Tony has got his kite stuck at the top of a very tall tree. He knows the string on his kite is 20 m long. When he pulls the string tight and holds the very end on the ground it touches 17 m from the bottom of the tree. If the ground is flat, how tall is the tree?
a = ?
b = 17 m
c = 20 m
So what we're trying to find here is a. To do that, we must first find the area of the sides of the triangle that we know the measurements of.
a = ?
b = 289 m
c = 400 m
Since we have the hypotenuse (c = 400 m), we need to subtract to find a.
a = c - b
a = 400 - 289
a = 111 m
But that's the area so we square root it.
111 = 10.53565375285274 or 10.53 m
Sentence answer: "The tree is 10.53 m tall."
Susan is making a jump to ride her bike over. She uses a 1m plank of wood to make the jump, and raises the end 50 cm off the ground with a second piece of wood. How far along the ground from the end of the plank that touches the ground is the second piece of wood? a = 50 cm
b = ?
c = 100 cm
We are now going to find what b (for bottom) is. Once again we find the area of the squares surrounding the triangle.
a = 2500 cm
b = ?
c = 10000 cm
Now we subtract c and a to find the area of b's square.
a = 2500 cm
b = 7500 cm
c = 10000 cm
But since we need the side, we square root the 7500 cm.
b = 86.602540378 or 86.6 cm
Then a sentence to wrap the question up.
"The distance between second piece of wood and the end of the first piece of wood is 86.6 cm."
Showing posts with label harvey841. Show all posts
Showing posts with label harvey841. Show all posts
Sunday, May 30, 2010
Monday, May 3, 2010
Harvey's 2 Minutes to Make a Difference Reflection
2 Minutes to Make a Difference Presentation
2 Minutes to Make a Difference Movie Version 1
2 Minutes to Make a Difference Movie Final Cut
Please reflect and talk about the changes you made between the first and final cut of your movie. Were the student comments helpful in making your final cut better?
The changes that I've done to make the movie better are changing the music because the first song didn't really fit the other songs, changing the headings because they were kind of blurry and too small. I also added the credit in because in version 1 I didn't have enough time to add them and its important to have proper credits. And lastly I added more information because version 1 was kind of lacking, and without information its hard to convince someone to make a difference. And the student comments didn't really help me much, because I knew most of the problems with the help of self-editing.
If you did not find an expert tell us why you were unsuccessful. Be honest.
We did not find an expert because my group was behind and I wanted them to get caught up first but that took a while and before I knew it, we had to make a movie.
What was your greatest success in the 2 minutes project. What skills will you take away with you and use in the future?
My greatest success and skill that I would like to use in the future would be my graphics and movie making skills. I think my graphic making skills on the computer with the right programs are better than on paper, and the movie wasn't half bad for someone that just used movie maker for the first time.
What frustrated you during the movie making process? What strategies did you use to become successful?
What frustrated me during the process of making the movie would be the movie maker itself. Windows Movie Maker likes to freeze alot and takes up a lot of resources on my computer. But the good thing is that movie maker creates a few "save points" every few minutes and if the program crashes, you can start it backup and load the latest save point created. I tried to work around this problem by using less programs as I possibly can. But crashes still happen.
Why is the 2 Minutes project important to Grade 8 Students?
2 Minutes to Make a Difference is important because most grade 8's don't know what its like outside their, country, city, or even their home. Because out there are people that endure problems, prevent problems and cause problems. And sometimes we don't know that. And I think its great that we get to know about these problems now instead of later because if we reach adulthood without any knowledge of the outside world...I think we would be confused because life wasn't what we know it was anymore.
How will you make a difference in the future?
I will try to help deter problems as long as it doesn't inconvenience me because convenience is very convenient.
2 Minutes to Make a Difference Movie Version 1
2 Minutes to Make a Difference Movie Final Cut
Please reflect and talk about the changes you made between the first and final cut of your movie. Were the student comments helpful in making your final cut better?
The changes that I've done to make the movie better are changing the music because the first song didn't really fit the other songs, changing the headings because they were kind of blurry and too small. I also added the credit in because in version 1 I didn't have enough time to add them and its important to have proper credits. And lastly I added more information because version 1 was kind of lacking, and without information its hard to convince someone to make a difference. And the student comments didn't really help me much, because I knew most of the problems with the help of self-editing.
If you did not find an expert tell us why you were unsuccessful. Be honest.
We did not find an expert because my group was behind and I wanted them to get caught up first but that took a while and before I knew it, we had to make a movie.
What was your greatest success in the 2 minutes project. What skills will you take away with you and use in the future?
My greatest success and skill that I would like to use in the future would be my graphics and movie making skills. I think my graphic making skills on the computer with the right programs are better than on paper, and the movie wasn't half bad for someone that just used movie maker for the first time.
