816 Math 2010

2minutes2011, reflection

2011-06-16T17:15:00.000-07:00

Link just in case the video doesn't work: http://www.youtube.com/watch?v=vlp0q3_zKwM

2 Minutes to make diffrence blog

The first draft i made for this short flim about how to make a diffrence today in poeple lives was rough. I had a few spelling , grammar and capilization errors, and i did not add any music to my video at that time. My classmates helped me alot by telling me egsacaly what mistakes i had made and how much better my video would be if i had added music after reading these comments I did my finale draft and i feel all the feedback made it that much better.

My expert is acually my Mother she is a egsacutive assightant to Susan Wills the Top boss of united way of Winnipeg. So i got a lot of my information that i added in my video from her. She talked to me about the programs that really help all the less fortunate children in winnipeg and canada. For example boys and girls club, big brother and sisters along with koats for kids and there are many more. Something really important that i learned form my expert was that we really need to do something to help today and not wait for tomorrow because it's only going to get worse.

To me my greatest success was just going out there and knowing I made a small difference in a childs life. Also that my video will make poeple aware of this growing issue in Canada. In the future i see my self doing more to resolve this issue in canada like volentering and donating to many other organizations we have here that will help so many children like YOU and like ME.

The most difficult thing was trying to come up with great imfomative information that i hoped people would think about even though i got most of my infromation from my expert i tried to pick and choose the best. I also had i little trouble with music but i finally figured it out.

This project is important to grade 8 students because not only should we learn how to spell or to mutiply but.... we also need to learn to be good poeple with good hearts that care about making a diffrence.

The end i really enjoyed this project i would like to thank Mr. Harbeck, Mrs. Hay and Mrs. Willson.

Nikki's 2 minutes reflection

2011-06-15T23:16:00.000-07:00

Karen Estanislao Nikki Shannon

On me and my partner's first draft we were kind of in a rush because we put it off until later but we knew that this wasn't our final draft so we could do better in the final draft. The comments from my class mates were really helpful because they told us some spelling mistakes that we couldn't have found by our selves. They also gave us positive feedback like telling us how are music made them feel and what pieces of information that really jumped out and wanted them to make a difference.

We found our expert during the spring break by searching "Contacts for poverty in Israel" and contacted at least 7 people. Instead of calling them we e-mailed them asking if we could have their number so they can talk to us about real issues in Israel. We got a response around the end of the break and eventually contacted her about 2 weeks later.

I was really excited to get the video over with and the most exciting part of making the whole movie had to be choosing the music. For me it was really hard because I love all the music types and choosing it was just fun. I think that the music we choose wasn't very common and really fits into our topic.

I got really frustrated because Karen and I procrastinated until the last few days to be honest and it was hard to out days and days of work all into 2 days. Some skills we used was to be quick and still do a good job. We couldn't waste out time only looking at the music or one picture, we had to be quick because of the deadline. Luckily we took more time for the final draft.

In my opinion this project was very effective on each and every one of us. With 4 classes making a difference is huge. One person can make a large difference, but this project got almost 140 students making a difference.

I will make a difference in the future to keep sponsoring my sponsor child Monster Mohammad. One he is old enough to live without our help we will probably sponsor another child because if I was in any of those children's positions, I would want somebody to sponsor me. It just feels good to know your doing your part to make a difference all around the world.

Karen's 2 Minutes 2011 Reflection

2011-06-15T17:44:00.000-07:00

Google Docs

First Draft

Final Draft

The biggest change we made about our video was the information, we added, removed, and changed some information about our topic. My group also added the phone call from the interview. We added some more pictures, changed font colours so they are seen better, changed spelling mistakes but also made other spelling mistakes. Our video project had many, changes, almost everything had small touch ups. The feedback given was very helpful because it helped us have an idea of what to change for our video. Feedbacks were very helpful and has helped us make a better video by doing some changes.

We found our expert from our research, we researched about poverty in Israel organizations and we found a few. My group sent them all emails asking to have a call with them to answer our questions. The best organization we found was Yad Eliezer because it really focused about Israel's poverty. No one else replied to our emails except for Yad Eliezer, so we were very thankful. We learned some things from the phone call we had made like:

Even wealthy societies also have people who don't have enough money.
Home issues affect the children's learning.
Families who can't afford the basics has always been around.

The greatest success of out group is our sponsor child, the fact that we took on a responsibility to change one's life with our money, also that we were committed to him. It was his birthday a month ago and we were very happy for him. To this day we will keep on sponsoring Montser. I think helping people out will be an on going skill for me in the future when I get a job. This project had made me want to keep helping people, another skill is presenting visually, I am for sure to use that in the future.

The frustrations in our project was the lack of information. We started with some false information, we did more research and ended up having too many correct information in the end. My group wanted to put everything in the video which was very hard due to the 2 minute time limit. We managed to add our interview, take out our false information, and add more information by editing over and over again.

This 2 Minutes to make a Difference project was important to grade eights because it has shown us how lucky our lives actually are. The comparison of our lives with others lives has changed the way we think, it made me feel selfish therefore I felt like giving back. Harbeck and Ms. Hay, and Ms. Wilson spread the word to us, and some of us did the same to give back. It was like the Pay it Forward movie, the growth of giving back. The project has changed the way we think and while we learned we also got to change some people's lives. Our teachers do their part while they make us aware and then we did our part, then people who we've involved in our projects like donators or the video viewers may have been aware now too so they might somehow help out.

For the future I plan on helping out organizations. I will donate to them so they can have enough money to make things like water pumps in villages. Those things are very helpful because some have to walk just to get water, and the water sometimes is not very clean, and the walks are far and dangerous. If I am successful enough I plan on travelling and going to the villages to help out, so I can experience people's lives. I want to physically compare my life to others and help them out.

2 Minutes Reflection

2011-06-15T15:43:00.000-07:00

Here is My groups Google Doc.

Here is My groups First Draft for our 2 minutes to make a difference.

Here us MY groups Final Version for our 2 minutes to make a difference.

In our final draft we changes a lot of information and pictures. Some pictures we took out were the ones that we think that doesn't connect to our topic. Some information we added on our Final Version is by saying what children in child labor don't have for example like child labor don't get any NO freedom and NO fun.

My group did not find a expert, but we tried to find one by sending a message to Unicef and other societies. Mostly all the groups that we sent a message too, all they said was we are too busy.

One of our greatest moments of working on this project was raising money, my group and I raised up to one hundred dollars! By just selling cupcakes and asking people for some donations. Our goal was to get about two hundred dollars but we raised enough.

The most frustrating moment was trying to find out information and trying to get a expert. Finding the information was really hard because we had to go to so many websites and we would find wrong information. Some strategies we used to find the information was to ask the teacher how to be get good information.

