Blog November 18,2010 Chapter 3 Review of Test

1)

Total=63

16- Only Forensic Science

29-Anatomy or Environmental

18- No science

2) S

Total=23

20+ H- X=23

34- X= 23

-23+x= 23

11= x

9-only Sang

11- Sang and dance

3) u=32

17+15=32

17+15-x=22

32-x=32

10=x

n(AnB)=10

n(AnB')=7

4) A={X∈Z-, -5

Set A containing in the set of all X which is an element of negative integers where X is greater than -5 and less than +2.

b) Elements of A:

{-4,-3,-2,-1,0,1}

c) Finite

5) If u={x| x∈ Z, 0≤ X ≤ 15}, A={multiples of 3 less than 16}, B={prime numbers less than 16} list the element of :

A: { 0, 3,6,9,12,15}

B: { 2,3,5,7,11,13}

B'={0,1,4,6,8,9,10,12,14,15}

AUB ={0,2,3,5,6,7,9,11,12,13,15}

AnB'={0,6,9,12,15}

Question: Is 0(Zero) a infinite or finite number?

November 8 2010

The Agenda of the Day :

Go over test from Monday

Notes from Class:

answers for the test

1. A). {x| x E Z 7 <>

B).{x|x E Z-v -12 <>

2. P = { 1 ,2, 3, 4, 5, 6, 7, 8,9}

Q= {3,8,12}

A). no

B). P Q= {3,8}

3.U ={11,12,13,14,15 ,16,17,18,19,20 ,21,22,23,24}

A= {3,6,9,12}

B={7,14,21}

A). B'= { 3, 6,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,}

B).A' B'={11,13,15,16,17,18,19,20,22,23,24,}

4.) A).n (A B)=2

B).n(A U B')=15

6.A). 41

B.41

C.28

7. A). 27

Homework for today :

study for re-take test

Hint or suggestion :

Try your hardest and study for tomorrow

Questions:

What do you think would be the most difficult part of the test tomorrow ?

the blog for November 2 2010

What we did.
Bell ringer
Review Homework

Bell ringer: Draw a ven diagram
U=(2,4,6,8,10,12,14,16,18,20)
A=(2,4,6,10)
B=(6,10,12,14)

We had to find
AnB
A'uB
An'B
1.n(AnB)=2
2.n(A'uB)=8
3.n(An'B)=2

Than reviewd homework that was on page 77



H.W. Due November 3
pg 78 1-4

Question: Do you understand the ven diagram? And when is my b-day?



Sorry that its late.

IB Math Studies 11/1/10

Bellringer

Represent A and B in a venn diagram given

u= {1,2,3,4,5........20}

A= {5,10,15,20}

B= {3,6,9,12,15,18}



Agenda

1. Bellringer
2. Homework Review
3. regions in venn diagrams

Objective: Students will use venn diagrams to illustrate venn diagrams

Big Picture

Venn diagrams illustrate the relationships of sets


Question: What is a region of a venn diagram

Math Studies I- Set Notation 10-25-10 (^_^)by chris

Ok so here's the agenda (i dont know how to do roman numbers so i'll just type the number)
1.-Bell Ringer
2.-Set Notation
3.-Class work

Bellringer: How many elements are in the set
b.{all even positive integers less than ten}
c.{all even numbers}

Objectives: Students will express sets using set notation
Big idea:Set theory helps to identify the relationships of different groups of data.

Ok so even though this wasnt part of the bell ringer, we talked a little about probability.
If i flip a coin there's a 1/2 change it would be heads. If we flip the coin again, there's also a 1/2 change it'll be either heads or tails. Now if we put this data in a diagram it would probably look like this:
---H1/4 = HH
----H1/2 -
Quarter--- --- T1/4 =HT
---H1/4 =HH
----T1/2 -
---T1/4 =TT