What frustrated you during the movie making process? What strategies did you use to become successful?
What frustrated me during the process of making the movie would be the movie maker itself. Windows Movie Maker likes to freeze alot and takes up a lot of resources on my computer. But the good thing is that movie maker creates a few "save points" every few minutes and if the program crashes, you can start it backup and load the latest save point created. I tried to work around this problem by using less programs as I possibly can. But crashes still happen.
Why is the 2 Minutes project important to Grade 8 Students?
2 Minutes to Make a Difference is important because most grade 8's don't know what its like outside their, country, city, or even their home. Because out there are people that endure problems, prevent problems and cause problems. And sometimes we don't know that. And I think its great that we get to know about these problems now instead of later because if we reach adulthood without any knowledge of the outside world...I think we would be confused because life wasn't what we know it was anymore.
How will you make a difference in the future?
I will try to help deter problems as long as it doesn't inconvenience me because convenience is very convenient.
Friday, February 26, 2010
Surface Area Growing Post
3-D Rectangles
This is a rectangular prism:
This is a rectangular prism net:
Here are the measurements needed to get the total surface area (TSA) of the rectangular prism:
Here are the measurements on the rectangular net:
You use the formula L x W = a (Length times Width equals area of rectangle).
A = L x W
A = 2 x 3
A = 6cm
Since all the squares have the same measurements, we can add up the TSA now.
TSA = S1 + S2 + S3 + S4 + S5 + S6
TSA = 6 + 6 + 6 + 6 +6 +6
TSA = 36cm²
3-D Triangles
This is a Triangular Prism:
A Triangular Prism Net:
Triangle Prism with the measurements needed to get total surface area:
Net with measurements:
To get the total surface area, you need the formulas:
A = B x H / 2 (Area equals Base times Height divided by two)
A = L x W
To get the TSA, I'll first add 5cm, 6cm, 7cm because they're technically one line and that I can just multiply that number by the 3 cm instead of having to do it multiple times.
5 + 6 + 7=18cm
a = L x W
a = 3 x 18
a = 54cm²
a = B x H / 2
a = 6 x 5
a = 30 / 2
a = 15cm²
Since the other triangle has the same dimensions, we'll just add up the TSA.
TSA = S1 + S2 + S3
TSA = 15 + 15 + 54
TSA = 84 cm²
So the Total Surface Area of this triangle is 84cm².
Cylinders
This is a Cylinder:
This is a Cylinder Net:
This is the Cylinder with the measurements:
This is the Cylinder net with measurements:
These are the formulas needed to get the total surface area of a cylinder:
C = pi.d (Circumference equals pi times diameter)
R = D / 2 (radius equals diameter divided by two)
A = pi.r.r (area of circle equals pi times radius times radius)
A = LxW (area equals length times width)
How to get the total surface area:
We don't have all the needed measurements like circumference and radius yet, so we'll get them.
C = pi x d C = 3.14 x 10 C = 31.4cm
Remember, the circumference of a circle becomes the length of a rectangle.
r = D / 2 r = 10 / 2 r = 5cm
Now we can get the areas of the circle and rectangle.
A = pi.r.r A = 3.14 x 5 x 5 A = 78.5cm²
A = L x W A = 31.4 x 10 A = 314cm²
Now to add them all up:
TSA = C1 + C2 + S1 TSA = 78.5 + 78.5 + 314 TSA = 471cm²
And here's a video that me and Jim and Feppe made that shows what I did in this scribepost in video form. :D
This is a rectangular prism:
This is a rectangular prism net:
Here are the measurements needed to get the total surface area (TSA) of the rectangular prism:
Here are the measurements on the rectangular net:
You use the formula L x W = a (Length times Width equals area of rectangle).
A = L x W
A = 2 x 3
A = 6cm
Since all the squares have the same measurements, we can add up the TSA now.
TSA = S1 + S2 + S3 + S4 + S5 + S6
TSA = 6 + 6 + 6 + 6 +6 +6
TSA = 36cm²
3-D Triangles
This is a Triangular Prism:
A Triangular Prism Net:
Triangle Prism with the measurements needed to get total surface area:
Net with measurements:
To get the total surface area, you need the formulas:
A = B x H / 2 (Area equals Base times Height divided by two)
A = L x W
To get the TSA, I'll first add 5cm, 6cm, 7cm because they're technically one line and that I can just multiply that number by the 3 cm instead of having to do it multiple times.
5 + 6 + 7=18cm
a = L x W
a = 3 x 18
a = 54cm²
a = B x H / 2
a = 6 x 5
a = 30 / 2
a = 15cm²
Since the other triangle has the same dimensions, we'll just add up the TSA.
