HELLO! =)

Hello people...hows everyone doing? i am very bored right now and i miss this site so i just thought why not just make a post...and yeah...=)...so iunnno...but how is everyone..

IMAX - Deep Sea 3D

Well Jellybeans... all of your hard work was rewarded today. I hope you enjoyed the imax movie as much as I did. Here are the pictures. Are you better looking with glasses or without?

Pssst...I have a secret - pass it on!!

Well, well my jellybeans, it seems that you have fallen off the blogging wagon. Where is everyone? No scribe posts, no good commenting, no great sites for us to check out. What's going on?

Today I was thinking! (No I didn't hurt myself), but I did realize that you are almost grade 10's. My little jellybeans are growing up so quickly. That makes it the perfect time to challenge you to out do the fabulous work that you were doing earlier in the year. Would you like a little incentive??? Here it is... Mr. Kuropatwa has started a wiki (it's a type of website that you can go to and edit as you wish) that is called The Scribe Post Hall of Fame.

Now for the challenge. I want each of you to try and out do, out scribe, and out teach each other. I know that you are all incredibly capable of exceeding my expectations. As for the secret, one of you has already been nominated by a Grade 8 teacher at Sargent Park. Check out the link to find out which post was deemed hall of fame worthy. Then pass on the info to the others. I want to see if everyone knows by lunch time tomorrow. Bet you can't do it, or can you.

Ms. Armstrong

So long... for now??

Hello grade nines!

It's been such a long time since I checked out this blog and I have to say that reading through the last bunch of posts made me feel so proud of the work that you're doing. Keep it up! Today is my last day of student teaching at Daniel McIntyre. Once again, you were all a part of making my learning experience here a memorable one. Now you just have to work at convincing Ms.Armstrong that it's time for another baby (right girls?! Remember the babysitting?). That way I can come back and cover her maternity leave... :)

By the way, Azrael and Uyen- fantastic work in the musical! You can tell you were having a blast! Get involved in as much as you can in high school when there are so many opportunities to do so. You never know what kind of memories you'll create or how you'll impact someone else just by being a positive participant.

There's really only one month left of grade nine... give it all you got!

I'll miss you!

Time to kill PART 2

oh this is the part i hate.
DO I HAVE TO

arvin's conscience : "DUHH!!!"

FINE!

hmph.

on to the harder part.
i already dealt with equations like..
"12 = 1 + x"
and..
"12 = x - 1"

now, how do we find the value of "X" if we have an equation like,

3x = -6

now. the goal is still the same.

Find the Value of the variable.

we have 3 set's of x's that are equal to (-6)
this is how it would look like in algebra tiles.


now, our problem here is that we have 3 sets of x's and the value of the total of those 3 sets is on the other side.
now, we still need to isolate the x's
since we have
3x = -6
we have to cancel out the co-efficient for x
how? by dividing it.
3x is equal to 1x or simply, x.
3
remember the what u do to one side u do to the other rule?
well.. since u divided one side by 3 (to cancel out the co-efficient) we divide the other side by 3 too.
so we have

3x = -6
3
it would look like this in algebra tiles,


the result would be,



or in plain arithmetic

x = -2

get it? easy isnt it?
okay.

now let's flip it.
say we have an equation

x = -2
3

Now, what we know is that 1/3 of the variable x is equal to -2
to get the FULL value of the variable "x"
we have to multiply it by the number the variable is being divided by. in this case, that number is 3.

so we multiply BOTH sides of teh equation by 3.

and because we were dividing the variable by 3, multiplying it by 3 nullifies BOTH of the operations, leaving it simply as, X. and viola, we have isolated X.
but since we used teh process of multiplying (x/3) by 3, we have to do the same thing to the other side of the equation. therefore, we multiply (-2) by 3.
after all the calculations, the equation would look something like this...

x = -6

there.
i have explained all four of the operations. but the next.. is the multi operation equations. (WOW! it rhymed~!) but unfortunately. i dont think im in the mood to do that today. hahaha.. sorry guys. cya later.

