SP8-16 (2006) MATH BLOG

A new home

2007-09-06T19:29:00.000-05:00

This was a great year and a great blogging adventure. A new class arrives and a new blog is created. Please visit the continuing adventure at
816
817
841
873

The class hub will still remain the same. Sargentparkmathzone and we will be diving into wiki's and video this year.

Thanks for visiting

Finding 'A'

2007-05-14T20:20:00.000-05:00

this is how to find 'A' in a right-angled triangle:

1. find your formula. in this case, it would be:
-------------->A²=C²-B².

2. substitute 'C' and 'B' with your dimentions.
-------------->A²=15²-8²
-------------->A²=(15x15)-(8x8)<------(know how to multiply with exponents? skip this)

3. calculate.
-->225-64
-->A=the square root of 161
-->A=12.68

Danny's Scribe for May 10

2007-05-10T20:35:00.000-05:00

How to find side "B" on a right angle triangle. Say that you have a right triangle with "A" being 3m. and C being 5m.

Now you have to square all of them. B2=C2-A2.

Now let's replace the sides with the dimensions. B2=62-32

That is the same as writing 36-9=B2

27=B2

Now you have to find the square root.
27 sqaured is equal to B

B=5.19

Peggy's scribe post

2007-04-16T19:47:00.000-05:00

Today we did a Patterns and Relations Investigation Answer Sheet. The title of our investigation was “ Trapezoids are cool “. We had to draw out patterns, and describe what’s happening to the pattern found in each row. We also had to describe why the patterns increase the way that they do. After that, we wrote the relationship between the figure numbers and the numbers of trapezoids. Then we had to write the algebraic equation to show the relationship. To make it easier to predict what the 20th, 35th, and 99th diagram would look like. After that, we predicted which diagram would use 30, 50, and 125 blocks.

1. Draw out the next two patterns in the space below.

2. Make a table to show the results of your investigation.

3. Describe the patterns found in each row.

X. starts at 1 and goes up by 1

Y. increasing by 2, even numbers, starts at 2

3B. Describe why the patterns increase the way that they do.

You start with 2 trapezoids and add 2 more to make a new pattern.

4. Describe the relationship between the two columns.

Figure number PLUS itself

Figure number TIMES 2

4C. Write an algebraic equation to show this relationship.

N + N or 2N

N = figure number < REMEMBER TO PUT THIS, OR YOU'LL LOSE HALF A MARK.

5. Predict what the 20th, 35th, and 99th diagram will look like.

20th - 2n = 2(20) = 40

35th - 2n = 2(35) = 70

99th - 2n = 2(99) = 198

6. Predict which diagram will use 30, 50, and 125 blocks.Make a graph for the first 6 terms and label the line according by it’s equation.

30 blocks - 2n = 30 = 2(15) = 30

30 = 30 ( verification)

50 blocks - 2n = 30 = 2(25) = 50

50 = 50

125 blocks - 2n = 126 = 2(63) = 126

126 = 126

* You change 125 to 126 to make it easier, but if you want to solve it using 125 then ..

125 blocks - 2n = 2(62.5) = 125

125 = 125

Jerica's Scribe Post

2007-04-16T18:31:00.000-05:00

I Like Dots :) ....

>>>> ! ( Sorry for those really big gaps inbetween numbers, Its not really working for me right now )

1)

>>>> ! These are the images we were suppose to make to show that we knew how to make the continuing pattern .

2)
>>>> ! Then we had to make a chart recording the information

3)
>>>> ! The next step was to describe what was happening in each row.

4)
>>>> ! Then you need to find the the relationship between the two columns.

5)

>>>> ! Then you had examples like..

6)

>>>> ! Sorry, I didnt really get this one. So i just copied what i saw on the board. And sorry if that's wrong too.

Scribe - 2007 04 13

2007-04-15T20:08:00.000-05:00

Today in class we got these blue sheets and worked on them. Mr. Harbeck showed us how to do them.

Homework : The two other blue sheets. " Trapazoids are Cool =) " and " I Like Dots".

2007 04 12 Scribe!

2007-04-14T12:07:00.000-05:00

On Thursday we worked on the white piece of paper that we got the day before. First we started the top left corner of the page. We also wrote the definitions for variable, expression and equation.

Here are the answers:

-decreased means the number comes first
-less than means the number is last

A letter or symbol representing a quantity (number)
n+3 > or a number plus 3
n= the variable

x+6
an expression is a pattern
there is more that 1 possible answer
n+6 is an expression

x+6= 8
n+6 =10
an equation has only 1 answer
there is an = sign

Peggy's BOB

2007-04-10T12:03:00.001-05:00

In this unit we learned about the different types of fractions. We learned about the 4 different kinds of fractions. There is proper fractions, improper fractions, equivalent fractions, and mixed fractions. We also learned how to add, subtract, multiply, and divide those fractions. I think the hardest thing for me that we did was dividing fractions.

1) Did you like the unproject?
Overall, I liked doing this project. There are some parts that I didn't like, but it was okay.

2) Did the unproject make you work harder than you usually would?
It made me work harder. I found it easier than other math assignments, actually.

3) What did you like best about the unproject?
The thing i liked the most about the unproject was making the game. We had to change a lot of our ideas, to make things work, but overall it was good.

4) What would you change about the next unproject?
I would probably put some more information, and try not to leave everything to the end. Because leaving everything to the end, made us rush to get it done. So, i think we could've done a little better.

5) Did the unproject make you learn more because you were doing a different type of project?
I don't think I learned a lot more, doing this project. But I found doing this project, easier than other ones.

Btw .. don't mind the name at the bottem (jerica816) she had to post this for me on her account, because I couldn't sign into mine.

Mark I's BOB

2007-04-09T23:00:00.000-05:00

In this unit we learned about fractions. There are 4 different kinds of fractions and they are: proper, improper, equivalent and mixed fractions. Both Mr. H's (Mr. Harbeck and Mr. Hanley) thought us how to add fractions, subtract fractions, multiply and divide fractions. We also learned how to do cross reduction and make the questions way easier. In my opinion the most hardest thing that we did was the math problems.

Unproject

1. Did you like the unproject.

I liked the unproject because I got to learned more stuff on fractions and also got to learn how to make a movie in windows media player.

2. Did the unproject make you work harder than you usually would?

My answer is yes it did but it was fun and there was a lot of funny parts.

3. What did you like best about the unproject?

I liked when we made the movie the most.

4. What would you change in the next unproject?

I would change it by making it better like putting bloopers, and talking better.

5. Did the unproject make you learn more because you were doing a different type of project.

Yes, because it was different for me to teach people about something using a movie.

Marjo's B-O-B

2007-04-09T22:19:00.000-05:00

1. Did you like the unproject ?- I guess i liked it, because we got to choose our own partners.
2. Did the unproject make you work harder than you usually would? - Well .. Everyone knows that Michelle is very smart, And to be honest it was easy because, she made it way easy. But i would say that i kinda did work harder then i would? Because i actually missed volleyball practice for this unassignment.
3. What did you like best about the unproject? - I liked that we could choose what kind of project we could do, like making a game or making a cooking show.
4. What would you change about the next unproject? - I would change.. how i did the unproject. Like i would do a music video, or make a song instead of doing "Jeopardy"
5. Did the unproject make you learn more because you were doing a different type of project.- .. I guess nothing was really different, all i had to do was make pictures and type in definitions.

Reflection thingy:
In this unit we learned about different kinds of fractions. We learned how to multiply, divide, add and subtract fractions. We also learned how to get the Lowest Common Denominator. We learned about the different types of fractions, proper, improper, and mixed. To be honest, i am still struggling on how to add, divide, and subtract. Yes, that's mostly everything. But its like i know everything, then when i see a test or Mr.H asks me a question, i just completely forget everything. My struggles in math show in my quizzes, practice tests and in tests. Right now, i still don't know how to do it. But i know that i could learn it sooner or later.

Stanice's B.O.B

2007-04-09T21:55:00.000-05:00

Blogging On Blogging.

Fractions Unit:
- This term we learned about fractions, we learned how to add, subtract, multiply, and divide. We also learned about "the lowest common denominator. We learned about the different types of fractions such as mixed, improper, proper. For me in the beginning it was hard but overtime I learned more, with help and a lot of practicing questions. I had to word on the dividing and borrowing the most. Since tomorrow is the test it will help me know more about what I know more of and what I am struggling with. Overall it wasn't that bad and I think it will help me later on.

The Unproject Questions

1. Did you like the unproject?
- For the unproject I enjoyed it because I had a very reliable group that was a lot of help even though I joined late.

2. Did the unproject make you work harder than you usually would?
- Yes it made me work harder. Even though my job was fun it was still work and work isn't something I really like.

3. What did you like the best about the unproject?
- The thing that I liked the most was watching the whole thing put together and the overall outcome of the groups work.

4. What would you change about the unproject?
- I would change me not being in the video, I chose not to because I don't like being on camera but now I think I should have just
did a short scene.

5. Did the unproject make you learn more because you were doing a different type of project?
- Yes I did learn a lot more. even thought it was not math related, I still learned how to control a video camera properly and
carefully, and even a little bit of editing.

All Done!

Nick's bob

2007-04-09T21:30:00.000-05:00

This whole fraction unit I did not get things that I did not get was adding,subtracting,multiply and divison. I would get the first half but then getting to the end of the question. so I was confused but getting to the end of the unit.I got how to do subtractin,adding the multiply and divison i really did not get and i still dont get it. So the unproject was ok but then it got me worried beacuse i did not know what i got it was a huge mark 50 % but 5 extra marks for the bob

unproject

1 the unproject was fun beacuse you got to make your own game and so much time for this unproject there were so many diffrent games to choose from.

2 for this question yes i did work harder

3 this question is easy the most funnest part is making the game

4 this question will be weired but have more months to make a video game

5 it helped me unnderstand some of the question in the purple book

Julie's BOB (: // April 09 07

2007-04-09T21:13:00.000-05:00

Hello my name is Julie and this is my BOB.

