6BD Math Page

Reduced Fractions

2007-05-29T13:33:00.000-06:00

Hi, it's Ruby and Brenna; we will be talking about reduced fractions. To reduce a fraction you will need to divide by the greatest common factor. For example:

Let's say you have a fraction that is 10/25. You will need to find a number that will go into both numbers, 10 and 25. So what will go into both numbers? You guessed it, five. Five can go into ten two times and five can go into twenty-five, five times. So the answer would be 2/5 because 5 can go into 10, two times and five could go into twenty-five, five times.

Another example is:
Pretend you have a fraction that says 8/24 now reduce it. Find a number that will go into both numbers. Which number will go into both numbers? You guessed it again, eight. Eight can go into 8 once and 8 can go into 24 , 3 times. That would be 1/3.

Equivalent Fractions

2007-05-25T15:17:00.000-06:00

Hey! Today we'll describe how to find equivalent fractions. Before we start we'll introduce. I am Il Han and my partner is Tai Hyun. Let's start.Il Han: You guys know fractions. Right.Tai Hyun: I like to play ...."Il Han: Stop introducing."Tai Hyun: Let's just say we have one out of quater and then if denominator changes to sixteen then numerator changes to what??

You bet, if you don't get it then you might wanna listen very carefully. You guys know that 4 goes into 16 4 times which means you have to mutiply by four to the numerator. Every time if the numerator or denominator mutiplys or divide you have to do samething to numerator or denominator.

Another example:

Then I give you one more question. There was 5 out of 10. When 10 changes to 2 then 5 changes to what????

You bet. You know why?? Because denominator(10) divided by 15 and that means you have to do samething to the numenator(5). So the answer is 1 out of 2 or half so this is it. Thanks for listening folks. Bye-bye.

Introduction to Fractions

2007-05-17T12:49:00.000-06:00

2007-04-16T19:12:00.000-06:00

Area of a Triangle

2007-04-03T13:44:00.000-06:00

Hey, Jenna and Dillani here, we will be telling you how to find the area of a triangle. First, measure the base. Then, measure the height. Multiply base times height. But you’re not done!
You have to remember to divide by 2 because the triangle is ½ a rectangle or parallelogram. Here is an example of how to measure a triangle.

Finding the Area of A Parallelogram

2007-03-21T16:11:00.000-06:00

Hi, I'm Jessie, and this is my partner, Firoze. Firoze: That's FUR-OS-A. Sorry, she's very cautious when it comes to her name pronounciation. Okay, so, today we'll be showing you how to find the area of a parallelogram. Okay, so the first step is to measure the base or the width of the parallelogram.

Next, measure the height or the length of the parallelogram. Remember, the side isn't the height. Imagine a dotted line from the top corners to the bottom, the line is straight, measure this imaginary line, not the side.

Next you multiply the base by the height. As you can see, we've already started the equation.
Your answer should be 28 cm2. Noticted the 2 after the cm. This 2 stands for square. So your answer should be 28cm (squared).

Another way of finding the area of a parallelogram, is to put it on gragh paper. Count up al, the full squares that are in the parallelogram.

Notice some squares aren't full. Try putting the half squares together, and counting them as one.
So that's basically it. It's very simple, we hope we made it clear to you. That's all for now. Firoze and Jessie signing off. We'll see you next time on 6BD' s math blog. Chouw for now!.

6BD Journal Entry Assignment

2007-03-13T14:53:00.000-06:00

Answers to March 12 questions

2007-03-13T14:39:00.000-06:00

Possible Perimeters

2007-03-12T12:41:00.000-06:00

Here are some questions that we worked on in class today. Our solutions will be posted shortly.

Perimeter

2007-03-09T16:39:00.000-06:00

Hello, I'm Taylor, Here with my partner Ashliegh. Today we going to be speaking about how to do Perimeter.

(Taylor) I'm going to talk to you about adding together the sides of a shape to find perimeter. We can do this when all of the sides are different lengths. Like this:

Sometimes all of the sides are the same. Even though multiplying is faster, you might find it a bit hard. That's Okay, you can still just add them together! It's very simple. Here try it!

Okay, Well I am Ashliegh and I am going to be talking about using multiplication to find the perimeter of an object. So try this.

See! There that easy! Thanks so much for reading!

Taylor && Ashliegh

Here is our question of the day!

