Posted on No Comments on What I learned about linear relations

What I learned about linear relations

What is a linear relation?

A linear relation is when you have variables that are going up and changing by the same number, that ends up making a straight line on the graph. For example:  2, 4,6,8… So you can see they all go up by the same amount each time.

How to find the rule for a pattern

To find the rule, firstly you have to make a T chart. One side is X and one side is Y. You can write any numbers in the X collum but normally just like 1-3. Once you finish filling out the chart you look at the Y collum to see what the numbers are decreasing or increasing by. Once you figure that out you multiply it by x.

How to plot a point (coordinate) and how to graph a linear relation:

A coordinate is two numbers in a bracket, for example (1, 2). In this case, 1 would be X and 2 would be Y. To place the coordinate you find the first number in the brackets on the horizontal line and then find the number on the vertical line. If the line is straight when you get multiple coordinates you know it’s right.  To graph a linear relation you do the same thing. All you have to do to find the coordinates is you make a T chart with the numbers in it and take the x and y values and place them in the brackets and then graph them.

How to graph vertical and horizontal lines and get their equations

When you graph a vertical line, you have to keep the x value the same for each one. If you graph a horizontal line you keep the y value the same and only change the x values.

Vocabulary: 

X and Y axes – x axes is a horizontal line and the y axes is a vertical line. They are both on the graph.

T chart – a t-chart is a way to organize and help you solve your equations.

Coordinate – A coordinate is a set value that shows an exact spot on a graph.

Quadrants (3, 5) – The quadrants are two numbers in brackets and you place them on the graph.

Origin – The origin is the middle of the graph, (0, 0)

Plotting – It’s when you are putting the quadrants on the graph.

Linear pattern – A linear pattern is when the numbers are going up by the same amount each time.

Increasing pattern – When the numbers are getting bigger.

Decreasing pattern – When the numbers are getting smaller.

Horizontal line – A horizontal line is a line that is going side to side.

Vertical line – A vertical line is a line that is going up and down.

Riverside CC’s Self Assessment Document (2)

Posted on No Comments on Inequality blog post

Inequality blog post

 

What is an inequality?

An inequality is when both sides of an equation are not equal to each other, so a is not equal to b. For example 3+4 ≠ 9.

What do these symbols mean? <, >, ≥, ≤

> greater than. For example 5>4,

<  less than. For example 4<6

≥ greater than or equal to. For example x < 6

> less than or equal to. For example x >4

How to solve

Get rid of fractions by multiplying all terms by the least common denominator of all fractions. Or you can do it with fraction you put a common denominator.

Simplify by combining like terms on each side of the inequality.

Add or subtract numbers to both sides because you have to do the same thing to both sides or it doesn’t work.

When you divide by a negative you have to flip the inequality sign.

  1. I subtracted 1 from both sides.
  2. I got the answer because x was by itself.
Check

How to graph

If it’s larger/smaller or equal to you fill in the dot that you put on the number line. If x is bigger then the number and the number is 3 x could be 4, 5… or any number bigger then 3, and if its bigger than or equal to you can put it on 3 because it could also be 3. You do the same thing if the number is smaller you just go the other way, so if the number was 3 it could be 2, 1, -5 or any number smaller.

 

 

Posted on No Comments on What I learned about grade 9 solving equationsWhat I learned about grade 9 solving equations

What I learned about grade 9 solving equationsWhat I learned about grade 9 solving equations

  • What is an equation?

An equation is an expression that is equal on both sides. For example  : 5+4=3=6

  • What are equivalent equations?

Equivalent equations are expressions that are equal to each other. For example: 3x-5=16 ; 3x=21; x=7

  • How to solve equations (find what x = ?)

To solve an equation you need to follow a couple of simple rules and you will end up with the right answer. Whatever you do to one side you have to do to both sides of the equation, you can add like terms, use the distributive rule.  You want to end up with x on one side of the equation and the number on the other.

Ex.

4x+9 = 3x-3

-3x      = -3x

x+9     = -3

-9     = -9

x = -9

I didn’t put it in there but after you would divide it on btoh sides, so X=1

  1.  Algabraically

    3x+9 = 5x-2

    -3x      = -3x

    9     = 2x-2

    +2    =      +2

    2x=11

    2/11 = 2x/2

x= 5 1/2

  • BFSD (brackets, fractions, sort, divide)

If you get a messy equation you have to clean up before you start and it makes it a lot easier on yourself. If there is a bracket you have to distribute, if you have fractions you have to take the lowest common denominator and divide the bottom by it and then multiply the top number by it and you get rid of all the fractions. For sorting you can combine like terms to make things faster. You have to divide it in the end.

  • How to verify (Check) a solution (answer) is correct

To check your answers you replace all the x’s in the equation with the number or fraction you got and if you did it right both sides will equal the same thing.

