy. Because fractions are somewhat introduced to regular students at like, Grade 3. But half way through the lesson, I found some things complicated, like the borrowing part.

But of course, by listening attentively, the borrowing part is as easy as pie. It's just hard when you first look at it. And I find word problems really tricky. Thanks to the purple booklet! I practiced solving word problems in different types: addition, subtraction, multiplication, and division. The best part for me is the multiplying and dividing fractions. The things is, back in my elementary days, finding the LCD and cross-reductions became really hard for me. But now, I find it really easy and somehow very interesting.

The Unproject. I liked (and I still do!) the idea of the unproject because I think it's a very unique and smart way to show our knowledge and creativity. Different students picked different kinds of projects. Some did a movie, a song, and an animation. Depends on how they want their own abilities to be seen. I, myself, did a quiz that would be good for reviewing. When Mr. Harbeck announced that we're going to have unprojects, I was really weirded/freaked out because I thought it's really, really hard to do. But when I tried, I got really busy. Just so when I realized that the unproject isn't really that hard (I just had it inside my head), you just have to give it your all. It really got me all worked up because I was thinking that I was on my own, and I have nobody to rely on but myself. Though I actually didn't start the unproject until Spring Break's over (lazy bum!). But I'm pretty surprised that it turned out a lot better than I've expected :) But next time, I'll try to have my unproject done before the night of the due date, so I won't have to rush or stay up all night doing the unproject.

See for yourselves! Here's a link to my Wiki Unproject (though this is linked to my Background Info. Just click the link there to navigate to my actual unproject):

Janna's Blogging on Blogger a.k.a B.O.B

2007-04-09T18:25:00.000-05:00

Fractions Unit:
Our fraction unit was complicated. I did learn how to add and subtract same denominators in grade 5 but not multiplying or dividing or even finding the LCD. I got the adding and subtracting right away. I also understood the multiplying and dividing too, I just didn't know when to do in a word problem. I still get confused while doing some word problems. The Purple book helped me practice the four types of fractions as well as finding the L.C.D. I mostly had my work done in the purple book when it was assigned, Otherwise my work was always completed.

The UnAssignment:
I really had a fun time while doing my UnAssignment. My sister helped me out and we had many laughs together while filming the video. It definatly took a lot of time (9-11 hours)but in the end I'm happy how it came out. Although I didn't actually start the project until 2 days before the project was actually due (I have a very bad procrastination problem hehe) It still came along. It took a lot of takes before it was right. The UnProject didn;t make me work harder than I usually work because when it comes to projects and test I always work and study really, really hard. (Although, I still can't beat Jake) The thing that I liked best about the UnProject was spending time with my sister. It also kept the information fresh in my head. I kept repeating all of the information and now I don't think I'd be able to ever forget this stuff. The thing/s I would change about the next UnProject would me be starting the project sooner so I wouldn't be rushing to do it. I would also have thought out everything before filming because it wasted some time. The UnProject was definatly different than any other project that I've ever done before. So... Of course I learned a lot more than a normal project would teach me. Basicaly I learned how to use Windows Movie Maker and I got experiance in acting like Ellen DeGeneres and Oprah. Also maybe someday I'll have my own talkshow. Well actually no, I don't think I'd want one!

Thanks Mr. Harbeck and Mr. Hanley for teaching me some really cool stuff and also giving me a chance to do such a unique project such as the UnAssignment!!!

You can see my UnAssignment by clicking on the following link!!!
http://spfractions.wikispaces.com/Janna+8-17+and+Vanessa+8-73

-------------------------------------------Janna K.-------------------------------------------

John's BOB

2007-04-09T17:25:00.000-05:00

In this unit we learned about fractions, how to add, divide, multiply and subtract fractions. I learned how to convert improper to mixed fractions and how to convert mixed to improper fractions. After that Mr. Hanley gave us the purple booklet to work on. We have to finish every page as we go on to our lessons. It help me to understand fractions more and learned a lot. I still get confused on word problems because of that there is no symbol just words and numbers. Fractions wasn't that hard when you know what your doing.

Unproject Reflection
1. Did you like the unproject.
I enjoyed doing the unproject, because I get to work with a partner.

2. Did the unproject make you work harder than you usually would?
Yes, me and my partner did our best.

3. What did you like best about the unproject?
I like the part when it was finish and complete.

4. What would you change about the next unproject?
I would put videos, and make it better.

5. Did the unproject make you learn more because you were doing a different type of project.
I learn a lot from the unproject because I get to do fractions and put everything there is to know about fraction.

NiCoLe'S >>BOB<<

2007-04-09T17:17:00.000-05:00

I still remember when I was in grade 4, we've studied the same thing. Our teacher taught us about the adding, subtracting, multiplying and dividing of fractions. I already thought that it won't be as easy as some thinks and that it will take me a long time in order to understand the topic. I felt so s__pid especially when my teacher is explaining and I can't even answer her questions or even participate because I don't know how to do the thing that she wants me to do. I want to ask her if she can help me to explain the topic but everytime that I will go to her room, I'm really scared. Maybe because I always think that she will get mad, shout at me and will say that I don't understand it because I wasn't paying attention. So what I did is that I study very hard. But still, I did not got it and still confused.
Ever since, I got scared in math subject especially when we study the fractions. But when I was in 1st year(grade 7), my teacher helped me a lot. She taught me not to be scared in this subject because it's not as scary and so confusing as what I think. She said that I should have not take it very seriously or else, I wouldn't be able to see and feel how fun it is. I really followed her advice. And yes!!! It really worked!!!
So now, I'm not scared no more!!! I sometimes struggle but I don't give up.
I really learned a lot and it even clarified the things that I don't understand. I now learned how to divide the fraction. I learned how to multiply the fraction as well as to add and subtract it. Mr. Harbeck gave us some advices how to solve it easily. Whenever he teaches us, happy/funny moments cannot be missed. That's why I felt so alive especially when his subject was our first thing in the morning. Adding Fractions isn't that hard. First step is to get the "COMMON DENOMINATOR" and when you already get it, you can now solve it. But you have to make sure that the answer that you're going to encircle is the "LOWEST TERM". Same thing with Subtracting Fractions. You have to make sure that the denominators are the same. Subtract both numerators. But if the first numerator is smaller than the second denominator, you have to do the borrowing and then subtract it. In Multiplying Fractions, you don't have to get the common denominator. You just have to multiply the numerator and next is the denominator. When you get the answer, you must simplify it. In Dividing Fractions, you don't even have to find the common denominator but you may notice that it is a little bit different from the others. The first step is to inverse the second fraction. It is now reciprocal. The second step is to multiply the first fraction by the reciprocal of the second. And the last step is to simplify the fraction.
Now, I know that I can answer any fraction problems without hesitation. I hope that I would be able to pass the test tomorrow.

Please click the following link to see my Wiki- Unassignment Project : http://spfractions.wikispaces.com/Nicole+S.+817

>> GOODLUCK TO ALL OF US FOR OUR TEST TOMORROW<<

Ian's BOB

2007-04-09T16:01:00.000-05:00

In this unit we study about fraction. We study about all kinds of fraction. Also we learned how to convert improper fraction to mixed fraction and mixed fraction. But these are just the beginning. I don't really know that fraction is easy. When Mr. Harbeck and Mr. Hanley started the adding fraction, I thought that I can't do it. When they teach us about it, it became easy to me. Also the mutiplying, subracting, dividing are easy. We learn about the LCD, cross reducing, reciprocals, and many more. The pink sheet really help in this unit. I discover a lot of things because of it. Thank to Mr. Harbeck we learn a lot of things about fraction.

I wish the next unit is easy too.

unassignment project

1 Did you like the unproject.
yes it was so exciting
2 Did the unproject make you work harder than you usually would?
yes I really work than ever before.

3 What did you like best about the unproject?
explaining the background impormation.

4 What would you change about the next unproject?
creation.
5 Did the unproject make you learn more because you were doing a different type of project
yes because I research and discover more.

-Ian "CHESTER" Abad

Marielle's BOB .

2007-04-08T22:28:00.000-05:00

The fraction unit was sort of easy, yet sort of complicating at some points. What I found easy was making fractions equivalent to each other & multiplying them. It was easy for me because you only had to multiply the numerators by each other then the denominators. The part that confused me the most was the word problems because I sometimes forget when to multiply/ divide/ add/ or subtract. Right now, I sort of know how to do it, but I still need some help at times. During this unit, what helped me the most was using cross reduction. It helps a lot because it makes numbers easier to multiply.

Also in math, we did an unassignment. As a partner, I chose Angelic M. It didn’t really take us as long as we thought it would. For the unproject, we did a song about fractions. It didn’t really make me work harder as I usually would; the fact that I procrastinate a lot. What I liked best about doing this unproject was trying to sing the song with Angelic because we had non stop laughs & a lot of fun. What I would change in the next unproject is to maybe find a way to make our background info more creative and to work more on our song and see if we can make it better. I don’t really think that doing this unproject made me learn more because the only thing we had to do here was explain what fractions are. Basically, they are parts of a whole. However, if we were to talk more in detail, we would talk about the different types and how to solve/convert them; which is pretty easy. I guess the only thing that this made me learn more about was using different computer programs to edit and record our song & different websites to make our images and put them into slideshows.

+ muuuuriellers .8-17

BOB ; Fractions

2007-04-08T21:53:00.000-05:00

In this fraction unit, things weren't really difficult. As we were learning about the unit, there were some things that refreshed my memory and things that fixed some problems that I were having with no questions asked. One thing that gave me trouble were word problems. It confused me on when to multiply or divide on the problems. I still need some work on that and hope to find a more easier way to solve them. Also I did have trouble on drawing the pictures to compare on the problems, but when Mr. Harbeck explained it over and over again, started making sense to me.

On the un-project assignment, my partner was Jaymie. We made a slideshow on explaining "What Are Fractions??" First we made some pictures to explain our background information. Then we brainstormed some things on how to make our slide show perfect. It took us a lot of time to put it all together and it wasn't easy. We used every reference that would help us to put it all together.

I hope the next unit will be easy and not so confusing.

- Amy L.

kristian's BOB

2007-04-08T20:11:00.000-05:00

What I learnedfrom our lesson about "fraction" are. The definition of fraction, the different kinds of fraction which Proper, Improper, Mixed, Equivalent fraction. I learned that the denominator tells how many of a whole is being divided while the numerator gives part of a whole. I also learned how to cconvert mixed fraction into improper fraction and convering improper fraction to mixed fraction. I also learned how to add, subtract, multiply, and divide fraction. I learned that adding fraction, only the numerator is being added/subtracted while the denominator remain the same.

