Boeun's Scribe Post 04/17/07

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. =)

rivka's super scribe *Equivalent Fractions*

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

Thursday Class (Feb1) AlexM

*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

Rina's Scribe Post 01/11/07

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

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

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.

Amy's Scribe Post ; Unit: Percentages [Dec 11, 2006]

Today in class, Mr. Harbeck asked us to shade in on our graphs the following percentages: 1%, 9%, 78%, 1/4 or 0.25, and 134%.

After you shaded them in, it should look like this:



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The next thing we did was Mr. Harbeck asked us to make a grid that represented 500 people.
This grid now represents 500 people (100% = 500):





[Diagrams are shown at the bottom]

He then asked us to show 1%, 5%, 10%, 25%, and 50% of 500.
To get 1%, you divide 500 by 100.
Now to get 5%, you do the same thing but you multiply by 5 after diving 500 by 100.
To get 10%, you can multiply 5% by 2.
You can divide 500 by 100 and multiply by 25 to get 25% or you can divide 50% by 2.
Finally there is 50%. To get 50%, you divide 500 by 2.




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The next thing that we talked about is how fractions can help you by making them equivalent.

ex. If you were using 500 as you total and you were trying to find 50% of 500, it can be written as 50/100 = 250/500 (you multiply both the top and bottom of the fraction by 5)



ex 2. :



Homework:

Tonight's homework is to find 1%, 5%, 10%, 25%, 50%, 75%, and 100% of the 2 numbers that were given: 360 and 58.


You have to show Mr. Harbeck 2 ways of how to find each percent of the 2 numbers. Show all work in your math notebook and draw it on the grids that were provided for you. I will now show you how to get 5% of 360 and 58.


Lets start with 360 first. One way of finding 5% of 360 is that you divide 360 by 100 and multiply by 5. [Image is at the bottom]


The other way of finding 5% of 360 is that you can take 10% and divide it by 2. 10% of 360 = 360 divided by 100 x 10 = 36 divided by 2 = 18. 5% = 18.


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Now that I have finished showing you 2 ways of getting 5% of 360, its time for me to start you off on how to get 5% of 58.

[Image is at the bottom]

You just do the same thing but use 58 instead of using 360 when you dividing by 100. So 58 divided by 100 = 0.58 x 5 = 2.9.

Now the other way of getting 5% of 58 is taking 10% of 58 and divide it by 2. 10% of 58 = 58 divided by 100 x 10 = 2.9.


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Now that I have covered the first three questions (I think) for both numbers, it is now up to you to finish the rest.

Here is a link that may help you on solving percentages:
http://www.mathleague.com/help/percent/percent.htm

If you have any questions, you can ask Mr. Harbeck or use the chatbox && leave comments if I misplaced anything or did something that was incorrect :).

Oh oh oh ! And the next scribe will be Rivka :).

Jizake's Scribe Post - Mitosis

Today in class, we first opened up our booklets and wrote down:

What does 30% mean?
The class answers were :

-part of 100%
-30 out of 100
-30% = o.3
-less than 1/2 or 50%
-3:7
-30/100 is 30%
-3/10 is 30%
-And as shown as a picture:

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We then corrected our homework from yesterday.

We had to use 400 and 162, and find the following percentages:

1% of 400

5% of 400

10% of 400

30% of 400

65% of 400

85% of 400


1% of 162

5% of 162

10% of 162

30% of 162

65% of 162

85% of 162

So first, we have to find out what 1% of 400 is.

To find what 1% is, we divide 400 by 100 and multiply the answer by the percentage you're trying to find. In this matter it's 1%.
400/100 = 4 * 1 = 4. Once we know what 1% of 400 is, everything gets easier.

5% of 400

Since we know what 1% of 400 is. We could just multiply 4 by 5.
4 * 5 = 20. That means 5% of 400 is 20. To show your work.
you can show it like this:

400/100 = 4 *5 = 20 or 4*5 = 20 or 5/100 = 0.05 * 400 = 20

10% of 400 = 4 * 10 = 40.

30% of 400 = 4 * 30 = 120.