2007-03-08T16:34:00.001-06:00

Pattern Questions to download

2007-03-08T15:52:00.001-06:00

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Math Journals

2007-03-08T15:04:00.000-06:00

Please leave the URL for your blog

Solved Pattern Questions

2007-03-01T21:04:00.000-06:00

We are almost finished our unit on patterning. Here is a slide show with the answers to some of the questions we have been working on.

Try this question

2007-03-01T20:17:00.000-06:00

Reviewing T-Tables

2007-02-20T15:33:00.000-06:00

Hi, I'm Jagan, And my Partner Gagan, on Wednesday, our class was just reviewing T-tables. A t-table has an input and a output . In a t-table you can add, subtract, divide and mutiply numbers. The most important is that you have a rule, an example is X + 3 = Y. you can have any mathematical operation in a t-table. Every t-table has X which is the input, and Y is the output. Now try this below.

That should have been a piece of cake! The answer or the rule is X+2 = Y.Here is how you do it in a visual image.

Now try this( it's two digit rule.) Just a clue!

Good job! I hope you got it! The answer is Xx2+1=Y. I hope you got it and heres another visual image.

I hope you understand T-tables and good luck in class. Good bye!!

Introduction to Graphing

2007-02-15T10:20:00.000-06:00

Hi, Evan and Jack here, today we are going to be talking about graphing.
What we did on Wednesday was 2 (easy) sheets or if you didn't find them easy then we well make them easy for you. First you start off with an easy pattern like- a,b,c,a,b,c what comes next? If you have done that, you should toughen up and add another letter (ex. a,b,c,x,x,a,b,c,x,x) what comes next? A pattern is just skipping numbers, or letters in the alphabet this is an example of a pattern: 3,6,9,12,15,18. Now if you didn't get the pattern it is multiplying by 3.

Ok, now lets move onto oredered pairs, the first number is called the X, and the second number is called Y. When you do the ordered pairing the X number always has to come first, then the Y, To determine which one is X you look at the number on the X axis, and vice versa for the Y. You look at both numbers, and where the mark is on the graph, line it up with the numbers on the X and the Y axis, make sure your ordered pairs are inside bracets and the numbers should be separated woth commas.

So, you want to learn about patterning?

2007-02-02T16:22:00.000-06:00

Well you’re in luck because today we’re going to make it all clear… That is before we get to the hard stuff.

I’m your host Nicole, with my partner Erica, together we’re going to make patterning as easy as pie, or should I say pi? Sorry, a little math joke there. Now, this not your average “a b c a b c a b-what comes next?” that you learned in Grade 1. Oh no, we going to be learning input/output. We’ll do more later, but for today that’s all you have to learn.

The X column represents the input. And the Y column represents-you guessed it-the output. So now what we have to figure out is how to we get from the X to the Y. First let’s start with the 1 turning into a 3. Let’s try something simple, like adding 2. 1+2=3. That works. Now we have to try it with the other numbers. 2+2=4. No, that doesn’t work, so let’s try something else. How about multiplying be 3? 1x3=3. So that works for one. 2x3=6. So it works again. 3x3=9.4x3=12. 5x3=15. So we have found our answer. Now to write the rule: Xx3=Y. Now that my look confusing to you, but really it’s very simple! See since X represents the input, and Y represents the out put, and you have to multiply be 3 to get from X to Y, Xx3=Y.

Now let’s try a chart with a slightly harder 2 step rule. Don’t worry, we’re not going to get into rules like Xx4-5x2+2=Y.

Let’s get to work on this problem. Now let’s try multiplying by 2, then adding 2. 1x2=2+2=4. So far so good. 2x2=4+2=6. Uh oh, that doesn’t work. Lets try again, how about multiplying by 3, then adding 1. 1x3=3+1=4, well, it passed the first test. 2x3=6+1=7, looking good. 3x3=9+1=10. 4x3=12+1=13. 5x3=15+1=16. There, we found out our answer.

Now the rule: Xx3+1=Y. So that’s all you need to know about input and output. We will see you next time on the 6BD math blog. Here are some journal questions about input and output:
What do you know about patterns?
What do you still want to learn?

Introduction to Patterning

2007-02-02T14:38:00.000-06:00

We have just started our patterning unit. Nicole and Erica have offered to be the very first scribes for our blog. Here are some questions that we did in class.
http://www.box.net/public/7t1tpshrvy