Grade 9

What I Have Learned About Gr.9 Exponents

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  • What are exponents? what does it tell you?

Exponents are an indicator of how many times a number is being copied, it is an alternative to multiplication.Example) 3^3 would equal 3 x 3 x 3 = 9 x 3 = 27 and that is the final answer for 3^3

  • How do brackets affect evaluating a power?

a really common example of brackets in a power equation is if you have (-8)^3 the 2 will see the brackets and copy the whole equation, but if you have -8^3 the exponent only sees the 8 so only copies the 8 not the whole equation, therefore the answer will be positive, not negative

Answer) (-8)^3 = (-8)(-8)(-8)= (64)(-8)= -512

  • Multiplication law of exponents

the rule for multiplying exponents is really easy, if the bases are the same ( 10^2 x 10^7 ) all you have to do is add the exponents together. ( 10^2 + 10^7 = 10^9

but when the bases are different you use a different rule, if we use the same example of 10^2 but we switch the second equation to 9^4 the rule is you do 10 x 10 = 100 and 9 x 9 x 9 x 9 = 6,561 + 100 = 6,661 and your answer would be 6,661

  • Division Law of exponents

to do the division law you first have to see if the bases are the same, if they are all you need to do is subtract the exponents, with division it tells you subtraction so if we have 7^4  ÷ 7^6 =  7^2

But if the bases are different you use a different rule, all you need to do is figure out the powers answer, if we use an example of 6^2 ÷ 3^8 = 6 x 6 = 36 and 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 = 6,561÷ 36 = 182.25 an that is how you would do the division law them the bases are different.

  • zero power law

any base to the power of 0 will always equal to 1 an example is 6^0 is equal to 1 (no matter what the base is the answer will always be one from 1-100000000000…….etc. )

another example is  3^4 divided by 3^4 will equal to 3^0 (which is equal to 1, this example is using a mixture of division law and the zero exponent law)

  • Power of a power law

what you would need to do in the power of a power law is you  use the example of (7^2)^3 is all you need to do is multiply the exponents together (2 x 3 = 6) so our answer would me 7^6

this is used with all numbers, weather it’s negative, positive, or maybe even a fraction.

  • BEDMAS

when is a question really a bedmas question? we use the order of operation when there is an equation in brackets an example would be if we have {4\cdot 3 + 3}^2 +1 the first thing to do would be the multiplication 4 x 3 =12 and followed by +3 = 15 so now our equation would be {15}^2 + 1 15 x 15= 225 + 1 = 226

to do a question like this all you need to know is Bedmas.

Image result for bedmas

 

 

 

 

Information fluency

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  1. one thing you’ve learned about riversides resources. 
  • Riverside has many different resources for us to use, they have no problem lending them out to you as long as you keep them in good condition

2. one thing you liked about the terry fox library 

  • the terry fox library you can borrow things from books to ukulele’s and you don’t need a library card to get inside it is open to the community to use their computers and read their books.

3. one thing that stood out for me today 

  • one thing that stood out for me today was how nice the people were from the library they told us they would cover any outstanding charges on our cars and i thought that was really cool.

TOKTW2017

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Name: Emily Shannon Rap: A44 Class: Math 9 Due: Thursday November 2nd/ 2017

Name of your host:  Kari Shannon

Relationship to you: Mom

The Interview: (ask your host these questions)

  1. What is your job title? Business analyst team lead
  2. What is your job description? Helping business groups implement technical solutions that meet their business needs.
  3. 3. What are the duties and/or tasks you perform at your job? Running workshops with business stakeholders, identifying pain points of the business.
  4. What qualifications do you have for this job in the following areas:
  5. a) training? Industry specific courses.
  6. b) education? Bachelor of arts
  7. c) experience? 20 years
  8. d) skills and attributes (personal qualities) solid communication skills, detail oriented, ability to identify root cause analysis.
  9. What are some of the things you like about the job? Building relationships with people, understanding business processes.
  10. What are some of the things you dislike about this job? Not being able to solve businesses problems, resolving confect.
  11. How do you anticipate this job changing in the next 5 years or so? The need to move faster, and becoming more automated.

Student Reflections: 1. Give three reasons why you would like this job (be specific):

  1. Give three reasons why you would not like this job (be specific):
  2. a) I would not like to do this type of work because, at best buy they use a lot of computer based technology, and technology is not something that I feel confident enough in to do as my job.
  3. b) another reason why I would not want to work at BBC is because they do a lot of projects at the same time.
  4. c) the last reason is because they do a lot of meeting everyday, and they are really long.