Doing this project is important to Grade eight students because we can spread the word around and we can help the people who need help. People are out there struggling and we don't even do anything so we have to spread the word around. I will make a difference by giving away my clothes and toys that I don't need anymore and give it to organizations that need help.

Kristel's 2 Minutes 2011 Reflection

2011-06-15T15:34:00.000-07:00

First Draft

Final Draft

The changes we've made to make our final draft is added more information about suggestions you could do to make a difference and we talked more about what we did. We also made our slides longer so people could read what we wrote on our slides without having to rush. More pictures were included and we made our fonts all the same on our slides so it wouldn't be distracting.

My group and I didn't find an expert although we tried several times. We phone World Vision and a lady answered and told to phone the next day in the afternoon. So, when that day came we phoned them but no one answered this time. We kept trying to phone the days after but we had no luck. Then, we tried phoning other organizations but no one seemed to be picking their phone up.

The greatest success of our project is raising the amount of money we did in little time. We raise $150.00 in about 45 minutes. We wanted to stay longer but we were no longer allowed to raise money so we had to leave. Skills that I will take away with me into the future is knowing how to raise money and giving it to organizations that will help people in need.

The things that frustrated me the most was not being able to find an expert, finding pictures that matched what we were talking about and editing our final product. To be successful, we all worked on our project together everyday making it the best it could be. The two people that knew how to edit our video, edited the video and the other two people looked for more pictures and tried phoning other organizations. It worked out well and we got through things easier without having to stress that much.

This Two Minutes project is important to us grade 8 students because we want to help those in need. We know that there are so many people out there that have it way worse than us. We want to show others that a difference can be made and we want to encourage other people to make a difference. Doing this project will also spread word around about the issues happening in our world and telling people how it should change.In the future, to make a difference I will donate clothes and money to organizations helping those in need. I will make people aware of certain things happening.

Nils' Two Minutes to Make a Difference Reflection

2011-06-15T11:01:00.000-07:00

1.

2. Some of the changes between our first draft and our final copy is that we corrected all the spelling mistakes in the first draft. We had quite a few (even in our title) and they were noticeable so that was a major fix. Another change we made was the decision to add more pictures to our movie. Giving the viewer a visual of the problem was a goal of our group and that is why we included more pictures.

3. We found our expert by phoning one of my dad's business friends who was a journalist and had many contacts in groups such as the Humane Society. he set us up to talk with the WHS and that is how we got to talk to the animal intake manager of the Humane Society.

4. Not Applicable

5.Our greatest success in our project was our ability to work together and plan out how we were going to get information and contacts so that we can complete our project on time.

6.One of the most frustrating parts of the process was actually making the movie. I am not very good with computers and Windows Movie Maker is a very confusing program for me. I solved this problem by using the all powerful Internet to assist me. I used a help site to help me with the problems and because of that help I could make my movie.

7. The 2 minutes project is important because it can inspire lazy teenagers (grade eights) to actually do some good in this world.

8. I will make a difference in the world by volunteering at a Humane Society when I'm 16 uears old.

2 Minutes 2011 Reflecion

2011-06-15T10:56:00.001-07:00

Google Docs:

My group's first version of our Two Minutes Video:

My group's final draft:

My group and I improved our video by makng our slides stay on longer so that we could reach the time needed for the video. We also added some pictures and fixed our credits at the end and included all the websites that we used. We decided to talk more about ways that people can go out and make a difference. Another thing we did is add a thought provoking question to get the audience thinking. I think that the student comments were helpful because by seeing what my peers had to say, their thoughts, and opinions, it made us realize the different ways we could improve our video.

We did not include an expert in our video simply because we weren't able to contact anyone. We found some possible experts but when we tried to call them, they didn't answer. We actually talked to someone from World Vision and they told us to call them back in the evening, which we did. However, when we called them, no one answered.

My group's greatest success was the fact that we raised a total of $150 in donations. We were at Superstore for less than an hour, and I'm very surprised that we raised so much! We even got donations from former Sargent Park Students and we met many new people. The skills that I was able to take from this project was making sure I met a due date. There was so much to do with this project in so little time. With the help of my group, we were able to have a finished product that is better than we could ever imagine.

What frustrated me in the movie making process was finding pictures, the editing, finding an expert and the fact that my group didn't always cooperate. We had to try to make sure that all our pictures were from creative commons and were related to our topic. This was difficult because there weren't that many pictures that had to do with our topic. The editing was frustrating because iMovie was sometimes difficult to work with and hard to use. My group and I got together everyday to try to find an expert but sadly, we weren't able to contact any. My group and I didn't always cooperate because we all had our own strong opinions. However in the end, we learned to work together as a team. The main strategy my group and I used was not giving up. No matter how much work we had to do to complete the video, how long we had to stay up, how much research we had to do, we never gave up. We wanted to make the video the est we could and because of this, we were successful.

This project is important to Grade 8 students because by researching about our topic, we we able to learn about the different ways we can go out and make a difference in the world. We were also able to show our knowledge of our topic by putting a video together and sharing it with our fellow grade 8 students.

To make a difference in the future, I will volunteer at places such as Winnipeg Harvest who help the less fortunate. I will also donate money to organizations like Siloam Mission. Another thing I will like to do is try to make people more aware of the different issues around the world.

2 minutes 2011 Reflection

2011-06-15T10:54:00.000-07:00

This is our outline before we created our video

This is our first draft of our 2 minutes video

This is the final version of our video. What we did to improve our video was we made the slides stay longer on the screen for people to read better and so that we could reach the given time since we were under 2 minutes. The comments really helped us with improving our final draft so we kew what we needed to do to make the video better. We contacted a couple people but none of them got back to us before we could start our video. I think my groups greatest success was raising money. We raised $150.00 in almost an hour. The skills that I would take and use in the future would be helping with issues in the world and to get other people involved. What was frustrating about making our movie was finding pictures about our topic because there wasn't many pictures that could help us. We also wanted to find pictures that would make the viewers stop and actually think about the cause in Africa. The strategies we used to become successful were that we never gave up. We wanted to make our video the best it can be, so we would always get together and tell each other what we liked and what should change. We also put ourselves in the audiences positions and say what THEY would think when watching. What's important is that it's a big part of our grade and it's also to show other people that we can help and make a difference. In the future I will make a difference by always remembering that some people have it way worse than we do. Some don't get to experience what other people do. And so, I will help by donating to people that are fundraising.

