Thursday, September 28, 2006
posted by kriszelle at 6:52 p.m.
Today (September 28th) we had a teacher come in to take over our class since Ms. Armstrong was with the football team. We were basically instructed to work on Exercise #4 from our red booklet during class, and if we could not possibly finish it during our given time then we were to take it home with us and finish it for homework.

Note: After doing all the questions, you can check over your work and see if your answers are correct or if you've made any mistakes by looking at the answer key in your blue booklet .

[I wish i could have written more, but this is basically all we did in class today. For those who were away or forgot what was for homework i hope this helps =) ]

and oh yeah!..the blogger for tomorrow is MEAGEN!!
Wednesday, September 27, 2006
posted by Kevin San Jose at 11:31 p.m.
This post was for Tuesday September, 26. Today in class we learned some easy steps to using formulas.

Step 1) Identify what you are asked to calculate.
Step 2) What info would you need to be able to use that formula.
Step 3) Are you given the info directly or do you need to do some calculations first?


In this example we would use the Pythagorean Theory.

Step 1) Identify what you are asked to calculate which in this case would be (x).
Step 2) We would need atleast two sides to use the formula, which are 10 m and 4 m. Step 3) We must make some calculations to find the value of (x).

posted by --thamie-- at 5:25 p.m.
Hey! Today in class, we learned how to get the distance between two points. Basically, it's like the Pythagorean Theory but more easier to use if the distance you are trying to find is in the graph. The formula to get the distance between two points looks like this:Recall: A point on a graph is denoted by the coordinates (x,y)

If AB is 5 spaces high and BC is 7 spaces long, you would use the Pythagorean Theorem to get AC, right? Your work would look somewhat like this: But if you used the distance formula, you wouldn't need the 'spaces' because using this formula would give you the sides of all the area all in one equation.

1 is (-4, -1) and 2 is (3, 4)

It doesn't matter if you switched the 1 as (3, 4) and 2 as (-4, -1).

Well, that's what we learned today. It's kind of confusing at first and almost everybody has this "wha..?" face when Ms. Armstrong was explaining it to us...

oh yeah ... Kriszelle, your doing it next...

Monday, September 25, 2006
posted by Paulo at 5:32 p.m.
Well...I have a bad eye, I always seem to miss something. I went through my work and I missed something on the table of contents. Well I need to confirm the date we learned the "Group Method of Factoring". My writing isn't real messy that I need to ask about the date it's just that i missed the date altogether. And since I dont write the date on my work I am asking here.

By the way I think that it was Wed Sept 20 judging by my table of contents, just need to make sure.

So anyone willing to tell me...^_^;;
Saturday, September 23, 2006
posted by Xuan at 1:51 p.m.
Well yesterday's class started with Ms. Armstrong explaining to us about the sheets that the sub gave out. They don't have to be done, the point of it was to get the sheet with things you are having trouble with, so it will help you on our TEST: Monday, September 25th, 2006.

Ms. Armstrong said that everytime we have a test on an unit, the next day is the due date for the Unit Books, so our Unit Books are due on Tuesday, September 26th,2006.

Ms. Armstrong gave us instructions on how to put together the Unit Book.

1. Title
When making your title page, think about math. The example below is showing you what NOT to do. Superman or other characters and pictures that have nothing to do with math, they're nice, but they don't relate to math, so don't waste your time on a picture that has nothing to do with mathematics. To receive the full 5 marks, it must include, Unit name, diagram, colour and creativity.

2. Table of Contents
The picture below represents the Table of Contents. It isn't really that colour, its a yellow sheet. The colours are only there so I can explain easier. The green column is where you put the date the assignment was given. The blue is where you put the name of the assignment. The yellow column is to help you know if you're done the assignment, for example, if you're done the assignment, then you would put a check on the yellow column next to the assignment. To receive the 5 full marks, you must include complete list of all items covered in class, and assignments that are finished should be checked off.

3. Completeness
To receive the full 5 marks, all of the notes and assignments should be included, they should also be in order to match the order of the Table of Contents. If the work isn't complete then don't put it in, and don't check it off on the Table of Contents.

