Measuring/Displaying Direction (Vectors unit)

Guess what we did first!?... MENTAL MATH. Yeah *in squeaky voice*.

There it was! "HE" locked my computer while I was in the middle of scribing. I really really don't like that. Actually I don't like any of it.

Interesting and Kinda Random:

We see north as up because its conventional. That's just how it is. His point is were going to use these as directions, well, they are directions and were going to use them.

Measuring/Displaying Direction (this is what we started learning)

Ok, I didn't write down the notes and I don't have the screen shots or the video with me, only the examples, so these methods will truly be my interpretation (don't look at me if something's wrong).

I'll use the examples to explain the methods, somehow.

Method 1: Look at which quadrant the line is in. When you write your answer you use the first cardinal (of that quadrant), state how far it goes to the next, then state the next (next meaning the other cardinal of that quadrant). So this would be E 19*deg S. You could also go the other way and say S 71*deg E, but everyone just likes the other way better.

Method 2: Is almost exactly the same as the first method only you write it like this, 19*deg S of E. You could also write it 71*deg E of S. I find it self explanatory when I write it like this.

Method 3: I assumed in the first two methods you know how degrees relate with the cardinal directions. I'll just say this, one quadrant has 90*deg in it, so from north to south there are 180*deg and there are 360*deg in all. The third method is just that. All you would say for this is, 320*deg, because when you go from north to west its 270*deg then you have to add on 50 because there is 50 degrees till you reach the blue line (90 - 40 = 50).

Orange Line: 188*deg, 8*deg W of S, 82*deg S of W, S 8*deg W, W 82*deg S

Purple Line: 79*deg, 11*deg N of E, 79*deg E of N, E 11*deg N, N 79*deg E

Homework = Ex. #1; 4-6. Ex. 2 #1-8. These won't be due till around the middle of next week (he'll be adding to it), and he wants us to use paper (graph paper) and pencil instead of Euklid (even though we will be using Euklid for most of this unit).

Oh, and the baseball diamond question (you know the really long one) is due for Monday. I don't mean to remind Max, but the chances of him forgetting are slim so I'll remind you instead.

Here is the video, and if you really want, here are the slides.

Feb 26

Today, we started the class off with mental math, and Mr.Maks showed us a new program he is trying out, and can watch what is on our screen... yes... that means things like auto trader... kijji... hotmail... all those things he will be able to monitor and watch if he wants to. He can also lock our computers, send a question etc to everyone computer. We also got our tests back and handed in our Mental Math for the 10 days. At the end of the class, we talked about Vectors and went over question 2 in the terminology booklet.

* Page 5 due for monday (the ballpark question)*
* Start to bring GraphPaper *

Doll Clothes to Baseball Parks

Today there was no Mental Math, due to technical difficulties.

Mr. Max did a homework check on Question 2 Problem B from the Design and measurement booklet.

Then Mr.Max showed us how to do the question.

We started by having a crash course lesson about Euklid, as we were creating the piece of fabric.

There are 33 sets of clothes (each 16x9) and each set has 36cm of waste. On the bottom of the fabric there is 2cm of waste and on the side there is 1cm of waste.

*** Be sure not to double count the corner waste.***

There is 248cm outside "scrap" material
and 36cm^2 waste per set
your total waste would be 1,436 cm^2

You pay $10 for the piece of fabric, and you charge $2.49 for each set of clothes.


Homework: Page 5 of 5, Question 3 Part A-Ballpark Park question. DUE MONDAY MARCH 2, 2009

Tomorrow's scribe is *Beckles

Today in class, we did a mental math, a homework check on question 2.a) of our assignment "Design and Measurement" and went over how to go about solving it, and started on our homework assignment (2. b) from the same booklet.

How to do question 2. a):

1. Cut the ceiling into 4 parts (dotted lines on the diagram) and find the measurements of each side. In this case, the measurements are, for each section, 175 x 222.5

2. Figure out how many tiles can go length-wise and width wise by dividing each side of each section by 30 (length and width of each square tile). 35 tiles per section. 140 tiles for the whole ceiling.

3. The remainder side lengths for length and width are shown in b) by calculating the total amount of needed tiles by multiplying the length by 4 (because the sections are divided).

The remainding length of tiles on the length side is 7 x 4=28. This means that you need 28 tiles that are 12.5cm x 30 cm.

The remainding length of tiles on the width side is 5 x 4=20. This means that you need 20 tiles that are 25cm x 30cm.