 

  1. Is this job for you? Why or why not?

I don’t think this job is for me because it seems like you don’t just do one thing, you do a it of everything like retail, and merchandising.

  1. Explain the value of the TOKTW experience in relation to your ideas about your post secondary (after high school) plans (education? training? travel?, work?).

One activity that we did was we took a personality test to determine what colour we are, and from there we found out what jobs we would do best in. After the test turns out I am a Blue, and if you are a blue you are artistic, and you are compassionate. One of the jobs that it recommended for me was a doctor, a vet, and a musician which are all things that I would like to do, so yes I think that this whole take your kids to work day did help me choose what I could be when I grow up.

Qu’est ce que le mot révolution signifie pour moi.

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Le mot révolution pour moi, signifie le changement. Mais les changements ne sont pas toujours bon, il y a toujours les causes et les conséquences. Un exemple c’est le marché sur Versailles, ça c’était quand les taxes était trop grande et elles ne pouvaient pas nourrir leurs enfants, c’était à dire au Louis XVI et Marie- Antoinette de déménager à Paris alors qu’ils soient plus proche aux peuples, lorsqu’ils peux être moins isole.

Quand je pence à la mot « révolution » je pence à la mort, mais la mort a été seulement dans la guerre civile Anglaise, et la révolution française. La mort n’est pas quelque chose qui arrive trop dans la révolution industrielle (sauf si une machine tombe ou quelque chose comme ça) La plupart, les enfants qui se sont blesser à cause des machines de textiles

J’ai beaucoup aimé quand on a créé notre propre usine avec du papier. Il y avait les gens qui travaille de la maison avec aucun gérant (moi) et il y avait les gens qui fabriquait de l’origami dans la style d’une usine, et Mme Lo a été leur propre gérant.

J’ai trouvé que ‘’l’usine’’ qui a créé la plus de produit, c’était de mauvaises qualités, mais ‘’l’usine’’ qui prenait du temps et a créé demi de ce que l’autre group a fait, leu produit a été de très bonne qualité.

 

Emily Shannon

Mme Lo

block A

 

 

What I have learned about Gr.9 fractions

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Numberlines

  • Before you start placing the fractions on the numberline, always make sure you have a common denominator Ex: 1\frac{1}{4} and \frac{7}{12} you would have to change 1\frac{1}{4} to 1\frac{12}{48} and \frac{7}{12} to \frac{84}{48}then you can place it on the numberline- after you reduce, if you can

Comparing fractions

  • to compare fractions you have to make a common denominator, \frac{-4}{8} and \frac{-7}{8} which one is bigger? \frac{-4}{8} is bigger than \frac{-7}{8} because \frac{-7}{8} -7 is further down the number line (to the left) than \frac{-4}{8}

Adding and subtracting fractions

  • for both adding and subtracting you need to find a common denominator ex. \frac{8}{6} and \frac{12}{18} you would need to change it to \frac{12}{18} and \frac{24}{18}

Subtraction

  • \frac{12}{18} –  \frac{24}{18} all you have to do is subtract the numerators, so in our case it will end up as  \frac{12}{18} and you can reduce it to  \frac{2}{3}

Addition

if we use the same fractions ( \frac{12}{18} and \frac{24}{18} ) this time all you need to do is simply add the numerators \frac{12}{18} + \frac{24}{18} =  \frac {36}{18} and you can reduce it if you divide them both by 6 so now our final answer is \frac{6}{3}= can also equal 2

Multiplying and dividing fractions

multiplication

  • to multiply fractions, do DO NOT need a common denominator, multiplication is a just do it question!! ex. \frac{-14}{19} x \frac{7}{12} you start by multiplying te numerators, then the denominators \frac{-14}{19} x \frac{7}{12}= \frac{-98}{228} you can reduce this fraction by dividing it by 2 so now you get \frac{-49}{114} that is our final answer.

division

  • if we use the same example as the last question ( \frac{-14}{19} / \frac{7}{12} you need to use the reciprocal, which means our question is now a multiplication, \frac{-14}{19} x \frac{12}{7} our answer is now \frac{-168}{133} we can not reduce it

 

this is all of the things we have learned about in Gr.9 fractions, hop you found it helpful!