Jemineth's 2 Minutes To Make A Difference Final Reflection

• Google Document
  

• 2 Minutes To Make A Difference Version 1

• 2 Minutes To Make A Difference Final Copy
  

• Please reflect and talk about the changes you made between the first and final cut of your movie. Were the student comments helpful in making your final cut better?

There are many changes we did to our version 1 movie project. One is by changing the font color to something that's more visible and making it a larger size so that the reader will not have a hard time reading the message being projected from the computer screen. Another thing is that we changed the motion to make it slower, the difference that this makes is that the reader will not run out of time to read the text. Last, when it came to the interviewing part we lowered down the background music so that when Robin Bryan gives his statement to our question he will he heard loud and clear, and to help with that we even added the words he says, this will help the reader understand what his trying to say. Yes, the comments we received from our fellow students we're very helpful. This is because they were able to see the bad qualities of our first draft that we didn't see and they helped us make a better difference to our project. So thank you for all the comments :)

• How did you find your expert? List 3 important points your expert added to your movie. What did you learn from your expert?

We found our expert by doing some research. We found him on Google , this was done by typing keywords such as " environmental activists in Winnipeg " and fortunately he was there. We were lucky because throughout our research we found that he works at a building nearby called the "Wilderness Committee". So what we did was we contacted him and asked if we were allowed to drop by with adult supervision for interview and he didn't decline us. There were many things he told us that were very understandable. He said that as youths there aren't major things that we can do to make a difference, but there are a lot of minor things, things such as recycling, using recycled things, and picking up waste just lying around. Another thing was that since we are still in the childhood years he's not suggesting that we focus too much on how we can make the environment a lot better although it would be nice. This is because he said that right now education is more important to focus on right now, and that later on when we get older we can decide wether we will help make a difference and how without expecting recognition. But out of all the things he said this particular phrase is the one that hit me the most and it is "We can't look at our environment as a finite resource like it's going to last forever, if we don't accept to protect it". There are many things i've learned and most of them i've already mentioned, they are do what we can do for now, but don't forget about education.

• What was your greatest success in the 2 minutes project. What skills will you take away with you and use in the future?

I think my greatest success was being able to take action after understanding and learning about the damages in the environment. The skills that i would use and take away with me in the future i would say would be, to ask questions about things i don't know because this will add on to my knowledge, another thing is that don't be afraid to take action if i know that this will do me better, and if necessary it will do others better too.

• What frustrated you during the movie making process? What strategies did you use to become successful?

Since there wasn't really anything that frustrated me I would just go with finding highly effective images that will draw the audience attention. The strategy that i began to use and helped me with success is by searching with the most important keywords.

• Why is the 2 Minutes project important to Grade 8 Students?

The 2 Minutes To Make A Difference project is important to grade 8 students in many ways. One is that it gives us the ability to learn/ see / and understand other things in the world going on that needs MORE attention such as " POVERTY, ANIMAL CRUELTY, AND ENVIRONMENTAL ACTIVISM" other than ourselves. Another thing is that as a youth we can help spread the words "2 Minutes To Make A Difference" and explain to young children like us what it means. This particular action I believe is more powerful than adults trying to explain to children because having young minds and young thoughts it will give other children and youths better understanding to what things needs attention. Last but most importantly it enables and encourages us to make a difference and take action if we can do it,
all together ....making a never ending chain of ...............
Y O U T H S

M A K I N G

A D I F F E R E N C E :)

• How will you make a difference in the future?

I will make a difference by taking action only if they will do anyone or anything better, and remembering that i can't depend on others to start but i can only depend on myself.

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Jem's Growing Post

PART 1
TEST VIDEO (A)




(CLICK ON IMAGE TO APPEAR LARGER)(B)

(CLICK ON IMAGE TO APPEAR LARGER) (C)


(CLICK ON IMAGE TO APPEAR LARGER)(D)

PART 2

(CLICK ON IMAGE TO APPEAR LARGER)

PART 3

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Jem's Nets Of Three-Dimensional Objects

Nets Of Three-Dimensional Scribe

Hi (: for friday the 19th of February, we continued doing some practice work on nets. Our job was to finish the rest of the questions of the math textbook for 5.2 chapter. If you didnt get to finish you can check out the questions on the textbook online. Now for my scribe ill be doing 3 questions they are #3, #10, and #6

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Percents 2

As of January 17th, 10 we continue with our new unit "PERCENTS,FRACTIONS, AND DECIMALS". So for todays class we had to work on our foldable under (fractions, decimals, and percents). If you hadn't finished it yet .. that's what my scribe is here for to help you :) .