  • Vocabulary:  equation, equivalent, solution, coefficient, zero pairs, variable, constant, common denominator, distribute
  • Equation:   A expression with two things are equal. It has two expressions, one on each side of an equal sign.
  • Equivalent: Both sides are equal
  • Solution: the solution set is the set containing values of the variables that work for all equations.
  • Coefficient: The coefficient is the number with the variable. For ex:  6x; coefficient is 6.
  • Zero pair: A zero pair is when you add or subtract something and it’s the same number it makes a zero pair. For ex: 6+ -6 =0; so sense it’s even positive and negative it equals 0 and they cancel out.
  • Variable: The variable is the number attached to the number, but it doesn’t have to have a number attached. For ex. 5x; x is the variable.
  • Constant: It is the last number by itself without a variable. For ex: 5x+9=9y+4; 9 and 4 are the constants.
  • Common: A group of numbers that can be multiplied to equal a number. For ex: 1,2,3,4,6,12
  • Distribute: Distributing is when there is a bracket and you take the number in front and multiply all the numbers in the bracket by it and you get rid of the brackets. For ex: 3(2+3) = 6+9
Posted on No Comments on What I have learned about grade 9 polynomials

What I have learned about grade 9 polynomials

What is a polynomial?

A polynomial is a math expression or question that has numbers, letters and exponents. An example of a polynomial is 2x+6y-3.

Vocabulary

Degree: The degree is when you look at all the terms and you take the highest exponent and that’s the degree of your expression. For example: x2 − 4x + 7, the degree would be 2.

Constant: The constant is the whole number that doesn’t have a variable.

Coefficient: The coefficient is the number that goes before before the variable, for example: 5xy (the 5 would be the coefficient)

Leading coefficient : The leading coefficient is pretty much the same as a normal coefficient it just means it’s at the start of the “line”. For example:  4x2 − 9x + 5 4 would be the leading coefficient.

Binomial: Binomial is when your answer has two terms. For example: 3x+5

Trinomial: Trinomial is when your answer has three terms. For example: 3x2 − 6x + 7

Monomial: Monomial is when your answer has one terms. For example: 7x2

Add polynomials

To add polynomials you group the like terms. the like terms are when they have the same exponent and variable. So you can’t add together 4 and 5x, because they aren’t like terms. What i do is a circle or make a box around the different terms and that’s how I make sure I don’t forget any of them.

Subtract polynomials

When you subtract, you still group like terms. But you have to flip anything in your bracket, because two negatives equal a positive and the rest equal a negative.

Multiply polynomials (distributive) 

When you multiplying polynomials you use the distributive property and you  multiply each term of the first polynomial by each term after. Then add the answers together and combine like terms to simplify. You also use the same law for exponents, so when you multiply the numbers you add the exponents.

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Dividing polynomials

For division you literally just divide them, but keeping in mind you have to subtract the exponents.

Make connections to previous units (exponents and rationals)

Exponents definitely connect to this unit because we see them, and the higher the exponent the more powerful it is. Rational numbers also because we see them all, fractions, whole numbers and decimals.

Make connections to previous units (exponents and rationals)

IMG_2614

(This is my video)

 

 

Posted on No Comments on What I have learned about Grade 9 Exponents

What I have learned about Grade 9 Exponents

  • What is an exponent?

An exponent is a little number above it’s base  and it tells you how many copies you have to make of the base. You don’t multiply the exponent by the base, that will give you the wrong answer. You have to remember you are making copies and the exponent is the number telling you how many copies to make.

 

  • What is the difference between evaluating and simplifying?

The difference between evaluating and simplifying is that when you evaluate you get the answer, like the final answer. To evaluate you use the rules and make it easier to do and you dont end with a normal number its sort of an easier way to get the “answer”. It always you to leave it at a simpler answer.

  • Multiplication law and why it works

The multiplication law for exponents is that if the base is the same you add the exponents together, but if the bases aren’t the same there is no short cut or rule you just actually have to do the work.

  • Division law and why it works

The division law is that when both of the bases are the same you take the two exponents and subtract them. It is pretty similar to the multiplication rule except you subtract.

  • Power of a power law and why it works

The power law is that when there is two exponents and one number. You multiply the two exponents  together and that is your new exponent.

  • applications of exponents

An application of exponents could be when you are trying to find the length of the side of a triangle. Because you square the number and then you find what the side is.

  • one more thing you learned about exponents

I learnt about the copies thing, because I always used to think that you just multiplied the two numbers together.

 

Posted on No Comments on TOKTW 2019

TOKTW 2019

 

 

1.What is your job title?

Assistant vice president (western region) TJX Canada

  1. What is your job description?

Collaboratively develop and implement strategies for the region. Also invests a lot of time into district managers personal development. This position is in charge for supporting the development of the regional vision and strategy, and overseeing the execution of the strategy to successfully achieve the overall business plan developing talent and supporting the TJX Canada’s off price model.

  1. What are the duties and/or tasks you perform at your job?

Accountable for providing strategic direction and leading District Manager teams of assigned market area to achieve financial plan targets. Develops and implements regional strategies to achieve or enhance financial targets, talent development and customer experience. And the last main thing is District Manager talent development.

What qualifications do you have for this job in the following areas?

  1. a) training?

Training on how the stores work, leadership experience/training, strategies, development and implementation training.

  1. b) education?

University degree or several years leadership experience.

  1. c) experience?