TSA = S1 + S2 + S3
TSA = 15 + 15 + 54
TSA = 84 cm²
So the Total Surface Area of this triangle is 84cm².
Cylinders
This is a Cylinder:
This is a Cylinder Net:
This is the Cylinder with the measurements:
This is the Cylinder net with measurements:
These are the formulas needed to get the total surface area of a cylinder:
C = pi.d (Circumference equals pi times diameter)
R = D / 2 (radius equals diameter divided by two)
A = pi.r.r (area of circle equals pi times radius times radius)
A = LxW (area equals length times width)
How to get the total surface area:
We don't have all the needed measurements like circumference and radius yet, so we'll get them.
C = pi x d C = 3.14 x 10 C = 31.4cm
Remember, the circumference of a circle becomes the length of a rectangle.
r = D / 2 r = 10 / 2 r = 5cm
Now we can get the areas of the circle and rectangle.
A = pi.r.r A = 3.14 x 5 x 5 A = 78.5cm²
A = L x W A = 31.4 x 10 A = 314cm²
Now to add them all up:
TSA = C1 + C2 + S1 TSA = 78.5 + 78.5 + 314 TSA = 471cm²
And here's a video that me and Jim and Feppe made that shows what I did in this scribepost in video form. :D
Wednesday, February 17, 2010
Harvey's Scribepost for February 17 2009
Monday, January 18, 2010
Scribepost for January 7, 2010 7:16 PM
I'm taking care of part 1. Which is Part 1 of your homework. :D
So, you go to mytextbook.ca and login. Go to Chapter 4 section 4.2: Representing Fractions, Decimals, and Percents. Scroll down to page 135 and look at Key Ideas.
You are going to copy that to your foldable, on the second flap 4.2 Fractions, Decimals, and Percents.
Open it up and copy on the top.
TO THE PERSON READING THIS: DO PART 2. YOU HAVE TO ANSWER 3 QUESTIONS FROM PAGE 135.
So, you go to mytextbook.ca and login. Go to Chapter 4 section 4.2: Representing Fractions, Decimals, and Percents. Scroll down to page 135 and look at Key Ideas.
You are going to copy that to your foldable, on the second flap 4.2 Fractions, Decimals, and Percents.
Open it up and copy on the top.
TO THE PERSON READING THIS: DO PART 2. YOU HAVE TO ANSWER 3 QUESTIONS FROM PAGE 135.
Monday, January 4, 2010
Harvey's Scribepost for Jan 04 2009
Question Numbah 5
a) To answer this question all you have to do is multiply 6 by itself and 8 by itself. So:
a) To answer this question all you have to do is multiply 6 by itself and 8 by itself. So:
6x6=36 8x8=64
b) Well, all you have to do is add up 36+64(areas of the 2 other squares) to get the area of the last square, which is 100
c) To find the length of the hypotenuse, all you have to do is square root the area that we found in b). So:
√100=10
Tuesday, December 8, 2009
Harvey Pays it Forward
Part 1
What is "Pay it Forward"?
Pay it Forward is an ingenious idea, created by the author of the book, Catherine Ryan Hyde. Her book is now well known, even having its own movie and foundation (http://www.payitforwardmovement.org/ and http://www.payitforwardfoundation.org/) But the same idea is also described by Benjamin Franklin, in a letter to Benjamin Webb, Dated at April 22, 1784.
What is "Pay it Forward"?
Pay it Forward is an ingenious idea, created by the author of the book, Catherine Ryan Hyde. Her book is now well known, even having its own movie and foundation (http://www.payitforwardmovement.org/ and http://www.payitforwardfoundation.org/) But the same idea is also described by Benjamin Franklin, in a letter to Benjamin Webb, Dated at April 22, 1784.
| I do not pretend to give such a Sum; I only lend it to you. When you [...] meet with another honest Man in similar Distress, you must pay me by lending this Sum to him; enjoining him to discharge the Debt by a like operation, when he shall be able, and shall meet with another opportunity. I hope it may thus go thro' many hands, before it meets with a Knave that will stop its Progress. This is a trick of mine for doing a deal of good with a little money. |
|---|
Part 2
What was your Pay It Forward act of kindness?
We did 2 things. The first thing that we did is we donated some koats to the "Koats For Kids". Second, we donated more things to the Salvation Army. Third, we gave the teachers some candy canes to lift their spirits up.
look at me, I'm in the same pose. :)We did 2 things. The first thing that we did is we donated some koats to the "Koats For Kids". Second, we donated more things to the Salvation Army. Third, we gave the teachers some candy canes to lift their spirits up.
Why did you choose this activity?
I couldn't donate a coat because all I had were sweaters. We chose Salvation Army because I wanted to get rid of other unnecessary things that I own. I wanted to donate them because instead of ending up in the trash, somebody else could use it. Cause you know what they say: "Another man's trash is another man's treasure" right?
