Anna D - Scribe Post, Oct. 30

Hey guys. :)
On Friday, we didn't have a DQ. The class was divided into groups based on which problems on the homework we didn't understand. This method has worked pretty well so far (at least for 3rd period). In our groups, we discussed our methods of approach regarding the problems we didn't get right or just didn't get at all. Some parts of the homework were pretty tough, but we got through them fairly well.

Our homework focused on similar figures and finding proportions with which to solve them. Similiar figures are geometric polygons that are the same shape, but aren't necessarily the same size. For example...


These two trapezoids are the same shape, but their sides aren't of equal measure.

There are several different ways triangles can be similar.
1) They are not the same size, but they do contain equal angle measurements.
2) A smaller triangle is made from an angle of the original triangle.
3) Their sides can be proportioned (this really goes for any similar figures).

#1:
The triangles aren't the same size, but they are the same shape and have the same angle measurements of the corresponding angles on the other triangles.

#2:

The section at the top of the triangle is similar to the full triangle.

#3: (This is pretty tiny and a little confusing, but I think you guys get the point already.)


That's similar figures for ya :) The next scribe is Noah.

Happy Halloween yall.

Scribe Post-Noemi-Chapter 7

Hey Chikos and Chikas!

Today we took Daily Quiz #23. It asked to draw a pair of similar figures and define what made them similar. If you read the night before you should recall that two figures are similar if (1)they are exactly the same shape or (2)if one of the figures can be rotated,translated, or reflected to coincide with the other figure. Knowing that hopefully everyone got a 5/5 on their quiz.

We also got our Daily Quiz #21(Area of a Circle) back and went over it in class.
C=7π/2 (We are given this) C=2πr (We know this) A=πr^2
First, you have to figure out the radius(r). Which turns out to be 7/4 feet. Knowing (r), plug
it in to the area equation to solve for the exact area. This turns out to be 49/16π feet squared.
It also asked to solve for the approximate value using π. The answer turns out to be 9.g feet
squared. Finally, it asked to find the area of a rectangle around the circle. Knowing that the diameter of the circle equals the length of the sides of the rectangle we can figure out the area if the rectangle. D=2r and r=7/4 feet so the radius diameter equals 7/2 feet. Know you can figure
out the area of the rectangle. A=bh which equals 49/4 feet squared.

We went over Chapter 7 but more specifically we went over Congruent Triangles. Triangles are
congruent when all corresponding sides and interior angles are congruent. The triangles
will have the same shape and size, but one may be a mirror image of the other.

To denotate congruent triangles with hashes or arcs you must have the same number on the
corresponding sides to show that they are congruent.







▲ABC≅▲DEF

• Congruency does not depend on orientation
• Congruent figures should be able to be rotated,translated, or reflected so all vertices sit atop each other when the shapes are placed on each other.
• The symbol to show two figures are congruent you use ≅
• The symbol to show that two figures are similar you use ~

The last thing we did was watch a video on YouTube about Similar Figures. Here's the link: http://www.youtube.com/watch?v=9IUI3jtSEWU

Don't forget to do the homework, Adios. (Next Scribe is Anna!)

Katherine Scribe Post Monday October 26

Hey Guys!

Yesterday during class we started with JoJo checking our homework. He said that we are better off to do our homework even if we know it's wrong, because if he just checks it you will get a hundred, and your work is worth much more than the right answers. Also, he said that you can always get late credit for work that wasn't finished on time, so even if you can't manage to finish it on time, make sure to finish it by the next day.

Don't try and guess when JoJo is going to check, just do the homework.

When doing your homework it always helps to draw a picture, it makes things clearer as to what you are missing.

We would all benefit from forming study groups that meet regularly. The input of all the people together is usually going to have the correct result for a question.

Yesterday we were trying to discover the benefits and value of a study group. We all got into groups that JoJo assigned us, and worked on one problem from the homework. We will stay in the same groups for tomorrows class and take 15 minutes to present our question to the class, so that we all come to a great understanding of all of the problems.