I hope I gonna get higher marks in this term...

MISTAKE !

2007-04-08T16:59:00.000-05:00

WHEN IT SAYS :
Then, multiplying, because when you're multiplying fractions, all you really have to do is cross multiply if it is possible and multiply.
IT SHOULD SAY :
Then, multiplying, because when you're multiplying fractions, all you really have to do is cross REDUCE if it is possible and multiply.

SORRY (for any inconvience),
CJ

BOB - Fractions

2007-04-08T16:32:00.000-05:00

Fractions can be very complicating. However, the easiest thing to do with fractions is add. Only because it's practically the easiest thing to do in math? But, the neckst easiest thing would be subracting, because it is kind of like subtracting normal numbers. But in order to add or subtract fractions, you must have the same denominator, (LCD), which isn't hard to find if you know your times table. Then, multiplying, because when you're multiplying fractions, all you really have to do is cross multiply if it is possible and multiply. Dividing is easy too, i guess. Only because you're not really dividing, you're multiplying. Reflecting on my work habits: I do all of my work on time. On Thursday, i was having trouble with the word problems because i didn't know when to multiply or divide, or add or subtract and then multiply or divide. That could be something i should probably work on before the test on Tuesday.
We were un-assigned an un-assignment. I was partners with Mackseeen and it was pretty fun. This un-project sort of made me work a little harder, but that may only be just because we kind of didn't really start 'til a week or two after it was un-assigned. =\ WHOOOOPS. But we got whatever we needed, done. What i liked best about the un-project was that we had no rules and anything was acceptable. As long as we explained everything an alien would want to know about fractions, how to multiply and divide fractions, or add and subtract fractions. What i would change about the neckst un-project is when it was un-assigned because it was un-assigned during spring break, and even though it was, i guess, a better date to un-assign it because we could get to see our friends during spring break, me and macks only met one day out of the nine. And two or three days after that. But it was more than enough time to complete this un-assignment. I guess i learned more than what i would have learned if we just did a boring assignment/project because it was more fun. And the stuff you learned while having fun will stick in your brain longer? Well, that's the way i see it.

Un-completed by,
Carmie-Jane

Camille's B.O.B Fractions

2007-04-07T18:31:00.000-05:00

I really had fun and I also learned alot about fractions. When I first saw adding, subtracting, dividing and multiplying fractions, I thought it was hard, but when I tried solving them, it was very easy. I think the easiest part that we did was adding fractions (actually, I think all of them are easy). Adding fractions is the easiest one because when I do something to the denominator, I just need to do the same thing to the numerator. Then you have to cross reduce (if there is something to be cross reduced). After that, I just have to add the two numerators together and the two whole numbers (you only have to add the two whole numbers if you have a mixed fraction) ***don't do anything or don't add the two denominators. If you have improper fraction, you need to convert it into mixed fraction. If you have a mixed fraction and a proper fraction, you don't have to do change or do anything to the whole number, just put it into your answer as your whole number. I learned that you can make your answer into a drawing (drawing a shape and cutting them in halves, thirds, fourths, etc.). I also learned that we can cross reduce in questions like multiplying and adding. I think the hardest part was solving word problems because I didn't know what symbol to use, I didn't know if I have to use either adding, multiplying, subtracting or dividing, but I know how to read word problems now, THANKS TO MR. HARBECK. I think I did all my homeworks and assignments in the purple booklet. I also finished my big paper with the adding, subtracting, dividing and multiplying fractions. I did bad on some of our tests.

I had fun and I liked the unproject that we did. My partner was Paola. The unproject wasn't hard for me at all because all we did was explain mixed, proper, improper and equivalent fractions, and we also had to explain how to convert mixed fraction into improper fraction and how to convert improper fraction into mixed number. We also had to make a lyrics and we had to sing it, but it make me work harder because we had to use recorder and stuffs and we also did the project all over again when we had mistakes. The best thing i liked about the unproject was when we sang and rap. That was really fun because I went to Paola's house to record and watch, eat, and chat. I would add more informations and take the project more seriously and have more pictures too if we're going to do another unproject like what we did before about fractions. This unproject didn't really made me learn more because all we did was explain the different kinds of fractions, that's all, but one thing I learned was how to use the COOL EDIT because that's where we recorded our song.

If you want to look at my project, click here!!!!

*** PLEASE TELL ME OR LEAVE A COMMENT IF I DID SOMETHING WRONG OR IF I MISSPELLED A WORD!!!
THANK YOU!!!

I hope I would learn something new next time. I also hope to get higher marks in the third term.

- Camille T. -

Jake's Fraction smells like BOB

2007-04-06T17:56:00.000-05:00

Let's see... this so called fraction unit wasn't all that difficult. It's just the way I was taught how to do it this year is different from the way i learned how to do it in grade 6. For me... i still think the way i was taught is easier. The most difficult part for me is the problem solving. I am soooo confused when it comes to those things, but i guess i just have to go to my grade 6 teacher and learn.

We had an unassignment project that was unassigned to us and i chose the shawn maestor as my partner. We worked together on it everyday in the break, we stayed up at night, talked on the phone all day and so on. For me... I don't want to put this into harsh words or anything, but i personally don't like projects or assignments and especially unassignments. The unassignment project was just like other projects i've done... it did make me work harder because i'm a procrastinator, but otherwise, it wasn't all that hard. The thing i like about doing the project is i got used to using this graphics program called Adobe Photoshop... i always see my brother use it... i guessed with the designs it carried, it can make my project creative. The thing i would change for the next unassignment project is the selection of the choices we had to choose from. I would like to create a video with friends. The unassignment project didn't really make me learn more, because i explaining what fractions are aren't all that hard... i was born with a fraction on my head. It did make me learn how to use other wikitools and picture programs.

I hope the next unit will be how to add 2 digit numbers... or as easy as that.

Love,
-Jake H.

Boeun's BOB - Fractions

2007-04-05T19:16:00.000-05:00

I had so much fun with this unit, because I thought this unit was the easiest one that we learned from the first day of the school, until now. It also refreshed my memories about fractions too. The easiest part was to multiply the fractions. I only had to do cross reduction and multiply the Numerators and the Denominators, than I just had to put it into a mixed fraction or a proper fraction. The hardest part was to figure out whether I should solve the word problem with adding, subtracting, multiplying or dividing. Now, I know what word means to add, subtract, multiply or divide. I learned that you could estimate the answer by drawing a picture. THANKS MR. HARBECK & MR. HANLY! =)

I had fun with doing my fractions assignment. My partner was Sarah, and I think we really worked hard as a team. We made a PowerPoint slide show for our project. The project really made me to work more harder than I usually would. If Mr. Harbeck didn't assign the project, I would have been fail the tests that we had during this unit. The best part of all was to make a slide show. The bubbleshare didn't work so I used slide.com instead, and it turned out really well so I think it was the best part. If I have another chance to do this project again, I'll write the information more specifically and will have more pictures and questions to explain more. This project made me learn more too.

I hope I would do well with the next unit that is coming up, and I wish that I won't forget about the fractions.

- Boeun S. -

BOB-Fractions

2007-04-04T20:40:00.000-05:00

This unit really refreshed my memory on adding, subtracting, multiplying and dividing fractions. The unit started out really easy and ended kind of easy too. The hardest part I think was trying to figure out what operation you had to do when answering a word problem but I think I've got the hang of it. The easiest part was multiplying fractions. All you had to do was multiply the numerators and then the denominators. I did learn some new things like that you can cross reduce in questions and how to estimate the answer to a division question using pictures.

We did an un-fraction math project in math. My partner was Amy and we decided on making a slide show for our project. First we had to do the background information of our project. I think that we did a good job and will get a fairly good mark. Here is the link to our project. We also did a purple booklet that had problems all about fractions. It wasn't easy and it wasn't hard. Most of our test questions were based on that booklet.

I hope the upcoming units are easy just like this one and that I hope that I am ready for this part on the exam.

-jaymie S.-

rivka's super scribe Equivalent Fractions

2007-03-11T20:15:00.000-05:00

Equivalent
fractions

Equivalent fractions >> are fractions that have the same value or represent the same part of an object.

example: If a pie is cut into two pieces, each piece is also one-half of the pie. If a pie is cut into 4 pieces, then two pieces represent the same amount of pie that 1/2 did. 1/2 is equal to 2/4 because 1/2 is the lowest term of 2/4, and when you crossed multiply 1/2 and 2/4, they have the same product.

I used continuous division in getting the lowest term of 2/4...

you can also cross multiply the fractions to know if the fractions are equivalent...

or you can get their decimal to know if the fractions are equivalent...

well that's all i know about equivalent fraction... hope you understand my explanations.. =D

just comment if you have questions or if i did something wrong in my super scribe... ok??

-rivka cabalquinto 8-17

Amy's Scribe Post ; Common Denominators

2007-03-11T19:55:00.000-05:00

What is a Common Denominator?

A Common Denominator is 2 or more fractions that have the same denominator.

There are 2 simple rules to solving Common Denominators if they don't have the same denominators:

There are also many ways into solving Common Denominators. Look at the bubbleshare for 1 kind of example.

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There is also another way when you don't have to cross multiply to get the Common Denominator. That way is when the denominators have the same factor.

I hope you understand my explanations of Common Denominators and I hope this explanation will help you throughout the future :)

SUPER SCRiBE: Subtracting Fractions

2007-03-11T18:29:00.000-05:00

My super scribe is about subtracting fractions. Here are the steps :

CHECK if they are the same type of fractions. (Mixed/ Improper/ or Proper) If they are not the same, convert them so that they are.
Then check if they have the same denominator. If they do not, make them equal by either cross multiplying or multiplying it by a number that will make it equal into the other denominator.

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Once the denominators of the fractions are the same(equal), you subtract the numerators. If possible, simplify (reduce) the fractions. Whatever you get from subtracting the numerators, you put over the denominator. The result is your answer.

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>> Marielle D. 8-17

Super Scribe : LCD =)

2007-03-10T14:25:00.000-06:00

LCD LCD LCD LCD LCD LCD LCDLEAST C0MM0N DEN0MiNAT0R

First, what is LCD?
Least Common Denominator ~> It is the smallest common factor of the denominator.
[!] We use the LCD to make fraction operations easier.

For example, I have 1/4 and 3/5. Let's try to make the denominators the same by using the Least Common Multiply method:

Our LCM is 20, which will also be our denominator.
Important: What you do to the bottom of the fraction, must also be done to the top.

This is our LCD:

> A useful link that talks about LCMs and LCDs (also provides practice exercises).
> Find about Adding Fractions: Nicole's Scribe.
> Comments are appreciated, thank you.

