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.
Showing posts with label Emily873. Show all posts
Showing posts with label Emily873. Show all posts
Wednesday, June 15, 2011
Tuesday, May 17, 2011
Emily's Linear Relation's Scribe Post
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.
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.
Wednesday, April 6, 2011
Wednesday, March 16, 2011
Emily's Term 2 Reflection
I did the best on the volume unit during term two. I got 100% on all of my volume tests. I found the formulas easy to use. the easiest shape to figure out for me was the right rectangular prism. Volume was also easy because it didn't take a lot of work to figure out.
I did really good in math this term but my worst unit would have to be surface area because I messed up on the unit test. But I did good on the rest of the quizzes.
I will do better next term by making sure I review my work before tests. I always did my homework but to improve I would make sure I take more time to get the right answers.
I learned that percent could be represented as a decimal and a fraction. You could also represent a percent by using a hundred grid. I also learned about the percent of a number and combining percents using basic math strategies. For surface area we learned how to calculate the surface area of a cylinder using the formula 2.p.r.rx2.r.h. We used lxw for a rectangular prism and bxh/2 and lxw for a triangular prism. During the volume unit I learned how to find the volume of a right rectangular prism using the formula lxw.h. I also learned how to find the volume of a right triangular prism using the formula bxh/2.h and I learned how to find the volume of a cylinder using the formula p.r.r.h. Lastly I learned how to find the volume of a shape with a piece taken out of it.
Here is my TERM TWO REFLECTION audioboo:
I did really good in math this term but my worst unit would have to be surface area because I messed up on the unit test. But I did good on the rest of the quizzes.
I will do better next term by making sure I review my work before tests. I always did my homework but to improve I would make sure I take more time to get the right answers.
I learned that percent could be represented as a decimal and a fraction. You could also represent a percent by using a hundred grid. I also learned about the percent of a number and combining percents using basic math strategies. For surface area we learned how to calculate the surface area of a cylinder using the formula 2.p.r.rx2.r.h. We used lxw for a rectangular prism and bxh/2 and lxw for a triangular prism. During the volume unit I learned how to find the volume of a right rectangular prism using the formula lxw.h. I also learned how to find the volume of a right triangular prism using the formula bxh/2.h and I learned how to find the volume of a cylinder using the formula p.r.r.h. Lastly I learned how to find the volume of a shape with a piece taken out of it.
Here is my TERM TWO REFLECTION audioboo:
Monday, March 7, 2011
Emily's Great Big Book of Integers
CHAPTER 1:
Adding and Subtracting Integers
-6-(-4)=-2
-10+6=-4
6-7+2=1
14-(-3)=17
-3-7=-10
3-7=-4
3+7=10
-3+7=4
CHAPTER 2:
Multiplying Integers
Examples:
QUESTIONS:
(+2)x(+3)= +6
2 groups of (+3)
(+2)x(-3)= -6
2 groups of (-3)
(-2)x(+3)= -6
(-2)x(-3)= +6
remove 2 groups of (-3)
Adding and Subtracting Integers
-6-(-4)=-2
-10+6=-4
6-7+2=1
14-(-3)=17
-3-(-7)=4
-3-7=-10 3-7=-43+7=10
-3+7=4CHAPTER 2:
Multiplying Integers
Examples:
(+3)x(+2)=
3 groups of 2
repeated addition
2
2
2
2
2
+2= +6
+2= +6
two groups of +3
(2)x(+3)=
QUESTIONS:
(+2)x(+3)= +6
2 groups of (+3)
(+2)x(-3)= -62 groups of (-3)
(-2)x(+3)= -6remove 2 groups of (+3)
(-2)x(-3)= +6remove 2 groups of (-3)
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.
Quotative Division is when you use sharing to get to your quotient.
Multiplicative Inverse is when you use multiplication to figure out your quotient.
6/(-2)=
(-2)x(-3)=6
(-3)x(-2)=6
That would mean 6/(-2)=(-3)
Sign Rules:
In a division question with an even amount or no negative signs the quotient will be positive.
ex.
6/2=(+3)
Since there are no negative signs the quotient is positive.
