Today in math class we started off by correcting Friday night’s homework. Instead of correcting the homework on the smart board with Ms. Favazza, we corrected it in groups. This was different but it was fun. It was cool because you got to see where you made a mistake and also it made everyone participate. I think we should correct our homework like that more often.
After homework, we started talking about targeting on audiences. This means what commercials should be on for certain shows. When companies are trying to decide what channel their commercial should be on, they have many questions running through their heads. For example, what age group is going to be watching this show? Will this product appeal to the types of people watching this show? They have to match types of commercials with the types of people. For instance do you think that during an episode of Caillou they would have a commercial about Advil? The chances of that happening are very slim. I think that during Caillou they might have a commercial that would appeal to their audiences. (Like Barbie or Lego) The sales people have to think about this all the time. It is like doing a puzzle. You need the show and commercial to fit together.
A good time in the marketing business for agencies is during the NFL super bowl. This is a good time because the super bowl is known for funny commercials. If your team is not in the super bowl then maybe your only reason for watching is for the commercials. Overall this is a great time for advertising.
We also talked about ratios. There are 3 ways to write a ratio.
3 to 2 - With to
3:2 -with a colon
3/2 - as a fraction
But it is very confusing as a fraction though. People don’t know if you are dividing or what. Sometimes Ratios can be part to part or part to whole. For example, if you say a total of 400 people 300 people said apple juice is better than orange juice. The part to part would be 300 to 100. If you added them you would have the whole. But you can also write it as part to whole. Which, using the same example, the part to whole would be 300 to 400. 300 people out of 400 like apple juice better.
It was an exciting day in math today!
Accelerated Pre-Algebra (10-11) A peek inside our classroom. This is an interactive learning community for students and parents of my 7th Grade Accelerated Pre-Algebra class for the school year 2010/2011. The discussion and information will be as meaningful as you make it.
Monday, January 31, 2011
Thursday, December 16, 2010
Wednesday, December 15, 2010
Thursday, December 9, 2010
Daily Scribe
Today in math class we talking about what we had to do for homework because everyone didn't know what to do for homework from the substitute. We had to make wumps like mug, zug, lug,bug, and glug. Then we copied down are homework. We started to see who was the imposter's from mug the wump. Then started to wrap up 2.1 by starting the wumps hats. we compared them to mugs hat that they all ready gave to us. Then we plotted the table for the graphs. We graphed them and then Ms Favazza handed out are test from last week with the GCF, LCM, fractions and decimals. Ms Favazza wasn't feeling good still so she couldn't yell at us as mush as she wanted to. ha ha. We started to learn the corresponding angle and corresponding sides in a shape. corresponding angles means if you make a shape bigger and compare it to the original one some sides and angles are the same the size is the only one that changes. Fun math class today.
Monday, December 6, 2010
Wednesday, December 1, 2010
Math class 12/1/10
The major topic of todays math class was multiplying and divideing fractions. When you multiply fractions you take the top row of the fraction to get an answer then do the same to the bottom. If the number is a mixed number you change it to a improper fraction.
4 1/2 * 2/6 = 9/2 * 2/6. So you multiply the top row of numbers 2 * 9 =18. Or if a number on the top can be divided be a number and a number on the bottom can be divided by the same number you can divide them. So cross out the 2s to 1 because 2/2 = 1. Also 9/3 = 3 and 6/3 = 2. so replace the numbers 3/1 * 1/2 = 3/2 this is alot easier. Then you have to try to simplify 3/2 = 1 1/2.
Division is very similar because you switch the place of the top and bottom number in ONLY the sencond number. So if the number problem is 10/6 divided by 1/2 you switch 1/2 to 2/1 then multiply. These are the basics of multiplying and divideing fractions but remember the rules of negatives, one negative the number is negative, and two negatives the number is positive. Just in case something like -1/2 * 9/7 happens.
4 1/2 * 2/6 = 9/2 * 2/6. So you multiply the top row of numbers 2 * 9 =18. Or if a number on the top can be divided be a number and a number on the bottom can be divided by the same number you can divide them. So cross out the 2s to 1 because 2/2 = 1. Also 9/3 = 3 and 6/3 = 2. so replace the numbers 3/1 * 1/2 = 3/2 this is alot easier. Then you have to try to simplify 3/2 = 1 1/2.
Division is very similar because you switch the place of the top and bottom number in ONLY the sencond number. So if the number problem is 10/6 divided by 1/2 you switch 1/2 to 2/1 then multiply. These are the basics of multiplying and divideing fractions but remember the rules of negatives, one negative the number is negative, and two negatives the number is positive. Just in case something like -1/2 * 9/7 happens.
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