Math+Blog

Welcome to our Math Blog.

We have spent several days working on place value, writing numbers in standard form, expanded form, and expanded form with exponents. Many of the numbers we worked with involved the seating capacity of National League baseball parks. We discovered that when the Phillies' season is over **3,535,407** fans will have filled the seats. **(3x1,000,000) + (5x100,000) + (3x30,000) + (5x1,000) + (4x100) + 7.** If this wiki would allow me to write in expand form with exponents I would. You will just need to ask your child to help you with this one.
 * 9-9-11**

We are now moving on to our next sport, football. Here is the big assignment for the day. //(The exponents do not show up on the document.)// Hmmm, when all is said and done, every new "ticket sales manager" needs to calculate how much money was spent today and then write the number in standard form, expanded form and expanded form with exponents. As we went through the calculating process we tried to look at the items and their value, then figured out if we are under budget. Can you think of an easier way of trying to see if you are under budget without doing the full calculations?
 * 9-12-11**


 * Please click our Shutterfly class photo site on the Home page or our wiki to view this project while in-the-works.**


 * 9-19-11**


 * Click here for place value chart. [[file:Place value chart with decimals word 97.doc]]**

This has become the Mrs. K annual math event. How fast can you recite the alphabet to the nearest hundredth of a second? Imagine being an Olympic swimmer and someone beat you for the gold medal by .01 or 1/100 of a second. You will see today how important tenths and hundredths of a second are when timing a special event, such as the Alphabet Challenge. Good Luck to all, and I hope *mersk doesn't affect anyone today! (*mersk- sniglet for the Mrs. K disease...getting tongue tied!)
 * 9-20-11**
 * Alphabet Challenge Trials Worksheet Word 97 [[file:Alphabet challenge trial worksheet 97.doc]]**
 * Alphabet Challenge Trials Worksheet Word 2007 [[file:Alphabet challenge trial worksheet.docx]]**
 * Alphabet Challenge Spreadsheet** [[file:Alphabet challenge 97.xls]]

Results

Wow, I am a little behind in our math blog. I will have to get some pix up here of our Food Shopping Extravaganza! Take your parents to a real food market and see how close you come to estimating the total cost of the food bill. Think about the different forms of estimating and remember, in order to add the values, you are using different properties of addition and multiplication to come up with your total. We will continue our extravaganza when we get back from break. Way to go **Thane** for being our first winner of the Food Shopping Extravaganza!
 * 11-22-11**

12-20-11
 * 12-5-11 Math Olympic Challenges this week!** The following documents explain the first three Olympic challenges. Get your math skills ready!
 * Results of the Math Olympics**


 * 1-9-12**


 * Customary Units of Linear Measurement**
 * 12 in. = 1 ft.**
 * 3 ft. = 1 yd.**
 * 1,760 yd. = 1 mi.**
 * 5,280 ft. = 1 mi.**

You all created wonderful maps using a **grid** system. You **plotted** specific items on your map. The **coordinates** plotted will be used to create plot stories in class tomorrow. From there you will be using the grid **units** to **calculate** the **perimeter** and **area** of the land. Oooh, in order to do that you will need to create a map **scale**. Lots to do!


 * 1-13-12**


 * Which is the better deal? What information do you need to know before you can solve this problem?**

Which is the better deal? You and your team must solve this, all-important, laundry detergent problem! Show all work, and in a neat and organized fashion.
 * 1-17-12 Group Assignment**
 * Tide Laundry detergent**


 * Chocolate Milk Math**


 * 1-20-12**


 * We will start with basic metric linear measurement**


 * 10 mm= 1 cm**
 * 10 cm = 1 dm**
 * 10dm = 1 m**
 * 1,000m = 1km**


 * Practice measuring items around your house using the metric side of a ruler or meter stick.**


 * For example: How long is your kitchen table?**
 * My kitchen table is 148cm. That is //14 dm and 8 cm, or 1,480mm.//**
 * My chapstick is //8cm and 3 mm long, or 83mm long.//**
 * The ketchup bottle is //24 cm tall, or 2 dm and 4 cm tall, or 240 mm tall.//**


 * Practice and get used to using basic metric measurement. The more you practice, the more familiar you will become familiar with it.**


 * 1-25-12**


 * Let's see. After weighing one packet of sweetener, we found that it weighs in at a whopping 1g. It would take 1,000 sweetener packets to equal one kilogram. Oh, and 1 small paper clip weighs about 1/2 gram. Hmmm, that means it weighs in at a whopping 500 milligrams.**
 * To sum things up...**


 * 1,000 milligrams = 1gram**
 * 1,000 grams= 1 kilogram**


 * 1,000 mL = 1L**


 * Thanks to Mr. K and the science department, we now have 2 triple-beam scales to use to weigh our super light-weight items, like the 1 gram tissue.**
 * We'll have some fun with these tomorrow.**


 * 1-26-12**
 * Click the pdf for a copy of today's homework paper.**

We will begin our unit on the introduction to **fractions**. (Chapter 9) Along with fractions, we will interpret different types of **graphs** (Chapters 7 and 8). Our first graph will be the double bar graph. Click the Excel document to view the double bar graph below.
 * 2-13-12**


 * Double Bar Graph**
 * Challenge Yourself**

Understanding divisibility rules will help you to determine the factors that create a whole number product. Click the document below to view the rules. I will give each of you a card stock version of this document that you can use in class.
 * Chapter 9 Prime and Composite Numbers**


 * Prime Number**- //(a prime number is greater than 1)// is a number that can only be created by the factors 1 and itself. For example, the number 3, only the factors 1 and 3 can create the product of 3. 1x3=3


 * Composite Number**- is a number that has more than 2 factors. For example, the number 6, has the factors 1 and 6, 2 and 3. (1,2,3,and 6)


 * Is the number 1, prime or composite?** Hmmm!


