## Thursday, November 30, 2006

### Danny's scribe

I'm sorry that this is coming a little late. My dad had to install something last night

Anyway, all we did in lass was a test.

To me it was rather easy. To pass it you'd just need to be in class.

There were only three questions on this test.

The first was to make a chart.

You would have to make an eqquivalent for each into Ratio,decimal,percent, and fraction
It would look sort of like this

0.29 95.34% 5:6 3/4
0.29 0.9534 0.4545 0.75
29/100 95.34/100 45.45/100 75/100
29% 95.34% 45.45% 75%
29:71 95.34:4.66 5:6 3:1

You also had to put this on a number line.
The next question was for you to find the average of five numbers without using you calculator.It has to equal ten.
To do this you should add them all up, then divide by five. 6+6+8+14+14=48/5=9.?
That's all you need to know for sure. That it;s less than ten

The last question you had to do was about ratios. You had 7 oranges out of 12 pieces of fruit.
Find six equivalent ratios. You had to put them in word form and numerical form.

Oh ya we also did a science test.

The next scribe is BRETT

## Tuesday, November 28, 2006

### Blog Etiquette

Hello everyone. I am very pleased to see everyone reading each others scribe posts. I would just like to give you a reminder. We have an international audience that reads these posts and uses them in classes all around the world. Since we have started these blogs many page hits have happened.

I will show you just how many countries are showing up,

Wow. This is why I would like to mention a few points. I love your enthusiasm. I want it to continue. Please for some of the comments you leave use the chat boxes provided to you. comments on peoples blogs must be polite and have no hidden meanings. You are excellent commenters on other peoples scribe posts. I think you do this better then any group I have ever worked with. Please do not stop commenting. Just think before you comment!

I encourage you to strive for excellence and have fun with your blog. It is a legacy that will remain here forever. Please use this tool wisely.

Now with that over I would like to say that the quality of the scribe lately has be beyond my expectations. You are to be congratulated on your terrific work and effort. Keep it going.

Please make note that your first Growing Posts will take place in December. I will keep you informed.

Once again. Remember you have an audience. This blog is an extension of the classroom. Stay in control.

Thank You

Mr. Harbeck

### Scribe

In the beginning of class Mr. H told us to take 'Equivalent Assignment 3' out. But we didnt do it. So he showed us what to do, and let us work on it for a half hour. Then he showed us the answers. When he was done he showed us the pretest, which is already posted up.

------------------------------------------------

On every timeline, make sure you have the two ends lines and a middle line. Ex

Whenever you put data on your timeline use a different colour then the same colour as the timeline is. Ex.

•Decimal:

•Ratio: For ratios you can convert into fractions or decimals. Just make sure you leave the 'Raw Data' on the timeline. ( I used decimals >>>>)

Ex. : 1+7=8 18 = 0.125 x 100 = 12.5

I M P O R T A N T *
1. make sure you know how to convert for tomorrow
2. tomorrows test your allowed to use your calculator and big piece of paper.

the next scribe will be Danny C.

### Math Pretest Equivalents

Math Pretest

Convert the following values so that you can place them on the number line below. Show all your work.

 0.175 55% 3:10 15/51 9:3

How could you determine whether the average of these numbers is greater than 10 or less than 10 without actually computing the average. Explain how you decided the average was more than or less than 10.

## Monday, November 27, 2006

In Wendsday's class Mr.H gave us a chart of decimals, fractions, ratios, and percents.With those decimals, fractions, ratios, and percents we were asked to place them on a number line in order. To do that you had to convert all of the decimals, percents, fractions, and ratios into either percents, fractions, decimals, or ratios. The easiest one to place in order would be percents.

I am going to convert the decimals, percents, fractions, and ratios shown in the chart above into percents so it makes it possible to put them in order.