this was not supposed to look like this >:(
anyways, if you throw the quarter twice, the probability of getting HH would be 1/4. right?
NOW GOING BACK TO SUBJECT
Ok so first we have to go all the way back to chapter one and review a few things. Miss Sullivan said I should know this but i dont so im just going to write it down.
-Set is a collection of numbers or objects; we use capital letters to represent sets.
-You should know subset, so i wont explain that in detail. We use C_ (the line goes under the c) to represent is a subset of.
-E reads is an element of and E/ (line cuts through the E) reads is not an element of
-{ } represents the empty the empty set containing no members.
-Z:integers R: Real numbers
Ok so now we need to tell the difference between FINITE and INFINITE
-A set can have a finite number of elements and so is said to be a FINITE set.
example. we can say the set of positive integers less than 1000^9 is a finite set. although very large is finite.
-INFINITE sets are sets which have infinitely many members.
example: R={all real numbers between 2.1 and 2.2} is infinite.
According to miss sullivan this is where we start using some fancy words.
Now i didnt quite understand how she explained the lesson so im going to use the book to explain it to you guys. (Page 69)

Ok so lets say I have the following problem:
A={b l b E Z, 4 <>}. The bracket { means "set of all", and the l means "such that".
so, we know Z means integers, and that E means "element of". Now that we know our symbols, we can write it down into one sentence:
"A is the set of all b such that b is an integer between 4 and 10"
EASY RIGHT?
now,This is THE MEANING OF THE SET BUILDER NOTATION
But, we can also A.-list the elements of A and B.-tell whether this is finite or infinite.
A={5,6,7,8,9} B.-this is a finite SET
HOPE YOU GOT IT :)
for homeworks!!!!!!!!!!!!!!!!! pG 69 exercises 3,4 and 5
and my question to you guys is: DiD yOu uNdeRstAnd ToDays lesson?!?!?!..........HA!!!! you wish that was your question!!!!!
You can answer any of these three questions!!! I want the SET BUILDER NOTATION, list the elements of the set (if possible) and tell me whether is finite or infinite, ha! ENJOY >:)
1.-A={x l x E Z, -2 < x < 7}
2.-A={x l x E R, 3 < x < 4}
3.- A ={x l x E Z, 7 < x < 20}
Sorry i blogged late, but you have all week to answer so... yeah.

IB MATH STUDIES 10/18/10

BR: Kate works at McD's earning $8.75 per hour...

a. How much is earned in a 25 hour week?
8.75*25= $218.75

b.If her weekly wage is $250.00 and now works 22 hours what is her rate?
250/22= $11.36

AGENDA
1 Bell Ringer
2 Review for Test
3 Questions


Objective: Students will use rates and conversions to quantify answers.

Big Picture: Different parts of the world quantify data differently.


Question: How do you think you will do on the test Wednesday?

Monday - Oct 17 - By Daria :D

I Bellringer

Nairobi is +2 and Honolulu os -10. What time is it in Nairobi when it is 2 p.m. in Honolulu?

Answer: 2 a.m.

II Chapter II Review

Objective

Students will review concepts of chapter 3

Big Picture

Measurements are vaules in units that can be converted and whose accuracy can be qualified.

Notes on Review

7. 3.6 x 10 (4) kmph - how far would it travel in a day?

3.6 x 10 (4) x 24 = 8.64 x 10(5)

3.6 x 10 (4) kmph - how far would it travel in a year?

8.64 x 10 (5) x 365.25= 3.16 x 10(8)

8. b. round 0.0473 to 2 decimal places - 0.05
2 sigificant figures - 0.047 (since the zeros are not signifcant figures because there is no numbers before the zero.

10. a. How accurate is a tape measure marked in cm?
+/- .5 cm

Homework: Review Set 2B page 65 #1-13

Question:Who ruled half the world back in the day? How did it affect time?

October 15th Math Studies

Bell Ringer

You estimate that your walking speed is 6 mi per hour you live 2 miles from school and you arrive in 18 minutes, what is your actual

1. Speed in miles per hour?

2. What is the error in your estimate?

remember under estimate---> negative error

3. What is the percentage error in your estimate?

Answer

2 miles 6 miles per hr

2minutes 18 minutes

6/60 .1mile/min .9miles/9minutes

2/18 1mile/9min -.1/9

(+.1/9)

_____ = 11.9% in minutes

(.9/9)

Homework

Review set 2A p.64 ( due Monday)

Question:

Do you UNDERSTAND how to find a percentage error in your estimate?

Error & Percentage Error

Error is introduce based on the accuracy of your tool.