SUPER SCRIBE DONE BY: ANDREA TRIA, 8-17 =)

NiCoLe'S sUpEr ScRiBe PoSt....

2007-03-09T10:57:00.000-06:00

What is "FRACTION" ?

- A fraction is a number written in the form: N/D. Where N is called "NUMERATOR" and D is called the "DENOMINATOR".

- It also expresses part of a group.

Adding Fractions...

-If the fractions have the same denominator, their sum is the sum of the numerators over the denominator. We do not add the denominators. But we can reduce it if necessary.

Examples:

3/8 + 2/8 = 5/8

- However, if the fractions have different denominators:

1) First, find the Least Common Denominator or LCD.

2) Then write equivalent fractions using this denominator.

3) Add the fractions. Reduce if necessary.

Example:

3/4 + 1/6 = ?

The Least Common Denominator(LCD) is 12.

3/4 + 1/6 = 9/12 + 2/12 = 11/12.

Example:

2/3 + 2/7 = ?

The Least Common Denominator(LCD) is 21

2/3 + 2/7 = 14/21 + 6/21 = 20/21

===>>> If there is something wrong with my report, you are welcome to write a comment.....:)

Adding fractions

2007-03-08T19:05:00.000-06:00

I chose to do Adding Fractions as my scribe post. There are about 3 different ways of adding fractions. Look at the bottom.

These are the rules

These steps show you how you can convert back and forth.

1. First way is when the denominators are the same. These are the easiest fractions to add.

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2. Second way is when denominators share a common denominator.

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3. Third way is when the denominators don't share a common denominator so you have to cross multiply.

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Hope you have learned somethings about adding fractions.

BOB - Proportional Reasoning

2007-02-26T23:00:00.000-06:00

When we first started this unit, I was totally lost. I didn't really understand any of the things Mr. Harbeck was teaching us. Then as the year went on, and we learned more and more about Proportional Reasoning it started to come to me and i started to understand these things, because we learned how to solve these problems by using XKY charts , Ratio Tables and Equivalent Fractions.

What i found easy about this unit was to finish the activities in the bluebooklets which were also aobut Proportional Reasoning, but in shapes and numberlines. What i found to be the most difficult was the word problems because they had some complicated stuff. I say this unit in Proportional Reasoning has taught me how to solve alot of problems in muliple ways, which may come in handy in the near future.
-ShawnMasesar817

pAoLa's cUmULaTivE tEsT qUeSTiOn 8

2007-02-08T21:31:00.000-06:00

8. A child can run 5 blocks in 2 minutes. How long does it take the child to run 8 blocks, at the same speed.
solution in 3 ways(cross multiplication,equivalent fraction and ratio chart)

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Nicole's Culmulative Review Question #1

2007-02-08T20:27:00.000-06:00

(1) You have a notebook of 23 sheets of paper; and 3 of them are black. A page falls from your notebook; what is the probability is was a black sheet?

To get the percent:

You divide 3 by 23, then multiply the answer by 100.

3 / 23 = 0.13

0.13 x 100 = 13%

question # 5 in cumulative question....

2007-02-08T20:23:00.000-06:00

answer!!!!!

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comment if i made some mistakes.. thnx... :D

-rivka cabalquinto 8-17

Cumulative ; Question Number 12

2007-02-08T20:09:00.000-06:00

(12) Dave interviewed a number of students in his school regarding their favorite ice cream. Dave claimed that exactly 40% of the 37 students interviewed liked vanilla the best. Is it possible to determine whether David's claim is correct? Why or why not?

David is INCORRECT ! 14.8 Students like vanilla ice-cream. It is not possible to determine David's claim you can't have a decimal of a person. View BubbleShare for explanation.

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Question 11 Alexm

2007-02-08T20:06:00.000-06:00

(11)Is taking 10% off a given item and then an additional 40% off the reduced price the same as taking 50% off the original price? Why or why not.

steps..................

-Choose a number you can easily play with... i chose ''100''
-10% off the original price(100) = 90
-My question; what is 40% of 90 = 40 "divide" 100 = 0.4 x 90 = 36

answer: NO, it is not 50% when you do this because you get the 40% of the 90 making it 36.

Question 7 - Cu-mulative Question

2007-02-08T19:35:00.000-06:00

(7) Christina practices figure skating an average of

15 hours per week. Kayla practices figure skating an average of 1.5 hours for every hour Christina practices. How many hours a week does Kayla practice?

1.5 (hours for every hour christina practices) x 15(hours per week) = number of hours kayla practiced. In this case, lets say christina practiced for 1 week which equals 15 hours. So... Kayla practices 1.5 hours for every hour christina practices.

1.5 x 15 = 22.5

kayla practices 22.5 hours in one week.

Question#9 : Cumulative Review Questions =)

2007-02-08T19:05:00.000-06:00

Question no. 9 /.

(9) Find the mean, median, and mode of the following sets of numbers.
» 2,5,7,8,3,6,4,5,1
» 12,4,16,22,19,4
» 78,45,45,78,60,75

Mean = Average

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Median = Middle

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Mode = Most Common

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Good luck on our TEST :)

BY: ANDREA T , 8-17

Question 3 > Cumulative Questions

2007-02-08T18:55:00.000-06:00

(3) Zach owns 34 black outfits, and about 5 colored outfits. If he choses his outfit at random, what are the chances that he will select a black outfit on any one day?

ANSWER :

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Camille's Camulative Review Question #10

2007-02-08T18:25:00.000-06:00

(10.)An ice chest contains 9 cans of apple juice, 8 cans of grape juice, 7 cans of orange juice, and 5 cans of pineapple juice. Suppose you reach into the container and randomly select a can. What is the probability that you will pull a,

Apple Juice
Grape Juice
Pineapple or Orange Juice

Question 4, Cumalative questions

2007-02-08T17:19:00.000-06:00

(4) What is the Square root of the following numbers. Use your perfect square chart and fractions. Do not use a calculator.
Square Root of 27, 46, 72, 115.
*Note: you may not be able to see the "Gizmos" I don't know why.*

finding the square root of 27 without a calculator. Watch this bubble share.

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finding the square root of 46 without a calculator. Watch this bubble share.

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finding the square root of 72 without a calculator. Watch this bubble share.

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finding the square root of 115 without a calculator. Watch this bubble share.

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Hope you have understood my explanations and good luck on your test tomorrow!

BOB Proportional Reasoning

2007-02-07T21:45:00.000-06:00

When we started proportion i have no idea what will i say if Mr. Harbeck ask me about it. But when we watch the video I started to learn something. I learned how to use "X K Y" and "equivalent fraction". But when Mr. H. give the house problems I'm completely lost again,but when he teach some example I all understand it. My favorite part of this term is when he gave us the question for the test. I like the ratio table because you can find the answer easily. I guess my marks will go higher in this term.

John's bob

2007-02-07T18:05:00.000-06:00

When we start doing proportions, I had no idea what to do especially when we got the blue booklet.But when we get to know more about proportion's I was starting to get it and also the video that Mr.Harbeck showed us it helped me a lot too. I also learned how to use the x k y chart and the ratio table. But when we get to the problem solving sometimes I get mixed up because some of the words it confuses me. This unit was not that difficult especially if you listened carefully. I hope that I did a good job in this term.

BOB-Proportional Reasoning

2007-02-07T17:59:00.000-06:00

When the first time I heard proportion, I thought that it was hard. At the first time we work on it I really thought I can't do it because I didn't know how to do it,but when Mr. Harbeck teach us the precious "XKY CHART,the unstoppable "RATIO TABLE", and last but not the least the prestigious "EQUIVALENT CHART".When I first saw the questions and the problem of the blue book I thought that i can't answer anything but when we learn that three wonderful solution i can answer all of that horrible and scary questions. The hardest part was when I had to made rectangles.I learn more in this topic and I really learned about the 3 solution. In the most of time I really used XKY CHART because i really think that it's easy.Sometime i find many hard question on it.

"IAN ABAD"

BOB-Proportioanl Reasoning

2007-02-07T11:52:00.000-06:00

I thought proportioanl reasoning was going to be hard but after the explanations from Mr. Harbeck, I thought it was easier. At first when Mr. Harbeck handed the blue books out to us, I looked through it and I thought it was really hard. After learning how to use the ratio tables, xky chart, and equivalent fractions, the blue book wasn't so hard after all. The most difficult thing for me now is knowing when to put the right numbers in the right place. For example, how to use equivalent fractions, I need to learn where to put the right numbers in the denominator and the numerator place. Sometimes the larger numbers go on the top and I would have switched the answer around. Other than that everything is just fine.

BOB ; Proportional Reasoning

2007-02-07T08:14:00.000-06:00

This unit was an interesting unit to work on because there were a few challenges and a few .. NON-challenges, i guess. "XKY" charts: I understood them because they were well-explained and they were easy to understand, but not at first. At first i was REALLY confused with them, but now i'm okay. Ratio tables: I understood them because just looking at them made sense and they were easy to use because of the making of the unit rate. I learned that finding the unit rate makes it easier to complete a ratio table. One thing i found out was that if an "XKY" chart, ratio table, or equivalent fraction pops up in your mind when you look at a question, then odds are ; that's the best way to figure out the question because it's easier to see or to work with. The blue book: I found easy and hard at the same time. But i found the lines, (instead of the rectangles and squares), the easiest because it was easy for me to solve, rather than the rectangles and squares. Overall, i liked this unit because it taught me a lot: how to use an "XKY" chart; how to use a ratio table; how to figure out proportion word problems, (which i understood after the first or second question!).

BOB - Blogging on Blogging

2007-02-07T08:09:00.000-06:00

I think that this unit was a long stretch for my mind. I think that I struggle for the most part of this unit. The easiest thing in this unit was the number lines in the blue booklet and the shading in the percent. The hardest part of this unit was learning how to use the "XKY" charts but now I know understnad how to do them. I think that I really have to try a bit harder. For me that how my unit went...i hope that I do better for the next unit.

QUI_K

BOB Proportional Reasoning

2007-02-07T07:54:00.000-06:00

This unit has been a challenge for me. I've learned how to do a ratio table, an XKY chart and how to solve proportion word problems. The first time I got the blue booklet and i looked through the pages, I thought it was so hard. Fact is I found it quite easy. So the easiest thing for me in this unit I think would be doing the blue booklet. Drawing on the scale was the easiest. The quiz we had I found hard to do. I just didn't get it, but when I learn it I'll remember it for the next test.

