Jocelle's Algebra Post

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

Jocelle's Term Two Reflection

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.

Jocelle’s Great Big Book of Integers

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"

Jocelle's Scribe Post

Show you know: a) What is the volume of the right rectangular prism?

Answer: LxWxH

8.5 cm x 4cm = 34 cm²

34 cm² x 5 cm = 170 cm³

b) What is the volume of a cube with edge length 3 meters?

Answer: Length x Width x Height

3 cm x 3 cm = 9 cm²

9 cm² x 3 cm = 27 cm ³

What is the volume of the right triangular prism?

Answer: base x height ÷ 2 x height

5 x 9 ÷ 2 = 22.5 mm²

22.5 mm² x 8 mm = 180 mm³

My Cylinder Volume and Volume Problem

r = d/2
r = 20/2
r = 10 cm²

v = π x r x r x h
( 3.14 x 10 x 10 ) x 40
314 x 40
1,2560 cm³

r = d/2
r = 30/2
r = 15 cm²

v = π x r x r x h
( 3.14 x 15 x 15 ) x 40
14, 130 cm³

Final Percent Post (late)

Percent : it means out of 100 and it can also represent as a fraction or a decimal.

4.1 Representing Percents:

• To show a fractional percent between 0% and 1%, shade part of one square.
• One completely shaded grid represents 100%
• Means showing a percent as a picture in a hundred grids.

4.2 Fractions, Decimals, and Percents:

- Can be used to show numbers in different situations.

- Percents can be written as fractions and as decimals.

4.3 Percent of a number:

• · To calculate the percent of a number, write the percent as a decimal and then multiply by the number.

• · We can use mental math techniques such as halving, doubling, and dividing by 10 to find the percents of some numbers.

  Example: 12 1/2 % of 50 = 0.275 x 50

  = 13.75

  Percent Video Questions:

  4.4 Combining Percents:

· Percents can be put together by adding to solve problems.

Example: 5% + 7% = 12% ( We always use 12% as tax in our case)

· You can multiply the original number by a single percent greater than 100.

Example: 155% of 100 = 1.15 x 100

· You can add the combined percent amount to the original number.

Example: 15 % of 100 = 0.15 x 100 = 15

I'll upload the video later.

Jocelle's Pay it Forward

Part 1 :

Pay it forward, is doing something nice for 3 people. Those 3 people you have helped/ done something nice for will help another 3 people. It will branch out and the numbers of people you have helped gets bigger and bigger.

Part 2:

For my Pay it Forward project my group, Kristel Aguason, Melanie Ilagan, Allison Manuel and I raised money for Siloam Mission. From Monday to Friday we went around Sargent Park School asking for donations and on Saturday we went to Superstore. In return we gave them candy canes and chocolate to thank them for their kindness in donating to a good cause. We decided to do this so we can help other people who don’t have all their needs met.

Part 3:

While at school we collected around $42. My group and I didn’t think it was much since our goal was $100. While we were at Super Store we stayed by the entrance/exit doors for about 1-2 hours. We made $183! I was extremely happy, and shocked of how well we did in such a short period of time. I didn’t think we would reach our goal but we did and made twice as much as our goal! We have all the money but have not gave it to Siloam Mission. We will sometime during the week. The people who passed us seemed shocked about what we were doing. At the same time, the seemed really glad with what we were doing. There were lots of people giving us ideas on how to attract more people. One man who worked at Super Store told us to say what charity we were giving the money too. One lady told us to write Siloam Mission on our poster. Another lady told us to sing Christmas songs. So we took all of their advice and it did make a difference! The other thing that made a difference was our poster. People would walk by and take a glimpse of our poster. Once they read it they changed their mind and donated. On our poster it said “Make a difference. Pay it forward. We are learning about how one person can make a difference. All proceeds will go to charity” and there was another poster saying it’s all going to Siloam Mission. So I think our act of kindness went very well and I’m proud of what we did.

Part 4:

The idea of Pay It Forward is important because it helps realize that one person can make a difference to a lot of people. I believe that my project did make a difference to the homeless people, because once we donated those money, it helped a couple people to have a meal and have a proper place to sleep for a couple nights.

Jocelle Garcia's scribe post

a) Maria walked 420m.

b) Walter walked 323m.

c) Maria, because she walked 97m further than Walter.

a² = c² - b²

a² = 80cm² - 79cm²

a² = ( 80 x 80 ) - ( 79 x 79 )

a² = 6,400cm² - 6,241cm²

a² = 159cm²

√a² = √159cm²

Jocelle's Semame Street Video

RATIO :

Two Term Ratio - compares two quantities measured in the same unit.
Example - White Cookies: Blue Cookies
1:2

Three Term Ratio - compares three quantites measured in the same unit.
Example : White Cookies: Blue Cookies: Pink Cookies
1:2:3

Part to Part Ratio - compares different parts of the group to the whole group.
Example: White Cookies:Yellow Cookies
1:7

Part to Whole ratio - compares one part of a group to the whole group. It can be written in a decimal, fraction and percent.
Example: Purple Cookies : Total Cookies 8:21

Rate:

Rate- compares two quantites measured in different units

Unit rate- a rate in which the second term is 1

Unit price - a rate used when shopping

Proportional Reasoning :

Proportional Reasoning - a relationship that says that two ratios and two rates are equal. It can be written in a fraction form.

http://www.youtube.com/user/spmath789#p/u/4/r2vYfx5ff1w

Jocelle Garcia's scribe post

Tell me everything you know.

1 , 1 x 1 = 1 , perfect square

2 , 1.41 x 1.41 = 2 , not a perfect square

3 , 1.73 x 1.73 = 3, not a prefect square

4 , 2 x 2 = 4, perfect square

5 , 2.23 x 2.23 = 5, not a perfect square

6 , 2.44 x 2.44 = 6 , not a perfect square

7 , 2.64 x 2.64 = 7 , not a perfect square

8 , 2.82 x 2.82 = 8 , not a perfect square

9 , 3 x 3 = 9 , perfect square

√ Square root is the inverse of squaring

5² = 5 x 5 or 25

√25 is WHAT times it self ?

has a product of 25

5 x 5 = 25 || √25 = 5

*Opposites *

+ addition , - subtraction

x multipication , ÷ division

x² squared , √ square root

NOTES :

• Use fractions to show the estimated √ ( square root ) between 1-23
• How can you use " perfect squares " to estimate √ 's ?

√39 √850 √200