Part A

## Tuesday, January 26, 2010

### Jennifer's ScribePost on Percents :3

Part A

### textbook questions 3 on page 142

Use mental math to determine each of the following.

300% of 2000

you have to fid 100% 100%=2000

to get 300% you multiply by 3 so you have to multiply 2000 by 3

100% multiplied by 3 = 300%

2000 multiplied by 3 =6000

so 300% of 2000 is 6000

### Percents foldable 4.3, jan.26/10, tamika816

Part A

Q1) Explain how you could use mental math to find each of the following:

a. 300% of 40. b. 0.5% of 120. c. 10.5% of 80.

A1a)

I use a ratio table to get my answer usually. In this one I went straight to multiplying 100% to 300% because it is an easy number to find. Then i multiply 40 by 3.

1b)

You can make the number a decimal by dividing it by 100. Then i multiplied the percent by 10, so its an easier number to work with. I took 1.2 then multiplied it by 5 which makes 6. And last divided it back down by 10.

1c)

I took a long way, but if you use numbers you work good with then it still works. I made 10% by dividing 100 by 10. Then I made 0.5% by dividing 1% by 2 and added 10% and 0.5% together to make 10.5%.

Q2) Describe 2 ways to find 6% of 129.

A)

one way is that you can go from 100 to 1(on a ratio table). Then multiply 1 by 5 to get 5 and add the 5% and 1% together to get 6%.

--Or you can divide 120 by 100% to get 1.2. Then multiply 1.2 with 6% which gives you 7.2.

Part B

Mr. Harbeck gave us this extra question.

Q3) How do you find 10%, 1%, 25%, 5%, 150%, and 0.5%?

A)

- 10%= 100/10.

- 1%= 100/100.

- 25%= 100/4 OR 100/2=50, then 50/2=25.

- 5%= 100/10=10, then 10/2=5.

- 150%= 100/2=50, then 50+100=150.

- 0.5%= 100/100=1, then 1/2=0.5.

Thanx for reading!!!!

Pleaze leave comments!!!! =) =D =]

## Tuesday, January 19, 2010

### percents and problem solving

## Monday, January 18, 2010

### Jomari's Scribepost January 18,2010

We went over the 3 show you knows in the book.

We learned about how we can get fractions from percents(percents are fractions out of 100 that can be simplified), percents from decimals (multiply the decimal by 100) and decimals from fractions (divide the numerator by the denominator ) .

After we went over these questions, we had to copy the key ideas in the 4.2 Fractions, Decimals, Percents section of our foldable

This is what we had to write:

After we finished copying the key ideas section in our foldable, we had to do the first 6 questions in our textbook. You can find these questions at mytextbook.ca

Here is a video to help you understand more about percents:

I hope that you found my scribepost somewhat helpful to you.

Please Comment

### Scribepost, January 18, 2010

4. Convert each fraction to a decimal and

a percent.

( click image )

5. Rewrite each fraction as a decimal and

a percent.

( click image )

6. Convert each decimal to a percent and

a fraction.

( click image )

THANKS FOR LOOKING AT MY BLOG !

PLEASE COMMENT !

## Thursday, January 14, 2010

### Scribepost Gordon January 14

**14. a) **If 200 squares were used instead of 100 squares to represent 100%, how would you show 0.25%?

**b) **If 400 squares were used instead of 100 squares to represent 100%, how would you show 0.75%?

(My scanner stoped working after that last scan so i just took this picture from mytextbook.ca)

a) If we used 200 squares instead of 100 we would need to double the numerator because the denominator (100) was doubled so when representing what would normally appear as 1/4 would now appear as 1/2 but still be equal to 1/4.

b) If we used 400 squares instead of 100 we would need to quadruple the numerator because the denominator (100) was quadrupled so when representing what would normally appear as 3/4 would now appear as 3 but still be equal to 3/4.

And that was my (slightly late) scribepost I hope it was informative.

### Deniel's Scribepost January 14

I think she meant was an example like this: (sorry no pic)

Shindi meant was that on a graph pretend the answer was 54% but the reason why she said that was that the person shaded in 46 meaning that what Shindi meant about the answer or the other reason was that the first answer (46%) was the real answer but it maybe was acutally 54% but anyway yeah.

