So Long ...

I'm so glad we've had this time together,

Just to have a laugh or learn some math,

Seems we've just got started and before you know it,

Comes the time we have to say, "So Long!"

So long everybody! Watch this space in February for pointers to new blogs for each of my classes.

Farewell, Auf Wiedersehen, Adieu, and all those good bye things. ;-)

Message in a Podcast

We had our last class on Thursday and made a podcast to celebrate! We left ourselves a "pod capsule" in instead of a "time capsule."

Here is our Message in a Podcast (10 minutes, 31 seconds). Please leave any questions, concerns, complaints, compliments, confusions, uncertainties, anxieties or other inquiries in the comments to this post.

This isn't our last post yet -- I've got at least two more I want to get out before the end. ;-)

Sunday Punting Practice

Like sokoban the target is to push objects (in this case punt-discs or 'pucks') around a maze to cover various targets. In a punt maze however the pusher slides forward tilt-style until it hits an obstacle, and a puck that gets struck will be punted forward a matching distance.'

'Aim: Use the black cross as a pusher to 'punt' the yellow pucks onto the blue targets.
Movement: Use the arrow buttons provided to move the pusher (black cross). The pusher will run in a straight line until it hits a wall or a yellow puck. If it hits a puck the puck will be punted forward a matching distance.'

Are you ready to play?

(Thanks again to Think Again!)

Last unit test for the course

Its the last test... the semester went by so fast. Well the last unit is about sequence and series. It wasn't hard yet it wasn't easy for me, somewhere in the middle. The pre-test was okay... Anyways i want to say good luck to everyone and hope they all get 100% in the GO FOR THE GOLD!

Test Blog

Don't I Look Good!!!

By far, this was my favourite unit. It was short, easy and fun. This unit was not that difficult. Most of it was just applying the formula. I guess the most difficult thing was finding the sum of a sequence that was in negitive numbers.

Well, after this (final) test, there is only four class left before exams. This math class was one of the most upbeat class I have ever had, Mr. K especially. He really got into the material he was teaching. Anyways, good luck everyone on your test and Goal for Gold.

Last pre test post!

It's so sad, it's our last pre test blog. This class went by so fast and when I think about it, we learned so much in such a short time. At first I was really afraid of what's to come in advanced math. But I made new friends and all of them are smarty-pants! I'm intimidated by all of you. And thanks to the people that helped me when I needed it. It's seems more like a reflective blog of the whole semester then a pre test blog.

This unit didn't take very long and I enjoyed it. I actually understood almost everything, just some things I get mixed up with. I get answers wrong when I miss read things and not analyze the question properly or well. I also mess up when I rush things, sometimes I just got to slow it down and look over my work. I should get into the habit of looking over my work.

Everything was great, I liked the work we did in class. Sometimes it seems so easy in class, but once I get started on my homework, I don't understand like 20% of it. Later on when I talk to other people in our class, they help me out and I understand what I did wrong and where. The test is tomorrow, after the test comes our exam. We better review in class! Oh, and my muddiest muddiest point is..... The graphing unit. I need help there! Well, see you all tomorrow, and I hope you all do well on the test.
-SAMUS

My last pre test blog!!

Well well well.. it's our last test which means last pre test blog. Our last unit was arithmetic/geometric sequences. It was a little hard at first to grasp the idea. I only really got the whole idea recently, I wasn't sure when to use the specific fomulas. Not like there are many fomulas, only two this unit. I never would have thought that this would be considerd a unit and actually use it, but it's pretty interesting.

Well it's been a good semester even though that it was difficult at times. We had a good time and I would like to wish everyone goodluck in their exams and the upcoming test. Have a good rest of the year!!

final bloging

well i think that this unit has gone by pretty fast. what i think that most people had worked on is the "go for gold" assignment. well i see that alot of people in our grade are working together and working very hard on the "go for gold" assignment, which is a good thing. cause everyone in our class is going to get 100% am i right? or am i right? =)

i don't remember very much about the beginning of this unit but im pretty sure that i thought this unit was going to be tough. what i now think is that i think this unit was easy. thats only if i payed more attention. (tsk tsk on me) anyways, i would always be behind the class but somehow i would try and catch up. i think we'll all see how i do tomorrow on the final test. i still have some difficulties on the words and remembering the formulas but today i will write all the formulas down over and over again so i won't forget.

