Marilen's Algebra Post

Algebra: Writing mathematical phrases using letters to show numbers
Variable: The unknown, Use a letter to represent a number
Constant: The integer in an algebraic expression or equation
When there are (-) multiply and divide cancel with the same integer

Solving Addition/Subtraction One Step Equations:
1. Isolate the variable
2. Cancel using the opposite
- Create a zero pair for the constant
3. Balance on the other side of the equal sign
4. Verify your answer

Solving Addition/Subtraction One Step Equations Using Algebraic Tiles:
1. Isolate the variable
2. Cancel the constant using a zero pair
3. Balance
4. Verify



Solving Multiplication/Dividing One Step Equations:
1. Isolate the variable
2. Cancel using the opposite
- Multiply or divide
3. Balance
4. Verify

Solving Multiplication/Dividing One Step Equations Using Algebraic Tiles:
1. Isolate the variable
2. Simplify the variable
3. Balance
4. Verify





Solving Two Step Equations:
1. Isolate the variable
2. Cancel the constant
3. Balance
4. Simplify the variable
5. Balance
6. Verify





Links:
One Step Equations
Two Step Equations

Videos:

Marilen's Great Big Book of Integers

Chapter 1 Grade 7 Integer Review
(+4)+(-4)=0 (have four) and (owe four) equals zero Brackets are training wheels
Pure Standard Form is 4-4=0

A zero pair is a pair of the same negative number, and positive number. Together, they equal zero.
Making Zero Pairs:
a) -16=+16 b) -6=+6 c) -10=+10 d) +19=-19 e) -11=+11 f) -14=+14 g) -63=+63

1. -3-(-7) use zero pairs


2. -3-7 use zero pairs


3. 3-7 use zero pairs

4. 3+7 = 10

5. -3+7= - 4



Chapter 2 Multiplying Integers
Sign Rule: When you have an even amount of negative signs, the answer is positive. When you have an odd amount of negative signs, the answer is negative.

1. (+2) x (+3)= 6 [2 groups of 3]

2. (+2) x (-3)= -6 [2 groups of -3]

3. (-2) x (+3)= -6 [remove 2 groups of 3]

4. (-2) x (-3)= 6 [remove 2 groups of -3 ]

5. (-3) x (-4)= 12 [remove 3 groups of -4]

Chapter 3 Dividing Integers
Sign Rule: If you have no negative or an even number of negative signs in a division question, the quotient is positive.

There are 2 types of division
Partitive Division or making parts
6÷3=2 , how many groups of 3 are in 6?

Quotative Division or sharing your total with groups
6÷3=2 , share 6 with 3 groups

6÷2 and -6÷ (-2) will give you the answer of 3 because the questions has no, or an even amount of negative signs.
(-6)÷2 and 6÷(-2) will give you the answer of -3 because the questions have an odd amount of negative signs.

Chapter 4 Order of Operations with Integers
Brackets Exponents Division Multiplication Addition Subtraction
(+5) x (-3) + (-6) ÷ (+3)
(+5) x (-3) + (-2) [solved division first]
(-15) + (-2) [solved multiplication after]
= (-17) [solved addition]

Links Multiplying & Dividing Integers Bedmas

Term 2 Reflection

Homework Book Page 52-55

My scribe post includes the questions : 4 on page 53 . 2 on page 54 . 4 on page 55 .

Question 4 Page 53
Draw at least four possible nets for a cube. (Each net must fold to create a cube)

Question 2 Page 54
Find the Surface area of the 3-D object
First, you must find the dimensions of the top, front, and side. You then multiply them by each other, as shown below. After you do that, you must add the products together, giving you the total surface area of 220.6cmsquared, 3.14msquared or 451.2cmsquared



Question 4 Page 55
Find the surface area of 3-D object


Here is a link that may help you with surface area
Here is a video that may help you with surface area

How many faces does a rectangular prism have?

5

6

1

4

or View Results

Create your own poll at Flisti.com

Cylinder Volume and Volume problems

The height to the nearest centimetre is 3.13. To get to this answer, you must divide the volume of the cylinder, by the area of its base, giving you the answer-- which is the height of the cylinder.


The answer to this question is 2.826cm^3.
To get this answer, you must find the area of both of the cylinders, like so. After you find both the areas, you subtract the cylinder that is on the outside, by the cylinder in the inside. You then have your answer.

