This Blog exists for the collective benefit of all 7th grade math students. While the posts are specific to Mr. Chamberlain's class, we welcome comments from everyone. The more specific your question (including your own attempts to answer it) the better.
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on the test, idk what I did wrong for number 22....I'm sorta confused about the part that says "half of the remaining peanuts" how much do you have remaining...1 3/4??
for 22 I got 4 3/8 lb of peanuts I worked backwards by first doubling 1 3/4 then adding 3/8 and 1/2.So you would first multiply 1 3/4 by 2 then add 3/8 and 1/2
We didn't go over finding the square root of a fraction today in class. We'll review it on Weds, but let's look at some easy examples with integers and see how they relate to fractional square roots.
4*4 is 16, so 4 is the sqrt of 16, right?
6*6 is 36, so 6 is the sqrt of 36, right?
10*10 is 100, so what is the sqrt of 100?
1/2 * 1/2 is 1/4, so what is the sqrt of 1/4?
1/5 * 1/5 is 1/25, so what is the sqrt of 1/25?
4/9 * 4/9 is 16/81, so what is the sqrt of 16/81?
Not convinced? Draw a square that is 1 unit by 1 unit and mark each side at the half unit point. The large square has an area of 1 unit^2, right, because it's one by one (A=l*w). Within the large square, you now have four smaller congruent* squares, each with an are of 1/4 unit^2. The side length of each small square is 1/2 unit, right? SO, using the language from today's class, 1/2 is the ROOT of the square that has an area of 1/4 unit^2... ca-peeesh?
1) Recognize that when you divide by a number or variable, you can multiply by the reciprocal and achieve the "same thing." So, in your attempt to isolate h, you could have divided by 2 on the right side, and multiplied by 1/2 on the left, yielding L over 2 = pirh. Then, you could have divided by pi on the right, and multiplied by 1/pi on the left, yielding L over 2pi = rh. Then, you could have divided by r on the right and multiplied by 1/r on the left, yielding L over 2pir = h... voila, you're done!
2) You could have simply treated 2pir as one BIG FAT coefficient and divided by the whole schmeggegy, yielding L over 2pir = h immediately.
While method #2 is clearly more efficient, I would like to think that my honors math students would take the time to appreciate the steps involved in method #1.
Understanding method #1 will be an important tool for you in the algebra classroom.
For #22, Kyle is right. If you had 1 3/4 lb after giving 1/2 (50%) of the peanuts away, you must have had double that, or 3 1/3 lb, prior to the giveaway. Working backward was the technique for this one!
In #22-25, the 20 next to the sqrt sign is a coefficient, aka multiplier.
We'll go over the square root of a fraction in class tomorrow, plus you can reference my explanation above.
Rational vs. irrational is pretty straightforward, yet can be a little confusing the first time around. Basically, RATIONAL number is any number that can be expressed as the RATIO between two integers, as long as zero is not in the denominator. We'll review a few examples in class tomorrow!
on the test, idk what I did wrong for number 22....I'm sorta confused about the part that says "half of the remaining peanuts" how much do you have remaining...1 3/4??
ReplyDeleteOn the test I cant figure out 25 can you explain the problem
ReplyDeletekyle
for 22 I got 4 3/8 lb of peanuts I worked backwards by first doubling 1 3/4 then adding 3/8 and 1/2.So you would first multiply 1 3/4 by 2 then add 3/8 and 1/2
ReplyDeletekyle
its like doing number 58 on page 100...this is on the homework page under chapter test answers
ReplyDeleteOn pg 108 of hr question 6 I have a question .how do you find the square route of a fraction do you turn it into a decimal
ReplyDeletekyle
We didn't go over finding the square root of a fraction today in class. We'll review it on Weds, but let's look at some easy examples with integers and see how they relate to fractional square roots.
ReplyDelete4*4 is 16, so 4 is the sqrt of 16, right?
6*6 is 36, so 6 is the sqrt of 36, right?
10*10 is 100, so what is the sqrt of 100?
1/2 * 1/2 is 1/4, so what is the sqrt of 1/4?
1/5 * 1/5 is 1/25, so what is the sqrt of 1/25?
4/9 * 4/9 is 16/81, so what is the sqrt of 16/81?
Not convinced? Draw a square that is 1 unit by 1 unit and mark each side at the half unit point. The large square has an area of 1 unit^2, right, because it's one by one (A=l*w). Within the large square, you now have four smaller congruent* squares, each with an are of 1/4 unit^2. The side length of each small square is 1/2 unit, right? SO, using the language from today's class, 1/2 is the ROOT of the square that has an area of 1/4 unit^2... ca-peeesh?
* "congruent" means same size and shape
Solve for h: L=2pirh;
ReplyDeleteThere were two methods here that would work:
1) Recognize that when you divide by a number or variable, you can multiply by the reciprocal and achieve the "same thing." So, in your attempt to isolate h, you could have divided by 2 on the right side, and multiplied by 1/2 on the left, yielding L over 2 = pirh. Then, you could have divided by pi on the right, and multiplied by 1/pi on the left, yielding L over 2pi = rh. Then, you could have divided by r on the right and multiplied by 1/r on the left, yielding L over 2pir = h... voila, you're done!
2) You could have simply treated 2pir as one BIG FAT coefficient and divided by the whole schmeggegy, yielding L over 2pir = h immediately.
While method #2 is clearly more efficient, I would like to think that my honors math students would take the time to appreciate the steps involved in method #1.
Understanding method #1 will be an important tool for you in the algebra classroom.
Questions? Let me know.
For #22, Kyle is right. If you had 1 3/4 lb after giving 1/2 (50%) of the peanuts away, you must have had double that, or 3 1/3 lb, prior to the giveaway. Working backward was the technique for this one!
ReplyDeleteon #22 thru 25 waht is the 20 ext to the sqrt sign mean?
ReplyDeletenyys
*what
ReplyDeletenyys
for the homework, i feel like we did not go over most of this in class. so i am having trouble with...
ReplyDelete11,13 which is finding the square root of a fraction.
17,19,21 which is estimating the square root.
23,25 which is using s=20/273+T to estimate the speed of sound in meters per second for each Celsius temp.
and i'm just confused on number 29. -/144, is that a rational number or irrational number?
anyone know what to do here??
yeah i don't really think we went over a lot of it in class, either!
ReplyDeletei don't know how to find the square roots either for 15, 17, 19, 21.
for 1, 3, i don't get what irrational numbers are
please explain 23 and 25!
i dont get number 23 or 25. need help
ReplyDeletei need help wit rational and irrational numbers kinda cofusing. Like #s 26 through 31 cant understand
ReplyDeletesame with me There seems to be lots of rules applied to rational and irrational numbers.
ReplyDeletekyle
seems we need to go over the unit again, Mr. Chamberlain *hint* *hint*
ReplyDeletenyys
In #22-25, the 20 next to the sqrt sign is a coefficient, aka multiplier.
ReplyDeleteWe'll go over the square root of a fraction in class tomorrow, plus you can reference my explanation above.
Rational vs. irrational is pretty straightforward, yet can be a little confusing the first time around. Basically, RATIONAL number is any number that can be expressed as the RATIO between two integers, as long as zero is not in the denominator. We'll review a few examples in class tomorrow!
Hint taken!! Thanks for the questions!
yes PLEASE go over all this in class 2moro because i don't understand almost all of it!!
ReplyDeletethanks :)