I couldn't donate a coat because all I had were sweaters. We chose Salvation Army because I wanted to get rid of other unnecessary things that I own. I wanted to donate them because instead of ending up in the trash, somebody else could use it. Cause you know what they say: "Another man's trash is another man's treasure" right?
Who did you help?
In my opinion no one really, because I feel that I didn't really accomplish anything.
What did you do?
I gathered all the old clothes I could find and gave them to salvation army.
When did you do you act of kindness?
The day before this is due. The reason that is because we couldn't figure out something really big and creative so we opted for a simple one in the end.
Part 3
How did your act of kindness go?
I didn't feel that "feeling". You know, like that special feeling that you feel only after you know you've done something good.
I didn't feel that "feeling". You know, like that special feeling that you feel only after you know you've done something good.
What Happened?
Well, we gave them what we could give them, and took pictures while it happened. I can't really say anymore.
How did you feel?
I didn't really feel that special feeling, as I've described earlier
How did the person or people react?
I don't really know, but I don't think they were expecting kids to be donating anything!
Did you ask the person or people to "Pay It Forward"?
No.
How did they react to your request?
They were nice about it, and accepted the donations we gave them.
If you did not ask the person to "Pay It Forward" how come?
I didn't really want to. And besides, actions speak louder than words don't they? So I think my actions are enough that they will pay it forward
Part 4
Why is the idea of "Pay it Forward" important?
Its important because I think this is what the world needs to change into a better place. It brings people together through random acts of kindness connects them, like a giant family tree.
Has your act of kindness made a difference?
I don't really think so. It felt like it was just something we needed to do, not an actual pay it forward thing where your act of kindness was a kodak moment, it only happens once. This wasn't.
Saturday, November 21, 2009
Scribepost for November 20, 2009
Y helo thar guyz.
Math Class:
We corrected pages 24 and 25 from our Homework book. Then we reviewed what a factor tree is, and made examples on the board.
Then we work on our foldable.
First, we fold the foldable in half.
Then fold them inwards to the foldable.
Open up the "what I need to work on tab" and flip the foldable so you see the back of "applying the Pythgeon Relationship". Turn the foldable horizontally.
Draw a line on the top and bottom folds. Do not do anything to the middle line.
Using a cm ruler, draw a tick for every 2 cm. Label them 1-25. Do the same for the bottom but do not label it.
Then make the first five perfect squares using graph paper. (1x1=, 2x2=4, 3x3=9, 4x4=16, 5x5=25) Cut them out and match the product(answer) with the numbers that you wrote on the ticks. (2x2=4 match the 4 with the 4 on the foldable) Glue them on. Make sure to keep the scrap graph paper as you'll need it for homework.
Now for Homework, you need to draw 2, 3, 4, 5, squares separately. Cut them out and make a square out of them. You're allowed to cut the squares into something that will allow you to make a square.
Math Class:
We corrected pages 24 and 25 from our Homework book. Then we reviewed what a factor tree is, and made examples on the board.
Then we work on our foldable.
First, we fold the foldable in half.
Then fold them inwards to the foldable.
Open up the "what I need to work on tab" and flip the foldable so you see the back of "applying the Pythgeon Relationship". Turn the foldable horizontally.
Draw a line on the top and bottom folds. Do not do anything to the middle line.
Using a cm ruler, draw a tick for every 2 cm. Label them 1-25. Do the same for the bottom but do not label it.
Then make the first five perfect squares using graph paper. (1x1=, 2x2=4, 3x3=9, 4x4=16, 5x5=25) Cut them out and match the product(answer) with the numbers that you wrote on the ticks. (2x2=4 match the 4 with the 4 on the foldable) Glue them on. Make sure to keep the scrap graph paper as you'll need it for homework.
Now for Homework, you need to draw 2, 3, 4, 5, squares separately. Cut them out and make a square out of them. You're allowed to cut the squares into something that will allow you to make a square.
Wednesday, November 18, 2009
Scribepost for November 18 2009
Y helo thar guys.
If anyone missed today's class, here's how to label your foldable:
Our notes.
What are squre numbers (a.k.a. Perfect Squares)?
They are the product of a whole number multiplied by itself.
Example: 2x2=4. The product is the 4, the whole number is the 2 and its been multiplied by itself, making a Perfect Square.
What are factors?
A whole number which divides evenly leaving no remainder.
Example: factors of 16= 1, 2, 4, 8, 16. These are the factors of 16 bcuz 1x16=16, 2x8=16, 4xitself=16.
It's been color coded. The ones that are the same color are the ones that are multiplied to each other.
What are Prime Numbers?
A whole number greater than 1 that only have 2 factors - 1 and itself.