50%= 50%

0.7= 0.7 x 100= 77%

17/40= 17 divided by 40 x 100= 42.5%

29/47= 29 divided by 47 x 100 = 61.7%

3/4= 3 diveded by 4 x 100= 75%

9/10 = 9 divided by 10 x 100= 90%

o.484= 0.484 x 100= 48.4%

66:34= 66/100= 66 divided by 100= 0.66 x 100= 66%

2:3= 2/5= 2 divided bye 5= o.4 x 100= 40%

7:5= 7/12= 7 divided by 12= 0.5833333 x 100= 58.3%

0.82= 82 x 100= 82%

80/108= 80 divided by 108= 0.7407407 x 100= 74%

5/6= 5 divided by 6= 0.8333333 x 100= 83.3%

95.8%= 95.8%

17/200= 17 divided by 200= o.085 x 100= 8.5%

77:44= 77/121= 77 divided by 121= 0.6363636 x 100= 63.6

37.5%= 37.5%

0.08= 0.08 x 100= 8%

80:30= 80/110= 80 divided by 110= 0.7272727 x 100= 72.7%

18/92= 18 divided bye 92= o.1956521 x 100= 19.5%

After all of the decimals, ratios, and fractions have been converted into percents they should be put into order.

8%,8.5%,19.5%,37.5%,40%,42.5%,48.4%,50%,58.3%,61.7%,63.6%,66%,72.7%,74%,75%,77%,82%,83.3%,90%,95.8%

The percents can now be placed on a number line. Like the number line shown below.

On the bottom of the number line will be the raw values of the percents above.

*Mackenzie*

The next scribe will be Marjo

## Tuesday, November 21, 2006

### Mark I's Scribe Post

Today in class we corrected our homework. Our homework was to convert fraction's, decimal's, percent's and ratio's to fraction's, decimal's, percent's and ratio's. There are 12 in total, 3 for each topic.
Fraction's:
1. Fraction-Decimal: To convert a fraction to a decimal, you have to divide the numerator by the denominator.

2. Fraction-Percent: To convert a fraction to a percent, you have to divide the numerator by the denominator and multiply the answer by 100.

3. Fraction-Ratio: To convert a fraction to a ratio, you have to know that there are 2 parts to a ratio. The 1st part is the numerator and the 2nd part is the denominator-the numerator.
1. 4/5 4-:-5=0.80
2. 4/5 4-:-5=0.80 .80x100=80%
3. 4/5 5-4=1 4:1
Decimal's:
1. Decimal-Fraction: To convert a decimal to a fraction you put the decimal number over 100.

2. Decimal-Percent: To convert a decimal to a percent you have to multiply the decimal by 100.

3. Decimal-Ratio: To convert a decimal to a ratio, you 1st have to convert the decimal to a fraction. Then you put the numerator as the 1st part and the number you get when you - the denominator from the numerator as the 2nd part.
1. .3 30/100=15/50=3/10
2. .3 .3x100=30%
3. .3 3/10 3-10=7 3:7
Percent's:

1. Percent-Fraction: To convert a percent to a fraction, you have to just have to put the percent over 100 to get the fraction.

2. Percent-Decimal: To convert a percent to a decimal, you have to divide the the percent by 100.

3. Percent-Ratio: To convert a percent to a ratio, you have to convert the percent to a fraction by putting the percent over 100.Then you put the numerator as the 1st part and the 2nd part will be the answer of the denominator-the numerator.
1. 57% 57/100
2. 57% 57-:-100=.57
3. 57% 57/100 100-57=43 57:43
Ratio's:

1. Ratio-Fraction: To convert a ratio to a fraction, you put the 1st part of the ratio the numerator and add the numerator and the denominator and put is as the denominator.
2. Ratio-Decimal: To convert a ratio to a decimal, you have to 1st convert the ratio to a fraction by putting the 1st part of the ratio the numerator and the answer of the denominator-the numerator, put it as the denominator. Then you divide the numerator by the denominator.

