Unit #1: Number and Exponents Student Learning Objectives: 1 Demonstrate an understanding of factors of whole numbers by determining the: ©. Prime factors © Greatest common factor © Least common multiple © Square root © Cube root 1. Demonstrate an understanding of irrational numbers by: ©. Representing, identifying and simplifying irrational numbers © Ordering irrational numbers 11 Demonstrate an understanding of powers with integral and rational exponents. Your portfolio needs to include artifacts or examples of how you have met these learner objectives. As ‘you are going through the unit, keep these goals in mind so that you are aware when you meet the goals. Doing your portfolio along the way will be much easier than trying to complete it at the end of the semester,Personal Goal for the Year: * Tostay above 85 as an average for math. ‘© To remember every lesson and unit for the final exam. SLO: Find the prime factors oP ... 45lo Wag 456 1989 in e A 22) 2363-19 ati ‘A ay LeM Find the GCF.. 378 339 2 0 A Aa A 48, 108 2 38 313 7 We 2 40 A A A 3x 2%2 =10 219 2e 2 20 Find the LCM... ocr n A“ 48 108 24 54 112, 80 “ ~N T/A ‘ 2 24 B30 22 22 % = Bo A K 7 2 x5 = 560 wn on ‘What is the square root of... A A 2 © 34 a ioe oe 4 \3xb= 26 2xB4I) = bb 22 ~ What is the cube root of... 3] 729 3x3 #9 Identify the irrational numbers... “ne = 983.09234982489050241 612 83 N22 a ye Qm Are 4 yes ‘Simplify the irrational numbers... ( Erifipe radical to wr a Mixed Rodica!) Yor? = 47 = J 25— x3 = Io 3 Name the point onthe amber line associated with each ination ‘number... 8. 50 = ‘ O71 10/5 214.1 7.8740 99 fog 1842.37 / 9 = . 3854) as > 7 tt tet tt tt 2 a ee eeWeekly Journals: 13/9/2015 The five classes of math this week was good. Near the end of this week, the objectives seem to be getting a bit more complicated. Or perhaps, it’s just me just jamming all this new information into my head that I can’t seem to keep up. In order to stay on track, I have reviewed each lesson until [have fully understood. I had also struggled with memorizing which set of steps and rules are for a specific concept. So I continue to look over the lessons. To increase my understanding with what I’m learning, I have been doing extra questions in the WorkBook that gave me different types of radicals. Some that included fractions, decimals or ones that would contain, negatives. At the moment, I don’t know how to access my grades, so I can’t determine which concepts I’m understanding or need improvement on. One thing I’m confident in is finding the greatest common factor and the lowest common multiple. I understand how to switch an entire radical to a mixed radical and also the other way around. The simplifying is what I need immense work on. I also need to practice on square roots involving variables. I need to remember that when multiplying variables, I’m adding the exponents, To me, I’m learning what I would’ve thought would take me a month to learn, 25/9/2015 This week’s math classes were much better than last week’s. This is because I understood what ‘was going on as the lessons were being taught. Not needing to continuously review the lessons, I knew what I had to do when it came to solving on my own, I also like how we now work with printed out notes, instead of the WorkBook. I find working on white pieces of paper help me stay focused, compared to the WorkBook pages that were all dull and difficult to keep open in order to write in, My mark on the review worksheet for exponents certainly could’ve gone better by simply paying more attention to my work. I happened to do random mistakes like multiplying numbers when I’m supposed to be doing the power of. From now on, I plan to review my answers before claiming that I’m finished. I also began to see how we do more