In this unit we learned about fractions. We learned about different types of fractions like improper, proper, mixed and equivalent fractions. Mr. Harbeck also taught us how to add, subtract, multiply and divide. He showed us shortcuts of how to do them, such as the reciprocal, cross reduction and reducing. I enjoyed learning about it. I didnt know about the shortcuts and what not till our teacher showed us how to do it. We also had a big assignment and it was called The Un-Project/Assignment. It was really fun to do and it was a really good way to understand more about fractions because we are getting the information from what we've learned and some people may have did some research about fractions. Mr. Harbeck let us work with other people. I was partnered with Charmaine. We found this web app. called spresent. We did a presentation and a quiz.

HERE IS MY REFLECTION FOR OUR UN-PROJECT/ASSIGNMENT.

1.)Did you like the unproject.

- Yes, I liked the unproject. It was very fun to do.

2.)Did the unproject make you work harder than you usually would?

- Yes this project made me work harder because I did some researching to actually this project.

3.)What did you like best about the unproject?

- I liked working with different people and playing around with the web app. that we found.

4.)What would you change about the next unproject?

- I would use a different app. if i find one and I would put more information in and do a better un-project than this one.

5.)Did the unproject make you learn more because you were doing a different type of project.

- Yes,I learned more about fractions because to do the unproject you have to really know about your topic.

charmaine's bob

2007-04-09T21:10:00.000-05:00

This unit was all about fractions. Lessons weren't really difficult. In the beginning, things were quite easy but as the unit went on .. it got so confusing. Like when Mr.Harbeck was explaining how to divide fractions, I didnt get it. As well subtracting mixed fractions when the first fraction (numerator) is smaller than the other one. You always have to borrow. But when Mr.H gave more examples, i started learning some shortcuts and techniques on how to do it. I think I did bad on my quizzes. But no worries, I know how to do them all now :)

questions 1-5 . . .
Doing the UN-Project was fun. All of us had a chance to work with partners. My partner was Julie, we planned things before spring break. We did a background informaion to get us started. Then, gave ideas to add to our topic so that we could explain it well. Julie and Myself are really glad that we finished the project, and it came out really good. The un-project was interesting. It did take alot of time to work on it. We had to edit, add and give ideas everytime. It wasnt that hard because I knew alot of stuff about our topic "What's Fractions ?". I liked what Julie and I did. We did a presentation using the spresent application. It was very interesting and we came with lots of ideas and put it all together. If we had to do an un-project again, I would change the topics and like post something up in blogger. I learned more because it was really fun un-project unlike those boring ones.

BY: CHARMAINE C. 816

rooster's BOB

2007-04-09T20:56:00.000-05:00

Blogging On Blogger
Fractions : We learned about fractions. what kind of fractions there are, like proper, improper, mixed, etc. We also learned about Lowest Common Denominator. For me, this was kind of difficult for me to learn, for what reason .. i have no idea. Overall, everything else was quite easy to learn, except for dividing fractions. This probably gave me the most hardest time. Luckily, i finally learned how to do it. This unit actually taught me a lot about fractions, and it was somewhat fun?

Un-Project Questions
1.) Did you like the un-project?
- I guess i kinda did. It was pretty easy, so i hope we do more of these!

2.) Did the un-project make you work harder than you usually would?
- Yes, this made me work quite a bit. But it was easy at the same time.

3.) What did you like best about the un-project?
- Probably making the game. Although it was probably the hardest part to do, it was fun.

4.) What would you change about the next un-project?
- Probably not have it on wiki. Like, if we made a game, we could of just made a real board game. Or a video, present it to the whole class. Even thought it may be harder, it would probably be more fun?

5.)Did the un-project make you learn more because you were doing a different type of project?
- Not really, other than learning how to use different websites as a tool for a blog / wiki.

~Mackenzie's BOB~

2007-04-09T20:46:00.000-05:00

Fractions
This unit on fractions was difficult in some areas such as dividing, but addition subtraction, and multiplication was pretty easy. When we first started learning about finding the lowest common denominator it wasn't so easy but as we practiced it, it became really easy. When I first started this unit I thought it was going to be hard and i was never going to understand it but now I understand it and its not hard.

The Unproject
1. Did you like the unproject?
-Well I can't really say I liked the unproject because im not a fan of projects but it was better then most of the projects we get assigned in school.
2. Did the unproject make you work harder the you usually do?
-Yes it did make me work harder, it took a while to make the script then agree to where we (meldee & me) were going to film our video and it was really frustrating editing the movie.
3. What did you like best about the unproject?
- The best part was filming the movie, I learned more about how to use my video camera and meldee and I had some laughs.
4. What would you change about the next unproject?
- Next time I would start filming the movie a little earlier then at last minute because I felt preasured into editing the movie and getting it done because we were already over the due date.
5. Did the unproject make you learn more because you were doing a different type of project?
-I didn't really learn more on fractions because all I did was take my notes from class and put them into a script, but i did learn how to work in a group better and how to edit movies.
Mackenzie

Anna's BOB

2007-04-09T19:52:00.000-05:00

Fraction Unit :

This unit was about fractons. We learned about the different types of fractions like proper, improper, mixed and equivalent fractions. && we also learned how to find the LCD, add, subtract, multiply and divide fractions. I thought this unit was pretty easy 'cause i got lots of help from teachers and classmates, and i finally got to understood it. The most difficult thing I had to do was probably solving the word problems because, I wasn't sure when you had to add, subtract, multiply, and/or divide. BUT BUT BUT... we had tests and assignments soo... I THINK I GET IT ?!

Unproject Questions :

1. Did you like the unproject ?

- Yes, because we got to learn a lot and I had fun.
2. Did the unproject make you work harder than you usually would?

- Yes, well kind of, because it wasn't only worth marks, we had to create things, which I am not really good at, and we had to learn nearly a lot about fractions. && I didn't want to let my partner down.
3. What did you like best about the unproject?

- I liked that we got to choose our own partners and what we had to do. Also, I liked it when we created the problems. It was pretty easy.
4. What would you change about the next unproject?

- The next project, I'd probably work really hard and be more creative ?
5. Did the unproject make you learn more because you were doing a different type of project.

- Uhm... Kind of ? Because I learned how to use that slide thingy, when it was soo confusing to me.

Jerica's B.O.B

2007-04-09T19:43:00.000-05:00

Fractions Unit : We learned about fractions this term, how to multiply, divide, add and subtract. We also learned about LCD ( lowest common denominators ) and TYPES of fractions. Such as, mixed, improper, proper etc. For me, it was difficult and easy. Since I learned some of the information in previous years I found dividing and adding the easiest, but subtracting and multiplying I found difficult. I must say it was hard for me to learn, but with help, I managed to get MOST of it. For the test tomorrow, my grade will show you how much I actually know -_-" Hopefully I know enough. It was a fun AND hard, with all the difficulties I had. I gotta say, I somewhat enjoyed it.

///////////////////\\\\\\\\\\\\\\\\\\\ >>> UN-PROJECT questions
1) Did you like the unproject?
- There were parts I liked, and didnt like about the unproject. But overall it was alright.

2) Did the unproject make you work harder than you usually would?
- Yes, it made me work a lot harder. Although, I didnt do as much as i wanted to. It still was harder than most assignments.

3) What did you like best about the unproject?
- The thing i liked most about the unproject was the fact that we had more say in the topics and such. For instance, we picked which things we wanted to do AND we picked who we wanted to do it with. That gave us some freedom which I liked.

4) What would you change about the next unproject?
- I would change it having to be on wiki, some of us don't have a computer and although we could get access to one. Some of us don't have the time to go to a teachers room, or to a friends house because they are not allowed or they are doing something else. But we should have the opption of doing it on wiki or " a-hand-in-project "

5) Did the unproject make you learn more because you were doing a different type of project
- Surprisingly, I think i learned just as much as I would have learned if it was a normal assignment. Even though we had the chance to work " hands on " it was still, pretty much the same as working on worksheets, or doing a " non UNproject "

>>> ! so0.. purple booklet & big paper due tomorrow? along with a test? commenting on others? alrighttt..

Bruno's B.O.B 2.

2007-04-09T18:56:00.000-05:00

i thought this unit was pretty easy with the subtracting and adding fractions but when we had to figure out the division. That part was hard cause i just got weird answers and i knew that they where not right but if it wasn't for the division i think this one of i recommend do again or something a little harder but i hope on the test that we have tomorrow i Hope it goes well and if it didn't this gives me an extra 5 marks so that good. Also we did the huge unproject it was worth 50 marks so i already did that with my partner so we done and yeah hope every one does awesome on there test tomorrow good luck !!

1.The Unproject

Did you like the unproject: I thought the unproject was a good thing for us because it really showed us many different possibilities that people have of a question that says what are fractions and it gave us a better mark for math.

2.Did the unproject make you work harder than you usually would?
i think yes because if you have a person just doing one thing then your partner has to do the rest it going to be allot so for this question YES !

3.What did you like best about the unproject?
what i liked was every one project was very good and allot of great movies and that my partner was a good one and he caught up on everything and made our project awesome.

4. What would you change about the next unproject?
this question i dont know but maybe guessing do some thing beyond or off the charts that Mr. h was very impressed with the toold we used or stuff like that

5. Did the unproject make you learn more because you were doing a different type of project.
this question is yes of course the unproject like i said in the beginning made us a bit to under stand about fractions and other thoughts about other people

Levinia's Bob 2007 04 09

2007-04-09T18:48:00.000-05:00

The fraction unit was about proper, improper, mixed and equivalent fractions. We also learned how to find the lowest common denominator, add, subtract, multiply and divide fractions. This unit was okay for me because I understood almost every little thing at the end. When I couldn't understand something, I would ask someone who knows better. I find that word problems are more complicated. Eventhough the numbers are there already, you're not sure if you need to add, subtract etc. After understanding the questions: if they are looking for parts of something or groups it will be easy to answer.