To fine error:

You subtract the estimated measurement buy the accurate measurement

To fine percentage error:

It is error over accurate measurement and then multiply by 100

Homework:

Pg 63 numbers 2-5

No i dont really understand the concept of Wednesdays lesson...

October 6, 2010, IB Math Studies.

Bell Ringer:

A box container has a width of 10, a length of 6 and a height of 2.

Given the formula

v=l*w*h

What is the range of possible values for the volume?

Answer:

smallest possible value- 1.5cm*5.5cm*9.5cm=78.375cm³

^{largest possible value- 2.5cm*6.5cm*10.5cm=170.625cm3}

^{Range*140cm3-78.375=61.625cm3}

^{there is an error in each specific measurement.}

^{actual error/actual measurement* 100=44%}

^Agenda:

^{I. Bell Ringer}

^{II. Homework Review}

^{III. Error & Percentage Error}

^Objective:

^{Students will quantify the error introduced by measuring, estimating, or rounding.}

^{Big Picture:}

^{Tools used in measurement are limited in their accuracy.}

^{basically you find the actual measurement and your actual error you divide it and multiply it by 100 to get your percentage of the actual error.}

^Homework:

^{Finish the second part of the investigation ( page 61. Investigation #3. #3,4, & 5)}

^{Question: Did you truly understand the concept of today's lesson?}

Oct. 5, 2010

Agenda:
I. Bellringer
II. Error and Percentage Error
III. Practice Error

Bellringer:
Gym A charges $25 a month plus a $70 initiation fee.
Gym B charges $35 a month plus a $20 initiation fee.
a. Which is cheaper at 6 months?
b. When does Gym B start costing more than Gym A?

Answer:
a. $25 * 6 months = $150
$150 + $70 = $220
by the end of the 6 moths, Gym A charges $220

$35 * 6 months = $210
$210 + $20 = $230
by the end of the 6 moths, Gym B charges $230

b. Gym A:
1st moth: $95
2nd month: $120
3rd month: $145
4th month: $170
5th month: $195
6th month: $220

Gym B:
1st moth: $55
2nd month: $90
3rd month: $125
4th month: $160
5th month: $195
6th month: $230

by the end of the 6th month, Gym B will e charging more money then Gym A

Objective:
Students will find the error in given scenarios.

Big Picture:
Mathematics provide a method for measuring accuracy.

Homework:
Page 60 # 6-10

Notes:

if you have an angle that measures 60 degrees....
it is between 58.50 degrees and 59.50 degrees

if you have a line that is measured as 5.4 cm....
it is between 5.35 cm and 5.45 cm

if you have your speedometer reading 64 mph....
it is between 63 mph and 65 mph

BASICALLY....
Take the accuracy of the units and divide by 2

Please remember to bring your calculators EVERY DAY

Question:
What do you find hardest in this class so far?

10-04-10

Bell Ringer:
If you are paid $12.50 an hour, and work 22 hours a week and are paid every other week, how much is your Gross Pay on your check?

Agenda:
I Bell Ringer
II Using Rates
III Investigation

Objective:
Students will use rates to model intersecting functions

Big Picture:
Rates allow you to quantify to different units in term of each other

Stuff:
Rate of pay 12.50 hr weekly rate of pay
12.5*22=275.00
Bi-weekly Rate of Pay
275*2=550.00

Did You Know?
Included taxes in pay checks: S.S, Medicare, Federal and Sate


52.0-38.6(weeks)=13.4

11.4/38.6= About 30% is set aside

Question:
Do you understand how rates are used? If not, what's difficult about it.

BELLRINGER

COVERT 250 MILES TO CENTIMETERS. GIVE YOUR FINAL ANSWER IN SCIENTIFIC NOTATIONFORM TO 3 SIGNFICANT DIGITS.

1KM= .62 MILES

AGENDA

• BELLRINGER
• HOMEWORK CHECK / REVIEW
• RULES FOR ROUNDING AND SIGNIFICANT DIGITS

BIG PICTURE: NUMBERS CAN BE REPRESENTED ON VARIOUS FORMS TO REPRESENT UNITS AND ACCURACY.