4. Calculating the corners is just finding the remaining lengths, which are 25cm x 12.5cm. Then multiply it by 4 (4 corners)

5. Calculate the number of tiles needed.

140+20+14+2= 176 full tiles.

6. Tiles are sold in packages of 25, so you divide 176 by 25 to get the amount of packages needed.

176/25= 7.04. *8 packages are needed*

7. The price without taxes:

8 x 66.95= 535.60

The price with taxes:

535.60 x 1.12= $599.87.

Monday, febuary 23

Today in class we did mental math, then we were homework checked on the cake problem.

Dan is preparing to serve his rectangular cake(9" by 13"). he requires at least five large pieces of cake (4" by 3") and at least five smaller pieces of cake (2" by 2"). Create a scale drawing to show how Dan could get the most pieces from this cake with at least five of each, and the least possible waste. calculate the total waste.
As far as I could tell it is just trial and error. If you cut your cake correctly you should be left with 1" by 1" of waste.

Mr. Maks then showed us how we could do 2A with the help of a spreadsheet.

We have now been assigned question 2 A in the booklet for homework.

feb 20/09

Alright, I'm here to tell what we did in class today.

What we did was, not really math. We decided on the Blog teams. For what you might ask, well it's for teaching on the Highway 10 Connexus. Basically, we decided on which unit each team will teach.



Other than that, We are Cutting two Chocolate Cakes. Unfortunately, they're figurative cakes, for a math Question. Never has Cake been so unappealing.
Haha, Just kidding Mr. Maksymchuk.


See y'all later,
Nemo

Feb 17/09

Today in class we did a mental math and then talked about the recordings and who should upload them or if they are even worth uploading.

We also went over exercise 8 question 4.

Feb 17/09

Dear Classmates,
What do you think we should do about the recording situation?

1. Let Mr. Maks up load them for us.
2. Up load them ourself's.
3. Or just not Up load them at all.

Feb 17/09

Friday in class Mr. Maks let us go to the gym for the first ten minutes of class to watch basket ball. Swan lost.

When we came back to class we went over some home work question's Exercise 6 question 4. It was a question on transition matrix's. The next question we went over was exercise 7 question 2 letter b it was a question on non directed networks. The last question was exercise 7 question 4 another non directed networks one.

We then learned something new in class. Which i didn't fully understand.

Statler and Waldorf

Well a few days ago, Mr.Maksymchuk, (as we all know) came to the conclusion that Semba08 and myself are Statler and Waldorf.

If you dont know who Statler and Waldorf are then he's a little history lesson.

Sratler and Waldorf are two ornery, disagreeable, old men who are known for heckling the Muppet Show cast from their balcony seats in the theatre.

Statler and Waldorf are named after two New York City hotels, the Statler Hotel and the Waldorf-Astoria Hotel. (p.s. Astoria is also a muppet. She is Waldorf's wife, what a surprise!)

They are also rumored to have been modeled after two of Jim Henson's college professors.

Now I don't know how exactly Mr. Maksymchuk came to this conclusion, so its best to ask him that.

I must say it did make for a quite enjoyable class detour.















http://kathrynwithay.wordpress.com/2008/08/12/just-an-observation-whoring-out-your-stars/

I hope everyone has an enjoyable long weekend!

*Chiquitita*

Thursday, February 12 / 09

Today, like usual, we completed mental math and then moved on to review questions from Wednesday.

Mr. Maksymchuk then went over transition matricies and did a couple questions related to that and some stuff on Indirect and Direct Routes.

Homework to be completed was ex#6; #4 and ex#7; #1-5

Wednesday, Februrary 11th, 2009

This afternoon we started by doing mental math. Then we went into notes on Transition Matrices. Here are the notes we had did on Transition Matrices. Transition Matrices is observing the behavior of groups of things that switch their condition of existance over time. After listening to Mr. Max, he gave us an assignment due for tomorrow. The assignment was in exercise 6, question 2.

- * J a n e l l e *

Today in class we started with mental math. Then we were asked to post one of the answers from our homework assignment which was to do three of the five questions from exercise 5. Mr Max wanted us to not only give the answers, but explain fully how to do the question.

We were also told that we have a test on matrices on Wednesday Feb 11, and the day prior to it will be a full review on th unit.