- - Maxine 8-17

BOB's-Proportionat, Reasoning

2007-02-07T05:50:00.000-06:00

I had no idea what proportionat reasoning was. I thought they were like ratios or a a portion of something or a piece. In a way I was right. I thought it may be confusing. When you gave us the blue booklet I was confused. I looked at the questions and thought to myself, are these really the questions? Simple fractions. I was wrong these thingas can be difficult, some require you to think really hard but others you get in a snap.I learned how to use equivalent fractions to solve problems first(I've always been a fraction person)the the xky chart next and lastly the ratio table. I think the most difficult part about proportional reasoning is reading the question carfully. This unit has taught me how to use these strategies(equivalent fractions, xky chart and ratio table) to figure out many other questions than just proportionat reasoning.

Summitted by J K Rowling(janna)

BOB-proportional reasoning

2007-02-06T22:19:00.000-06:00

proportions and ratio????it really gave me a hard time doing it because there are relationships with numbers and i kinda don't like relations with numbers....but as we go through this topic i understand it little by little on how to solve word problems...it also made the topic more easier when Mr.Harbeck gave us more ways like ratio table and xky charts.but i really can't understand until now the double the size of the shape like on the quiz....

I think the easiest thing i did was the white paper and the hardest was the double the size of the shape.i hope i can pass the test now that i understand how to do the proportions and ratio...

****pAoLa ****
+++8-17+++

Bob- proportional reasoning

2007-02-06T20:12:00.002-06:00

At first, when Mr.Harbeck told us that we will learn about Proportion, I was scared if it was going to be hard, but every time we learned proportion, it was getting easier and easier. I was glad that it was easier than I thought. The easiest part was the first 2 pages of the blue booklet. The word problems are still little confusing because I'm not sure where the numbers have to go, but I noticed that some word problems are easy too. I think this unit would help me a lot in the future.

-Boeun S. 8-17-

BOB - Proportional Reasoning

2007-02-06T20:05:00.000-06:00

During this unit, I’ve learned multiple things about proportions and ratios. When we first got the blue booklet, I thought that it would have been difficult to do; the fact that I didn’t understand much about it. As time passed, I’ve learned how to use XKY charts, ratio tables, and equivalent fractions to solve problems. I also found proportions easier than I thought.

What I found easy was trying to complete the shapes in our blue booklet so that it is equivalent to the fraction given. What I found hard was reducing and enlarging the shape (like the one on the quiz) because it confused me a whole lot. This unit has taught me a lot on how to use these strategies to solve some problems in real life.

>>Marielle D. 8-17

BOB-proportional reasoning

2007-02-06T19:34:00.000-06:00

proportional reasoning??? well, at first i thought its gonna be hard. but when mr.h gave us a blue booklet, and taught us how to solve the problems from the blue booklet, i realized that its not that hard. and yeah, i learned lots of things from this term. and i learned three ways in solving some problems like equivalent fraction, x k y chart and ration table. x k y chart and ratio table was kind of confusing but i still use it in solving problems. oh yeah, i was also confused in word problems, because i really dont know how to solve it like the one from the test:D.. the easiest part that we did is doing the blue booklet and the most difficult part is when we were learning about word problems... i really hope that i really did a great job in this term. im expecting that i will learn more things in the next term...

Rivka Cabalquinto-8-17

Andrea's B.O.B =)

2007-02-06T19:24:00.000-06:00

Proportion: The first time I heard that word, I thought it was hard to figure out. But when the class finished the unit, I was glad that I was wrong. It's really easy to do if you fully understand everything Mr. H had said. All I did was I payed attention. At the end, I didn't have any trouble on answering word problems.

And that's the best part. I thought word problems was going to be hard, because some word problems are long. But Mr. H was right, if you can read, then you'll be able to answer the problem. Now, doing word problems became easy, whether in equivalent fractions, ratio tables and XKY forms. But I guess I got used to the 1st way, equivalent fractions. So I often used that one.

BUT, I find the decreasing-increasing-the-original-size part really confusing. And too bad, that is a part of the quiz/test. :'(

In this unit, I learned a lot, and I hope to learn more next term!

`Andrea Tria, 8-17

<<<_NiCoLe'S B.o.B._>>>

2007-02-06T19:23:00.000-06:00

Before, I don't like it. But I know that even if it is not exciting for me unlike the other lessons that we already tuckled, I should study about it and ask someone to explain it to me so that I can understand it. Besides, it is my responsibility as a student and it will help me a lot to apply it to my everyday life and it will help me especially in my future.

The things that I don't understand before was...

1.How do you know that the keyword is right.

2.What do you have to do to be able to get the answer in 3 ways.

3.How to use the "RATIO TABLE".

4.How to use the "X K Y" chart.

5.How do you know that the numbers that are in " RATIO TABLE and X K Y" chart were the right numbers.

Until now, I still don't know how to answer if the number is not a happy number.

But now, I already understand all of it. I asked my seatmate(Andrea) and my other friends and they all did a very great job explaining it to me. With their help, I understand all of it now.

All I can say for now is "GOODLUCK FOR OUR TEST TOMORROW!!!" ...

_-Patricia Nicole-_.... :)

>>8-17<<

Camille's B.O.B.

2007-02-06T18:40:00.000-06:00

At first, I thought that learning Proportional Reasoning was hard. But when we started doing the blue booklet, I found out that it was easy. Well, some of them were easy and some of them weren’t. I learned a lot of things this term. For me, the easiest part was solving the word problems using the x k y, ratio table and the 1 other way. The hardest part was enlarging and decreasing the original size (just like the quiz). I think that the x k y chart and the 2 other ways to solve the questions were easy to do. I’m expecting to learn a lot more about something next term.

Camille T. 8-17

BOB-Proportional Reasoning

2007-02-06T18:07:00.000-06:00

When we started to learn Proportional Reasoning, i was completely lost. I had no idea on what to do and didn't understand anything. As we learned more about proportional reasoning, I started to understand it a bit more and now, i understand it alot... kinda. I learned a lot of things from this unit... from X K Y charts to Ratio Tables. What i found the easiest to do was probably the first page of the blue booklet. I'm still a bit confused on the word problems, because i get confused on which number goes where, but some word problems i do understand. This unit has pieced my understanding very slowly, but I've learned a lot of things that i can use in my day-to-day life.

Jakes Mangoalie - 8-17

BOB-Proportional Reasoning

2007-02-06T17:32:00.000-06:00

Well, in my opinion I thought that proportional reasoning was going to be really difficult. When I saw the blue booklet and when Mr. Harbeck gave us those questions, I really thought maybe I would have trouble with this unit.
After learning how to use ratio tables, XKY charts, and equivalent fractions to solve problems. I noticed that these questions weren't that hard. I think the more difficult part about proportional reasoning is not knowing which numbers go where and which chart to use. This unit have taught me a lot about how to use these strategies in real life.

Jaymie S. of room 8-17

Thursday Class (Feb1) AlexM

2007-02-05T18:41:00.000-06:00

*What is the best deal?

1. 20ft2 area rug $150

2. 10ft2 area rug $60

3. 40ft2 area rug $220

How to compare...

What we did in class

2007-01-31T19:53:00.000-06:00

Rina's Scribe Post 01/11/07

2007-01-11T15:44:00.000-06:00

Yesterday Mr.Harbeck gave us a blue book. And he told us to do page one. There was a question that he told us to do. It was number nine in our blue books on the first page. He told us to redraw question 9 on a piece of dotted paper. Here were the instructions he gave us...

1) Redraw question 9 on your scale.

2) Double the flag to make it twice the original size.

He aslo told us to color the shaded parts.

This is what we had for homework yesterday.

Then we corrected it in class.

Mr.Harbeck also told us to do another page for homework yesterday. Then we corrected it today. We did the second page of the blue paper.

sorry Mr.Harbeck. It'll take to long if I draw it... =) I'll just edit my scribe if I have time.

The next thing we had to do today was, Mr. Harbeck gave us 2 other pages to do for homework. He gave us some examples of how to solve the problems. For ex. One of the questions were

A. Give at least 4 names for what is shaded and show how you know it is right.

There were pictures and what we had to do was to give fractions.

EXAMPLE:

And there were other questions.

And here's an example of question B

Then we had to finish the rest.

And the next thing we did was, the fourth page.
There was a scale number line and we had to answer the question which was..

Find as many equal fraction names for the fraction of the top to bottom lines. Use the spaces below each set of lines to show each of the names is correct.

That's all we did today. Oh yeah. The homework for today are pages 3 and 4 in the blue book.

michael alota's scribe

2007-01-08T19:29:00.000-06:00

Today in class we first started out by putting some papers in our portfolio. When we were finished, we reviewed percents. Like what percentage means and we also got some questions. Here are the questions we got:

1) What is 40% of 92
answer: 92 divided by 100 = 0.92x40=36.8
2) what % of 60 is 24?
answer: 60 divided by 100 = 0.60
24x100 divided by 60 = 40
40%
3) 35 is what % of 42?
answer: 35 divided by 42 - 0.833 x 100 = 83.3

Also during class we got a yellow sheet that was handed out. The whole class did question one which is called Visual but not before Mr. Harbeck explained to us.

The question looked like this:

Visual

Mr. Ellen had the fallowing exercise on the overhead project for his class to do when they came in Monday morning. What was his message to the class? Look at or draw this number line and fill in the letter given in the instructions. The first one is done for you.

[M to I is +4]------------------- [ O2 to O3 is +4 ]

[I to O is -8 O3]--------------- [to G1 is -6]

[O1 to N1 is +7]-------------- [G1 to D is +3]

[N1 to N2 is +2]------------- [D to G2 is +8]

[N2 to O2 is -8]------------- [G2 To R is -4]

HOMEWORK

We had homework that was assigned to us today. First you u have to finish that yellow sheet with the number line and putting all the numbers and letters in the correct place.

Then we had the blue booklet. The first question says

A. Shade in 1/2 of the square in at least six ways.

B. Shade in 1/3 of the rectangle in at least six ways.

C.Determine what fraction of each flag is shaded.

Well that all the homework for math and I don't know who has and has been the scribe so bye.

Amalia's post

2007-01-08T19:28:00.001-06:00

Today in math class we had first whent reviewd the percent. A percent is a number out of a hundred. And also revied some questions : what is 40% of 92?
92/100 = 0.92 x 1 = 0.92% x 35= 32.2 that was my answer.
when we corrected it in class it whent like this

92 / 100= 0.92/1 = /4o 0.92 x 40 =36.8 36.8/92 = 40/100

Next Mr. Harbeck gave us problems of the week. And worked on visual. We had to figure out the message by filling in the number line. Example: m to i is +4 We had to solve negative and positive to get it done.

