Hannah's Fraction Growing Post.

Yeah, I know it's kinda late. But my paint has been acting up. And it took me awhile to realize that I could just simply write it on paper and take pictures. Oopps :) I hope the pictures are clear enough.

Okay for this one, I drew a diagram for the first step. And for the second one, all I did was multiply the whole number with both the

Part two




To multiply fractions, simply multiply the numerator with the numerator. And denominator with the other fraction's denominator. Simplify when necessary.



Before multiply, one must turn a mixed number into an improper fraction. To do that, multiply the denominator with the whole number. Then add the numerator. (See example in diagram) After that, we multiply like any other fraction. Once we got the answer, we must turn the improper fraction back into a mixed number and simplify when necessary.



For this one, all I did was turn both mixed number into an improper fraction. Then I multiplied and simplified.

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Surface area growing post.

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Scribepost for February 19.

question 4.

question 5.

question 10.

b.) What object does each net form?

They both form a triangular prism.

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Hannah's scribepost for February 3, 2010

question 6.

A store discounted items by 50% off the original price one week. The following week and additional 10% was taken off the already reduced price. The regular price of a CD player is $85.00. What is the reduced price in the second week?

First we find 50% of $85.00 and subtract it from the original price.

50% is 42.50. We take that away from the original price because it's the discount.

So the selling price for the first week is $42.50

$42.50 is now our new 100%. We now have to find 10% discount of that. Instead of finding 10% and subtracting it from the total, a shorter way is to just find 90%. Because 100% take away 10% equals 90%. Using this method, you will be able to skip one step which is subtracting. This will also save you time.

The selling price after the second week is $38.28

question 8.

Represent the percent on each statement on a hundred grid.

a) 79.1% of all the students are right handed.

b) The average person in Canada uses about 223% as much water per day as the average person in France.

c) The school enrollment increased by 0.8% this year.

question 9.

I'm sorry, it's late.

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Hannah's scribepost for January 13.

Sorry it's late.

question 4.

question8.

How many hundred grids are needed to show each of the following percents?

a.) 300% = 3 hundreds grids

b.) 466% = 5 hundreds grids

c.) 1200% = 12 hundreds grids

question9.

Give two examples where a percent greater than 100% might be found in everyday life.

- Nutritional facts.

- Receipts (taxes)

question 16.

Suppose one large square represents 100%. The square is divided into smaller equal-sized pieces.

a.) If there are 1000 pieces, what percent do 17 pieces represent?

b.) If there are two large squares each divided into ten smaller pieces, what percent do 13 pieces represent ?

c.) If the large square is divided into eight smaller pieces, show how to represent 87 1/2 and 56 1/4.

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Pay it forward.

Hannah's Pay It Forward
Part 1
What is "Pay it forward" ?
It is when we show a random act of kindness to one or more person, stranger or not. After that, they are supposed to pass it on and help someone else in any way. Hence, "paying it forward". I think it's amazing how someone we don't even know has been helped all because we help someone, and they help someone else.. and it goes on.

Part 2
Along with Kaitlin, we made sugar cookies and gave them to the kids at a local daycare center. I was originally planning on selling the cookies and use the money to purchase winter clothing (scarves, mitts, gloves, jackets) and donate them to a nearby homeless shelter. But the nearest shelter I found was about 40 blocks away. I even thought of walking all the way to there. But it just seemed impossible. And we only had about roughly a week for this project. So I thought that simply giving the cookies to kids would be a better idea.
The date this was done is stated in the video below.

Part 3
When we got to the daycare, it wasn't as what I had expected it to be. We did have a great time though. And so did the kids. But we told by the staff people that we weren't allowed to take pictures because they are concerned of the safety of the kids, and that the parents might not allow their children to be taken pictures of.
After a few moments of discussions with the staff, they eventually allowed us to take pictures with only some of the kids.

After that, I felt really good about myself and the fact that I was able to brighten someone's day. Whenever I help someone, I always get a feeling of accomplishment. There's nothing compared to the feeling of being able to make a difference, big or small it may be.

We explained to the staff what was going on and what "pay it forward" is all about. We encouraged them to continue the chain, and they gave us their word to do so.

Part 4
As simple as this act of kindness was, I'm sure they appreciate the fact that we took time to do something nice to people we've never even met before. It was not much of a deed to change the world, but I think it made even just a little difference in the hearts of those we have helped. After all, the beauty is not on the outcome but on the attempt. And what matters is not how it turned out to be, but the amount of heart you have given to it. Knowing that you've managed to put smiles on people's faces make the time and effort that you've made worth while.