GOOD LUCK ON THE TEST TOMORROW. MAKE ME PROUD! =)

by the way. today in class... was great. i was so happy because of the talent show and then i got more happy because mr. k annouced that on friday we will get time to work on our "go for gold" and i was extremly hhappy and then everyone was laughing at me or laughing with me and i couldn't stop laughing and i started to cry because i was extremly happy. anyways this is it. GOOD LUCK. BYE BYE AND THIS IS THE ENDDD OF THE COURSE. HIP HIP HURRAYY!!! ... don't get all h appy now. we still have the exam to do. =p
p.s. i hope this colour blinds you LOL.... MUAHAHAHA yes yes im evil... t-sa... MADE ME =(

My Final Pre-Test Blog

Well, this unit did go by pretty fast. From what I remember, most of the time I spent at home for math was doing my "Go for Gold" assignment.

Anyways at the beginning of this unit, I had some difficulties understanding direct variation and partial variation but now, it comes to me with no problems at all. Well, the arithmetic sequences and series weren't that hard to understand so that wasn't much of a problem either. Geometric sequences weren't hard either. I might actually think that the geometric sequences are less complicated than the arithmetic.

Well, the test on Friday might hold some hard questions that Mr. K always comes up with one way or another but otherwise, I'm feeling pretty good about the upcoming, last unit test of the course. Good luck to the rest of you on Friday!

Geometric Sequence!

Hello, I am so not Sith Lord Darth SAMUS! That would mean that I'm like Darth Vader's sister or whatever. I don't want to be his sister, maybe his wife. Yes, well you all know that I'm the scribe for today. Anyways, Mr. Kuropatwa put up 3 different sequences on the board and we had to find the next 3 that come after each sequence. Here were the three sequences he put up,

sequence: 3, 6, 12...
Next 3: 24, 48, 96
Rule: 3. 2^19

Sequence: 81, 27, 9...
Next 3: 3, 1, 1/3
Rule: 81. 1/3^19

Sequence: 4, -8, 16...
Next 3: -32, 64, -128
Rule: 4. -2^19

The first sequence we have 3, 6, and 12. The next three is 24, 48, and 96. You must be wondering how we got the answer. I know most of us just multiplied the number before the term we're figuring out by 2. That's right, but it's more difficult than that. There's a formula that would make your life easier when solving similar problems. To find the nth term in a geometric sequence is tn= t1(r)^(n-1)
And for the second sequence you notice that whatever the number is you divide by 3. So the common ratio is 1/3. In the third sequence the common ratio is multiply by -2.
We also put in new stuff in our math dictionaries. I can't believe that it's the last entry! This semester went by quite fast. What we put in our dictionaries were,

Geometric Sequences:
i) Recursive definition: an ordered list of numbers generated by continuously multiplying a given first term by a given value (common ratio).
ii) Implicit definition: an ordered list of numbers where each number in the list is generated by an exponential equation.

Common Ratio:
I) The number that is repeatedly multiplied to successive terms in the sequence.
ii) From the implicit definition r is the base of the exponential function.

To find the nth term of a geometric sequence:
tn= t1r^(n-1)

tn is the nth term
n is the rank of the nth term
t1 is the first term
r is the common ratio

And that's the end of our math dictionary... For now. Later on in life we'll have to make dictionaries for different subjects and maybe once again in grade 11. It's kind of sad when you think of it, well I'm kind of bummed. I like our math class. Yes, well after our dictionaries most of us worked on our Go for Gold! If you weren't working on Go for Gold we were assigned to do exercise 62, the whole thing. I guess this is my last time being scribe. For tomorrow, our scribe is...... madam Melissa V! Haha, see you all tomorrow!

Why Should I Learn Math?