65% of 400 = 4 * 65 = 260

85% of 400 = 4 * 85 = 340


In this case the whole 10x10 grid which is 100% is = to 400 because that is the total. That means each square in the grid below has a different value than the value of each square out of a total of 100. ex. 1% of 100 = 1 . So the value of each square in the grid below is 4.



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162 is also done the same was as 400

1% of 162 = 162/100 * 1 = 1.62 or 1/100 = 0.01 * 162 = 1.62

5% of 162 = 1.62 * 5 = 8.1

10% of 162 = 1.62 * 10 = 16.2

30% of 162 = 1.62 * 30 = 48.6

65% of 162 = 1.62 * 65 = 105.3

85% of 162 = 1.62 * 85 = 137.7


Now in this scenario the 100% is = to 162 because 162 is now the total. Now each square is worth 1.62 which is 1% of 162



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We then corrected:

What is 45% of 60?

21% of 78

35% of 18

91% of 210

55% of 370

12% of 125

70% of 256

To find what is 45% of 60. First you have to divide 60 by 100. Which gives you 0.6.
0.6 is 1% of 60. Now that we have what is 1% of 60. We multiply 0.6 by 45. which gives us 27.

21% of 78 = 78/100 = 0.78 * 21 = 16.38

35% of 18 = 18/100 = 0.18 * 35 = 6.3

91% of 210 = 210/100 = 2.1 * 91 = 191.1

55% of 370 = 370/100 = 3.7 * 55 = 203.5

12% of 125 = 125/100 = 1.25 * 12 = 15

70% of 256 = 256/100 = 2.56 * 70 = 179.2


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Our homework today is...

Use calculators and grids to do the following:


60% of 70
32% of 50
40% of 123
3% of 560
19% of 144
75% of 450
54% of 80
63% of 110
15% of 900
91% of 12

Here are some helpful links on this ummmm... percent as you call it:

http://www.bbc.co.uk/schools/revisewise/maths/number/03_act.shtml

http://www.mathleague.com/help/percent/percent.htm

And i commented this scribe post:

http://apcalc06.blogspot.com/2006/11/scribe-post-day-52.html

Alright... leave a comment if i did something wrong?

The next Scribe is.... Austin!

Boeun's scribe for December 4th

Today, we handed in our equivalent stuff that we did maybe since October. Anyways, you had to hand in the followings:

1. Equivalent chart

2. Big paper (Fractions, Decimals, Percentage, Ratios)

3. Quiz

4. Equivalent assignment 1 (1-9)

5. Equivalent assignment 2 (number line)

6. Equivalent assignment 3 (4 mini number lines)

7. Pre test

8. Test

Those are only the beginnings. After handing in our equivalent stuffs, we did a mind map of PERCENT. We had to tell Mr. Harbeck what were our thoughts, but it just didn't work so he showed us what other classes had done.

< - click!! This is a mind map that I created from the other classes and today's class. After those, he gave us 3 questions about percent.

I just made this bubbleshare from what I have put on Gliffy.



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1. What do you know about 50 %?

- divisible by 2 and 5
- half of a whole
- 0.5 is 50%
- 1:1 is 50%
- 5/20 is 50% -> 20 ÷ 10 (you divide by 2 get 50%)

2. What do you know about 25%?

- divisible by 5
- half of 50%
- 1/4 of a whole
- 5/20 is 25% -> 20 ÷ 10 (you divide by 10 get 25%)
- 0.25 is 25%
- 1:3 is 25%

3. What do you know about 10%?

- divisible by 2 and 5
- half of 50%
- 1/10 of whole
- 2/20 is 10% -> 20 ÷ 2 (you divide by 2 to get 10%)
- 0.1 is 10%
- 1:9 is 10%

This bubble share is just showing you what are 50%,25% and 10 is with 2 pictures each.



