Friday, January 23, 2009

Today's Slides: January 23

Here they are ...

Thursday, January 22, 2009

Today we worked on surface area, volume, and circumference of a sphere. The questions we worked on were:

1. The surface area of a sphere is 1256 sq. cm. what is it's circumference?

2. The surface area of a sphere is 1256 sq. cm. what is its volume?

1. The volume of a sphere is 7234.56 cubic cm. What is its radius?

2. The volume of a sphere is 7234.56 cu. cm. What is its circumference?

3. The volume of a sphere is 7234.56 cu. cm. What is its surface area?

Also he gave us a few tips for our exam. He said that the question numbered 1, about the radius, is not going to be on the exam, but you should do it anyways. He told us one more thing as well. that in order to get # 2 we were to do # 1 first. Be warned though that we are having to do triginometeric figure reviews tomorrow.
almost forgot, the next scribe is going to be ... donna!

Today's Slides: January 22

Here they are ...

Wednesday, January 21, 2009

SCRIBE: Dimentions of a Sphere (scale factors)

Hey everybody, in today's class we did some problems one scale factors we also talked a little about QUADRILATERALS - Any 4 sided figure ( Trapezoid, Parallelogram, Rectangle, Rhombus and the Square).

Back to scale factors, Scale factors ALWAYS talks about length. You have to be careful and watch when your doing problems on scale thou because area is NOT length. One of the problems we did was we had to find the area of a trapezoid. In this problem the scale was 1:20 so you would multiply your area by 20 squared not 20 because area is NOT length. Its the same with volume you would multiply it by 20 cubed. An easy way to remember this is

Example :




1 squared : 4 squared

1: 16


1 cubed : 4 cubed

1: 64

You also have to remember to indicate your units of measurement and weather its squared or cubed. So for example cm squared, and always remember to show your work.

The slides from today's class are posted below with all the problems we did and the homework assignment.

The next scribe will be RYAN

see yall tomorrow =D

Today's Slides: January 21

Here they are ...

Tuesday, January 20, 2009

Scribe Post Jan. 19th

So im a little bit late on this scribe post but I am required to do it anways so here it is. This is the post for the class of the 19th by the way. Above is a question Mr.K gave us that most of us had trouble doing that day, but with his help we figured it out. He just basically put stuff that had the same value over eachother and worked with it until he found his answer.

We also had a quiz on measurement that everyone seemed to have had a good grasp on because we all good exceptionally high marks. The quiz focused on alot of questions having to do with converting different units of measurements like for instance converting CM into M, and stuff like that. Then there were a couple of questions focusing on the area and perimeter of a shapes, but previous posts have covered that topic.

This is Jonathan by the way, and Mark already picked the next scribe.


Today's Class
In the beginning of class we discussed and reviewed from yesterday's materials. All that stuff is on the lower slides below which is called MORE ON MEASUREMENT.
After that we went through the questions that were on the previous slide. Our teacher explained that if the question asked to convert 7 cm 2<---(squared) to mm we had to go through a series of steps. Well think of it as big square and being cut up into smaller units than it originally was but the same square being the same way it was. After, 2 sides which are the top and the right side was 10 mm. So now you would cut 10 little squares on both sides to the point were who would have 100 little squares. Now picture that and now you have 1 cm 2<---(squared). Now basically multiply 100 mm by 7 and you get 700mm 2<---(squared). *DONT FORGET THE SQUARE!*
But all it all comes down to an easier way and the easier way is to multiply 7 by 100 and you get 700 mm2<---(squared).
After that discussion we had moved on and were talking about volume. Our teacher explained that volume measures width, length and depth. Volume is also like square but instead of using square we use cubed. Cube is then recognized as 3 instead of 2. It is basically the same steps but the only thing different about it is to change square to cubed.
THE next scriBe Will bee.......CORALEE!!

Today's Slides: January 20

Here they are ...

Monday, January 19, 2009

Today's Slides: January 19

Here they are ...

Applied 20S January 19, 2009
View SlideShare presentation or Upload your own. (tags: am20sf08 math)

Sunday, January 18, 2009

With exams on the way--

What part do you think perseverance might play in your review and subsequent success on your exams--



So we've just learned about how to measure Volume of the late, and in Fridays class we learned how to measure the Surface Area.

S.A (surface area) =4(pi)r-squared

This means in order to find the surface area of any object you multiply 4 by pi (3.14 repeated). Then you multiply total of 4xpi by the surface's area's radius (which is the circumference divided by 2). BUT YOU RADIUS IS ALWAYS SQUARED! If you do not square you radius your answer will be totally off.

that's pretty much it :) .... remember to check out the link that follows to study for exams!

NEXT SCRIBE THE JONATHAN! if your even there .... :P

Friday, January 16, 2009

Today's Slides: January 16

Here they are ...