This is taken from an article (Math Will Rock Your World) from Business Week. A few snippets:

Y'wanna get a really interesting job working with people on lots of interesting things?

But just look at where the mathematicians are now. They're helping to map out advertising campaigns, they're changing the nature of research in newsrooms and in biology labs, and they're enabling marketers to forge new one-on-one relationships with customers. As this occurs, more of the economy falls into the realm of numbers. Says James R. Schatz, chief of the mathematics research group at the National Security Agency: "There has never been a better time to be a mathematician."

Learn math!

How'd ya like a six figure salary?

...new math grads land with six-figure salaries and rich stock deals. Tom Leighton, an entrepreneur and applied math professor at Massachusetts Institute of Technology, says: "All of my students have standing offers at Yahoo! (YHOO) and Google (GOOG)."

Learn math.

D'ya wanna to work on the biggest most cutting edge issues of our day?

This mathematical modeling of humanity promises to be one of the great undertakings of the 21st century. It will grow in scope to include much of the physical world as mathematicians get their hands on new flows of data .... "We turn the world of content into math, and we turn you into math," says Howard Kaushansky, CEO of Boulder (Colo.)-based Umbria Inc., a company that uses math to analyze marketing trends online.

Learn math.

Y'wanna make one of the most significant contributions to the betterment of humanity?

"The next Jonas Salk will be a mathematician, not a doctor."

Learn math.

What are the implications for k-12 education?

Outfitting students with the right quantitative skills is a crucial test facing school boards and education ministries worldwide. This is especially true in America. The U.S. has long leaned on foreigners to provide math talent in universities and corporate research labs. Even in the post-September 11 world, where it is harder for foreigners to get student visas, an estimated half of the 20,000 math grad students now in the U.S. are foreign-born. A similar pattern holds for many other math-based professions, from computer science to engineering.

The challenge facing the U.S. now is twofold. On one hand, the country must breed more top-notch mathematicians at home, especially as foreigners find greater opportunities abroad. This will require revamping education, engaging more girls and ethnic minorities in math, and boosting the number of students who make it through calculus, the gateway for math-based disciplines. "It's critical to the future of our technological society," says Michael Sipser, head of the mathematics department at Massachusetts Institute of Technology. At the same time, school districts must cultivate greater math savvy among the broader population to prepare it for a business world in which numbers will pop up continuously. This may well involve extending the math curriculum to include more applied subjects such as statistics.

Learn more math!

"But I don't like math. Besides, I don't need it. I'm going into the humanities or business!"

As mathematicians expand their domain into the humanities, they're working with new data, much of it untested. "It's very possible for people to misplace faith in numbers," says Craig Silverstein, director of technology at Google. The antidote at Google and elsewhere is to put mathematicians on teams with specialists from other disciplines, including the social sciences.

Just as mathematicians need to grapple with human quirks and mysteries, managers and entrepreneurs must bone up on mathematics. Midcareer managers can delegate much of this work to their staffers. But they still must understand enough about math to question the assumptions behind the numbers. "Now it's easier for people to bamboozle someone by having analysis based on lots of data and graphs," says Paul C. Pfleiderer, a finance professor at the Stanford Graduate School of Business. "We have to train people in business to spot a bogus argument."

Ya gotta learn more math!

Yes, it's a magnificent time to know math.

'Nuff said.

Sunday Slither!

Thanks go out to Mrs. Armstrong for pointing to today's game from Think Again!.


The game, from Japan, is called Slither Link.

Rules of Slither Link


    1. Connect adjacent dots with vertical or horizontal lines.

    2. A single loop is formed with no crossing or branches.

    3. Each number indicates how many lines surround it, while empty cells may be surrounded by any number of lines.

Play here.

the SCRIBE POST for Jan.13,2006

Hello, I'm Sir Tim-Math-y, your scribe for today and by the way, you can call me Tim or Timmy for short.

Previous to today's class, maybe 15 minutes before class, Diyaa won in chess vs Mr. Kuropatwa? Goodjob.