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In British English, percent is usually written as two words (per cent). In American English, percent is the most common variant. In the early part of the twentieth century, there was a dotted abbreviation form "per cent.", as opposed to "per cent". The form "per cent." is still in use as a part of the highly formal language found in certain documents like commercial loan agreements (particularly those subject to, or inspired by, common law), as well as in the Hansard transcripts of British Parliamentary proceedings. While the term has been attributed to Latin per centum, this is a pseudo-Latin construction and the term was likely originally adopted from Italian per cento or French pour cent. The concept of considering values as parts of a hundred is originally Greek. The symbol for percent (%) evolved from a symbol abbreviating the Italian per cento.

And almost finally, we had homework that's due next day. (December 5th/06 Day 5)

Tell me (Mr. Harbeck) how to do the following:

1% of 300 and 85
10% of 300 and 85
15% of 300 and 85
25% of 300 and 85
50% of 300 and 85
75% of 300 and 85


I almost forgot.. I found some websites that are talking about percents.

Those are...

1. http://www.aaaknow.com/pct.htm#topic3

*2. http://www.mathleague.com/help/percent/percent.htm#whatisapercent

3. http://www.math.com/school/subject1/lessons/S1U1L7GL.html#sm6

* A website that has information about PROBABILITY and PERCENTS.

Finally, I'm done. So, I'll choose Shawn as a next scribe.

oh and by the way, I posted a comment on this post. I really liked how they used pictures and colors to make people understand more easier.
http://apcalc06.blogspot.com/2006/11/scribe-post-day-52.html

Maxine's Scribe Post: Equivalents

So today in class we corrected our homework. We had to convert numbers into fractions, decimals, percents or ratios. For example 35.5%

Fraction - 355/1000 (hint: If you have a decimal number and you want to get into a fraction you take away the decimal and add a 0 to the denominator)

Decimal - 0.355

Ratio - 355:645

Next you have to place it onto a number line. You have the raw numbers on the top and the equivalent you choose on the bottom. Remember to put the markers because you will have to use them on the test. (0, 25, 50, 75, 100)

If you have any questions about this or need help just ask me and I'd be happy to help.

After we went over that Mr. Harbeck put up an Equivalents Pre-test. You had to fill out a chart and using NO CALCULATOR.

Convert the following values so that you can place them on the number line below. Show all your work.

Try to convert some of your own like 3:2 into a fraction. Or the ones that you find hardest even if you don't want to it'll be for the best!

Try 5/10 into a percent, 0.66 into a ratio, and 46:98 into a decimal.

After you have filled out this chart you have to place the numbers on a number line. *Remember that the raw numbers go on the top and which ever equivalent you choose goes on the bottom, put your markers before you put your numbers*

If you do not get this once again you can always ask me anything. I'm serious!

There was also one more question.
6, 6, 8, 14, 14

How could you determine whether the average of these numbers is greater than 10 without acually computing the average? Explain how you you decided if the average was more than 10 or less than 10.

BTW - You should have your big paper done because it can come in useful. And the unit book is gonna be due on Friday, I think. So have everything ready! And go over the mean, median, mode and range just in case :)

Some websites that can help you study are:

Conversions and Equivalents

Word problems using Equivalents

Ratios

Well that sums it up and I'm gonna choose Boeun to be the next scribe.

Marielle's scribe post: equivalents

During our second period of math (6th period) we first worked on our equivalents numberline (assignment #2) on the long graph paper Mr.Harbeck had given us.


Your finished assignment should look similar to this :





After being given almost half the class to finish the numberline, we were given another assignment titled "Equivalents Assignment 3". It consisted of 4 questions about percent, decimal, ratio, and fraction. You had to convert each one to each of the 4 listed (fraction, decimal,ratio, percent). At the bottom of the questions were the 'personal reflection' which also had to be answered too. If you did not copy down all the questions in class, assignment #3 can be found at the link below:
http://sargentparkmathzone.blogspot.com/2006/11/equivalents-assignment-3.html


If you have forgotten how to convert fractions to decimals or any others, just check your big paper, or janna's scribe (located under Cj's). You may also use these sites I've found:
http://sjh.hsd.ca/deruyck/images/junereview.htm
^^ this site talks about everything we have learned so far in math class. It also contains other things related to math like how to solve word problems, dividing/multiply fractions, and many more.