Alec's Algebra Post

2011-05-10T18:39:00.000-07:00

Solving One Step Algebra Equation
1. Isolate Variable
2.Cancel constant using the opposite integer
3.Balance it out by doing the same thing on the other side
4.Verify- solve to equality

Solving the question using Alge Tiles

Solving Two Step Algebra Equation
1. Isolate the variable (the unknown number in an algebra question)
2. Cancel the constant (the integer in an algebra question)
3. Balance by doing the same thing on one side and the other side of the equal sign
4. Simplify the variable
5. Repeat step #3
6. Verify your answer

Solving using Alge Tiles

Paulo's Algebra Post

2011-05-09T20:11:00.000-07:00

One Step Algebra Equation:

Variable: is a letter that represents an unknown number in algebra.( q, x, z, t)

Constant : is the integer in an expression or equation.( x +6 )

Expression : is a pattern.( 2x )

Equation:has an equal sign. only one possible answer.( 2x=6)

Solving Addition/Subtraction One Step Equations:
-Isolate the variable
-Cancel using zero pair for the constant
-Balance on the other side of the equal sign
-Verify your answer

Addition

Subtraction

Solving Addition/Subtraction One Step Equations Using Algebraic Tiles:
Isolate the variable
Cancel the constant using a zero pair
Balance
Verify to check

Addition Algebraic- Tiles

Subtraction

Solving Multiplication/Dividing One Step Equations:
Isolate the variable
Cancel using the opposite
multiply or divide
Balance
Verify

Solving Multiplication/Dividing One Step Equations Using Algebraic Tiles:
Isolate the variable
Simplify the variable
Balance
Verify

Multiplication

Division

Roemer's AlgebraPost

2011-05-09T19:21:00.000-07:00

Solving One Step Algebra Questions:
1. Isolate the variable. (Unkown number in the question)
2.Cancel the constant(Integer in Algebra question)
3.Balance it out by doing the same thing on both sides of the equal side.

4.Verify your answer.

AlgieTyles.

Solving Two Step Algebra Questions:

1. Isolate the variable.
2. Cancel the constant
3. Balance it out by doing the same thing on both sides of the equal side.

4. Simplify your answer.

5. Repate #3
6. Verify your answer.

Cathlene's Algebra Post

2011-05-09T18:48:00.000-07:00

One Step Equation #1

One Step Equation #2

One Step Equation #3

One Step Equation #4

One Step Equation #5

Two Step Equation #1

Two Step Equation #2

Two Step Equation #3

Ryan's Algebra Post

2011-05-09T15:51:00.000-07:00

Terms
Variable - is a letter that represents an unknown number in algebra (ex. q, x, z, t)

Constant - is the integer in an expression or equation (ex. x +6)
Expression - is a pattern; has multiple or infinite answers (ex. 2x)
Equation - has an equal sign; only one possible answer (ex. 2x = 6)

One Step Equations

Steps for Completing Equations

Isolate variable - get rid of constant
Cancel using opposite; use a zero pair for constant
Balance - do the same on other side of the equation
Verify - solve to equality

Addition

Addition Using Alge-Tiles

Subtraction

Subtraction Using Alge - Tiles

Multiplication

Multiplication Using Alge - Tiles

Division

Division Using Alge - Tiles

Two Step Equations
Steps for Completing Equations
Isolate variable - get rid of constant
Cancel using opposite; use a zero pair for constant
Balance - do the same on other side of the equation
Verify - solve to equality
Division

Division Using Alge - Tiles
COMING SOON.. ;)

Multiplication

Multiplication Using Alge - Tiles
COMING SOON.. ;)

Jayvee's Algebra Post

2011-05-09T14:18:00.000-07:00

How to Solve One Step Algebra Questions:
1) Isolate the variable (the unknown number in an algebra question)
2) Cancel the constant (the integer in an algebra question)
3) Balance by doing the same thing on one side and the other side of the equal sign
4) Verify your answer

Using Alge-Tiles:

How to Solve Two Step Algebra Questions:
1) Isolate the variable (the unknown number in an algebra question)
2) Cancel the constant (the integer in an algebra question)
3) Balance by doing the same thing on one side and the other side of the equal sign
4) Simplify the variable
5) Repeat step #3
6) Verify your answer

Using Alge-Tiles:

Melanie's Algebra Post

2011-05-08T17:55:00.000-07:00

Some terms worth remembering:

variable: is a letter that represents an unknown number in algebra (ex: a, q, t, k)
constant: is the integer in an expression or equation (ex: x +6)
expression: is a pattern and has many different answers (ex: 2x)
equation: has an equals sign and has only one possible answer (ex: 2x=6)

How to solve One Step Algebra Equations:

1) Isolate the variable
2) Cancel using the opposite (cancel the constant using a zero pair)
3) Balance both sides (do the same on both sides of the equal sign)
4) Verify to solve equality

** Here are some examples of different types of One Step Algebra Equations:

Addition (with Alge-tiles):

Subtraction (with Alge-tiles):

Multiplication:

Division:

How to solve Two Step Algebra Equations:

1) Isolate the variable
2) Cancel the constant
3) Balance both sides of the equals sign
4) Simplify the variable
5) Balance both sides of the equals sign again
6) Verify to check

** Here are some examples of Two Step Algebra Equations:

Multiplication:

Division:

Karen's Algebra Post

2011-05-08T16:40:00.000-07:00

One-Step Algebra Equations

Steps to solving One Step Algebra Equations:

1: Isolate the variable (variable- a letter representing an unknown/unlike number)

2: Cancel using the opposite; if there's a constant use zero pair

(constant- the integer in an algebraic expression or equation)

3: Balance, do the same on the other side of the equal sign

4: Verify to check- solve to equality

Here are some examples:

A number and 2 is 5. (n + 2 = 5)

The difference of a number and 10 is -21. (n - 10 = -21)

Five times a number is 20. (5 x k = 20/ 5k = 20)

Alge-Tile Example:

A number is divided by 8 is -4. (x ÷ 8 = -4)

Two-Step Algebra Equation

Steps to solving Two Step Algebra Equations:

1: Isolate the variable
2: Cancel the constant
3: Balance
4: Simplify the variable
5: Balance again
6: Verify to check

Multiplication

Ten times a number and 3 is 43. (10g + 3 = 43)

Division

A number is divided by 3 with 5 is 19.

Here are somethings to help:

One Step Addition Video

One Step Multiplication Video

One Step Division Video

One Step Subtraction Video

One Step Algebra Website to help and practice

One Step Addition Website

One Step Subtraction Website

One Step Multiplication Website

One Step Division Website

Two Step Algebra Video

Two Step Algebra Website to help

Jocelle's Algebra Post

2011-05-08T16:23:00.000-07:00

One Step Algebra Equation:

Variable -> is a letter that represents an unknown number in algebra.
( q, x, z, t)
Constant -> is the integer in an expression or equation.
( x +6 )
Expression -> is a pattern.
( 2x )
Equation -> has an equal sign.
( 2x=6) -> only one possible answer.