 * This site is great for extra practice in deciding if a number is prime or composite.**
 * [|Prime and Composite Numbers Practice]**


 * 2-16-12**
 * Here are copies of our Prime and Composite word problems as well as Chapter Check 9.1 if you would like to practice them again.**


 * 2-17-12**
 * Click the document below for examples of prime factorization.**


 * 2-22 through 3-1-12**


 * Finding the Greatest Common Factor (GCF) There are two ways to find the GCF. View the videos below.**

media type="file" key="Greatest Common Factor Way 1.wmv" width="300" height="300" media type="file" key="Greatest Common Factor Way 2.wmv" width="300" height="300"

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 * Hopefully you can view this GCF review. I understand some of you can not view the ones above.**

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 * 2-2912** **Review for Quiz with how to solve/answers.**


 * 2-29-12 Finding the Least Common Multiple**

//**I have jury duty this week. I created these videos to help you understand how to find the Least Common Multiple.**//


 * A multiple of a number is the product of the number and any counting number. If a number is a multiple of two or more numbers, it is called a common multiple .**

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 * Intro from page 232 in text book.**

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 * Explanation on how to solve the word problem about two comets Forbes and Arend.**

Review 1

media type="file" key="LCM Reviw 1.wmv" width="300" height="300" Review 2 media type="file" key="LCM Review 2.wmv" width="300" height="300"

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 * Explanation of how to solve the Reteach 9.4 word problems.**

Thank you Bonnie, Grordon and Graham for your contributions to this Justin Bieber word problem. media type="custom" key="12751292"

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 * 3-2-12 Homework Solution**
 * Explanation of how to solve Problem Solving 9.4**


 * 3-5-12**
 * Fractions and Mixed Numbers**

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 * Review of Improper Fractions and Mixed Numbers from Today's Lesson**
 * (Sorry, I was interrupted several times while recording, so it is not as fluid as I had hoped. I just may need to re-record this tomorrow. I went from 1 1/3 to 6 1/3 and skipped why I did that. Yikes! I hope this is still helpful though.)**

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 * 3-8-12 Lesson 9.6 Reteach Page Multiplying or Dividing to Create Equivalent Fractions**

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 * Practice 9.4 Help for Problem #s 11 and 20**


 * Answers to problems on Practice page 9.6. If you did not get a problem correct, try and find where you made the mistake. We will also review in class tomorrow.**


 * 1.** 4/5 **2.** 12/20 **3.** 7/8 **4.** 6/18 **5.** 7/3 = 2 1/3 **6.** 2/3 **7.** 40/72 **8.** 5/3 = 1/23


 * 9.** 2/5 **10.** 11/6= 1 5/6 **11.** 7/2 = 3 1/2 **12.** 5/8 **13.** 12/19 **14.** 7/3 = 2 1/3 **15.** 6/5 = 1 1/5


 * 16.** 2/3 **17.** 6/11 **18.** 7/3 = 2 1/3 **19.** 1/3 **20.** 4 **21**. 11/4 =2 3/4 **22.** 13/16 **23.** 3/2 = 1 1/2 **24.** 6/13


 * 25.** 3/4 **26.** 7/8 **27.** 14/3 = 4 2/3 **28.** 5/2= 2 1/2 **29.** C **30.** These are only 3 of the many possible answers 98/100; 49/50; 196/200

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 * 3-12-12 The video below is a recap of today's lesson. It will also help you with your homework.**


 * 3-20-12**
 * Triple the recipe.**

Adding and Subtracting Mixed Numbers with Unlike Denominators as demonstrated by Connor and Claire. media type="custom" key="13403404"

4-4-12 Thank you Emma and Bonnie for reviewing //**subraction of fractions**// with unlike denominators, especially those with "glitches."

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 * 4-11-12**
 * Answers to tonight's homework. Use this to check your work.**


 * 11/18 1 3/4 3 5/9**


 * 12 1/2 7 1/3**


 * 1 1/2 3/10 2 2/7**

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 * 4-17-12 Reviewing Multiplication of Fractions by Ryan**

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 * Reviewing Multiplication of a Whole Number by a Fraction by Natalie**

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 * Reviewing Multiplication of Numbers by Matt E.**

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 * 4-20-12 Explanation for problems from last night's homework. Not the best of videos, but they will do!**
 * The Stage**

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 * Seating on Stage**

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 * Tickets**


 * 4-30-12 Answers to Homework page 14.7**

//**2.**// **52**
 * 1. 4.16**
 * 3. .7**
 * 4. 8.5**
 * 5. 28**
 * 6. .3**
 * 7. 3.5**
 * 8. 2.15**
 * 9. 5.8**
 * 10. 16.4**
 * 11. 7.2**
 * 12. 6.3**
 * 13. $0.30 per minute**


 * 5-25-12 Introduction to Integers**

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