NOTES: 250 MILES / .62 MILES * 1000 M * 100 CM

403.5678

NEAREST WHOLE NUMBER 404 3

NEAREST 10 400 2

NEAREST 100 404 1

NEAREST 1000 0 1

NEAREST 10THS 403.6 4

NEAREST 100THS 403.57 5

NEAREST 1000THS 403.568 6

NEAREST 10,000THS 403.5678 7

HOMEWORK: PG 48 1-4

IF THE NUMBER IS 34.43 WHAT WOULD IT BE IF I SAID ROUND TO THE NEAREST

100THS?

POSTED BY LARON CROFT THE GREAT =)

Nonsense

ok idk why but i can't comment on malenes post so i'm just gonna post like this! ok umm.. i believe you multiply the first number and then add the exponents. not sure... i'm going to go study that..yeah ok bye

September 27, 2010

Sorry for posting this late, I had trouble with my internet until now. But anyways...

Math Studies I

Bell Ringer:

Convert 3.5 lbs to kilograms

7.5 meter to feet

Using 1 lb = 2.2 kg

1 meter = 39.37 inches

Agenda:

I Bell Ringer

II Conversion Review

III Scientific Notation

Objectives: Student will be able to convert any measure from Metric to Imperial units and represent the Answer in standard and Scientific Notation.

Big Picture: Measurements are represented in a variety of units, but have the same meaning.

For any number you can re-write the number in the form

Ax10 b

(The b is suppose to be superscript sorry. Pretty much anything next to the 10 is superscript, you guys understand.)

Where A is a decimal number between 1 and 10 includin 1

1 <(and equal to) a <>

and b is a whoel number

Here come the examples:

1) .0005 = 5x10 -4

2) 542,000 = 5.42x10 5

How do I multiple two numbers in Scientific Notation?

Ex 1) (5x10 -4)(5.42x10 5)=

27.1x10 1=

2.71x10 2

Ex 2) 3.15x10 6

x 2.4x10 3=

7.56x10 9

Ex 3) 2.25 x 10-4/ 1.125 x 10-7= 2 x 10 3

You divide a then subtract b.

Convert 1,000 kg to grams and express in Scientific Notation

Ex 1) 1,000 kg x 1,000g = 1,000,000g = 1 x 10 6

1 kg

Convert 1,000kg to ounces and express in Scientific Notation

Ex 2) 1,000 x 2.2 lbs. x 1 lb. x 16 oz. = 35,200 oz.

kg 1 lb 3.52 x 10 4 in S.N.

4 x 10 4

Homework: Page 44 (5-8)

Question: What do you do when you multiple two numbers in Scientific Notation?

i think i got all conversions figured out;)

................BLOG.....!!!!

today we learned about distance conversions
we use the conversion units that the test gives us
example:
1 hand = 4inches
3 hands=1 ft.

if the horse is 16 hands his height is?

4 in. x 16 hands=64 inches

so what is the heigt to the nearest centimeter?

64in. * 1ft/12in. * 1yd/3ft * 91.44cm/1yd

64in * 1yd/36in * 91.4/1yd =162.56 cm

64in * 2.54cm/1in =162.56

NO HOMEWORK BESIDES STUDY for quiz
the quiz is going to be on conversions of: time, temperature, weight, and distance

question:
do you think you have most of the coversions figured out?

what we did in class today!!!!!! (sorry for the late post i had troubles with my internet)

TODAY IN CLASS WE LEARNED ABOUT TEMPERATURE CONVERSIONS!
TO COVERT FROM CELCIOUS TO FAHRENHEIT YOU USE THIS FORMULA F=9/5C+32. TO CONVERT FROM FAHRENHEIT TO CELCIOUS YOU USE THIS FORMULA C=5/9(F-32)

EXAMPLE (PROBLEM 7 FROM OUR PREVIOUS HOMEWORK ASSIGNMENT)

