Tuesday, October 31, 2006
posted by Paulo at 10:18 PM
Today in class we learned how to multipy rational exponents.

There are three thinks you must konw [keep in mind], and they are.

1) Multiplying polynomials
2) Multiplying exponents iwht like bases. -add exponents
3) Adding fractions.

Now that you know the things to keep in mind lets do some examples.

The forth square root of 16x8y2 multiplied by the square root of 9xy5

[I know that the <> and < / SQRT > arent working so I'll just type it out like you would say it, sorry if thats an a bit hard to do...And I really dont have time to make graphx now.]

I cant write how the quesiton would look like at first but I can after the first step. The question is The forth square root of 16x8y2 multiplied by the square root of 9xy5, so just visualize it for now would you?

After the first step:

(16x8y2)1/4

Multiplied by

(9xy5)1/2


After you clear the brackets it would looke like this:

16(1/4)x8(1/4)y2(1/4)

Multiplied by

9(1/2)x1/2y5(1/2)


You know the original exponents that were there? Yeah well you have multiply them with the fractional exponent. You also have to square root or cube root or forth root, etc the whole number.

y5(1/2)

You Add the 5 with the 1/2. Remember that 5 is the same as 5/1 in fractional form. So multiply the tops and multiply the bottems.

5 x 1 = 5

1 x 2 = 2


Now if you've done that it should look like this:

2x8/4y2/4

Multiplied by

3x1/2y5/2


Did you see what I did? I just multiplied the original exponents with the rooted exponent, which in this case was 1/2.

After you do that you need do you remeber what to do next? Well if you dont then your suppose to make the x's and the y's exponent's denominator the same, so you can add them later.

After that step it should look like this:

2x8/4y2/4

Multiplied by

3x2/4y10/4

Again did you see the change? I changed the second term's x 1/2 and y 5/2 to 2/4 and 10/4. They are still the same fraction but they just have the same denominator.

Now that you;ve done that you should juts multiply the two terms and then your done.

If you do multiply the terms[Remeber to add the exponents (fractions)] you should end up with an answer like:

6x10/4y17/4

You see I multiplied the whole numbers and the fractional exponents were added. You know the product law right? Add the exponets when multiplying.

I hope that You all understood that...>_<

Tell me if theres any mistakes in there or if you dont understand something ^^

The next scribe is Dinh, the guy who started it all >:)
 
Monday, October 30, 2006
posted by Ms. Armstrong at 9:54 PM
Hey Gummy Bears,
This is The Scribe List - Round 2. 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.

Dinh--------------- Edward

Michele H. ----- Thamie---------

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

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

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

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

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

Shelly-------- Haiyan

Paulo ---------- Daureen ----------- Jhonaleen
 
posted by Eden at 6:36 PM
eg. 1:
√25a3b4
(25a3b4)1/2
251/2 (a3)1/2
5a3/2b4/2
5a3/2b2
eg. 2:
√36√6
√36*61/2
(36*61/2)1/2
361/2*61/4
64/4*61/4
=65/4
eg 3:
4√81xy5
(81xy5)1/4
(811/4)x1/4(y5)1/4
3x
1/4(y5/4)
* To solve an exponential equation, express both sides as powers with the same base and let the exponents equal each other.
eg. 9x+1= 27
32(x+1)= 33
2(x+1)=3
2x+2-2=3-2
2x=1
2 2
x= 1/2
42x+1=16-3
42x+1=42(-3)
2x+1=2(-3)
2x+1-1=-6-1
2X=-7
2 2
x=-7/2

this is what we did in class today and h/w is Ex #26 (omit 8,9,12,15 & 19)

and tomorrow is halloween and if you come to class with costume you'll get candy and we have quiz on // and I and on the number of sets .

tomorrows scribe is PAULO

 
posted by Ms. Armstrong at 9:00 AM
Hi Gummy Bears,
As you may have noticed the html code for 'square root' is not working. I have done some research on the internet and everything seems to indicate that I coded correctly. I have tried the code <&radic>, but it doesn't work either. Does anyone have any programming experience that could help us format a radical? 2 Bonus marks on the next test for the person that solves our trouble.
Ms. Armstrong
 
Saturday, October 28, 2006
posted by Xuan at 11:36 PM
Hey everyone ! I was on the internet and found this article about a man reciting Pi to 100,000 decimal places. I thought it would be nice to know something about Pi, since Edward had to find out about it. Here's the link http://news.asiantown.net/read/1713.html (Click!)
 