3. Ratio-Percent: To convert a ratio to a percent, you first have to convert the ratio to a fraction by putting the 1st part as the numerator and putting the answer of the denominator-the numerator as the denominator. After you divide the numerator by the denominator and multiply the answer by 100.
1. 2:4 2/6
2:4 2/6 2-:-6=.33
3. 2:4 2/6 2-:-6=.33 .33x100=33.3
Homework:

Equivalents The Assignment

1. Make 4 different fractions using the digits below. You may only use each digit once. Convert these 4 fractions into decimals, percents and ratios.
1, 2, 3, 4, 5, 6, 7, 8, 9
2. Make 4 different decimal using the digits below. You may only use each digit once. Convert these 4 decimals into fractions, percents and ratios. (Do not use the decimals from the question above).
1, 2, 3, 4, 5, 6, 7, 8, 9
3. Make 4 different percents using the digits below. You may only use each digit once. Convert these 4 percents into fractions, decimals and ratios. (Do not use the fractions and decimals from the questions above).
1, 2, 3, 4, 5, 6, 7, 8, 9
4. Make 4 different ratios using the digits below. You may only use each digit once. Convert these 4 ratios into fractions, decimals and percents. (Do not use the fractions and decimals or percents from the questions above).
1, 2, 3, 4, 5, 6, 7, 8, 9

Remember only to use the digit only once and to make it into a fraction, decimal, percent and ratio also!
Convert 6:14 to a percent
Convert 36% to a decimal
Convert 78/100 to a ratio
Convert .23 to a fraction
THE NEXT SCRIBE WILL BE... MACKENZIE

### Equivalents the Assignment

Equivalents The Assignment

1. Make 4 different fractions using the digits below. You may only use each digit once. Convert these 4 fractions into decimals, percents and ratios.

1, 2, 3, 4, 5, 6, 7, 8, 9

2. Make 4 different decimal using the digits below. You may only use each digit once. Convert these 4 decimals into fractions, percents and ratios. (Do not use the decimals from the question above).

1, 2, 3, 4, 5, 6, 7, 8, 9

3. Make 4 different percents using the digits below. You may only use each digit once. Convert these 4 percents into fractions, decimals and ratios. (Do not use the fractions and decimals from the questions above).

1, 2, 3, 4, 5, 6, 7, 8, 9

4. Make 4 different ratios using the digits below. You may only use each digit once. Convert these 4 ratios into fractions, decimals and percents. (Do not use the fractions and decimals or percents from the questions above).

1, 2, 3, 4, 5, 6, 7, 8, 9

## Monday, November 20, 2006

### Scribe For November 20

Today we talked about fractions,percent,decimals and ratios.

These are the notes for fractions

These are the notes for decimals

These are the notes for Percentage

And here are the notes for ratios

Homework

1 Write definitions for the big sheet

2 Make picture examples

3 Tell how to convert

Next Scribe Is
Mark I

## Sunday, November 19, 2006

### NOVEMBER 17, scribe

In Friday's class Mr.Hanley talked about Fractions, Decimals, and Percents. We had to explain different parts of the Fraction, Decimals, and Percents.

Fractions :

- NUMERATOR : part of the whole *

- DENOMINATOR : the whole number *

- A decimal x 100 = a fraction

- Improper, Mixed, Proper fractions *

- Can be used to show probability

- Can be simplified- Part of a whole *

Decimals :

- represents a real number

- Place Value : 10th, 100th, 1000th etc. *

- part of a whole number *

- can be converted to a fraction or a decimal

- whole number and a decimal

Percent :

- part of 100% *

- an average is the percent

- part of a whole number *

- can be converted into a fraction or decimal

HOMEWORK : make up a definition for the ones that have a star beside them .

the next scribe is .. ANNA .

## Thursday, November 16, 2006

### // CHARMAINE'S SCRIBE POST .

---
---

Today in class we learned about ratios.
First, we did a quiz on equivalents then Mr. Hanly gave each of us 5 pieces of blocks ( 2 sets of color ) .

We wrote down three things about the blocks.

1.) 5 blocks in TOTAL
2.) 3 blocks are the same color
3.) 2 blocks has another different color

We also talked about the Chocolate Bar and how to get the ratio of it.

Remember*
To get the right side number of the ratio, you subract the total or denominator to the numerator.

** To get the fraction of ratio, you add the two numbers to get the denominator. The left side number of the ratio is always the numerator.