5/9(F-32)=9/5(C+32)
5/9(X-32)=9/5(X+32) WE DECIDED TO SUBSTITUTE THE f AND THE c WITH AN X TO
MAKE THE PROBLEM EASIER
45(5/9(X-32)=45 9/5(X+32) WE CHOOSE THE GREATEST COMMON MULTIPLE BETWEEN 9&5 TO TRY TO ELIMINATE THE BOTTOM NUMBER OF OUR FRACTIONS
25(X-32)=81(X+32) WE DIVIDED THE 45 IN EACH SIDE BY 9 AND 5 THEN THE RESULT BY THE REMAINING NUMBER OF OUR
"FRACTION"
25X-800=81X+1440 WE MULTIPLIED 25 TIMES X AND 25 TIMES 32 AND WE ALSO MULTIPLIES 81 AND X AND WE ALSO MULTIPLIED 81 AND 1440
-56X-800=1400 WE SUBTRACTED EACH SIDE BY 81X
-56X=2240 WE ADDED 800 TO THE RIGHT SIDE
-56X/56=2240/-56 WE DIVIDED EACH SIDE -56
X= -40 DEGREES

IF AFTER MY EXAMPLE AND WHAT I EXPLAINED YOU STILL HAVE PROBLEMS FEEL FREE TO REREAD IN YOUR MATH STUDIES PAGES 39-40 TO GET A BETTER UNDERSTANDING

WE DIDN'T GET ANY HOMEWORK

MY QUESTION:

ARE YOU HAVING ANY TROUBLE WITH CONVERSIONS? IF SO WHAT WOULD YOU LIKE TO BE HELPED IN SO THAT YOU COULD UNDERSTAND IT BETTER?

o no way someone forgot to do the blog

yayy... no homewrk?

not cool i need the notes for today since i was not there today

:[

No Blog???

Man...

???

whats the homework? who is the blogger???

Noone put a blog so Ima put this so I dont fail

9-21-10

i have no internet i just got from a competition and the blogger for today hasnt put the work up.

Monday 09/20/10 Blogger

BELLRINGER Given that SanFrancisco is -8 and Santiago is -4 and London is 0, is there a time between 9 and 5pm when they can hold a one hour conference call? If tyhere is, when?

AGENDA
1. Bellringer
2. Review of time change
3. Temperature Conversions
4. Unit Conversions

Objective: Students will be able to convert time, temperature, distance and weight between imperial standard units and metric units.

* Friday's Test was passed back (Review)

#1 { } Had to bee this type of brackets
#2 2010 -315 + 208 ---> From left to right
#3 8132 - 4881= 3251
#4 (210 x 400)/ (21 x 4) = 1000 times larger
#5 7 x 23 =161
#6 108.84 to the nearest hundreds
#11 182 > 2 x 91> 13 x 7
Order of operation: Please Excuse My Dear Aunt Sally

~NOTES~

Bellringer Question

0 GMT for London
-4 Santiago
-8 San Francisco

London 9 -----------------------------17
Santiago 5---------------------------- 13
S.F 1 ----------------------------- 9

There is no possible time when they can have a conference call between 9am and 5pm
because of the large time difference.

Temperature Conversions

F= 9/5 C + 32

*We didn't finish discussing Temperature Conversions

HOMEWORK----> pg. 40 #'s 1-7

QUESTION: How do you read the time zone map in the book?
From left to right or from right to left? Do you have an easier way to reading it?

I think fridays class was real fun=))it was cool to learn about time change in different countries!!!

i think i did good on Thursdays test...it was real easy=)

wed. post

i think on the test i was going to ace it :)

fridays lesson

i think fridays lesson was confusing but at the same time logical

Friday's Lesson

Agenda:
I Bell ringer
II Time math
III Class work

Objective: Students will be able to solve problems involving time.


Bellringer:

If it is 7a.m. in the U.S., it is 1p.m. in England and it is 2p.m. in Johanesburg
If everyone starts work at 9a.m. What would be a time everyone could be on a conference call at the same time? Write a memo inviting each city with their time.


Notes:
Pg. 36

Ex. 1
U.S. New York at 7a.m. your flight is 4hrs to California then fly to Japan which takes 13hrs.
What time will you arrive in Japan ?
What time do you land in CA?

7a.m. in NY what time in
CA------------ 4a.m. + 13hrs = 5p.m.
Japan ------ 9a.m. ----> 2p.m. the next day


<------------------------------------------------>
-8 +9
9-(-8)= 17hrs

CA---- 4hrs 21
+17 +17
___________ _______
21hrs ----- 9p.m. 38 next at 14:00



Ex. 2
New York -5
CA -8
Tokyo +9


NY <------------------------------------------------->
9am 10 11 12 13 14 15 16 17 18


CA <-------------------------------------------------->
6am 7 8 9 10 11 12 13 14 15



Tokio <------------------------------------------------->
23 0+1 day 1 2 3 4 5 6 7 8


5p.m. ------ 8p.m. = best time to make a call



NO HOMEWORK !