Friday, October 27, 2006
posted by S. Tao at 3:56 PM
Today in class Mrs. Armstrong showed us how to use the html codes for this blog:
    • Exponents: x< .sup>1/2 (no spaces and periods)
    • Square root: < .sqrt >x+2< /sqrt > (no spaces and periods)
We also corrected some questions in Ex:21

Egs:

1) 38= what number times it self 3 times will give 8
3 8 = 81/3
3 8 = 2

6) 343 = 31/231/4
= 32/4+1/4 = 33/4 = 433

How to do it on the calulator:

Option 1 8yx 0.3333333 = 1.9999999.... (not accurate)
Option 2 8yx 1 ab/c = 2 (only if you have the ab/c button on your calulator)

COMMON PERFECT SQUARES AND CUBES TABLE



Heres an link that will show you the laws of rational exponents

Homework: finishing the puzzle Mrs. Armstrong gave us

Important!!!! On Monday we have a Quiz!!
The person who is going to blog next is...... Eden!

 
posted by Haiyan at 1:04 PM
1/2+1/2=1
x1/2*x1/2=x1
x1*x1=x2
x*x=x2
x*x=x1
x1/2=x

x=square root of x=x1/2
3x=cube root of x=x1/3
4x=4th root of x=x1/4
5x=5th root of x=x1/5

Rational Form Radical Form
xm/n nxm
x4/7 7x4
a2/6 3a
b3/5 5b3
Next:Shelly
 
Wednesday, October 25, 2006
posted by Daureen N. at 3:24 PM
ScribeBadge11











The Number system






Rational numbers ---> any number written in the form of ratio a/b of 2 integer. a,b and b cannot be a zero.
Examples:
is a rational number because....



the numbers are written in a/b form and the decimals are repeating.

Example#2:

and are both rational because the 1st number repeats and the 2nd number terminates.

However, 7.23242526.......... -- > is not a rational number because the number does not repeat or terminate. This is an example of irrational number because the number never ends.




Irrational Numbers ---> a number that cannot be put in the form of a/b where a,b is an element of Integers.

However, the decimal form of an irrational number will never end or repeat.

Examples:

If you still need help with rational and irrational numbers click here and here.


Don't forget to do your Homework!

Explain how to solve each of the following and state what exponent law you used.

1) 36.32

2) 36divided by 32

3) (36)2

4) 30

5) 32 divided by 36

 
Tuesday, October 24, 2006
posted by Stephanie at 8:37 PM











Hey guys!
It's the very beginning of our new unit "rational Exponents and Radicals". Remember, tommorow at lunch hour is your only chance to redo last weeks, end of unit test.
Anyways today we looked at different sets of numbers, and cool patterns of how they can be used.
If you look above I have the diagram of the notes that we copied.
It explains how Natural Numbers (called this because they come naturally to a person), are connected with zero. Which makes a new set of numbers. The Whole Numbers and Zero (Which are part of a whole), are connected with Negative Numbers (which are lesser than zero). Which makes Integers, (either positive or negative) are connected to Non-Integers (Basically fractions), to make Rational Numbers (a ratio of 2 integers).
The symbol of the type of #, an example of the #, and an explanation are all in the appropriate boxes above.
We were also given a worksheet to do in class, but was for homework if not finished.
It was just showing neat little tricks and patterns on the calculater, when turning fractions into repeating decimals.
So ask Ms. Armstrong for your homework.
And remember that when you round of any decimal, each place value will lose you accuracy in the actual number.
 
Friday, October 20, 2006
posted by Chris at 11:56 PM
First of all, currently, Jamie's blog entry is not up on the main page (since it's saved as a draft at the moment) but you can view it by clicking on this text and looking under the post title of 'Putting It All Together.'

Today in class, we had our Analytic Geometery Unit Test, which I'm sure we were all happy to do ;D. The test lasted for the whole period, and it was basically a small review on the unit. That's all we had a chance to do today, which means no notes or exercies.

Important Reminder

As Jamie mentioned in her post, our completed units are to be handed in on Monday, October 23rd, 2006
With the following included:
  • A title page which is based on the unit. (Which means don't put something that has nothing to do with Analytic Geometry on it, Ex. Superman.)
  • A completed table of contents. (I'm pretty sure all exercises were posted up in previous blog entries so check them to see if you missed anything)
  • All of this unit's completed work/assignments and notes.
  • *Self-Reflection Tags which are required to be completed and included otherwise it will not be taken in.*

All of this presented in an organized duotang with your name on the cover.