Marilen's Final Percent Post

Percent means out of 100. Also, it is another name for hundredths. You can represent percents by using decimals and fractions as well.
eg. 100%, 1, 100/100 or 1/1 .

4.1 Representing Percents
- You can shade squares on a hundred grid, and a fully shaded grid represents 100%.
- Shade more than 100%, by using more than one hundred grid.
- Fraction percents can be shaded in by shading in less than 1 square.
- Shade squares to represent the whole number and shade part of one square to represent the fraction.

4.2 Fractions, Decimals, Percents
- Percents can be written as decimals and fractions
eg. 50%= 0.5= ½

4.3 Percent of a Number
- Halving, doubling, and dividing by ten are methods to find percents of some numbers.
- You can find the percent of a number by converting to a decimal, then multiplying by the number.
eg. 12 ½ % of 50 = 0.125x50 = 6.25

4.4 Combining Percents
- Adding percents can solve problems.
- To find the increase of a number.
• Add the combined percent to the original number.
eg. 12% of 100 = 0.12 x 100 = 12 + 100 =112
• Multiply the original number by a single percent greater than 100.
eg. 112% of 100 = 1.12x100 = 112
- Percents of Percents can be used to determine amounts that result from consecutive percent increase or decrease.

My Percent Review Video





My percent scribe post for this chapter.
A link on percentages.

Marilen's Pay it Forward

Part 1

Pay it Forward was a project made by Trevor. His teacher told his whole class that they had to make a difference in the world some how. Trevor's idea was that he helped 3 people, then each of them help another 3 people, and so on, but expect nothing in return. This idea was spread across the world, and it affected everyone, thus, all you needed was one person, to make a difference in the whole world.


Part 2

My group ( Angel, Marie, Diorella, Julibella, and I ) chose to do 2 things. We decided buy toys for the kids and donate them to the Health Science Center Children's Hospital. Also, we made decorative cards that said ' You've just been hit with an act of kindness! I hope you'll return the favor and pay it forward! ' Also, there was a candy cane attatched on the back. We made the cards for people at polo park. We all chose to do this to ' Pay it Forward ' because we wanted to make children happy since they've been in the hospital for quite a while, and the cards was so people could be joyful that they've been hit with kindness. This whole event happened on December 18, 2010.




Part 3

Starting off to ' Pay it Forward ' my group & I decided to drop off toys to the Children's Hospital. We gave the bag of toys to a nurse that would deliver the toys to the children. We took a picture with the nurse, just to make it 'official'. I felt really happy because children ( who don't go outside as much ) get to play with toys to make them feel a little better. The nurse seemed very thankful because we decided to pay it forward by giving new toys, than doing something else. We didn't ask the nurse to ' Pay it Forward ' because we left a card in the bag of toys that said to ' Pay it Forward! '

Lastly, we went to polo park to deliver our cards for people. Diorella was dressed up as an elf and Marie was dressed up as Santa Clause .. just to make kids happy, and because they were in the spirit to, than just wearing normal clothes. Although, security told us that we were not allowed to hand out candy canes, unless we had permission from the authority. Even if we were sad, we didn't want to give up because we still wanted to complete our task to pay it forward. We ended up putting cards onto people's windshields out at the parking lot. We were cold outside, but we wanted to complete our task, so we continued until we didn't have any cards left.


Part 4

The idea of Paying it Forward is important because it can help a lot of people .. just starting from one person. Also, it is easy to accomplish, since one person can help 3 people, then each of them help another 3 people, and so on. Plus, this idea can have a great impact on many people because they realize that even if they think no one is there for them, there's always someone to care for them no matter what happens. Lastly, I hope my act of kindness made a difference because while my group & I were delivering toys and cards, I felt proud of myself since I made people happy by doing a simple task .. ' Paying it Forward. '

My Scribe was yesterdays questions 1 & 3 b+c .

1. a) 150% of 5$

$5+$2.50=$7.50 .
150% of $5 is $7.50 .

b) 0.1% of 1000

0.1% of 1000 is $1

c) 1 1/2% of $20 000

1 1/2% of $20 000 is $300

3. b) 0.1% of $5000

0.1% of $5000 is $5

c) 2 1/10% of $20000

2 1/10% of $20000 is $500

Here is a link.