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

Addition:

Subtraction:

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 to check

Addition: (tiles)

Subtraction: (tiles)

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

Multiplication:

Division:

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

Example:

LINKS:

Solving One Step Equations

Solving One Step Equation #2

Solving Two Step Equation

Solving Two Step Equation #2

Solving Two Step Equation #3

Videos:

One Step Subtraction Equation

One Step Addition Equation

One Step Multiplying Equation

One Step Division Equation

Two Step Equation with Division and Subtraction

Two Step Equation with Multiplication and Addition

Two Step Equation with Multiplication and Subtraction

Worksheet:

Worksheet 01

Worksheet 02

Game

Kristel's Algebra Post

2011-05-08T12:19:00.000-07:00

Solving One-Step Equations:

Variable - Is a letter that represents an unknown number in algebra Ex. a, g, x, n
Constant - Is the integer in an expression or equation Ex. x + 6
Equation - Has an equal sign and has only one possible answer Ex. 2x = 6
Expression - Is a pattern and has many different answers Ex. 2x

Alge Tiles:

To solve a one-step equation, the first thing you need to do is isolate the variable. To isolate the variable you need to get rid of the constant by using a zero pair or cancelling it out by using the opposite operation.

The next step is to balance it, which means whatever you do on one side of the equation sign, you have to do it on the other side of the equation sign.

The last step is to verify which is simply checking if your answer is correct.

Example:

Solving Two-Step Equations:

To solve two-step equations you need to Isolate the variable, Cancel the constant, Balance, Simplify the variable, Balance and Verify

Example:

Allison's Algebra Post

2011-05-08T10:18:00.000-07:00

Terms to remember: Constant: The integer in an expression or equation
Example: a + 4

Variable: The letter that represents an unknown number
Example: a, x, y, k

Equation: Has an equal sign with only one possible answer
Example: 2a= 4

Expression: Is a pattern and has many different answers
Example: 2x

Alge-Tiles:

The 3 variables represent 3x.
The 12 tiles represent 12.

To solve one step equations you must isolate the variable you must cancel the constant by using the opposite operation or cancelling it out with a zero pair.
After cancelling the constant you must remember to balance the equation. That means whatever you do to one side you must do to the other side.

Lastly you must verify your answer to see if it is correct. Example:
Examples:
Addition-
x+8=28
x+8(-8)=28(-8)
x= 20
VERIFY:
x+8=28
20+8=28
28=28

Subrtraction-
x-2=3
x-2(+2)=3
(+2) x=5
VERIFY:
x-2=3
5-2=3
3=3

Multiplication:
2x=10

Division:
k/3= 6

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

Examples:

Lara's Algebra Post

2011-05-08T08:02:00.000-07:00

Algebra: Writing a mathematical equation using a Letter.

Example : x + 4 = 5

Variable - a letter

that represents

a number in an algebraic equation or expression

Constant - the integer in an algebraic expression or equation

Expression - pattern, many

answers ex. 5x, 5x5

Equation - only has one answer, has an equal sign ex. 5x=25, 5x5=25

Solving an Algebraic equation.

Steps:

1. Isolate the variable.

2. Cancel using the opposite of

the number.

3. Constant is cancelled with the zero pair.

4. Balance, do the same

operation on the other side of the = sign.

5. Verify to check

Roemer's Fraction Video: What's a fraction?

2011-04-06T20:45:00.000-07:00

Lizelle's fraction video

2011-04-06T19:01:00.000-07:00

I am truly sorry for having it backwards, I do not know how to fix that.

How to Convert a Mixed Number (fraction) into a Proper Number (fraction)

2011-04-06T18:48:00.000-07:00

Nils' Fraction Video

2011-04-06T18:41:00.000-07:00

How to change improper fractions to mixed fractions.

How to Add Fractions with a different Denominator

2011-04-06T16:09:00.000-07:00

How to Add Mixed Fraction

2011-04-06T16:02:00.000-07:00

Hope it Helps!

Big book of integers chapeter

2011-03-29T13:49:00.000-07:00

(+2)x(+3)= +6 (+2)x(-3= -6 (-2)x(+3)= +6 (-2)x(-3= +6

2011-03-25T08:31:00.000-07:00

Ryan's Term 2 Reflection

2011-03-25T08:17:00.000-07:00

I enjoyed the second term, because most of the units we did was very simple and easy for me. Although I didn’t do that well in quizzes/tests, volume and surface area was fun. It was easier for me to solve these kind of problems, because all I had to do was follow the formulas. These types of problems, were like an incomplete puzzle, where you knew what to do to complete them, and you would have to find each value of the formula, to subsitute them in. However, percents were a bit confusing for me. Other than the hundred grids, I did well. My only trouble with the hundred grids, were that if you needed to represent a number such as 0.06 percent, would you have to draw a “zoomed” version of a square, which was out of 100 squares? This confused me because there seemed like a much more simple way to represent that, without finding an equivalent fraction. Overall, I enjoyed the units we did this term, more than the units we did last term.

Filimon's Volume Post

2011-03-25T08:07:00.000-07:00

Pg 263 #5 v=h x pi x r2

r=4.1 11=h pi=3.14

r2 r x r = 16.81

Volume of this cylinder is 51.35.

#4 Pg 265

r2=10

h=23

pi=3.14

v=722.2

Arween's Great Big Book Of Integers

2011-03-24T17:37:00.000-07:00

Chapter 1 : Grade 7 Integer Review

“When subtracting something that isn’t there use a zero pair”

Examples:-3 - (-7)=

-3 - 7 =

3 - 7 =

3 + 7 =

-3 + 7 =

Chapter 2 : Multiplying Integers
Sign rule: when you are multiplying integers and you have 0 or even numbers of negatives, the answer is positive. When you are multiplying integers and you have odd numbers of negatives, the answer is negative.

Examples:
(+2) x (+3)=

(+2) x (-3)=

(-2) x (+3)=

(-2) x (-3)=

Chapter 3 : Dividing Integers

Partitive Division is how many groups are there in a number.

6 ÷ 2 =

Quotative division is how to share a number into groups
6 ÷ 2 =

Sign rule:
Even: when numbers of negative integers are even the answer is positive

Odd: when numbers of negative integers are odd the answers is negative

6 ÷ 2 = 3 There are no negative integers so that means the quotient is positive.
-6 ÷ (-2) = 3 There are two (even) negative integers that means the quotient is positive.
(-6) ÷ 2 = -3 There is a negative integer (odd) that means the quotient is negative.
6÷(-2) = -3 There’s one negative integer that means the quotient is negative.

Chapter 4 : Order of Operations with Integers

(+5) x (-3) + (-6) ÷ (+3)
-15 + (-6) ÷ (+3)
-15 + -2
-17
When answering Order of Operations remember B.E.M.D.A.S
B = Brackets
E = Exponent
M = Multiplication
D = Division
A = Addition
S = Subtraction
1. First answer numbers with brackets Ex. ( ) or [ ]
2. Then Answer Multiplication and Division
3. Then Addition and Subtraction

Roemer's Term 2 Reflection

2011-03-24T11:36:00.000-07:00

This term we learned about percents. I found percents easy because I fund it easy and I think I will do good on the final exam. Also, we learned about Surface Area and Volume. Surface area and volume are our almost exactly alike. Only difference is on surface area, you want to find thetotal area of the shape, but in volume, you only have to find the "inside" area.I found this struggling in the beginning, but not anymore. With a little practise, I got much better. Math is usually one of my strongest subjects, but this term, I think I only got average. Next term, I will work 110% harder by completing homework, and getting better score test.