Example: 2, 3, 7, 11, 13
2x1=2
3x1=3
7x1=7
11x1=11
13x1=13
What are Prime Factors?
Factors that are prime numbers.
Example: What are the Prime Factors of 10:
8:
We're looking for factors of 10 and 8 that have the factors of 1 and itself. 2 and 5 are the ones that fit this description.
That's it for notes. Now for our homework.
Find factors of the following numbers:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
An easy way to do this would be to make a multiplication grid. It looks like this:
If anyone missed today's class, here's how to label your foldable:
Our notes.
What are squre numbers (a.k.a. Perfect Squares)?
They are the product of a whole number multiplied by itself.
Example: 2x2=4. The product is the 4, the whole number is the 2 and its been multiplied by itself, making a Perfect Square.
What are factors?
A whole number which divides evenly leaving no remainder.
Example: factors of 16= 1, 2, 4, 8, 16. These are the factors of 16 bcuz 1x16=16, 2x8=16, 4xitself=16.
It's been color coded. The ones that are the same color are the ones that are multiplied to each other.
What are Prime Numbers?
A whole number greater than 1 that only have 2 factors - 1 and itself.
Example: 2, 3, 7, 11, 13
2x1=2
3x1=3
7x1=7
11x1=11
13x1=13
What are Prime Factors?
Factors that are prime numbers.
Example: What are the Prime Factors of 10:
8:
We're looking for factors of 10 and 8 that have the factors of 1 and itself. 2 and 5 are the ones that fit this description.
That's it for notes. Now for our homework.
Find factors of the following numbers:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
An easy way to do this would be to make a multiplication grid. It looks like this:
Friday, November 13, 2009
Power Rangers vs Aliens
Power Rangers you have to stop the alien scouts that the evil Snorlax has sent. Go infiltrate thier camp and destroy their communications device by putting 3 proportion question viruses in them. Then eliminate them.
+
+
=
Here are the 3 proportion questions....oh no! I forgot what the answers are. You'll have to answer them when you put them into their system.
Question #1
Delia was paid $35 for 5 hours of babysitting. How much should she recieve for 3 hours? Use a unit rate to find the answer.
Unit rate is when you find the second unit of measurement, which is the hours, and turn that number into one. That's why I divided the number by itself (divide by 5 in the $ side, because what you do to your right you must do to your left). Which got me one. Then I multiply it by the desired amount, which is 3 (multiply by 3 the $7). This should have gotten you, $21 per 3 hours.
Question #2
At an amusement park, a new thrill ride was introduced. It costs $7.50 for 3 rides on the Wild Slider.
a) What is the Wild Slider's unit rate per ride?
Now were trying to find the unit rate, so divide 3 by itself and also divide 7.50 by 3.
b)At this rate, what would it cost for 18 rides on Wild Slider? Determine the answer 2 different ways.
From what the question gave us, we multiply 3 by 6 to get 18 rides and multiply 7.50 to get 45
From the a), we multiply 1 by 18 to get 18 and ,ultiply 2.50 by 18 to get 45.
Question 3
David can saw a log into 3 pieces in 7 minutes. If he continues sawing at a constant rate, how long will it take him to saw a similar log into 6 pieces?
All we need is a partner for 6. We know that 6 belongs in the logs, so we're missing minutes. First we need to find the relationship of 3 and 6. We know that 3 x 2 is 6 so we must do that to the other side to get the minutes for 6 pieces of logs.
And while the other rangers where holding off the scout's lackies, the virus had worked and destroyed the communications device. Now all that's left are the scouts.
The rangers had combined their weapons and blew up the scout's and their lackies.
And we end this scribepost with the power rangers theme song:
Go, go Power Rangers!
Go, go Power Rangers!
Go, go Power Rangers! Mighty Morphin Power Rangers!
Go, go Power Rangers!
Go, go Power Rangers!
Go, go Power Rangers! Mighty Morphin Power Rangers!
Friday, October 30, 2009
%%%%%'s Rate Growing Post
The Definition for Rate:
Rate is when you are comparing twosets of data that are measured in different units.
The Definition for Ratio:
Ratio is when you are comparing two sets of data from the same unit.
What is the difference between ratio and rate?
Rate compares two different units while ratio compares data from the same unit.
Question 4 from P60.
4. Determine the unit rate in each situation.
a) An orca swims 110 km in 2 h.
Divide both numbers by 2.
b) A Canada goose flies 800 km in 12.5 h.
Divide the numbers 800 and 12.5 by 12.5
c) Cathy plants 45 daffodils in 30 min.