(-6)/(-2)=(+3)
Since there are an even amount of negative signs the quotient is positive.
In a division question with an odd number of negative signs the quotient will be negative.
ex.
(-6)/2=(-3)
Since there is an odd number of negative signs the quotient will be negative.
6/(-2)=(-3)
Since there is an odd number of negative signs the quotient will be negative.
CHAPTER 4:
Order of Operations
Brackets Exponents Division Multiplication Addition Subtraction
(+5) x (-3) + (-6)/(+3)=
Since there are no big brackets or exponents we would start with division and multiplication going from left to right.
[(+5) x (-3)] + [(-6)/(+3)]=
(-15)+(-2)=
Once you have done the division and multiplication you have to do the addition
(-15)+(-2)=(-17)
CHAPTER 3:
Dividing Integers
Partitive Division is when you use groups of to get to your quotient.
Quotative Division is when you use sharing to get to your quotient.
Multiplicative Inverse is when you use multiplication to figure out your quotient.
6/(-2)=
(-2)x(-3)=6
(-3)x(-2)=6
That would mean 6/(-2)=(-3)
Sign Rules:
In a division question with an even amount or no negative signs the quotient will be positive.
ex.
6/2=(+3)
Since there are no negative signs the quotient is positive.
(-6)/(-2)=(+3)
Since there are an even amount of negative signs the quotient is positive.
In a division question with an odd number of negative signs the quotient will be negative.
ex.
(-6)/2=(-3)
Since there is an odd number of negative signs the quotient will be negative.
6/(-2)=(-3)
Since there is an odd number of negative signs the quotient will be negative.
CHAPTER 4:
Order of Operations
Brackets Exponents Division Multiplication Addition Subtraction
(+5) x (-3) + (-6)/(+3)=
Since there are no big brackets or exponents we would start with division and multiplication going from left to right.
[(+5) x (-3)] + [(-6)/(+3)]=
(-15)+(-2)=
Once you have done the division and multiplication you have to do the addition
(-15)+(-2)=(-17)
Monday, February 7, 2011
Emily's Circle Surface Area Scribe Post
Notes:
-bases are circles
-diameter cuts a circle in half
-radius is half the diameter
-circumference is the perimeter of a circle
-pi is the ratio between circumference/diameter or 3.14
-circumference, pi.d=c
-radius, d/2=r
-diameter, r.2=d or c/pi=d
-area of a square, pi.r squared or pi.r.r
-make a square with the radius and multiply by pi
EX.
Here are some questions we did in class:
Here is a LINK I found on area.
Here is a video:
Here is the volume video I created:
-bases are circles
-diameter cuts a circle in half
-radius is half the diameter
-circumference is the perimeter of a circle
-pi is the ratio between circumference/diameter or 3.14
-circumference, pi.d=c
-radius, d/2=r
-diameter, r.2=d or c/pi=d
-area of a square, pi.r squared or pi.r.r
-make a square with the radius and multiply by pi
EX.
Here are some questions we did in class: Here is a LINK I found on area.Here is a video:
Here is the volume video I created:
Thursday, January 13, 2011
Emily's Final Percent Post
4.1 Representing Percents
To represent a percent you can shade in a hundred grid. If the percent is greater than 100% you would use more than one hundred grid. If the fraction is less than 1% you would shade in part of a hundredth and show it in an enlarged image. If the fraction is between 1% and 100% you would shade in part of the hundred grid.
4.2 Fractions, Decimals, and Percents
Fractions, decimal, and percents are all ways to represent numbers in many situations. A percent can also be written as a fraction and a decimal.
For example if you scored 8/10 on a test that would be 0.8 or 80%.
4.3 Percent of a Number
To find the percent of a number you can use mental math strategies (ex.halving, doubling, and dividing by 10). When you find the percent of a number you can write it as a decimal than multiply it by the number. For example, 10% of 50= 0.10x50 0.10x50= 0.5 (50%).
4.4 Combining Percents
You can combine percents using adding to solve problems. (7%+5%=12%)
To find out the increase in a number:
You add the combined percent to the original number. (12% of 100=0.12x100=12) (100+12=112)
You can multiply the original number by one percent greater than 100.