4. Neatness
For the full 5 marks, everything should be neat, organized in correct order, and easy to read.

5. Self Reflection
The picture below is the self tags. You cut them out seperately on the dotted line. If you have am assignment or worksheet that you are proud of, you would attach the 'I'm Proud' tag to it. If you have something that you think you've improved, then you would attach the 'I've Improved' tag to it. If you have something you need work on, then attach the 'Still need work on' tag to it. And lastly, if you have something that you're not proud of at all, or you think it should be in the trash, attach the 'Trash it" tag on it. Reflections show insight into self improvement and learning.

I had lots of fun doing this scribe, even though it wasn't on a lesson, I hope this will help some people with their Unit One book thingys. haha.
PS. Mondays scribe is going to be .... Kevin, OH and everyone, don't forget there's a TEST Monday, September 25, 2006.
- Xuan
Thursday, September 21, 2006
posted by Ms. Armstrong at 8:44 p.m.
Well gummy bears,
I would make a great detective. I knew that Destini wouldn't let us down, so it didn't make sense that her posting wasn't up on the blog. What she did was create an entirely new blog site instead of creating a new post. So I've copied what she wrote yesterday and here it is.

Factoring Trinomials When a > 1.
Wednesday, September 20, 2006 ;

Today in class, we touched on the subject of factoring trinomials when a is greater than 1. This method was called The Grouping Method. There are 5 steps to complete this method.

Step One; Find the Factors of a * c.
Example: 15x2 - 4x - 4
**15 would be concidered a & -4 would be concidered c .
**(15) (-4) = -60.
Find the factors of -60;
-60, 1 or 60, -1
-30, 2 or 30 , -2
-20, 3 or 20, -3
-15, 4 or -4 , 15
-12, 5 or -5 , 12
-10, 6 or -6 , 10

Step Two; Find the combination whose sum is equal to b. ( b = -4 )
It would be ( 6, -10 ) because -10 + 6 = -4.

Step Three; Break up the middle term using the factors from step two.
15x2-4x-4= 15x2 -10x+6x-4

Step Four; Factor out a Greatest Common Factor (G.C.F.) from term 1,2 & 3,4.
15x2 - 10 x + 6 x - 4= ( 5x ) ( 2 )= 5x(3x-2) + 2(3x-2)

Step Five; The 2 G.C.F.'s become the 1st factor and the brackets become the 2nd factor.
5x(3x-2) + 2(3x-2)= (5x+2) (3x-2)-

The assignment was Exersize #9. Questions 1 - 11 & 20. (omit questions 11-19)

P.S. - Xwan will be blogging next.. =)
posted by DestiniLyn
Tuesday, September 19, 2006
posted by Alanna at 5:44 p.m.

Okay everybody, today we started of class with a recap of yesterday's lesson on factoring. So here are the notes and examples:

1. Can I factor a GCF?

2. Is it a trinomial where a=1? ax2 + bx +

eg. x2 - 1x-6 (Hint: What combonations can I multiply to make 6?) -1,6 -6,1 2,-3 -2,3
2 and -3 is the correct combo, so the answer should look like this: (x+2)(x-3)

3. Only 2 terms, and they are separated by a - sign. eg. a2x2-b2y2

Okay, now here is the notes on differences of squares:


a,b,x, and y must be perfect squares which means that each has an integer square root.

eg. 4x2-y2

2 x y y
2 x


(Remember! Use the
distributive property to check!)

eg. 1/16a4b100-1/100x10y50

(Hint: Find the square root of the bottom number of the fraction!)

It should turn out like this:


Well that was all for the notes that we did, and after that we moved into a game.
Ms. Armstrong handed out a couple of cards for each table, each card having

I have...
and Who has the factors of the expression...

on each side of the card. Each card had an expression on the side, and you had to match it with other cards that other people had across the room.


-Excersise 10, #1-7,11,17, and 19
-She also gave us a puzzle with expressions on it, where you have to match all of the sides together.

And tomorrow's scribe is. . . DESTINI!

Hoped this Helped!

Monday, September 18, 2006
posted by Marcus at 8:57 p.m.
Okay, so everybody remembers factoring from when you were in 7th grade
So a quick example would do:
18's factors are 1,2,3,6,9,18
24's factors are 1,2,3,4,6,8,12,24
so the greatest common factor (gcf) for 18 and 24 is 6

so when factoring a polynomial, we do almost the same: you find the GCF for the coefficient or constansts just as you would any other number, but you can have a variable also:
factor 6x-8y, it's factored 2(3x-4y). If you multiply 2 by 3x-4y you end up with the same as you started with! So another example is 25x2-15x is factored as 5x(5x-3).