activities involving mathematics, which I like. It makes math a bit more interesting. Everything I've learnt so far was basically being used all at once in every practice problem. With my better understanding, I found the unit to have ended well. I hope to remember all of this when it comes to my final though...Unit #2: Measurem Student Learning Objectives: (1 Solve problems that involve linear measurement, us 11Sland imperial units of measure Clestimation strategies Ci measurement strategies 1 Apply proportional reasoning to problems that involve conversions between SI and imperial units of measure. 0 Solve problems, using S| and imperial units, that involve the surface area and volume of 3-D objects, including: C right cones U right cylinders O right prisms right pyramids Ci spheresPersonal Goal for the Year: * Tostay above 85 as an average for math. © To remember every lesson and SLO: ST.and Imperial Units of Measure... Convert 7 yd. to ft. Convert 891d. to mi. it for the final exam, Ae 2 Lye aay _ 700d zr ft zeini \y) az = 2 & = 0.50625! Convert 28 in. tom. Convert 90 yd. to cm, in 39nd 8 mim wen —— YOoM £=0,7179487179 mM x * BIDOeKm Convert 345 om. to ft. Convert 67 m. to ft. Bem _ Dern 7m 08m fF Sr wet et x = N.BPt so = 223, BF Convert 750 km. tom — Convert 9 cm. to m. 0, 780. 9, 7BCCIS Mr 90 err, Estimation Strategies... Inch = thumb length Convert 333 ft Convert 4 mi tof 3e3fF er 4m _ Limi min 12In ae+ 5280Ff aw = 399bin a = 211208 Convert 865 ftom, Convert 15 yd. to km, Mt yeyal 1700 yet “mn 08m xm Imi £2 159.5 0, 00852272.73 x1 Convert 9099 km. to mi. 5099 | lois 3mi zs) imi y wie 2 = 5Bb.8751ni 2 0.0TeKm Convert 1111 km, to em. MO Nnaceaes ern Khdmden? Centimeter = pinky width Foot = foot length Yard = arm span Mile = distance walked in 20 minutes Measurement Strategies... Metric Ruler or Measuring Tape Meter = floor to the door handle Circumference = wrap a string around the circle once then measure the length of that stringCRourd tothe neorest fersth, if necessany -) Find the surface area and the volume of this right cylinder... OA = 27p24 2Iph N= ™97%h = 27 o> +o mex = THA10 l12" = 829. 380405 = 829.4 16" Find the surface are and the volume of this right prisms... 10x20) + (8 »20) 83cm of = 42 20% / Ne =Jo® Find the volume of this sphere... 9.151599 = 0 515139 = (9x20) 9.16 = \4ul 424222 793. 212\20mMeasurement Quiz Show all of your work and circle your final answer. “4, A right rectangular pyramid has base dimensions 4m by 6 m,, Calculate the surface area of the pyramid to the nearest squ: sh = 2en + 2bb + BY _ & 2Z 2 AN > (or 8.242112) © (4 x 8.544003745) + = NX in = \07, b6S2825m* Ky <7 at rpt ac? tect girpeect att os oe Tee 2 fer 8.240225) = CO ee Aright cone has a base radius of 4 m and a height of 10 m, Calculate the surface area of this cone to the nearest tenth. (3 marks) ann Sk = TIPt + TTI \/ erm = 71424 WAX 10.770829 1 3 ot ep> 202 = 18H 0943! en * 3 +b? = Si 4h + 0? 2 OF ( 185 - bm* Ip tI =o a i rie =I »- 7703296), «3. Determine the volume of a right rectangular pyramid with base dimensions 3.6 ft. by 4.7 ft and a height of 6.9 ft. Answer to the nearest hundredth. (2 marks) 6.90 2 rains auPe : (A1x3-6) 6 Fy, 7, ATE 6.91b Tee, 92 7 y= ¥38n w MUnit #3: Trigonometry Student Learning Objective: 1 Develop and apply the primary trigonometric ratios (sine, cosine and tangent) to solve problems that involve right triangles. E -xOMDIESTrigonometry Find the missing side (x) to the nearest tenth... opp = ain @ nye of : 41 hyp os = ined x al bal AyysinZ® = od Find the missing angle (A) to the nearest tenth of a degree... 8 seem °PP og pp =i A A= ein'(.1272727273) ope = yp a A =Al.7° sen BB = 90 \ aa ue I (1212727273 = SiN Find the missing side length (x) to the nearest tenth of a meter... 