=)

Good luck with your presentations!

The next scribe is Luke.

Jordan Scribe Post

Hey Yall sorry this is a bit late. but, on friday we took Daily Quiz 21 and went over DQ #21. And jojo handed back other DQs. We got together in groups and went over the questions that we wrote from thursday nights homework about Subtended Angels. there are two differant types of subtended angels. 

Central Angels. and Circular Arcs. 

an angle subtended by a circular arc at the center of the circle is called a central angle. and an Arc that is part of a circle is called a circular arc.

If you Check out page 77. There is a complete explanation of subtended angels, diagrams and all.

next scribe is Katherine. 

Scribe Post-Camille-Thursday Oct 22

Hey fellow mathematicians,

So we had a pretty light class today, but we kicked if off with a rap from Tom. Complete with beats and everything.

We moved on to covering the formula for AREA OF A CIRCLE!

In case you have forgotten it and did not write it down I have it riiight here:

A=⫪r²

If you need further explanation I have this handy little link here that might just help you:

http://www.worsleyschool.net/science/files/circle/area.html

Sweet, then for the rest of the class we went over yesterday's homework and everyone got caught up there.

Don't forget that we have the flickr assignment due tomorrow! I'll look forward to seeing all the pictures.

Next Scribe is Jordan!

Later,

Camille

Scribe Post - Madison - Ch 6

Today in class we started by taking Daily Quiz #19 which involved using the equations for circumference and diameter. Shakespeare put those on his scribe post yesterday for anyone who needs a refresher.

We then went over some problems in class from the homework problems from 2 nights ago. One of them, 2c looked like this:

• A circle has a circumference of exactly 7pi/2 feet. What is the exact length of the diameter?
• Start by stating what you know, C(circumference) = 7pi/2 and the formula for diameter D=c/pi
• We now have a systems of equations. So plug in! D= 7pi/2|pi/1 (7pi/2 is over pi/1 making it a fraction)
• Because we have two fractions on top of each other, we multiply by the reciprocal of the bottom fraction, 7pi/2 x 1/pi This causes the two pi symbols to cancel out, creating D= 7/2 which equals 3.5. So the exact length of the diameter of the circle is 3.5 feet.
  

I'm sorry if that looks a little confusing. All the 'pi' are the pi symbol and all the / and | marks are fraction bars!

We then went over how to find the area of a circle.

The formula to find area is (where r is the radius of the circle.)


The area here is given in terms of the radius, but because we know that D=2r, IF it is given in terms of the DIAMETER, we'll know how to do it!

Jojo told us that area has to do with space that is measured in square units and circumference has to do with length and distance.


Some helpful links that can explain further about finding the area of a circle. A little dry, but hey, they work.
http://www.mathgoodies.com/lessons/vol2/circle_area.html

http://www.youtube.com/watch?v=eBAsK9jB91I (She's a little....robot-y but it really explains what we went over!!)

http://www.youtube.com/watch?v=Q081LTbFtMo&feature=PlayList&p=0A3DF1D5B4A25D75&playnext=1&playnext_from=PL&index=4 (this one you can pause on the steps)

Everyone remember to post their circle picture on Flickr!!!! Remember that it can take a couple of days to show up....!

Next scribe is Camille

PoP -Rapping Math Dimensions & Area

"'Rappin' Mathematician' meets the president as Teacher of the Year finalist", by Gary Warth. North County Times, 28 April 2009.
Alex Kajitani says his Rappin' Mathematician act was "born out of survival" in an effort to help students connect with and learn math concepts. An example of his rhymes accompanies the article. Wearing dark sunglasses and moving to a beat, Kajitani sings "What's that crooked line? It's a radical sign. When you see a perfect square, pull it out of there." Now he has earned national recognition as one of four finalists for the National Teacher of the Year for his unconventional teaching style. The winner of the award, Anthony Mullen (a special education teacher), will be released from classroom duties to travel nationally and internationally as a spokesperson for the teaching profession. Kajitani, who has been teaching for eight years, is 2009 California Teacher of the Year and will be part of the committee choosing San Diego County's 2010 Teacher of the Year. Several of his raps, like "The Number Line Dance", can be found on YouTube or on his CD, and feature his students from Mission Middle School.
--- Brie Finegold

Create an 8 - 16 bar rap/poem about the principles of dimension & area of a circle.

