What’s Goin’ On In Room 133

Posts Tagged ‘integers’

Colleagues, dear colleagues.  We have come so far in such a short time.  Normally, I put our video links on our Great Links Abound! page (and you do want to check there for new stuff from time to time).  But I want to put these two in a post because it reminds us that all math is inter-related.  When we truly understand the properties of our extraordinary number system, we find that we spend less time crunching numbers and more time exploring ideas.  

Now, mind you, these links won’t illustrate that last point; that’s just your crazy Mr Edwards going off again about math!  And these links are not spectacular; they just show a lady going over some math problems.  But they DO remind us about a few things we have learned this year – and applies them to what we are doing now.  So get a pencil, a small notepad and your favorite hot beverage and click away!  (And when it really starts gettin’ good to ya - try not to spill that stuff on your keyboard, okay? )

Math Lab Lady – Part 1

Math Lab Lady – Part 2

You can handle it, Colleague!  That’s why we have all those review problems on Statistics and Integers.  You don’t have to do them all.  Just concentrate on the ones that are the trickiest for you, and make sure you have those critters figured out. 

And as for the ones that you know cold – just run through one or two (SHOWING ALL YOUR WORK!), you know?  Just to make sure you don’t throw away any easy points !

ADDED NOTE: If I spoke with you today and you need that extra credit to boost those Test scores on Statistics and Integers, you know what you have to do.  The full 9-page Review Packet and the front page of the one with all the Dump Your Brain notes on it, both Examples section and the Mixed SOL Review section.  If you want it to count, bring it in on Monday.  I am looking forward to adjusting those scores ! 

Monday is going to be Great Day, dear colleague!  Rock on!

Take up the challenge to make up your grades, Colleagues! 

Some of you need to make up for the score on your Integers Test.  Some of you need the extra practice.  And some of you need the extra credit! 

The review packet (which most of you will get it on Friday) has a lot of good tips and examples – as well as some great word problems.  (Eleven of them on the 7.5 Integers section, as a matter of fact.) 

Come see me and let’s talk about how many you will need to do to make up your grade!  Essayons!

This problem is one that we talked a little about in all of our classes, but Enriched Math got it for homework.  Seems to me that we really ought to spread the wealth here because this was good practice.  (One of our classes actually got to finish this in class today.  That was good work!)

7.5 Activity Temp Changes 091013

7.5 Activity Temp Changes Answer Sheet 091013

Rock on, Colleagues!

OK, Colleagues – illustrate these four different math sentences:

8 – 2 = 6

-8 – 2 = – 10

8 – ( – 2 ) = 10

-8 – ( – 2 ) = – 6

Try to show them in different ways, such as using the number line to show movement of operation or relative positions, using positive and negative icons/symbols, or in a way that YOU see is mathematically sound.  Looking forward to viewing your work.  We’ll count these as due on Wednesday the 14th.

Check it out, Colleagues!   Turn your blue Math textbook to page 136, and do the EVEN-numbered questions only from #14 – 26.  And again on page 140, even-numbered only, from #12 – 24.   These are due on Wed Oct 14th.

Howdy, Colleagues!

One of the lowest temperatures ever recorded in the United States was -80˚F at Prospect Creek, AK in 1971.  One of the highest temperatures recorded in the country was 134˚F at Death Valley, CA in 1913.

First, what states are these two places in? 

And second, what is the difference in degrees Fahrenheit between these two temperatures?

For extra extra credit:  what is the difference between these two temperatures in degrees Celsius? 

And for extra extra extra credit: what is the difference between these two temperatures in degrees Kelvin?  (Your Science teacher will probably smile and give you some extra credit, too, if you bring this one in!!)

(Hint:  the formula to convert Fahrenheit to Celsius is:  5/9  x (temp in degrees F  -  32).  I’ll let you research how to make the conversion to Kelvin…:)

Rock on, Colleagues!

Textbook page 108; questions 12 – 20 (even numbered ques only, thanks!).

Once again, we peel another layer off of the things we already know.  The simple number line is now just like a ruler.  No, not like King Solomon – like a measuring ruler!  And we know that ruler extends out to infinity on the positive side – and on the negative side. 

We already knew that numbers on our number line increase from left to right – and now we are reminded that they decrease from right to left!  We see positive numbers on the right side of zero, and we see negative numbers on the left side of zero.  The set of numbers that are on the right side of zero are the same set of numbers on the left side zero; it’s just that the right side is positive and the left side is negative.  Looking at them, it’s almost like setting up a mirror right at the point of zero, huh?  

Well, we saw that, on the number line, the distance between any number and zero is called the number’s absolute value.  And since we are talking about the distance from point A to point B, this absolute value is always a positive number. 

Makes sense?  Check this out.  The absolute value of 6 is equal to the absolute value of -6.  That’s because the distance between 6 and 0 on the positive side of the number line is the same as the distance between -6 and 0 on the negative side of the number line.  The only difference is that one is on one side of zero and the other is on the other side of zero.  Going in opposite directions, yes, but the distance is still the same. 

Can you dig that?  Positively!  So check out the practice session we laid out today on page 59, questions #1 thru 19.  More practice to come when we meet again – absolutely!