Then that mr.Harbek gave us a blue booklet. in question A. it says shade in 1/2 of the square in at least six different ways. So Mr. Harbek was examples.

Austin's Percentage Growing Post

2007-01-04T23:43:00.000-06:00

What is a good Definition of percent?? .

A Percent is a number out've 100
It can be converted into a decimal, fraction, or ratio

example-(80%)
fraction-80/100
decimal-0.8
ratio-80:20

How are three fifths(3/5), 3:2, 60% and 0.6 all the same??

They are all equivalent to each other
The reason why 3/5, 3:2, 60%, and 0.6 are all are the same or equivalent to each other is because, if u try to convert 3/5 into a decimal, you'd get 0.6. The way to get 0.6 is that you divide the numerator(3) by the denominator(5) and you'd get 0.6. If you converted 0.6 into a percent, you'd get 60%, this is because percent is out of 100 and in this case we've got 60% and 0.6 x 100= 60.

Finally if u convert 3/5 into a ratio, it would be expressed as 3:2 because the numerator (3) is put as the first part of the ratio which which is also 3 and than to get the second part of the right side of the ratio, you subtract the denominator (5) by the numerator (3) - (5-3=2) and you get the second part of the ratio and in this case the second part would be 2. The equivalent ratio for 3/5 would be 3:2

What are 3 different ways to find 35% of 80?

35%/100=0.35 x 80=28
80/4=20 or 25% 80/10=8 or 10% 20+8=28 or 35%
80/100=0.8 or 1%x35= 28

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

https://www2.blogger.com/comment.g?blogID=33406999&postID=4537420101415474115

you should look at this site because it explains percents using money and it might help you understand percents more?

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi have 200 students and Ms. Lowrey only have 100, Ms. Stanzi would have more students who mer their reading goal.
Stanzi= 200 / 2 =100 or 50% 100 students met their reading goal in here
Lowrey= 100 / 100 = 1 x 55 = 55 or 55% 55 students met their reading goal in here.

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

Got images on here but wouldnt upload onto blog.

rommels percentage growing post

2006-12-22T08:30:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

A percent is equal to a fraction out of a 100. It can be converted to a fraction, decimal, or ratio 12/30 = 40/100

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

-they are the same when it is converted
-the fraction is the same as a ratio
-decimal is equivalent to the fraction

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

-80\100=0.8x35=28
-80/100 x 4 = 28/80
-80/100= 0.8

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

http://www.bubbleshare.com/album/100361.93b182da574/3460039/overview

Michael's percentage growing post

2006-12-22T08:07:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

A percent is an equivalent fraction out of 100

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
They are the same because they are equivalent. They are equivalent because if u turn the ratio into a fraction of 3/5 and then divide 3 by 5 is 0.6 as a decimal. Then multiply the decimal to get 60% thats why3/5, 3:2, 60% and 0.6 are all the same.

Question 3
Show 3 different ways to find 35% of 80. (bubbl eshare is an excellent tool to animate the many different ways of finding these answer).

1) 35% of 80 80/100=0.8 0.8x35=28 2) 100/1=100 80/1=80 0.8x35=28 3) 28 over 80 = 35 over 100

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!
http://www.hostsrv.com/webmab/app1/MSP/quickmath/02/pageGenerate?site=quickmath&s1=numbers&s2=percentages&s3=basic This is a good website for percentages because it tells u how to use percentages and what is it. It also tells u answers of any questions. Its easy to use so try it out !

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi could be right. She could right because she might have more kids than Ms. Lowrey. For example, If Ms Stanzi had 34 kids in her class 17 students(34/2=17) in her class must have met their reading goal.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

We're trying to find 40% of some number is 16. In order to answer this question. We first need to find what 1% of this number then multiply the value of 1% by 100.

^ a grid of 10 x 10 grid

b) What is 120% of 30?

This is the end of your first growing post. It is due on Monday December 18. There are late penalties if you do not complete the assignments on time. Late Assignments will be accepted.

I commented on rommel.

LIMAS GROWING POST

2006-12-21T12:12:00.000-06:00

1. What is a good definition of a percent?
You should use words symbols, Pictures and numerical examples in your definition.
A number out of 100 (50% = 50/100)

it is an equivalent out of 100
symbol is %

2.How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

Question 3: Show 3 different ways to find 35% of 80.
1. 80 divided by 100= 0.8 times 35 = 28
2. 35 divided by 100 =0.35 times 80 = 28
3. 100 divided by 100=1 80 divided by 100=0.8

Question 4: Find a link to blogs that deal with percentages. Leave a comment behind and add the link with review.
http://linden8z.blogspot.com/

Question 5: The principal announced that 50% of the children in Ms. Stanzi"s class met their reading goal for the mouth and that 55% of the children in Mrs.Lowrey's class met their reading goal for their reading goal forthe mouth. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms.Stanzi be correct? Why or Why not?

Maybe yes or no. Because Ms.Stanzi has a lower percent, and Ms. Lowrey has 5 percent higher. But you wouldn't really know because it doesn't say how much students are in each class. And maybe because, there are less students in Ms Stanzis class thats probably reached a higher goal even though it's a less percentage, and for Ms. Lowreys class there are probably more students thats why.

Question 6: Use a hundred grid (unit square) to illustrate the following question. Once you have explained and illustated what the question means solve it.

a) 16 is 40% of what number?

b) 120 divide 100= 1.2 x 30= 36

hey

2006-12-21T09:04:00.000-06:00

im alex

Lenard's Growing Post

2006-12-18T22:00:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)
-To get a percent you divide a # then you times it by 100

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
-There all the same because the 3/5, 3:2, 60%, 0.6 there all = to fraction, ratio, percent and decimals.So they are equal to 3 over 5

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).
-1st --------80/100=0.8x35=28

-2nd -------35/100=0.35x80=28

-3rd -------0.35/100=0.0035x0.8=0.0028
Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
-50% of the class in Ms. Sanzi's class
-55% of the class in Ms Lowrey's class
-yes=she could be right because there are more kids in her class

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?16/100=0.16
1%=0.16
0.16x10%=1.6
b) What is 120% of 30?
1.20x30=36 36 is the whole part --36 = 120% of 30

Good bye!

Rina's Growing Post

2006-12-18T19:45:00.000-06:00

Question 1 -- What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

Question 2 --How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

They are the same because ...
3 / 5 = 0.6
so 0.6 is the decimal

Then ...

0.6 * 100= 60% which is the percent.

And the ratio is the same because 3 is the part and 5 is the whole. Then you have to find the other part. So then you subtract 5 by 3 and you get 3:2.

They're the same because they are equivalent.

Question 3 -- Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

35% (80) = ?

35/100 (80) = ?

35 (80) = 100?

2800 = 100?

The answer is 28% because if you cross out the two zero's in 2800 you have 28. Then you cross out the other 2 zeroes in 100. Then you devide 28 by 1 which is 28% so thats the answer.

There are more ways...

Question 4 --- Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

This site shows stuff on how to find percentages. You can also learn alot of other ways to learn math on this web site.

http://www.321know.com/pct.htm

Question 5 -- The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Maybe yes or no. Because Ms.Stanzi has a lower percent, and Ms.Lowrey has 5 percent higher. But you wouldnt really know because it doesnt say how much students are in each class. And maybe because, there are less students in Ms.Stanzi's class that probably reached a higher goal even though it's a less percentage. And for Ms.Lowrey's class there are probably more students thats why.

(i dont really know?? but i tried my best.)

Question 6 -- Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

Now you found the fraction that equals 40%. I found 16

b) What is 120% of 30?

i tried my best. sorry if this is isn't good enough. i did it late. but i just tried. =)

kyle's percentage growing post

2006-12-18T18:39:00.000-06:00

Question 1

What is a good definition of percent?

You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.) Percent: A number out of 100 (35% = 35/100)

Question 2

How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

3:2 is the same because if you convert the ratio it would be 3/5 (3+2=5 ' 3/5' 60% is the same as if you convert it to a fraction it would be 60/100 then you simplify it (60 divided by 20 and 100 divided by 20 and you would get 3/5) 0.6 is the same as 3/5 because if you multiply 0.6 times 10 you would get 60 then use the same steps as the one above in brackets

Question 3

Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

1. 100/100=1 80/100= 0.8 0.8x35=282. 35/2=17.5 x 0.8=14 14+14=283. 80/10=8810, 810, 810, 45=2835 , 8/2=4

Question 4

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

http://linden8z.blogspot.com

I left a comment on this site about how there basically doing the same things we are doing!

Question 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi cannot be correct because even though Ms. Lowery has less student her percentage of the class is more greater than Ms. Stanzi's class.Example:Say that Ms. Stanzi had 40 students and Ms Lowery had 30.Ms. Stanzi1) 40=1002) 40/2=203) 20=50% (this means that 20 student me there reading goal)Ms Lowery1) 30=1002) 30/2 =153) 30/2.5=124) 20+12=32 (that means 32 kids met there goal)

Question 6

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

40%of 100 is 4040/100=0.416x0.4=4040/100=16/40I got this answer by dividing 40 by 100 that gives me 0.4, and then you multiply the decimal by the part that gives you 40% of 16.

b) What is 120% of 30?

120% of 100 is 120120/100=1.230 x 1.2=36120/100 = 36/30I got this answer by finding out what 120%of 100 is and it is 100, and then I divided 120by 100which gives me 1.2.Then you multiply by the whole which is 30 by 1.2 and that gives you 30 out of 36

Alexm's Percentage Growing Post

2006-12-18T18:26:00.002-06:00

Question 1...
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

Question 2...
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
-those are all the same because they would give you all the same answer...
-if you convert all of them to decimal or convert them to fraction you will get
-decimal: 0.6
-fraction:3/5
Question 3...
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).
1st................................. 80 divided 10=8x3.5=28
2nd................................ 0.35x80=28
3rd................................ 80/100x35%=28
----------I found this other way to get 28....

Question 4...
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!
https://www2.blogger.com/comment.g?blogID=33406999&postID=116475202279206720
Question 5...
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
50% in class met .....for month = Ms. Stanzis's
55% in class met ......for month = Ms. Lowrey's
YES= Ms. Stanzi could be right if she had less students than Ms. Lowreys class.
Question 6...
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
___________________________________________
a) 16 is 40% of what number?

16divided100=0.16
1 %=0.16
0.16x10%=1.6

b) What is 120% of 30?

minimize 120 to =1.20
1.20x30=36

36 = 120% of 30

This is the end of your first growing post. It is due on Monday December 18. There are late penalties if you do not complete the assignments on time. Late Assignments will be accepted.

