Daily Scribe

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!

Daily Scribe 11/29 Caroline Hagan

Today in class we learned how to convert decimals into fractions!

Some examples of this are:

.35= 35/100= 35/100 / 5/5 (GCF of both numerator and denominator)= 7/20 REMEMBER: you always want to write the simplest form for your final answer.

.325 = 325/1000 =325/1000 / 25/25 = 13/40

2.45 = 2 45/100 / 5/5 = 2 9/20

Next we wrote these decimals as fractions in simplest form:

0.8 = 8/10 = 8/10 / 2/2= 4/5

1.3 = 1 3/10--------------------------Mixed number for simplest form if converting decimal to fraction

NEGATIVE:

-0.625 = - 625/1000 = - 625/1000 / 25/25 = 25/40 / 5/5 = - 5/8

*** For eighth fractions you keep adding 125 to each decimal to get the next eighth fraction : 0--0.000, 1/8---0.125, and so on..

We also reviewed what Terminating and Repeating decimals are :

Terminating Decimal: A decimal that ends.

Repeating Decimal: A digit or block of digits that repeat.

Writing A Repeating Decimal As A Fraction:

1) Identify how many digits repeat.

2) Place the repeating digits over the same number of 9's

3) Simplify

Example 1 : 0.33333.....

3/9 = 1/3

Example 2 : 0.454545...

45/99 = 5/11

Extra!!! o.99999...... = 1 !!!

Daily Scribe

November 16, 2010

By Larisa Kreismanis

Today in class we learned about the differences between multiples and factors and how to find the least common multiple (LCM) of numeric expressions and variable expressions.

Multiples and Factors

Multiple- A multiple is a number(n) times another number continuing in a numeric pattern. For example,

The first five multiples of 8 are 8, 16, 24, 32, and 40.

Factor- A factor is a number that you can multiply by another number to get the number you need factors for. Factors can be whole numbers or fractions.

For example,

16 is a factor of 32 because 16*2=32

Least Common Multiple (LCM)

The least common multiple of a number is the smallest number that is a multiple of two or more numbers. You can find the least common multiple (LCM) by listing the multiples of the numbers and find which is the smallest multiple in common. For example,

The LCM of 12 and 20 is 60

Multiples of 12 – 12, 24, 36, 48, 60, 72

Multiples of 20 – 20, 40, 60, 80, 100

LCM= 60

Finding Least Common Multiple (LCM)

Using Prime Factorization

You can also find the LCM by using prime factorization. The least common multiple (LCM) is the smallest number that two numbers can be divided into. When finding the LCM by using prime factorization, you find the prime factorization for both numbers. Then you pick the set of prime factors that overlap each other and you multiply them by the numbers that do not overlap each other. The product of these numbers will then be the LCM. For example,

The LCM of 25 and 40 is 200.

Prime Factorization for 25= 5*5.

Prime Factorization for 40= 2*2*2*5.

5 is the only overlapping number, so to find the LCM you multiply 2*2*2*5*5=200.

Finding The Least Common

Multiple in Variable Expressions

When finding the LCM in variable expressions you find the prime factorization for both numbers. Then, including the variables, you pick the sets of numbers that overlap each other, then you multiply the sets of numbers and variables that overlap each other by numbers that do not overlap each other. For example,

The LCM of 15ab² and 12abc is 60ab²c.

The prime factorization of 15ab² = 3*5*a*b*b.

The prime factorization of 12abc = 2*2*3*a*b*c.

The overlapping numbers are 3,a,b so to find the LCM you multiply 2*2*3*5*a*b*b*c to get 60ab²c.

Daily Scribe: November 10th

In class today we learned all about finding the greatest common factor of a variable expression. We started the class off with a Do Now. The Do Now was simplifying three variable expressions. The three problems were..

1. 3*x*y*x

Answer: 3x2y

2. a*b*a*b*b*-2

Answer: -2a2b3

3. 4x2+3

Answer: 103

And after the Do Now we went over the homework from that night. After correcting the homework we watched a slide show about how to find the greatest common factor of variable expressions. In order to find the GCF, we learned that you have to first find the prime factorization of the coefficient or the number. And then you write the variable in expanded form which means no exponents. Next, you find the common factors. Lastly, you re-write the variable with the number first, then the variables in alphabetical order with the exponents. We then did some problems to help us understand this better. We were given two variable expressions and we had to find the GCF of them. Remember to use the Venn Diagram to help you figure out the answer.

1. 4xy2 and 2x2y

2 * 2 * x * y * y 2 * x * x * y

(The numbers or variables in common are in bold!!)

