Looking+for+Pythagoras

The formula for a linear slope is y=mx+b: First to find B which is the y-intercept, the y intercept is were the line crosses the y axis Then to find slope you need to find the rate at which the object rises of falls. Then to find Y you have to multiply the slope with X then add the y intercept.
 * =Looking For Pythagoras= Journal and Homework Record Looking For Pythagoras Vocabulary==October 29, 2007== ===Notes=== In y=mx+b, m= slopeRise/Run=y1-y2/x1-x2=deltaY/deltaX

Problem 6.1- Revisiting slopes
Slopes:OA- 0/7 OB- 1/7 OC- 2/7 OD- 3/7 OE- 4/7 OF- 5/6 OG- 6/5 OH- 7/4 OI- 7/3 OJ- 7/2 OK- 7/1 1) a) (7,2); (21,6) b) (6,5); (12,10) 2) a) (1,1);(2,2);(3,3) b) 45 degree angle 3) First you should take two random Y points then subtract them, after that you should find two different X points and subtract them. The slope of that line would be the Y result over the X result. You could put this as rise over run, y1-y2 over x1-x2 or delta Y over delta X. 4) If it contains two points on a grid then the number will most likely be a rational number. If it doesn’t touch any dot then the slop will most likely be an irrational number because an irrational number is never a whole number and continues forever.
 * Problem 6.1 follow up:**

October 25, 2007
===Notes=== To say a decimal like 0.60753, you say the zero and instead of the “.” You use the word “and”. So, the decimal written above would be said as “zero and sixty thousand, seven hundred, fifty three, Hundred Thousandths”.At times when finding the decimal form of any fraction with a calculator, you may get a decimal like 0.050505050505051, it means the calculator has added the “1” to conclude the decimal. It happens because the screen may be too small to show us the whole number.

**Journal:**
===**5.3: Exploring Repeating Decimals**=== ===**Problem 5.3:**=== A. Copy the table below, and write each fraction as a decimal.

Fraction: Decimal: 1/9 0.1111… 2/9 0.2222… 3/9 0.3333… 4/9 0.4444… 5/9 0.5555… 6/9 0.6666… 7/9 0.7777… 8/9 0.8888…

B. Describe the pattern you see in your table.

The pattern that can be seen in the table is that every time the fraction increases by one fraction, the decimal points increases by one number as well.

C. Use the pattern to write a decimal representation for each fraction. Use your calculator to check your answers.

1. 9/9 0.9999… (Calculator answer: 9/9 1) 2. 10/9 1.1111… (Calculator answer: 10/9 1.1111…) 3. 15/9 1.6666… (Calculator answer: 15/9 1.6666…)

D. What fraction is equivalent to each decimal? (Hint: The number 1.2222… can be written as 1+0.2222…)

1. 1.2222… = 11/9 2. 2.7777… = 25/9

**Follow Up 5.3:**
1. Explore the decimal representations of fractions with a denominator of 99. Try 1/99, 2/99, 3/99, and so on. What pattern do you see?

1/99 = 0.01010101… 2/99 = 0.02020202… 3/99 = 0.03030303…

The pattern seen is exactly the same as it was in Problem 5.3, the only difference is that there is a 0 in front of every whole number.

2. Explore decimal representations of fractions with a denominator of 999. Try 1/999. 2/999, and 3/999 and so on. What patterns do you see?

1/999 = 0.001001001001… 2/999 = 0.002002002002… 3/999 = 0.003003003003…

The pattern I see is again the same as Problem 5.3, only this time we have two zero’s before the whole number.

3. Use the patterns you discovered in the decimal representations of fractions with denominators of 9, 99, 999 to find fraction with these decimal representations.

a. 0.3333… = 3/9 b. 0.05050505… = 5/99 c. 0.45454545… = 41/9 d. 0.045045045… = 41/99 e. 10.121212… = 10 11/9 f. 3.9999… = 3 9/9

**Homework:**
- 5.3 and Follow UP - Ace (5): 5-8, 25-30 - MR #5 - Quiz Redo

October 21, 2007
===Notes=== For a 45 degree right trainagle (one half square) the legs equal each other in length, and the hypotenuse in the side length times the square root of two. For a 30/60/90 triangle, the shortest leg is half the hypotenuse or the hypotenuse is twice of the length of the shortest leg, and the long leg is the square root of three times the short leg.

Homework
Complete 4.3 and Follow-upMR 4; Page 52 ACE 4: 8, 9, 11

September 27, 2007
===Notes=== Learning Environment Notes Include a statement of purpose, i.e., "We are here to improve our ideas about numbers and their uses"

Insert "how to pass" statements into our Learning Env. section) No one is "Stupid" (everyone is has something to offer?) Everyone has their own level of learning Everyone Participates Everyone Challenged Everyone Successful Respect the ideas of other's Stay focused on math in class Wait your turn Be Helpful Speak Positively The Golden Rule Show People respect Participate in our discussions Ask for help Look and Learn Have Fun Speak up so we can hear you Be prepared Chat during your break Talk about math Finish your work

Journal
===Homework=== Complete 2.3Complete MR Page 26 ACE 2:2, 13*****

==**September 25, 2007**== ===**2.1 Finding Areas**=== ===**Notes**===  **finding Area of iregular shapes. 1. USE A FORMULA 2. Flip and/or rotate parts of the shape to make easy-to-count shapes like rectangles. 3. Cut and move parts of the shape to make easy-to-count shapes like rectangles. 4. number the individual squares to keep count. 5. focus on rectngles and triangles that make up the shape.**

**Journal**
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 * labsheet2.1.jpg ||

2.2 Looking For Squares
Austin, start here.

Homework
Read and complete 1.1 Driving Around Euclid (due Sept 23 due to NESA Challenge)Sign into the wiki and leave a discussion message Redo tests are due on sept 19 We will be having our discussion of Changes to the Learning Environment Read 1.2 and 1.3 before September 23 (new) =August 14, 2007= Hand out books, course summary, and journal and homework record. Below you can see notes from the white board about what slope and y-intercept mean
 * [[image:advancedmath8c:white-board-slope-08_20_07A.jpg caption="white-board-slope-08_20_07A.jpg"]] ||
 * white-board-slope-08_20_07A.jpg ||

=August 22, 2007= Below you can see some notes from the white board about writng equations for linear relationships.



=September 13, 2007= Today we finished our unit test and the homework is to finish my unit self-assessment, sign up for a wikispace account, and come to class next time with at least 3 suggestions for changing the learning environment section of the course summary.

=Looking For Pythagoras= Journal and Homework Record Looking For Pythagoras Vocabulary

Homework
Read and complete 1.1 Driving Around Euclid (due Sept 23 due to NESA Challenge)Sign into the wiki and leave a discussion message Redo tests are due on sept 19 We will be having our discussion of Changes to the Learning Environment Read 1.2 and 1.3 before September 23 (new)|| ||  ||  ||  || Heading 1Heading 2Heading 3**NormalCode ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  || |Cancel || none //Optional:// a note about this edit for the page history log

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