KEY IDEAS :

• Fractions, Decimals, and Percents can be used to represent numbers in various situations.
• Percents can be written as a fraction and as decimals.

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

o.5% = 0.5/100 = 1.5 or 1 1/2 42.75 % = 42.75/100

= 0.005 = 0.4275

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Jem's Percent

PERCENTS

For todays scribe post its about percent. The task was to be able to solve the given fractions and convert them into percents in 2 different ways so here are my ways :

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Jemineth's Phytagoras

Pythagoras: #7 finding the value of a leg

(p.s sorry can't upload the pictures to show the question)

Part A : i=9mm g=5mm h=?

csquared-b/asquared = a/b squared

isquared - gsquared = hsquared

9squared - 5aquared = hsquared

(9 x 9 ) - (5 x 5 ) = h squared

81 - 25 = 56 squared

hsquared = 56

square root = 9.48

This shows that the particular triangle isn't a right triangle because the value of leg h is greater than the hypotenuse which supposedly is the longest side.

Part B : r=15mm q=11mm s= ?

csquared-b/asquared = a/b squared

rsquared-qsquared = ssquared

15mmsquared-11mmsquared = ssquared

(15x15)-(11x11) = ssquared

225 - 121 = 104 squared

ssquared = 104

squareroot = 10.1

Again this shows that the particular triangle isn't a right triangle because the value of leg h is greater than the hypotenuse which supposedly is the longest side.

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Textbook #6

Number SIX

Write an addition statement using these three squares .
12cm2+5cm2=13 cm2

What are the side lengths of each ?

Hypotenuese = A = 169cm 2 (13cm)
Leg 1 = A = 144cm2 (12cm)
Leg 2 = A = 25cm2 (5cm)


Describe, using words and symbols, the relationship between the side lengths of
each square ?

The relationship between the side lengths of each square shows that the triangle is a right triangle. Because the Pythagorean Relationship is true. Because the are of the legs equal the are of the hypotenuse.

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Pay It Forward : Harstone Day Care Centre

"Pay It Forward"

(Jemineth Cruz, Camille Concepcion, Jerick Reyes)

Part ONE

What Is Pay It Forward ?

Pay It Forward is a way of showing care, love, and sharing joy, happiness, and warmth to any whom without asking for anything in return. Any whom meaning that not only your family or your friends because you already know them and you're afraid to meet someone else, but to interact with other people whether they were more fortunate or less fortunate. In other words, its a way of doing some random act of kindness.

Part TWO

What Was Your Pay It Forward Act Of Kindness ?

Our pay it forward was to share fundamental activities to a day care center.

Why Did You Choose This Activity ?

We decided to share fundamental activities to the children who attended day care which is "Harstone Say Care Center". The reason why we chose to do this was because we realized that even if children are away from school or home there should still be learning during their time in action. At the mean time we also took the time to explain to the ladies who were involved in taking responsibilities of the children what pay it forward was, and how it works.

What Did You Do ?

With the three of us as a group we took the time to buy reading books, colouring books, crayons, playing cards , puzzles and goodie bags. In those very bags were candy canes, portable activities, bubbles, a card which said "We hope that you enjoy these fundamental activities we shared with you , have a merry Christmas and smile :) from pay it forward", lollipops, and stickers making it as equal as possible. Last but not the least, we placed a card which will be dedicated to the workers there as a thank you for taking care of the children there.

When Did You Do Your Act Of Kindness ?

Monday after school, with a ride from my mom we went to buy our fundamental activities. Then we went to my house and put together the things we bought. Tuesday at lunchtime with the courtesy of Mr.McLean's car and him we got driven to the Harstone Day Care and there we shared our gift.

Part THREE

How Did Your Act Of Kindness Go ?

It went really well actually, it was also a pleasure to be able to do something like that for them.

How Did It Feel ? & How Did The People React ?