(112% of 100=1.12x100) (1.12x100=112)
Here is a LINK for a site on percents.
Here is a LINK for my percent scribe post.
Here is my Percent video:
Here is a video on Percent of a Number:
To represent a percent you can shade in a hundred grid. If the percent is greater than 100% you would use more than one hundred grid. If the fraction is less than 1% you would shade in part of a hundredth and show it in an enlarged image. If the fraction is between 1% and 100% you would shade in part of the hundred grid.
4.2 Fractions, Decimals, and Percents
Fractions, decimal, and percents are all ways to represent numbers in many situations. A percent can also be written as a fraction and a decimal.
For example if you scored 8/10 on a test that would be 0.8 or 80%.
4.3 Percent of a Number
To find the percent of a number you can use mental math strategies (ex.halving, doubling, and dividing by 10). When you find the percent of a number you can write it as a decimal than multiply it by the number. For example, 10% of 50= 0.10x50 0.10x50= 0.5 (50%).
4.4 Combining Percents
You can combine percents using adding to solve problems. (7%+5%=12%)
To find out the increase in a number:
You add the combined percent to the original number. (12% of 100=0.12x100=12) (100+12=112)
You can multiply the original number by one percent greater than 100.
(112% of 100=1.12x100) (1.12x100=112)
Here is a LINK for a site on percents.
Here is a LINK for my percent scribe post.
Here is my Percent video:
Here is a video on Percent of a Number:
Saturday, December 18, 2010
Emily's Pay it Forward
Part 1:
The pay it forward movie was about a boy named Trevor who had a class assignment of trying to change the world. Trevor never had an easy life. His mother was an alcoholic. Trevor's father would always leave Trevor and his mother and come back whenever it pleased him. Trevor's idea was to "pay it forward." "Pay it forward," is when you preform an act of kindness for someone else and in return, they preform an act of kindness for another person. This boy's idea worked and changed the world forever. But while trying to help a friend who was being physically bullied he was stabbed by one of the bullies and later died.
Part 2:
My pay it forward acts of kindness were to go to the fire station on Sargent Avenue and donate some winter clothes for the "Koats for Kids," organization and bake cookies then drop them off at Calvary Place seniors home. I chose these activities because there are kids who don't have much and they would survive without help from others. I went to the Calvary Place and brought the seniors cookies because there are a lot of seniors that have to stay in those homes and don't get the chance to go out and see everyone. From past experiences I know it always brings a smile to their faces when they see someone cares enough to come and visit them. I helped a kid in need that doesn't have all the necessities in life and I also helped the seniors know their is still people that care about how they are. When I donated clothes to "Koats for Kids," I brought a winter coat, a toque and a pair of gloves to the fire station on Sargent Avenue and the firemen took them and they will give it to a child who needs it. When I went to the seniors home I baked cookies with my mom then brought them to Calvary Place for the seniors to eat. I went to the fire station on Friday, December 17, 2010 and I baked the cookies on Saturday December 18, 2010 then brought them to Calvary place on Sunday December 19, 2010.
The pay it forward movie was about a boy named Trevor who had a class assignment of trying to change the world. Trevor never had an easy life. His mother was an alcoholic. Trevor's father would always leave Trevor and his mother and come back whenever it pleased him. Trevor's idea was to "pay it forward." "Pay it forward," is when you preform an act of kindness for someone else and in return, they preform an act of kindness for another person. This boy's idea worked and changed the world forever. But while trying to help a friend who was being physically bullied he was stabbed by one of the bullies and later died.
Part 2:
My pay it forward acts of kindness were to go to the fire station on Sargent Avenue and donate some winter clothes for the "Koats for Kids," organization and bake cookies then drop them off at Calvary Place seniors home. I chose these activities because there are kids who don't have much and they would survive without help from others. I went to the Calvary Place and brought the seniors cookies because there are a lot of seniors that have to stay in those homes and don't get the chance to go out and see everyone. From past experiences I know it always brings a smile to their faces when they see someone cares enough to come and visit them. I helped a kid in need that doesn't have all the necessities in life and I also helped the seniors know their is still people that care about how they are. When I donated clothes to "Koats for Kids," I brought a winter coat, a toque and a pair of gloves to the fire station on Sargent Avenue and the firemen took them and they will give it to a child who needs it. When I went to the seniors home I baked cookies with my mom then brought them to Calvary Place for the seniors to eat. I went to the fire station on Friday, December 17, 2010 and I baked the cookies on Saturday December 18, 2010 then brought them to Calvary place on Sunday December 19, 2010.
