Day 23

Take up questions #1-7 from page 240

Assignment: page 240: #8-17

Day 22

Take up #17, 18, 19

Review for the test on Monday: Practice Test: page 240: #1-7

Day 21

Take up work from yesterday

Assignment: page 240 #17, 18, 19

Day 20

Take up page#229

Pythagorean Triples: Three numbers that satisfy the Pythagorean relation are called a pythagorean triple. For example "3, 4, 5" is a Pythagorean Triple.

You can find other Pythagorean triples in the same family by multiplying or dividing the original by a constant.

A primary Pythagorean Triple is the lowest form of a triple. ex: 3, 4, 5

Assignment: page 240: #1-16

Day 19

Work on page #228 #1-16 then take up.

Assignment: Page #229 17, 18, 20, 22

Day 18

Take up page #238 1-9

Assignment: page# 228; #1-16

Day 17

Pythagorean Relation: Used to the find the measure of one unknown side in a right angle triangle.

a2 + b2 = c2 (website won't allow this to be written properly).

c is the measure of the hypotenuse(longest side) and "a" and "b" are the measures of the other sides.

Assignment: Complete page #238; 1-9

Day 16

Substitute teacher was here today.

Assignment: Page# 238: 1-9

Day 15

Take up work from yesterday(page #211)

Assignment: page# 219 #2, 3, 4, 7

Day 14

Similar triangles game: everyone has to draw and cut out their triangle, then find other people with a similar triangle


Similar Triangles

Triangles are similar if: 1. Corresponding angles are equal or
2. lengths of corresponding sides are proportional

Similar triangles have the same shape but they are a different size.

Assignment: page#211: #3, 5, 7, 9, 11, 13, 15, 18

Day 13

Take up Page # 11: #1-15


Work: Get Ready: Page# 204: #1, 6, 7, 8, 9, 10, 12, 13, 15

Day 12

Take up questions from yesterday(page 11: #1-15)

Review quiz: quiz is based on the review booklet from the 1st two weeks.

Day 11

Take up: page 7:#1-15

Rates: a comparison of unlike quantities, because the quantities are unlike you must include the units.

To express a rate as a unit rate, divide the first term by the second term.

Assignment: page 11: #1-15

Day 10

All work from yesterday was taken up(ratios, rates) Note: Proportions: A statement of equality between ratios. ex: x :3 =1 : 5. To solve these types of proportions you must follow these steps: change the proportions to fractions cross multiply isolate the x When all these steps are followed you will have solved the unknown value for the proportion. Work: Textbook: pg# 7: #1-15

Day 9

Took up all work from Friday: fractions to decimals for one class and multiplying and dividing fractions for the other.

Note:

• Ratio: a comparison of two or more quantities with the same units. Ex: 1 to 3, 1 : 3, or 1/3.
• Rate: a comparison of quantities with different units. ex: mph, km/h, words per minute, dollars per hour.
• Examples of a few questions were provide in class.
• The first period math class MFM 2P0-02 went through the textbook and as a class we looked through the glossary, table of contents, the chapter previews and reviews, the main points for the chapter and the key concepts sections in the book.

Assignment: page #24, 25 of the booklet.

Day 8

All work on multiplying and dividing fractions was taken up

Note: Changing fractions to decimals: you simply divide the numerator by the denominator on your calculator and the answer appears.

Assignment: pg# 22

Journal Entry: If you could make three wishes what would they be?

Day 7

All work from yesterday was taken up: Page #A17, #A18, #A19 Notes: Multiplying and Dividing Fractions When multiplying fractions you multiply the top numbers and the bottom numbers. When dividing fractions you must invert the second fraction and then multiply. Assignment pg #A20 and #A21 Journal Entry: If you could change one thing about yourself what would it be? If you could change on thing about the world what would it be? If you could change one thing about Dryden High School what would it be?

Day 6

All work from yesterday was taken up (A16) Notes: Adding and Subtracting Fractions: 1. To add or subtract fractions the denominators must be equal. If they are equal, add or subtract the numerators and leave the denominator the same. 2. If the denominators are not equal you must find a common denominator (A common denominator is a number both denominators will go into). 3. After finding a common denominator write each fraction as an equivalent with the common denominator on the bottom. Assignment: Page A17, A18, A19 from work booklet Journal Entry: What are you going to do when you finish high school?

Day 5

All work from Friday was taken up (equivalent fractions) Note: Improper fractions are fractions where the top number (numerator) is greater than the bottom number (denominator). Mixed numbers are a combination of a whole number and a fraction. Steps to change an improper fraction to a mixed number: 1. Divide the top number by the bottom number and write the answer as your whole number. 2. Remaider after division goes on top of the fraction 3. Bottom Stays the same. Steps to change a mixed number to an improper fraction: 1. Multiply the whole number by the bottom number and add the top number. 2. Bottom Stays the same. Work: Page #A16 Journal Entry: What did you learn last week? (need at least three things) Did you find anything easy or hard or both, depending on the topic or day? Explain.

Day 4

The first 20 minutes was used to finish journal entries and work.
The 4th and 5th pages in the work booklet were taken up.

Note: Notes were taken on rational numbers(fractions), the greatest common factor (GCF), and reducing fractions to simplest form. The three steps used to reduce a fraction to simplest form are 1. find the GCF of the denominator(bottom number) and numerator(top number). 2. Divide the top and bottom number by the GCF. 3. Re-write the fraction inb simplest form.

Assignment: The 6th page of the booklet and the pink worksheet handed out.

Day 3

The first 20 minutes of class was used to finish work from the previous day. All work that was assigned yesterday was taken up in class. (the first three pages of booklet)

Note: A note was taken regarding the multiplication and division of integers. The key point for multiplication and division is that if both the numbers in the question have the same sign the quotient or product will be positive. If both numbers in the question have different signs then the product or quotient will be a negative number.

Assignment: Page 4 and 5 in the work booklet.
Journal entry number 2: You could choose one of the following to write about:

• What are you going to do to pass this course?
• Set two goals for the first month of school. How will you accomplish them?