Get It? Got it? Good, then we can go on to factoring simple trinomials

It's just like factoring before, except you have three terms so 3x3-9x2-30x is factored 3x(x-5)(x+2)

I hope that you guys learned from this, becuase this is my first blog post, and I had to use subscript for exponents, so they're a little low.
Oh, and today's assignment was EXERCISE 2, ALL QUESTIONS
Sunday, September 17, 2006
posted by dinh at 7:59 p.m.
On September 15(friday that just passed) basically all we did during class was get into groups of four and divided polynomials. Using the the white boards we tried to figure out the answers as fast as we could for points.
+ 3 if your answer was correct
and -2 if you got it wrong.
As for homework, I believe that we weren't assigned any for the weekend. Unless you did not have the opportunity to complete excercise one and three. Aside from that, I can't seem to remember anything else from friday's class :S. Sorrrrryyy.. Yes, I know my post seems ridiculously short compared to all the other postings.
Oh, btw .. This is Michelle S., I'm using Dinh's account because I couldn't post on my own :. I could only see last year's s1 posts. Anyways, Thanks Dinh for letting me use your account.
Saturday, September 16, 2006
posted by Ms. Armstrong at 9:54 p.m.
Hey Gummy Bears,
Here it is... the answer key that you have all been waiting for. Just click on the link and then download the document. It will open up in Microsoft Word. Let me know if there are any glitches since this is the first time I've tried this.
Ms. A
posted by Ms. Armstrong at 2:50 p.m.
Hey Gummy Bears,

This is The Scribe List.
Every possible scribe in our class is listed here. This list will be updated every day. If you see someone's name on this list in Blue Font then you CANNOT choose them as the scribe for the next class.This post can be quickly accesed from the [Links] list on the right hand sidebar. Check the list before you choose a scribe for tomorrow's class when it is your turn to do so. At the end of your scribe post, let us know who will be scribing tomorrow.

Eden----------- Dinh--------------- Edward

Michele H. ----- Thamie---------Kim D.

Xuan ---------- Christine ----------- Don

Donavon ------ Jeff -------------- Meagan

Jessica -------- Jamie -------------- Kim T.

Destini -------- Alanna -------------- Emman

Kevin --------- Chris --------------- Cory

Shelly-------- Haiyan ------------- Stephanie

Paulo ---------- Daureen ----------- Jhonaleen

Thursday, September 14, 2006
posted by Jeff R. at 7:46 p.m.
First thing's first, we started the class by having Ms. Armstrong to post the answer key for the S1 Review at the back of the room. So if you need to correct your work, check it out sometime. Anyway, we were in groups once again. Ms. Armstrong turned on the projector and then we started taking down notes on "Multiplying Polynomials".

*Here are the notes incase you were lazy in class and didn't copy them :P

Multiplying Polynomials

= 12
Multiplying means "finding the area of a rectangle".

Find the area.
Now, there are 3 ways that you can do to find the area or to multiply the polynomials. It depends on which one you are most comfortable with:

The first way of multiplying polynomials is to use the "Tic Tac Toe" format. Using the above question, it will look like the image on the left. The yellow "x" is the multiplication sign. The "x+1" represents the width, and the "2x+2" represents the length of the rectangle. So it'll be like, (2x)(x) = 2x2 and so forth. Then you add the like terms which are the ones that are circled.

The second way is using the "Algetiles". This format is like the Tic Tac Toe format except it is presented in images. If you don't know what the images represents, see the previous post.

The last one is everybody's favourite, the "Distributive Property". You first do the red one then the yellow then the green then the blue. So the answer would be:
= 2x2 + 2x + 2x + 2
= 2x2 + 4x + 2 (the like terms were added to simplify)

Dividing Polynomials

Dividing polynomials isn't that hard once you got how to do it properly. On an equation like this:
16x4y5 - 8x8y9

Reminder that the denominator applies to all the polynomials on top. So here's how you divide polynomials:

i. Divide the coefficient (the number before the variable) on the denominator from the coefficient on the numerator. (Eg: 16 divided by 4)
ii. Subtract the exponents
iii. Then do the same thing with the second monomial.

**The final answer will look like this: 4x3y - 2x7y5

Like the multiplication of polynomials, dividing polynomials also have different ways to represent the equation:

i. (4x2+x3+5+2) division sign (x+2)
ii. (4x2+x3+5+2) / (x+2)
iii. Divide (4x2+x3+5+2) by (x+2)
iv. Find the length of a rectangle if the AREA is (4x2+x3+5+2) and the width is (x+2).