For example if the ratio is 6:8, the answer will be 6/14 or 3/7

----
Remember*
RATIO : part to part
FRACTION : part to whole
----

//. HOMEWORK !
----
Write down between 5 to 10 things about fraction, decimal and percent.

Fraction:
- numerator and denominator
- numerator divided by the denominator = decimal
- denominator : shows us how many equal parts something has been split into
- numerator : tells us how many of those parts we are dealing with
- there are improper, proper and mixed fractions

Decimal:
- whole number & decimal fractions
- decimal x 100 = percent
- decimal point
- decimal point separates the whole numbers from the decimal
- everything BEFORE is a whole number
- everything AFTER is a decimal

Percent:
- sign for percent is %
- per cent means every hundred or out of a hundred
- an average is a percent
- it can have decimals
- percent is the answer when a decimal and 100 is multiplied
~~~~~~~

~~~~~~~~

CORRECT THE WRONG ANSWERS TO EACH QUESTIONS [ post it as a comment ]

What are the equivalents of ..

1.) 7:30 = 7/30 0.180 17.9%
2.) 88:97 = 88/180 0.40 50.0%
3.) 22:55 = 22/77 0.290 27.5%
4.) 93:92 = 46/122 0.30 38.3%
5.) 87:54 = 99/130 0.664 55.35%
-
-

### Scribe Post For Nov.15

Yesterday, we handed in the Square Root unit. We also started a new unit called equivalents.

To start off the unit, we were handed a bag of cards. Each bag of cards had cards of percents, fractions, decimals and picture fractions. You had to put each card in a row that was similar and a column that was similar.

When you when do, a teacher came and saw what you had done. When you had it correct, you put what you what you did on a piece of paper that was handed out at the beginning of the activity.

On that piece of paper, you put what you did on the table on to the paper.On the paper, there was one extra column and an extra row. The extra column and row were where you justify you reasoning for putting what you put in that column or row.

Sorry for the wait.

The next scribe is.........
Charmaine!

P.S. The homework was to find the ratio of the justify column on your paper!

## Tuesday, November 14, 2006

### 100% All Scribes were done!

Way to go Room 16. You did seven scribes for seven classes. That is 100%. Two of your scribes made the Hall of Fame. A new unit starts tomorrow. Check the scribe list to see who the scribe can be!!

Remember a good scribe has images, words and links to helpful places to understand the lesson you are scribing.
Mr. Harbeck

## Thursday, November 09, 2006

### Scribe Post

We started off our class by getting our quizzes back. Mr. H. then showed us how to get a square root as a fraction using a short cut. The short cut was . . .

Here are the questions and answers. . .

1)What is a square root ?

2)Estimate the square root of 31 using the perfect square chart. NO FRACTIONS !

3)Estimate the square root of 38 using fractions.

After the quiz, Mr. H put up three square root word problems. The questions are :

A) Surinam, in South America, is roughly shaped like a square. It covers an area of about 100 489 km². Find the length of each side of Surinam.

B) A warehouse has an area of 5808m². It is divided into 12 equal square sections. Find the dimensions of each section.

C) Estimate the following square roots using fractions.

NOTE:
*If you didn't finish these questions in class, it's HOMEWORK ! So don't FORGET to do them !*
&& the scribe for next class is . . . . KENDRA !
[CONT.]
ohh yeah. there is a test on Monday ! thanks Mr. Harbeck of reminding me ! (:

## Wednesday, November 08, 2006

### Scribe Post

Today during our math class we did a one question quiz.

We also did a review from yesterday.

Here is a question:We did a short cut on how to find the DENOMINATOR of the perfect squares.
This is how we did it:
1. Find the two perfect squares that the square root is between.
2. Subtract the small perfect square from the larger perfect square.
3. The answer is the denominator.

The next scribe will be: ANNA

## Tuesday, November 07, 2006

### Scribe post

Today what we did in class is with Mr.H every one thought we were going to have a quiz but we didn't we were doing something else. we where learning about Square roots and how to put them in fractions for the square root and whole numbers. this are some picture of the fractions questions we did in class and number 16 i figured out.

