Jim's square scribe

Jim's Square and square roots questions

Determine the prime factorization of 4

answer: 4=2x2

is 4 a perfect square?

answer: yes because the prime factor, 2 appears an even number

a rectangle has an area of 64 m2, determine the prime factorization of 64

answer: 64:2x2x2x2x2x2

is 64 a perfect square

answer: yes because the prime factor 2 appears an even number

Write the prime factorization of each number, Identify the perfect square

42:2x3x7 this is not a perfect square

169:13x13 this is a perfect square

256:2x2x2x5 this is a perfect square

Jeric's Scribepost for December 14

Question 16

Okay so yeah, what I did was I squared 8m and 6m. So really it's 8m x 8m =64m2 ( I dont know how to make the small squared sign so yeah ) and 6m x 6m = 36m2.
Then from there I added them both to get 100. 36m2 + 64m2 = 100m2. And then I found the square root of 100 and got 10m.

Since the angle has to be 90 degrees most likely it would have to be a perfect square and since 8m and 6m don't equal a perfect square I don't think it would equal 90 degrees. It would have to be 10m to be a perfect square.

GOT SOME HELP SO DON'T HATE !!! :D

Aldrine's Scribepost for Dec 14 2009

QUESTION 9!


9. a) Calculate the areas of the three squares.

20cm= 400cm2
40cm= 1600cm2
50cm= 2500cm2


b) Is this triangle a right triangle? Explain.

No, because when you add 400+1600 the answer is 2000 its sopose to be 2500 to make the right triangle. 20 squared + 40 squared = 50 squared this is called phytagoream. If you add 400+1600 and the answer is 2500 you make a right triangle.

Michelle's Scribepost for December 14, 2009

Question 12.

(You add the two legs to find the hypotenuse,or the Pythagorean Relationship?)

a) 20 cm squared + 32 cm squared = 52 cm squared

b) 100 mm squared + 576 mm squared = 676 mm squared

c) 90 cm squared - 25 cm squared = 65 cm squared (You minus the 2 numbers because your trying to find the other "leg" instead of finding the hypotenuse. I know this because the opposite side of the right angle is the hypotenuse, not the leg.)

d) 12 cm squared + 12 cm squared = 24 cm squared

Scribepost for Dec 2 2009

SCRIBE!!!!!

Today What we did was Miss U handed back our quiz and we had to checked our answers and edit it. Then after we went over the squares and we wrote on our foldable.

After that Mr.Harbeck told us to do questions 6,9, and 11

6. A rectangle has an area of 64m2

a)Determine the prime factorization of 64.

64

/ \

8 x 8

/ \

4 x2 4x2

/ \

2x2 x 2x2

B)Is 64 a perfect square ?Explain?

Yes because the last four numbers are all the same and even.

c) Draw a square with that area and label the side lengths

9. What is the area of a square with each side length?

a) 10

b) 16

PLEASE COMMENT!!

Matthew post Nov 30

Today we did a Quiz about Square's. They we work on are foldable talk about putting pattern in to perfect square and we sheard it with are partner. Ex: 2,4,6 to make a perfect square

Elona's Post for November 30, 2009

Today in class, we had a quiz on what we know about squares.
Then, we had to work on our foldable.
We had to discuss patterns in perfect squares with our partners, then share them with the class.

Example:
Between the 1 and 4, it skips 2 spaces. Then between 4&9, it skips 4 spaces. Then between 9 and 16, it skips 6 spaces. So, the pattern is (2,4,6) and so on.

Carla's Scribepost for Nov. 26, 2009

In class, we went over what we learned about this square...




















We learned a lot of things about it. Some of us had to explain things to the class.
Some things we learned are ..
- that one of those squares equal to 0.1
- the area of this square is 4 because 2.0 x 2.0 is 4.

And thats pretty much what we did.

Heres the homework ..