Answer: 2xy

2. 6a2b2 and 4ab3

2 * 3 * a * a * b * b 2 * 2 * a * b * b * b

Answer: 2ab2

3. 10m3n and 15m2n2

2 * 5 * m * m * m * n 3 * b * m * m * n * n

Answer: 5m2n

Overall, today in class we learned all about finding the GCF of a variable expression which was just adding onto what we learned, well reviewed in class the other day which was finding the GCF between two numbers!

Daily Scribe 11-8 Hunter Lambroff

Today in class we reviewed some things from previous years and we also learned some new things about "pemdas" and how it can effect an equasion.

We started off with a Do Now of trying to write down divisibility rules 2 - 10, so here are the answers.
2 - If a number is divisible by 2, it ends in either 0, 2, 4, 6, or 8.
3 - If a number is divisible by 3, the sum of it's digets is divisible by three.
4 - If a number is divisible by 4, then the last two digits of the number are divisible by 4.
5 - If a number is divisible by 5, it either ends in 0 or 5.
6 - If a number is divisible by 6, it must be divisible by both 2 and 3.
7 - The rule is SUPER complicated, so you'll just have to divide.
8 - If a number is divisible by 8, the last three digits of the number are divisible by 8.
9 - If a number is divisible by 9, the sum of it's digits is divisible by 9.
10 - If a number is divisible by 10, the number must end in 0.

Next, we learned about factors.
Factors are integers that divide into another number evenly.
Then, we did some problems to find the factors of a given mumber.

We also learned that prime numbers are numbers that it's only factors are itself and 0.

Later, we learned how exponents are used to show repeated multiplication, it would be alot easier to say 5^7 than 5*5*5*5*5*5*5. You must remember that exponents mean you multiply the. It doesn't mean that you multiply the integer by the exponent. When you write exponents, you write them to the top right of the integer, if it is only miltiplied once you don't have to write anything.

When you add variables, perenthases, and negative numbers in to the process, it can get tricky. When there is a negative variable and it's exponent is even, the product is even. If it's odd, the prodict's odd. If there are parenthases around the negative variable or number, and the exponent ids on the outside, it means that you do the negitive number, times itself as a positive/negative a ceartian amount of times. Parenthases and the exponents effect the equasion and it's answer.

Daily Scribe

Today in class we studied for our test that is tomorrow. Some people played games on the computers, did work sheets, or played kosh ball. Whatever you did I hope that you are ready for the test tomorrow. It is on integers, and some of our vocab words. They are opposite, integer, and absolute value. George told you what they are. You have to also know if you are multipling or dividing integers if it is going to be a positive or negative number. I hope you all studied.

We also have a notebook quiz. This is to see if your notebook is organized. So you should make sure that you have the dates and what number homework it on the page.

If you don't know all of these things and if your notebook isn't organize then you better get studing!

daily scribe, 10-29-10

Today we started off with a do-now. In this do-now we found the absolute value of some numbers. After that we checked our homework. Than we learned four new interger rules. One was if you multiply two numbers of the same sign it is positives. The second is if you multiply two numbers with different signs it is a negitive. The third rule is if you divide two numbers that have the same sign than it is a positives. The last rule is if you divde two numbers that have different signs it is negitive. After we did some practice with these rules on our smartboard. Finaly we ended the day with some football word problems to help us with our addind and subtrating negitives.

Daily Scribe

Info learned in class

the difference between variables (m), variable expression (problem with variable in it), number expression (problem with only numbers in it)

can't use x for multiplication anymore. use a dot or star.

Evaluation Expression = do the math

Steps to find out variable expression

identify variables, example: 27y = 27(3)

evaluation expression

area of a triangle

B=base=5cm,  height=H=4cm

B*H/2=

5*4/2=

representing situations with integers

lose $7.00 = -7

8 steps forward = 8

easy way to do it:

___ ._________.__.__.__

-4 -3 -2 -1 0 1  2    3   4

Greatest to least: -3, 2,3 and 4 

Vocab:
Absolute value 

Definition: a numbers distance from zero on the number line. 

examples: /-9\ = 9 spaces

/-6\ = 6

easy mistakes:

/9\ = -9 NOT the opposite

simple definition:

opposites have same absolute value

Opposite:

Definition: Numbers that are the same distance from zero on the number line, but in the opposites directions

examples:

-2 and 2

-13 and 13

-0.7 and 0.7

easy mistakes:

10 and -5

8 and 8

These are not examples of opposites.

Integers

Definition: The whole numbers and their opposites

whole numbers are 0,1,2, ..

Examples:

6 , -7, 14, 0, -352

easy mistakes:

Miss-spelling the word interger

Other examples of easy mistakes: 1/2, infinity, pi, 0.75