Also we felt happy that , the emotions we saw in their faces were emotions of appreciation :) .

Did you ask them to Pay It Forward ?

Yes we did , in a way such as non-mandatory but a way that they would like to do it on their own.

How Did They React To Your Request ?

They were positive with our request, and they responded that it was the least they can do .

Part FOUR

Why Is The Idea Of Pay It Forward So Important ?

Why Is Pay It Forward Important ?

It is important because it gives us the ability to learn and realize that alot more things can be done and should be done more than other things. Also that this way, we are able to see more things elaborately that we don't let our eyes see because we usually let our eyes focus on things we just want to see. So this way we can give with the benefits of knowing that at least for a week or one day we made peoples day.

Has Your Act Of Kindness Made A Difference ?

Yes, because with our share and alot of other peoples share this will multiply to numerous Acts Of Kindness. Who knows this may even bring our world, to everyone's pictured world a "Peaceful Happy World".

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Winnipeg Harvest

Winnipeg Harvest

What is Winnipeg Harvest ?

Winnipeg Harvest is a place where all sorts of food is brought in then brought out. Brought in meaning that all sorts of food comes in from alot of different people as donations, there they sort them into their own categories, and then packed into groups of four (rice/pasta, proteins, etc). Then brought out means, once its sorted out it then gets delivered to many different places.

DID YOU KNOW THAT ?

That winnipeg harvest helps approximately 4000 people a month from all different places. That would be 40 local schools in winnipeg containing 1000 people.

Why is Winnipeg Harvest so important ?

It is important because it's a place where they want to stop people from hunger, with the basic food needs daily.

What did we do ?

Along with Camille, Alex , Brayden and Mr. Harbeck we were packing plastic bags containing four different types of foods. Once they were packed Mr.Harbeck was then putting them in bigger bags containing seven of those.

Volunteering at winnipeg harvest was a fundimental experience. Also the other volunteers treated us as if we've been there for a long time. We met a few people individually one of them was Kate who explained to what what winnipeg harvest is and also a man named Nick who came to us and helped us pack, but there was more I apologize for not mentioning them excactly. I was shocked to see the poster of where they delivered food, and where the other food banks were located because trust me , its ALOT . Guess what ? After working we also got a break time , we got to drink hot chocolate it was yum :) . So on behalf of us four we thank you Mr.Harbeck and to the Winnipeg Harvest for giving us the previlage to learn and see what its like volunteering there .

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Introduction to rectangles, perimeters, area

What Do We Know About Rectangles ?

- All 4 sides are not equal
- But they can be equal which is a square
- So a square is a rectangle
- But a rectangle can't be a square or is not a square

(Because square sides are all the same and equal , at the mean time at a rectangle only the length and length are the same and the width and width are the same)

Perimeter
-Perimeter is the space around an object or a shape (going around)
How Do We Get The Perimeter ?

We follow simple steps to find the perimeter :
P= s+s+s+s

eg. A rectangle has the length of 4 and the width of 5. What is the perimeter?
P=4+5+4+5= 18

Area
-Area is the space that is inside a shape or an object
How Do We Get Area ?

We follow a simple step to find area :
A=l(x)w(x)h

eg. A rectangle has the length of 4 , width of 5 , and height of 8. What is the area?
A=4(x)5(x)8
=160

After a brief introduction to what we know, we did some work with what we then learned

#Tiles Is it a square or no ? Area
1 yes 1
2 no 2
3 no 3
4 yes 4

Then for homework we had to do the following :

Side length of square Area of square
1 1
2 4
3 9
4 16
5 25
6 36
7 49
Reminder : The way we find the answers are just like the times table. n by n (nxn)

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How I Stopped An Alien Invasion Using A Proportion

Alien's Proportion Lessons

So it was 12:00 midnight and very dim. Until it reached 12:01 and there were different colours of lights circling around outside, so with curiosity i went outside. When i got there i was shocked to see a group of aliens. They came up to me and threatened me that if i don't teach them and give them understanding about proportions they'll eat my food. Instead of them eating my food, i just gave them a short lesson.

1. I told them that "Proportion is a relationship that states two rates or ratios are equal".
2. Another thing i explained to them was that "Proportions can be written as a fraction" and "there are two different ways to find a proportion".