What do you think about friday's lesson ???

Wednesday's Class

Agenda: 1 Bell Ringer

2 Review for Chapter Test

Objectives: Students will be prepared to demonstrate mastery of Chapter 1.

Bell Ringer!

Find the GCF and LCM of:

a. 12, 30

b. 45, 60

c. 17, 21

Example Questions on Review Page 33.

Ex. 1

P = {2, 3, 5, 7} and Q = {5, 7, 9}

a. Find

i. Intersections of P and Q ii. Union of P and Q

b. Are P and Q disjoint sets?

Ex. 2

a. Find the sum of 8, 15, 9?

b. What number must be decreased by 293 to get 648?

c. Determine 5 x 39 x 20?

d. Find the Product of 14 and 38?

e. Find the quotient of 437 and 19?

QUESTION!

How do YOU think you'll do on the test?

VIVA MEXICO

well i hope i pass the test tomorrow.

Tuesday, September 14, 2010 blog.

3 cheers for blogging.!

AGENDA!
-least common multiple
-greatest common factor

Objective: Students will be able to identify the least common multiple and the greatest common factor of any two numbers.

BELLRINGER!
--Write down the numbers 1-30
-circle the multiples of 3
-square the multiples of 4
-what numbers are multiples of both 3 and 4?

NOTES!
--to get the least common multiple, take two numbers, multiply them, then divide that number by the greatest common factor of the two numbers.

ex.1)
6 and 9
greatest common factor-3
6 times 9 -> 54 ->> 54 divided by 3 equals 18
least common multiple- 18

ex.2)
8 and 12
greatest common factor-4
8 times 12 ->96 ->>96 divided by 4 equals 24
least common multiple-4


HOMEWORK!
--page 30, numbers 1-7
*chapter test Thursday
*no quiz Friday

QUESTION!
hmm. did anyone think today's lesson was hard?

have a nice day:)

We reviewed greatest common factors and least common multiples, and learned a trick to find the lcm

Monday 9/13/10

Today, we learned about some of the math language like Exponential Notation.

It's my turn to blog today

Class Agenda:

I) Bell Ringer

II) Math Language

III) Exponential Notation

IV) Factors of Natural Numbers

Notes:

Today in class we reviewed prime factorization. We learned that using this technique, math can be much easier. Here are some examples on prime factorization:

8 > 2*4 > 2*2 ....therefore you get 2 cubed

148 > 2*74 > 2*37 ....therefore you get 2 squared times 37

*sorry if thats not clear, i cant show it well with typing*

We learned that a technique that can be used to make solving equations without a calculator easier.

Example:

(35*23*72 )/(32*2*7)

This can be simplified to 33*22*7 by subtracting the exponent from the numerators to the similar numbers in the denominator "35 and 32, 5-3=2...so you get 33"

We also review adding evens and odds added in a certain combination, even plus even, odd plus odd, or odd plus even, will always become either an even or an odd

Example:

Odd+Odd= Even

Even+Even=Even

Odd+Even=Odd

Also we learned that any even can be written as 2x, and that any odd can be written as 2x+1

Homework:

Page 26 numbers 2, 3, and 7

*RANDOM TIP*

Paying attention in class and taking notes will benefit you, not doing so may cause you to have trouble

QUESTION:

Are there any shortcuts to prime factorization?????

since i was assigned to be the first blogger yesturday for the IB Math Studies well this is whats up:
1. The Agenda for the day was:
1)-Select the Blogger
2)-Bell Ringer
3)-Review the homework
4)-Prove all reapeating decimals are factions
5)-Homework.

Notes from the Class:
To show that any repeating decimals could be a fraction Ms.Sullivan gave us the following examples:
.67676767....
x=.67676767
100x=67.676767...
100-x 67.676767...
-.676767100X-X=6799X=67X=67/99

Another example that we went through is:
x=.357 357 3571000
x=357. 357 3571000x
-x=357999x=357/999

And finally the last example that we did was:
.15555....
1+x=.05555_-1_0
X=.05555
100x=5.555
10x=.5555
100x-10=5
90x=5
x=5/90
___
.155 =1/10+5/90=9/90+5/90=14/90.