Aron percentage growing post

2006-12-18T18:26:00.001-06:00

Question #1:
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

Question #2: How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

If you divide these two numbers 3 and 5, the outcome will be o.6 = 3/5=0.6

Divide 3 into 5, then times it by 100, you should get 60% = 3/5 = 0.6 x 100 = 60%

3/5 and 3:2 are exactly the the same thing. The number 3 (numerator) is the first part, then subtract the demoninator which is 5 into 3 (numerator) (5-3=2) so you can get the second part. So 3/5 becomes 3:5.

Question #3:
Show 3 different ways to find 35% of 80.

1.) 80/100=0.8 or 1%
0.8=1%
35 x 0.8=28 (35% of 80 is 28)

2.) 80/100 = 0.8/1%x35 = 28
28/80 = 35/100

3.)80/4=20 or 25% 80/10=8 or 10%

20+8=28 or 35%

Question 4

This blog http://linden8m.blogspot.com/ is the good.

Question 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi is correct. She is correct because she has more kids than Ms. Lowrey. Ms. Stanzi had 40 kids and Ms. Lowrey had 25 kids, Ms. Stanzi would have 20 children that have met their reading goal of the month because 40 divided by 2 equals 20 or 50%. Ms. Lowrey would have 14 or 15 children that had met their reading goal because 39 divided by 100 is 0.39 and multiply is by 100 would give you 13.75. Ms. Stanzi can be correct.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

Fiel's Percentage Growing Post

2006-12-18T17:39:00.000-06:00

Question #1: What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

Question #2: How are three fifths (3/5),3:2,60% and 0.6 all the same? Use pictures and words to show your answer

If you convert 0.6 to percent, the answer is 60%

0.6 x 100 is 60%

Question #3: Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

a) 35% /100=0.35x80=28

b) 25% of 80 = 80/4=20

c) 10% of 50 = 50/10=5

Question #4: Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I found this link http://linden8m.blogspot.com/ and its awesome.

you can learned how to convert a percent to a decimal, decimal to percent and percent to fraction. It is explained very clearly for you to understand how to convert a percent.

Question #5: The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Question #6: Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

You have to divided the 16 to 40 and then when you get the answer you have to multiply it by 100 then the answer ias the representing number.

b) What is 120% of 30?

I only I did is to divided the reprenting number to 100 then the answer will be multiplied on the given pieace of squares. Then the answer is is 36% of 30.

Cindy's Pecentage Growing Post

2006-12-18T15:49:00.000-06:00

Question 1:
What is a good definition of percent? You should use words symbols, pictures and numerical ex
amples in your definition. (suggestion Giffy is an excellent tool for adding detail to your definition.)

Question 2
How are three fifths (3/5),3:2,60% and 0.6 all the same? Use pictures and words to show your answer.

3/5, 3:2, 60%, and 0.6 are the same because when you convert 3/5 in a ratio, percent and they are the same

Ratio 3/5=3:2
Percent 3/5 = 3/5=0.6 0.6x100=60%
Decimal 3/5= 3/5=0.6

Question 3
Show 3 different ways to find 35% of 80. (bubble share is an excellent tool to animate the many different ways to finding these answer).

a.) 35% of 80
80/100=0.8
0.8x35=28

b.) 100/1=100
80/1=80
0.8x35=28

c.) 28 over 80 = 35 over 100

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint in the side bar there are links to other schools. Three of them have done work on percentages.

http://linden8z.blogspot.com/2006/11/percentages-real-deal.html

People should read this because it deals with percentages.
It tells us how to convert fractions to percents.
It tells us how to get the lowest term a lower fraction

Sorry if i don't have the questions 5 and 6 because i didn't have time to do it.

Sarah's Percentage Growing Post

2006-12-18T12:13:00.000-06:00

(Question2 this is the answer)
Question 1:
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

These numbers are the same because:When you divide 3 by 5 = o.6x10=60%

Amalia's Growing Post

2006-12-18T11:05:00.000-06:00

Question 1
What is a good definition of a percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)
an equivalent fraction out of an hundred.It can be converted into a ratio, decimal.

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

3/5, 3:2, 60%, and 0.6 are equivalent.

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer?.

(I could not get into bubbleshare due to internet problems at the school .. please forgive me !)

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint in the side bar there are links to other schools. Three of them have done work on percentages!

I commented on this scribe post, Click, but it has not yet been accepted to be visible. This post explains things about fractions. It explains how to simplify a fraction. Thats why I think others should read this post.

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms. Lowrey's class met their reading goal for themonth. Ms. Stanzi said that a greater number of students met their reading goal. Could Ms. Stanzi be correct? Why or Why not.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question mean solve it.

a) 16 is 40% of what number?

b)What is 120% of 30?

Janna's Percentage Growing Post

2006-12-18T07:51:00.001-06:00

Question 1:
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

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Question 2:

How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

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Question 3: Show 3 different ways to find 35% of 80.

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Question 4:

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I comented on Click! but they have to accept it first. Their post that I read talked about how they used money to explain percents. They did a really good job on their explanations!

Question 5:
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms.Stanzi could have more children in her class than Ms.Lowery. So Ms. Stanzi could be correct. She could be correct because she might have more kids than Ms. Lowrey. If Ms. Stanzi had 36 kids in her class and Ms. Lowrey had 20 kids in her class, Ms. Stanzi would have 13 children that have met their reading goal of the month because 36 divided by 2 equals 13 or 50%. Ms. Lowrey would have 10 children that had met their reading goal because 20 divided by 2 is 10. Ms. Stanzi could be correct.

Ms. Stanzi and Ms. Lowery could have the same number of children in their classes. Then Ms. Stanzi could be Wrong. For an example they could both have 40 kids in their classes. Then Ms. Stanzi would have 20 kids in her class who met their goal. Ms. Lowery would have about 21 22 23 kids who met their goal.

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Question 6: Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

Formula:

Take 16(since it is worth 40%) and put it over the percentage(40%) to get a fraction. 16 over 40. Then divide the numerator by the denominator to get a decimal(0.4). Multiply the decimal(0.4) by 100 to get the total. 0.4 x 100 = 40(move the decimal to the left 2 times since there are two 0's in 100). Now to check it. If your not sure how to watch the bubble share I created.

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b) What is 120% of 30?
Formula:
Divide 30 by 100 = 0.3( Just move the decimal 2 places to the left since there are 2 0's in 100)
0.3 = 1% (multiply 1%(0.3) by your other % which is 120%)
0.3 x 120 = 36
120% of 30 = 36

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I did my self assesment(still waiting on two others to asses my work). I marked Thyrza May's work it was done super well.Click 8-41 on here then see here growing post. I also marked Rainer's work who did an awesome job. Click 8-73 Math Blog (2006). Both of these student did an amazing job. If you need help doing your growing post go and check these two out. (but don't copy).

Jorel's Percentage Growing Post

2006-12-17T20:20:00.000-06:00

Question 1

What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition

Question 2

How are three fifths (3/5), 3: 2, 60% and 0. 6 all the same ? Use pictures a nd words to sho w your answer.

if you all convert them all to decimal, you will all see that they are equivalents, they are all 0.6

if you divide 60 by 100 you'll get 0.6

60% / 100 + 0.6

add 3and 2 together, that's the denominator. the numerator is 3

3:2= 3/5=0.6

divide 3 and 5 and you'll get 0.6
3/5=0.6

Question 3

Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

a) 35% /100=0.35x80=28

b) 80/100=0.8 or 1% x 35 = 28

c) 80/4=20 or 25% 80/10=8 or 10%

20+8=28 or 35%

Question 4

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I found this blog http://linden8m.blogspot.com/ and its awesome.

you can learned how to convert percent into fraction and decimal if you still don't know

Question 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

the answer of is defend on the number of Ms. Stanzi's students compare to the number of the

students in Ms. Lowrey's class.

because for example if Ms. Stanzi have 200 students and Ms. Lowrey only have 100, Ms. Stanzi

would have more students who mer their reading goal.

Stanzi= 200 / 2 =100 or 50% 100 students met their reading goal in here

Lowrey= 100 / 100 = 1 x 55 = 55 or 55% 55 students met their reading goal in here

Question 6

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

40% x 2 = 80%+20%=100% 40% = 16 / 2 = 8 or 20%

16 x 2 = 32 + 8 = 40 or 100%

b) What is 120% of 30?

0.3 x 20 = 6
100% = 30
20% = 6
100% +20% = 120%
30 + 6 = 36 or 120%

I have left comments at Aaron's and Christian's Percentage Growing Posts.

Growing Post Marking Rubric

2006-12-17T15:05:00.000-06:00

Percent Growing Post Rubric

Remember you only create one post. You then edit it as you add more information.
Due Date Monday December 18

Overall Growing Post Instructions

5 Marks
The Growing Post is labeled correctly.(2)
The Growing Post is titled correctly. (1)
The questions for the Growing Post are copied in and in a different colour than the rest of the post.(2)

10 Marks
The question is answered correctly.(1)
There is a symbol, picture and numerical example for the question(3)
There is an image with this question.(3)
The image for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question.(1)

Question 2 How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

10 Marks
Shows how the values are equivalent using numbers.(3)
Shows how the values are equivalent using images.(2)
Shows how all the values are equivalent using pictures.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question.(1)

Question 3 Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

10 Marks
Shows 1 way to find the answer.(1)
Shows 2 ways to find the answer.(1)
Shows 3 ways to solve the question.(1)
Illustrates the ways to get the answer.(3)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(3)
The student showed beyond normal effort in answering this question. (1)

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

5 Marks
Student left a comment behind at a different school.(1)
Student left a link in their post that works.(2)
Student left a review of the post they were linking too.(1)
The student showed beyond normal effort in answering this question. (1)

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

10 Marks
Student answers the question correctly.(2)
Student explains Why or Why not.(3)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(3)
The student showed beyond normal effort in answering this question. (1)

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

15 Marks
a) 16 is 40% of what number?

Answers the question properly.(2)
Uses an image to illustrate answering the question.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question. (1.5)
b) What is 120% of 30?
Answers the question properly.(2)
Uses an image to illustrate answering the question.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question. (1.5)

This is the end of your first growing post. It is due on Monday December 18. There are late penalties if you do not complete the assignments on time. Late Assignments will be accepted.