Ishaka's Term 2 Reflection

2011-03-24T11:32:00.000-07:00

This term we learned about surface area and volume. I think I did all right this term because when we were learning about surface area it was kind of hard but when we started to learn volume It was easy. I had great test scores It was probably because I started to pay attention in class. Learning volume was so easy that I didn’t struggle doing any of the work we did in class. Next term my goal is to do more work, and pay attention in class.

Victoria's Great Big Book Of Integers Chapter 1

2011-03-24T11:18:00.000-07:00

Grade 7 chapter 1 book of intergers : You can use number lines & integer chips. < - means red chip which has the symbol of a positive integer & > - means blue chip which has the symbol of a negative integer. For a zero pair looks like <> When subtracting something that isn't there use a zero pair. (+4)+(-4) =0 : thats how to equal a zero pair. Know becasue we are in grade 8 know more BRACKETS ! So it would look like 4 -4.

Here are some questions to help you out .......
-6-(-4) =
-10+6 =
6-7+2 =
14-(-3) =
-3-(-7) =
* important to try to do
*-3-7 =
*3-7 =
*3+7 =
*-3+7=
For those questions use a numberline to complete .... Good Luck !

Arween's 2nd Term Reflection

2011-03-24T11:13:00.000-07:00

Term 2 Reflection

In Term 2 we’ve learned about Percents, Surface Areas, and Volumes. I did well on finding the surface area and finding the volume. The formulas of surface ares are easy to remember so as volumes. I struggled on percents. I had a hard time on changing fractions to percents. I keep messing up my calculating and mixing numbers to other numbers that’s in another column. But once I understand how to change fraction to percent I got better at it. I will do my work to understand the lecture more clearly to get a high grade on my quizzes.

Filimon's Term 2 Reflection

2011-03-24T11:06:00.000-07:00

This term with Mr. Harbeck was not a perfect term for me and my grade. I did not do my homework and he yelled at me. I had I lots of fun at Surface Area. I don’t remember what I got for the test and quiz’s, but I had lots of fun even if might of not got perfect grades. Surface Area was fun because I had to fall to get better and I did get better. I did not get AMAZING, but It was decent. I got a 60 something on math, I wanted to do better in math but I just find math boring. Learning area and integers is OK but I never saw the need to use it in the future, because I am probably not going to be a math related worker one day, but if I am will want to learn it in College.Even though I don't like math as much as much as Gym or L.A, bu I can be enjoyable. Thank You for reading my reflection.

Paulo's Term 2 Reflection

2011-03-24T11:05:00.000-07:00

This term was successful and bad for me. I did good in volume and surface area because I actually understand it. I did pretty bad in my quizzes/test except for the last test because I actually studied for it, when i started listening to Mr. Harbeck it was pretty simple to do. My goal for next term is to listen and study more. To achieve this goal what I'm going to do is listening and not get off task every time we do work and I'm going to use my time wisely at home to study and do more homework

Errol's Term 2 Reflection

2011-03-23T21:45:00.000-07:00

In Term 2 I did good. I got an 87. I did really good in tests and quizzes. I found it easy to find surface area, volume of triangular prisms, cylinders and rectangular prisms, and percent.

I struggled on doing blogs posts and commenting. Even though I did better than last term, I still have a lot to do in term 3. This term I didn’t comment at all and had few blog post.

Next term(same as last term) I will try to comment on all blogs that I have to comment on and I will sign up for more blog posts.

This term I learned about surface area. Surface area is the sum of all faces of an object. For example: to find the surface area of a rectangular prism. Do L x W to one side, then multiply it by 2, and then do that to each side that’s different. Volume is the space on object occupies. For example: to find the volume of a rectangular prism, to the formula L x W x H. Percent means out of 100. For example: to find the percent from a decimal multiply by 100, so 0.64 x 100 = 64%.

There is a difference between volume and surface area. Surface area would be measuring the outside area of the object, while volume measures the inside area of an object. Both are similar because they’re both measuring an object.

Jocelle's Term Two Reflection

2011-03-23T21:02:00.000-07:00

This term, we learnt about percents, surface area, and volume. I understood all of the things it’s just I wasn’t really focusing on my work and for my recent quizzes, I did really bad because I wasn’t concentrating. This term was fun because I got to learn new things such as doing surface areas, even though I did bad, I tried my best to understand these kind of stuff. I think all of the people from our class enjoyed the things that we did because I don’t think any one of us failed, but some of us got higher marks or lower marks than their first term, but I promise that I will do better next term.

Jocelyn's Term two reflection

2011-03-23T18:26:00.000-07:00

This term we learned about percents. Percents were alright they weren't the greatest but I could at least understand what I have to do in order to do good on percents in the final exam. We also learned about surface area and volume. Surface area and volume are sort of similar but surface area you want to find the area of the whole shape, where as volume you only have to find the "inside" area. I struggled with both of these when we first started these units because it was sort of new to me but now I get the hang of it and I understand it better. Math was definitely not the best subject this term but I'm going to work twice as hard so that I'm able to complete assignments and get good test marks.

Jocelle’s Great Big Book of Integers

2011-03-23T17:51:00.000-07:00

Chapter 1 : Grade 7 Integer Review

Reminder :

- Integers can be represented on a number line.

- When subtracting something that isn't there, use a zero pair.

Examples :

Chapter 2 : Multiplying Integers

The Sign Rule :

Chapter 3 : Dividing Integers

Example:

The sign rule for division is the same as the sign rule for multiplication, addition, and subtraction.

6 ÷ 2 = 3 There are no negative signs in the question, therefore the answer it positive.

-6 ÷ (-2) = 3 There is an even number of negative signs in the question, so the answer is positive.

(-6) ÷ 2 = -3 There is an odd number (one) of negative signs in the question, therefore the answer is negative.

6 ÷ (-2) = -3 There is one negative sign in the question, therefore the answer is negative.

Chapter 4 : Order of Operations with Integers

Use B.E.D.M.A.S. to solve equations except "E"

Cathlene's Great Big Book Of Integers

2011-03-23T15:01:00.000-07:00

Chapter 1

Grade 7 Integer Review

-3 - (-7) =

-3 - 7 =

3 - 7 = -4

3 + 7 = 10

-3 + 7 =

Multiplying Integers

(+2) x (+3) = 6

(+2) x (-3) = -6

(-2) x (-3) = -6

(-2) x (-3) = +6

Chapter 3

Partitive division is when you are given a number of group and you are asked to find out how many things can be in each group.