Jeric's Scribepost for November 25

Today in class we were given an assignment to complete the layers of squares ( cake ) thing.
So first we were given 4 perfect squares containing 100 mini cubes or 1.0. What we were supposed to do was continue from the starting point till we ended in class which was 1x1 equals an area of 1 or a perfect square until 1.4 x 1.4 equals 1.96. Today we were supposed to continue on so this is what we did.

We continued on with layering the square using the extra squares. On the first making of the 1.5 x 1.5 = 2.25 we used the chart above. ( not the one in red but the one in blue :D sorry the picture thing screwed up. ) Once you have done it all the way up to 1.7 x 1.7 = 2.89 you would have been left with 7 squares I think.

Then Ms. U asked us a question ( or mr. harbeck not really sure ) about if 4 perfect squares can make one big perfect square by the layering we were doing. Emmanuel who was brave enough to answer said yes, that we could make a perfect square with 4 perfect squares. Then Mr. Harbeck was shocked that Eman actually said yes and asked him a question. Mr. Harbeck I think said if something I think about if you could actually make a perfect square with 11 leftovers and then Alvin said the same thing and they both were wrong.

I think I'm forgetting something so please comment and tell me what I missed so I can fix it.
THANK YOU !!!

Princess' Scribepost for November 25,2009

Today in class we continued our "Building Squares" chart . We ended at 1.4 x 1.4 .

So since last time we already used up the two 10 x 10 (or 1.0 x 1.0) and today we had to continue the two other 10 x 10 squares .

When we finished doing that, our square was needed to be 20 x 20 or 2.0 x 2.0 .

Oh, and while we were continuing our square "layering" we had to figure our the area for each side length .

Ms. U helped us figure out the area for all the side lengths up to 1.7 x 1.7 . Then we had to fiure out the rest on our own like 1.8, 1.9, and 2 .

This is how our yellow sheet is supposed to look like with our complete squares :

Here is our homework for tonight :

How many perfect squares can you make with 4 squares ?
What is the approximate side length a square that uses:
2 squares ?
3 squares ?

5 squares ?

(p.s. sorry if its plain and messed up . oh and sorry if its late too .)

Emmanuel's Scribepost for November 24, 2009

Today in class, we were given an assignment to try and make 1 perfect square, out of 2 squares. Each of our perfect squares had 100 squares inside of them. The square we used for a starting point was 1x1. So that means each little square was 0.1. Then, we kept adding more, and more layers to our square, to try and make it a perfect 2x2 square.

In the making of our perfect 2x2 square, we made a chart for the progress of our square. Every layer we added, we had to calculate the side length, and the area.

This is what the chart looked like:















Once you have completed the 1.4x1.4 square. You would have been left with 4 extra 0.1 length squares.

At the end of the class, Ms. Usiskin asked this question..

Why are they're 4 squares left over?

Well, my guess is, because since we were multiplying the answers by using 0.1 as the inner square number, 1, would be a whole square, and the 0.96 would be one 96th of a whole. And since they are only 96 pieces, thats why there were 4 left over. And because 96 was the maximum amount of full squares you would be able to make the square a regular equal sided square. If you would want to use the four squares, you would have to cut them into very small pieces.

comment lots friends. peace out, atown
-emmanuel <----- you have to highlight..

Vanessa's scribe post for November 24, 2009

Heey everyone ..

In class, we had a long yellow sheet and and a 24x18 sheet of little squares.

Mr. Harbeck told us to cut out 2 perfect 10x10 squares and 2 10x8 squares and 2 2x10 squares. Then he told us to colour the 2 10x10 squares different colours. Then put a 10x8 square with a 2x10 square and colour it a different colour as well as the other set. Then we had to put the perfect 10x10 squares away and keep the 10x8 squares along with the 2x10 squares. Next we had to glue the 10x8 on the long yellow sheet and the 2x10 beside each other leaving 2cm space from the edge of the paper. Next we cut up the other 10x8 square up so that it goes up the other 10x8 thats already glued down by 4 and so that it goes 4 beside the original 10x8. Then you cut up the rest of the pieces and glue them into the empty spaces between the 4 10 strips on top of the original square and beside the original square.
So that makes the dimensions 1x1 which makes a cube 0.1 .