Handed in on time

20 Marks
On time 9:00 Monday December 18th (20)
Late Any other time after 9:00 December 18th (17)
Tuesday December 19th (15)
Wednesday December 20th (12)
Completed Assignment (10)

Marked other assignments and left mark as comments. (You must leave links in your growing post on the posts that you have marked.) There may only be two marks per student. If that student already has 2 marks you must choose another :-)

15 Marks
Your Growing Post
Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)
First Student

Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)
Second Student

Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)

Nicole's Percentage Growing Post

2006-12-17T14:45:00.000-06:00

1.What is a good definition of percent?You should use symbols, pictures and numerical examples in your definition.
click on the picture
2.how are three fifths(3/5),3:2,60% and 0.6 all the same?use pictures and words to show your answer.
3/5=0.6(I divide 3 to 5 to be able to get 0.6).

If you convert 0.6 to percent, the answer is 60%(0.6 x 100 is 60%).

3:5
=part and whole
=3:2(because 3 plus 2 = 5 which is the whole).
click on the picture
3.Show 3 different ways to find 35% of 80.

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kristian's growing post---December 17, 2006

2006-12-17T11:44:00.000-06:00

Question 1
What is a good defenition of percent?

Question 2
How are three fifths (3/5), 3:2, 60%, and, 0.6 all the same?

the 3/5, 3:2 is both the same. 3 is the numerator and the 2. the 3,2 will be add as the denomenator as 5.

Question 3
Show 3 Different ways to find 35% of 80.

1. 100/100=1 80/100= 0.8 0.8x35=282. 35/2=17.5 x 0.8=14 14+14=28

2. 35% = 0.3580 Divided By 0.35= 28

3. 40% of 100 is 4040/100=0.416 x 0.4=4040/100 = 16/40

Question 4

Find a link to blogs that deal with percenteges. Leave a comment behind and add the link with a review (what the post was talking about...yes you have to read the post and why others should read post)Hint in the side bar there are links to other school. Three of them have done work on percentage!

How to convert percent into decimal

How to convert percent into fraction

How to convert percent into ratio

Amy's Percentage Growing Post

2006-12-17T10:56:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures, and numerical examples in you definition.
A percentage is part of a whole. It can be converted into a fraction, decimal, and a ratio. A percentage is an equivalent fraction out of 100. The % sign also means that there is a number out of 100.

Question 2
How are three fifths (3/5), 3:2, 60%, and 0.6 all the same? Use pictures and words to show your answer.

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Question 3
Show 3 different ways to find 35% of 80.

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Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about.... yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I commented on this blog: http://linden8m.blogspot.com/ but my comment has not yet been accepted to be visible. This post explains to us on how to convert things like fraction to percent, percent to decimal, decimal to percent and etc. It is a good place to look at if you are still struggling on converting fractions, percents, and decimals.

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi could be correct. She could be correct because she might have more kids than Ms. Lowrey. If Ms. Stanzi had 40 kids in her class and Ms. Lowrey had 25 kids in her class, Ms. Stanzi would have 20 children that have met their reading goal of the month because 40 divided by 2 equals 20 or 50%. Ms. Lowrey would have 14 or 15 children that had met their reading goal because 39 divided by 100 is 0.39 and multiply is by 100 would give you 13.75. Ms. Stanzi can be correct.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

The number of squares that are shaded in is 16. The squares are all worth 40%. Now to find how much the unit square is worth, we make the numbers into fractions. In this case the fraction will be 16/40. Now we divide the numerator by the denominator to make the decimal which is 0.4. Then we multiply the decimal by 100 and the unit square should be worth 40.

b) What is 120% of 30?

For this one, you add 20% to your total unit square because you already have a total of 100% which is 30 so you'll need to add another 20% to make the total of 120. Lets figure out 10% of 30 first. 30 divided by 10 is 3. So if you take 10% and multiply it by 2, you get 20%. In this case 10% = 3 so 3 x 2 is 6. 6 is 20%. So 100% = 30, 20% = 6. 30(100%) + 6(20%) = 36. 120% of 30 is 36.

I commented on C-J's and Jaymie's growing post. :)

Ashley's Growing Post

2006-12-17T10:53:00.000-06:00

question 1- What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.) a percent is a number out of 100

Question 2- How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer. This group of numbers are the same because they are all the same amount out of 100.

Question 3- Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer). one way of finding 35% of 80 is 80 divided by 100 multipled by 35=28.

Question 4- Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

Question 5- The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not? Ms Stanzi is incorrect because 55% is a higher percentage then 50%.

Question 6- Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.a) 16 is 40% of what number?b) What is 120% of 30?

Shawn's Percentage Growing Post

2006-12-16T22:49:00.000-06:00

Question 1:
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.
A percent is an equivalent fraction out of 100. It can be converted into a fraction, decimal and ratio and is part of a whole. The percent sign (%) means that whatever number is chosen, is out of 100 because there are to 0's in the percent sign. If you dont know what a percent is still here are some examples of what a percent is on a picture:

A picture if you still do not understand the definition of a percent.

Question 2:
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

The reason why 3/5, 3:2, 60% and 0.6 are all the same or equivalent, because say if you try to first convert 3/5 into a decimal, you'd get 0.6. The way you get 0.6 is that you divide the numerator (3) by the denominator (5) and you'd get 0.6.
If you then converted 0.6 into a percent you'd get 60%, because percent is out of 100 and in this case we have 60% and 0.6 x 100 = 60.
Finally if you convert 3/5 into a ratio, it would be expressed as 3:2 because the numerator (3) is put as the first part of the ratio which is also 3 and then to get the second part of the right side of the ratio, you subtract the denominator(5) by the numerator(3) - (5-3 = 2) and you get the second part of the ratio and in this case the second part would be 2. The equivalent ratio for 3/5 would be 3:2.

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Question 3:
Show 3 different ways to find 35% of 80.

1) 80 /100 - (total divided by 100 or whole) = 0.8 or 1%
0.8 x 35 (35%) = 28 = (35% of 80 is 28)

2) 80 / 100 - ( total divided by 100 or a whole ) = 0.8 or 1%
0.8 x 10 (10%) = 8
0.8 x 10 (10%) = 8
0.8 x 10 (10%) = 8
0.8 x 5 (5%) = 4

8 + 8 + 8 + 4 = 28/80 (28 = 35%)
10 + 10 + 10 + 5 = 35/100 (35 = 35%)

3) 80 / 100 - ( total divided by 100 or a whole ) = 0.8 or 1%
0.8 x 25 (25%) = 20
0.8 x 10 (10%) = 8

20 + 8 = 28/80 (28 = 35%)
25 + 10 = 35/100 (35 = 35%)

Question 4:
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review ( What the post was talking about ... yes you have to read the post and why others should read the post ) Hint in the side bar there are links to other schools. Three of them have done work on percentages!

This is the post commented on : http://linden8m.blogspot.com/

This post shows you how to convert a percent into a decimal, a decimal to percent and percent to a fraction. This post was explained very well and it helped to understand better how to convert decimals, percents and fractions because that percent had very good detailed explanations and good clear pictures that helps you understand how to convert in a more better way. I also commented on how this person could improve their post by adding more pictures and colour to make it a better and more attractive post.

Question 5:
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms. Lowrey's class met their reading goal for the month. Ms. Stanzi's said that a greater number of her students met their reading goal. Could Ms. Stanzi be correct? Why or why not.

I thnk Ms. Stanzi can be correct if she has more students than Ms. Lowrey to make her statement true because Ms. Lowrey has a larger % of students that have done their reading goal, but if Ms. Stanzi doesn't have more students, she is incorrect and she'll have fewer students that have done their reading goal because she has a lower % than Ms. Lowrey. So she has to have more students for this statement to be true.

1) Ms. Stanzi could be right about her class or not. So lets first create a scenario and and a number of students for each class. Let's say that Ms. Stanzi has 30 students in her class and according to the principal, 50% or half of them met the reading goal for the month (30 /2 = 15 ) , so 15 of the students in her class would have met their reading goal. Now let's Ms. Lowrey had more students and she had 40 students in her class and according to the principal, 55% of them met the reading goal for the month ( 40 /55 = 22 ) , so 22 of the students in her class would have met their reading goal. Now we know that Ms. Stanzi can't be correct now because Ms. Lowrey has 22 and Ms. Stanzi has 15 students who met their reading goal.

2) Let's try swapping the number of students between each class now. Ms. Stanzi will have 20 (40/50=20) and Ms. Lowrey will have 16.5 (30/100=0.3x55= 16.5) students that have met their reading goal because one student only did half of their reading goal. Now the tables have turned and now Ms. Stanzi has a greater number of students that have met their reading goal.

3) Now let's say they both had the same amount of students which we will make 30 for each class. Ms Stanzi would still be incorrect about about her statement because 50% of 20 is 10 which will be the amount of students that have met their reading goal in Ms. Stanzi's class. Ms. Lowrey would have more students that have met their reading goal because 55% of 20 is 11, so she would have 11 students that met their reading goal, so she still has more.

Question 6:
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?
The 40 is the number of square that are shaded in. The 16 is how much the 40 square are worth. To answer this question, we first have to put these numbers into fractions. We then divide 16 by 40 = 0.40 (1%) and multiply the answer by 100 = 40. 16 is 40% of 40. This is correct because we first get the percents, which is 40/100 and then we get the number and the total of the numbers we are trying to find and put them into a fraction, which would be 16/40. Then we divide those two fractions ( 40/100 & 16/40 ) into decimals to make sure they are right. 40 divided by 100 = 0.4 and 16 divided by 40 = 0.4. That is how I this answer is correct.

b) What is 120% of 30?
The first thing we do here is we find 1% by dividing 100 by 30 = 0.3 . After that divide 120 by 100 = 1.20. Then we multiply 1.20 by 0.3 = 36.120% of 30 is 36, which would be 36/30. I know this is correct because 120/100 which is 36/30 in a percentage equals 1.2 as a decimal. Then we do the exact same with 36/30 and that would also equal 1.2, and that's how I know this answer is correct.

THESE ARE THE PEOPLE I MARKED:
SHAWN =P
APRILP.
LeviniaN
JakeM

These people have GREAT posts with detailed answers and nice pictures. Their posts are clear and easy to understand, so I recommend them to you if you are have trouble with your growing post or if you just want to look at a really GOOD growing post.

John's percentage growing post

2006-12-16T19:17:00.000-06:00

Question #1:
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

Question #2:
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show you answer.

-if you divide 3 by 5 you will get o.6.
-if you multiply o.6 by 100 you will get 60%.
-to get 3:2 subtract 5 (denominator) to 3 (numerator) you will get 2 as a part.

3 divided by 5=0.6
0.6 multiply by 100=60%
5-3=2 3:2

Question #3
Show 3 different ways to find 35% of 80.

a. 80 divided by 100=0.8
35%x0.8=28
35%/100 = 28/80

b. 35% divided by 100=0.35
0.35x80=28

c.80 divided by 100=0.8
10x0.8= 8
25x0.8= +20

35%/100 = 28/80

Question #4:
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about.... yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I found this blog http://linden8m.blogspot.com/ and it's about percentages.
They have great explanations about percentages and good examples too...

