Author Archives: rubym2017

What I Have Learned About Grade 9 Exponents

Posted by rubym2017 in Math 9, Uncategorized and tagged with

What is an exponent? What does it tell you to do?

  • The exponent of a number says how many times to use a number in multiplication or how many copies are being made of a number.
  • An example is 5^3 = 5\cdot5\cdot5 = 125.
  • A common mistake made, is that people assume that 5^3 = 5\cdot3
  • We need to remember that the exponent is the number of copies being made of the base and not the multiplication of the two numbers.

Evaluating Exponents. How do brackets affect evaluating a power? 

  • Exponents are lazy!
  • If you have (-3^2) = (-3)(-3) = 9

In this case, the exponent 2 sees the negative three in the brackets and copies the whole equation twice.

  • However, if you have the equation -3^2, the exponent will only copy the 3 (not the negative sign).

-(3)(3) = -9

  • Brackets indicate what the exponent should use. So if you would like for the exponent to see a negative base, remember to place the number inside a pair of brackets.

Multiplication Law of exponents. 

The multiplication law is simple.

  • If the bases are the same number, all you have to do is add the exponents together and the base will stay the way it was.
  • Example: 5^9\cdot5^2 = 5^{9+2} = 5^{11}
  • If the bases are different numbers, the question does not fall into the multiplication law category and instead is thought of as a BEDMAS question.

Division Law of exponents. 

  • The division law is similar to the multiplication law, but with different rules.
  • Just like the multiplication law, only if the bases are same number, will this rule be successful.
  • But instead of adding the exponents together, we subtract the exponents while using the division law.
  • Example: 8^{12}\div8^6 = 8^{12-6} = 8^6
  • If the bases are different numbers, this rule will not fall into the division law category and instead will also be thought of as a BEDMAS question.

Power of a Power Law.

  • When you see a question that looks like this (4^2)^4, you can use the power of a power law.
  • All you have to do, is to multiply the two exponents (the exponent on the inside of the brackets and the exponent on the outside of the brackets).
  • Example: (4^2)^4 = 4^{2\cdot4} = 4^8

BEDMAS – When is an exponent question really a BEDMAS question?

  • We use the BEDMAS technique when we are adding exponents and subtracting exponents, no matter what the base is. We also use BEDMAS when we are multiplying and dividing exponents, but only when the bases are different numbers. 
  • Before we evaluate a BEDMAS question, we always need to remember the order of operations.

  • In a question including brackets, we always do the work that is inside the brackets first. Example: (2^3\cdot2^5)+2

2^3\cdot2^5 = 2^{3+5} = 2^8 + 2^1

= 256 + 2 = 258

With any question using addition, subtraction, division or multiplication, that does not include brackets in the question, you always do the exponent work first and then evaluate the existing numbers using the symbol that is requested. Example: 4^2\cdot2^3

= 16\cdot8 = 128

Podcast – Attendre l’Inattendu – Convo10

Posted by rubym2017 in Language 9 and tagged with

Ruby et Kiara

Projet Podcast, première emission “Trouvée”

Projet Podcast, deuxième émission “Infecté”

Projet Podcast, troisième émission “Gertrude”

Projet Podcast, quatrième émission “Le Souhait”

 

 

 

 

Cette émission est à propos d’un virus qui attaque les personnes dans la ville et change les personnes à les monstres qui boivent du sang. C’est a Lillian de les sauver.

Tableau De Planification: 

Kiara Cameron et Ruby Maher

Style de podcast: Narratif/Histoires

Description de podcast entier: “Attendre l’inattendu” est ou on raconte des histoires avec une conclusion tournant que change un peu le genre de l’histoire au fin.

Ne va pas dire cela dans le podcast

Introduction pour chaque émission: Bonjour, c’est Ruby et Kiara, et voila “expect l’imprévu”!

**On va faire les noms de l’émissions quand on a déjà écrit les histoires car le nom de l’hisoire=le nom de l’émission**

Les 4 genres d’émission Les noms des histoires

1-Horreur Trouvée

2-Horreur L’infection

3-Conte de fée Gertrude

4-Conte de fée

Logo: (avec notre nom) **Copie premier

Chanson (dans l’introduction)

1. Mystère (ish)->Écrit par Ruby

**L’histoire de Ruby

Conclusion tournant: Elle reçoit la virus a la fin mais la personne qui l’avait en premier est curée (découverte)

2. Horreur->Écrit par Kiara

Une documentaire d’une personne qui est en train d’être chassé par quelque chose

Conclusion tournant: La personne que parle apropos d’une personne qu’il/elle aimait est mort et il imagine qu’il/elle est encore vivant(e). Le chose qui chasse cette personne est le fantôme de la personne que est mort(e)

3.Conte de fée ->Écrit par Kiara

Une suite d’une conte de fée

Conclusion tournant: Divorce

4. Conte de fée->Écrit par Ruby

Autre version d’une conte de fée

Conclusion tournant: l’homme/femme des rêves tuent l’autre personne

Aucun description sanglant**

On va nous rejoindre chaque mois pour enregistrer notre émission alors cela résonne la même.