Marilen's Pythagoras Scribe Post

Homework for the weekend : Pages 91-94 #1-21
My homework was questions 2, 7, 14, & 18.

2) A triangle has side lengths of 7cm, 11cm, & 15cm. Explain how you can determine whether or not it is a right triangle.


In order for a triangle to be a right triangle, a²+b²=c². In this case, a²+b² does NOT equal c² therefore, this is NOT a right triangle.

7) The sides of a right triangle measure 9cm, 12cm, & 15cm.


a) What is the area of each square attached to the three sides of the right triangle?

area for a²= 144cm²
area for b²= 81cm²
area for c²= 225cm²

b) Write an addition statement showing the relationship between the areas of the three squares.

c) Describe, using words and symbols, the relationship between the side lengths of each square.
-The area sum of the squares a & b equals the area of square c.

14) Show whether each triangle in the table is a right triangle.

18)The diagram is made of two triangles and five squares.

a) What is the area of square X?

The area of square X is 28cm²

b) What is the area of square Y?
The area of square Y is 16cm² because the hypotenuse for the 2 triangles is 28cm², and side B is 12cm², therefore 16cm²+12cm² = 28cm². The question was basically asking, ' what + 12cm² = 28cm²? ', in my point of view.

Links:
Pythagorean Theorem
Pythagoras Theorem

Videos:

Marilen's Sesame Street Video Post

Group Members ; Angel & Marilen

Part One :
Two term ratio ; Compares 2 quantities measured in the same units. [ a:b ]
Three term ratio ; Compares 3 quantities measured in the same units. [ a:b:c ]
Part to part ratio ; Compares different parts of a group to each other. [ a:b, 2:5 ]
Part to whole ratio ; Compares one part of the group to the whole group. It can be written as a fraction, decimal, & percent. [ b:all letters, 5:8 ]

Rate ; Compares 2 quantities measured in different units [ 2km/2hr ]
Unit rate ; A rate where the second rate is 1 [ 9 dollars/ 1hr ]
Unit price ; Used when shopping [ 10 dollars/10mL ]

Proportional Reasoning ; A relationship that says that 2 rates or ratios are equal. It can be written in fraction form. [ 2/3 = 6/9. (x3) ]

Part Two :
The Original Video ;


This Video is about Elmo writing his own song, and showing it to his friends Big Bird & Snuffie

Part Three :
Our Remake of ' Elmo's Song '
" The Ratio, Rates, & Proportion Song "


Our remake video was composing the definitions of Ratios, Rates, & Proportions.

Marilen's Math Profile

Hey there! My name is Marilen and I am a math student in grade eight. If someone asked me if liked math, I would say yes because its my favorite subject and i find that I am strong in it. It is so, because I like thinking, and solving math problems. The best thing that I ever did in math class took place in grade 6, where we had to solve long division questions on a board. There were numerous questions, and we were in a group, so we had to solve them quick. My group won, but it didn't matter because my classmates had a fun time. I enjoy working in groups.

In grade 7, the best unit I liked was co-ordinate grids. At first, I found it a bit hard, but I began to understand it a lot more since I asked for help, so it became fairly easy. The unit that made me struggle was integers because I got confused when it came to adding and subtracting it -- since I couldn't do it properly. As we learned more about integers, it got a big easier, but i still find it confusing. This year, I will ask questions on the unit, since I didn't ask questions last year. Also, I will take time to practice units that are confusing to me. Lastly, I will study for tests and quizzes so i receive high marks.

This is now grade eight. To become a better student, I will ask questions if I need help, or to understand a unit a lot better. I will pay attention and listen in class, and I will finish my homework on time, and not procrastinate. Also, I will participate in class by answering questions that I know the answer to. I am looking forward to learning more about algebra, and how to solve different equations so I can get ready for grade nine.

I was a blogger last year, and I made a few posts. My favorite post was about the exam review when i blogged about lines, finding the area of shapes, angles, and converting fractions. I think I did well on the blog because I added color, a video, links, and pictures. Also, it showed how much I improved from my first blog. Blogging helped me become a better student because I had to listen in class so I can get all the notes I had to blog about. Also, it refreshed my memory about the things we already learned about during math. This year, I am looking forward to creating math videos/movies, and going to new math websites on the computer.