Long Division:
Before you solve an equation in long division, you must make sure that your terms are in descending order. If it's 4x2+x3+5+2, it should be x3+4x2+5+2, since the exponent "3" is higher than the exponent "2" even though it has a coefficient before it and the other one doesnt.

Long Division in polynomials is the same thing as dividing long division normally.

Between the notes, we've had an activity. The activity was to find the area of this:

Our Solution

My group started to find the area of the "whole rectangle" (on the left side, picture 2). Then subtracted the area of the small rectangle (in gray).

Our equation turned out to be like this:

The area of the "whole rectangle".
A = (4x - 1)(3x + 5)
A = 12x2 20x - 3x - 5

The area of the smaller rectangle (in gray).
A = (2x - 3)(3x - 1)
A = 6x2 - 2x - 9x + 3
A = 6x2 - 11x + 3

Subtract them together.
A = (12x2 + 17x - 5) - (6x2 - 11x + 3)

Note: To subtract polynomials, change the "-" sign (in the middle) to "+" then change the rest of the right side to it's opposite signs.
A = 12x2 + 17x - 5 + (-6x2) + 11x - 3
A = 6x2 + 28x - 8

Aaaand that's it. Pheew, did I do this blogging right?
Homework: Exercise #1 - If you're not done yet.
Homework: Exercise #3
Wednesday, September 13, 2006
posted by dinh at 8:01 p.m.
Today Ms. Armstrong switched the unit, and so we are no longer learning the "variations and sequences" unit first but instead Ms. Armstrong decided that we were going to do the "Polynomials" unit first. We will still be including the work from earlier into this unit though, so don't throw those away!!

Then we corrected the worksheet called "PRE-CALCULUS 20S - creating and modifying tables", so get the right answers from a friend if you weren't there.

We also had a brief introductions on polynomials - REVIEW:

At the end of class Ms. Armstrong assigned all of "Exersize 1" in the red duotang (textbook) for homework

Oh, btw .. This is Michele, I'm just using dinh's account because i forgot my username and password.


Tuesday, September 12, 2006
posted by Edward at 10:52 p.m.
On sept 11 we started with Creating and Modifying tables. We began with notes on patterns and recieved a worksheet on creating and modifying tables. We also learned that tables are a good way of organizing and summarizing information that is related. We also learned a little bit about non-recursive and recursive tables. A recursive table requires data from the previous term in order to find the successive term. A non-recursive table does not require the previous term in order to find the next successive term. Page 89 questions 1-7 and 9,10,11,16, and 19 was also homework as well as finishing up the booklet.
Saturday, September 09, 2006
posted by dinh at 8:59 p.m.
On friday we began looking at graphs. The class had to choose between 4 graphs to see what graph best fits the question that is being asked. Ms.Armstrong also handed out slips so she could add students to the blog. She also handed us an assignment to do for the weekend and is due after the weekend. The assignment is called A Picture's Worth a Thousand Words. We also had to work as groups to help eachother out to pick what graph best answered the question be asked. That is what we basically did on friday. If im missing something leave a comment and i will add it into the blog.

The most obvious way to spot the wrong graph is if there is a loop in the graph because time cannot go backwards.
posted by Ms. Armstrong at 5:05 p.m.
Hey Gummy Bears,
Thanks for all the positive comments about the blog, and the start of the new school year. I am looking forward to getting to know all of you over the semester. We are off to a terrific start. So far I am encouraged by the initiative that you are taking - getting to class on time, finding out when things are due, and getting yourselves signed up on the blog. I love seeing this much enthusiasm towards learning - keep it up.

Your first assignment (the grade 9 review) is due on Wednesday. You will be marking it yourselves, but I will be checking to see that you did as much as you possibly could do. Remember, this is a review. I expect that there are some topics that you need help refreshing your memory, while other topics may be new to you depending on where you went for grade 9. Don't fret - I will help you get through this but I want you to start by helping yourself. Try reviewing your notes from last year or work with a classmate. This is a really good opportunity to meet new friends - someone who went to a different school than you in grade 9 may be able to assist you with one topic while you might be able to help them with another.

Keep up the good work. It will all pay off in the long run.
Ms. Armstrong