Part 3:
My acts of kindness went really well and I hope they both change someone's life in at least one way and I also hope they definitely "Pay it Forward." When I went to the fire station all I had to do was bring the clothes and give them to the firemen and they will later give it to "Koats for Kids." When I went to Calvary Place I gave the cookies to one of the nurses because I was sick and I didn't want to go near any of the elderly people. If I wanted to take a picture with any of the seniors we would have had to fill out some paperwork, so I took a picture with one of the nurses instead. Sadly, I didn't get to see any of the people the clothes or the cookies went to but I hope they enjoy my act of kindness and choose to do something for someone else. Since I knew I would get to see the child/children the clothes went to I attached tags to each piece of clothing I donated that said,"Pay it Forward. Try and do something nice for someone else." For the cookies I also had a piece of paper that said, "Pay it Forward. Try and do something nice for someone else." taped the lid of the tin that the cookies were in. Even though I didn't get to see the people I helped I hope they won't hesitate to help someone else and tell them to also "pay it forward."
Part 4:
I think the idea of "Pay it Forward," is important because just a simple act of kindness can lead on to change the world. Since it is supposed to be a chain reaction it could go on forever and make an impact in many people's lives. I think my acts of kindness have made a difference because there will be at least one less child going cold this winter and the seniors who got the cookies have smiles brought to their faces and know people care.
Merry Christmas and "PAY IT FORWARD!!!!"
Wednesday, December 1, 2010
Emily's Percent Scribe Post
(Textbook questions 1,5,9,15 on pgs.128 and 129.) 
Differences: They all have different values.
Similarities: They all represents hundredths.
a= 3/8%
Here is a LINK that could help you with percents.
Question 1:
Use hundred grids and words to describe the similarities and differences between a percent less than 1%, a percent between 1% and 100%, and a percent greater than 100%.
Differences: They all have different values.ex. 1/2% is not just a fraction of 100% but a fraction of 1%.
Similarities: They all represents hundredths.
ex. 50% is less than 100% but 125% is more than 100% but they are both hundredths.
Question 5:
What percent is represented by each diagram if a completely shaded grid represents 100%?
a= 3/8%b=125 1/2%
c=282%
Question 9:
Give two examples where a percent greater than 100% might be found in everyday life.
1- When you take a test that you can receive bonus marks on.
2-When you put a 110% effort into your basketball game.
Question 15:
Show how hundred grid(s) could be used to represent a very small percent such as 0.0000125.
Show how hundred grid(s) could be used to represent a very small percent such as 0.0000125.
Here is a LINK that could help you with percents.I couldn't find any percent videos that invloves the things were are learning now.
Thursday, October 28, 2010
Prime Factorizaton and Square Roots
Show You Know: (page 82)
Write the prime factorization of each number. Which number is not a perfect square? Explain how you know.
prime factorization- a number written as the product of its prime factors.
Write the prime factorization of each number. Which number is not a perfect square? Explain how you know.
prime factorization- a number written as the product of its prime factors.
45 is not a perfect square.
Textbook Questions: 1, 5, 10, 15 (pg. 85 & 86)
1.) Explain how to square the number 7.
answer: To square the number 7 you multiply 7x7=49.
5.)a.) Determine the prime factorization of 4.
b.) Is 4 a perfect square? Explain.
c.) Draw the square and label its side length.
answers:
a.) The prime factorization of 4 is 2x2=4
b.) 4 is a perfect square because its square root is a whole number with no decimals. ( 4's square root is 2)
c.) 