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Prime numbers and prime facotrs.

What we have learned today:
1.) Square numbers (perfect squares) are the product of a whole number when it is multiplied to itself. Eg. 4= 2x2. Therefore 4 is a square number.

2.) Factors are whole numbers that divides evenly into a whole number, leaving no remainder.
Eg. Factors of 16:
1 2 4 8 16

3.) Prime numbers are whole numbers greater than one, that have only two factors, which is one (1) and itself.
Examples of prime numbers are 2, 3, 5, 7, 11.
PS: One (1) is NOT a prime number. Why? Because it only has one factor, which is itself.

4.) Prime factors are the least possible factors of a number; must always be a prime number. The Prime Factorization method is used to get the prime factors of a number. (factor tree)
Eg. 18
/\
9 2
/\ \
3 3 2 = Prime factors.

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Operation "Stop the Slimy Aliens."

I was about to go to bed on a peaceful night when I heard a loud "thud!" that sounded like it came from far away. Then paparazzis were throwing rocks on my bedroom window. "We need your help! The aliens are here to kill us all unless you teach them about proportions!", they said. "I knew one day would come in where you would need my brains," I replied.

To explain what proportion is to the aliens, I used 3 questions.

First of all, a proportion is a relationship that says that two ratios or two rates are equal. It can be solved in two ways; chart form and fraction form.

1) Six chairs are always placed with every two tables at McNeill higschool. Supposing a room has 72 chairs, how many tables does it have?

Proportion problems always (or usually) has 3 important facts/numbers given. In this case, they are written un purple. Let's solve this problem using the Tchart.

As you see all I did was to set up a chart, labeling each side "chairs" and "tables". I put the numbers (6, 2 and 72) in the column where they belong. In order to know what the missing spot is, we have to figure out how 6 became 72. In this case, it was multipled by 12. The simple rule we follow is that whatever we do to one side, we do to the other. Therefore we multiply 2 with 12 as well. We get 24.

The room has 24 tables.

2) If two pencils costs $1.50, how many pencils can you buy with $9.00?

As you see, I set up the two columns again. Except this time I labelled them differently, according to the given facts from the question. I put the numbers (1.50, 2, and 9.00) in the columns where they belong. To find the missing value. we have to figure out how 1.50 became 9. Then we follow "the rule" which I stated in the first question. We multiply 2 by 6 to get 12.

You can buy 12 pencils with $9.00.

3) Sally has to make rectangle boxes. The proportion of it's length and width had to be the same. A big box has a length of 21 m. and a width of 14 m. A small box has to have a width of 6 m. What will it's length be?

We will now solve this problem in fraction form.

All i did was to set up all 3 given numbers in fraction form, labelling them as length and width. To find the missing value, we have to figure out how 14 meters became 6 meters, as shown in the diagram. Then we we the same for the other side. So if 14 meters was divided by 2.333, then we divide 21 meters by 2.333 as well. And we get 9 meters.

The length of the small box should be 9 meters.

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%%%%%'s Rate Growing Post.

Ratio compares quatities measured in the same units.
Rate compares two amounts measured in different units.

The difference between ratio and rate is that ratio is the comparison between two numbers with the same unit. For example 3 oranges to two oranges. On the other hand, a rate is an indication of the measurements of different units per unit. For example, the statement 3 oranges/ person shows the relationship between the measurement of oranges per person.

question 16

Gina earns $78.00 for working 6 hours. Asad makes $192.50 for working 14 hours. Determine each person's unit rate of pay. Who has a greater hourly rate of pay?

Asad has a greater hourly rate of pay than Gina.

Part 2:

The recipe above for spaghetti serves four people.

1) What would the recipe look like if it had to serve 10 people?

I would multiply the measurement of ingredients by 2.5 because 10 is 2.5 more than 4.

For example: 1/2 lb groundbeef

1/2 multiplied by 2.5 is 1.25. Therefore the ingredient for 10 people will be 1.25 lb of groundbeef.

2) What would the recipe look like if you only had to serve 1 person?

We know that the recipe serves 4 people. So to serve one person, divide the quantities by four.

For example: 14 oz can of tomatoes chopped.

14 divided by 4 is 3.5. So the recipe for this ingredient will be 3.5 oz can of tomatoes chopped.