Leading people, leading teams, retail experience but not mandatory.

  1. d) skills and attributes (personal qualities)?

Driven, outgoing, energetic, leader.

 

  1. What are some of the things you like about the job?

The strategic part of the job and she loves working with people. TJX is a great company with a great coulter and she gets to work in a great environment.

 

  1. What are some of the things you dislike about this job?

Sometimes she feels like it’s too much travel because its set out of Calgary and that’s were the main office is.

  1. How do you anticipate this job changing in the next 5 years or so?

TJX has expanded a lot in the past several years. While the Off Price Model has proven to be very successful in the changing retail landscape the rate of growth will likely slowdown in the next 5 years. They will need to continuously evaluate how we do business to ensure it is what the consumer is looking for.

What are the hard parts about your job: 

As company continues to grow it gets harder to find people with enough skill and responsibility and be able to grow so they can take on more responsibility’s.

Student Reflections:

Give three reasons why you would like this job (be specific):

  1. a) Because in a way it has to do with fashions witch I’m really interested in.
  2. b) I think it’s a job for a leader and I think I’m a leader and you get to work with other people so all the work wouldn’t all be on you.
  3. c) I think it offers a bit of everything. You don’t have to sit in an office all day, although sometimes you had to do that not all day. You can also work from home and take calls from home.

Give three reasons why you would not like this job (be specific):

  1. a) My mom technically works out of Calgary which means she travels a lot and not just to Calgary but usually Calgary. Which means I don’t get to see every day.
  2. b) My mom does a lot of work calls and a lot of the time when we eat dinner or sometimes she can’t do stuff with us because she has a call. So, I think that would be one of the reasons I wouldn’t love it.
  3. c) It honestly just seems like a lot of work and I’m sure it would totally be for me and to have to put that much work into something you don’t love would suck.
  1. Is this job for you? Why or why not?

I honestly think some parts are for me and some parts aren’t. While I was there we went on a walk through with a district manager and then I sat in a meeting and we went for a lunch. I don’t know if specifically, the part I watched and helped in would exactly be for me because it seemed a bit boring but I know she goes to events and gala’s and those look really fun. I feel like overall I could do pretty good in this job because a lot of the things you need to be good at I have. She also gets a lot of vacation time. I am also very similar to my mom and I know she does very well in her job. I think down the road this could be a option to look at.

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

I think it has a lot of value to see what’s out there. I think I realized maybe this is something I want to look into but maybe there were people who realized that’s not at all what they want to do. My dad always tells me you have to work for a long time so you should love what you do. And I think that this just kind of helps us see what we like what we don’t. I plan to go to school right after high school and hopefully get a job right after. I’m not certain on what I want to do yet but I think something in business or marketing maybe. For me I don’t think I would take a year off to travel because I don’t think personally I would go back into school after that.

 

 

 

 

 

 

 

Posted on No Comments on What I have learned about grade 9 fractions

What I have learned about grade 9 fractions

Fractions on number line- For this you take the denominator and count how many spaces between each whole number. And you take the numerator and count the amount of spaces from 0. You do the same thing for negative numbers, all the same rules apply you just count to left on the number line.

 

\frac{2}{1}

 

_____________________________________________________________*________________________

0                              1                                 2                            3

 

Comparing Fractions- The first thing you have to do is change the denominator and change them so they are the same. Next you have to do whatever you did to the bottom to the top so that means times the top by whatever  number you did on the bottom. (<>=) If you have a negative and a positive fraction you already know whats bigger as one is positive. If you are comparing two negative fractions the same rules apply as if you are comparing positive ones.

\frac{2}{4} \frac{1}{2}

\frac{2}{4}  < \frac{2}{4}

Adding/subtracting fractions- You have to find the smallest common denominator then multiply the top by whatever you did to the bottom. Once you do that add/subtract the top numbers together but leave the denominator. After that if you can reduce it than you do. When adding or subtracting with negative numbers you have to remember were it goes on the number line and I like to think about the tug a war way.  You still find a commun denominator. You follow all the same steps you just have to find out if the answer will be positive or negative for your final answer but all the steps are the same.

\frac{2}{4} + \frac{5}{8}

\frac{4}{8} + \frac{5}{8}

\frac{9}{8}

Subtracting:

\frac{-3}{8} – \frac{-11}{12}

\frac{-9}{24} – \frac{-22}{24}

\frac{-22}{24}

 

 

Multiplying/dividing fractions

To multiply just put it into its lowest terms or simplify after and then multiply both of the denominators and numerators. To do this with negatives you follow all the same steps but you use the sign rules witch are if you multiply/divide a -/+ it would equal negative, but -/- and +/+ will both equal positive.

\frac{4}{2} x \frac{1}{2}

4×1

_____

2×2

\frac{4}{4}

=1

And for dividing you pretty much do the same thing but you flip the last fraction and multiply it.

I learnt how to reduce numbers because i was never that sure. To reduce a fraction to lowest terms, divide the numerator and denominator by their greatest common factor. I also learnt how to understand a more visual way of learning math because iI have never really had a teacher teavh like that before.

\frac{14}{49} = \frac{2}{7}