http://www.sparknotes.com/testprep/books/sat/chapter10section6.rhtml
http://content.class.com/c3_content/lor/mathematics/alg_percents/html/0302_0201.htm



This all pretty much ended our day. Tomorrow there will be a "pre-test" about ratios, fractions,percents, and decimals. The next scribe will be maaxineriLaaay :) [Maxine A]


`Marielle D. 8-17

Cj's Scribe Post: Equivalents

Today, during our first math class, Mr. Harbeck showed us these pieces of data:







With these pieces of data, we were to construct a number line arranging these pieces of data in numerical order:






First, we were to complete a table that showed: the decimal, percent, ratio, or fraction, (that was equivalent to all of the pieces of data); the pieces of data; and all of the equivalents in numerical order:









Then we were to start a rough copy of what we were going to put on the long sheet of graph paper, Mr. Harbeck would be handing out:







On this long sheet of graph paper, we would put what we placed on our table; but the pieces of data would either above or below the number line; showing us what equivalent it matches up with. The equivalents would then be placed above or below, (depending on where you put your pieces of data), and it would, too, match up with its equivalent. However, the numbers would not just be placed ANYWHERE on the number line, but it would be arranged from SMALLEST to LARGEST. In this case below, the pieces of data and equivalents are arranged from 0.1-1.0:









THE NEXT SCRIBE POSTER IS DOCTOR, (MARIELLE D the MD).

!!!Janna's Scribe Post!!!

Well, since Aaron didn't complete or try to do his scribe I get to do the honours of replacing him. To start off class we looked at our homework as quick as we could since we didn't get math the next day(which was Wednesday). Our homework was to find the formula of getting the following below:

Ratio:
to Fraction: The first number or part of the ratio will be the numerator of the fraction. Add the numerator and the denominator to get the second number in the fraction. Part to part.

Example: Ratio is 3:1. Numerator is 3 since 3 is the first number. 3+1=4. 4 is the denominator.

to Decimal: Get a fraction from the Ratio by using the formula above. Then divide the numerator by the denominator to get the decimal.

Example: Ratio is 4:2. Fraction is 4/6. 4 divided by 6 = 0.666666666667

to Percent: First get a fraction form the Ratio. Take the Numerator and divide it by the Denominator to get a decimal. Multiply the decimal by 100.

Example: Ratio is 2:5. Fraction is 2/7. 2 divided by 7= 0.285714 (repeated) x 100= 28.5714285714

Fraction:
to Decimal: Divide the numerator by the Denominator

Example: Fraction is 3/5. 3 divided by 5 = 0.6

to Percent: Divide the Numerator by the Denominator. Take the decimal and multiply it by 100.

Example: Fraction is 1/3. 1 divided by 3 = 0.333333(repeated) x 100= 33.333333(reapeated)

to Ratio: Take the Numerator and make it the first number in the ratio. Then add the numerator and the denominator to get the second number in the ratio.

Example: Fraction is 4/1. 4 is your first number or part. 4+1=5. 5 is your second number or part.

Decimal:
to Fraction: Say the number --> Write the number.

Example: Decimal is 0.48. Say it. 48 hundredths. write it, 48/100.

to Ratio: Turn the decimal to a fraction first. Then take the numerator and make it the first number in the ratio. Take the denominator and subtract the numerator from it to get
the second number in the ratio.

Example: Fraction is 3/8. 3 is the numerator so its the first number or part. 8-3=5. 5 is the second number or part. Ratio is 3:5

to Percent: Take the decimal and multiply it by 100. Simplify if you can.

Example: Decimal is o.83. 0.83 x 100= 83 83/100

Percent:
to Ratio: Take the percentage and get rid of the percent sign. That will be the first number or part. Then subtract the percentage by the value of the bottom number(usually 100) to give you the second number or part.
First number in ratio = the percent
Second number in ratio = (value of number e.g. 100) 100 - percentage

Example: Percent is 46%. 46

to Decimal: Take away the percent signs and divided by 100.

