Math Independent Practice 5/22/13

Your neighbor has a backyard with an area 450 square feet. He decides to place a sandbox for his children in a section of his backyard which is 32 square feet. Determine the perimeter of your neighbors back yard, as well as the perimeter of the sandbox. (Hint: adding simplified radicals is similar to adding fractions – like radicals can be combined!) In your response we sure to clearly articulate your thinking as to your process for solving, as well as a justification for your reasoning.

Math Journal 3/15/13 (Blogger)

Through our exploration of volume, you have learned about the different relationships of shapes and how an understanding of these relationships can help you to remember the formulas used to find each figures volume.

Math Journal 1/18/13

Percent can be expressed as an amount of change. Percent has its complication and eases like in compound interest or decimals. Percents can be changed to decimals by moving the decimal point two places to the left. For example, if you have 2%, once the decimal point is moved 2 points to the left, you would end up with 0.02 as the decimal. Percent of change is compatible with percent increase and decrease; the change is the amount of which number increases or decreases. Percent increase occurs when the amount goes up and Percent decrease occurs when the amount goes down. To find percent increase/decrease, set it up in fraction form; use the specified operation (addition/subtraction) as the numerator and the original number as the denominator. Solve, Simplify then change it to a decimal to get the increase or decrease. 

Ex. 15-10/15 = 5/15 = 33% decrease.

In the real-world, percent is used in many things like stock, marketing and surveys. It's important to have an understanding of the "story" behind the situation in order to apply specific strategies so it would be understood how to solve it. Word problems for percentage have various forms so we would need to know what's required to be known. Different types of problems may apply to different types of formulas or equations so it's always good to know what's specifically needed of solving.

Math Journal 1/9/13

Over the weeks, I've been studying linear equations. I've been studying the standard form, slope-intercept form, and the point-slope form. In order to know these forms, it would be mandated to know what is slope and how it works; Slope is the steepness of a line. Point-slope form goes by the formula of y-y1=m(x-x1). M represents the slope and (x1, y1) represents the given coordinates in a problem. It can be graphed by simplifying the equation after the information is given and using the info to graph. If one wishes to work further, the equation would end up in slope-intercept form. Slope-intercept form's formula is y=mx+b with m being the slope respectively and b being the y-intercept. The line to be graphed would start on the y-axis at the number that is to be used for b. Then, the slope should be used to form the line; ex. if the slope is 3 and the y-intercept is 4, my line would start on point (0,4) on the y-axis; when using whole numbers for slope, it's advised to change it to a fraction in form y/x. I would get 3/1 then I would need to move 3 units up and 1 unit right to be in the position of the next point and so forth on. Standard form's equation is ax+by=c so to set this up right, the data from the slope intercept equation would have to be positioned accurately with the standard form equation. The equation is required to be simplified then put in the order like the formula says; once done, a standard form equation is created. I would find point-slope form the most useful since it may be easier to place on a graph and the easiest to work out; slope-intercept form may require to find the y-intercept which takes time. The information provided for each equation form change my strategy for graphing since it makes how the concept works clearer. After learning about slope-intercept, point-slope and others, I recieved many new alternatives to graphing linear equations and lines that go with it. This lesson is one to sync into my brain and it's to be remembered once mentioned.

12/2/12 Math Journal

Relate your understanding of unit rate and proportionality to that of rate of change and slope. How are they similar and how do they differ? How can one use their understanding of unit rate and proportionality to interpret real world rate of change/slope problems presented in graphs.

Math Journal 10/26/12

Discuss what you have learned about the angles formed when two parallel lines are cut by a transversal. Describe the special angle relationships that appear, and how they are related to each other. Last week, you learned about complementary and supplementary angles. Discuss how these angle relationships do or do not play a role within the parallel lines and transversal. Finally, where might you see parallel lines cut by transversals in the real-world? How might knowing the angles location to each other help you in these real-world scenarios?

Math Journal 10/14/12

Describe your understanding of the Triangle Sum Theorem. What does it say about the angles of a triangle? How can you use the Triangle Sum Theorem to prove 3 angle measurements are the angles of a triangle? Can the theorem be used to prove that 3 angle measurements are not the angles of a triangle? Apply your understanding of the Triangle Sum Theorem to answer the following scenario. 

Triangle LMN is an obtuse triangle and m < L = 25 degrees. m < M is the obtuse angle, and its measure in degrees is a whole number. What is the largest m < N can be to the nearest whole degree?