Scribe Post, William, Chapter 6 Circles

Today we took a daily quiz on the equations for the circumference, radius, diameter of a circle, and pi.

We then did a quick review on Dimensions using sketchpad. We talked about the radius of a circle, chords, and the diameter of a circle.

We also reviewed the easiest way to measure the circumference of a circle manually. If you can unfold the circle into a straight line then measure the length, you would have found the diameter the easiest way.

C= circumference, d= diameter, r= radius, π=pi

C= 2πr or C=πd

d=2r or d=C/π

r=d/2 or r=C/2π

π=C/d

Then Jojo checked our homework. Speaking of homework everyone remember to SHOW YOUR WORK!!!!!!!!!

We then put problem numbers under two categories. The first category being Yes Sirrr! meaning you felt comfortable with the problems. The second was NSG meaning not so good. At the beginning we all seemed pretty confident. Then we looked at the answers and some of the problems we thought Yes Sirrr's!!! quickly changed into NSG's. Based on who got which problems wrong we split up into groups to help each other to be able to explain each problem mathematically as well as correctly. We did our best to explain the problems thoroughly to one another. Then the we went up to the board one by one to explain how to do the problems and what we had done wrong the first time. Tomorrow we will finish it all up.

Here are a few videos that although not the best sounding or entertaining, will help some of us. As Jojo would say this is HOT!!!

http://www.youtube.com/watch?v=Z0dlK16I60k&feature=related

http://www.youtube.com/watch?v=99ab9ocQI0o&feature=related

http://www.youtube.com/watch?v=BEwv3PfVtJA&feature=fvwe2

TOMORROW'S SCRIBE IS MADISON.

Scribe Post JoJo PSAT Review

We have spent the last day reviewing for the PSAT. I would like to share some links that I think will help you prepare for the PSAT.

Insider's Guide: SAT

Algebra Cheat Sheet

Remember: Continue to work through your review packet.

I hope to have more info on Ratio Charts for you tomorrow. Take Packet E tonight, best of luck!

Test Aftermath Instructions

Test Aftermath

1.    Reflect on your performance mathematically. Offer specific examples of some areas you did well on and some areas you did poorly.
2.     Select one problem you got wrong. Show me that you understand the problem by doing another problem like it correctly.  This can be one problem from the test, as long as I did not write the answer during corrections.  Please avoid correcting small errors.
3.    Select a topic that was NOT covered on the test. Show me you understand it by working a problem correctly.

Venn Diagram Scribe Post

Today in class we learned about venn diagrams. We all got into groups and tried to make an accurate interpretation of a venn diagram for quadrilaterals. In the end Jojo showed us what were the faults in our diagrams. A proper example of the quadrilateral venn diagram should look something like this.

We learned about how venn diagrams are strait forward, but will require some critical thinking. For example, in our diagram we had to struggle with the fact that all squares are rectangles, that all squares are rhombuses, but rectangles and rhombuses aren't always squares.

Many groups had incorrect diagrams because they didn't know the proper definitions of different quadrilaterals. Don't just know what the shape looks like, know the definition of it.

Venn Diagram-A diagram using circles to represent sets, with the position and overlap of the circles indicating the relationships between the sets

Here is a good video about venn diagrams.

-Brian

This is an example of a correct venn diagram describing quadrilaterals.

http://www.math.com/school/subject3/lessons/S3U2L3DP.html

Venn Diagram for Quadrilaterals

This is a Venn Diagram for Quadrilaterals

http://www.math.com/school/subject3/lessons/S3U2L3DP.html

B-dub's Scribe Post: Finding Areas of Polygons

Greetings earthlings...and others (I believe in other beings). This is B-dub Dizzle at your serrr-vice! So, Friday we took a Daily Quiz on the five formulas to find the area of five polygons. If you saw the scribe post from the night before you should have done well on the quiz. Catherine listed all the formulas neccessary to know for these polygons on thursday night. If you didn't see them or feel too lazy too scroll down, I GOT YOU SON!

