Karen's 2 Minutes 2011 Reflection

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.

Karen's Algebra Post

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

Karen's Term Two Reflection

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.

Karen's Great Big book of Integers

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)=

Read more: http://sargentparkmathzone.blogspot.com/2011/03/great-big-book-of-integers-chapter-2.html#ixzz1GyPuQQJk
Under Creative Commons License: Attribution Share Alike

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)=

Read more: http://sargentparkmathzone.blogspot.com/2011/03/great-big-book-of-integers-chapter-2.html#ixzz1GyPuQQJk
Under Creative Commons License: Attribution Share Alike

(+2) x (+3)=

(+2) x (-3)=

(-2) x (+3)=

(-2) x (-3)=

Read more: http://sargentparkmathzone.blogspot.com/2011/03/great-big-book-of-integers-chapter-2.html#ixzz1GyPuQQJk
Under Creative Commons License: Attribution Share Alike

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

Karen's Volume Scribepost

SKY 248. What is the volume of the right cylinder?

My answer:

SYK 249. Which box has the greater volume? Explain your reasoning.

My answer:

Pages 250-253 #'s 1, 4 and 7
1. Evan calculated the volume of a right cylinder. Charlotte calculated the volume of a right rectangular prism. Did either of them make an error in their solutions? Explain how you know.

My answer:

4. What is the volume of each right prism?

a) area of base = 12cm², height = 8cm3

b) area of base = 18cm², height = 4cm3

c) height = 9cm3, area of base = 14cm²

My answer:

7. What is the height of each of the following right rectangular prisms?

a) volume = 32cm3, area of base = 8cm²
b) volume = 35cm3, area of base = 5cm²

c) area of base = 8cm², volume = 36cm3

My answer:

Here is a video showing how to find the volume of a cylinder.
Here is a video showing how to find the volume of a rectangular prism.

*Sorry it's so messy, I can't fix it and I

'm too lazy to do it all over again.


Cylinder Volume and Volume Problems

Jumbo Popcorn:
r = d/2
r = 20/2
r = 10cm^2
areaofthebase x height
v= π*r*r*h
v= (3.14 x 10 x 10) x 40

v= 12 560cm^3

Popcorn Lover's:
r = d/2
r = 30/2
r = 15cm^2
areaofthebase x height
v = π*r*r*h

v = (3.14 x 15 x 15) x 20
v = 14 130cm^3
Martha should get the "Popcorn Lover's" if she wants more popcorn because the container is bigger by 1 570.

r=d/2

r=1/2

r=0.5m^2

areaofthebase x height

v=π*r*r*h

v=(3.14*0.5*0.5)*10

v=7.85m^3

r=d/2

r=0.8/2

r=0.4m^2

areaofthebase x height

v=π*r*r*h

v=(3.14*0.4*0.4)*10

v=5.024m^3

7.85m^3*5.024m^3 = 2.862m^3

The volume required to make a concrete culvert is 2.862^3.

Karen's Final Percent Post

What is a Percent?

•number out of a hundred (50% means 50 out of a hundred, 50/100 or 0.50)

4.1 Representing Percents:

•To represent a percent you can use 100 grids. One shaded grid that has all the squares shaded in represents 100%.

•To show a percent that is larger then 100% you shade in more then on grid.

•To represent a fractional percent between 0% and 1% you shade in a part of one square.

•To represent a fractional percent greater than 1% shade squares from a hundred grid to show the whole number and part of on square from the grid to show the fraction.

4.2 Fractions, Decimals, Percents:

•Fractions, decimals and percents can be used to represent numbers in various situations.

•Percents can be written as fractions and decimals.

Example:

1/2% = 0.5% 150% = 150/100 42 3/4% = 42.75%

0.5 = 0.5/100 = .005 1.5 or 1 1/2 42.75% = 42.75/100 = 0.4275

4.3 Percent of a Number:

•You can use some mental math stratagies such as doubling, halving, doubling or dividing by ten to find percents of some numbers.

•To calculate the percent if a number write the percent as a decimal and then multiply by the number.

Example: 12 1/2% f 50 = 0.125 x 50 = 6.25 ( 12 1/2% = 12.5% = 0.125

4.4 Combining Percents:

•Percents can be combined by adding to slove problems (eg: 5% + 7% = 12%).