During todays class, we started off by going over two questions from last night's homework - exercise #60. We looked over questions 1.a) and 2.

1. a.) Find the sum of the arithmetic sequence: 2,5,8,11, ... to 25 terms.

We used the following equation:
Sn = n/2[2t1+(n-1)d]
S25 = 25/2[2(2)+(24-1)3]
S25 = 25/2[76]
S25 = 950

2. Find the sum: 4+7+10+ ... +73

By utilizing the recursive equation "tn = t1+(n-1)d" we found that we could replace 73 with tn to find the unknown "n". (There was also another way that Kim mentioned that you could also use but I'll try to keep this as simple as possible)
73 = 4+(n-1)3
73 = 4+3n-3
73 = 3n+1
72 = 3n
24 = n

Now by using the now known value of "n", we used the equation that finds the sum of numbers in a sequence.
Sn = n/2[2t1+(n-1)d]
S24 = 24/2[2(4)+(24-1)3]
S24 = 12[77]
S24 = 924

After we were finished quickly answering some uncertainties, we added more to our Math Dictionaries. If you weren't here to get this, I will put it up on the blog so that you can.. stretches fingers**.

TO FIND THE Nth TERM IN AN ARITHMETIC SEQUENCE
tn = t1+(n-1)d
tn is the nth term
t1 is the 1st term
n is the rank of the nth term in the sequence
d is the common difference

EXAMPLE: Find the 51st term in the sequence: 11,5,-1,-7, ...

t1 = 11
d = 5-11
= -6
n = 51

t51 = 11+(51-1)(-6)
t51 = 11+50(-6)
t51 = 11-300
t51 = -289

ARITHMETIC SERIES
The sum of numbers in an arithmetic series is given by:
Sn = n/2[2t1+(n-1)d]
Sn is the sum of the nth term in the sequence
n is the rank of the nth term
t1 is the 1st term
d is the common difference

EXAMPLE: Find the sum to the 30th term in the sequence:
11,5,-1,-7, ...

t1 = 11
d = 5-11
= -6

S30 = 30/2[2(11)+(30-1)(-6)]
S30 = 15[22+(29)(-6)]
S30 = 15[22-174]
S30 = -2280

This is all that will go into your dictionary for today only. Mr. K said that there will be more that will come in time.

After we were done with our math dictionaries, we did some practice questions. Unfortunately, I only have the answer to the first question so that will be the one on the blog.

1.) Joe bought a painting for $1800. After 7 years, the artist became world famous and the painting sold for $14000. If the value of the painting appreciates arithmetically, determine the amount of appreciation and the value of the painting 28 years after it was 1st purchased.

This is the arithmetic sequence: $1800,$14000,_______,_______,_______
The last blank in the sequence (term5) is what we are trying to find. We do so by using the recursive formula.

tn = t1+(n-1)d
t5 = 1800+(5-1)12200
t5 = 1800+48800
t5 = 50600

In 28 years, the painting will cost $50600 (that's alot of money)

That is basically all we did today.

Advice of the Day:
"To study for the exam, you can rewrite your math dictionary using your senses (read it out loud so that you can hear what you are writing). It has helped many in the past." - Mr. Kuropatwa

Projects and our Last Test:
Mr. K says that we will get our projects back on monday and the test, he says we will get back sometime next week.

Upcoming Unit Test:
Our last unit on Sequences and Series is coming to an end and waiting for us will be the unit test! I believe that Mr. K said that our unit test may be sometime next week so good luck with that.

Homework for the Weekend:
Home work for the weekend is ALL of exercise #61 I think. Also, you should do some of the "Go for Gold" assignment to reduce the work during the following week.. I guess I could've put it under advice too! :D

Scribe:
Grr.. Master Jian, me and Jojo didn't plan on making a website on Bestbuy because making a website for your Restaurant (Hong Hing on Ellice :) ) would be much more cool and it's much easier!
Sooo.... Monday's Scribe will be... Commander "John D. - #12" for no reason at all.. hehe.

Well that's the end of my Scribe post, have a great WEEKEND!!! ... I hope I didn't forget anything..