Page : 67
#6 Delia was paid $35 for 5h of babysitting. How much should she recieve for 3 h? Use unit rate to find the answer.

Using A Ratio Table : Explanation

Make a ratio table, label one side with $ and the other h for hours. Then under those labels put down the given information which would be $35 under the $ column and the 5h under the h column, which would leave us with "How much should she recieve in 3h?". Once you've already put the given information to solve the question, it's time to solve it. Since were looking for the price at 3h from 5h, we will need to find the unit rate because 5 and 3 aren't friendly numbers together. So to find the unit rate whatever you do to one side you do to the other so to find $/h divide the $ by 5 to get 1 and then the $35 also by five and you'll get seven. From there we have to get to 21 hours, so we'll multiply each side with three and will end up with $7 for 3h and there's your proportion.

Using A Ratio Table : Showing Work

(pictures not working but it's the same thing was what we've been doing in class)

Page : 68

#21 David can saw a log into three pieces in 7min. If he continues sawing at a constant rate, how long will it take him to saw a similar log into six pieces?

Using A ratio table : Explanation

It's the same as the question above but dealing with a different situation and numbers. Instead of having $/hr we'll have log/min. We start off with three pieces and minutes, to get to six from three pieces is pretty easy just multiply by 2, since you multiplied that side by two you do that to the other so from 3pcs/7mns, now we have 6pcs/21mns and that is your proportion "David will take 21 minutes to saw a similar log into 6 pieces.

#24

• a) Describe a pattern you can use to find the next fractions with the set of fractions given as information.

1/2, 2/4, 3/6, 4/8 - the pattern is increase the numerator by 1 value and increase the denominator by two.

5/6, 10/12, 15/18, 20/24 - the pattern is increasing the numerator by 5 and the denominator increases by its multiple.

THAT IS THE END :) Don't forget math test on proportions on monday :)

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%%%%%%'s Rate Growing Post

Part #1

• Rate

- A rate is a comparison of 2 quantities measured in different units.

• Ratio

- A ratio is a comparison of 2 quantities measured in the same units.

The difference between a ratio and a rate is that a rate " compares 2 quantities measured in different units" and a ratio " compares 2 quantities measured in the same units" .


Page #60

4. Determine the unit rate in each situation.
a) An orca swims 110 km in 2 h.
- 55km/hr
b) A Canada goose flies 800 km in 12.5 h.
-64km/hr
c) Cathy plants 45 daffodils in 30 min.
-1.5 daffodils/ minute

Page#61

10. Trevor rode his mountain bike 84 km in
3 h. Jillian rode 70 km in 2.5 h. Who is
the faster cyclist? How do you know?
- They are both equal. How do i know that ? I'am sure of it because i used a ratio table. With a ratio table i found how many kilometers each rode for an hour. They both came up to 2.5. At that time i had to know and follow that whatever i do to one side i do to the other.

Part #2

- My Recipe would look different because you'd have to make additions to the amounts that are put in the recipe to an equivalent amount from the first one but serving 10 people. So in order to do that i used a ratio table to find out how much of each ingredient was serving to one person, which would be dividing by 4. Once solved i then multiply the answer i come up with to 10 for then people.

- For one person you basically do the same thing, the only difference is that once you come up with the answer from dividing from 4 , you stay it because that would be your answer.

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Jemineths's Bob 2

What I Learned And What I Need To Work On

I really need to work on reading the questions more carefully. To help me solve the questions easier and more understandable, and to enable me to give a clear and understandable answer to people reading my answer or text.

Another thing i need to work on is always remembering rules on using a ratio table .

1. No Adding or Subtracting In Specific Ways
2. Whatever You Do To One Side You Must Do To The Other

Last but not the least is that , i have to learn and remember to use the faster ways to get an answer to a question. But at the same time remembering to check over my work, as much as possible to make sure things are as right as it seems, because doing things the faster way doesn't always turn successful "specially" in math.

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Jemineth's Ratio Scribepost

Ratio

So far during our previous math classes we have learned several things about ratios, such as :

• Different types of ratios

• Some ways of how they are properly used

• (More)
  

Different Types Of Ratios And Definition

• Part to Part Ratio

- A part to part ratio compares different parts of a group to each other .