•To calculate the increase of a number:

-You can add the combined percent amount to the original number (eg: 12% of 100 = 0.12 x 100 = 12).

-You can multiply the original number by a single percent greater than 100 (eg: 112% of 100 = 1.12 x 100 = 112).

•Percents of percents can be used to determine amounts that result from consecutive percent increases or decreases.

Links:

A website that further explains percent

A video that explains percent of a number

Another video that explains percent word problems

Karen's Pay it Forward

Part one
"Pay it Forward" is an act of any kindness. Making a person or a group of people happy without anything in return just because. "Pay it Forward" is also a movie when a boy named Trevor was assigned a social studies project and helped out three people and each of the three have to help out three more, it grows really fast.
Part two
For this project I worked with Nikki, we decided to help out the homeless people because we feel really sorry about they're daily lives compared to ours. We donated money to the workers for Salvation Army at Polo Park. On the next day, we made cards there and tags for the candy canes. The envelope said, "Will you Pay it Forward?" then blessings inside the cards and for the candy canes too.It was already too dark out to hand them out, so Nikki and I just walked to my house for a sleepover and on the way there, we decided to pick up garbage. We got about 2 bags of garbage that were average sizes.When we woke up, we went to Ashcroft and bought loaves of bread and gave the owner a Christmas card. Then we went to Lucky Supermarket for ham, and also gave away the Christmas cards and candy canes on the way.
We made about 30 sandwiches, Nikki's dad drove us to Main street, where the Salvation Army with rooms for homeless to sleep in. We saw a lot of homeless people around the building waiting and shivering, we felt really bad and lucky. We gave them the sandwiches and deer jerkeys, we saw them smile. Nikki's dad barely got pictures because he doesn't really know how to use the camera.We went to Nikki's after and I slept over there, her sister visited so they can see the new baby. Her and her friend were talking about wanting to go Christmas shopping so me and Nikki volunteered to baby sit so they have more freedom to get shopping done.We had fun doing those between December 16 and 18.
Part three

I think our act of kindness went amazing. We put smiles on the homeless people's faces, and somewhat gave them a little Christmas spirit. I felt really happy because when I saw them eating it made me realize how selfish I am when that's all they get. When the homeless people got their food, they were happy and said merry christmas and thank you. With the cards we gave out to random people, we saw them smile and they thanked us. We told them that it would be nice if they Pay it Forward too.
Part four
The idea of Pay it Forward is important because it's the first step of making our world better. It makes people happy, makes their day and they possibly could think twice about how lucky many are compared to the others who have nothing at all.
My actions with Nikki possibly made someones day and got them happy. It somewhat made a small difference in the people's day, and it reminds them that some people still care.

Karen's Scribe Post

2. Use the relationship to determine the length of C in each triangle, to the nearest whole number. Show your work.
a)

c² + d² = e²
c² + 24² = 26²
c² + 576 =676
c² + 576 - 576 = 676 - 576
c² = 100
c = √100
c = 10m

b)
b² + a² = c²
b² + 15² = 39²
b² + 225 = 1521
b² + 225 - 225 = 1521 - 225
b² = 1296
b = √1296
b = 36cm

4. What is the length of each hypotenuse, to the nearest centimeter? Show you work.
a)
c² = a² + b²
c² = 8² + 9²
c² = 64 + 81
c = √145
c = 12cm (nearest centimeter)

b)
c² = a² + b²
c² = 6² + 10²
c² = 36 + 100
c = √136
c = 12cm


6. Find the height of a triangle with a base of 4 cm and a hypotenuse of 11 cm. Round to the nearest tenth of a centimeter. Show your work.
a² + b² = c²
a² + 4² = 11²
a² + 16 = 121
a² + 16 -16 = 121 - 16
a² = 105
a² = √105
a = 10.2cm

8. Ellie and Lucas are going the skateboard park to try out the new ramp. Is the new ramp a right triangle? Explain your thinking.
a² + b² = c²
2² + 3² = 5²
4 + 9 = 13
13 ≠ 15 (5²)

No, it is not a right triangle because it doesn't equal the hypotenuse/5².