EXAMPLES OF PARTITIVE DIVISION

Quotative Division

Quotative division is when you are given an amount of item and you are asked to put it into groups.

EXAMPLE OF QUOTITIVE DIVISION

EXAMPLE FOR SIGN RULE

Chapter 4

Operations with Integers

Kevin's Big Book Of Intergers

2011-03-23T14:57:00.000-07:00

Chapter 1:

The Grade 7 Math review

Integers are basically positives (+), negatives (-), and zeropairs.

What I remembered:

-Integers can be shown on a number line.

-The rhyme "When subtracting something that isn't, there use a zero pair"

The * question we have to do:

(-3)-(-7)=

-3-7=

3-7=

3+7=

Chapter 2 Multiplying Integers:

Examples:

(+2)x(+3)=6

It basically means you have 2 groups of 3.

2x(-3)=(-6)

When you have a negative on the right, it is just the same thing except the number is negative

(remember + and a - make a -, a - and a - make a +)

(-2)x(+3)=-6

-2x(-3)=6

Chapter 3:

Dividing Integers

Partitive Division:

Partitive division is how many groups of something are in something. We use a number line to show this.

Quotative Division:

This really just means "How do you share 6 with 2?"

The multiplicative inverse can helps us solve division questions because if we divide 6 by 2 we have 3. Now 3, we know that 3x2 equals 6 or 2x3 equals 6.

Chapter 4 :Order of Operations with Integers

(+5) x (-3) + (-6) ÷ (+3)=

[(+5) x (-3)] + [(-6) ÷ (+3)]=
(-15) + (-2) = -17

Use BEDMAS :)!

BEDMAS stands for Brackets,Exponents,Division, Multiplication,Addition,Subtraction.

1. First off, put square brackets that need to be done first (Example 4/2)

2. Solve what you bracketed then rewrite what you have.

3. Now solve the equation from left to right using BEDMAS! :^)

Jocelyn Leclaire Surface Area Post

2011-03-23T10:34:00.000-07:00

Today in class we did a few questions, and we got taught some new formulas.

Some of the questions that we did was:

So Mr.Harbeck gave us a circle that has a radius of 16.5 cm.
The next step for us to do was to find the diameter.
The formula to find the diameter is:

If the image is hard to see or it doesn't work it is:
d=2r
d=2x16.5
d= 33 cm

So the next thing we had to find out the circumfrence:
If you don't know what circumfrence is, it is this:

The formula to find the circumfrance for this question is:
C=πd
C=3.14x33=
C=103.6

The next thing we had to do is find the area of this circle:

The formula to find area is
A=πxrxr
A=3.14x16.5x16.5
A= 854.87

Once I demonstrated that to you, I will not post any more pictures.
Another circle we did is one which has a diameter of 15.
For us to find the Radius of a diameter the formula is
R= D/2
R= 15/2
R=7.5

After we find the Radius we should find the circumfrance(we already have the diameter)
C=πd
C=3.14x15
C=47.1

After the circumfrence the last thing we have to do is to find the area.
A=πxrxr
A=3.14x7.5x7.5
A=176.35

Another thing we did in class today was we used a cylinder such as this.

After we break it down it should be like this

Since we have the radius we should go onto the diameter
D=2r
D=2x5
D=10 cm

After the diameter, we should go onto the circumfrence:
C= πD
C=3.14x10
C=31.4

LxW=rectangle
31.4x10
=314 cm2

After circumfrence we should go to Area.

A=πxrxr
A=3.14x5x5=
A= 78.5

TSA=
471 Cm2

Another formula we did to make everything shorter that I put up there was
(2πxrxr)+2xrcrπxh)=
(2x3.14x5x5)+2x5x3.14x10)=

So one of the questions that I'm going to be doing is:

Since it gives us the diameter, I started off with the radius.
R=D/2
R=7/2
R=3.5

Then I went to the Circumfrence:
C=πD
C=3.14x7
C=21.98

LxW= 7x2198
= 153.86

After that, I went to the area:
A=πxrxr
A=3.14x3.5x3.5
A=213.445

Another question is:

There is already the radius so you don't bother with that
D=R2
D=3x2
D=6

C=πD
C=3.14x6
C=18.84

LxW
5x18.84=94.2

Next we do the Area
A=πxrxr
A=3.14x3x3
A=38.26

28.26
+ 18.84
----------------
47.1
+ 94.2
------------
141.3

Another Question is:

D= Rx2
D=3x2
D=6

C=πD
C=3.14x6
C=18.84

LxW
5x18.84=
94.2

A=πxrxr
A-3.14x3x3
A=28.26

28.26
+ 18.84
--------------
47.1
+94.2
-------------------
141.3 cm2

Nikki's Term 2 Reflection

2011-03-23T06:10:00.000-07:00

Nikki’s Term Two Reflection

In term 2 I did not do very well on percent. I know what I did wrong and found my mistakes so I can do better on my year end exam. Total surface area was hard for me at first but after I got used to it and understood what I had to do. I had no problem with volume. I knew what I had to do and did well on my volume test. Math is not my favourite subject, but at least I understand now.

Term 2 Reflection

2011-03-22T19:27:00.000-07:00

For term 2, I think that I did the best on is percent because I found it the easiest. I think that I did not do very well on blogging assignments and to improve on that next term, I’m going to try to start commenting again and also spend more time on my posts. What I learned about percents is how to convert it into decimals and fractions. I also learned how to use hundred grids to represent percents and how to use percents greater then 100. I learned how to calculate the surface area and for volume, I learned what volume is and how to find the volume of an object. Term 2 for math really wasn’t very good and I’m going to try my best to improve for term 3.

Errol's Great Big Book of Integers

2011-03-22T19:11:00.000-07:00

Chapter 1: Grade 7 Review

-A zero pair are 2 integers that have the same value but has opposite signs.
Ex. (+9) and (-9) equal 0
-Integer problems can be solved using a number line or chips. When using chips a red chip would represent a positive integer and a blue chip would represent a negative integer, so one blue chip and one red chip would equal a zero pair.
-A rule to remember when subtracting integers is "when subtracting something that isn't there use a zero pair"
In class we where asked to solve these problems:
1) -3 - (-7)= +4

2) -3 -7= -10

3) 3 -7= -4

4) 3 + 7= 10

5) -3 +7

Chapter 2: Multiplying Integers
Sign rule: when you have an odd amount of negative signs the product will be negative, when you have an even amount of negative signs the product will be positive. Here are some examples:
1. (+2) x (+3)= 6

(+2) x (-3)= -6
(-2) x (+3)= -6
(-2) x (-3)= +6

How I solved these questions:

Chapter 3: Dividing Integers
Sign Rule Works with Dividing Integers too. When you have an odd amount of negative signs the quotient will be negative, when you have an even amount of negative signs the quotient will be positive.