Question 1 Exercise 5,
a) To get the matrix for the wiight, you just have to put the weight of the food in a matrix. A= [5 6]

b) Type the numbers directly into a 2x2 matrix B=[5 7]
[3 9]

c) Go into the matrix operations on your calculator. Adjust matrix's to right size. Put in the numbers from A&B. You end up with C= [43 89]

d) To determine the total cost you have to make another matrix with the values per Kg. [5 6] [2.25 3.50]=[32.25]

Application of Matrices - solution

Exercise 5: Application of Matrices

a) shows the production of the weekly production of the kitchen and bedroom suites, multiplied by the number of factories resulting in the weekly production.

b) shows the total market value of the goods purchased. We multiplied the result of a), which was the weekly production, by the prices of the bedroom and kitchen suites, resulting in the total market value of the goods purchased.


Done by * J A N E L L E * and *Beckles*

Exercise 5/ Question 5

Greetings, y'all. In class yesterday, we were asked to do 3 Questions and then post 1 solution up on the blog. So here I am, Posting Question 5 on the blog. Let's get started!

Part a) of the Question is: Create a 1x5 matrix giving the wieghts of each item. Label it A.

This may seem hard being a pretty big matrix, but 1st of all; this is nothing compared to part b), and 2nd; the numbers are in order in the word part of the Question.

So going through the word part of the question we come to this matrix:

[3 5 6 8 4]

These are the numbers for each area of the project

Part b) Asks: Create a 5x7 matrix to show the number of point gained by each contestent. Label it B.

Oh my!!! This seems difficult. Oh ye of little faith. This Matrix here is simply the Table in this Question.

So your matrix B should look like this:

{[9 8 10 7 8 9 10]

[10 9 9 10 10 9 10]

[7 9 8 9 7 8 8]

[9 10 9 8 10 8 9]

[8 7 8 10 6 8 7]}

What this shows is how each child(===>) did in each category(^) for their projects.

Part c): What does the matrix product AB indicate?

This is a word answer, which should go along the lines of; The product of Matrix AB indicates the Students Final Mark for the Project.

Part d): Calculate AB and Record it. Summarize the Results of the Science Fair.

So now you take your trusty TI-83 (or maybe even an 84) and take matrix A and multiply it by Matrix B

Your answer should be: [223 231 227 229 220 216 228]

Yeah you're done, but not really. You need to summarize the results.

Just order the the numbers and match them with the student.

Good Job, and thanks for your time.

Keep rockin'

Nemo

Answer to #1 Exercise 5 Feb.10/09

For 1a) we simply made matrix A. In 1b) we made matrix B. In 1c) we multiplied matrix A by matrix B using the matrix program in our calculators. In 1d) we multiplied 5Kg by $2.25 to get $11.25, and we multiplied 6Kg by $3.50 to get $21.00. Once you have those two totals add them together to get a final total of $32.25and your done.

homework assignment

Exercise five, Application of matrices
Parsonsc and I, worked together on our assignment, and are posting question number 1.
There were four parts to this question.

a) Creating a matrix that displayed the weights, (which were given to us.)
A= [5 6]

b) Writing the table as a matrix (which was also given)
B= [5 7]
[3 9]

c) Finding the total vitamin content of the cheese and meat, we multiplied matrix A by matrix B, and got our answer.
C= [A]*[B]
C=[43 89]

d) Determining the cost of the total purchase. We did this by multiplying the amount of cheese by it's price per kilogram, and the meat by it's price per kilogram.
cheese= 5kg * $2.25= $11.25
meat= 6kg * $3.50= $21.00
The total purchase costs $32.25.

Exercise 5: Question 2

a) The weekly production of kitchen and bedroom suites:
Factory A: 3* [30/40] = [90/120] ~note: these matrices are 2 by 1
Factory B: 8* [10/15] = [80/120] ~these are also 2 by 1
There are three factories of type A so I multiplied the production for one week in a factory by three to represent the amount produced in all three factories of this type. The same was done to the second type of factory which has eight factories.
To find the total amount of suites over both factories I now add the amounts that I acquired in the first step:
[90/120] + [80/120] = [170/240] ~again 2 by 1 matrices
Therefore, in one week, 170 kitchen suites are produced and 240 bedroom suites are produced.

b) The total market value of the goods purchased:
[170 240] * [1500/2200] = [783,000]
This says that 170 kitchen suites and 240 bedroom suites multiplied by their respective prices ($1500 per kitchen and $2200 per bedroom) gives us the total value of all the suites. Note, that when I did this, the number of suites was in a 1 by 2 format and the prices are in a 2 by 1 format so that multiplying could be achieved.