This sums up my post and all we did in Friday's class (October 20th, 2006), have a good weekend everybody and we'll see you on Monday.

Also, Monday's blogger will be: Kim D.
 
Thursday, October 19, 2006
posted by JamieC at 5:49 PM
Sorry I haven't been able to post, 'cause I have been having a hard time with my internet connection-- I have none right now whatsoever. And I'm using my neighbor's computer. But anyhow, for these past few days in math class, everyone has been fussing about the big math test coming up on Friday...at least I was.

No need to panic though. After yesterday's and today's class, it made things a lot easier. To clarify the concept of the parts some of us found confusing, the teacher had instructed us to make a table with four columns that explain the steps someone should go through when solving a problem-- any math problem at all. Personally, I thought this was a good process to go through, because this is the kind of thing that we should think about when analyzing problems.

After creating the chart, we were given an example, a problem to apply it to:
Ex. 1 - Find the standard form of the equation of the line containing (6, 1) and (-4, -3).

I can't put in the picture...why?? I'll just save this as a draft and continue.

We did this for yet another example, which is Ex. 2 Find the equation in slope-intercept form of a line which passes through (-4, 2) and has the same y-intercept as 2x -y = 3.

(diagram.)
'
And that is what we did for today's and yesterday's class. I say that this helps a lot. I'm sorry if I missed anything. Please tell me if I did, or what mistakes I made, so that I could do better next time-- because this is my first ever time blogging.

** Just another reminder. Friday is the unit TEST!! So that means the completed unit is due the next class after the test-- which is on Monday! Don't forget to include your completed assignments, your table of contents, your self-evaluations and an appealing title page!**
I guess that concludes this for me. The next person who will post will be "tall guy" Chris. Yes you. Haha. Mwahahahhaha.... =D







 
Tuesday, October 17, 2006
posted by dondelacruz_ at 5:09 PM



*** Click image to Enlarge ***


- all lines are declining
- negative slope
- slope exactly the same
- they are parallel lines


-when lines have the same slopes they are parallel

ex. // = parallel

Today we got our "Analytic Geometry Graphing Equations" quiz back. We went over quiz. Took some notes and made some perpendicular and parallel lines. Our homework for today is Excercise 14 - Parallel and Perpendicular Lines.
 
Monday, October 16, 2006
posted by --thamie-- at 6:36 PM
a message to my group (meagan, kriszelle, daureen, xuan)...

i finished the distances and stuff w/ the slide and made a title page just in case...i didnt do the write up but im sure meagan's doing it...right?
 
Sunday, October 15, 2006
posted by Paulo at 11:15 AM
I have questions about the "Bulid a Slide" project.

I dont know who in our group is doing the one page write up so I thought that I should try it in case no one does it. First of all is anyone in my group doing it? I heard Cory is doing it but he wasn't there on friday so I don't know for sure.

For the write up (Letter G) does the whole thing have to be one page that would be including the diagrams or does the writing have to be one page?

Thanks.
 
Wednesday, October 11, 2006
posted by man at 6:13 PM
Todays math class we talk about the 3 methods in graphing. Im here to explain again this methods so that we can all understand it.
Graphing Method #1 (Table of Values)
- "table of values" shows the relationship between x and y given by any equation.
We can pick any value for x and use the equation to solve y.
y=x+1 (y is equal to the value of x plus one)
let x = 1
y=x+1 Each one of this pairs values represents
y=1+1 a points on our line. These are then easily
y=2 graph.
let x = 2
y=x+1
y=2+1
y=3
let x = 3
y=x+1
y=3+1
y=4
Graphing Method # 2 (Intercept)
- When you speak of intercepts, it helps to know which one you're referring to.
In the plane, unless a line is parallel to either the x-axis or the y-axis, it will intersect
both axis sometime. We know this because two non-parallel lines in the same plane
will intersect sometime.

x-intercept
The x-intercept is where the graph crosses the x axis.

The word 'intercept' looks like the word 'intersect'.
Think of it as where the graph intersects the x-axis.