Divide by 30
Question from P61
14. Conversion rates among currencies vary from day to day. The numbers in the table give the value in foreign currency of one Canadian dollar on one particular day.
a) What was the value of $600 Canadian in euros?
b) What was the value of $375 Canadian in U.S. dollars?
c) What was the value of $450 Canadian in Australian dollars?
PART 2
2) What would the recipe look like if you had to only serve 1 person? Show your calculations.
Ground beef - 1.25 ÷ 10 = 0.125
Medium onion, diced - 2.5 ÷ 10 = 0.25
Stalk celery finely sliced - 2.5 ÷ 10 = 0.25
Clove Garlic, minced - 2.5 ÷ 10 = 0.25
Canned tomatoes, chopped - 35 ÷ 10 = 3.5
Can tomato paste - 1.25 ÷ 1o = 0.125
Parsley - 2.5 ÷ 10 = 0.25
Basil - 3.75 ÷ 10 = 0.375
Oregano - 2.5 ÷ 10 = 0.25
Sugar - 2.5 ÷ 10 = 0.25
Worcestershire Sauce - 1.25 ÷ 1o = 0.125
Seasoning Salt - 1.25 ÷ 1o = 0.125
Bay Leaf - 2.5 ÷ 10 = 0.25
Rate is when you are comparing twosets of data that are measured in different units.
The Definition for Ratio:
Ratio is when you are comparing two sets of data from the same unit.
What is the difference between ratio and rate?
Rate compares two different units while ratio compares data from the same unit.
Question 4 from P60.
4. Determine the unit rate in each situation.
a) An orca swims 110 km in 2 h.
Divide both numbers by 2.
b) A Canada goose flies 800 km in 12.5 h.
Divide the numbers 800 and 12.5 by 12.5
c) Cathy plants 45 daffodils in 30 min.
Divide by 30
Question from P61
14. Conversion rates among currencies vary from day to day. The numbers in the table give the value in foreign currency of one Canadian dollar on one particular day.
| Canadian | U.S. | Australian | European Union |
|---|---|---|---|
| 1.00 Dollar | 0.8857 dollars | 1.1527 dollars | 0.6940 euros |
a) What was the value of $600 Canadian in euros?
| Euros | Canadian |
|---|---|
| 0.6940 | 1.00 | x600
| $416.40 | $600 |
b) What was the value of $375 Canadian in U.S. dollars?
| U.S. | Canadian |
|---|---|
| 0.8857 | 1.00 | x375
| $332.14 | $375 |
c) What was the value of $450 Canadian in Australian dollars?
| Australian | Canadian |
|---|---|
| 1.1527 | 1.00 | x450
| $518.72 | $450 |
PART 2
These are the Grade 8 ingredients for Spaghetti Sauce. This recipe serves 4 people.
1) What would the recipe look like if it had to serve 10 people? Show your calculations.
Ground beef - 0.5 x 2.5 = 1.25 lb
Medium onion, diced - 1 x 2.5 = 2 1/5
Stalk celery finely sliced - 1 x 2.5 = 2 1/5
Clove Garlic, minced - 1 x 2.5 = 2 1/5
Canned tomatoes, chopped - 14 x 2.5 = 35 oz
Can tomato paste - 0.5 x 2.5 = 1.25
Parsley - 1 x 2.5 = 2 1/5 tsp
Basil - 1.5 x 2.5 = 3.75
Oregano - 1 x 2.5 = 2 1/5 tsp
Sugar - 1 x 2.5 = 2 1/5 tsp
Worcestershire Sauce - 0.5 x 2.5 = 1.25 tsp
Seasoning Salt - 0.5 x 2.5 = 1.25 tsp
Bay Leaf - 1 x 2.5 = 2 1/5
Ground beef - 0.5 x 2.5 = 1.25 lb
Stalk celery finely sliced - 1 x 2.5 = 2 1/5
Clove Garlic, minced - 1 x 2.5 = 2 1/5
Canned tomatoes, chopped - 14 x 2.5 = 35 oz
Can tomato paste - 0.5 x 2.5 = 1.25
Parsley - 1 x 2.5 = 2 1/5 tsp
Basil - 1.5 x 2.5 = 3.75
Oregano - 1 x 2.5 = 2 1/5 tsp
Sugar - 1 x 2.5 = 2 1/5 tsp
Worcestershire Sauce - 0.5 x 2.5 = 1.25 tsp
Seasoning Salt - 0.5 x 2.5 = 1.25 tsp
Bay Leaf - 1 x 2.5 = 2 1/5
2) What would the recipe look like if you had to only serve 1 person? Show your calculations.