The homework assignment was to do pg.27 #6 in the Mathematics orange book.

The suggestions that i would say is to come prepare, Pay attention and ask question in case if your stuck on something.

5. One thing i want to share about the lesson is that, is very important that we understand the steps and memorized them.(It saves time when doing the homework looking back into the notes.

6)-The question for you guys to answer is:theres people that learn in different ways, in order for them to learn or undertand better, sometimes the method that teachers use is not specifically the way you undertand math the best.Whats your own way in which you consider that you learn math more easily?

we learn how to prove that all repeating decimal number are rational. It was a bit on confusing

friday

we learned that any repeating decimal is a fraction

on this friday

we learned how to convert decimal numbers into fractions and fractions into decimal number.. we also got homework due monday lol

On Friday

we learn how to change repeating decimal to radical numbers

on friday we learned how to turn a repeating decimal into a fraction. ex. .456456456456
this fraction would be 456/1000

Friday's class

on Friday we learned how to turn repeating decimals into fractions.
Here is an example :

.676767676....
X=.67676767....
100x- X=67.67676...
- .6767676.....
100x- x = 67
99x= 67
x = 67/99

im blogging again :)

on friday we learned how to make an on-going decimal into a fraction. it was kind of weird and hard at first but we got the hang of it.

This past friday...

We learned that any repeating decimal is a fraction...

Just like Williams posted yesterday, Here is an exmaple;

x= .67676767...

100x= 67.676767...

100x - x= 67.676767... - .67676767...

100x - x= 67

99x=67

x= 67/99

(Fridays example problem)

Thank God for Fridays

On Friday, we learned that .77777 can be turned into 77/99 or 7/9

Repeating Decimals...

Today, we learned how to prove that any repeating decimal is also a fraction, something that can be easily achieved through a series of operations.

9/10/10

we learned that any repeating decimal is a fraction

today i learned about subsets and different ways to group numbers.

We started off the day with a bellringer. We had a lot of trouble with the assignment, as most people didn't know what to do. After a brief explanation, Miss Sullivan taught us some set language. We learnt the meaning of the words union and intersection. After establishing the basic set notations, we learnt the sub-sets of all real numbers: counting numbers, natural numbers, integers, positive integers,negative integers and rational numbers.

All ablout sets...

Today in class we learned all about sets, and the subset, and what is a union and what is an intersection.

IB Math Studies 09/09/10

we started class with a bell ringer and we had a bit of trouble understanding it at first but after she explain we understood it and we were able to finish the work

8th Prd.Math

Today in math class I learned about subsets, sets of integers and rational numbers. We also learn bout other different types of sets such as counting numbers, natural numbers etc... We also got homework for tonight...

some sets language

Today's lesson really confused because it was something I never saw and I learn something new. I thought the first week of school would be review of last year but no i actually learn something new which I found interesting. Its math like has its own language and symbols.

The Raw Class

I Learned about sets such as A = {2,4,6,8...}

Sets

Sets

• A set is a collection of numbers or objects.
• Capital letters are often use to represent set.

(ex) A= [2,4,7,9,11]

Today's class!!!

Today in math studies class we talked about sets of numbers! A regular u equals a union, which is a set of all the numbers in both sets, and in which the numbers that are repeated more than ones is only written once. The opposite u equals a intersect, which is a set of only the numbers that are repeated in the sets. We also learned that when dealing with sets the {, is always used in the begging and in the ending of the sets. We also learned that:

A= {set of all even integers}
B= { set of all rational numbers}
N*= {1,2,3.........}
N= {0,1,2,3.......}
Z={-4, -3,-2,-1,0,1,2,3.......}
Z+= N*
Q= { rational numbers is any number b/c where b,c are elements of z and c is not equal to 0}
R= { all real numbers which is the set of all rational and unrational numbers..

Before talking about sets, in class we were discussing the issue that mostly all the people in the class were struggling to sign up for the blog, and ms. sullivan explained how to do it.