1 -

4 -

9 -

16-

25-
we also handed in our test corrections and we used the the perfect square sheet and i think that's it .For home work tommrow we have to make a recipe. from these numbers the anwsers are
10-3-1/6is the fraction
11--3-1/3
12--3-1/2
13-3-3/5
14-3-4/5
15-3-5/6
16-4 whole
and my scribe post is done Oops here are my corrections for the question above

The Answers from the recipe were
10-3-1/7<
11-3-2/7
12-3-3/7
13-3-4/7
14-3-5/7
15-3-6/7
16-3-7/7 which is 4 whole

The next scribe is candace

## Monday, November 06, 2006

### Scribe Notes for Monday, November 06 . 2006

We started off our class by getting our tests back . Mr H . then told us to correct our math corrections . If we had gotten 10 out of 10 , we had to rewrite 1 of the questions on the test on the back of our papers . You are still able to hand in your test corrections tomorrow .
After we had completed correcting our assignments we had time to complete our long sheets of paper and our perfect square chart . Examples are here ;

LOOOOOOOOOOONG SHEET

PERFECT SQUARE CHART

After we had done that . Mr H. had put some square roots up on the overhead and we tried to figure it out without using our calculator . He asked us for an estimation . What he had showed us was . ;
square root of /24 and /56
Mr.H had showed us how to use our perfect square chart to estimate the square root of a number . Say the number is 56 , and56 isnt a perfect square . So he told us to find the numbers that it is in between of . And those numbers are 49 and 64 . Since we dont know exactly what its in between . There is a question mark after the whole number . You always use the first whole number . In this case , it's seven/7 . The ?, resembles a decimal number in which we dont know yet . Then Mr.Harbeck gave us a number to find the square root of . The number was /110
/100 / [ 110 ] / 121
10x10 10?x10? 11x11
After that . MrH. gave us our homework to write down from the overhead . The homework was ;
Estimate each square root using the perfect square chart .
/25 /89 /64 /225 /169 /784
/625 /49 /594 /121 /765 /429
/654 /6 /353 /852 /199 /841

A warehouse has an area of 2940 m2 . It is divided into 15 equal sections . Find the dimensions of each section .
The homework is due tomorrow . On tuesday . Math is second period in the afternoon . We also have a small quiz ! GOOD LUCK . AND GOOD BYE .
NATHANIELCASALLA ...
THE NEXT SCRIBE IS ..... BRUNO RODRIGUEZ . haha .

### jerica's blog (:

First thing we did was the test ..

Math Cumulative Test

1. Question,
Add som chips to cup 2 so that the probability of drawing a red chip out of cup 2 is greater than the probability of drawing a red chip out of cup 1?

you have to add 4 chips to cup 2, so the probability of getting a read is 4/7 which is 57.14. which is greater than 50.

2.Question,
Michael's math test scores are given below. Can Michael do well enough on the next to raise his average to an 80? Explain your reasoning. (Each test is worth 100 points)

60 85 70 75 80 370
--------------- = ----- = 74%
5 5

60 85 70 75 80 100 470
-------------------- = ---- = 78.3%( repeating)
6 6
Michael won't be able to raise his grade beacause even if he gets 100% on his next test he will only get 78.3%.

after the test ..

After the test we did more squares learing about the " afro's " and " mulet's "

After that we go an assignment about squares ..

We had to make all the possible squares up to 16. And draw them out on a piece of grid paper. Then glue it to another piece of paper. Then you put all the perfect square to the right and all the squares with " afro's " to the left.

That assignment is due today .. last period (:

## Thursday, November 02, 2006

### Julie's Scribe Post // Day 2 // Square roots and Perfect Squares

The first thing that we did in class today was discuss the homework from yesterday. We compared our answers with other people.

People went up and did the answers on the overhead. They used pictures and words to describe it.