Ground beef - 1.25 ÷ 10 = 0.125
Medium onion, diced - 2.5 ÷ 10 = 0.25
Stalk celery finely sliced - 2.5 ÷ 10 = 0.25
Clove Garlic, minced - 2.5 ÷ 10 = 0.25
Canned tomatoes, chopped - 35 ÷ 10 = 3.5
Can tomato paste - 1.25 ÷ 1o = 0.125
Parsley - 2.5 ÷ 10 = 0.25
Basil - 3.75 ÷ 10 = 0.375
Oregano - 2.5 ÷ 10 = 0.25
Sugar - 2.5 ÷ 10 = 0.25
Worcestershire Sauce - 1.25 ÷ 1o = 0.125
Seasoning Salt - 1.25 ÷ 1o = 0.125
Bay Leaf - 2.5 ÷ 10 = 0.25
Tuesday, October 20, 2009
Harvey's BOB ratio
http://www.flickr.com/photos/dmal/2975480134/
BOB about Ratios
Part to Part Ratios
Yellow to Gray--------------2:3
Orange to Green------------2:2
Pink to Blue-----------------1:4
Part to Total Ratios
Yellow to Total-------------2:22
Orange to Total------------2:22
Blue to Total---------------4:22
Three Part Ratios
Yellow to Green to Pink----2:2:1
Gray to Orange to Blue----3:2:4
How to write a ratio 3 other ways
I'll use My Pink to Blue Ratio. (1:4)
There are 3 other ways to write a ratio. As a fraction, decimal, and a percent.
Fraction
To write 1:4 as a fraction, all you have to do is put the number on the left side of the ratio on the top (numerator) and the one on the right on the bottom (denominator)
Decimal
Now, to write the ratio 1:4 as a decimal, you need its fraction form, 1/4. What you basically need to do is divide 1 by 4. You know that line in between the numerator and denominator? That means divide the numbers.
Percent
To make things a lot easier, use the decimal form.
1.00 is the same as 100%. Take away the decimal (pretend you did) and it looks like a 100! So just take away the decimal (always pretend) and you got your answer.
(Blogger has problems uploading my picture)
Ratio Notation
A ratio notation is this: 1:4 the colon in the middle of the numbers. The only thing I know it does is that it shows you that its a ratio.
Equivalent Ratios
Equivalent ratios are what they are, ratios that mean the same thing as the original ratio. An easy way that I know of is to simplify the ratio then multiply it.
I'll be using 2:3 as an example. (Yellow to Gray)
2:3 (Uh Oh, it can't be simplified so we multiply. Remember, what you do on one side you do to the other side.)2:3 x2
4:6 x2
8:12 x5
40:60 ÷20
2:3
See?
Review:
1) A part to part ratio compares different kinds of groups. T or F?
2) Fractions and part to part ratios are the same. Explain why.
3) Name the probably only mistake you cn make with ratios.
That is all. Good Luck on the test tomorrow!
BOB2
Some things that I got wrong on the test were....
Question 7. I put 2:3 when the acual answer is 18:12.
Question 14. We were supposed to put the percent as a decimal (0.21%) but I just put 21%.
Question 17. All I put as an answer was a word ratio.
Question 18. I put the answer and a little bit of work, but I needed more information so I only got 2/5 for that.
Some Questions..
A rapid transit has 42 passengers on it as it starts to run. At the first stop 16 passengers get off and 9 passengers get on. What is the ratio of the number of passengers who were on the train as it arrived in the first station to the number who were on the train when it left the first station? Express your answer in lowest terms.
In a student election Carol gets 30% of the votes. If there were 975 Votes cast, how many votes did Carol get?
Friday, October 16, 2009
Harvey's Scribepost for October 16
Question 12 and 13
12) In a class of 32 students, there are 24 girls.
A) What is the boys to total ratio? Express the ratio as a fraction and a percent.
It is 8/32 as a fraction (boys to total) and 25% as a percent.
B) What is the girls to boys ratio? Use ratio notation to express the ratio.
24:8, or 3:1 simplified. (girls to boys)
13) A soccer team played 28 games and won 4 out of every 7 games. There were no tied games.
A) How many games did they lose?
The soccer team lost 12 games. We know that 7x4 is 28 so 7-4 equals 3 and times that by 4 to get 12
B) What was the team's win-loss ratio? Explain your answer.
16:12 or 4:3, We know that the team lost 12 games, so subtract 12 from 28(total games) to get 16 (wins) So it's 16:12. (win to loss)
C) If this trend continues, how many loses would you expect the team to have once they have won 20 games?
12) In a class of 32 students, there are 24 girls.
A) What is the boys to total ratio? Express the ratio as a fraction and a percent.
It is 8/32 as a fraction (boys to total) and 25% as a percent.
B) What is the girls to boys ratio? Use ratio notation to express the ratio.
24:8, or 3:1 simplified. (girls to boys)
13) A soccer team played 28 games and won 4 out of every 7 games. There were no tied games.
A) How many games did they lose?