• Part to Whole Ratio

- A part to whole ratio compares one part of the group to the whole group .

• Two-Term Ratio

- A two-term ratio compares two quantities with the same unit .
eg. 3:2

• Three-Term Ratio

- A three-term ratio compares three quantities with the same unit .
eg. 3:2:1

• Rate

- A rate is a comparison between two quantities measured in different units .

• Unit Rate

- A unit rate is a rate in which the second term is 1 .

• Unit Price

- A unit price is a unit rate that involves prices which is often shown per 100 g or 100 ml .

• Proportion

- A proportion is an equation that shows that two ratios or two rates are equal, it may be written in fractional form.
eg. 2/4 | 50/100 = 50 %

Ratio Activities

In math class if you guys don't remember from today, and from yesterday we're done work/activities that involves ratios. If you want to see, and go back to it click the link below.

http://sargentparkmathzone.blogspot.com/


That's the end, leave a comment :) thank you .

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Jemineth's Scribepost For October 12 2009

Coins Scribe Post

For Friday October 9 2009's math class we worked on questions that have things to do with this glass of American coins worth a hundred dollars. So for this scribe post we were told to choose two questions or are come up with an answer both. Here they are :



Question #1

How much money(Canadian) would there be if the American coins were converted into Canadian money ?

If the American coins were converted into Canadian dollars it would be at an average of 104.24(Canadian) or if wanting to know how much value of money it is in Canadian compared to American per dollar it would be 1.00:1.04, which means that for every American dollar there is 1.04.

Question #2

Would the jar look the same if Canadian coins were put inside ?

My understanding and answer for that question is that it depends, and here are my explanations.

Yes and why :

Yes it could , why ? Because, both American and Canadian coins have nickels, dimes, pennies, and quarters. So if we were to put in only the exact same coins that are used inside the glass that both types of money has it can look the same.

No and why not :

No it can't, why ? Because, as alot of people know most of the coins are the same only difference is that they don't have loonies or toonies. So if we wanted it to look different we can do several changes. One is by simply replacing coins that equal a dollar, into loonies and coins that equal two dollars into toonies. Another way is by instead of using pennies, we can change it do nickels, and instead of using nickels we can change it to dimes, and so on and so on.

Question #3(10/13/09)

Can you fit $100 American coins , and $100 Canadian coins in the jar ?

I think that it wont fit , here's the reason why :
First of all , by starting with what Mr.H provided us in class about how much in fraction and percent 780 American coins fills up the jar, and we know that it is 3/4 of the jar or 75%. With that we know that, there is only 25% of the jar is left to be filled.
Second, using a ratio table i calculated how much percent the 370 Canadian coins, takes up from the 75% that the American coins filled. I calculated that the 370 Canadian coins, took up at average of 48% of the American coins filled. Knowing that , we can now add it up which comes to 123% which over fills the jar by 23%. That's why i think that , it wont fit :)

..AND THAT IS THE END OF MY SCRIBE POST .

THANK YOU FOR READING :)

DON'T FORGET TO DO YOUR HOMEWORK GUYS.

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Jemineth's Bob Scribepost For 10/06/09

What Do I Know About Graphs/Graphing ?

Different Graphs

First of all as most or all of us know, there are many different types of graphs. These graphs are each good for something in their own ways, but we have to remember that just because it's good for one thing, it doesn't mean that it's best to be used all the time. I will be giving and showing you just some of the graphs are preferred to be used the most. These graphs will be listen and seen below.

- Circle Graph

Best for comparing categories to the whole using percents. The sum of the circle graph could be 100%.

- Bar Graph

Best for comparing data across categories.



- Line Graph

Best for showing changes over time.




Making A Graph

When making a graph (normal) make sure that you have everything needed, to make it a real graph. These things would be :
- Axis (y,x)
- Title
- Labels (both y and x axis)
- Scales Labeled (with the same value of intervals)
- Colors
- Origin

When asked to give an explanation to what conclusion it draws to your attention. Make sure to answer in a way such as math, and not too much of unnecessary because, people would have a hard time figuring out what you mean.