Time to kill = Time to catch up

HELLO PEOPLE!It's been a while since I think ANYONE got on this site to make a post and no, I don't blame Mrs. Armstrong, she has enough on her mind. And I think we should be responsible enough to be able to take care of this. I mean,this is for our good.
ANYWAY..BACK TO Math. In my next posts, im going to TRY and catch up to what we did. aights?kk. be ryt back, preparing my notes.

Number 1

What we are doing in math now is solving EQUATIONS.
now. the question is not "What's the answer", "it's what's the value of X?"

let's say we have an equation where the ask us to find the VALUE of the variable X.

let's say we have..

"12 = 1 + x"

now the question is what is the value of x?
now take a look at the equation. looks hard? well. visualize this.
it's on a see-saw kind of thing. the "=" sign is the middle of it.
the numbers are the things on either side.
in algebra tiles, this is what it would look like.


now. The balance is "Balanced" meaning whatever is one the left side,
is equal to whatever is on the right side.
now. To get the value of X. The objective here is. ISOLATE the VARIABLE.
how do we do that? We take off whatever is with the "X"
now we cant just take it away. We need to take it away using Zero models.
to make a Zero Model with (+1) we need to add it's opposite to it. so we add (-1) to make it a Zero-Model. But there's a rule for it. to keep the two sides balanced, we need to do the same thing we did to the other side.
so if wee added a (-1) to one side, we add (-1) to the other one too.
now.
our question is now
"12 = 1 + x"
we already know how to make zero models. so to get the "X" by itself, we need to delete the (+1)
near it. (by making zero models of course.)

so our equation now goes, +12 -1 = 1 -1 + x
notice that i added a -1 to both sides. this is to KEEP IT BALANCED.
this is what it would look like on algebra tiles.

now that we cancelled out the +1 on the side with the variable. the is nothing with the variable.
now that equation reads..
11 = x

there, we found out what "x" is equal to.

that's basically how you do it. but that's only with addition & subtraction.
if the equation was,

"12 = x - 1"

you would still make zero models to isolate the variable x.

12 +1 = x -1 +1

the zero model on the side where the X is cancels out the "-1 and leaves nothing but the variable X behind. now, on the other side of the equals sign, we did the same thing to keep the balance.
because we added on (+1) to the side with "X" we have to add (+1) to the side with the numbers in it too. JUST TO KEEP IT BALANCED.
the result would be..

13 = x

there, i have finshed my post on that part. i'll be posting the next part shortly. the one abou multiplication and division.

Alice in wonderland to Car Rims to the Overhead Projector . . .

Tribond time.
>Alice in wonderland0
>Car Rims
>Overhead Projector

answer?
Dilatations.

Dilatations are the transformations of shapes by making them BIGGER or smaller.
The text book Glossary puts it in a more simple way. The transformation that changes the size of an object.
Out of all honesty *sounds like something Uyen would say* , I find this a teensy bit easier than Rotations. Because, unlike Rotations. This concept uses a Mapping rule.
and that mapping rule is . . .
( x, y) ▬▬▬► ( kx , ky )
"k" being that SCALE factor
simply put the number of time you multiply the x & y coordinates by to get (x , y) Primed

Let's say we have
[ ▲xyz ]
and the coordinates for the triangle were
[x] = (-2 , 8)
[y] = ( 6 , 2)
[z] = ( 4, -2)
and the scale factor is " 2 " or we want it TWICE as BIG
we multiply the X & Y by 2. so the coordinates for [ ▲xyz '] is . . .
[x'] = (-4 , 16)
[y'] = (12 , 4)
[z'] = ( 8 , -4)

try it on a grid . . .
[ ▲xyz ] is twice the size of [ ▲xyz ']

well, that's it for me. i gotta finish my map of atlantis. TAKE CARE ALL!!
KEEP IT RAWKING!

I miss you jellybeans :(

Well, I will put it in writing...being sick sucks.

I am happy to hear that everyone is cooperating with the subs and finishing their work. It sounds like Mr. Tram will definitely be the next sub I call if I have to be away. I'm glad to hear that Jason has officially deamed Eric as smart. I knew that all along...that's why he frustrates me so much. I am very lucky to teach such a bright jellybean jar. I know that everyone of you is capable of amazing things when you put forth your best effort.

See you on Monday,
Ms. A