UN-PROJECT QUESTIONS: 

1) Did you like the unproject?
Yes, I liked the unproject because I learned more and I got more creative using my head. 

2) Did the unproject make you work harder than you usually would?
Yes, the unproject made me work harder than I usually would because not only we get huge mark on it. We also get better on doing fractions.

3) What did you like best about the unproject?
The part I liked best about the unproject is making the game slide. =D

4) What would you change about the next unproject?
If I were to keep the same topic (game) I would make it better by being more creative (a.k.a. WAY BEYOND the level). If I get to change I would make a video or a song on the next unproject.

5) Did the unproject make you learn more because you were doing a different type of project?
Yes, the unproject made me learn more because I was doing a different type of a project. I also learned more about using tools on wiki/blog.

Comments would be greatly appreciated. .

Michelle's BOB

2007-04-09T18:35:00.000-05:00

Fractions Unit:

For this unit we learned about fractions. We learned about the different types of fractions (proper, improper, equivalent and mixed). Mr.Harbeck and Mr.Hanly taught us how to add, subtract, multiply and divide fractions. They also taught us how to determine the LCD, how to convert mixed and improper fractions and simplify or reduce fractions. I thought this unit was pretty easy. I feel that solving word problems are the most difficult. I also learned that cross reduction makes fractions a whole lot easier to work with especially when you are multiplying. We had many tests and quizzes throughout the unit.

Un-Project Reflection:

Did you like the unproject?

I really liked doing the project because it was a lot of fun. We also had a variety of projects (game, song, movie, wiki post, etc.) to choose from that we could create.

Did the unproject make you work harder than you usually would?

This project made me work a lot harder because it was worth 10% of our term 3 mark and there were no rules to follow.

What did you like best about the unproject?

I liked that we could choose any topic that we wanted and there were no rules to follow. I also liked it because we had about a month to work on it.

What would you change about the next unproject?

For the next un-project, I would change my background info by adding more images, detail and effort. I might also change my topic.

Did the unproject make you learn more because you were doing a different type of project?

Yes, the un-project made me learn more because I was able to use a new wikitool for my project.

Well, don't forget there is a test tomorrow. Remember to study! Big paper 2 and the purple booklet are also due tomorrow.

B.O.B. the second

2007-04-09T18:11:00.000-05:00

This unit was pretty much smooth sailing for me until we got into subtracting and multiplying fractions and finding the lowest common denominator. Until it actually hit me that I just needed to find the factors for each of the denominators, I just multiplied the two denominators in the question together. But in the end, everything just fell into place and I figured out how to do a lot of the operations involved in fractions.

The UnProject:

Did you like the unproject.

Yeah i liked the unproject because it allowed me to play around a bit more with the wiki and bubbleshare.

Did the unproject make you work harder than you usually would?

Yes it did make me work harder than I usually would as I ended up doing most of the work.

What did you like best about the unproject?

I liked the fact that it gave a lot more room for more creativity.

What would you change about the next unproject?

I don't know what i would change about it because it didn't cause much trouble for me.

Did the unproject make you learn more because you were doing a different type of project.

The unproject did make me learn a bit more because I tried a different kind of slideshow presentation tool than I usually would use.

Meldee's BoB

2007-04-09T17:58:00.000-05:00

This term, we learned about fractions. No, not just "1/2 is larger than 1/4" stuff, the "what's 1/2 +1/4" stuff. Basicly, all I had a little troube with was the multipling and dividing section, but I've got that nailed now, so I'm good for the test tomorrow :)

And now the ever-so-scary Unproject review questions~! (Enter horror movie girl scream here)

1) Did you like the unproject?

The Unproject was fun and a little challanging, but all around, it was pretty interesting.

2) Did the unproject make you work harder than you usually would?

Yes, the Unproject made me work ALOT harder than I usually did, Mackenzie even had to come over on Good Friday and I had to resort to putting my sister and her friend in, but it was fun.

3) What did you like best about the unproject?

The part I liked best about the project was the filming. Mackenzie, my sister, her friend and I had alot of fun filming and I think we have 15 minutes worth of bloopers. We kept giggling and I even said...well, when the video's up, you'll see what I said.

4) What would you change about the next unproject?

The only thing I would change about the Unproject is the due date. I know we had a long period of time to work on it, but people have other things going on. I think Mr. Harbeck could've given us at least until the 9th or 10th of April to finish it, but other than that, I wouldn't change a thing.

5) Did the unproject make you learn more because you were doing a different type of project.

Yup, the Unproject made me learn ALOT more than if I did a different type of project. 1: I got to work with the person I wanted a.k.a Mackenzie, 2: Both my partner and I decided to do the same choice in both the topic and the way we were ging to accomplish it a.k.a Topic 1 and a video and finally 3: We got to have fun doing it. To me, the last one was the most important one of all.

And there! I'm done! Feel free to comment in anyway.

Fraction BoB by Dan

2007-04-05T19:52:00.000-05:00

In this unit, we learned about all of the different types of fractions and how to add, subtract, multiply, and divide them. I understood most of the work that we did but I had trouble picking up on things if I had missed a class. But thankfully that's over with, I do understand what to do now, but I know I won't get 100% on the test.

Un-Project

Did you like the unproject.

I really enjoyed working on the unproject.

Did the unproject make you work harder than you usually would?

YES, but I enjoyed it so much that I didn't really notice.

What did you like best about the unproject?

making the movie was the best part.

What would you change about the next unproject?

I think I would change the topic of the unproject if I had to do it over again

Did the unproject make you learn more because you were doing a different type of project.

YES

Charmaine and Julie's Wiki Project

2007-04-05T17:04:00.000-05:00

This is our project. We put it up here because it wont embed in wiki so Mr. Harbeck told us to link it on our math blog. Anyways here's our project. Enjoy... =)

VIEW IT IN FULLSCREEN!! it looks better ahha

For more unprojects go to spfractions.

Meldee's Super Scribe Post

2007-03-12T12:55:00.000-05:00

OK, I know this is late, but I had a party to go to on Friday and not to mention I had chores to do (And still do), so be glad i'm posting this up at all. My post is on adding fractions. To add fractions of different denominators, there are a couple of steps on doing this. Let's say you have a question like this:

Now the denominators are different, so you have to find the least common denominator (Look at Julie's post for more info on LCD). To do that you do these steps.

Steps

Step 1: Find the lowest multiple of both denominators. (In this case, find the lowest multiple of 2 and 6)

Step 2: Multiply the numerators by the same number you multiplied the denominator by. (In this case, 6x2= 12 and 2x6=12, so for 1/2, 1x6=6 and for 3/6 it's 3x2=6)

Step 3: Add as you usually would.

*Reader scratches their head in confustion and I try not to laugh*

OK, I'll use a picture example for each step. Maybe that will help...I hope.

Step 1:

Step 2:

Step 3:

So, yah. That's how you add fractions. Well, I'm spent and done. Note me if I did anything wrong or if I made a mistake or should fix it in anyway. Thankies!

charmaine's super scribe post

2007-03-11T22:20:00.000-05:00

- - - - -

EXAMPLE OF A MIXED FRACTION :

You can still simplify 1 and 2/6 to 1 and 1/3.

CONVERTING MIXED FRACTIONS INTO IMPROPER FRACTIONS

* STEPS :

1)Multiply the denominator by the whole number.

2) Take your answer from Part 1 and add the numerator.

3) Keep the orginal denominator.

EXAMPLE :

3 7/8 = 31/8

Part 1: 3 x 8 =24 ---> Part 2: 24 + 7 = 31

------

This is a helpful link about fractions. It talks about converting and many more.

http://www.mathsisfun.com/mixed-fractions.html

Proper Fractions

2007-03-11T20:24:00.000-05:00

I think I got, by far, the easiest topic to explain.
A proper fraction is simply a fraction that has a larger denominator than numerator. You can also say that a proper fraction is a piece of a number. See the diagram to the left if you still don't understand.

Levinia's Super Scribe Post!

2007-03-11T20:17:00.000-05:00

CLICK to see my thumbstacks presenation about subtracting fractions. If I made any mistakes, please feel free to comment and I will make changes.
.
.
BYE!^_^

Bruno's Super Scribe Post

2007-03-11T20:00:00.001-05:00

Improper Fractions

Today for my super scribe post i am doing Improper fractions and it a really easy to understand and i think you can now this in seconds.

The definition of an improper fraction is :A fraction with a numerator that is greater than the denominator

For example 15\3. As you see the numerator is higher then the denominator which denominator is the bottom number and numerator is the top. Now you can convert improper fractions to mixed fraction. A mixed fraction is a number written as a whole number and a fraction.

For example 5 over5\9 well 5 would be the whole and the 5\9 would jsut be the fraction.

Now i am going to give you a question about improper fractions that we mosly learned about

so the question is 25\5 covert that to a mixed number awnsers on the bottom

Awnsers : well 5 goes in 25 5 times so The whole is 5 and the rest remaining is 0 ill show u a picture to understand a little bit more but if u got this right your all ready to have a test with improper fractions.

there eacth divide in 5 lines so I hope u under stood and i hope i made no mistakes till now Every one have a super day !!!!!

Bruno's Super Scribe Post

2007-03-11T20:00:00.000-05:00

Improper Fractions

Today for my super scribe post i am doing Improper fractions and it a really easy to understand and i think you can now this in seconds.

The definition of an improper fraction is :A fraction with a numerator that is greater than the denominator

For example 5 over5\9 well 5 would be the whole and the 5\9 would jsut be the fraction.

Now i am going to give you a question about improper fractions that we mosly learned about

so the question is 25\5 covert that to a mixed number awnsers on the bottom

there eacth divide in 5 lines so I hope u under stood and i hope i made no mistakes till now Every one have a super day !!!!!