-Area of Square: A=S^2
-Area of a Rectangle: A=LW
-Area of a Parallelogram: A=bh
-Area of a Triangle: A=1/2 bh
-Area of a Trapezoid: A= 1/2h (b +b)

In the words of my sidekick Catherine, "I just gave you guys gold". So, after the Daily Quiz we got to have some fun with math. We used those formulas and Google Earth to help us find the areas of our yards, our favorite football field, the Pentagon, and a state in America. To download Google Earth use this link: http://earth.google.com/intl/en/thanks.html#os=win#chrome=yes#updater=yes

The kid was beasting on Google Earth!

OOOOh! OOOh! Wait! I think I just found a youtube video to help you out maybe. check it out: http://www.youtube.com/watch?v=DqG1bLOuhew

He has a very boring voice but it's helpful....so stay up!

Mad Geniuses

Though we may not know what a high IQ has to do with mental illness, brilliant people often strike us as more than a bit nutty. You don't have to look far to find examples of the mad genius in history. 
Source:
http://health.howstuffworks.com/mad-genius1.htm

John Nash (1928 - )

Robert P. Matthews/Princeton University/Getty Images
John Forbes Nash, Jr.

The award-winning film "A Beautiful Mind" popularized the story of John Nash. Nash is a world-renowned mathematician who struggled with paranoid schizophrenia after coming up with significant contributions to the concept of game theory

Metric. Band

I know this is a tad late. I recently found this band"Metric" & since we have already done metric systems I thought it would be cool to post some of their music. This song is called the People. I like it. Hope you all do. :)

http://www.youtube.com/watch?v=jcht85F4gfA&feature=PlayList&p=B7A1E443D333E120&index=2

Reflections -BoB Unit 2 Chapters 4-5

There is a BIG difference between learning and just being there. Learning is an interactive sport; not a spectator sport. There has to be a conversation between us, back and forth, as we work through the material. Learning doesn't happen when I talk and you listen; learning happens when you have a conversation -- with me and with each other.

I am going to offer you one bonus point on your test with completion of a simple assignment. I would like you to post your reflections on the material covered so far. Just comment on this post. To get that bonus on your test, the kind of post I'd like you to make should have one or more of these characteristics:

• A reflection on a particular class (like the first paragraph above-how did that class enhance your learning?).
• A reflective comment on your progress in the course.
• A comment on something that you've learned that you thought was "cool".
• A comment about something that you found very hard to understand but now you get it! Describe what sparked that "moment of clarity" and what it felt like.
• Have you come across something we discussed in class out there in the "real world" or another class? Describe the connection you made.

Scribe Post, Mckenzie Chapter 5

Heyy!! Guys!! okay so today in class we started with Daily Quiz # 15

-Daily Quiz #15 was about finding the longest side and shortest side of a given triangle. For example: PQR, angle P has measure 50 and angle R has measure 60. Which side of the triangle (PQ, QR, or PR) is the longest side, and which has the shorter side?

-To solve this problem u had to use the rule: (pg. 42)

The Longest side of any triangle is always opposite the largest angle

The shortest side of any triangle is always opposite the smallest angle

- After this we went through our homework and started to go over chapter 5. we began to cover area and space. Jojo introduced some formulas on how to solve for Area with base(height). But here are all the formulas for all the different polygons: (pg 61, 63,66)

-Area of Square: A=S^2

-Area of a Rectangle: A=LW

-Area of a Parallelogram: A=bh

-Area of a Triangle: A=1/2 bh

-Area of a Trapezoid: A= 1/2h (b +b)

I just gave you guys gold please use it. New Scribe is Brandon :)