1am oy, any Be hyp 7 cos 6 op? IZ 2 cos &3 . 1 MP me ID) cosa = © 3.0m 7 =Find the missing angle (P) to the nearest tenth ofa degree... Qa P= cos'(.1047058824) = 40.\° a? sain ; P 0.1 hyp 24 0.76410588a4 = cos P R 26h P * ody Find the missing side length (x) to the nearest tenth... opp = =tone hy? © 26 Pp oe x) Cy x adi 35.1 a U Find the missing angle (V) to the nearest tenth of a degree.. oP = tonUnit #4: Polynomials Student Learning Objectives: || Demonstrate an understanding of the multiplication of polynomial expressions (limited to monomials, binomials and trinomials), concretely, pictorially and symbolically. U0 Demonstrate an understanding of common factors and trinomial factoring, concretely, pictorially, and symbolically.Polynomials ‘Multiplication of Polynomial Expressions: 1) Show Algebra Tiles 2) Expand and Simplify Monomials.... Binomials... (5x-6)2x+1) 1D =F l0x* 75-6 08 too DDD 100 | | 104 1B Seamer 20002 (32-4)(2x4-5) = 20*( Boe? tae. -5) 4 Oro? +20 - 5) = 4+ BN Sat Bact Bn 2 420. +80Common Factors: 1) Show Algebra Tiles 2) Factor the Polynomials, Greatest Common Factor (GCF) Factoring by Inspection > 18,1) 213X412, = 2? _lac-m rld 7 2 Cx-18)-1¢ 2-18) * 20-18) Ca - 000 Deters Decomposition eens 6/2 HITS Coe, (+18, -1) © 02? 182 70-3 * 6x62 +5) -| (m3) ~ (28) (bon -1) WOboooge se =SIIks Grouping 2ab+2x?-Bax-6bx = 2 (abt sx? -4a¥ - 3c) Difference of Squares 16-49 * (44-7) (4t +7) Te BUGGED | [Om mincasys / |B masa Kens » | 2 mw DBABT A 8 ASS Ss otnoces Oke As Soo ap por sha oonage, BSR h Sangggee WS oes Bay Mai ovgnaeeWeekly Journals 23/10/15 This week, we have wrapped up the math trigonometry unit, which I found to have gone well. ‘We also began our polynomial unit. The way I’m taught for the first two lessons is very helpful. I like the variety of examples that we do as a class, so I am given an idea of the different expressions that may require a bit more thinking to solve. The first two lessons were more of a review from grade nine, For example, knowing what part of the expression is the coefficient, constant term and the degree of the variable was already familiar to me. [also saw how workings with algebra tiles are back. I find them to take up a bunch of time, but they are still useful and help me visualize what is happening when I’m expanding and simplifying the expressions. A possible problem that can happen when I’m solving in this unit could be getting mixed up ‘between when to multiply or add the numbers. Hopefully, I will catch my mistakes before I make them on paper. As an overall, we have only covered (what I like to see it as) about 1/8 of the polynomial unit. So far, it’s understandable and all review. S/S We continued and finished our polynomial unit and I found the exam to have gone well. I grew a great grasp on how to make sure that I have fully factored an expression, I enjoyed how using great common factor could help factor the polynomials faster and easier. I plan to remember how to find the greatest common factor of numbers, because it seems to come up a lot. It was first introduced in the numbers and exponents unit now it came back for the polynomial unit. 1 assume greatest common factor is important in math. I find myself factoring without stopping to think, which tells me that I’ve got the hang of factoring. It also tells me that I have to be careful and review my answers because I could easily make multiple mistakes, Out of all the different types of factoring, I enjoyed difference of squares. It was an easy lesson, yet I love how it can trick you by making you think you have fully factored the polynomial, It can also trick you by having you factor by difference of squares when you aren’t supposed to because of a simple addition sign. This unit wasn’t as bad as I thought it would be.