With that in mind, what value is y always going to be on the x-intercept? No matter
where you are on the x-axis, y’s value is 0, that is a constant.
eg.


y-intercept
If the x-intercept is where the graph crosses the x-axis where do you think the graph crosses for the y-intercept? If you said the y-axis, you are absolutely right.

This time it is x’s value that is 0. Any where you would cross the y-axis, x’s value is always 0.
eg.
Graphing Method #3 (Slope-Intercept)
- The slope of a line measures the steepness of the line.
- Most of you are probably familiar with associating slope with "rise over run".

Rise means how many units you move up or down from point to point.
On the graph that would be a change in the y values.

Run means how far left or right you move from point to point. On the graph,
that would mean a change of x values.
*equation: slope = y=mx+b
eg.
Every straight line can be represented by an equation: y = mx + b.
The coordinates of every point on the line will solve the equation if you substitute
them in the equation for x and y.
The slope m of this line - its steepness, or slant - can be calculated like this:
m = change in y-value
change in x-value
*if theirs question ask me..
next one to blog is jessica
 
Tuesday, October 10, 2006
posted by christine at 8:36 PM




Graphing Method # 2
Using the Intercept Form








There are two intercept for any linear equation.














x intercept => where the line crosses the x axis.

y intercept => where the line crosses the y axis.

eg. graph the equation

* substitute 0 for x and then substitute 0 for y.

Using the intercept method.






Method # 3

Slope- Intercept Form



Step :
1.) Equation must be put into y= mx + b form.
ex. graph x- 2y = 2 ( using the intercept form.)



m = 1/2 = slope
b = -1 y intercept

2.) Plot the y intercept.
3.) Use the slope rise/run to find the second point from "b".

- and when graphing it, from point "b" rise 1/2 then run 2 place.

Homework:

  • Exercise # 11 and 12

And dont forget about the following dates:

  • October 13, 2006 - Quiz- 3 Graphing Methods.
  • October 17, 2006 - Slide project is due. (Ms. Armstrong changed it due to not having enough time because of the fire drill incident.)
  • October 19, 2006 - Analytic Geometry

And the next blogger is Emman.

 
posted by Ms. Armstrong at 12:45 PM
Hey Gummy Bears,
Here are some online multiple choice questions to help you determine which topics you may need to focus on while you're studying. You can try a quiz more than once because most of the quizzes have a data base of several extra questions.

Slope
Writing Equations
Writing Equations in slope intercept form
Graphing Equations
Parallel and Perpendicular lines
Midpoint of a Line Segment

Hope this helps.
Ms. Armstrong
 
Saturday, October 07, 2006
posted by Jhonaleen at 3:50 PM
Okay, yesterday's math class, October 6th wasn't much of a math class. First, the whole school was really confused, because of the whole fire drill situation. We ended up spending about a third of the class standing outside in the cold. But when we did end up being allowed back inside the school, Ms. Armstrong told us we'd get the class to work on our "Build A Slide" project. For those of you who don't remember what the project is, or didn't recieve a hand out, here it is:

OUTLINE :
A) Using household items, you task is to build a model of a playground slide (5 marks)

B) Once you have completed the model, you will draw a labelled diagram of your model. Be sure to include an origin and (x,y) values for the height and base of the slide. Let 1cm represent 1 unit on the Cartesian plane. (5 marks)

C) CALCULATE the length of the slide using the DISTANCE FORMULA (on the orange sheet). Be sure to show all of your work and don't forget to include appropriate units (5 marks)

D) Measure the length of the slide. How does the measured length differ from the calculated length of the slide? Provide possible explanations for any discrepancies between the 2 values (5 marks)

E) Using TRIGONOMETRIC RATIOS, calculate the angle of inclination for your slide. Then use a protractor and measure the angle of inclination on your model. How do the 2 values compare? Provide possible sources of error to explain any difference in values. (5 marks)

F) CALCULATE the slope of the slide using the SLOPE FORMULA (on the orange sheet). (3 marks)

G) In proper paragraph format, DISCUSS how a change in the height of the staircase leading up to the slide would affect the slope of the slide. Be sure to include safety considerations as well as the enjoy ability for children using the slide. Diagrams and additional calculations may be useful to illustrate your position and understanding of the concepts. This portion must be at least 1 page. (20 marks)

FINISHED PRODUCT
You will need to hand in:
- Your model
- A neatly organized package of diagrams, calculations and write ups that follows the sequence of the outline
- The package must also include a visually stimulating and approriate title page. Don't forget to put your names, class and due date on the title page.