1.) 6

2.) 8

3.) 9

4.) 10

After that, we learned a new thing about perfect square and squares.
there was a container in front of us and inside there were a total of 20 tiles inside.
We had to answer this question by using the tiles in the container.
**question** Make the biggest square you could possibly make by using a maximum of 6 tiles.

is it a square? is it possible?

first you have to make a perfect square using the tiles.
the instruction says that you have to make the biggest square you could possibly make by using 6 tiles. we just made a perfect square and now we have two leftovers.

the two leftovers are broken down to pieces and its put on two sides of the perfect square.

** It doesnt go all the way around**

You add the shattered peices of the two leftover tiles to the perfect square that you did a while ago.
We learned that you dont have to have equal sides to have a square. You could always have excess!

the leftovers are always decimals! so you count how many tiles you used for the perfect square and then you put the decimal in. In this case we have 4 equal sided tiles. Lets pretend that the leftovers are .16 so your answer would be 4.16.

after that we did another one. this time we used 7 tiles. so we did the same thing.

we tried find out if we could make a perfect square using the tiles, and we did.

We found out that we could make a perfect square by using 4 tiles. 2 by 2. and then we had 3 leftovers. we pretended that those were shattered to little pieces and add them to two sides

REMEMBER!! it doesnt go all the way around!

Mr. Harbeck gave us some questions to answer. this is also for homework.
we have to make an equation for all of the numbers 1 through 10. using the tiles.
First, you always have to think how many perfect squares you could possiblly have.
for example:
#1

if you are using one tile. how many perfect square are there?

if you are using two tiles. how many perfect square are there?

answer: ONE, it is One because if you put the two tiles together it wouldn't be a square. it would be a rectangle. So we do the same thing again. we imagine that the other tile is shattered to pieces and add them on the two sides of the perfect square.

here are the steps

#1.) find out how many tiles you could use to have a perfect square

#2.) put the leftover square on the aside

#3.) Imagine that the leftover tile is shattered to small pieces

#4.) add the shattered pieces to the two sides of the perfect square.

THE WHOLE NUMBER REPRESENTS HOW MANY TILES YOU USED TO MAKE THE PERFECT SQUARE AND THE DECIMALS REPRESENT THE LEFTOVERS!!

we only used 1 tile to make a perfect square throughout questions 1-3 but when you get to 4-8 we would use 4 tiles to make a perfect square because we could use 4 tiles and make a perfect square. 2 by 2's!

Equations 4-8

These are the equations from 4 to 8. we used 4 tiles to make a perfect square because the whole numbers on the side are both the same.

2 by 2 (sorry if i didnt put in the picture i forgot)

in the equations 9-10 we would use 9 tiles to make a perfect square because in nine we could make 3 by 3's.

Equations 9-10

to make the perfect square we used 9 tiles. it is perfect because the whole number on both sides are the same 3x3

We didnt learn how to get the decimal yet. I hope we'll cover that up tomorrow. and thats all that we did today. ^_^. DONT FORGET YOUR HOMEWORK! its up there ^^.

and then next scriibe is.. Jerica!

COMMENT IF SOMETHINGS WRONG! -_^ ill change it asap! thanks

## Wednesday, November 01, 2006

### Michelle's Scribe Post

I am the class scribe for the day. Today in class we started a new unit on perfect squares and square roots.

The first thing we had to do was draw as many rectangles as we could with the areas of 10, 16 and 36 on graph paper. To get the areas, you have to multiply the width by the height.
Here are all the possible rectangles that can be made with these areas:
10:

16:

36:

The second thing we did was copy down definitions for factors and perfect squares.

Factors:
-any two or more numbers that are multiplied to make a product

Examples:
18:
1*18
2*9
3*6

25:
5*5

9:
3*3

The 25 and 9 have one thing in common with the factors. Their factors are
multiplied by themselves. example 16: 4*4

Perfect Squares:
-a square that has the same whole number for all sides

Example:

The last thing we did was make charts on factors, exponents and areas from 1*1 to 30*30. The 2 on the exponents means squared or the number is multiplied by itself one time.

example:

Here are the charts:

Homework:

Which one of these numbers are a perfect square?