Percent proportions

We did a benchmark exam

The exam covered topics that were discussed and will be discussed during the first semester.

Section 4-5 identify similar figures and find the missing side on figures known to be similar

Today we identified similar figures. We said that similar figures had corresponding (matching) angles that were congruent. Similar figures also had to have corresponding (matching) sides that formed a proportion. We used that information to find the missing side on a similar figure.

Proportional situations

We discussed that a proportional situation may include:
-Converting units of measurement [e.g. "How many inches are in 7.5 feet?"
-Questions involving percents or rates
-A table that shows a constant rate of change

Practice word problems involving the pythagorean theorem

Today we practiced the pythagorean theorem in the context of word problems. If you subscribe to the podcast some of the example problems are explained.

More on the Pythagorean Theorem (Section 3-6)

We reviewed the parts of a right triangle. We said that if three numbers describe the triangle's sides the largest of those numbers would be the hypotenuse. The other two sides atr called legs. We also estimated the length of the hypotenuse given certain numbers for the legs of the right triangle. For example If we have a triangle with legs of 7 and 12 the hypotenuse would be slightly less than 14 (7x7=49, 12x12=144, 144+49=193 answer close to 14 because 14x14=196 and 193 is close to 196).

Introduction to the pythagorean theroem (Section 3-6)

Today we examined, using models, the relationship between the legs of a triangle and the hypotenuse.

Scientific Notation (section 2-10)

Today we did additional practice on converting scientific notation to standard form and vice versa.

Scientific Notation (section 2-10)

We converted numbers in scientific notation to their standard form. We explored a few ways to do this conversion. We moved the decimal point based on the value of the power of 10 in that problem. For negative powers we moved the decimal point that number of times to the left. For positive exponents we moved the decimal point that number of times to the right. We also simplified the problem by answering a similar question to give a hint of what to do for that question. For example 7.32 x 10^5 is similar to 7 x 10^5. Since 7 x 10^5 equals 700000, 7.32 x 10^5 equals 73200.

Scientific Notation (section 2-10)

We converted numbers in standard form to scientific notation. We learned that any number in scientific notation will be the product of a number between one and ten with a multiple of 10. We also assigned homework from the homework calendar dealing with section 2-10.

Took a test today

We did a retest on ordering rational numbers, converting measurements, and operations on rational numbers.

Podcast

Today we will be reviewing the test that we took yesterday.

Math class blog

This blog will contain posts for my students.

Math class blog