9-9-10 IB Math Studies class

Today in class, Ms. Sullivan taught us about Number sets... We were supposed to learn about this in grade school but I guess they took it out of the curriculum.  We learned about union, intersection and subset...

today

Today in IB Math Studies we learned more about numbers and that they can be united and we learned about putting them together. also about how we have to label them.

Yesterday we talked about numbers and then how to create a blog!

Different types of numbers

Yesterday, we discussed the different types of numbers and the wide variety of names that can be given to these different variations of what is called the number. We talked about fractions, integers, negative numbers, whole numbers, natural numbers and much more. We also discussed about the blog, which is a new way of connecting with the students through a blog page.

IB Junior Math Class

Yesturday in class we kind of reviewed different types of numbers
Like integers, fractions & decimals...
We alsotalked about the blog.

Math rhymes with AWESOME! ^_~

After a long day in school, Math class would have been torture, fortunately, luck was on our side and Ms. Sullivan as the rawesome(Raw+Awesome) cool teacher she is, we were given a homework assignment that we could actually work on while we use Facebook. We were to introduce ourselves in this blog per se. So that is what we have done. Now to summarize what we did in class.

1. We were given a bellringer which made me realize numbers are too cumplicated.
2. The bellringer showed how term different category of "numbers"
3. Examples: Whole Numbers(1,2,3,4,5), Negative Integers(-1,-2,-3,-4,-5), and Fractions(1/2, 2/3, .25, .555)
4. (Not True) And finally we learned all the numbers in pi. Yeah... If that was possible.

As always keep looking at the stars! And 1+1= 11.
P.S- Ms. Sullivan do we have to be more professional? Was this a practice post per se?

In Class

Today in class we mostly talked about the blog that since now on we are going to start doing.

we notice the difference between negative and postive number. Intergers are whole numbers that can be greater than zero.

todays class

we mostly talked about this blog. honestly how do you feel about it?

What I Learn today in math

I learn different number categories such as integers, radicals etc.. I also learn what a blog really is and the reason why it's use for.

Information Learn In Math Class

Today during math class we got learn how to classify numbers. We also learn how to blog and we learn that we will be blogging ourselves at least maybe once a month.

IB Math

Figured this thing out because I actually paid attention in class on how to blog and what its benefits are.

First Blog

today we got new project it is to post blogs

Math

I agree lauren!! today in class we talked about how to blog and the different way we can classify numbers.

Oh my goodness, finally!!

ok this took me forever and a day to figure this out so.... what we did in class today was discuss the blog, and how we were going to pick who was going to write and what we were going to write!!

ib math studies

today in class we learned about different types of number and how our blog will work and how it will be organized.

Basicly in todays class period we learned about blogging, and how helpful it is when someone is absent. Also, different ways to name numbers.

:) Pedro's tha bomb

Okay. So today we learned about categorizing numbers and how to blog :) taadaa!!!

Today

Today we learned how to do the blogs. We also learned about groups of numbers.

what up juniors

haha someone posted something as me(the 1st comment) well this is the real me, TXT ME..
well today in IB math studies 1,we learned about the groups of numbers and we learned about blogging. im a blogger now :)

So today we learned about the different catagories of numbers, for example whole numbers, rational numbers, positive and negative integers etc. After that we learned how we are supposed to do the blogs and how many points we get.

What we did today

Today in class we went over the different classification of numbers, such as; Positive and Negative integers, Rational and Irrational numbers, Decimals, and Fractions. After turning in the Bell ringer we learned about our class blog and how to log in. For homework we have to add a post on the blog relevent to what we did in class.

9/8/10

we learned about number categories. For example intergers, fractions, irrationals.

idk

okay, so today in mrs sullivan's class, we talked about a couple of things. mostly we talked about numbers and how they could be classified in many categories. for exmpale, as integers, rational irrational, fractions, and decimals. amd yeah...thats mostly iit:)

9/8/10 class work

What we learned today in math, was based on how much knowledge we had in some especific sets of numbers, for example: whole numbers(1,2,3,4,5,,,),intergers (-3,-2,-1, 0,1,2,3) and more...

...

What ups, forgot what to do.

Welcome

Each day a student will be assigned to post to the IB Math Studies I blog. In this blog you will share:

1. The Agenda for the day
2. Notes from the Class
3. The homework assignment
4. Hints or suggestions
5. One thing you want to share about the lesson