Lowest Common Denominator (LCD) // Julie's super scribe

2007-03-11T13:53:00.000-05:00

My super scribe is about lowest common denominator

What is LCD?
**Lowest common denominator is the least common multiple of the denominators of a set of common fractions.

To find the least common denominator, you have to find the least common multiple.

You have to find the lowest common multiple of 4 and six.

To find the lowest common multiple you have to list the factors of 4 and 6

Four: 4 8 12 16 20 24 ... and so on
Six : 6 12 18 24 30 36 ..... an so on

so The lowest common denominator of 3/4 and 5/6 is 12 because thats the least commmon multiple. Its not 24 because 12 comes first.

<--- how to get the numerator.

Common Denominators

2007-03-11T12:57:00.000-05:00

I chose to do Common Denominators as my super scribe post.

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Hope you have learned somethings about common denominators.

Michelle's Super Scribe Post

2007-03-11T11:35:00.000-05:00

There are many different fractions. One of them are called equivalent fractions. In this post, I will be explaining what equivalent fractions are and how to solve them.

What are equivalent fractions?

How to Solve:
To get the equivalent of a fraction, you must multiply or divide both the numerator and the denominator by the same number. Whatever you do to the numerator, you must do to the denominator.

An example of an equivalent fraction is 1/2 and 4/8. In this case you are multiplying or dividing by 4. You multiply 1 and 2 by 4. You divide 4 and 8 by 4.

Here is a picture showing 1/2 and 4/8.

Here are links to help you about equivalent fractions:
http://www.aaamath.com/fra42a-idequivfract.html
http://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html

This is the end of my scribe post. Please post comments if I made any mistakes.

Question 8

2007-02-08T22:33:00.000-06:00

http://www.bubbleshare.com/myalbum/121815/4347612

Sorry. I dont know how to do what Meldee did. With the bubbleshare thing. =

GOODLUCK TO EVERYONE ON THERE TEST. SORRY POSTED AT LIKE TEN THIRTY.

Mackenzie's Test Question 12

2007-02-08T21:25:00.000-06:00

Dave interviewed a number of students in his school regarding their favorite ice cream. Dave claimed that exactly 40% of the 37 students interviewed liked vanilla the best. Is it possible to determine whether David's claim is correct? Why or why not?

Dave claimed that EXACTLY 40% of the students liked vanilla ice cream. Dave's claim was incorrect because 14.8 is not a whole number, you can't have 8 tenths of a person:P

Mackenzie*

charmaine's cumulative question # 7

2007-02-08T21:03:00.000-06:00

(7) Christina practices figure skating an average of
15 hours per week. Kayla practices figure skating an average of 1.5 hours for every hour Christina practices. How many hours a week does Kayla practice?

- CHRISTINA : average of 15 hours per week
- KAYLA : average of 1.5 hours for every hour Christina practices

To find how many hours a week Kayla practices, you have to multiply 1.5 by 15. You'll get 22.5 as the answer.

So I would say that Kayla practices figure skating 22.5 hours a week.

just comment if i made mistakes.

Meldee's cumalative test question 5

2007-02-08T19:57:00.000-06:00

(5) What is 20% of 156?
30 is 29% of what number?
44 is what percent of 62?
55% of 26 is what number?

I'm sorry about the last question, I'll post it up early tomorrow morning.

Question 10 Pre-test

2007-02-08T19:47:00.000-06:00

(10.)An ice chest contains 9 cans of apple juice, 8 cans of grape juice, 7 cans of orange juice, and 5 cans of pineapple juice. Suppose you reach into the container and randomly select a can. What is the probability that you will pull a,
apple Juice
Grape Juice
pineapple or orange juice

To get the probability you first have to find out what the total possible outcomes are, and to get that you have to add up all the cans of juice in this question. The total possible outcomes is the denominator. Then you put the number of cans of juice that they ask you ( for example apple juice ) and put the number of cans of apple juice as the numerator. After that you get the percent by dividing the numerator by the denominator and multiplying the answer by 100. When it saids Pineapple or Orange Juice you don't do it seperatly, you combine them.

TPO = Total Possible Outcomes

9+8+7+5=29 29=TPO

Question 11

2007-02-08T19:46:00.000-06:00

Is taking 10% off a given item and then an additional 40% off the reduced price the same as taking 50% off the original price? Why or why not.

Taking 10% off a given item and then an additional 40% off the reduced price is the same as taking 50% off the original price because you already reduced the price by 10% and the took away an additional 40%, you end up taking away 50%.

10% + 40% = 50%
50% = 50%

Levi's Cumulative Review Question #9

2007-02-08T18:39:00.000-06:00

(9) Find the mean median and mode of the following sets of numbers.
1.) 2,5,7,8,3,6,4,5,1
2.) 12,4,16,22,19,4,
3.) 78,45,45,78,60,75

Mean: The sum of set of data and divided by the number of pieces of data. Also known as the average.
ex: 1, 2, 3,= 1+2+3= 6÷3= 2

Median: The middle number of a set of data. if there are two, you add them and divide it by 2.
ex: 1, 2, 3, or if 1,2, 2, 3= 2+2= 4÷2=2

Mode: The number that shows the most.
ex. 3, 4, 4, 7, 12, 12, 12= mode:12
or in some cases there are more than one mode
ex. 21, 23, 23, 28, 33, 40, 40= mode: 23 & 40

1.) 1,2,3,4,5,5,6,7,8
1+2+3+4+5+5+6+7+8= 41÷9= 4.5
Mean: 4.5
Mode: 5
Median: 5

2.) 4,4,12,16,19,22
4+4+12+16+19+22= 77÷6= 12.83
Mean: 12.83
Mode: 4
Median: 14

3.) 45,45,60,75,78,78
45+45+60+75+78+78= 381÷6= 63.5 Mean: 63.5
Mode: 45 & 78
Median: 14

I hope you understood this well!. .WISH US ALL GOOD LUCK ON OUR CUMULATIVE TEST!!!

Question 4 Pre-test

2007-02-08T17:53:00.000-06:00

4) What is the Square root of the following numbers. Use your perfect square chart and fractions. Do not use a calculator.
Square Root of 27, 46, 72, 115.

To find out the square root of a number, you must first find the closest perfect square. Next, find out what the side is of that perfect square. That will be your whole number. Next, count how many numbers there are between the first perfect square and the next perfect square. This will be the denominator for the extra bit that will be on the end. Then count how far your number is between the corresponding perfect squares and that wil be your numerator. The answer should look like 36 10/13. That's not actually one of the answers but just an example. See below for answers.

25 26 27 28 29 30 31 32 33 34 35 36 25√=5 36-25=12 27-25=2

27=5 2/11

36 37 38 39 40 41 42 43 44 45 46 47 48 49 36 √ 6 49-36=13 46-36=10

46= 6 10/13

64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 64√ 8 81-64=17 72-64=8

72=8 10/17

100101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121

100√ 10 121-100=21 115-100=15

115=10 15/21

If you have any ideas for me to make this better, leave a comment

Question 6

2007-02-08T17:27:00.000-06:00

Jacob has a record of winning 2 boxing matches for every 5 he loses. If he had 49 matches during the last year, how many did he win?

He won 14 matches out of 49.

To get the total number of matches you have to add the total number of matches. He won 2 and lost 5 so the total is seven. To figure out the answer you have to divide 7 by 49 which is 7. Then multiply 7 by 2 which is 14.

Stovin's Bob

2007-02-07T08:41:00.000-06:00

understand that at all. During the quiz i had no idea about what i was doing . Really the only thing I understood This unit was hard for me at the start cause it all didn't make sense. We started to learn about the table charts witch was easy to understand.Than we got into the X K Y chart and i didn't understand at all it was hard to get so i never used it. Than the sentence type thing was the easiest thing to do so I understood that completely and thats bout it. The quiz was easy for the most part but I didn't really understand what to do so I just winged it :) good luck on the test and i hope i pass to!!!!!!!!

Marjo's bob.

2007-02-07T08:40:00.000-06:00

In this unit Mr. Harbeck gave us a blue booklet, which had different problems to solve on every single page. Although some of the pages were easy like the number lines. For me the most difficult lesson in the booklet was the end word problems. I had problems in this part because i didn't know how to use the XKY chart. The XKY chart is a formula used to a second way to figure out problems. When you couldn't use the XKY chart we used the ratio table. Which was abit easier for me. And during this unit we've had tests and quizzes. Ive had problems with them all. But i did learn somethings from them. And remember not to over think the test tomorrow. Okay, well thats my BOB. buhbyeee. GOODLUCK ON THE TEST TO ALL THE STUDENTS!

rooster's bob

2007-02-07T08:13:00.000-06:00

In the beginning of this unit, i was surprised because it was kinda easy. Especially the work in the blue booklet. Near the end of this unit, i started to get problems. But Mr. H showed us how to use the XKY charts and the ratio tables, this really helped me with the problems in the unit. The housing booklet was kinda hard, but Mr. h helped us in class. There were some pretty easy questions though, like in the quiz. We had to reduce the original size of the house to half. This was really easy, the answer practicly just came to me. I didn't really have a chance to know what to do in the Proportion Reasoning thingy cause i wasn't here. But i copied Danny's .. BUT, Ms. Marshell said i could. Overall, this unit taught me a lot, like how to use the XKY charts and the ratio tables.

Cash's BOB post..