10.) Determine the area of a square with each side length.
a.)20
b.)17
answers:
a.) area: s x s= s squared
20 x 20= s squared
20 x 20= 400 square units
b.) area: s x s= s squared
17 x 17= s squared
17 x 17= 289 square units
16.) Determine the value.
a.) square root of 9.
b.) square root of 25.
c.) square root of 1600.
answers:
a.) The square root of 9 is 3. (3x3=9)
b.) The square root of 25 is 5. (5x5=25)
c.) The square root of 1600 is 40. (40x40=1600)
Sunday, October 17, 2010
Emily's Sesame Street Video Post
Group: Emily, Marysa, Katerina
Ratios- compares quantities measured in the same units.
girls:boys 13:16
Rates- compares two quantities measured in different units.
2km/hr.
Proportion- a relationship that says that two ratios or two rates are equal.
2/3 = 6/9 (To get from 2 to 6 you multiply 2 by 3 and to get from 3 to 9 you multiply 3 by 3.)
Here is a link for the Sesame Street video: Pick a card Any Card. In this video, Grover does the pick a card, any card trick with the help of his assistant.
Here is our video: Pick a Rate, Any Rate:
Ratios- compares quantities measured in the same units.
girls:boys 13:16
Rates- compares two quantities measured in different units.
2km/hr.
Proportion- a relationship that says that two ratios or two rates are equal.
2/3 = 6/9 (To get from 2 to 6 you multiply 2 by 3 and to get from 3 to 9 you multiply 3 by 3.)
Here is a link for the Sesame Street video: Pick a card Any Card. In this video, Grover does the pick a card, any card trick with the help of his assistant.
Here is our video: Pick a Rate, Any Rate:
Saturday, October 2, 2010
Emily's Math Profile
Hi! My name is Emily. I am a grade 8 math student. If someone was to ask me if I liked math I'd say, yes math is one of my favorite subjects. Math has always been one of my stronger subjects. The best thing I've ever done in math is use the unit rods. I liked using them because they helped me get a better view and understanding of the data we were looking at and it really helped me with future math problems I had to figure out.
In grade 7, the unit I did the best in was, the fractions unit. I thought it was usually easy to convert a fraction to a decimal and percent. I also found it easy to change a fraction to its lowest terms. I was also good at changing fractions with uncommon denominators to fractions with common denominators. The subject that was the hardest for me was algebra. I found it difficult at the beginning to figure out the algebraic expression for most of the patterns we looked at. This year I have to focus more on the value of variables to understand the process easier.
To be a more successful math student this year I want to focus more on the unit we are studying and take more notes so I can study off of them for future tests and quizzes. I am hoping that these things will help me grasp the processes and meanings better. I also want to try and finish all of the pages that are assigned in the textbook and the homework book so I have more practice with the work. This year I would also like to learn more about algebra so I can get a better understanding of how to create a algebraic expression.
My favorite post that I did last year was the one on "The Effects of Outliers" because it was the best one I had posted. The comments my classmates left we very satisfying for me because they were all positive. Blogging helped me become a better math student by helping me review notes if I couldn't find the ones I had hand written in class and it also helped me understand all of the units better with the examples, links and videos that my classmates and I had posted.
In grade 7, the unit I did the best in was, the fractions unit. I thought it was usually easy to convert a fraction to a decimal and percent. I also found it easy to change a fraction to its lowest terms. I was also good at changing fractions with uncommon denominators to fractions with common denominators. The subject that was the hardest for me was algebra. I found it difficult at the beginning to figure out the algebraic expression for most of the patterns we looked at. This year I have to focus more on the value of variables to understand the process easier.
To be a more successful math student this year I want to focus more on the unit we are studying and take more notes so I can study off of them for future tests and quizzes. I am hoping that these things will help me grasp the processes and meanings better. I also want to try and finish all of the pages that are assigned in the textbook and the homework book so I have more practice with the work. This year I would also like to learn more about algebra so I can get a better understanding of how to create a algebraic expression.
My favorite post that I did last year was the one on "The Effects of Outliers" because it was the best one I had posted. The comments my classmates left we very satisfying for me because they were all positive. Blogging helped me become a better math student by helping me review notes if I couldn't find the ones I had hand written in class and it also helped me understand all of the units better with the examples, links and videos that my classmates and I had posted.
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