Sorry. I know it's so late!

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BOB and ratio

Ratios:
Part to pat
Shades of green to shades of pink ( 3:2 )
Shades of blue to shades of purple ( 3:1 )
Orange to green ( 1:3 )

Part to total
Blue to total ( 3:12 )
Pink to total (2:12)

Three- part
Green to purple to pink (3:1:2)
Total to blue to purple (12:3:1)


Ratio notation, Fraction, Decimal, and Percent

Shades of green to shades of pink ( G:P ) 3/2 , 1.5 , 150 %

Equivalent Ratios

Equivalent ratios are two ratios that have the same value when simplified. For exaple, 3:12 is the ratio of green colored crayons to the total number of crayons. 1:4 is equivalent to 3:12 because 3 and 12 and both divisible by 3. Divide both 3 and 12 by 3, and you get 1:4.

Questions

1) Basing on the picture above, make a ratio of the number of vowels to the number of consonants. Express it in lowest terms.

2) How do you know if you can or cannot simplify a ratio ?

3) In lowest terms, make a ratio of the number of blue crayons to the total number of crayons.

BOB2

The mistakes I did on the test were mostly on the multiple choice questions. I just didn't put the ratio in the right order. The answer is supposed to be 3:7, but instead I chose 7:3. Another mistake I did was that I got the wrong answer for finding the percent.

4. Four students are running for student council president. Of 30 students polled, 15 chose Mikw, 3 chose Patricia, 6 chose Brian, and the rest chose Karen. What is the ratio of votes for girls to votes for boys in the student council election? express the ratio in lowest terms.

a. 3:7 b. 7:3 c. 15;6 d. 21:9

Votes for girls: votes for boys

9:21

9/21 divide by 3/3

=3/7 = 3:7

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Hannah's scricepost for october 16

#21. A golden rectangle has a length to width ratio called the golden ratio, which approximately 1.62.

a) Which of the following dimensions of rectangles are examples of golden rectangles?

• 24 m x 38.9 m = 1.62 Golden rectangle

• 52 cm x 120.5 = 2.31

• 348 mm x 565 mm = 1.62 Golden rectangle

I got the answers NOT by multiplying the length and width but by dividing the length by the width.

b) If the width of a golden rectangle is 6.4, what is it's length? Give your answer to the nearest tenth of a metre.

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Hannah's Coin Math

For October 9, we worked in groups

and made questions about this jar that

totals a hundred US dollars.

Question 1:

How long did it take to come up with

all those money?

We do not know for sure, but since it is

made up of pennies, nickels, and dimes, then

it probably took quite a long time to make

a hundred dollars.

Question 2:

If these coins were in Canadian dollars, would

they still sum up to a hundred dollars?

No, because for example, a Canadian dime isn't

worth as much as a US dime.

Sorry for the terrible explanation !


Part 2
How much of the jar Canadian coin?
Okay, so we know that there are 780 American coins and we estimated it to take up 3/4 of the jar or 75% of it. Now if we converted those American coins into Canadian, there would only be 370 of them. 370 in less the half of 780 so it's probably less than 1/4 if the jar. So it's probably 1/8 of it. Or 35%.

Could you fill the jar with $100 American and $100 Canadian? Why ?
No because 75% amd 35% is already over a hundred.

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BOB and friends.

3 Things I Know About Graphing

1. First I know that graphing is a way to represent data
using pictures or diagrams.
2. There are many types of graphs.

BAR GRAPH

LINE GRAPH

CIRCLE GRAPH

DOUBLE BAR GRAPH

DOUBLE LINE GRAPH

PICTOGRAPH

3. A graph can be distorted to change the way the data appears.

PS: Sorry if it's late !

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Hannah's "The four 4's "

These two equations mean the same thing

although they look different because the fraction bar

means division.

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Hannah's scribepost for Sept. 29

Question 4







Samantha recorded the temperature on a
hot day. She displayed the data in a line
graph.

a) Explain how this graphy could be misleading.

I think this graph is misleading because from a distance, it looks like there's a big difference in the temperature when there isn't really.

b) What conclusions does the graph suggest about the changes in the temperature?

Um, it concludes that there isn't much of a change in the day's temperature. But the way the graph is written makes it seem that there are big changes in the temperature.

c) How should the graph be redrawn to make the data clearer ?

Maybe if the intervals were labelled in the right way, then the graph wouldn't look so bad.

Example :

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