Question #5:
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Question #6:

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

16 divided by40=0.4

0.4 multiply by 100=40

40 divided by 100=0.4

40 multiply by o.4=16

16 is the number of 40%.

b.What is 120% of 30?

120 divided by 100=1.2

1.2 multiply by 30=36

Jake's Percentage Growing Post

2006-12-16T18:11:00.000-06:00

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Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

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Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

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Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

this is the post i left a comment on : http://linden8m.blogspot.com/

This post shows you how to convert a percent to a decimal, decimal to percent and percent to fraction. It is explained very clearly for you to understand how to convert a percent.

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi can be correct or can't be correct. It all depends on exactly how many students are in the class. If Ms. Stanzi's has 20 and Ms. Lowrey's has 40. Ms. Stanzi has 50% of her students that met their goal, so that's 10 students out of 20. Ms. Lowrey has 55% of her students that met their goal, so that's 22 students out of 40. In this case, Ms. Stanzi is not correct, since she has only 10 out of 20 students that met their goal and Ms. Lowrey has 22 out of 40 that met their goal.

Now if we turn the numbers around and make Ms. Stanzi's class have 40 and Ms. Lowrey's class have 20. Ms. Stanzi would be correct about having more students that met their goal.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

-We're trying to find 40% of some number is 16. In order to answer this question. We first need to find what 1% of this number then multiply the value of 1% by 100.

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b) What is 120% of 30?

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Alright... Here are the posts that I've marked
Mine: http://817math.blogspot.com/2006/12/jakes-percentage-growing-post.html

http://817math.blogspot.com/2006/12/rinas-growing-post.html

http://817math.blogspot.com/2006/12/shawns-percentage-growing-post.html

pAoLa's PeRcEnTaGe GroWinG PoSt

2006-12-16T15:55:00.000-06:00

1.what is a good definition of percent?you should use words symbols, pictures and numerical examples in your definition.

2.how are three fifths (3/5),3:2,60% and 0.6 all the same ?use pictures and words to show your answer.

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they are all the the same because when you convert them into percents there are all equal to 60%

3.show 3 different ways to find 35% of 80.

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4.find a link to blogs that deal with percentages.leave a comment behind and add the link with a review.

i leave a comment on these blog http://linden8z.blogspot.com/ and they also talked about percentage like us.i leave a comment on the first post.this blog will help you with your question about percentage.

5. The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms. Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms. Stanzi be correct? Why or Why not.

i think ms. stanzi is correct that they met their reading goal for the month because ms. Lowrey have lesser student than ms. Stanzi.you say ms.Stanzi have 60 students in her class(60/2=30)and ms.Lowrey's class have 30 students(30/2=15).still Ms. stanzi reach the reading goal for the month.

6. Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a)16 is 40% of what number?

there are 40 shaded square in a grid and it is worth 16.now, you are missing the unit square of the whole square.to find out what's the unit square of the grid you need to do this.

16/40=0.4

0.4(1%)x100=40

40 is your unit square

b) What is 120% of 30?

since 120 is greater than 100 you need to have 2 grids

each of 1 grid is worth 30

30/100=0.3

0.3x120=36

in 120% there are 36.

Setup
5/5
Comments:i followed the instructions for the labels and title and i use different color for my answer
Question 1
10/10
Comments:i have used gliffy and i put pictures,synbols and numbers on it and i give definitions good
Question 2
9/10
Comments:i don't really explain it well how do i get the equivalents
Question 3
10/10
Comments:i use bubbleshare and pictures to explain it well.i also have 3 examples on how to get the question in three ways.
Question 4
5/5
Comments: i leave a comment and i post the website where i post my comment
Question 5
6/10
Question 6
11/15
Overall Mark
56/65
Overall Comment for the Growing Post:i did quite a good job on my growing post.

Ian's Percentage Growing Post

2006-12-16T14:53:00.000-06:00

Question:1
What is a good definition of percent? you should use words, symbols, pictures, and numerical example in your definition?

Question:2
How are three fifth (3/5),3:2, 60%, and 0.6 all at the same?use picture to show your answer?
3/5, 60% and 0.6 are the same because 3/5 is 60% and 60% is the decimal of 0.6

And 3:2 and 3/5 are also the same because if you convert 3/5 to ratio the answer is 3:2

Question:3 Show 3 different ways to find 35% of 80.
1)80/100=0.8
o.8 x 35%=28

2)3.) 80/10=8
5%=4
10%=8
48 x 4-5=28

3)35/100=28/80
Question:4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

This site shows stuff on how to find percentages. You can also learn alot of other ways to learn math on this web site.
http://linden8z.blogspot.com/
Question 5:
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms Stanzi maybe right or wrong it depend on Ms Stanzi's class because for example if some students can't read is less than 55% she is wrong but if the students who can read is more than 55% she is right.
(i'm just guessing)
Question 6:
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number?

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b) What is 120% of 30?
30/100=0.3
1%=0.3
0.3x120= 36
120/100=36/30

This is the end of your first growing post. It is due on Monday December 18. There are late penalties if you do not complete the assignments on time. Late Assignments will be accepted.

Camille's Percentage Growing Post

2006-12-15T18:30:00.000-06:00

Question #1:
What is a good definition of percent? You shoul use words symbols, pictures and numerical examples in your definition.

CLICK THE PICTURE!

Question #2: How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

If you divide 3 into 5, you will get o.6 = 3/5=0.6

If you divide 3 into 5, then times it by 100, you will get 60% = 3/5 = 0.6 x 100 = 60%

3/5 and 3:2 are also the same. The number 3 (numerator) is the first part, then subtract the number 5 (demoninator) into number 3 (numerator) (5-3=2) so you can get the second part. So 3/5 becomes 3:5.

Question #3:
Show 3 different ways to find 35% of 80.

1.) 80/100=0.8 or 1%
0.8=1%
35 x 0.8=28 (35% of 80 is 28)

2.) 80/2=40 or 50%
50%=40
50/2=25% 25 = 20
40/2=20 or 25% + 10 = 8

25=20
+10=8
______
35 = 28
______
100 = 80

(25 x 0.8 = 20, 10 x 0.8=8, 35 x 0.8=28, 100 x 0.8=80)

3.) 80/10=8
5%=4 because half of 10 is 5 and 4 is half of 8.
10%=8
5%=4
8 x 4-5=28

Question #4:
Find a link to blogs that deal with percentages. Leave a comment behind and add the link here with a review (what the post was talking about, yes you have to read the post and why others should read the post, too).

I found a link to blogs that deals with percentages. I left a comment and I told the scriber that he or she did a really graet job (that's not all, I added more). Here's the link: http://linden8z.blogspot.com/

The scriber showed 3 different ways of how to get a percent. The scriber explained each 3 different ways.
1.)Other people should read the post because they can learn something that they don not know by reading the post.
2.)If they forgot how to do the 3 different ways, they can go to that blog and read the post.
3.)If they can't understand how to do it, they can go to that blog and read it.

Question #5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms. Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms. Stanzi be correct? Why or Why not.

Ms. Stanzi's could be correct. Why? What if Ms. Stanzi's class is greater than Ms. Lowrey's class. Example: Whta if Ms. Stanzi has 50 students. Divide 50 by 2, 50/2=25. And what if Ms. Lowrey has 40 students. Divide 40 by 2, 40/2=20. Ms. Stanzi=25 students meet their reading goal, Ms. Lowrey=20 students meet their reading goal. That's why Ms. Stanzi could be right if she have more students than Ms. Lowrey.

Question #6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

b) What is 120% of 30?
You need 2 grids because 120 is larger than 100

PLEASE TELL ME IF THERE'S AN ERROR. THNAK YOU! PLEASE LEAVE A COMMENT TOO =)

SP8-17 (2006) MATH BLOG

A new home

FINDING "B" in a TRIANGLE

How to find "A" in a Right Triangle =)

Boeun's Scribe Post 04/17/07

TRAPAZOIDS ARE COOL :) A.M.

Scriber Diving - Patterns and Relations 1

Sribe Notes - April 12th 2006

Fiel's Bob

Rina's Bob

Junebe's BOB

Maxine's BOB

Michael's Bob

Paola's bob (fractions)

JOREL'S BOB

BOB fractions

Shawn's BOB

Andrea's Fractions B.O.B. =)

Janna's Blogging on Blogger a.k.a B.O.B

John's BOB

NiCoLe'S >>BOB<<

Ian's BOB

Marielle's BOB .

BOB ; Fractions

kristian's BOB

MISTAKE !

BOB - Fractions

Camille's B.O.B Fractions

Jake's Fraction smells like BOB

Boeun's BOB - Fractions

BOB-Fractions

rivka's super scribe *Equivalent Fractions*

Amy's Scribe Post ; Common Denominators

SUPER SCRiBE: Subtracting Fractions

Super Scribe : LCD =)

NiCoLe'S sUpEr ScRiBe PoSt....

Adding fractions

BOB - Proportional Reasoning

pAoLa's cUmULaTivE tEsT qUeSTiOn 8

Nicole's Culmulative Review Question #1

question # 5 in cumulative question....

Cumulative ; Question Number 12

Question 11 Alexm

Question 7 - Cu-mulative Question

Question#9 : Cumulative Review Questions =)

Question 3 > Cumulative Questions

Camille's Camulative Review Question #10

Question 4, Cumalative questions

BOB Proportional Reasoning

John's bob

BOB-Proportional Reasoning

BOB-Proportioanl Reasoning

BOB ; Proportional Reasoning

BOB - Blogging on Blogging

BOB Proportional Reasoning

BOB's-Proportionat, Reasoning

BOB-proportional reasoning

Bob- proportional reasoning

BOB - Proportional Reasoning

BOB-proportional reasoning

Andrea's B.O.B =)

<<<_NiCoLe'S B.o.B._>>>

Camille's B.O.B.

BOB-Proportional Reasoning

BOB-Proportional Reasoning

Thursday Class (Feb1) AlexM

What we did in class

Rina's Scribe Post 01/11/07

michael alota's scribe

Amalia's post

Austin's Percentage Growing Post

rommels percentage growing post

Michael's percentage growing post

LIMAS GROWING POST

hey

Lenard's Growing Post

Rina's Growing Post

kyle's percentage growing post

Alexm's Percentage Growing Post

Aron percentage growing post

rivka's super scribe Equivalent Fractions