Once you have completed the big square you will find that there are 1 2x2's left. If not then you might have put extra pieces or not enough pieces into the square.

Ms. U then finished the class with this following question...

WHY ARE THERE 4 SQUARES LEFT OVER ?


I'm sorry I didn't add a picture of the actual work. I'll try to add one right away though. Hope you enjoyed this scribe post of mine. Comment lots ! Byeeee ♥

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.

Elijah's Scribe Post for November 20 2008

Today at math class, we corrected some of the questions of the practise math book . PGs 24-25

We made a factor tree of 36 and 100 and we made the multiples into prime numbers.

We made a factor tree for each and put the multiples of the numbers into primenumbers and we determined if the number was a perfect square or not, by making sure that the prime numbers could go into another number evenly. eg. 3 x 4 x 3 x 4

Then we started working on our FOLDABLES .

First step: labeling, you should be done the labeling already because we did it from the other class.



Second step: folding, fold the whole thing in a half. then fold the sides towards the middle. And you should have 4 sections.

Third step:go to " What I need to work on"and draw lines at the top and to the bottom. With a ruler mark every 2 cm and t should be spaced out evenly. For both, top and bottom.. Then write 1 - whatever number but has to be atleast 25.

Fourth step: make the first 5 perfect squares ..
"one= 12 , four= 22 , nine= 32 , sixteen= 42 , twenty five=52"


HOMEWORK-

Okay so, you can cut out squares from the graph that was given to you to do this assignment.

All you have to do is find ways to make a square out of 2 , 3 , 4 and 5 tiles (graph squares)

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:

Jose's Scribepost for November 17th 09

Today in class, we started off by creating a new foldable for our new unit. Our teacher, Ms. U asked the class what we knew about rectangles and this is what we learned :

- Rectangles have 4 sides.
- Not all 4 sides have the same length
- But it can be the same size



After that, Ms. U talked about perimeter and we wrote this down :



Perimeter - Perimeter is the distance around something.

After we finished talking about that, Ms. U assigned us a small work assignment where she gave us grid paper and she gave us a bag of small tiles. What we had to do was create diffrent ways of making a rectangle with 16 tiles. These were the possible ways :


Once we finished that, we looked at a multiplication table too match the answers.

When we completed the assignment, Ms, U told us to complete and finish the table she made :




That is what I remember learning in todays math class. Hope ya like my scribe post and I hope you think I did okay. PLEASE COMMENT, LOTS OF LOVE, PEACE OUT CLASSMATES


-JOShu

Kathleen's Scribepost for November 17 , 2009

Today at math , NEW UNIT .. we made our new foldables and MS. U thought us today about squares .

We started of with a question " What do we know about Rectangles ? "

What our class had to say about the question:

• has 4 sides
• not all 4 sides have to be the same length
• but they can be the same
• rectangle is a square
  

We talked about how to get the area and perimeter too . The picture mostly explained what I'm trying to say (:


After we were done discussing things about squares , Ms. U assigned us a little work with a partner . We needed to make a rectangle with 16 tiles . We had draw out our rectangles in the grid paper .

So all of that was done , we did some small works together as a class :

• Building Squares - we just used the tiles to tell if we can make a square with he number that was given.
• Colour Squares - Created the next biggest square.
• Multiplication Table - just used to see where the number 16 is and what the factors of it was .
  

Once we were done those works , she gave us another worked to finish . It was a table :




My pictures is kind of blurry , sorry about that . (:
AND AND AND , HAPPY BIRTHDAY TO SIERRA LATHLIN AGAIN! (: