873 Math (2010)

2011-06-19T20:04:00.004-05:00

Our project was on "Poverty In Winnipeg"

The changes we made to make the project better was that we made my slides slower. Katerina noticed herself that she couldn't read the slides because it was too fast. Another thing we improved was the spelling mistakes.and grammar. The student comments helped us a lot because of the things I didn't see like my spelling mistakes.

Our First Draft:

My Final Draft:

We found our expert by calling to Winnipeg Harvest.Our expert we found was Kate Reynolds. Three important facs that Kate Reynolds told us was " There are over 300 agencies across Manitoba " " Half of the children who come for emergency services are under the age 18 "and " Poverty rates in Winnipeg get higher each year. " I learned that By raising money and donating it to Winnipeg Harvest, we can halp FIVE people. I also learned that some people can't get everything they need from Winnipeg harvest My because they have to give an even amount of food/other things to everyone who goes there. I that our greatest success from the two minutes video was learning and understand what being in poverty is like. Poverty honestly doesn't feel great. One skill I will take with me next year is how much we searched for information. We ended up having to leave out a lot of our information.Which really frustrated me! When it came to posting the video we lost a couple of marks because it was late because Katerina accidentally posted it up over and over again. I do believe that this two minutes project is important to grade eight to learn more about good time to learn more about it in the future. From this project learned a lot about poverty and all the bad things that are are still going on today and the different ways we can help!Of course I cant do much now because I'm still a kid,but definetly i will do something in anyway to help.

Video made by: Katerina, Krizna,and Jennily

Colleen's 2 minutes to make a difference reflection

2011-06-17T21:40:00.004-05:00

Reflection:
The changes we made to the first draft, is that we corrected the spelling and grammar mistakes. We also added more pictures, and put where we donated the money to. The students comments was helpful to making our video better.

3. We found our expert through the internet. Our expert is from the MCIC (Manitoba Council for International Cooperation). We e-mailed Rebecca Irving, and asked a few questions, then we asked if we could have an interview. She kindly said yes. She defined what child labour means, and how we could help prevent it. Rebecca also talked about the effects of child labour. I learned a lot from Rebecca. I learned that the government is denying that child labour is happening in their country. Even if they have evidence, they will say that is not I'm my country.

5. I think our greatest success was finding a expert in Winnipeg, and being able to interview them and learning a lot from that interview.

6. The thing that frustrated me during this process is finding pictures. There wasn't a lot of varieties of pictures, and the ones I really liked were not creative commons. I tried searching up different key words, and by doing that i found more pictures. Another thing that frustrated me is finding music.

7. 2 minutes to make a difference is important to grade 8 student because we should know what is going on in the world. So we can change this in the future. It also teaches us from what to do and what not to do.

8. In the future i will make a difference by being concerned with the bad things happening around the world, and trying to prevent it or help in any way i can. I will donate money, clothes, and food. I will try to raise awareness on that situation.

Summer's two minutes two make a diffrence video response post

2011-06-17T13:22:00.006-05:00

FIRST DRAFT

FINAL DRAFT

Group Members- Summer Temple

This is my two minutes two make a difference response on how my video changed from the first draft to the final draft.

My first draft had allot of spelling errors and i was missing a few pieces to it. but after i watched it and read the responses to it i changed some things like fixed the spelling and put more information into it. the final draft is far better than the first one but not as good as i would have liked it because i did not have an interview. the reason for that was because i emailed someone from the Winnipeg humane society some questions but did not get answers in time for the final copy of the movie. the greatest skill i got from this movie was probably finding out so much more information on animal cruelty and the skills it takes to make a movie. but i also learned about allot of great sites i can go to to find out more on animal cruelty or if i am doing another movie project i know were i can get music for it and how to make the movie all together. some things that frustrated me were that i could not get my voice in to the movie because it either wanted me to have music or narration but not both. so that was a big problem. i will make a difference in the future by making sure that everyone is aware of animal cruelty so that they too can take action because it is just so sad to see these poor animals suffer.

Maya's Two Minutes to Make a Difference Reflection

2011-06-16T21:40:00.002-05:00

Group Members -

Emily P, Breanna M, Ana L, Maya L. 8-73

2. The changes we made between the first and final cut of my movie were the pictures, the way we organized it, and the text. We needed to know which pictures were going in, and which pictures shouldn't be in the video. We needed to organize the slides, and put voice into it. We also needed to fix our text, and to make sure our voice is clear. Lastly, we had to fix the interview, so it wouldn't be long. I think the student comments helped us, because we probably would have gotten a low mark, and we needed to improve of what we missed in the video.

3. Our expert for our video was D'Arcy from D'Arcy's Animal Rescue Center. We emailed him, and asking if they could book us to interview about animal cruelty and take pictures. He replied back a day after saying that he was free at some specific time and day. I learned from my expert that animal cruelty is an important issue, and that cats are being taken in every single day to his animal center.

4. My greatest success in this video process was finding the expert because, I didn't think that experts for animal cruelty would have time for us, but I was in the Philippines while my group talked to two more experts. The skills that I will take with me and use in the future for a project like this is to always takes notes so I can memorize all the important information I would need for my project.

5. The thing that frustrated me the most during the movie process would have to be taking time to find the materials and figuring out what information and pictures to use in our video because, we had to know which information and pictures to use that would make the audience go out to make a cause after watching our project. The strategies that we used were to use what was really important, what everyone would like to know about animal cruelty, and why we should prevent it from happening.

6. The 2 Minutes project is important to Grade 8 students because, we are getting more mature and we should know what is happening in the world right at this moment. Sometimes, we think about ourselves than other people or other animals. We should all be treated equally and nobody or any animal should be harmed at all. Especially, if they're innocent.

7. In the future, I will make a difference by donating money to the animal shelters. My project made me realize that animals are being abused for all the wrong reasons and we should care for them, like we do for our family and friends.

Hazel's 2 Minutes to Make a Difference Reflection

2011-06-16T20:52:00.003-05:00

1.
Google Doc:

Version 1:

Final Draft:

2. Some changes we made to the first draft was we added more pictures and we shortened the time length of some slides. Another change we made was, we put where the money we raised was donated to. We also made some spelling and grammar changes.

3. Rebecca Irving is the name of our expert. She is from MCIC, Manitoba Council for International Cooperation. I sent her an email talking about our 2 minutes project. Then we asked her information about their organization and what they do to help. She mentioned fair trade. After, we had an interview with her and we learned a lot from it. Some information she gave us were: "when children are forced to work they can't go to school. Physically and mental effects being that they worked under very hazardous and dangerous conditions." She also defined what child labour is "forced labour under hazardous conditions where they don't have a voice and they don't have any of the comforts and amenities we would like to think a child has." Lastly, she told us about Fair Trade "Made under conditions and with people that are not children, and that they had good working conditions and they were safe. If they felt unsafe their voice was actually heard."

5. I think our greatest success in this movie is the expert part and the music. We had a lot of evidence when it came to the interview and we changed the mood of the music when it came to the making a difference part. The skills I will take with me is gathering information and pictures then turning it into a movie. Another thing would be adding music and other audio to a video/movie.

6. What frustrated me during the movie making process was putting the information together with a clear message, to make a difference! We didn't have enough pictures at first so had to search for more. At first, I was worried that the length of the video would be too short but it was okay in the end.

7. The 2 Minutes project is important to Grade 8 Students because it gives us a chance to show that we care. It got us to think outside the box and come up with a way to make a difference. This project also teaches a lesson, even the simplest actions can make a huge difference in another person's life.

8. I will make a difference in the future by paying more attention to what is happening in the world and find ways to make a difference. I will also donate food, clothing and money to a charity in the future.

Jomer's 2 Minutes To Make A Difference Reflection

2011-06-16T20:43:00.002-05:00

1. Google Doc

Here is the First Draft of our video

Here is our Final Version of our video

Reflection:

Making this video was so much fun. Joshua and I basically rushed through our first copy. We had everything planned out, but windows movie maker wasn't cooperating with us. Our first copy didn't go through detail and explained animal cruelty. So, we had to add more pictures, and more information to the video. We needed to show that we made a difference. In the first version, we didn't add our difference because we were still raising money. The students comments were really helpful. If they didn't tell us about our grammar and spelling mistakes, we wouldn't of known. Also, they kept telling us to add more pictures, so we added a lot of images of animals being abused.

We interviewed many people. I was afraid that no organization would help us out. So i kept going on Google and searched animal shelters in North America. I emailed many people. Only a few replied back. I interviewed Tracy from Brandon humane society, Sally from Hull's haven boarder collie rescue, Michelle from Pembina valley humane society, Pete from Vancouver humane society, and Joey from PETA. We finally got a call back from D'arcy who runs D'Arcy's Animal Rescue Center. I invited Joshua to come since he didn't have the chance to experience an interview. We were suppose to interview D'arcy. But unfortunately a dog ran away, and he had to find him. So we interviewed Randi. We later went back to ARC to donate over Fifty dollars. We learned from our expert that cruelty to animals is unnecessary. It is against the law. But there aren't powerful laws to stop it from happening.

Our greatest success was baking the Chocolate Chip Cookies and selling them to students and teachers at our school. We made over fifty cookies and sold all of them. Besides selling cookies and raising money. We also did great in interviewing. At first I was really nervous interviewing them. Then I got use to them. Finally I got the hang of it and got used to it. The skills that I will take from this project is speaking to random people. I was so into my project, and I wanted everyone to know that cruelty to animals is bad! After the second interview I felt like I could speak to any stranger. I had to guts to speak my mind and let people know how I feel. I am no longer afraid of talking to random people on the streets.

Honestly, Joshua wasn't doing anything in the beginning. It was all me. I got so frustrated with him. That I told him off.. Joshua doing nothing was holding us behind. I he still didn't do anything. Until I made him come over and helped him. He later picked up his slack and started doing his job. He become so into it as I was. At some moments he was even picking up my slack!

2 Minutes To Make A difference is important to grade eight students because we're still young. The youngest kids could be the most powerful voice of all. Teaching us what's good and wrong lets us know what to do. We're the future, and if teachers set our minds up for the future, we can actually make a difference. This is also important to us because it was educational and fun to do.

In the future, I'll be making a difference by volunteering at a local humane society when I turn sixteen. If I ever see an animal hurt or being abused I will stop it right away. Even knowing I could get hurt. It's unfair how humans are hurting animals that can't even protect themselves. "People who hurt animals have a bigger issue inside of them." Also, if I can't do anything, then i'd just call the cops, or a shelter I know that can help.

Angelique's 2 Minutes to Make a Difference - Reflection

2011-06-16T20:25:00.002-05:00

Japan Disaster Relief

Group members: Jasmin Lacap, Anna Gomez, and Angelique Marcial

Google Document

First Draft

Final Draft

2. Our first video to our final draft had a big difference. We found adding voice narrations would make the video improve more, and also the slowing down the slides. The comments from the first draft really helped us to fix our video, like slowing down the slides. The voice narrations made it easier for the person who is watching to read, because they can just follow along or just listen. The comments were great help for us.

3. We found our expert while we were looking for information online. We found a site called, "ABS-CBN Kapamilya helpine." We found Edna Lupa, who is responsible for gathering information and organizations who help Japan. When we called, it was early in the morning, so she just she would email. Three important key points she told us were:

1. North and South America received warnings and evacuations

2. At least 20 other countries recieved warnings

3. Caramines Sur and Norte, Philippines was affected by the earthquake also

4. My group and I was successful on finding an expert.

5. Our greatest success for our 2 Minutes project were the information and pictures we found.

6. The thing that frustrated me the most during the movie process was my voice narration. This is because when I was talking I wasn't so sure if I was going to fast, to slow, too loud, or too quiet. I tried to hear myself after the recording and picked the best one I should use.

7. The 2 Minutes project is important to Grade 8 students because we can show at any age we can do something and help our world. We can make differences in the world.

8. I will make a difference in the future by helping or donating what I can, or do what I can do to help without anything in return. I can tell people the information I know and what I learned during this experience.

John's 2 Minutes To Make A Difference Reflection

2011-06-16T18:39:00.002-05:00

Our topic was Child labour all over the world.

1.The Google doc slide.

First Draft

Final Draft

The changes that we made from our first draft to our final draft was adding all of our voices instead of just Alec. We also added the "How we made a difference." These adjustments and tweaks were made from the comments of other students.

We found our expert by emailing her at Free The Children. This is an organization that help children that are working illegally. We received an email from Bianca Gonzales, She answered thoughtfully to our questions. Things that I learned from her is that you can help stop child labor by spreading the topic, donating to organizations and buying products that help stop child labor.

My greatest success in the 2 minutes project was doing some voice overs for the video and help make the video, and add suggestions to make it better. A skill that I might take with me to the future is telling people my ideas or possible suggestions, because in the future I might come across something like this.

The thing that frustrated me the most was thinking of good ideas to add to our video. Strategies that I used to become successful was I brainstormed with my group and thought of good ideas to add to our video.

I think the two minute project is important to students because it shows them that there are people out their that need help. It shows them that life isn't about getting new things and worrying about little things like new fashion trends. This projects tells us to appreciate what we have and help out people who need help the most.

In the the future I think I will make a difference by donating money to charity, foundations, organizations, etc. that will help people who are in need.

Katerina's Two Minutes Reflection

2011-06-15T21:27:00.004-05:00

Our project was on "Poverty In Winnipeg"

My First Draft:

The changes I made to make my project better was that I made my slides slower. I noticed myself that I couldn't read the slides. Another thing I changed was the spelling mistakes. I also corrected my grammar. the student comments helped me a lot because of the things I didn't see like my spelling mistakes.

My Final Draft:

We found our expert by going to Winnipeg Harvest. Three important fact the Kate Reynolds told us was " There are over 300 agencies across Manitoba " " Half of the children who come for emergency services are under the age 18 " and " Poverty rates in Winnipeg get higher each year. " I learned that By raising money and donating it to Winnipeg Harvest, we can halp FIVE people. I also learned that some people can't get everything they need from Winnipeg harvest because they have to give an even amount of food/other things to everyone who goes there. I think that our greatest success from the two minutes video was learning and understand what being in poverty is like. Poverty honestly doesn't feel great. One skill I will take with me next year is how much we searched for information. We ended up having to leave out quite a bit of information. What really frustrated me the most was how much trouble it was to post it! I ended up posting it over and over again. I did get it on youtube, after my fifth try. the strategie I used to be successful was to ask lots of questions about posting a video up because I had a lot of trouble. I do believe that this two minutes project is important to grade eight students,but I also believe it's important to all people because you learn about what is really important in the world. From this project I learned stuff about poverty, but from watching other videos I learned stuff about animal creulty too. I also learned about team work. Team work can be hard when doing a project like this but, there are many ways to get to success! In the future, I will make a difference by donating food to Winnipeg harvest more often and by raising money.

Video made by: Katerina, Jennily, and Krizna.

Christian T's 2 Minutes to Make a Difference Reflection

2011-06-15T17:58:00.003-05:00

1. The Google doc.

First Draft

Final Draft

The changes we did from our first draft to our final draft were, adding our voices instead of Alec being the only one talking and adding what we did to make a difference. Both of these changes were made because of all the students comments.

We found our expert by contacting by sending an email to Free the Children, this is a foundation that help children that are in a bad spot. We received an email from Bianca Gonazales, we asked her questions, then she replied to us with thoughtful answers. The things i learned from the interview with Bianca Gonazales were that we can help prevent child labor by spreading the word, being informed, asking the companies what precautions are being take to ensure the goods they produce are child labor free.

My greatest sucess in this 2 minutes project was helping with the voice overs because one of our group members couldn't do it so, I had to do his parts. A skill the I would take with me for the future is doing the voice over. I would take that skill because in the future I might come across a project that needs voice overs or a job opportunity.

The thing that frustrated me was doing the extra voice overs that I hadn't plan on doing at the time. It frustrated me because I had a lot of homework to do and I had to to study for a test. I overcame this problem by managing my time beetter after finishing the voice over and by staying up later.

The 2 minutes project is important to grade 8's because it opens our eyes and to see the world in a different perspective. What i mean by this is that instead of worrying about tests, exams, what latest thing you're going to buy next, and taking things for granted, this project helps us appreciate what we do have unlike the children/animals you see suffering in the videos.

In the future I will make a difference by appreciating and treating everything with respect and donating money money to foundations that focus helping on child labor or any problems.

2 Minutes Reflection Post

2011-06-15T17:54:00.002-05:00

Some of the changes that my group made was that we included more voices and not just Alec. This hopefully helped the viewer to stay intact and want to keep watching instead of hearing the same voice over and over again. I think that the comments in the first draft really improved our video. For example, we almost forgot to put what we did to help this issue, thanks to the viewers we remembered and we posted the site we made. Click here for the site :D

We contacted our expert by sending an email to Free the Children, a foundation that helps children in bad situation. And we received an email back from Bianca Gonzales. We asked her questions and she kindly responded back in a thought out answer. Things that I learned from the expert is that you can help prevent child labor by being informed and to spread the word about it so we can make a difference, she also says that in her opinion she describes child labor as harmful. I believe in that because what is so good and will help the children out in child labor? Nothing right? All it does is hurt the children, exclude them from living a normal life, and not having that special time in your life with your family. Also, she also tells us more about what jobs the children have to go through.

In this 2 minutes project, my greatest success was making the script because I really thought hard on what to say and how to say it in a way that people would hear it and keep it in their mind. A skill that I will take with me for the future is making the script. This will help me in the future because in high school there will be a lot of essay writing and writing a script would really help me.

The thing that frustrated me the most was trying to fit the expert interview into our video. It was frustrating because she had a lot to say, and we wanted everyone to know what she said because my group truly believes that what she says is true and will touch other people. A strategy that I used to help me be successful is actually rereading the script and making some changes. This improved the script because in the beginning I didn't have much to say but after, I read over all the things we found about child labor, and put it in the script.

The 2 minutes video is important to all the grade 8's because this project showed all of us that what Mr. Harbeck says is true. That there are more things than whats behind your hands. This project showed all the grade 8's there are a lot of people and animals in the world that are having a terrible life. All of us should be happy with what we have and try to make a difference in the world.

I will make a difference in the future by treating everything with respect. Every person, thing, and animal with respect. After seeing most of the videos, I now know that everyone and everything has a different lifestyle than what we have. I will spread the word of child labor and try to treat everything in the world as if it was my own family, friends, and loved ones.

Emily's Two Minutes to Make a Difference Reflection

2011-06-15T10:19:00.011-05:00

Project Topic: ANIMAL ABUSE

Group Members:
Emily 8-73
Breanna 8-73
Ana 8-73
Maya 8-73

Here is my TWO MINUTES TO MAKE A DIFFERENCE Google Doc:

Here is the FIRST DRAFT of my video:

Here is the FINAL DRAFT of my video:

REFLECTION:

I thought it was relatively easy to make the video. When my group made changes for the final draft of our video we had to change the speed of some of the slides so you could finish reading the points. We also had to change our credits so they were done properly. We also had to adjust the interview so it would start at an appropriate time and place. We also added a narration improve our video. I do think the student comments helped because it allowed me to know what could be done to improve my video, such as the evidence of my group making a difference.

Our expert was D'Arcy from D'Arcy's Animal Rescue Center (ARC). We got in contact with him by emailing the shelter and asking if they would allow us to interview someone and take pictures. We did get a reply back the next day and we booked an appointment to interview D'Arcy. To thank the people at D'Arcy's ARC we baked cupcakes and donated money. We learned from our expert that even though animal cruelty is a VERY SERIOUS issue because many people who abuse animals are not punished.

My greatest success in this video process was finding three different experts. Besides going to D'Arcy's Arc, we also went to the Winnipeg Humane Society and Winnipeg Pet Rescue. At all three places we interviewed an expert and took pictures of animals at the shelters that are included throughout the video. Each place was equally as helpful but we only recorded our interview at D'Arcy's ARC. During the interview we asked D'Arcy a few questions about what animal abuse was and the consequences of committing an act of animal abuse.

What frustrated me during the project was finding all of the material to use in the video. It was sometimes difficult to find images that were creative commons that applied to your topic. Eventually I got all of the pictures I needed. I also found it difficult to find two songs that were specific to the mood you wanted to create for the video.

TWO MINUTES TO MAKE A DIFFERENCE is important to grade 8 students because we are at the age where we may take what we have for granted. Many children do not have the privilege of getting a good education and a good home. We may also treat animals with no respect but animals are just like us in many ways and they deserve to be treated like humans. These videos help us realized that when we feel like we have nothing, there is other people who have it much worse than us.

In the future I will make a difference by volunteering at animal shelters because my project was on animal abuse and I think it is a very serious issue and it should stop. I will also make a difference by volunteering at other shelters or centers that help people who live in poverty or places that raise awareness to many different causes.

Marysa's 2 Minutes Reflection

2011-06-15T10:13:00.001-05:00

First Draft

Final Draft

Google Doc

Between the two copies of our video we changed a lot. One thing we changed from the first draft and the second one was we added our voices as a narration to the text. We also placed some of our word slides on to picture slides to make the video shorter and in the time range. Another change that we made to our second draft was that we were able to go through the video and re-organize the photos that we had used so that they really did match the text. We were also able to correct the spelling and punctuation errors we had made. I think that the comments on the video did help me make our video better. I think they did because a lot of the comments that were posted helped me to find most the spelling and punctuation errors.

We found many experts through our internet resource and from our teachers advice. Though sadly no one ever responded to any of our emails. I am not really sure why they did not they could have been busy or the email was never read and just discarded. Either way we were able to include a section to the video that showed our audience the 5 questions we sent to all of our exerts. Even though we were unable to come in contact with someone many people still got the email that we sent telling of how we are making a difference.

I think that my greatest success in the 2 minutes project was the final draft. I see now how we are able to accomplish things if we are willing to do so. There are many skills that I will be able to take away from doing a project like this one. The first skill is being able to find and to research a topic that you may not know much about. The next is once you have that to really be able to place it into a video in away that people will want to watch. I was also able to get some people skills. I learned that every group member has an opinion and that they should all be incorporated into the project in some way. One other thing that I learned from this project is some much needed computer skills like how to create a movie and find good information.

Some thing that frustrated me during the movie making process was when we were recording the voices to narrate our video there was always some noise in the back ground or some one was not paying attention and talked during the recording of some one else. I think that this was the most frustrating thing because it was a very simple task that had to be redone may times to get right. The way we over came this process was that no one was allowed to have any thing around them that could have distracted them and made them forget what to say.

I believe that the two minutes project is important to grade 8 students because one day we will be active participants in the outside world and this really is an eye opener that shows students a lot of the problems that the world is facing. I shows us that we can make a difference if we really try or care to. It also shows us a lot of different skills that we may need to use in our future school education or in our careers.

In the future I think that I will be able to make a difference by donating money to different charities that help the people of Darfur. I also believe that even being able to raise more awareness about all of the problems that the area faces. I think this could help because most people are pretty aware that there is poverty but they may not know about what has happened to Darfur.

Two Minutes Video Reflection

2011-06-15T10:07:00.002-05:00

Two Minutes Video

2. For our first video it doesn't have the voice and we didn't narrate it. The comments said that our slides were to fast as well as the pictures so they told us that we should try to slow it down a bit. For our final video we made some changes. We decided to add our voice and narrate it so our viewers can follow along or just listen to our voice instead of reading it if the slides are too fast. The comments were really helpful and it made our video better .

Here is our final video:

We found our expert online while searching for information. We found a website called "ABS-CBN Kapamilya Helpline." We found Ms. Edna Lupa, she was responsible for collecting information on whats happening in Japan. Their organization is like news and current affairs, where they inform people from the Philippines on what to do and how to donate money for Japan. First we called her but It was too early in the Philippines so she gave us her email. She gave us helpful websites which led us to a lot of information. Three important informations we learned from our expert are :
- North and South America recieved warnings and evacuations
- Camarines Sur and Norte experienced earthquake with a magnitude of 7.6
- More than 20 countries are affected because of the nuclear incident.

Me and my group were succesfull on finding an expert.

My greatest success in our two minutes project was finding information and pictures that made our viewers want to help Japan.

This two minutes project is important to grade 8 students because as a teenager we can do a lot of things to help other people and make a difference to their life. Also, the videos that grade 8's made and the informations we gathered can convince not only grade 8 students but other people.

In the future I will make a difference by sharing what I learned when I was in grade 8 to teenagers and by spreading how to make a difference. Also, I will try to donate or get involved in other kinds of organizations, I will try my best to help other people without asking them to do something in return.

Jasmin's 2 Minutes to Make a Difference- Reflection

2011-06-15T10:03:00.024-05:00

2 Minutes To Make A Difference
Group members: Angelique Marcial, Anna Gomez, Jasmin Lacap

Here is our Google Document-

Here is our FIRST DRAFT-

Here is our FINAL DRAFT-

2)
I think our video had a big change between the rough draft and the final cut video. We did not have voice in our first draft, so we decided to add voice narration for a our final video to make it better. Our friends and classmates commented on how our slides were a little too fast for our first video, so for our final video, we tried our best to slow down the slides but still meet the time limit. The comments of other students really helped my group and I improve our video as much as we could.

3) We found our expert while we were looking for information online. We found a site called " ABS-CBN Kapamilya helpline." We found Edna Lupa, who is responsible for an organization that supports Japan and gathers information. She gave us helpful websites, which led us to information that boosted up our video project. Three important points that we learned from Edna Lupa are:

- North and South America received warnings and evacuations.
- At least 20 other countries received warnings.
- Caramines Sur and Norte (Philippines) was affected by the quake.

4) I think my group and I were successful in finding our expert.

5) I think our great success in our 2 minutes project was the information and powerful images that we were able to gather. A skill that I will use in the future is to not fall behind and procrastinate, because this will only lead to stress.

6)
During the movie making process, one specific thing that frustrated me was trying to overlap our voice narration over the music on the right time with the slides, I always had to redo it over and over. I became successful after many tries, but this took a lot of patience.

7)
The 2 minutes to make a difference project is important to grade 8 students because we want to prove to adults that at our young age, we can make a difference in one way or another.

8) I will make a difference in the future by helping and being involved in different organizations and fundraisers that are trying to help other people around the world.

Emily's Linear Relation's Scribe Post

2011-05-17T18:43:00.007-05:00

Textbook page 337 questions 1-5:

1. Tell whether you think it is reasonable to have points between the ones on each graph. Explain your answer.

I do not think it is reasonable to have points between the ones on each graph because it would confuse me with all of the information on the one graph.

2. Draw a graph of a linear relation. Use integer values only. Label your graph. Write a brief description that matches the information on your graph.

Each container of yogurt costs $2, so the value increases by 2 each time (y axis) you have another container of yogurt. (x axis)

3. Use an example to show one way that a graph and a table of values are different and one way that they are similar.

Similarity- Both the graph and the chart can show the same concept. (ex. each carton of milk costs $2.) You also have to label both a graph and a chart.

Difference- On a graph you have to label each axis (x,y) and show each point on a line on the graph. For a chart all you have to do is provide the data of each point and label the two sections x(____________ ) and y(____________.) (ex. x (cost of milk,) y (number of milk cartons.)

4. The graph shows the increase in total height for each step of a staircase.

a) Describe patterns you see on the graph.

- the graph provides data on the Total Height of Stairs. One step is 20cm high, two steps are 40cm high, three steps are 60cm high, and four steps are 80cm high.

-the points appear to lie in a straight line. The graph shows a linear relation.

-the graph shows that to move from one point to the next you have to move one unit horizontally and one unit vertically.

b) Make a table of values from the graph.

c) If the pattern continues, what is the total height on step 10?

If the pattern continues the total height of 10 steps would be 200cm.

5. The graph shows the maximum number of students allowed on a field trip based on the number of teachers available to supervise.
a) Describe three patterns on the graph.

- the graph provides data on the Field Trip Supervision.

-the points appear to lie in a straight line. The graph shows a linear relation.

- the graph shows that to move from one point to the next you have to move one unit horizontally and one unit vertically.

b) Make a table of values from the graph.

c) If there are eight teachers available for a field trip, what is the maximum number of students who can go?

If there are eight teachers available for a field trip the maximum amount of students that could go would be 48.

Here is a LINK that may help you with linear relations.

Marysa's Algebra Post

2011-05-15T12:49:00.011-05:00

Chapter 1:

Solving "1 Step" Equations:

My Question will be x+9=14

Step one: Isolate the Variable

To do this you have to get rid of the constant using a zero pair.

EXAMPLE:

x+9-9=14

Step 2: Once you have done that you must do the same to the answer to keep them even.

EXAMPLE:

x=14-9

Step 3: Then you have to Verify or check your answer by plugging that number into the question.

EXAMPLE:

x=5

x+9=14

5+9=14

14=14

Now I will solve it using algebra tiles:

Let x equal green always

Let 1 be red always

Let -1 be white always

Solving "2 Step" Algebra Equations:

My question will be 3x+4=19

Step one: Isolate the Variable

To do this you have to get rid of the constant using a zero pair.

EXAMPLE:

3x+4-4=19

Step 2: Once you have done that you must do the same to the answer to keep them even.

EXAMPLE:

3x=19-4

Step 3: Simplify the Variable

EXAMPLE:

3x=15

3x/3=15/3

x=5

Step 4: Then you have to Verify or check your answer by plugging that number into the question.

EXAMPLE:

3x+4=19

3(5)+4=19

15+4=19

19=19

Now I will solve it using algebra tiles:

Let x equal green always

Let 1 be red always

Let -1 be white always

Emily's Algebra Post

2011-05-10T19:49:00.012-05:00

Chapter 1:

Solving "one step" algebra equations:

Step 1: Isolate the variable

Step 2: Use a zero pair to cancel the constant

Step 3: Balance (do the same thing to both sides of the equation)

Step 4: Verify (check your answer)

Example:

n-7=6

n-7+7=6+7

n=13

n-7=6

13-7=6

6=6

Let green be n in all questions

Let red be 1 in all questions

Let white be -1 in all questions

Solving "two step" algebraic equations:

Step 1: Isolate the variable

Step 2: Use a zero pair to cancel the constant

Step 3: Balance (do the same thing to both sides of the equation)

Step 4: Simplify the variable

Step 5: Verify (check your answer)

Let green be n in all questions

Let red be 1 in all questions

Let white be -1 in all questions

Here are some links that may help you with solving algebraic equations:

One step algebraic equations

Two step algebraic equations

Here is a series of videos that may help you with solving algebraic equations:

Brandon's Algebra Post

2011-05-09T21:05:00.006-05:00

Algebra: Writing mathematical phrases using letters to show

numbe

r.
Variable: A letter that represents a number in a equation or expression.
Constant: The integer in an algebraic equation or expression.
Expression: A pattern with many possible answer

s.
Equation

: With only one possible answer.

Steps:

1. Isolate the variable

2. Cancel using a zero pair

3. Balance

4. Verify

Using Algebra Tiles -

Steps to solve a "two step equation" :

1. Isolate the variable

2. Cancel the constant

3. Balance

4. Simplify the variable

5. Verify

Solving a Two step equation with algebra tiles:

X=2

Christian A's Algebra Post

2011-05-09T21:04:00.010-05:00

What is Algebra?
Algebra is writing mathematical phrases using letters to show numbers.

Variable - A letter that represents a number in an algebraic equation and expression
Constant - The integers involved in a expression or equation
Expression - A pattern with more than one answer
Equation - A pattern with one possible answer

How to solve a "One Step" equation:

1. Isolate the variable
2. Make a zero pair with the constant
3. Balance the equation
4. Verify!

Algebra tiles:

How to solve a "Two Step" equation:

1. Isolate the variable
2. Cancel the constant
3. Balance
4. Simplify the variable
5. Verify

Algebra tiles:

Karl's Algebra Post

2011-05-09T19:42:00.001-05:00

Algebra - Writing mathematical phrases using letters to show numbers

Variable - A letter that represents a number algebraic equation and expression

Constant - The integers in an equation and expression

Expression - A pattern with many answers

Equation - With only 1 possible answer

Steps to solve "one step equations" :

1. Isolate the variable

2. Make a zero pair with the constant

3. Balance the question

4. Verify

Using Algebra Tiles:

Steps to solve a "two step equation" :

1. Isolate the variable

2. Cancel the constant

3. Balance

4. Simplify the variable

5. Verify

Solving a Two step equation with algebra tiles:

Mark's Algebra Post

2011-05-09T17:51:00.007-05:00

The steps on doing One Step Equations:

1)Solve by Inspection-

3+n=5

We now have to Isolate the variable

3+(-3)n=5-3

There is a rule you need to follow doing algebra and it is, what you

do on one side of the equation, you must do the same thing to the other side of the equation like the example shown above.

n=2

The last thing you do to solve this is to verify.

3+n=5

3+2=5

5=5

Using Algebra Tiles:

Now Two Step Equations:

1)Using Inspection

4x+1=17

4x+1-1=17-1

4x=16

4x/4=16/4

x=4

Now you MUST verify:

4x+1=17

4(4)+1=17

17=17

Algebra Tiles:

Olivia's Algebra post

2011-05-08T22:59:00.010-05:00

Solving one step equations
ex. -4 + x = 26
because it's adition we are going to subtract always do the opposite.
-4 +x -4=26 -4 which equals 22
22 + 4 = 26
so x = 22

Solving 2 step equations

ex. -4x + 7 +15

first things first isolate the varible

-4x + 7 = 15
-7 -7 =8

-4x/ 4

8/4 = -2

one step

Two step

Kris' Algebra post

2011-05-08T22:37:00.009-05:00

Solving one step equations

solve by inspection

15+b=23

Isolate the variable

15+(-15)b=23-15

We do 23-15 and that will give you B

n=8

Now varify your answer

15+b=23

15+8=23

23=23

^ MAKE SURE YOU DO THIS!

solving with algebra tiles.

1 Step equations

3) 15+b=23

15+8=23

23=23

15) V/8=2

V/8x8=2x8

V=16

V/8=2

16/8=2

2=2

2 Step equation

3) 9x-7=-7

9x-7+7=-7+7

9x=0

9x/9=0/9=0

0=0

9x-7=-7

9(0)-7=-7

-7=-7

Here is a link to help you with algebra.

Jomer's Algerbra Post

2011-05-08T21:45:00.006-05:00

Algerbra: Writing mathematical phrases using letters to show number.
Variable: A letter that represents a number in a equation or expression.
Constant: The integer in an algebraic equation or expression.
Expression: A pattern with many possible answers.
Equation: With only one possible answer.

Steps:

1. Isolate the variable

2. Cancel using the opposite (zero pair)

3. Balance

4. Verify

Solving with algebra tiles

How to do two step equations:

1. Isolate the variable.

2. Cancel the constant.

3. Balance.

4. Simplify the variable.

5. Balance.

6. Verify

Colleen's Algerba Post

2011-05-08T20:16:00.008-05:00

Algebra- Writing mathematical phrases using letters to represent numbers
variable- a letter that represents a number in an equation or expression
constant- the constant is the integer in algebra
expression- a pattern. many possible answers. eg. 2x
equation- only one possible answer. eg. 2x=6

Steps:
1. Isolate the variable
2. Cancel the constant using zero pairs
3. Balance (what you do to one side you do to the other)
4. Verify

One Step:

Two Step

Ana Lopena's Algebra Post

2011-05-08T19:19:00.045-05:00

Variable- a letter that represents a number in an equation or expression

ex. n,x,p,z

Constant- the integer in algebra

ex.

Equation- only one possible answer. includes an equal sign - =

ex. 2x=6

Expression- a pattern many possible answers

ex. 2x

Algebra tiles

How to solve one step algebra

1. Isolate the variable

2. Cancel using the opposite

-make a zero pair with the constant

3. Balance the equation

4. Verify

____________________________________________________________

__________________________________________________________________

How to solve two-step equations

1. Isolate

2. Cancel constant

3. Balance

4. Simplify the variable

____________________________________________________________

Hazel's Algebra Post

2011-05-08T17:56:00.020-05:00

Algebra- writing mathematical phrases using letters to represent numbers.
Variable- a letter that represents a number in an equation or expression.
Expression- a pattern which has many possible answers. ex. 2x
Equation- Only has one possible answer. ex. 2x=6
Constant- The integer in an algebraic expression or equation

One Step Equations
1. Isolate the variable
2. Cancel using the opposite operation
- make a zero pair with the constant
3. Balance the equation
4. Verify

Addition:

1. Isolate the variable

x + 2 = 5

2. Cancel

x + 2 - 2 = 5 - 2

3. Balance
x = 3

4. Verify

x + 2 = 5

3 + 2 = 5

5 = 5

Subtraction: 1.Isolate the variable

x - 1 = 3

2. Cancel

x - 1 + 1 = 3 + 1

3.Balance

x = 4

4. Verify

x - 1 = 3

4 - 1 = 3

3 = 3

Multiplication:

Inspection:

2x = 6

2x/2 = 6/2

x = 3

Verify:

2x = 6

2(3) = 6

6 = 6

Division:

Inspection:

x/2 = 3

2x/2 = 3(2)

x = 6

Verify:

x/2 = 3

6/2 = 3

3 = 3

Two Step Equations

1. Isolate

2. Cancel constant

3. Balance

4. Simplify variable

5. Balance

6. Verify

Multiplication:

2x + 1 = 5

2x + 1 - 1 = 5 - 1

2x/2 = 4/2

x = 2

2x + 1 = 5

2(2) + 1 = 5

4 + 1 = 5

5 = 5

Division

Inspection:

x/2 + 5 = 9

x/2 + 5 - 5 = 9 - 5

2x/2 = 4(2)

x = 8

Verify:

x/2 + 5 = 9

8/2 + 5 = 9

4 + 5 = 9

9 = 9

John Chua's Algebra Post

2011-05-08T17:51:00.008-05:00

How to Solve One Step Equations
Solving By Inspection
2+n=4
First thing we do is isolate the variable
2+(-2)n=4-2
Now we have to balance the equation, so what ever you do on the right side you do on the other side or vice versa.
so the answer is 2, so we put
n=2.
Next thing you do after you get your answer is to verify your answer
2+n=4
2+(2)= 4
4=4 since their equal that means you got the right answer.

Solving with algebra tiles

Two step equation

Solving by inspection
2x+1=5
First thing we have do is cancel constant with opposites
2x+1-1=5-1
2x=4
Now, we have to simply the variable to 2x
2x/2=4/2
x=2
After we find the answer, we must verify it.
2x+1=5 2(2)+1=5
(4)+1=5
5=5.
Solving Using Algebra Tiles

Jasmin's Algebra Post

2011-05-08T16:03:00.038-05:00

Algebra

variable- a letter that represents a number in an equation or expression.
constant- the constant is the integer in algebra. n+5 -- +5 is the constant
expression- a pattern that has many possible answers.
equation- has only one possible answer.

One-step equations:

Isolate the Variable
Cancel the Constant using a Zero Pair
Balance (do to both sides)
Verify to check

shaded tiles= positive
non-shaded tiles= negative

Addition (Inspection)

Addition (tiles)

Subtraction (inspection)

Subtraction (tiles)

Multiplication (inspection)

Multiplication (tiles)

Division (inspection)

Division (tiles)

Two-step equations:

Isolate the Variable
Cancel the Constant (zero pair)
Balance (do to both sides)
Simplify the Variable
Balance

Multiplication (inspection)

Multiplication (tiles)

Division (inspection)

Division (tiles)

Here is a video on two-step equations

Christian T's Algebra Post

2011-05-08T16:00:00.013-05:00

How to Solve One Step Equations
Solving By Inspection
Addition
2+n=4
First we isolate the variable.
2+(-2)+n= 4-2
Now you must balance the equation by adding the (-2) after 4.
n=2
After you solve the variable now you must verify your answer.
2+n=4
2+(2)=4
4=4
Since 4=4, we know that we got the correct answer.
Subtracting
It's like the same thing like addition.
n-4 =2
We isolate the variable.
n-4+4=2+4
Then you balance.
n=6
Now you verify.
n-4=2
6-4=2
2=2
Multiplication
2n=4
To isolate the variable you cancel the constant by dividing.
2/2n=4/2
Balance.
n=2
Verify.
2n=4
2(2)=4
4=4
Division
n/4=2
Isolate the variable.
n(4)*/4=2*4
Balance.
n=8
Verify.
n/4=2
8/4=2
2=2
Solving With Algebra-Tiles
Addition

Subtraction

How to Solve Two Step Algebra Equations
Solving by Inspection
Multiplication
2x+1=5
First, we cancel the constant with opposites
2x+1-1=5-1
2x=4
Now, we must simplify the variable to 2x
2x/2=4/2
x=2
Now we must verify our answer.
2x+1=5
2(2)+1=5
(4)+1=5
5=5
Division
x/2+2=5
x/2=5-2
(2)x/2=3(2)
x=6
Verify
x/2+2=5
(6)/2+2=5
3+2=5
5=5
Solving Using Algebra Tiles

Division

Katerina's Algebra Post

2011-05-08T15:34:00.011-05:00

RED : +
BLUE : -

**REMEMBER**
Isolate The VARIABLE!
Cancel The constant with A ZERO PAIR
Balance
Verify
One step :
3+n = 6
-3+3+n=6-3
n = 3

3+n=6
3+3=6
6=6

Algebra Tiles:

Question Two:

m - 9 = -13
+ 9 + 9

m = -4
m - 9 = -13
(-4)-9 -13
-13 = -13

Question Three:

2x =6
/2 /2
1x =3
x =3
2x=6
2(3)=6
6=6

Question Four:
x/2 = 3
(2)x/2=3(2)
x=6
x/2=3
6/2=3
3=3

**REMEMBER**
Isolate
Cancel Constant
Simify Variable
Balance
Verify

Two Step:

Question One:

2x + 1 = 5
2x +1-1 =5-1

2x = 4
2 2

x = 2
2x+1=5
2(2)+1=5
5=5

Maya's Algebra Post

2011-05-08T15:02:00.008-05:00

Algebra - Writing mathematical phrases using letters to show numbers.

Variable - A letter that represents a number in an equation or expression. eg. x, n, t.
Constant - The integer in an algebraic equation or expression.
Expression - A pattern with many possible answers.
Equation - With only one possible answer.

How to solve a one step equation:
1. Isolate the variable.
2. Cancel the constant using a zero pair.
3. Balance the equation. What you do on one side, do to the other.
4. Verify.

Solving with algebra tiles.

How to do two step equations:
1. Isolate the variable.
2. Cancel the constant.
3. Balance.
4. Simplify the variable.
5. Balance.
6. Verify.

Here are two videos that will help you understand one step and two step equations.

Alec's Algebra Post

2011-05-08T14:03:00.003-05:00

How to Solve One Step Equations
Solving By Inspection
2+n=4
The first thing we're going to do is isolate the variable.
2+n-2=4-2
You may have noticed that I put a "-2" after the "4". This is because in algebra, what ever you do to one side, you must do to the other. This is called balancing the equation. Now all that is left is to solve.
n=2
One more thing, after you solve, you must verify your answer.
2+n=4 Since 4=4, we know that we got the correct answer.
2+(2)=4
4=4
Solving With Alge-Tiles
How to solve algebra equations using alge tiles

View more presentations from Alec Mojica.
How to Solve Two Step Algebra Equations
Solving by Inspection
2x+1=5
First, cancel the constant using opposites
2x+1-1=5-1
Instead of writing "2x+1-1" you could transpose.
2x=5-1
Now, you must simplify the variable. in our case, we must divide to simplify "2x"
2x/2=4/2
Similar to one-step equations, what ever you do one side, you must do to the other side. After doing all this, you get your answer.
x=2
Now we must verify our answer.
2x+1=5
2(2)+1=5
(4)+1=5
5=5
Now we'll try it using division.
x/2+2=5
x/2=5-2
(2)x/2=3(2)
x=6
Verify
x/2+2=5
(6)/2+2=5
3+2=5
5=5
Solving Using Alge-tiles
How to solve two step algebra equations using alge-tiles

View more presentations from Alec Mojica.

Anna Gomez's Algebra Post

2011-05-08T13:54:00.022-05:00

Algebra

Algebra- Writing mathematical phrases using letters to represent numbers
eg. n+3 = 143x = 18

Variable- a letter that represents a number in an equation or expression
eg. n+11=20 (can be n, x, p, z, or any letter)

Constant- the integer in an algebraic expression or equation
eg. 18+n =35

Expression- Pattern (many answers)
eg. 5n

Equation- Only has one answer and an equal (=) sign

eg. 5n=20

Algebra Tiles

Solving a One Step Equation

With and Without tiles

1st: Isolate the variable
2nd: Cancel the constant using zero pair
3rd: Balance (do the same thing to the other side)
4th: Verify to check

Solving a Two step equation

With and without tiles.

1st: Isolate the variable
2nd Cancel the constant
3rd: Balance
4th: Simplify the variable
5th:Balance
6th: Verify

Correction: those X's are all positive x's. I forgot to color it in.

Here are some videos that might help you more about Algebra.

Angelique's Algebra Post

2011-05-08T11:20:00.008-05:00

Algebra - Writing mathematical phrases using letters to represent numbers.

Eg. x+4=9

Variable - A letter that represents a number in an equation or expression.

Eg. n+3=5 - "n" is the variable.

Constant - The constant is the integer in algebra

Eg. n+5 - "+5" is the constant.

Expression - A pattern, many possible answers.

Eg. 2x

Equation - Only one possible answer and has an equal sign

Eg. 2x-6

One Step Equations

1. Isolate the Variable

2. Cancel the Constant using a Zero Pair

3. Balance - What you do to one side, do to the other.

4. Verify to check

Two Step Equations

1. Isolate the Variable

2. Cancel the Constant

3. Balance

4. Simplify the Variable

5. Balance

6. Verify

These links can help you and get you to understand better.

Solving One Step Equations

Solving Two Step Equations

Krizna's Algerbra Post

2011-05-07T15:17:00.024-05:00

VARIABLE: A letter that represents a missing value or number in an equation or an expresstion.

CONSTANT:The integer in a equation or and expression of algerbra

EXPRESSION:Pattern. Many different kinds of answers.

EQUATION:When there is one equation on each side of an equal sign and has only one answer.

How to solve an algerbra question / equation

-isolate the variable

-cancel out the constant (integer)

-balance on each side of the equal sign

-then verify

One Step Equations

Adding

x+4=10

x+4-4=10-4

x=6

x+4=10

6+4=10

10=10

Subtracting

x-15=30

x-15+15=30+15

x=45

x-15=30

(45)-15=30

30=30

Two Step Equations

4x=20

4x/4=20/4

x=5

4x=20

4(5)=20

20=20

5x+5=10

5x+5-5=5-5

x=1

5x+5=10

5(1)+5=10

10=10

Louis' Algebra Post

2011-05-05T21:14:00.013-05:00

One step Algebra Equations

Algebra - Writing mathematical phrases using letters to represent a number

eg. 2 + x = 3, 2 - x = 1

Variable - A letter that represents a number algebraic equation and expression

eg. x + 1 = 3

Constant - The integers in an equation and expression

eg. 18 + x = 8

Expression - pattern (many answers)

eg. 8x

Equation - Has only one answer. Also has a equals sign : =

eg. 8x = 16

To solve one steps you need to

first you need Isolate the variable
make a zero pair with the constant
Balance the equation
Verify

One-Step Equations :

To solve two steps you need to

Isolate the variable
Cancel the constant
Balance
Simplify the variable
Balance
Verify

Two Step Equations :

One-Step Equations

Two-Step Equations

Emily's Fraction Video

2011-04-06T20:50:00.003-05:00

Here is my fraction video:

SUBTRACTING FRACTIONS WITH DIFFERENT DENOMINATORS

Marysa's Fraction Video

2011-04-06T20:24:00.003-05:00

Olivia's Great Big Book of Integers

2011-03-25T13:27:00.003-05:00

Chapter 1
Grade 7 Integer Review
Integers can be represented with a number lines or integer chips.

integers are usualy represented with two colors red and blueNegative - Blue
Positive - Red

Zero Pairs - a pair of negative and positive numbers and the sum is zero.

ex. (-3) + (+3) = 0.
This is a rhyme you should sing to yourself during a test if you can't remember when to use a zero pair.
When subtracting something that isnt there, use a zero pair.

In grade 7 we did integers like this
(-3)+(+7)= the thing about doing integer in grade 7 is there is brackets.

Here are some questions:

13. a)(+4)x(+6)=24
d)( -8)x(-2)=16

Chapter 2
multiplying integers

Here are some questions we did.
10. a(17)x(-24)= -408
b(34)x(22)=56

For a multyplycation question that needs a zero pair you can see how many zero pairs you need by multiplying the two factors in the question without their negative or positive signs.

ex. (-2) x (+3) - 2 x 3 = 6

chapter 3

Dividing Integers

Partative Division or groups of, If you know the number of groups, but you dont know the number in each group then that is partative division.

1.6÷2=3
6 groups of 2

2. 3÷2=1.5
3 groups of 2

Quotative Division

If you know the number that is in each group, but you dont know the number of groups then that is quotative division.

1.(-6)÷(2)= -3

another way to mutiply intgers is multiplicated-inverse

-2÷-3
-3÷-2

-In a division question with an even amount or no (-) signs the quotient will be positive.
-In a divison question with an odd amount of negative signs the quotient will be negative

Chapter 4

Order of operation with integers

(+5) x (-3) + (-6) / (+3) =

To do order of opration u won't to follow the rules of B.E.D.M.A.S. Brackets, Exponents( except there are no exponents in bedmas) , Division, Multiplication, Addition, Subtraction.

First add square brackets around the expressions with a x or / to help remind you to answer them first. The square brackets means that you should answer the question in them before doing anything else.

1.-6-9+10-1= -6

Sophia's Volume Post

2011-03-24T20:04:00.004-05:00

The definition for Volume is:
Volume is the amount of space an object takes up.
Or to make it sound better and be more specific it is:
Volume is the measure of the amount of space inside of a solid shape like triangle, cylinder or cube.
The formula for volume is b=base bxh or lxw l=length
h=hieght w=width

a 2 means a squared

Sorry I am not able to post up any pictures.
So I'll just do this.

B

6cm C 9cm

A
a 2+b 2= c 2
6 2+ 9 2=c 2
(6x6)x(9x9)=c 2
36+81=c 2
117=c 2

A
5cm C

B
5cm

a 2+b 2=c 2
5 2+5 2=c 2
(5x5)+ (5x5)=c 2
25+25=c 2
50 2=c 2

52cm
B A 20cm

C

a 2+b 2=c 2
20 2+52=c 2
(20x20)+(52x52)=c 2
400+2704=c 2
3 104=c 2

Mussie's Term Two Reflectionand

2011-03-24T19:44:00.001-05:00

In term 2 we learned about surface area, percents and volume .Surface area was easy to me i understand it and i did really well on my test . Next we learned about percents. Percent was kinda hard for me because i didn’t review or go over the stuff that i didn’t get. But at the end I did get it and learned it very well. Also i kinda did struggle on volume because I had a hard time remembering the formula. Next time i’ll be replying to the blogs more often and study hard and pass all of my tests.

Joshua's Great Big Book Of Integers

2011-03-24T07:15:00.011-05:00

Chapter 1

Grade 7 Integer Review

Integers can be represented with number lines or integer chips.

Negative - Blue
Positive - Red

Zero Pairs - a pair of negative and positive numbers whose sum is 0.

ex. (-8) + (+8) = 0.

This song will help you remember when to use a zero pair:
When subtracting something that isnt there, use a zero pair.

This is how we did integers in Grade 7.

Here are some questions we did.

Chapter 2

Multiplying Integers

Here we learned how to multiply integers. Here are some questions we did.

For questions needing a zero pair you can find out how many zero pairs you need by multiplying the two factors in the question without their negative or positive signs.

ex. (-2) x (+3) - 2 x 3 = 6

6 zero pairs

Chapter 3

Dividing Integers

Partative Division or groups of

If you know the number of groups, but you dont know the number in each group then that is partative division.

Quotative Division

If you know the number that is in each group, but you dont know the number of groups then that is quotative division.

You could also find the answer to a division question using multiplicated-inverse

In a division question with an even amount or no (-) signs the quotient will be positive.
In a divison question with an odd amount of negative signs the quotient will be negative.

Chapter 4

Order of Operations with Integers

(+5) x (-3) + (-6) / (+3) =

To answer this question you will need to folow the rules of B.E.D.M.A.S. Brackets, Exponents, Division, Multiplication, Addition, Subtraction.

Summer's Term Two Reflectionand

2011-03-23T07:13:00.006-05:00

Listen!

In term two we learned about volume, percent, and surface area. I did pretty well but struggled at first. i will do better this term by leaving more comments and studying for tests. i learned the formula for volume pi x r x r x h or pi x r *2 x h that's for a cylinder. For a triangular prism its b x h /2 x h. And for rectangular prism its l x w x h. In percent we learned about converting percent. And for surface area we learned the formulas for finding circumference, diameter and radius.a cylinders formulas are: for the circumference its pi x 2 = c for diameter its r x 2 = d for the radius its d / 2 = r and to find the area its pi x c = a. the formulas for a triangular prism are: b x h / 2 and l x w. And lastly for rectangular prism its l x w. And that is my term 2 reflection.

Sophia's Term Two Reflection

2011-03-22T17:23:00.003-05:00

In term two we learned about Volume, Surface Area, and Percents. I think I did really well when we were working on Surface Area.ex
a 2 + b 2=c 2
5 2+5 2=c 2
(5x5) +(5x5)=c 2
25+25=c 2
50 2=c 2
At first I didn't understand it but after awhile it was really easy. Espeasially unwrapping a cylinder, rectangular prism,and triangle prism.
Another thing that was pretty easy was volume.
I learned that by using a piece of string and going around a circle leaves a gap which is 3.14 and that's for any shape or size. I learned stuff like pi x r x r.
The things I think that I did poorly in was pecents and I think it was because I wasn't really interested in it and that I wasn't asking any questions. Next time I will ask my dad or a friend for help. I think that working more on the blog will increase my term 3 mark and getting ready and ahead the day before a test or qiuz so if theres something I don't get I can ask for help.

Summer's Great Big Book Of Intergers

2011-03-22T17:06:00.031-05:00

Chapter one: Grade 7 integers review

Integers
- number line
- integer chips
- zero pair

- negative and positive numbers

Integers

- Number line

Song:
"When subtracting something that isn't there use a zero pair"

Find the zero pairs for the following integers

-6 +10 -16 63
+6 -10 +16 -63

-11 +11

+ 14 -14

19 -19

integers Ala grade 7

have 4 owe 4
(+4) + (-4) = O

Brackets are training wheels.
Standard form:

+4 + -4
+4 -4

pure standard form:
4 -4

3 -2 = Subtraction = adding a negative integer.

Questions:

-3 - (-7) = -10

-3 - 7 = 10

3 - 7 = -4

3 + 7 = 10

-3 + 7 = 4

Chapter 2 multiplying integers:

multiplying integers:

(+2) x (+3) = +6

(2) x (3) = 6

(2) (3) = 6 2 (3) = 6
standard form

(=2) x (+3) = 6

or

2 groups of ( +3) = 6

( +2) x (-3) = -6

or

2 groups of (-3) = -6

(-2) x (+3)

(+3) x (-2) = -6

remove 2 groups of (+3)
(use zero pairs)

( -2) x (-3)
remove 2 groups of (-3) = +6

(-3) x (-4) = + 12

(+2) x (+4) = +8

(+5) x (-2) = -10

(+4) x (+2) = -8 - 4 x 2 for zero pairs remove (+) left with (-)

(-6) x (-1) = -6

Sign Rule: (negative signs)

Even: when you have an even number of negative factors the product is positive.

Odd: when you have an odd number of negative factors the product is negative.

Chapter 3 dividing integers:

Partitive division using a number line:

6 / 2 =

-6 / (-2) =

Quatative Division:

(-6) / 2 = -3

Multiplicative Inverse:

6 / (-2) = 4

Sign Rule for Division: using

6 / 2 = 3

-6 / (-2) = -4

(-6) + 2 = -4

6 / (-2) = 4

Chapter 4 order of operations with integers:

explain how to solve this:

(+5) x (-3) + (-6) / (+3) =

[(+5) x (-3)] + [(-6) / (+3)] =

-8 + -17 = -25

first add extra brackets then do the problems that are inside the extra brackets then add the two numbers that came from the extra brackets together and you have your answer.

Samarab Term 2 Reflection

2011-03-22T10:49:00.000-05:00

Term 2 Reflection

In term two we learned about percent , Surface Area , and volume they were all kinda hard and some were really easy and i really enjoy learning about theses subjects. I did well on Volume because i understood what i was doing and i got the hang of it faster. I think i Struggled in surface area because i didn’t really under stand it and it was kinda hard for me. I will do better in surface area , and percent and try to get it and ask for help when i need it. In percent learned how to find 100 and divided it by 100.

I WILL DO AUDIO BOO LATER

Olivia'S Term 2 Reflection

2011-03-22T10:44:00.005-05:00

Term 2 Reflection

This term i think i did very will on TSA and volume because i worked really hard on trying to figure it out and i asked some question than usual and i enjoyed learning about these subjects. I really struggked in percent because i was not here when we were learning and i did not ask questions so in reasult i did really bad in that subject maybe if i would have asked question and read the blog i could have done a lot better so my goal for term 3 is to ask question read the blogs and be at school and if i am not asking my friends or teachers what i missed so i can hand in assignments.IN term 2 i learned at lot of different things mostly in TSA and volume i learned formula’s and how to calculale the area of shapes like triangle, rectangle and cylinder prisims. In percent i didn’t really learn a lot in all honesty i don’t really remember but here is one thing i remember that the whole is always hundred so 60% could be a whole so in this case 60% is a 100% so over all term 2 was okai but i hope to do better next time.

Listen!

Term Two Reflection AudioBoo

2011-03-22T10:39:00.002-05:00

For term two I did well on volume I learned the basic things like pi x r x r x h is for the volume of a cylinder. I struggle on surface area because i didn't really get it. Also for percents i had a really hard time understanding it I also learned about the volume of a rectangular prism and triangular prism is base x height. Next term i hope to do better in term 3 and to do allot better on my tests and quiz's to get a better grade.

Term 2 Reflection AudioBoo

2011-03-22T10:36:00.001-05:00

Term 2 Math Reflection

In Term two we learned about percent,total surface area and volume.I did well on the TSA unit in term 2 I struggled in the volume unit because I didn’t practice enough.I think if I read more of the blogs more and learned easier methods I would have been better .The things I learned about percent is finding parts/amounts of certain things.In TSA,we learned how to find the size of different shapes and in volume we earned how space something takes up.

I will upload the audioboo later.

Jomer's Great Big Book Of Integers

2011-03-21T20:52:00.014-05:00

Chapter 1 Grade 7 Integer Review

Questions:
-3 - (-7)= +4
-3 -7= -10
3 -7= 4
3 +7= 10
-3 +7= 4

Chapter 2 Multiplying Integers

(+2) x (+3)=

(+2) x (-3)=

(-2) x (+3)=

(-2) x (-3)=

Sign Rule (Negative signs)
Even: When you have an even number of negative factors the product is positive.
Odd: When you have an odd number of negative factors the product is negative .

Chapter 3 Dividing Integers

Partitive Division is how many groups of a number are in a given value.

Quotative Division is sharing a certain number between a given value.

Sign Rule

In a division question with an even amount or no (-) signs the quotient will be positive.
In a division question with an odd number of (-) signs the quotient will be negative.

Order of Operations with Integers

[(+5)x(-3)]+(-6)/(+3)=-7

(-15)+(-6)/(+3)=-7

(-21)/(+3)=-7

Brandon's Term 2 Reflection

2011-03-21T20:20:00.001-05:00

Listen!

Katerina'sTerm Two Reflection

2011-03-21T19:21:00.003-05:00

Listen!'>Term Two Reflection

Sorry I didn't know how to add the thing on like everyone else.

Hello, I am Katerina from room 8-73!

Term two:

I did very well in volume and surface area. I really enjoyed working on it. One thing I really struggled on is the percent unit. In percent I learned how to find the tax of an object. Next term I hope to do better and finsh all of my homework! Also, i hope to do better in term three. The difference between surface area and volume is that the volume is the volume of and surface area is the surface of the object. then you add it up and to get Total Surface Area!

Thanks.

Joshua's Term 2 Reflection

2011-03-21T17:49:00.004-05:00

Listen!

In Term 2 we learned about percents, surface area and volume. I didn't really do well in percents because I didn't study at all so my marks definitely were bad. In surface area and volume I did great! I actually understand how to do both of them and I did great on the tests. I understood what to do and I knew what the formulas were. I learned that to find the volume of a rectangular prism and a triangular prism is area of base x height. I also learned that to find the volume of a cylinder is pi x r x r = h. Next term I will listen more in math class so I could get perfect on my tests. And I will also do more blogs.

Sophia's Great big book of integers

2011-03-21T17:19:00.010-05:00

Integers can be positive or negative odd or even. A negative number is a number that is less than O. An even number can be divided by 2. An odd number can't be evenly divided by 2. O is an even number and it is not positive or negitive just 0

-NEGATIVE is blue
+POSITIVE is red
BOTH=zero pair

Remember the song "use a zero pair when subtracting something that is not there"
(use this song it will help)

Grade 7 way
Using brackets ( )

Standard form
Not using brackets ( X )

If you are having trouble and you don't understand intergers use a number line or think of it as money.(try it out right now)

Even= When you have an even number of negative factors the product is POSITIVE
ODD= When you have an odd number of negative factors the product is negative

Examples:

-11-(4)=-7 - - - - - - - (- - - -) Take this away

22-(-9)

22-+(-9)=31 + + + + + + + + + + + + + + + + + + + + + +

- - - - - - - - -

+ + + + + + + + +

These are supposed to be zero pairs
(sorry about the whole zero pair thing )

Sorry that I don't have blue and red circles but I think you get it

-9 +4 +(-9)

-9 +4 -9 Sorry I tried making a number line but it didn't work

-9 -9 +4 But a number line is a good strategy-for me anyway

-18+4= -14

example of multyplying integers:

7X-2

Forget the signs and multyply normaly

7X2= 14
Now you can go back to the signs
You know that a positive times a negative is a negative
So your answer is obviously -14

Sorry that I didn't do any of the chapters

Term 2 Reflection

2011-03-21T17:00:00.002-05:00

Listen!
Please read along! Thank you!

Term 2 Reflection

In term 2 I did really good in volume because I really understood what to do and how to do it. In this term I kind of struggled in surface area because I didn’t really understood the formula or how to solve the questions. In term 3 I will focus more then term 2 and really try to ask for help if i didn’t understand anything. In percent I had learn how to find how many percent of things that is contained in something. For example we learned how to find how many percent of apple juice is in the carton after 10 people had a glass of it. In surface area I learned how to find areas of different kinds of shapes. Finally in volume I learned how to find how much the whole shape is. The differences between surface area and volume is in surface area you are finding how many units there are outside and in volume you are finding how many units there are inside.

Brandon's Great Big Book of Integers

2011-03-20T22:45:00.016-05:00

Chapter 1

Grade 7 Integer Review

Questions for class

-8 - (-4) = -4

-10 + 8 = -2

8 - 7 + 2 = 3

17 - (-3) = 14

- 5 - (-7) = 2

- 2 - 5 = -7

3 - 7 = -4

5 + 5 = + 10

-5 + 6 = - 1

Chapter 2

Multiplying Integers
(+4)x(+2) = 8

Make 4 groups of positive 2

Make 4 groups of negative 2

(+4)x(-2) = -8

(-4)x(+2) = -8
Remove 4 groups from positive 2

(-4)x(-2)= 8

Remove 4 groups of negative 2

Chapter 2

Dividing Integers

Even = When you have a even number of negative factors your product is positive.

Odd = When you have a odd number of negative factors your product is negative.

Partitive Division - when you use groups to find your quotient.

6 ÷ 2 = 3

(-6) ÷ (-2) = 3

Quotative Division - Sharing numbers in groups

(-6) ÷ 2 = - 3

Chapter 4

Order of Operations

(+6) x (-2) + (-6) ÷ (+2)= ?

1) Always do multiplication and division first
2)Put square brackets around (+6) x (-2) ex. [(+6) x (-2)]
3)Put square brackets around (-6) ÷ (+2) ex. [(-6) ÷ (+2)]
4) Solve (-12)+(-3) = + 15

Term Two Reflection

2011-03-20T20:31:00.002-05:00

My audioboo couldn't upload so i just put this.

Term Two Reflection

This is my Term Two Reflection on math, we have learned surface area and volume is term. The unit that I did really well was volume, it was easy for me and I understand it well. I could help others and I could pass my test with a good mark. I really don’t have a unit that I struggled with, the units were easy for me. The thing that I can do better for the next term is to do my homework, take time to check my work in tests, and to listen more. I learned how to find the surface area and the volume in shapes. For surface area you have to find each face of the shape and add it together. For volume you have many things you have to do. You can find the volume of a rectangular prism, triangular prism, and a cylinder.

Christian's Term 2 Reflection

2011-03-20T20:20:00.013-05:00

Listen!

* If you can't hear my voice very well, I wrote my reflection down here. Sorry, my mic on my laptop was far away from my mouth and I kept messing up trying to record it again.

Term 2 Reflection

In term 2 I think I did well on volume and surface area. I think I did well on my tests because I remembered the formulas. It was easy to understand.

I struggled with some of the formulas for finding volume. I didn't like finding the volume for cylinders at all. It sucked. I didn't really understand percents.

Next term I will listen more in class and focus on my work more. I will also try to be involved with class discussion to help my learning.

I learned how to convert decimals to fractions. I learned how to calculate taxes by a ratio table. I learned how to calculate the formula for 3D shapes like rectangle or a right triangle. I learned how to find the volume of them too.

Surface area is the amount of units outside of the 3D shape, and volume is the is the amout of units inside the shape.

Karl's Great Big Book of Integers

2011-03-20T20:00:00.020-05:00

Chapter 1 Grade 7 Review
Questions from class
1) -3 - (-7)=4

2) -3 - 7=-10

3)3 - 7=-4

4) 3 + 7=10

5) -3 + 7 = 4

Chapter 2 Multiplying Integers

1) (+2) x (+3)= 6

+++ +++ 2 groups of +3

2) (+2) x (-3)= -6

--- --- 2 groups of -3

3) (-2) x (+3)= -6

4) (-2) x (-3)= +6

Sign Rule (Negative Signs)

Even: When you have an even number of negative factors the product is positive.
Odd: When you have a odd number of negative factors the product is negative.

Chapter 3 Dividing Integers

Partitive Division: When you use groups to find your quotient

ex. 6 ÷ 2= 3

-6÷ (-2)= 3

Quotative Division: Share a number between an amount of groups

ex. (-6)÷2= -3

Multiplicative Inverse: When you rewrite a division question to a multiplication question because you can't find a way to use partitive or quotative division.

ex. 6÷(-2)=
you can't share 6 with -2 people so you use the multiplicative inverse
(-2)x(-3)=6
(-3)x(-2)=6
answer: -3

Chapter 4 Order of Operations with Integers

(+5) x (-3) + (-6) ÷ (+3) = ?

You can use BEDMAS to solve this question
BEDMAS stands for:
B-Brackets
E-Exponents
D-Division
M-Multiplication
A-Addiction
S-Subtraction

Ex.
There are no brackets or exponents so you could skip the B and the E.
There is a division question and that is (-6) ÷ (+3).
(-6) ÷ (+3) = -2.
The question now is (+5) x (-3) + (-2) = ?
There is a multiplication question and that is (+5) x (-3).
(+5) x (-3) = -15
The question now is (-15) + (-2)
Now all you have to do is solve (-15) + (-2).
(-15) + (-2) = -17.
Your answer is -17

Christian's Big Book of Integers

2011-03-20T19:09:00.018-05:00

Chapter 1 Grade7 Integer Review

When something isn't there, make a zero pair.

1.) -3 - (-7) = 4

I made 7 zero pairs because I didn't have -7. So then I took away -7 and had 3 zero pairs.

Answer: +4

2.) -3 - 7 = -10

I made 7 zero pairs and took away 7.
Answer: -10

3.) 3 - 7 = -4

I drew -7 and +3. I had 3 zero pairs.
Answer: -4

4.) 3 + 7 = 10

I drew 3 then 7 more.
Answer: 10

5.) -3 + 7

I drew -3 and 7. I had 3 zero pairs.
Answer: 4

Chapter 2 Multiplying Integers

1.) (+2) x (+3) = 6

+++ +++ two groups of three.

2.) (+2) x (-3) = -6

--- --- two groups of negative three

3.) (-2) x (+3) = -6

+++ +++ -----> - - - - - - remove two groups of positive three

4.) (-2) x (-3) = 6

+++ +++ --- --- remove two groups of negative three

The Sign Rule for Multiplication

When theres an even amout of negative signs, the product will be positive.

When theres an odd amout of negative signs, the product will be negative.

Chapter 3 Dividing Integers

There are different ways to divide integers.

Partitive Division - When you use a numberline to divide integers.
Quotative Division - Share a number between an amout of groups.

Multiplication Inverse - When you rewrite a division question to a multiplication question. It helps when you can't find a way to use partitive or quotative division.

The Sign Rule for Division

The sign rule for division is almost the same as multiplication. The amout of negative sign rules is the same.

Chapter 4

(+6) x (-2) + (-6) / (+2) = ?

Do the multiplication first. Ex. [ +6 x (-2) = -12 ]

Then division -6 / (+2) = -3

Answer: -15

Hazel's Big Book of Integers

2011-03-20T17:17:00.014-05:00

Chapter 1 Grade 7 Integer Review

Questions:

-3 - (-7)= +4

-3 -7= -10

3 -7= 4

3 +7= 10

-3 +7= 4

Chapter 2 Multiplying Integers

(+2) x (+3)=

(+2) x (-3)= -6

(-2) x (+3)= -6

(-2) x (-3) = +6

Sign Rule (Negative signs)

Even: When you have an even number of negative factors the product is POSITIVE.

Odd: When you have an odd number of negative factors the product is NEGATIVE.

Chapter 3 Dividing Integers

Partitive Division is how many groups of a number are in a given value.

Quotative Division is sharing a certain number between a given value.

Sign Rule

In a division question with an even amount or no (-) signs the quotient will be positive.

In a division question with an odd number of (-) signs the quotient will be negative.

Order of Operations with Integers

Breanna's Great Big Book of Integers

2011-03-20T15:28:00.018-05:00

Chapter 1:

Adding and Subtracting Integers

-6-(-4)= (-2)

-10+6= (-4)

6-7+2= 1

14- (-3)= 17

-3-(-7)= 4

-3-7= (-10)

Chapter 2:

Multiplying Intergers

Examples:

(+3)x(+2)= 3 groups of 2

repeated addition

2+2+2= +6

two groups of +3

(2)x (+3)=

Questions

(+2)x(+3)= +6

2 groups of (+3)

(-2)x(+3)= -6

Sign Rules

Even- When you have an even number of negative factors the product is positive.

Odd- When you have an odd number of negative factors the product is negative

Chapter 3:

Dividing Integers

Partitive Division is when you use groups of to get to your quotient.

6/2=3

(-6)/(-2)= +3

(-6)/2= (-3)

Multiplicative Inverse is when you use multiplication to figure out your quotient.

6/(-2)=

(-2)x(-3)=6

(-3)x(-2)=6

Means 6/(-2)=(-3)

Sign Rules

In a divison question with an even amount or no negative signs the quotient will be positive.

example: 6/2=3

(-6)/(-2)=3

In a divison question with an odd number of negative signs the quotient will be negative.

example (-6)/2=3

6/(-2)= (-3)

Chapter 4

Order of Operations with Intergers

(+5)x(-3) + (-6)/(+3)=

Scince there are no square brackets or exponents we should start with division and multiplication going from left to right.

[(+5) x (-3)] +[(-6)/(+3)]=

(-15)=(-2)=

After your done with division and multiplication you should do the addition

(-15)+(-2)=(-17)