Example: Percent is 37%. 37 divided by 100=0.37

to Fraction: Since percents are out of 100, just take the percent put it over 100 and take away the percent signs. Then Simplify.

Example: Percent is 77%.

HOMEWORK:
Complete the following for our portfolio's':
1. Equivalent Chart
2. Big Paper
3. Quiz 1
4. Equivalent Assignment
5. Quiz 2

Our homework was to finish off boxes four and five on our big papers. It would be ___ to ___ in box 4. Then in box five the formula. (box 3 should be full of pictures).

Also the Equivalent worksheet found below my post, should be completed. The one where you have to find 4 decimals using 1-2-3-4-5-6-7-8-9 and then use your formulas to get the fraction, ratio and percent for them all.

Some websites you can visit are found below:
http://www.mathgoodies.com/lessons/vol4/meaning_percent.html

This site gives you different questions for fractions, ratios, decimals and percents, such as finding fractions from coloured grids. Then compare it to other fractions, ratios, decimals and percents. It also gives you the answer when you click on the word "answer". It includes questions and some ways of solving these problems.

http://www.aaaknow.com/pct.htm
This site shows you formulas to get certain thins from something. Such as a fraction to a ratio ...etc. It is not as useful as the first site above, but it does help if you get stuck on the homework and work shown above in my scribe.

The Next Scribe Is Carmie-Jane (C.J.)

Rommel's scribe post

The first thing that we did in class was to put the square root unit in order which was... the pink paper, the perfect square chart, the fist journal(which ones the perfect square),journal 2 where you had to draw things,the perfect squre the long paper, estimating square roots using chart and biulding problem, estimating square roots using fractions,recipe quiz 1 corrected,quiz 2 corrected, and the test corrected.

Then we got split in groups and got this paper and cards with pictures of decimals, percent, fractions, and pictures.


Ratio tells how one number is related to another number is related to another. A ratio may be written as " A:B " or the phrase " A to B" . A ratio of 1:5 says that the second number is 5 times as large as the first. The following steps will allow determination of a number when one number and the ratio between the numbers is given.

EXAMPLE :
Determine the value of the B if A:B and hte ratio of A:B = 25

-determine how many times the valiable A is divisible by the corresponding portion of the ratio. (6/2=3
-multiply this number by the portion of the ratio prestenting B(3x5=15)
-Therefore if the ratio of A:B is 2:5 and A=6 then B+15

Next scribe is Fiel

kristian's scribe

today we had a test which contains mean, median, and mode,probability,and square root.


this are some of the example that we have on the test:
square root

√22 = 25 - 16= 9 6 /9
22 - 16= 6

√34 = 36 - 25= 11 3/11
34 - 25= 9


mean, median, mode

24 38 36 78 53


24
38
36
78
+ 53
229


probability

red 8 (gray,yellow)
black 4
gray 3 10/22 10÷22=0.454 x 100= 45.4%
yellow 7

well this is my scribe for today.......
thank you for reading it and the next
scribe is Romel

John's Scribe

today we had a test in math and after the test Mr.Hanley teach us a new technique on how to find the denominator of a square root and then Mr.Hanley give us a example.

1-4= /3 so you subtract the smaller perfect square to the larger perfect square.
4-9= /5
9-16= /7

81 182........100
100-81= /19

And then after that he asked us what are the steps for doing this, and then Jannah answered:
1. Find the perfect squares on either side of the square root you are trying to solve.

2. Subtract the smaller perfect square from the larger perfect square.

3. Answer is your denominator.

Mr.Hanley give us this questions to answer:

Estimate each Square Root using FRACTIONS.
/67 /45 /15 /39 /57 /23

/31 /79 /8 /99 /86 /739

/666 /578 /433 /176 /333 /260

A farm has 7 equal square fields with a total area of 616 acres 2. Estimate the dimensions of each field using fractions.


In the afternoon Mr.Hanley give us back our quiz #1 and we have to do the corrections. After we did our corrections, we did our quiz #2 at the back of our paper, and when we finish our quiz he asked us if we have any questions on what were doing and nobody answered. And Mr.Hanley give us a word problems for homework.

