Olivia's Great Big Book Of Integers

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

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.

Olivia's Volume Scribe Post

Page 258 - 261

These are my answers:














These are my answers and how I got them:




















This is my answer:






Here is a link to find the the volume of a prism.

Here is a video for finding the volume of a prism:









*I think I got 12. completely wrong, I wasn't sure how to find the answer. I'd be very happy if someone could help me out and leave a comment explaining how to answer it.



Cylinder Volume and Volume Problems

7.3 Page 265 - 267

This is my solution:

7.4 Page 273 - 275

This is my solution:

Final Percent Post

What is a percent? A percent is a way to show a number out of 100. You can use the sign '%' to show percent. Examples: 50%, it is also equal to 50/100 as a fraction or 0.5 as a decimal.

In our recent unit on percent, we learned how to represent percents in different ways, convert them into decimals and fractions, how to calculate the percent of a number, and how to combine percents.

Representing Percents:
- To represent a percent, you can shade squares on a grid of 100 squares called a hundred grid. One completely shaded grid represents 100%.



100%

- To represent a percent greater than 100%, shade more than one grid.





-To represent a fractional percent between 0% and 1%, shade 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 one square from the grid to show the fraction.





Fractions, Decimals, Percents:
- Fractions, decimals, and percents can be used to represent numbers in various situations.

- Percents can be written as fractions and as decimals.





Percent of a Number:
- You can use mental math strategies such as halving, doubling, and dividing by ten to find the percents of some numbers.

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





Combining Percents:
- Percents can be combined by adding to solve problems. 5% + 7% = 12% .

- To calculate the increase in a number,

• You can add the combined percent to the original number. 12% of 100 = 0.12 x 100 = 12
• You can multiply the original number by a single percent greater than 100. 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.

Here is my video about percents.



Here is a link to my percent scribe post:

http://spmath81610.blogspot.com/search/label/Olivia816

Here is a link that goes to a website that has more information on percents.:
http://www.math.com/school/subject1/lessons/S1U1L7GL.html

Olivia's Percent Scribe Post

Page 142-143





4. a) 20% of 60 is 12.



b) 250% of 400 is 1000.




c) 10 1/2 % of 100 is 10.5.






The price was reduced by $21.42.







^ I was going to do that one but I got confused and gave up. If anyone can help me with that question I would appreciate it. :)

So instead I did this one:








The area of Manitoba to the nearest square kilometre is 649 004 square km.

That's the end of my post. :) Leave comments please, to tell me what I did well and what I could improve on. :)

Olivia's Pay it Forward

Part 1
Pay it forward is helping people without expecting them to pay you back. If the people you helped help more people it's like a chain reaction that gets really big. In the movie "Pay It Forward" a boy named Trevor has a project to try and change the world. He decides to help three people. Then those three people can help three more each and so on.

Part 2
For my Pay it Forward act of kindness, my friends Cathlene Concepcion, Lizelle Scott, and I bought food and donated it to the Christmas Cheerboard. We chose to do this because it's the Christmas season, and some people don't have the necessities they need to give their families a good Christmas. We thought everyone deserves to have a good Christmas and it would be kind and in the moral of Christmas to donate food to help them. We helped the Christmas Cheerboard by donating non-parishable food items to them, we bought the food on Saturday, December 18, and delivered it to the Christmas Cheerboard on Sunday, December 19.


Part 3
Our act of kindness went well, they were thankful that we wanted to donate to them and thought that it was sweet. I felt happy that we had a chance to help by donating food and felt good that what we did would help people. The lady who took the donations from us was kind and nice and she took the donations from us thankfully. I didn't ask them to "Pay It Forward" because I forgot, but I knew they would already do that, because they would pass out hampers to those who need them.

















Part 4
The idea of "Pay it Forward" is important because if one person helps someone else, that person helps another, and eventually, if the chain keeps going and people keep helping other people, a lot of people's lives can be changed and we can make a difference for the good, in the world. My/our act of kindness has made a difference because, the food we donated will go to someone who needs it.