Partitive Division is how many groups are between 0 and a number.
Example 6÷2=3

-6÷ (-2)=3

Quotative Division is when finding how many
objects are in each group then finding how many
groups there are.

How do you share (-6) with 2 groups?
(-6)÷2= -3

Multiplicative Inverse is when you switch the quotient with the divisor or dividend.
Example: 6÷(-2)=
Make the question: -2 ÷ _ = 6. So 2 x 3 is 6 and since the 2 is negative, the 3 has to be negative because the answer is positive.
6÷2= answer would be positive because there are no negatives
-6÷ (-2)= answer would be positive because there is an even amount of negatives which is 2
(-6)÷2= answer would be negative because there is an odd amount of negatives which is 1
6÷(-2)= answer would be negative because there is an odd amount of negatives which is 1

Chapter 4: Order of Operations with Integers
BEDMAS is an order of operation
B- Brackets
E- Exponents
D- Division
M- Multiplication
A- Addition
S- Subtraction

(+5) x (-3) + (-6) ÷ (+3)= First we look for bracketed operations, since there are
none we look for multiplication or division looking from
left to right, and since there are I put a square bracket.

[(+5) x (-3)] + (-6) ÷ (+3)= Now we do the multiplication in the square brackets.

(-15) + (-6) ÷ (+3)= Now we square bracket the division.

(-15) + [(-6) ÷ (+3)]= Now we do the division in the square bracket.

(-15) + (-2)= Now add the numbers.

= (-17)

Lara's term 2 Reflection

2011-03-22T17:09:00.000-07:00

What did you do well in this term?
In term 2, I did really well on finding Surface Area in shapes using the net method that Mr.Harbeck showed us. In term 2 I also did well on finding volume in Rectangular prisms, Cubes and Cylinders.
What did you struggle on?
In term 2 I struggled on a few things. Some things that I struggled on were finding the volume of a triangular prism, Due to the confusing formula. Also I struggled on commenting on the blog.
How will you do better next term?
Next term, I will try to do better on my blogging by commenting more often on blog post. Also next term I will concentrate more in class and try to put my hand up to answer a few questions.
What did you learn about percent, surface area & volume.
In term 2 I learned many things about percents, surface area and volume of different shapes. In percent I learned that every percentage is out of 100, And to find a percent you have to use division. In surface area,I learned that every shape has an outline of it, For example, a cylinder is made of a rectangle and 2 squares. In Volume I learned that every shape has a certain amout of volume within the shape, no matter what size it is, there’s always a volume within the shape.

Victoria's Term 2 Reflection & Audioboo

2011-03-22T11:35:00.000-07:00

Term 2 Refection

Term 2 was not the best for me, thought that I did my total surface area better then everything else because I was able to complete and figure it out easier then the other things we did in term 2. I also had trouble with volume on cylinder and triangular prisms. Next term I will try to do better on my multiplication and to understand Mr. Harbeck more when he is teaching, and to ask way more questions. Another thing have to do better on in term 2 is to try and figure out problems on my own. I percent i learned about b x h divided by 2. And i also learned how to get the percent right for percent. In the area of volume with cylinders I was not to successful with my answers and getting them right, I would always get the formula wrong when I multiplied. The difference between surface area and volume is that, surface area is finding the area and volume is finding the volume of a shape.

Listen!

Karen's Term Two Reflection

2011-03-21T22:33:00.000-07:00

For term 2 I think I did well on finding the volume on rectangular & triangular prisms and cylinders because I enjoyed working with the formulas and I remembered them quickly. My struggle at the beginning was surface area, I probably would have done better on my surface area test if I made sure I did my homework right because it was easier for me when I found out how to do it the right way. On percents I think I did okay and the main struggle was my lack of effort on the blog, I did things last minute and did not comment as much as term 1. For next term I will do better by doing my textbook and homework book work on time, I will also participate as much as I can on the blog and also do some extra activities to prepare for any quizzes or tests. I learned how to use the formulas properly on volumes and for percents I learned finding the gst and pst taxes and I learned how to work mathematically with 3d shapes for surface area.

Term 2 Reflection

2011-03-21T17:04:00.000-07:00

In term two I learned how to find the surface area and the volume of a rectangular prism, a triangular prism, and a cylinder, to figure out the answer to find the surface area and the volume of those shapes we learned the formula’s for each shape such as v = l x w x h. In term two I struggled a bit on finding out the volume of a triangular prism because sometimes I forget to divide it by two, which gives me wrong answers. I think I did well on the unit test for volume and the quizzes for surface area, next term I would like to do well on both quizzes and test and also to remember the notes for whatever unit we are going to learn.

Listen!

Term 2 Reflection

2011-03-21T15:42:00.000-07:00

In Term 2 we learnt about percents, surface area, and volume. I feel I did well on the unit about volume and surface area. I liked these units because I understood the formulas and found them simple to fill in the numbers and calculate the answer. I got really good marks on my quizzes and tests for volume and surface area . In Term 2 I didn’t like some of the tests we had for percents. I did not to bad on them but I feel like I can do better on percents. I also didn’t like drawing nets for the prisms because sometimes I would get all mixed up and draw them the wrong way. My goal for next term is to study more and get the textbook work done so I can get as much practice as I can on each unit that we do.

Kevin's Term 2 Reflection

2011-03-21T13:49:00.000-07:00

Term 2 Reflection

I think this term was a really good one because it had most of my favourite subjects in math such as Percent, Surface Area, Volume.

What I did well was on the subject Volume, the reason I did good on it was that I really thought it was cool finding the space an object takes. For example to find the volume of a Rectangular prism the formula is V=L x W x H. The other formulas for finding the volume of triangles and cylinders are (for Triangles) B x H1/2 x H2. For the cylinders it is V = π x r x r x h then substitute.

The subject I had the most trouble on was the Surface Area nets. Nets were like the abomination of humanity for me. It was like tasting burnt marsh mellows for the first time, in overall I disliked it sooo much.

Now volume, I have to say I LOVE VOLUME!! Volume was like ice cream cake, it was so easy for me because it was formulas. Formulas are like cookies and milk plain and simple. There is so many things I remember for example the formula for finding volume a circle is V= PIxRxR. Another formula I remember is the formula of a rectangular prism which is V=LxWxH.

Olivia's Great Big Book Of Integers

2011-03-19T18:20:00.000-07:00

Chapter 1

Grade 7 Integer Review

A zero pair is two numbers, one positive and one negative, that have the same value and equal zero when you add them. Eg. -2, (+)2 = 0. A saying that helps you subtract integers is, "When subtracting something that isn't there, use a zero pair."

When subtracting or adding integers, you can use a number line or integer chips to help you. When you use chips, generally red symbolizes positive and blue symbolizes negative.