In my opinion for this answer I just guessed but her is my solution:

On a graph it would show (sorry no pic :/) 100 so it would show as 10=1 as we keep going we get to 10 dividing it by 0.001 we would get 0.0001 so as we keep going 0.00001 we gotta reach 0.0000125 so here is my answer to that question:

0.1/ 10 = 0.01 / 10 = 0.001

then replace the one making it 125 so 0.125/ 10 = 0.0125

then 0.0125/ 10 = 0.00125 / 10 = 0.000125 / 10 = 0.0000125 and theres your answer

PLEASE COMMENT IF IM MISTAKEN ANYTHING!!!!!!!!

(sorry no pic I did this today and some questions i had no time to think)

## Wednesday, January 13, 2010

### Althea's Scribepost, January 13, 2010

## Tuesday, January 12, 2010

### Jecelyn's scribepost

In class we had to use 10x10 grids for solving percent problems.

For example if we had to shade in 65% of the grid we would shade 65 squares. Why? because percents are out of 100. We also had to show if we messed with a square so then we just make some sort of pop out to show what we did.

Well Harbeck tricked a lot of people when he said to fill in 3/4 of the grid a lot of people thought that 3/4 was 75% of the square so the shaded in 75% of the square but it actually meant that it only 3/4 or 75% of 1 square.

In class we also made a foldable.

In the foldable at the first flap we had to find the definition of percent and fractional percent. Under that we had to draw out what 180% , 0.6% and 12 3/4% looks like on a grid. We just have to draw it out and show a pop up where we messed with the square.

Percent- is a way of expressing a number as a fraction of 100.

Fractional Percent- a percent that includes a portion of a percent.

## Thursday, January 7, 2010

### Pythagoras (late)

3. Walter walks across a rectangular fi eld in a

diagonal line. Maria walks around two sides

of the fi eld. They meet at the opposite corner.

a) How far did Maria walk?

300+120= 420m

b) How far did Walter walk?

a2+b2=c2

3002+1202=c2

300x300+120x120=c2

90000x144000=c2

c2=104400 or 323m

c) Who walked farther? By how much?

420m-323m=97

Maria walked farther by 97 m

### Reuben's scribe

Find the height of the pole where the guy wire is attached to the nearest tenth of a metre.

Sorry there is no pic.

If the guy wire(c,10m) is the hypotenuse and the ground(a,2m) is one of the legs , then the pole(b) is the second leg.To do this we need the work.

c2 -a2=c2

10m2-2m2=b2

(10x10)-(2x2)=b2

100m-4m=96

square root of 96 =9.78 something,something,something,something

Round to the nearest meter to get 9.8m2

Again sorry about no pics I couldn't get onto my textbook (server lost) or something like that

## Wednesday, January 6, 2010

### Scribe Jan 6 2010!

**7. -**

**What is the height of the wheelchair ramp? Give your answer to the nearest tenth of a centimeter.**

**a² = c²- b²**

a² = 80cm² - 79cm²

a² = (80x80) - (79x79)

a² = 6400cm - 6241cm

a² = 159cm

√a² =

a² = 80cm² - 79cm²

a² = (80x80) - (79x79)

a² = 6400cm - 6241cm

a² = 159cm

√a² =

**√159****a = 12.6cm**

**The height of the ramp is 12.6 cm tall.**

### Jasmine's Scribepost January 6, 2010

### Telisa's Scribepost for January 6, 2010

Walter walks across a rectangular field in a diagonal line. Maria walks around two sides of the field. They meet at the opposite corner.

a) How far did Maria walk ?

I didn't really know how to find the length of what Maria walked so I added together the side lengths...

120 + 300 = 420

**Maria walked 420m**

~~~~~~~~~~~~~~~~~~~~~~~

b) How far did Walter walk ?

I used the Pythagorean relationship to find the answer...

a² + b² = c²

120² + 300² = c²

( 12o x 120) + ( 300 x 300) = c²

14400 + 90000 = c²

10 4400 = c²

√ 104400 = √ c²

323.1 = c

**Walter walked 323.1m.**

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

c) who walked farther ? by what distance ?

**Maria walked farther by ... 96.9m**

420 - 323.1 = 96.9m

~~~~~~~~~~~~~~~~~~~~~

Question : PurpleWork : Blue

Answer :

**Bold**

Me : Grey

Sorry if the picture is hard to read.

**Thank you for reading my scribe...**

**please criticize and comment**

### Warren's Scribepost for January 5th 2010

What is the minimum distance the player

at third base has to throw the ball to get

the runner out at first base? Express your

answer to the nearest tenth of a metre

Okay, soo we need to find the hypotenuse

a²+b²=c²

27m²+27m²=c²

729m²+729m²=c²

1458=c²

√1458=√c²

c=38.18m

The shortest distance the 3rd basemen would have to thorw would be 38.18 meters.

### Alex's pythogorean scribe

14).the question for this is find the missing side length of each triangle.

a)c+b=d-each of these letters are supposed to be squared

12m+5m=d-each of these letters are supposed to be squared

(12mx12m)+(5mx5m)=d-the d is supposed to be squared

144+25=d-the d is supposed to be squared

169=d-the d is supposed to be squared

169=d-the d is supposed to be squared and their should be a square root over the 169 and d

13=d

b)w-t=v-each of these letters are supposed to be squared

15cm-9cm=v-each of these letters are supposed to be squared

(15cmx15cm)-(9cmx9cm)=v-the v is supposed to be squared

225-81=v-the v is supposed to be squared

144=v-the v is supposed to be squared

144=v-the v is supposed to be squared and their should be a square root over the 144 and v

12=v

So A's side length is 13m and B's side length is 12cm.

### Jecelyn's Scribepost Jan 6 , 2010

The question was: Find the height of the pole where the guy wire is attached to the nearest tenth or a metre.

So the height of the pole is 9.79.

Well hope my scribe post made sense. Please comment :D

### Brianna's Scribe Post January 6, 2010

Sarah has a vegetable garden in the shape of a right triangle. She wants to put fencing around it to keep the rabbits away.

a) What total length of fencing does she need? Give your answer to the nearest hundredth of a metre.

c2- b2=a2

42-32 =a2

16-9=a2

7=a2

the square root of 7 is 2.6 which equals a2.

Sarah would need 9.6m of fencing.

b) If fencing costs $2/m, what would be the total cost of the fencing?

The fencing would cost $19.20, I got this answer by multiplying 9.6m by 2.

### Gordons Scribepost Jan 6 2010

### Deniel's scribpost 8-16 January 6th 2010 Question 16#

**QUESTION 16#**

**a,b,c**because it was hard putting them on the picture.)

**estimating**I tried to figure out the problem by seeing what the question meant so here's what I did:

**multiplied**the numbers by 2 making it 218 so I

**squared**that number making it 14.8 because I

**rounded it by a tenth**which makes this my solution but my answer is gonna be next.

## Tuesday, January 5, 2010

### Question 15

Here is question 15:

HOW LONG IS THE LINE?

To find the answer, we have to use the

*Pythagorean relationship.*From looking at the graph we can tell that the legs, (green) have lengths of 2cm and 4cm. We have to find the length of the hypotenuse, (red). Our formula is:

**a squared + b squared = c squared.**

By doing this we have figured out the area of the hypothetical square attached to the hypotenuse. Now we have to find the square root of that number to find the length of the hypotenuse.

the square root of 20= 4.4 (approx.)

The length of the line is approximately 4.4cm.

Thanks for reading! Please comment :)

~Laura~

### Pg.105-Question 12 1/5/10

### Jomari's Scribepost, January 5, 2010

For this question, I am supposed to find the length of the red line(C). I can do this by making a right triangle with the red line as the hypotenuse. The legs would meet each other at 5,2. The vertical leg (A) would be 4 units long and the horizontal leg (B) would be 2 units long. I can use this information to first, find out the length of C² and then find the length of C.

A² + B² = C²

4 cm² + 2 cm² = C²

(4 cm x 4 cm)+( 2cm x 2cm) = C²

16 cm + 4cm = C²

20 cm = C²

√ 20 cm = √ C²

4.5 cm= C

The red line has a length of 4.5 centimeters.