Square Root Word Problems
a. Surinam, in South America, is roughly shaped like a square. It covers an area of about 100 489 km2. Find the length of each side of Surinam.

b. A warehouse has an area of 5808 m2. It is divided into 12 equal square sections. Find the dimensions of each section.

c.Estimate the following square roots using fractions:
/78 /189 /90 /34 /125

/145 /66 /218 /756 /867

/493 /555 /389 /678 /299

well that's my scribe post for today thank you for reading it
and the is.........Rommel.

TODAYS SCRIBE BY IAN ABAD

Ladies and gentlemen I would like to tell you my scribe.So please read it carefully.

today, we study how do to estimate the square to a fraction.And this is it start.

When we start the class MR. HANLEY the tallest guy in the room asked as to solve the square root of 110.

so I solve it like this:

/100 /110 /121

100 and 121 are the perfect square between 110.

the factors of 100 is 10 so the square root of 110 is 10.?.

When we finish solving it, MR. HANLEY asked us if do we had any ideas to estimate the square root.

when Jamie told him other idea,he told us the main topic of the subject today, HOW TO ESTIMATE THE SQUARE TO FRACTION.

and he asked to solve these:

and i solve it like this:

and then he asked as to solved the square root of 19 by fraction

and this is how i solve it:

/16 /19 /25

I look for perfect square between 19.And I found 16 and 25.I did it by looking for perfect square chart.Then I look for 19 and 19 is the 3rd square after 16 so the numerator is 3 then i look for denominator by counting 17 to 25 and the denominator is 9.the last i had to find the whole number by looking to the perfect square chart and i found that 16 is the 4Th perfect so 4 is the whole number.

so the answer is 4 3/9.

and this is our homework today:

find the square root by fraction.

/9

/10

/11

/12

/13

/14

/15

/16

thank you for reading the royal scribe of Ian. :p

and the next scribe is Kristian

ha ha ha I'm done.

there are some mistake in my first one so I correct it.

November 7 scribe notes by Jorel

today we learned the perfect square. we looked at our perfect square chart, and answer this questions:
find the square roots of these number and is it perfect or not:

1) 25 = 5x5 perfect square
2) 89 = 9.?x9.? not perfect square
3) 64 = 8x8 perfect square
4) 225 = 15x15 perfect square
5) 169 = 13x13 perfect square
6) 784 = 28x28 perfect square
7) 625 = 25x25 perfect square
8) 49 = 7x7 perfect square
9) 594 = 24.?x24.? not perfect square
10) 121 = 11x11 perfect square
11) 765 = 27.?x27.? not perfect square
12) 429 = 20.?20.? not perfect square
13) 654 = 25.?x25.? not perfect square
14) 6 = 2.?x2.? not perfect square
15) 333 = 18.?x18.? not perfect square
16) 852 = 29.?x29.? not perfect square
17) 199 = 14.?x14.? not perfect square
18) 841 = 29x29 perfect square

A warehouse has an area of 2940 meter square. It is divided into 15 equal sections. Find the dimensions of each section.

2940x2940 = 8 643 600

8 643 600 / 15 = 576 240

Each section has 576 240. The square root of 576 240 is 759.1 so its not perfect square

Perfect does not have decimals

tomorrow's scribe isssssssssssssss Ian

Kyle's long overdue Scribe Post!!

kk mr.harbeck dont get mad at me for not really knowing how to post something so im gonna put my scribe here.

The first part of class we pulled out our homework from yesterday. After we used these tiles to try to make a square out of 10 tiles.
But no one can do it until Mr.Hanly showed us how. He showed us that if it is 4x4 so that would make it a perfect square but if we had to do 3x3, We wouldnt be able to make it perfect, so we give it a mullet. Like if it didnt have enough to make it perfect, it would get a mullet.
For Example:

1.1x1
2.2?x2?
3.3?x3?
4.4x4
5.5?x5?
6.6?x6?
7.7?x7?
8.8?x8?
9.9x9
10.10?x10?

New Numbers for homework.
12,14,17

Make squares out of all the numbers

Next scribe is Jorel.