When Making A Misleading Graph

When you make a misleading graph it's basically the exact same thing with a normal graph with everything the same, but with a few or some differences . A difference such as distorting or changing something inside the graph, to make it stand out and draw more attention rather than everything looking exactly the same. One way is by making a break on the interval which looks like this :

Another way is by distorting the size of the given data which looks like this :

That is just two ways that can be used to make a graph misleading. You also have to include how you made the graph misleading, and why can this be misleading. But don't forget to include things about the trend, because it gives people more of an idea and more of a clear understand on what the misleading graph you made is trying to show.

What Do I Need To Improve On ?

I need to improve on making sure that i have put everything i need to make a graph a complete graph and that's a goal I'm looking forward on achieving on a next test or assignment .

Thank you for viewing my scribe .

DON'T FORGET TO DO YOUR HOMEWORK GUYS :)

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Jemineths scribepost for 10/05/09

Both of these show the exact same equations, but shown differently. How ? Because, the first one is shown with a fractional sign, which is usually used if equations don't work out because of "order of operations". The important thing we have to know about the first one is that, it's really just the top number (4) divided by (/) the number below (4), then continue working with what we know. For the one in the bottom, its the same thing too, the only difference is that it is more accurate and more preferable to use because, if people were to choose between a fractional equation, and a division equation they'd usually use the division equation. Because it's easier and that's the end of my scribepost :)

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Jemineth's scribepost for september 24 2009

Check Your Understanding

( question #6 )

6. For a science fair experiment, Mitchell

measured the height of a plant every

Monday for four weeks. He displayed the

data in a line graph and a pictograph.

a) What information does each graph provide ?

• Tally Chart
  
• Line Graph
• Pictograph

All of those graphs above give or show representation of the same data(s).

( How long the plant grows every week ) Each graph has its own way of showing the plants growth in which case, the Tally Chart shows the plants growth by a chart with the weeks number on one column, and the cm of the growth in the other column. The way that the Line Graph shows the growth over time is by placing the dot somewhere in the grid paper, which is measured by the area and the intervals, and connecting the dot to dot as time passes by. Finally , the pictograph shows the plants growth over time by pictures. The pictures will be given a specific value (eg. 10) and once provided that value you are responsible for getting the other answers by working with what you have (value).

b) Between which two weeks did the plant grow at the same rate ?

The plant grew at the same rate between the first week to the second week , and from the second week to the third week.

Why ? Because between those two weeks the growth rate both came up by 20's.

c) Between which two weeks did the plant grow most in height ? Which graph shows this more clearly ?

The plant grew the most between the third week to the fourth week. The graph that shows this clearly is that the line graph.

Why ? Because the line graph is best for showing changes over time. Which means the image given to you has lines, those lines are used to represent the data's . But the what's important is that hose lines weren't put there with no reason , they were placed there in a way that when you first look at the graph to solve questions that involve changes over times , those lines will quickly get your eyes attention.

d) Describe one advantage and one disadvantage of using each graph.

• Tally Chart

The advantage of using a tally chart is that its good for keeping information, and organization. The disadvantage of using a tally chart is that, when your doing a given work for solving things, its not the best and fastest way to get the answer.

• Line Graph

The advantage of using a line graph is that it is good for showing and representing data's that involve changes over time. Which makes it preferable the most for types of questions such as #6. A disadvantage of using a line graph is that, sometimes the dots that represent a specific value aren't accurate especially if the intervals are going from one small area on the grid paper to the other with large amounts of numbers . So in order to solve questions its either you try measuring with a ruler, or take a guess on what the value is.

• Pictograph

The advantage of using a pictograph is that when the pictures that are representing data are accurate to its value. It would be easy to work with and solve things. Another advantage is that a pictograph is also good in showing changes over time especially if values are accurate, but most people prefer a line graph because for them its easier to work with. A disadvantage of using a pictograph is that most of the times, the value of the pictures aren't accurate, so like the line graphs disadvantage its either you measure with a ruler, or take a guess.

This will be the end of my scribe post. Thank you :)

NOTE : That these things (questions ) can be seen @ www.mytextbook.ca for home works or for some other things .

PS. SORRY IF THERE WEREN'T MUCH OF PICTURES , AND NO VIDEO . HOPE YOU ENJOYED :)

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