About Podcasting

First you need to have a mic and speakers for your computer.

Next you need some software to record the audio. I like Audacity for two reasons:
(1) It's free.
(2) It will work on ANY computer; mac, pc, linux, you name it.

Now you'll want to know how to use Audacity. Watch this screencast to learn how.

When you create your podcast you'll want to "export" the file as an mp3 file. To do that you need a little "LAME" (free) file that will allow Audacity to create the mp3 file.

(click on the image)

(The links above don't work. Type them into your browser and they will.)

Guidelines for Producing a Podcast
(1) Plan it out. Don't say, "uh...um..."



(2) Keep it short and to the point. The shorter it is the more other people will listen to it. You will LOVE listening to yourself for hours, others will feel differently about it. 5 minutes or less is good for a start. If you want to do something longer plan, Plan, PLAN and keep it engaging!

(3) When you're finished recording, play it back, listen to it, edit out the parts you don't like. If you want to use music, as an introduction, at the end or to create ambience, you CANNOT use commercial songs. The best solution is to record a song you made up on the guitar, piano or whatever instrument you or a friend play. Talk to me about this if you're not sure what I mean BEFORE you publish your podcast to the blog.

(4) If you talk about any information that can be found on websites, leave a list of links to those sites in "The Shownotes" for your podcast. (i.e. post the links list on the blog post that you publish your podcast on.)

(5) A step-by-step guide to creating podcasts can be found here.

Have Fun With This!

dont work out. scribe (this is not how i want it to look, is different from ms word)

Before we beginning, just let you know:
t1 means 1st Term, t2 means 2nd Term, t3 means 3rd Term, tn means next Term
tn = # + #(n-1)
t1 = #
tn = t(n-1) + #
# = the difference between 2 numbers
# = The first term number
Today’s class we have do the following questions:

1. Write a Recursive formula for each sequence.

a. 7,14,21,25.… Answer: tn = 7 + 7(n-1)
OR,
t1 = 7,
tn = t(n-1) + 7


b. 12,8,4,0,….. Answer: tn = 12-4(n-1)
OR,
t1 = 12,
tn = t(n-1) - 4


2. Write the 1st. 4 tearm of each sequence


a. t1 = 4
tn = t(n-1) - 3

Answer: 4, 1, -2, -5
t1, t2 , t3, t4
to get the answer we need to
subtract 3 form the last term
we know 4 is the first term already
because it say in the beginning of
the question t1 = 4, now to get the
next term we substract 3 the get the
Next term and so on.

b. t1 = -6
tn = t(n-1) + 5

Answer: -6, -1, 4, 9
3. Find a formula for an arithmetic sequence whose common difference is 5 and whose second term is 12.

Answer: tn = 5(n-1) + 7
OR
t1 = 7
tn = t(n-1) + 5

to find the answer we first need to find the
first term and to do that we will:
___, 12
^
5
12 - 5 = 7 and that is how we do it
4. Show that sq. rt. 2, sq. rt. 8, sq. rt. 18.…. is an arithmetic sequence.

First we simplify all the sq. rt.

Answer: sq. rt. 2, 2sq. rt. 2, 3sq. rt. 2 so the common difference is sq. rt. 2


5. Insert one number between 7 and 13 to make an arithmetic sequence

7, _____, 13
^ ^
d d
We use the last term subtract the first term 13 - 7 = 6 then divide 6 into 2 difference 6/2 = 3 so now we use 7 + 3 = 10

Answer: 7, 10, 13

6. Complete this arithmetic sequence.

16, ___, ____, 25, ___

We use the same solution as question 5
25 - 16 = 9 from 16 to 25 there is 3 difference so we divide 9 by 3 which equals 3.

Answer: 16, 19, 22, 25, 28

and this is about it, for the last 15 mins of class i dont know how to spell and write
it in blog so i can help you guys and girl. sry.