Applied 20S January 16, 2009
View SlideShare presentation or Upload your own. (tags: am20sf08 math)

Thursday, January 15, 2009

Volume & surface area of spheres


We talked about Volume & Surface Area of Sphere
what we did today is do some questions about volume and surface area, we also looked over the Conversion Table witch showed different measurements converted to other measurements, but the one's that we mostly looked at were 1 inch = 2.54 cm, and 1 mile = 1.61 km.

We first got put in groups of 3 and worked on the questions together.

One question that we did was " A car handbook calls for the oil to be changed every 5000 km, how many miles is that ?

( 1 km = 0.621 mi )

what i did was i used the hint that they gave, and i changed the 1 km to 5000 km, then i multiplied it by 0.621 mi, because every 1 km = 0.621 mi. So then i got 3105 mi for how many miles it had to be before changing it.

When we were done doing the questions, we also got an assignment to do for home work, witch was Pg. 34 and questions # 1 - 5.

Next Scribe is ..... Jonathan!!
because he had to go to somewhere "important" hahah jk bro |^_^|

Today's Slides: January 15

Here they are ...

Applied 20S January 15, 2009
View SlideShare presentation or Upload your own. (tags: am20sf08 math)

Wednesday, January 14, 2009


hey there?!

Last Tuesday and Wednesday we talk about the estimates and conversions.
We also talk about a technique to be easy to know the conversion.
For example:

Mr. K also mentioned the word MNEMONIC. Mnemonic means is relating to, assisting, or intended to assist the memory. A device, such as a formula or rhyme, used as an aid in remembering.we also do some exercises for example:

convert 500mm to feet: 500mm x0.03937= 19.7 inches, and there are 12 inches in a foot , so 19.7/12=1.64 feet ( or 1 foot and 7.7 inches).

how did i get the 86500. the first thing i do is i look at the king Henry died mother didn't care much the MNEMONIC. I move the decimal point to the right to get the 86500. if you dont get it just used the mnemonic to see how many zero your going to put.It always has a smiley faces. The most important thing that we should remember is the conversions of the imperial and the metric measurements. do you know that the imperial and the metric system are different. The imperial is complicated than the metric. The main difference between metric an imperial (American) system of measurements is that the metric system is a breeze to use, and all the scientific measurements are given in metric. Since it's a system based on 10, every measurement is divisble by 10, in terms of scaling up and down. In other words, a yardstick is divided by 36 inches. A meterstick (about 39 inches) is divided into 100 parts. So, if you need to convert centimeters to meters, you just multiply by 100. (Instead of yards to feet, or feet to inches)

This are the conversions of imperial and metric:

Imperial/USA unit

Metric (SI) unit

Metric (SI) unit

Imperial/USA unit

Ounce (weight)

28.35 grams


0.035 ounces


0.45 kilograms


2.21 pounds

UK ton (2240 pounds)

1.02 metric tons

Metric ton (1000 kg.)

0.98 UK tons

US ton (2000 pounds)

0.91 metric tons

Metric ton (1000 kg.)

1.10 US tons

Imperial/USA unit

Metric (SI) unit

Metric (SI) unit

Imperial/USA unit


2.54 centimeters


0.39 inches


30.48 centimeters


3.28 feet


0.91 meters


1.09 yards


1.61 kilometers


0.62 miles

SOURCE: BRUCE J ,;_ylt=AmVkqIVj7bYtHkCoAryNfVPpFQx.;_ylv=3?qid=20080308152505AA3CAMi

the next scribe will be......JONATHAN..=)

Today's Slides: January 14

Here they are ...


jan 12 .An easy way to remember the metric system is too think king, Henry, died, mother, didn't, care, much. you just use the fist letter of every word. to convert them for example
2.4cm to mm (you would move the decimal one spaces to the left) and it would then be 24mm
from care to much. If your going from hecta to kilo then you would put a zero in front of the number 2.4 hecto would be 0.24 kilo. sorry i am late yesterdays scribe will be Cachel.

Tuesday, January 13, 2009

Today's Slides: January 13

Here they are ...

Monday, January 12, 2009

Today's Slides: January 12

Here they are ...

Applied 20S January 12, 2009
View SlideShare presentation or Upload your own. (tags: am20sf08 math)

Thursday, January 8, 2009


Today in class we had a pre-test so that we will be prepared for the test tomorrow. This is basically what was on our test....

Our first question was quite easy. It asked us about a profit of a raffle draw and how many tickets would have to be sold so that they would make NO profit. Here's the question:

Students sell tickets for a raffle. If the students sell 500 tickets, they loose $250. If the students sell 1500 tickets they make a profit of $250. How many tickets do they need to "break even" (no gain or loss)
(a) 0 Tickets (b) 250 tickets (c) 1000 tickets (d) 2000 tickets

Well if they loose $250 when they sell 500 tickets when they double how many tickets they sell (1000) they will have no gain or loss. Hence the answer is 1000

In the next question we dealt with an equation and profit. Here's the question:

A school hosts a dance. The profit, P, in dollars, is represented by the function P(n) = 4n - 100. What is n when P(n) = 1400 ?
(a) 325 (b) 375 (c) 450 (d) 5500

In this situation you need to replace the n with one of the given answers (the multiple choice answers) to see what one will give you a total of 1400. So you will multiply ___ by 4, then subtract that by 100 to see if it will give you 1400. When you replace the n with 375 you will end up with 1400. So 1400 = 4(375) - 100

In question 3 I had difficulties and tried to get Ryan to explain it to me so I will try and explain this to the best of my ability. Your given a chart of data about How much money it will cost to rent a apartment (in squared feet). Then we were to find the Linear Regression.