1) -3 - (-7) = +4

2) -3 - 7 = -10

3) 3 - 7= -4

4) 3+7 = +10

5) -3 + 7 = +4

Chapter 2

Multiplying Integers

1. (+2) x (+3)

2. (+2) x (-3)

3. (-2) x (+3)

- need 2 groups of (+3) zero pairs, then remove 2 groups of (+3)

- factors (-2), (+3) tell you how many zero pairs you need

4. (-2) x (-3)

The Sign Rule (regarding negative signs)

Chapter 3

Dividing Integers

Partitive Division is when you know how many groups there are and you want to find how many items are in each group; making parts.

Eg.

6 ÷ 2 = 3

-6 ÷ (-2) = -3

Quotative Division is when you know how many items are in each group and you are trying to find the number of groups; sharing you total with groups.

Eg.

(-6) ÷ 2 = -3

Multiplicative inverse to solve 6 ÷ (-2) = :

6 ÷ (-2) = (-6) ÷ 2 = -3

The sign rule for division is the same as the sign rule for multiplication, addition, and subtraction.

Eg.

6 ÷ 2 = 3 There are no negative signs in the question, therefore the answer it positive.

-6 ÷ (-2) = 3 There is an even number of negative signs in the question, so the answer is positive.

(-6) ÷ 2 = -3 There is an odd number (one) of negative signs in the question, therefore the answer is negative.

6 ÷ (-2) = -3 There is one negative sign in the question, therefore the answer is negative.

Chapter 4

Order of Operations with Integers

Use BEDMAS to solve equations, don't use 'E'.

Steps to solve (+5) x (-3) + (-6) ÷ (+3)=

1. Put square brackets around the operation that has to be done first (multiplication, division, addition or subtraction in order from left to right) and solve.

2. Put square brackets around the operation that has to be done next and solve.

3. If necessary, continue steps.

Here are all the steps together:

Term 2 Reflection

2011-03-19T13:10:00.000-07:00

Listen!

In Term 2 we learnt about percents, surface area, and volume. I feel I did well on the unit about volume. I liked this unit because I understood the formulas very well and found it simple to fill in the numbers and calculate the answer. I got great marks on my quizzes and tests for volume. In Term 2 I didn’t like some of the tests/quizzes we had for surface area. I would forget to put ‘TSA’ and I would get half marks off. I also didn’t like drawing nets for the prisms because sometimes I would get confused and draw them the wrong way. My goal for next term is to get the textbook work done so I get more practice on each unit we do.

Nicholas Inot Volume Post/Reflection

2011-03-19T03:43:00.000-07:00

jumbo.
R=d/2V= p.i.r.r.h
R=30/2V=(3.14x15x15)x20
R=15cmV=14,130cm3

Popcorn Lovers
R=d/2V= p.i..r.r.h
R=30/2V=(3.14x15x15)x20
R=15cm=V14,130cm3

Term 2 Reflection.
In term 2 I learned about surface area,percent,volume. I did okay in surface area because formulas are easy to me and sometimes volume . The only part that made me difficult for me
was percents because I didn¨t understand as well as volume and formulas.During term 2 my marks went low . Do to not doing homework (but ill do this term 3) The thing I did good are some of the tests /quizzes .

Karen's Great Big book of Integers

2011-03-17T19:07:00.000-07:00

Chapter 1: Grade 7 Integer Review

-A zero pair is positive and negative combined.

-To find integers you can use a number line or integer chips.

-Rule: When subtracting something thatisn't there, use a zero pair

-Positive is usually represented with withblue chips and negative is usually represented with red chips

Examples:
1. (-3) - (-7) = 4

2. -3 - 7 = -10

3. 3 - 7 = -4

4. 3 + 7 = 10

5. -3 + 7 = 4

Chapter 2: Multiplying Integers

Sign Rule:

Even: when you have an even number of negative factors the product is positive.

Odd: when you have an odd number of negative factors the product is negative.

(+2) x (+3)=

(+2) x (-3)=

(-2) x (+3)=

(-2) x (-3)=

1. (+2) x (+3) = 6
2. (+2) x (-3) = -6
3. (-2) x (+3) = -6
4. (-2) x (-3) = 6

Chapter 3: Dividing Integers

Partative Division: knowing the total number of groups & finding the number of items in each group.

1. 6÷2= 3

2. -6÷ (-2) = -3

(+2) x (+3)=

(+2) x (-3)=

(-2) x (+3)=

(-2) x (-3)=

(+2) x (+3)=

(+2) x (-3)=

(-2) x (+3)=

(-2) x (-3)=

Quotative Division: finding how many things are in each group & finding how many groups there are.

(-6)÷2=-3

Multiplicative Inverse

-6 ÷ -2 = 3
-3 x -2 = 6
-2 x -3 = 6

Sign Rule:

The quotient in a division question with zero or even amount of (-) signs will be positive.

When there is one negative sing or odd number of negative signs the quotient is negative.

*quotient is the answer to division

Chapter 4: Order of Operations With Integers

To solve this you need to use B.E.D.M.A.S.

*Remember to add the square brackets, then do the multiplies & divides first from left to right lasly do adds & subtracts left-right also.

(+5) x (-3) + (-6) ÷ (+3)= (-17)

(+5) x (-3) + (-6) ÷ (+3)
[(+5) x (-3) ] + [ (-6) ÷ (+3)]
-15 + -2
-17

Justin's Term 2 Reflection

2011-03-17T16:05:00.000-07:00

Listen!

Nikki's Percent Post

2011-03-17T15:49:00.000-07:00

Sorry for it being so late. Just chose a 4 questions from page 142-143.

4. Use mental math to answer the following:

a) 20% of 60%

20x3=60. So the answe of 940r is 12.

b)250% of 400%

My math shows 250% of 400 is 1000%.

c)10.5 % of 100%

I came up with is 10.5% out of 100%. My answer is 10.5.

5.Determine the percent of each number. Give your answer to the nearest hundredth.

a)2/5% of 325%

2 Thirds of 325 is 1.3% repeating.

b)15 1.4% of 950%

I got:

15 1.4 of 950=144.88%

c)175% of %125.50

$291.63

7. Two Hundred tickets are being sold at a school draw.

a) What are your chances of winning the ticket? Explain with a percent.

100/1=1

200/1=0.5%

So you have one half of a chance of winning your school draw ticket.

b) How many tickets would you need to purchase to have a 2.5% chance of winning?

200/1=0.5%

0.5x5=2.5%

You would have to buy 5 tickets to be able to have a 2.5% chance to win the school draw.

14. 4% of 100% is the same as 8% of what number? Explain how you arrived at your answer.

4% is half of 8%. 100% divided in half is 50%.

Sorry for not explaining all of my work.

http://www.wonderhowto.com/how-to-calculate-percentage-288417/

Here is a short video reminding you how to CALCULATE percents.

Term 2 Reflection

2011-03-17T15:19:00.000-07:00

Listen!