HW is exercise 60
tomarrow's scribe will be SIR. TIM math y for not making a web page on best buy.
thank you and good bye

good luck on the unit test whenever that is, and good luck on the exam, and o yeah, good luck
on your grade 11 math exam next term. bye.
one more thing, good luck on your grade 12 math exam next year. bye now for really
one more thing, good luck on your year of first year of university math exam. good bye for sure
one more thing, marry christmas and a happy new year. good bye now . for really real.

Scribe for Today!!

Hey students of pre-cal 20s. I'm sorry that my post is a little late. Well today's class started off with Mr K. telling us that all the gr.10 math students are going to be getting an old math exam. We are going to have a minimum of a week to finish, but there are some ground rules.

1. Can't ask for outside help.
2. Can't talk to other students about it.

You can however ask Mr. k for help is always willing. This is will be worth 5% of our final math mark and everyone should be able to get 100% on it!!

Well now to start off with the main work we were doing today. The first question was:

Simple interest is proportional to (varies directly with) the amount borrowed. If the interest is $5 for $100 borrowed, what would the interest be for $325 borrowed.
-create a table of values for 4 different amounts
-graph the relation ( I don't know how to make a graph sorry)
-write an equation for the relation

-Table of values
Amount Interest
100 5
150 7.50
285 14.25
400 20
0 0 <--- origin


-Write an equation for the realtion

I(a)= 1/20a

This question is an example of a Direct Variation Relation, which means that the y-intercept is always zero.


A Jet skirental company charges a fixed insurance premium plus an hourly rate. The total cost for two hours is $50 and for five hours is $110.
-sketch a graph (sorry again I'll try to firgure out for next time)
-what is the hourly rate
-how much is the insurance premium?
-write an equation for this realtion.

-what is the hourly rate
You can find this out by finding the slope.
(110-50)/(5-2)
= 60/3
=20

-how much is the insurance premium?
Find this by doing point slope form.
y-y1=m(x-x1)
y-50=20(x-2)
y-50=20x-40
y=20x+10

-write an equation for this relation.
A(h)=20h+10


This question is an example of Partial Variation Relation A.K.A Indirect Variation Relation. This means that the y-intercept is anything but zero.



Well that's all for me, and tonight's homework is Exercise #57 everything! Tomorrow's scribe is--------->stePhANIE

Just For Fun (or Getting Ready to Think Again!)

I found this "test" over at Teaching and Developing Online. Try it out .... just for fun. ;-)

Below are four (4) questions and a bonus question. You have to answer them instantly. You can't take your time, answer all of them immediately.

OK?

Let's find out just how clever you really are. No looking at the answers in advance.

Ready? GO!!! (scroll down)

First Question:

You are participating in a race. You overtake the second person.

What position are you in?

Answer:If you answered that you are first, then you are absolutely wrong!


If you overtake the second person and you take his place, you are second!

Try not to mess up in the next question.


To answer the second question, don't take as much time as you took for the first question.

Second Question:

If you overtake the last person, then you are...?

Answer:If you answered that you are second to last, then you are wrong again. Tell me, how can you overtake the LAST Person?

You're not very good at this! Are you?

Third Question:

Very tricky math! Note: This must be done in your head only.

Do NOT use paper and pencil or a calculator. Try it.

Take 1000 and add 40 to it. Now add another 1000. Now add 30.
Add another 1000. Now add 20. Now add another 1000 Now add 10.

What is the total?

Scroll down for answer.

Did you get 5000?


The correct answer is actually 4100.


Don't believe it? Check with your calculator!

Today is definitely not your day.

Maybe you will get the last question right?

Fourth Question:

Mary's father has five daughters: 1. Nana, 2. Nene, 3. Nini, 4. Nono.
What is the name of the fifth daughter?

Answer:Nunu?

NO! Of course not.

Her name is Mary!

Read the question again.

Okay, now the bonus round:

There is a mute person who wants to buy a toothbrush. By imitating the action of brushing one's teeth he successfully expresses himself to the shopkeeper and the purchase is done.


Now if there is a blind man who wishes to buy a pair of sunglasses, how should he express himself?

He just has to open his mouth and ask, so simple.

So simple it is ... ;-)