(go to this website to see the chart if you wish)

All in all we were to enter the given data into a list (STAT. ENTER) then graph it (GRAPH). then do to STAT again, but this time were moving over to CALC picking #4, LinReg(ax+b). You enter the normal 2nd. 1. comma. 2nd. 2. VARS. Y-VARS. (select) #1 (FUNCTION). ENTER. ENTER.

We can then find the Linear Regression ! y= 1.16x + 179.8

In question 4 we then worked with patterns. Here's the question:

Helen's starting salary is $35 000 per year. If she recieves a raise of $2000
every year after that, how much will she have earned after working 11 years?

Well if Helen starts off at $35 000 and you jump to $2000 your at $37 000. So for 1st year its $37 000. Then the 2nd year it will be $39 000, the 3rd year $41 000 etc, etc .... And once you reach 11 years you are at $57 000 !

Our final question dealt with calculator work so I can't exactly show it to you. Here is a link to the chart if you wish to see it. The chart basically shows us two list with the headings reading HEIGHT(m) and ARM SPAN(m) with our arm span as the dependant variable and our height as the independant variable (meaning that the length of the arms depends on how tall the person is)
Yet again you enter the list into the calculator as shown above. However when you are at the graphing stage that is when you get your answers. This time you have to hit the TRACE button and move around the arrow buttons until your x axis reads the height you are looking for. Once you have found the height, you look at the y= and there is your answer! You do this for questions b,c,and d.

For question E you are asked about Interpolation and Extrapolation. Interpolation is when you find the value INSIDE (inbetween) the points. Extrapolation is when you find the value OUTSIDE the points.

Yeah, thats pretty much it ... hope this helped :D

Michelle <3 style="color: rgb(102, 102, 204);">

Today's Slides: January 8

Here they are ...

Wednesday, January 7, 2009

Scribe(Escribiente) - Mark Casanova

Things we Have Learned Today.

- Fibonacci Tree

- Definitions

- Arithmetic sequence

- Formula to solve arithmetic sequences

- How arithmetic sequences work

- Solving word problems using the formula for arithmetic sequences.

Continuation of lesson

Today the class had started with discussing the ideas behind the fibonacci tree. We were shown a sequence of numbers which were 1,1,2,3,5,8. We were than asked by our teacher to figure out the next sequence of numbers. Students then figured out the next sequence of numbers that came after 8 which were 13,21,34,55. Our teacher than asked us how we came to our answer. Students replied that you took the first number and then you added the second number which had came after it. So the sequence of numbers where 1,1,2,3,5,8,13,21,34,55. Our teacher than explained to the students that trees grow in sequences such as these. (

The class then discussed reviewed material from last december about Arithmetic Sequences. All the information is in below slides labeled linear models.

The class then discussed and learned how to find the Nth term in an arithmetic sequence. The Formula how to find the Nth term is showned on the slides labeled linear models.

The class then discussed and learned what is an arithmetic sequence was.

NOTE* If it has a common difference it has an arithmetic sequence.
For example, 2,8,14,20,26. This sequence of numbers goes up by 6 so this is an arithmetic sequence.

Alright now we had questions during class and applying it to some questions.


a. What is the next sequence term of the sequence 1,-1,-3,-5,-7....?

Answer = -9

I got this answer by basically adding -2 to the next sequence of numbers.

b. Find an equation that could be used to generate such a sequence.

Answer = An = -2n + 3

Its hard to explain cuz i need paint to explain and my computer is not working properly right now and will be fixed as soon as possible.

c. what is the 35th term of the sequence?

Answer = -2n(35) + 3 = - 67

Yea dun.

NEXT SCRIBE WILL BE MICHELLE..unless u been it already

Today's Slides: January 7

Here they are ...

Applied 20S January 7, 2009
View SlideShare presentation or Upload your own. (tags: am20sf08 math)

Monday, January 5, 2009


Hi its Matthew

what we did last time was that we had a sub for the class
and we got into groups, and had to do the work sheet Pg. 314 # 7 - 12.
In our groups we discus about the questions of how to intercept questions and how it works so we understand it.
ex. y = 2x - 8, and 3x + 4y + 24 = 0
we also had to determine the slope and the y intercept of each line also.
ex. -2x + 3y +10 = 0, 4x -3y - 6 = -6

i hope this is right

next scribe is mark .. if he didn't go yet .

Sunday, January 4, 2009


"Arriving at one goal is the starting point to another." ~John Dewey

Do you think?

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