2007-02-07T08:12:00.000-06:00

This unit on Proportional reasoning was a bit confusing for me. I didnt understand anything at the start of this unit. But the Blue booklet and the housing booklet helped alot too. When Mr. Harbeck showed us the x/k/y chart and the Ratio Tables, all the work became a lot eaaasier. I find the Ratio Table easy because it easier to show your work. I also find the x/k/y chart hard because i don't understand it but maybe if i got to learn how to use it it would be more easier. On the quiz yesterday there were 20 questions hopefully they don't have all those questions on it because i only finished 7 of them, but i think i'll do pretty good on the test today. Well the BIG test is tomorrow I hope I don't fail it!!!!!!!!!!!!!

julie's bob

2007-02-06T21:40:00.000-06:00

I didn't really get the beginning of this unit. I know all you have to do is count but then it was kinda hard for me because sometimes the questions are confusing. It got easier for me when Mr. Harbeck told us about the xky chart and the ratio tables and how it's gonna help us solve the questions/problems. It really helped me alot. It's really easy to understand using those different ways to show your answer. The hardest part of this unit was the proportional reasoning and that part on the quiz where you have to change the size of the house. Mr. Harbeck told us not to overthink it or else we'll fail so dont overthink on your test tomorrow. I really like the word problems, I find it easy and its a good exercise to do. So anyways thats my BOB. Good Luck to everyone tomorrow! and DONT OVER THINK! =P

// charmaine's bob

2007-02-06T21:09:00.000-06:00

I'd have to say that this proportion unit was hard. When we started answering those questions in the blue booklet, I thought that it was going to be easy. But then as the unit went on, I started struggling. Im still having trouble with Propotional Reasoning and Word Problems which i need to learn more about. I think that the equivalent fraction was the easiest way. The three ways helped us solved problems easily. Okay anyways, tomorrow is the unit test. So yeah, I have to study now. Bye.

Bruno's BOB

2007-02-06T20:42:00.000-06:00

This unit i thought was really confusing in the beginning but when Mr.H kept teaching us this unit it kinda was clear for me but i still have got the answers wrong but i hope the test will be easy questions so i can get the questions right what i thought was easy for this unit was the setup for getting the answers like the charts and x,k,y and stuff what i thought was hard in this proportion was getting answers but this is sometimes but i hope i do good on that test i was away for two days so i hope that test is easy and its answers i can solve them and this unit for me was fair what i mean is i kinda didn't like it but its wasn't so bad so in the middle for me and i hope this is a good bob oh by the way out of all the units i thought this one was the hardest so i hope this no more like this cause i have to think and people your right it just counting but it not just that its counting and thinking that what i think well laters everyone !!!!!!!!!!!!!

Anna's BOB

2007-02-06T20:18:00.000-06:00

I thought this unit was quite hard at first but it got easier throughout the unit. In this unit I learned how to get answers with ratio tables and x k y charts. The easiest thing about this unit is the word problems… The thing I found hard about this unit is the proportion reasoning thingys, like when you had to change the sizes without changing the shape! It got easier when Mr. H. showed us the steps on how to find the answer and then yeah… So I hope I'll be able to boost up my mark through this. Overall this was my favourite unit because it was like the only unit I understood!

Mark I's BOB

2007-02-06T19:50:00.000-06:00

This unit was pretty hard I say. In the beginning it was pretty hard but throughout the unit I started getting it. In this unit I learned how to get answers with ratio tables and x k y charts. I'm still having trouble with the x k y chart. I really don't know what to put for the top. All this unit is counting, well mostly it is. Tomorrow is the test, hope i don't blow it like how I blew the quiz, i think? Well this unit is almost over so yeah thats good.

Levinia's Bob

2007-02-06T19:32:00.000-06:00

The Proportion Unit was pretty challenging. Some people say that if you can't figure out something, you have think outside the box but on this unit, you do and you don't. Some parts of this unit was pretty easy, you don't have to think too hard to get the answer and some part were (very) hard. I find that the blue book was really easy because it's just like fraction. I also find that the ratio table, equivalent fraction and x k y chart was sort of easy because it helped me so much so I could solve problems easily. What I find hard about this unit is the propotional reasoning, when you had to change the sizes without changing the shape. There were also hard problem solvings. Some of them were confusing because of how the question were made.

There were countless of stuff I learned and I enjoyed it!

Meldee's BoB

2007-02-06T17:08:00.000-06:00

Well, this unit was a bit confusing at first. When Mr. Harbeck gave us the blue booklet, I thought "Hey, this'll be an easy unit". Was I ever wrong. As we went along the unit, I found out different ways of finding out how to use fractions. Then we cotinued on to ratio tables and proportions. Now THAT was confusing. We had 3 quizes during the unit and I seriously goofed up the last one, well so did almost everyone else, by overthinking it. I learned how to use a ratio table to find answers to specific types of questions. Overall, this unit taught me alot about ratio tables, proportions and fractions.

BOB

2007-02-06T16:17:00.000-06:00

This unit was a bit confusing for me at first, but things became clear once I looked at it a bit closer. And that last quiz--I think I did overthink that one. It didn't occur to me that I had to actually cut the house in half until the quiz was over. But I did find a way to get that second fraction with an operation that works almost every time (if the numbers were put in right). I still have some trouble with that second page where I had to draw a rectangle in a way that it made the shaded part that part out of a whole. In all, I think I learned a lot from this unit and now know that much more about this fact of life called math.

Dan's Scribe Post for Feb 6/07

2007-02-06T15:51:00.000-06:00

Today we did a review for the test tomorrow. It consisted of 21 questions that, in my opininion, were easy. I'll show you how to do a few now

6. A store makes a profit of $15,000 for every 300 coats that they sell. If they make a profit of
$25,000, how many coats did they sell

7. David read 40 pages of a book in 50 minutes. How many pages should he be able to read in 80
minutes?

8. Audio Jeannie takes inventory of her closet and discovers that she has 8 shirts for every 5 pair ofjeans. If she has 40 shirts, how many pairs of jeans does she have?

9. Jim found out that after working for 9 months he had earned 6 days of vacation time. How manydays will he have earned after working for two years?

17. If 3 apples cost 29¢, how much do 45 apples cost?

We also had to hand in our blue books and the house proprtions booklet.

Dan's BoB

2007-02-06T15:40:00.000-06:00

I thought this unit was pretty easy. The whole unit was about counting things. I do admit that it was a bit hard to understand what you were asking us to do at the beginning, but now it's clear. I still have a little bit of trouble with splitting shapes into pieces. Like the one on the test that you gave us a few days ago. I thought it had more to do with mathematics than just eyeballing it. The test does look pretty easy now that I look at the work that we've done. I just want to get over this unit. Each step is closer to summer.

Michelle's BOB

2007-02-05T18:38:00.000-06:00

In this Proportion unit we learned how to to use equivalent fractions, percents, ratio tables, x k y charts and unit rates.

I think the easiest was doing word ratios because it took less effort. I thought reducing and enlarging shapes the most difficult. I found using ratio tables, x k y charts and equivalent fractions very helpful when you have to solve word problems. I didn't do so well on the quiz we did the other day because I doubled the area instead of the dimensions. I learned a lot in this unit.

Bruno's Scibe Post

2007-01-23T16:28:00.000-06:00

Today in class what we did is we did the advertisement (cellphones stuff) and we upload them into Mr.H laptop also we had people that did not finish from last class to finish them today and upload them.After every one was down Mr.H called one group at a time while the other where doing the blue book .So guys there is homework for math the homework for math is page 35-36on the blue book.on page 35 it says determine the percent of area each section is of the whole region.On page 36 it's a number line and it says tell what percent the top line is of the bottom line.So ill give u the answer for number one the top number is 15 and the bottom is 30 15/30=50%
Hope you liked my scribe post !!!!!!!!!!!!!!! OH I ALMOST FORGOT THE NEXT SCRIBE WILL BE MELDEE didnt know who to choose

Mondays Scribe Post

2007-01-16T18:22:00.000-06:00

On Monday we started the day with one of several proportion quizzes .
The quiz looked like this:

1) Tell what fraction the top line is of the bottem line. Also show the fraction simplified.
10 out of 20= 1/2

10 out of 25 = 3/5

2) Give several names for what is shaded and show how you know it is right.

5/9
next one
20/36=10/18

Matts Scribe

2007-01-10T17:14:00.001-06:00

The next person to be a scribe will be Nicole

by-by

Rooster's Scribe Post

2007-01-10T12:42:00.000-06:00

Mr. H asked us to do a couple of questions about percents . One of the questions was :

What is 40% of 70 ?

70*100=0.7

0.7x40=28

40/100 = 28/70

After we did a 3 more questions , he handed us this blue booklet . The first question was to shade in 50% of the squares given . We also had to show it in different ways .

These were two ways i did it :

After we finished shading in 50% of 6 squares , we did the same thing , but we had to shade in 75% of the squares .

Here's some of the things i did :

Then , after we were done all of that . Mr. H told us to do Question C for homework . The question was to figure out the fractions for the squares shown .

scribepost

2007-01-09T20:21:00.000-06:00

Today in class we went over the first page of the blue book that was given out yesterday. First was how to shade in 1/2 of a square of 16 and 1/3 of a rectangle of 27.

1/2 of 16--8

1/3 of 9--9

example:

A. 1/2=8/16

It does not matter which way you fill in the shape, just as long as there is a certain amount filled in to represent your fraction.

C(flags)

The flags were a bit more difficult but there is a technique to solving them:

!--Pictures coming soon--!

Just divide the rectangle into sections or try to fit together the filled-in shapes to determine how much of the flag is shaded.

Homework:

blue book--second page:

Tell what fraction the top line is of the bottom line

Numerator over Denominator--Part over whole--first # over second #

Michelle's Percentage Growing Post

2007-01-02T15:34:00.001-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

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Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

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Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

http://linden8z.blogspot.com/2006/11/percentageand-dont-you-forget-it.html

This post talks about percentages. Per means 'part' and cent means 'for every hundred'. Percentages are a lot like ratios because they are both comparing multiple numbers.
A percentage formula would look like this:
Numerator divided by denominator=decimal multiplied by 100=_%
Others should read this post because it can help them if they don't understand percentages.

Question 5
The principal announced that 50% of the children in Ms.Stanzi's class met their reading goal for the month and that 55% of the children in Ms.Lowrey's class met their reading goal for the month. Ms.Stanzi said that a greater number of her students met their reading goal. Could Ms. Stanzi be correct? Why or Why not.