The soccer team lost 12 games. We know that 7x4 is 28 so 7-4 equals 3 and times that by 4 to get 12
B) What was the team's win-loss ratio? Explain your answer.
16:12 or 4:3, We know that the team lost 12 games, so subtract 12 from 28(total games) to get 16 (wins) So it's 16:12. (win to loss)
C) If this trend continues, how many loses would you expect the team to have once they have won 20 games?
Friday, October 9, 2009
Harvey's Scribepost for October 13, 2009
COIN RATIO
Red/Blue Question:
Q: DOES IT MATTER HOW MANY PENNIES THERE ARE?
A: Yes it does. For example, if there were $10 worth of pennies in the jar that would be 1000 pennies in the jar. Why does it matter if there are a 1000 pennies? Well think of how much the jar would be filled up. If there were a 1000 pennies in the jar then it would have filled up a lot of the jar, unlike 250 quarters.
Note: Not actual size
Red/Blue Question:
Q: DOES IT MATTER HOW MANY PENNIES THERE ARE?
A: Yes it does. For example, if there were $10 worth of pennies in the jar that would be 1000 pennies in the jar. Why does it matter if there are a 1000 pennies? Well think of how much the jar would be filled up. If there were a 1000 pennies in the jar then it would have filled up a lot of the jar, unlike 250 quarters.
Note: Not actual size
Q: If there was a jar filled with Canadian $$ beside the American $$ would they be filled in the same level?
A: Probably not. Because Americans only have pennies, nickels, dimes, and quarters while we have the same thing but with loonies and toonies.
Purple Question:
Q: How much is $100 American in Canadian, more or less?
A: I used Yahoo Finance - Currency Converter (http://finance.yahoo.com/currency-converter/) for this one.
It said One American $ is worth $1.0443 Canadian and from there you just multiply by 10.
1.0443 x 10 = $104.43
So to Americans buying stuff in Canada is a bit cheaper.
OCTOBER 13, 2009
[title here] (someone tell me the title)
Q: How full is the jar?
A: Alright, assuming that the whole is supposed to be in canadian coins, the jar would be about 19% full.
Q: How high are the stacks of coins?
A: The pennies are - 1000mm
Nickels are - 1200mm
Dimes are - 250mm
Quarters are - 400mm
---------
2850mm
Dollars are - 75mm
Toonies are - 75mm
------
150mm
2850 + 150 = 3000mm
So...
Canadin coins are 3000mm high.
American coins are 2850mm high.
Tuesday, October 6, 2009
BOB the Builder and Harvey's Scribepost for October 6, 2009
3 Things I know about graphing.
1) Different Kinds of Graphs
-Bar Graph
-Circle Graph
-Line Graph
-Picto Graph
2) The advantages and disadvantages of the graphs
-Bar Graph
It's best for showing data that doesn't have an ending number (where you have to stop)
-Circle Graph
It's best for showing data that's part of a whole.
-Line Graph
This graph is best for when you're keeping track of data (Like how many shirts you sold for the past month)
-Picto graph
I think that the picto graph is like a bar graph, but in a easier to read and make form
3)Distorting Data
-The size of the bars
Not the height, but the width. Height is cheating so don't do it okay?
-Size of the pictures
Make the one that you like the size of the moon and the one that youdon't like the size of a pixel.
-Manipulating the colors
Make all the other ones one shade of color and the one that you like the 'opposite' color. (red=blue)
-Breaks and Intervals
add a break so you can start on any number on the graph and use Intervals to make the bars bigger or smaller
What I know now that could improve my test...
For starters, I could have done this test on the weekend instead of, whatever. And as for the test part, I should have probably coloured it, and added labels and title. And if I had a chance to write the paragraph, I would make it 3-4 sentences long.
Sorry Mr. H :(
harvey stopped being witty since 2005
283 people have read the text above
Monday, October 5, 2009
Harvey's Scribepost for October 5, 2009
THE FOUR 4s
For homework we have to make a scribepost explaining:
The reason why 4 over 4 (fraction) is the same as 4 divided by 4 is because...
Turning 4/4 is actually 4 over 4!
But, what about the other divide sign?
The two "dots" over and under the line probably represent numbers, so it would look like that.
And that's why 4 over 4 is the same as 4 divided by 4.
The pictures "Take That!" and "Hold It!" is probably copyrighted by Capcom.
For homework we have to make a scribepost explaining:
The reason why 4 over 4 (fraction) is the same as 4 divided by 4 is because...
Turning 4/4 is actually 4 over 4!
But, what about the other divide sign?
The two "dots" over and under the line probably represent numbers, so it would look like that.
And that's why 4 over 4 is the same as 4 divided by 4.
The pictures "Take That!" and "Hold It!" is probably copyrighted by Capcom.
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