On va écrire tous les Histoires en premier et puis on va commencer à écrire la scripte au complet pour

What I Have Learned About Grade 9 Fractions -Updated Version

Posted by rubym2017 in Math 9

What is a Rational Number?

  • A rational number is any number that can be written as a fraction or a quotient. Example: \frac{1}{2} = A rational number

What I know about Number Lines

  • You can place fractions on a number line between whole numbers. In order to do this you have to make them have a common denominator. For example you can place 8\frac{2}{3} and 8\frac{5}{6} between the numbers 8 and 9 on the number line. But before you can do that you have to find a common denominator, which would change them to 8\frac{4}{6} and 8\frac{5}{6} . You can then plot them on the number line.

What I know about Comparing Fractions

  • How can you tell if a rational number is greater than another? You can create a common denominator to find out which one is greater than the other.
  • For example: Which fraction is greater? \frac{1}{3} or \frac{2}{4}
  • Find the common denominator and change it to \frac{4}{12} and \frac{6}{12}
  • Now you can see that \frac{6}{12} is greater than \frac{4}{12} because 6 parts out of 12 is greater than 4 parts out of 12.

 

What I know about Adding and Subtraction Fractions

  • For both adding and subtracting fractions you have to find a common denominator
  • For example: \frac{-2}{3} + \frac{1}{5} you would need to change it to \frac{-10}{15} + \frac{3}{15}
  • Next, you would add the numerators and keep the denominator the same which would equal to \frac{-7}{15}
  • The same rules apply for subtracting fractions

What I know about Multiplying Fractions

  • You don’t need a common denominator when multiplying fractions. Like Ms. Burton says it’s a “Just do it question.”
  • For example: \frac{2}{3}\times\frac{1}{5} is equal to \frac{2}{15}
  • If your answer is a fraction that is not in its’ simplest form, you would simplify it.
  • To simplify a fraction you would divide both the top and bottom of the fraction by the greatest common factor. For example in \frac{8}{12} the largest number that would go exactly into both 8 and 12 would be the number 4. You would divide both the top and bottom by 4 and you would get the simplified fraction of \frac{2}{3}

What I know about Dividing Fractions

  • Let’s look at the equation \frac{1}{2}\div\frac{1}{6}
  • You would need to change the second fraction in the division equation upside down. It becomes a reciprocal. For example \frac{1}{6} would become \frac{6}{1}
  • Next you would change it from a division question to a multiplication question \frac{1}{2}\times\frac{6}{1} = \frac{6}{2} = 3

 

Comprehension Questions – All Summer in a Day

Posted by rubym2017 in English 9 and tagged with
  1. I believe that the kids do sympathize Margot and feel bad for her after seeing the sun because they now understand how marvelous it was and how perfect it was to her description. They realize at the end that they shouldn’t have locked her in the closet and ruined her chance of seeing the sun once for the next seven years. 

 2. I believe Margot acts the way she does is because she stayed on earth longer than any other kid. I feel that she is traumatized by the move and misses the earth and how the sun use to beat down on her everyday. All the other kids do not like her because of her differences and I believe that plays into why she does not play with the other kids. 

 3. I believe why the other kids are so mean to Margot is because they are all jealous that she still remembers how the sun use be. They do not know to deal with their jealousy so they treat her horribly. They are indanyl that the way she describes the sun is true because of their jealousy and her differences. 

 4. Once they let Margot out of the closet, I believe that Margot is now even more sad and extremely depressed that she missed seeing the sun. The kids must feel bad for their actions because they felt guilt once they forgot that Margot was still in the closet when they got back. I feel that the connection between Margot and the others is even worse than it was before.  

 5. The sun represents life and hope. That’s why Margot truly wanted to see the sun because it would remind her of how real life use to be on Earth. It isn’t healthy for people never to be in the sun because our bodies absorb vitamin D to survive. The story states that they have sun lamps for people on Venus so they can absorb some vitamin D but heat lamps can not compete with the natural sources of the sun.  

 6. The theme of the story is about how people can be ignorant of things and only see things one way because have only ever experienced something one way and from one point of view.