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Ms.Stanzi could be correct because 50% of any number is always half and 55% of any number is more than half. Ms.Stanzi could be wrong because it doesn't matter what number or how big that number is.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

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16 is 40% of 40

b) What is 120% of 30?

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120% of 30
120 divided by 100=1.2
1.2 multiplied by 30=36
120% of 30=36

I Marked and Commented On:
Julie Rose 8-16 I gave it a 60 out of 65.
Marielle 8-17 I gave it a 60 out of 65.
Nick 8-16 I gave it 19 out of 65.

Mark Balderas' growing post

2006-12-21T17:46:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

- a percent is a number out of 100. it is also called "per centum".
the term per means "by the hundred" and the term cent means 100.

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

- 3/5 = 3 divide by 5 = 0.6 x 100 = 60%
- 3:2 = 3/5 = 3 divide by 5 = 0.6 x 100 = 60%
- 60% = 60%
- 0.6 x 100 = 60%

as you can see.. they all have the same value.

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

- 100 divided by 100 = 1%
80 divided by 100 = 0.8
0.8 x 35 = 28

- 80 divided by 2 = 40 = 50 %
40 divided by 2 = 4 = 5 %
40 - 4 - 4 - 4 = 28
50% - 5% - 5% - 5% = 35%

- 28/50 = 35/100
35 divided by a 100 = 0.35
0.35 x 80 = 28%

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages.

https://beta.blogger.com/comment.g?blogID=33406999&postID=3554359283139302086

i left a comment on this post about percentages.

Question 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

20 divided by 40=50% 11 divided by 20=55% Ms. Stanzi is right because theres more kids in Ms. Lowrey's class.

Question 6

Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

16 is 40% of what number?
- 16 divided by 40= 0.4 x 100 = 40

What is 120% of 30?
- 30 divided by 120 = 0.25 x 100 = 25

Nick's Growing post

2006-12-19T21:31:00.001-06:00

Question 1 What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)[ answer: A percent that you get out of a whole is by dividing 100 Here is an example if you got 28 out of a 45 to find your percent so 28x100=2800divide by 45 = 62.222 reapet

Question 2 How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer. All of them equal the same value

Question 3 Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer). 35 divede by 100=0.35 0.35x80=28 14/40x100= 28/80=0.35x100=

Question 4Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages ) http://linden8m.blogspot.com/2006/12/more-on-decimals-percents-and-fractions.html

Question 5The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not. For an example Ms. Stanzi's has 25 kids in her class 25/100=0.25x50=12.5
Ms Lowrey's has 27 kids in her class 27/100=0.27x55=14.85 there are more kids in ms lowrey’s class than in Ms. Stanzi's

Question 6Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number? 16/40=0.4x100=40

b) What is 120% of 30? 30/120=0.25x100=25

matts growing post

2006-12-19T16:31:00.000-06:00

A definition for percent is that it's out of 100, It also can be converted into a decimal, fraction, and also a ratio. A symbol for percent is % and it would look like this if there was a # in front of it 54%

2) three/fifths is alike as the ratio 3:2 3+2=5 3/5, 60% 3 / 5=0.6x100=60% 0.6 5 / 3=0.6

3) 35% of 80

100 divided by 100=1%
80 divided by 100=0.8 0.8 x 35=28
80 divided by 80=
1x100=100
100 / 80=0.8
0.8 x 35=28

4) This post is just talking about how to show diffrent ways of getting a percent

5) Ms. Stanzi can be the right one because she can have way more students.

6A) 16 divided by 4= 4
4x10=40
the # is 40

6B) 0.3 x 120=36

Stanice's Growing Post

2006-12-19T14:22:00.001-06:00

1. What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition.

2. How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer. 1/5=20% 1/5x3=60% 10=60 3:2 =part/part+whole= fraction 1/5=20% 1/5x3=60%

3. Show 3 different ways to find 35% of 80. 1.find out what 1% is... 80 divided by 100 =8 8=1% 1%/8x35 =28. 35% of 80=282. 5 goes into 35 7 times 5% is 4 4x7=483. 1% is .8. .8 x 10=8 .8 x 10=8 .8 x 10=8 8+8+8=24if 10% is 8, then 5% is 4. so 24 + 4=28

4. Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages.https://beta.blogger.com/comment.g?blogID=33406999&postID=3554359283139302086 I left a comment on a post about a percent review.

5. .The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms. Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not. 20/40=50% 11/20=55% Ms. Stanzi is Correct because there are more kids in Ms. Lowrey's class.

6.Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it. a. is 40% of what number?40%of 100 is 4040/100=0.416x0.4=4040/100=16/40b.What is 120% of 30?120% of 100 is 120120/100=1.230 x 1.2=36120/100 = 36/30

GROWING POST

2006-12-18T21:46:00.000-06:00

Question 1 asked what a good definition of a percent would be.

Question 2 asked how 3/5, 3:2, 60% and 0.6 are equivalent.

60% is the same as o.6 because 0.6 is like 60/100 is equal to 60%.

3/5 is equal t0 60 percent and 3:2 is equal to 3/5 because 3+2 or 3:2=5

Question 3 asked for three different ways to find....

35% of 80.

1. 80x35 divided by 100= 28

2. 80x0.35=28

3. 80 divided by 100= 0.8x35=28

Question 5. The principal announced 50% children in Ms. Stanzi's class

have met their reading goal for this month and that 55% of Ms. Lowrey's

met their goal for the month but Ms. Stanzi says a greater number of

students met their goal in her class. could she be correct why or why not?

she could be correct because if Ms. Stanzi has 100 kids in her class and

Ms. Lowrey's class has only 60 that means 50 kids reached their goal in Ms.

Stanzi's class and only 33 children reached their goal in Ms. Lowreys.

Question 6.

16 is 40% of 40 - 16x100 devided by 40=40

120% 30 is 36 - 30x1.20=36

Question 4 is skipped

Mackenzie's Growing Post

2006-12-18T19:47:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)
A percent is part of 100 and it has the percent sign%.

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
They are all the same because if you would to convert them all into decimals they should all be the same.
3/5= 3 divided by 5=0.6
3:2= 3/5= 3 divided by 5= 0.6
60%= 60 divided by 100= 0.6
0.6= 0.6

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).
1. First we have to find what 1% equals. 80 divided by 100 = o.8 or 1%. 0.8x35=28. So 35% of 80 is 28. So you know that your answere is right you could make fractions then convert them into decimals.
35/100=0.35 and 28/80=0.35
2.
Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!
I have left a comment on someones post about intrest.On this post they explained about intrest.Interest is the money you pay back when you borrow money from the bank.
It is a formula of Principal x Rate x Time.
Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
Ms Stanzi could be correct of she had more children in her class than Ms Lowrey's class.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number?
40 divided by 40 =1%
16 divided bye 40=0.4
0.4 x 100= 40
40/100= o.4 is the same as 16/40= 0.4

b) What is 120% of 30?
120 divided 100= 1.2 or 1%
1.2 x 30=36
36 is 120% of 30.
36/120=0.3 is the same as 30/100= o.3

Julie Rose // Percentage Growing Post

2006-12-18T19:04:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

Examples
1.)1/2 = 1 divided by 2 = 0.5 x 100 = 50%
2.)1/4 = 1 divided by 4 = 0.25 x 100 = 25%
3.)3/4 = 3 divided by 4 = 0.75 x 100 = 75%
4.)5/35 = 5 divided by 35 = 0.142 x 100 = 14.2%

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

other way you can show percents: ^^ im still gonna use the numbers from my example

1.) 1/2 is the same as 50/100
2.)1/4 is the same as 25/100
3.)3/4 is the same as 75/100
4.)5/35 is the same as 14.2/100

**how would you know if it's the same?!?!... you would know it because if you divide both the numerator and the denominator together you get the same answer **

for example:

•8/36 = 8 divided by 36 = 0.222 x 100 = 22.2%
•22.2/100 = 22.2 divided by 100 = 0.222
8 __ 22.2
-- = ---- = 0.222
36 _ 100

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

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

•3/5 = 3 divided by 5 = 0.6 x 100 = 60%
•3:2 = 3/5 = 3 divided by 5 = 0.6 x 100 = 60%
•60% = 60%
•0.6 x 100 = 60%

** If you convert them all into percent you get 60%. That is how they're all the same**

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

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

1 way:

•100 divided by 100 = 1
•80 divided by 100 = 0.8
•0.8 = 1%
•0.8 x 35 = 28%

2nd way:

•28/80 = 35/100
-------------------------
•28 divided by 80 = 0.35
•35 divided by 100 = 0.35

3rd way:

•28/50 = 35/100
•35 divided by a 100 = 0.35
•0.35 x 80 = 28%

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Question 4

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with the review (What the post was talking about....yes you have to the post and why other should read the post) Hint in the side bar there are links to other schools. Three of them have done work on percentages!

This post here. is a review of percent. it shows you how to get percent in different ways. this person used pictures to explain the work.

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

Question 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

••••Ms. Stanzi could be correct. If she had a class of 45 and 50% of her students met the reading goal then she is right because if Ms. Lowery had a class of 30 and 55% of her class met the reading goal Ms. Stanzi's class achieved the goal because even though Ms. Lowery's class had a higher percent (55%) Ms. Stanzi has more kids than her.••••
------------------------------
Ms. Stanzi
------------------------------
•100 divided by 100 = 1
•45 divided by 100 = 0.45
•0.45 = 1%
•0.45 x 50 = 22.5
•22.5/45 = 50/100
------------------------------
Ms. Lowery
------------------------------
•100 divided by 100 = 1
•30 divided by 100 = 0.3
•0.3 x 55 = 16.5
•16.5/30 = 55/100
------------------------------
••••Ms. Stanzi could also be wrong if Ms. Lowery had a greater number of students in her class than Ms. Stanzi••••
------------------------------
for example.....
------------------------------
Ms. Stanzi had 40 students and Ms Lowery had 30.
------------------------------
Ms. Stanzi
•••• •••• ••••
1) 40=100
2) 40/2=20
3) 20=50%
•••• •••• ••••
Ms. Lowery
•••• •••• ••••
1) 30=100
2) 30/2 =15
3) 30/2.5=12
4) 20+12=32
••••••••••••••••

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

b) What is 120% of 30?

i marked charmaine and rooster's growing post

jerica's growing post

2006-12-18T15:58:00.000-06:00

< color="#ff0000"> What is a good defintion of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion GLIFFY is an excellent tool for adding detail to your definiton)

A percent is a number out of 100.
eg. 55/100 = 55%
the symbol for percent is known as : " % "

question 2: How are three fifths (3/5), 3:2, 60% and 0.3 all the same? Use pictures and words to show your answer.