And, don't forget about Ms. Armstrong's LEGO girl. She should be able to slide down your slide safely without falling, or breaking the slide.

** DUE DATE : Friday, October 13th. **

Ms. Armstrong also gave us the tip of using this blog as a way to communicate with other memebers of your group, but DO NOT GIVE EACH OTHER YOUR PHONE NUMBERS, or other personal information on here.

As far as the class itself, Ms. Armstrong had to leave early, yet again, because of another football game (which I'm wondering if we won), so Ms. Ingram came in and kept an eye over us. And don't worry Ms. Armstrong, we behaved. :)


The blogger for Tuesday will be Christine.
 
Thursday, October 05, 2006
posted by donovan_p at 8:03 PM

Today we corrected the 4 graphs from yesterday:

(click to make it bigger)


We also continued the notes from yesterday:

m is the notation for slope: y= mx + b

If m is greater than zero, the line is diagonal and rises to the right.

If m is less than zero, the line is diagonal and falls to the right

If m is equal to zero, the line is horizontal.

If m is undefined, the line is vertical.

The larger the number, the steeper the slope, and the smaller the number, the less steep the slope is. Here is a neat video to explain slope and intercept

Our homework was Exercise 7.

Next blogger is Jhonaleen.

 
Wednesday, October 04, 2006
posted by kimberley at 7:53 PM
October 4, 2006 : quiz - Distance Formula & Midpoint of a Segment
notes
-
Slope of a Line

homework - Slope of a line examples

*NOTES:
what is slope of a line?

Definition - a measurement of how much slant.




















If you know 2 points on a graph you can determine the slope.


ex.
A
(2,1)
B (-1,6)
what is the slope?
























*HOMEWORK:

Plot thes coordinates on a grid and find the slope.
1.
A (0,-4) B(2,3)
2. A (-1,6) B(3,0)
3. x = 3
4. y = -2
































 
Tuesday, October 03, 2006
posted by siopao at 8:31 PM
These or the notes from today's class(October 2/2006) just in case you weren't taking notes or weren't in class today at all:

*first of three ways to graph a line

Equations of straight lines can be written in three ways:
-1) Ax+By+C= 0
-2) Ax+By=C
*3) y=mx+b m=slope b=intercept

1) and 2) are standard form
3) is slope intercept form

-in order to graph from a T.O.V. (table of values), the equation must be in "slope intercept form"

while graphing the T.O.V. you should think:
a) is it in slope intercept form?
and make a:
b) two variable table

eg) graph y=2x+3 using a table of values
a) yes
b)




*you only need 3 pts. to graph a line*

eg) let x have a value of -1,0,1
graph 4x+2y=12 using T.O.V.

eg) graph y=-4+0x

eg)

Well that's all for notes, I hope they helped the people looking for notes

So we were assigned all of exercise 5 in our red duotang and we were also responsible for "marking" one of our class mates completed unit.

-base the marks on the title page (needs to contain diagrams appropriate to the unit in this case polynomials, color and creativity) out of 5

-table of contents (a complete list of notes and assignments covered in class, and if included in completed unit must have a checkmark) out of 5

-Completeness (all class work and noted included, assignments completed, organized in same order as stated on the table of contents)out of 25

-Neatness(all items are neat, legible, and organized)out of 5

-And last but certainly not least the most important of all, the self reflections(I'm proud, I've improved, I still need to work on and trash it tags are included, reflections show insight into self improvement and learning)out of 10

if you need more explanation on the completed unit go to "unit one" by Xuan

oh yeah, before I forget the next person to post will be Kimberley

 
Monday, October 02, 2006
posted by meagan at 7:09 PM
ScribeBadge11The midpoint of a line segment is the point directly in the center of the line. Here is the midpoint formula.

This is like finding the average of the x's and y's


Here are some examples:
1.) Find the center of a circle whos end points of the diameter are D(3,-2) and E (-2,4)


2.) (9,11) is the midpoint and the end points are at (x,12) and (B, y) find xy


It doesnt matter what variable is used. so dont get confused by that. Just remember to always plug in the information that you have.

Thats about all we learned on fridays class. exept that ms.Armstrong worked for her dad's candy company and her children slept in shopping carts. hehe.

Dont forget that the homework was exersise 5 and expect a quiz on midpoints and distance on wednesday. not on graphing.