3/5 (numerator divided by denominator is the fraction)
3 / 5 = 0.6

0.6 x 100 = 60%
3:2 (3 is the numerator) (3+2=5 = 3/5)

question 3: Show 3 different ways to find 35% of 80 (BUBBLESHARE is an excellent tool to animate the many different ways).

1.100 % 80 = 8 x 35 = 280

2.10 + 10 + 10 + 5 8 + 8 + 8 + 4

----------------------- = -------------------

35/100 28/80

3. 25 + 10 = 35

80 % 4 = 20

80 % 10 = 8

25 = 20

8 = 10

20 + 8 = 28

question 4: find a link to blogs that deal with percentages. Leave a comment behind and add the link witha a review (What the post was talking about.... yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages.

my comment is at :
http://linden8z.blogspot.com/2006/12/review-of-percent.html
this post is about Percentages. It reviews many ways to get percents. others should read this because if you don't understand how to get a percent, this will show you how.

question 5. the principal announced that 50% of the children in ms. stanzi's class met their reading goal for the month and that 55% of the children in ms lowrey's class met their reading goal for the month. ws stanzi said that a greater number of her students met their reading goal. could Ms Stanzi be correct? why or why not.

ms. stanzi could be right if she has more children in her class.

ms. stanzi 36 kids in her class and ms. lowrey 30 kids in her class. ms. stanzi's class has 18 kids that met their reading goal. (36 ÷ 2=18)
(30÷100=0.3, 0.3x55=16.5)

ms. stanzi is not correct.

PEOPLE I MARKED

PEGGY : https://www2.blogger.com/comment.g?blogID=3350072287856005649&postID=7291103779979261262

ANNA : https://www2.blogger.com/comment.g?blogID=3350072287856005649&postID=8076724109255774657

MARJO : https://www2.blogger.com/comment.g?blogID=3350072287856005649&postID=1391903075246354431

Growing Post by Nathaniel in the class of Mr. R, Penner of room 8-16 .

2006-12-17T21:27:00.000-06:00

Question 1 : What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

Answer : A percent , is a fraction out of 100 . It is part of a whole . It can be converted into a ratio , fraction or a decimal .

Question 2 : How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

Answer : Three fifths , 3:2 , 60 % and 0.6 are all the same because it is all 60 % . Or 60 parts out of 100 .

Question 3 : Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

Answer :

Number 1 :

100 / 100 = 1
80 / 100 = 0.8
0.8 x 35 = 28

Number 2 :

80 / 2 = 40 = 50 %
40 / 2 = 4 = 5 %
40 - 4 - 4 - 4 = 28
50% - 5% - 5% - 5% = 35%

Number 3 :

28/80 = 35/100
28 / 80 = 0.35
35 / 100 = 0.35

Question 4 : Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

Answer : http://linden8z.blogspot.com/ is where i commented . My comment hasn't been accepted yet . The post had explained three ways on how to find the percent . She/He had done stuff we did in class . But had explained it thoroughly which could make someone understand it pretty easy .

Question 5 : The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Answer : Ms. Stanzi's is right . She can have a greater amount of STUDENTS that met their goal . It doesn't relate to their percent as much . For example : Ms.Stanzi could have , 1000 students . Which means 500/50% of them met their goal . Ms Lowrey can have 100 kids , which means 55/55% students have met their goal . So yes , she is correct . And congratulations to Ms. Stanzi's class for being able to read .

Question 6 : Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it. a) 16 is 40% of what number? b) What is 120% of 30?

Answer :

A./ 16 is 40% of what number ?
....
40 / 40 = 1
16 / 40 = 0.4
0.4 x 100 = 40
16 40
_________
40 100

B./ What is 120% of 30?
....
Finish up later . Bed time :)

PEACE EZ

Peggy's Percentage Growing Post

2006-12-17T19:51:00.000-06:00

Question 1 : What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

A percent is a number that is part of a whole, 100%. Percents can be converted into a fraction, decimal or into a ratio.

Question 2 : How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

RATIO TO FRACTION: 3:2 ( 3+2=5 )=3/5

FRACTION TO DECIMAL: 3/5=3÷5=0.6
DECIMAL TO PERCENT: 3÷5=0.60.6x100=60
They are all the same because they all equal 60% when you convert them.

Question 3 : Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

1) 35% of 80

80÷100=0.8

0.8x35=28

2) 0.35x80=28

35÷100=0.35

0.35x80=28

3) 28/80=35/100

28÷80=0.35

35÷100=0.35

Question 4 : Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

I chose to comment on this blog " http://linden8z.blogspot.com/2006/11/percentages-real-deal.html " because it explains a lot about percents. It teaches you how to reduce percents to its lowest terms and has a great use of pictures that almost motivate you to want to learn more about percents.

Question 5 : The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms.Stanzi could be correct, even though 55% of Ms.Lowrey's class met their reading goal does not mean that more kids in her class met their goal. Because Ms.Stanzi could have more kids than Ms.Lowrey's class.

Example : 10 kids in ms. stanzi's class

10÷2 = 5 = 50%

ms.lowrey's class

12÷100=0.12x55=6.6

Question 6 : Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.a) 16 is 40% of what number?b) What is 120% of 30?

a) 40÷40=116

116÷40=0.40

16/40=40/100

b) 30÷100=0.30

3x120=36

36/30=120/100

Rooster's Growing Post

2006-12-17T19:17:00.000-06:00

Question 1 : What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)
LINK : http://gliffy.com/gliffy/#d=1126130&t=Growing_Post_1

Question 2 : How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
3/5 = 3 / 5 = 0.6 . 0.6x100 = 60%
3:2 = 3+2 = 5 = 3/5 . 3*5 = 0.6x100 = 60%
60% = 60%
0.6 = 0.6x100 = 60%

Question 3 : Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).
1.) 80 / 100 = 0.8
0.8x35 = 28

2.) 80 / 2 = 40
50% = 40
40 / 10 = 4
5% = 4
4x7 = 28

3.) 80 / 10 = 8
8 / 2 = 4
4x7 = 28

Question 4 : Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!
http://linden8z.blogspot.com/ . i wrote a comment , but they didn't accept it yet . this is a really good post
because it explains everything very well and it's nice and neat .

Question 5 : The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
Yes, Ms Stanzi could be correct if she had more kids in her room than Ms Lowrey .
Example : Ms. Stanzi's class : 30 kids
Ms. Lowrey's class : 32 kids.
(30÷2=15)

Ms. Lowrey's has only 8 or 9 kids that met their reading goal.
(32÷100=0.32, 0.32x55=17.6)

Question 6 : Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.a) 16 is 40% of what number?b) What is 120% of 30?
a) 16 is 40% of what number?
40÷40=1
16÷40=0.4
0.4x100=40
16/40=40/100

b) What is 120% of 30?
30÷100=0.3
0.3x120=36
36/30=120/100

charmaine's percentage growing post ((:

2006-12-17T15:23:00.000-06:00

Question 1 : What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

Question 2 : How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

- 3:2, 3/5, 0.6 and 60% are all the same because if you convert them into percents, you will get 60% .

Question 3 : Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

- I commented on http://linden8z.blogspot.com/2006/12/review-of-percent.html This post explains three ways on how to get a percent. The scriber put alot of information to each one. It is very understandable and the images are great.

ANSWER 1 >> Ms. Stanzi could be right if for example she has 20 kids in her class. That means that 40 kids met their reading goal for the month. In this case, a greater number met their reading goal in Ms. Stanzi's class than Ms.Lowrey's .

* Ms. Stanzi's class
50 ÷50 = 1
20 ÷50 = 0.4
0.4 x 100 = 40
* Ms. Lowrey's class
55÷55 = 1
15÷55 = 0.27
0.27 x 100 = 27.2

ANSWER 2 >> Ms. Stanzi could be wrong because if Ms.Lowrey's class had more students like for example, if Ms.Stanzi only has 10 people in her class that means 20 met their reading goals. And if Ms.Lowrey has 20 people in her class, the result is that 36.6 met their reading goals.
* Ms.Stanzi's class
50 ÷ 50 = 1
10 ÷ 50 = 0.2
0.2 x 100 = 20
* Ms.Lowrey's class
55 ÷ 55 = 1
20 ÷ 55 = 0.36
0.36 x 100 = 36.3

A.) 16 is 40% of what number ?

40/40=1

16/40=0.4

0.4x100=40

16/40=40/100

B.) What is 120% of 30 ?

100 ÷ 100 = 1

30 ÷ 100 = 0.3

0.3 x 120 = 36

I marked Julie's and Stanice's Percentage Growing Posts. (:

Growing Post Marking Rubric

2006-12-17T15:08:00.001-06:00

Percent Growing Post Rubric

Remember you only create one post. You then edit it as you add more information.
Due Date Monday December 18

Overall Growing Post Instructions

5 Marks
The Growing Post is labeled correctly.(2)
The Growing Post is titled correctly. (1)
The questions for the Growing Post are copied in and in a different colour than the rest of the post.(2)

10 Marks
The question is answered correctly.(1)
There is a symbol, picture and numerical example for the question(3)
There is an image with this question.(3)
The image for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question.(1)

Question 2 How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

10 Marks
Shows how the values are equivalent using numbers.(3)
Shows how the values are equivalent using images.(2)
Shows how all the values are equivalent using pictures.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question.(1)

Question 3 Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

10 Marks
Shows 1 way to find the answer.(1)
Shows 2 ways to find the answer.(1)
Shows 3 ways to solve the question.(1)
Illustrates the ways to get the answer.(3)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(3)
The student showed beyond normal effort in answering this question. (1)

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

5 Marks
Student left a comment behind at a different school.(1)
Student left a link in their post that works.(2)
Student left a review of the post they were linking too.(1)
The student showed beyond normal effort in answering this question. (1)

10 Marks
Student answers the question correctly.(2)
Student explains Why or Why not.(3)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(3)
The student showed beyond normal effort in answering this question. (1)

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

15 Marks
a) 16 is 40% of what number?

Answers the question properly.(2)
Uses an image to illustrate answering the question.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question. (1.5)
b) What is 120% of 30?
Answers the question properly.(2)
Uses an image to illustrate answering the question.(2)
The images for this question has be used in Gliffy, Bubbleshare or another application from Studentblogwikitools.(2)
The student showed beyond normal effort in answering this question. (1.5)

This is the end of your first growing post. It is due on Monday December 18. There are late penalties if you do not complete the assignments on time. Late Assignments will be accepted.

Handed in on time

20 Marks
On time 9:00 Monday December 18th (20)
Late Any other time after 9:00 December 18th (17)
Tuesday December 19th (15)
Wednesday December 20th (12)
Completed Assignment (10)

Marked other assignments and left mark as comments. (You must leave links in your growing post on the posts that you have marked.) There may only be two marks per student. If that student already has 2 marks you must choose another :-)

15 Marks
Your Growing Post
Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)
First Student

Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)
Second Student

Marked another student and left helpful comments behind.(3)
Left a link behind in your growing post telling whose post you have marked.(1)
Handed in marking rubric to teacher.(1)

marjo's Growing Post

2006-12-17T14:30:00.000-06:00

• What is a good definition of percent? You should use words symbols, pictures and numerical examples in your defintion.

link: http://www.gliffy.com/gliffy/#d=1126040&t=percent

• How are three fifths (3/5), 3:2, 60% and o.6 all the same? Use pictures and words to show your answer. - they all equal 60%
-3 divide by 5 = 0.6 x 100 = 60%
-0.6 x 100 = 60%

= 60%

•Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answers)
1.

2.
80 divided by 100 = 0.8 or 1%
0.8 x 35 = 28
28 = 35%

3.
100% = 80, 1%=0.8, 10%=8, 5%=5
8 x 4 = 32 - 4 = 28

•Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about..yes you have to read the post and why others should read the post) Hint in the side bar there are links to other schools. Three of them have done work on percentages!

Blog: http://linden8z.blogspot.com/
i chose "Percent "the real deal" i think this post really helped me alot. and i learned what the word percent means.

Anna's Percentage Growing Post

2006-12-17T13:59:00.000-06:00

Question 1
What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

A percentage is an equivalent fraction that is out of 100. Percentages can be converted into decimals, ratios, and fractions. And so on... Here is a web that shows you what you can do with a percentage. Click here.

Question 2
How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.

Click here.

Question 3
Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).

This album is powered by
BubbleShare
- Add to my blog

Question 4
Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!

http://linden8z.blogspot.com/

I chose the first post because it was talking about percentages. He explained how to get a percent very good. Also he said, why should other people read the post, and I think it could help other people like me.

Question 5
The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.

Ms. Stanzi could be right if she has more children in her class.

Example:

Ms. Stanzi has 36 kids in her class and Ms. Lowrey has 30 kids in her class. Ms. Stanzi's class has 18 kids that met their reading goal. (36 ÷ 2=18)
While Ms. Lowrey's class only had 16 or 17 kids that met their goal . (30÷100=0.3, 0.3x55=16.5)

Therefore, Ms. Stanzi is not correct.

Question 6
Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.

a) 16 is 40% of what number?

b) What is 120% of 30?

30 ÷ 100 = 0.3

0.3 x 120 = 36

120 % of 30 is 36.

OR . . .

Students I marked :

ME

KENDRA

MARJO

Mark's Percentage Growing Post

2006-12-17T13:14:00.000-06:00

Question 1

What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)

http://www.gliffy.com/publish/1125974/L

Question 2

How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use picture and words to show your answer.

3/5: 3÷5=0.6, 0.6x100=60, 5-3=2 (denominator - numerator) numerator = 1st part and denominator - numerator answer = 2nd part = 3:2

They are all the same because the answers are all equivalent.

Question 3

Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different of finding these answers.)

1. 100÷100=1
80÷100=0.8
0.8 = 1%
0.8x35=28%

2. 100÷2=50
80÷2=40
50%=40
80÷100=0.8
0.8=1%
0.8x15=12
50%=40
15%=12
______
35%=28%

3. (Calculator use)
80÷35 and press the %(percent) button = 28

Question 4

Find a link to blogs that deal with percentages. Leave a comment behind and add the link with the review (What the post was talking about....yes you have to the post and why other should read the post) Hint in the side bar there are links to other schools. Three of them have done work on percentages!

http://linden8z.blogspot.com/ My comment on this blog is that they are doing what were doing or just starting.

Question 5

The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms. Lowrey's met their reading goal for the month. Ms. Stanzi said that a great number of her students met their reading goal. Could Ms. Stanzi be correct? Why or why not?

Ms. Stanzi could be right if she had more children in her class then Ms. Lowrey does.

For example:

Ms. Stanzi's class has 20 kids and Ms. Lowrey's class had 16 kids. Ms. Stanzi's class would have 10 kids that met their reading goal. (20÷2=10)

Ms. Lowrey's has only 8 or 9 kids that met their reading goal. (16÷100=0.16, 0.16x55=8.8)

Question 6

Use a hundred grid (unit square) to illustrate the following question. Once you have explained and illustrated what the means solve it.

a) 16 is 40% of what number?

40÷40=1
16÷40=0.4
0.4x100=40
16/40=40/100

b) What is 120% of 30?

30÷100=0.3
0.3x120=36
36/30=120/100

I marked Michael from 8-41 and Lenard from 8-17

Dan's Percent Growing Post

2006-12-17T13:00:00.000-06:00

1.What is a good definition of percent? You should use words symbols, pictures and numerical examples in your definition. (suggestion gliffy is an excellent tool for adding detail to your definition.)
A percentage is out of 100. It is out of 100 because 100 is an easy number to work with. It is represented by %. It can be converted into fractions, decimals, or ratios,(e.g. 45%=45/100=0.45=45:55) It is part of a whole unless you have 100% or more.

2.How are three fifths (3/5), 3:2, 60% and 0.6 all the same? Use pictures and words to show your answer.
Start with 60%. 60% is equal to 60/100, (60 over 100) Now that you have 60/100, you can divide 60 by 100 to get a decimal, (60/100 = 0.6) 60/100 can be reduced to 3/5. Now go back to the fraction. To get the ratio, subtract the numerator from the denominator, (100 - 60 = 40) your ratio is 60:40. 60:40 is equal to 3:2. What you have compared to what you need. They are all equivalents

3.Show 3 different ways to find 35% of 80. (bubbleshare is an excellent tool to animate the many different ways of finding these answer).
100/100=1, 80/100=0.8 0.8x35=28 28/80=35/100
35/2=17.5 17.5x0.8=14 14x2=28

0.8

35/100 is equal to 28 over 80

4.Find a link to blogs that deal with percentages. Leave a comment behind and add the link with a review (What the post was talking about....yes you have to read the post and why others should read the post) Hint In the side bar there are links to other schools. Three of them have done work on percentages!
I went to http://linden8z.blogspot.com/
I commented on the fourth one from the top calle Percent... and don't you forget it.
It was all about converting numbers less than 100 to pecents. I treally made a lot of sense. If anyone is having trouble with converting, I say look at that post. Plus it has very good pics to elp you out.

5.The principal announced that 50% of the children in Ms. Stanzi's class met their reading goal for the month and that 55% of the children in Ms Lowrey's class met their reading goal for the month. Ms Stanzi said that a greater number of her students met their reading goal. Could Ms Stanzi be correct? Why or Why not.
Ms. Stanzi would be right if her class had more than Ms. Lowrey's. Her class had only half(50%) of the the kids reach their goals. While Ms. Lowrey's class had 55%.
For example. If Ms. Stanzi had 30 children in her class and Ms. Lowrey had only 25, Ms. Stanzi would have 15 of her students who met their goals(30/2=15) Ms. Lowrey would only have thirteen or fourteen(25/100=0.25x55=13.75)

6.Use a hundred grid (unit square) to illustrate the following questions. Once you have explained and illustrated what the question means solve it.
a) 16 is 40% of what number? This question means that 16 is 40% of an unknown number.
40/40=1
16/40=0.4
0.4x100=40
16/40=40/100
b) What is 120% of 30?
30/100=0.3x120=36
36/30=120/100

It's over!

Mr H. I have left comments on both Levon's and Bruno's growing posts.

Levon's growing post

2006-12-17T12:37:00.000-06:00

Dec 17 2006

Question one

A good definition for percent is that it is out of one hundred and can be converted to a decimal fraction and a ratio. The symbol for percent is % and it is written like this 25%.

Question two

three fifths (3/5) is the same as 3:2 3+2=5 3/5, 60% 3 / 5=0.6x100=60% 0.6 5 / 3=0.6

Question three

35% of 80

80 / 100=0.8 x 35=28

100 / 100=1%
80 / 100=0.8
0.8x35%=28

80 / 80=1
1x100=100
100 / 80=0.8
0.8x35%=28
Question 4
http://linden8z.blogspot.com/
All this post is talking about is how to show diffrent ways how to get percent
Question 5

Ms Stanzi can be correct because she can have more students.

Question 6
A 16 / 4= 4x10=40 the number is 40
B 0.3x120=36