Exercise 5 Question #5

The Question:

Winners at a science fair are determined by a scoring system based on five items with different weights attached to each item. The items and associated weights are the summary of background research- weight 3; experimental procedure- weight 5; research paper- weight 6; project display- weight 8; and, creativity of idea- weight 4. Each project is judge by grading each of the five items on a scale from 0-10, with 10 being the highest. The total score for a project is derived by adding the products of the corresponding weights and points for each item.

a) Create a 1x5 matrix giving the weights of each item. Label it A.

b) Create a 5x7 matrix to show the number of points gained by each contestant. Label it B.

c) What does the matrix product AB indicate?

d) Calculate AB and record it. Summarize the results of the science fair.

How you get there:

a) [3 5 6 8 4]

We arrived at this answer by looking back at the question, and using the weight numbers provided there.

b)

This table is given to you in the question so all you have to do is copy it.

c) The matrix product of AB indicates that it is a 1x7 representing the overall score each person received.

You can arrive at 1x7 by taking the dimensions of the matrix A and matrix B,

[A]=1x5 5x7=[B]

the outer dimensions show what size the answer will be, and the inner show you can multiply it.

d) [A] [B]= [223 231 227 229 220 216 228]

This is done simply by entering in the two matricies into your graphing calculator and multiplying them together in this order. If you multiply [B] [A] it does not work, you will get a totally wrong answer.

The results of the science fair are as follows:

First Place- Jane 231

Second- Kathy 229

Third- Terri 228

Fourth- Bryan 227

Fifth- Peter 223

Sixth- Mary 220

Last Place- Chris 216

Exercise 5: Application of Matrices

Question 1

a) A - Weights : Simply put the weight of the cheese and meat in a 1*2 matrix.

[ 5 ]

[ 6 ]

b) B - Vitamins for Each : Here i did the same thing in a) but it is a 2*2 matrix.

[ 5 ~ 7 ]

[ 3 ~ 9 ]

c) C - Total Vitamins : For this one i put the numbers from the diagram into my calculator on a 2*2 matrix for (B). Then i put the weights of the items into a 1*2 matrix for (A). Multiply (A) and (B) together to get the answer.

[ 43 ]

[ 89 ]

d) Cash Total : Multiply price per kg by how much kg was purchased to get total price.

Cheese = $2.25(5) = $11.25
Meat = $3.50 (6) = $21.00

Feb.9/09

Today Mr. Maks. started off the class with mental math. Two of the questions were of matrices. the first one was a bit of a trick question but if you went by what we learned Friday you knew it was FALSE. After mental math we continued on with a home work check. Once everyone was checked we went over the questions. They are as follows.

While going over the question we discussed how we could give this question to a younger student they could get use the answer but not how we wanted it, and that"s why it's better to use a calculator. Then after we finished this Mr. Maks. assigned us any 3 of the five questions in exercise 5. once you have your answers you supposed to put one up on to the blog tomorrow at the beginning of class.

Today we did a mental math at the beginning of class. We learned how to multiply matricies using the two finger method. The inner dimensions must match to multiply (the number of rows in the second matrix must match the number of columns in the first matrix), is what Mr. Maksymchuk told us. He also made a video and pictures to show us how to multiply matricies.

Thrusday, Feb 5/09

Today in class Mr.Maksymchuk set up the scribing schedule, enlisted the class in the blog, talked to us about his class policies, and he also recorded a 20 minute video about Matrix Operations.

Class policies are to be courteous by not wearing head gear, and by shutting off cell phones. Food and drinks are not allowed in the classroom, with the exception of water, due to the computers.

The recording that Mr.Maksymchuk made for the class explains the rule for adding matrices. The Rule being: the matrix dimensions must be identical. For example Both must be 2x2 3x3 etc....
In other words: The corresponding numbers must be added.

It also explains subtraction... in a very simple way. Subtraction is the same as addition. The Rule: the dimensions must be the same, and subtract instead of add.

Mr.Maksymchuk also explains Scalar Multiplication.
The resulting number is.... using Mr.Maks' words.... "The resulting number is a "much" not a direction."
To my understanding.... the scalar number is multiplied to each number in the matrix.

silver

Matrix Introduction

This will likely be my last (and first) content-related post, but rest assured I'll be keeping track of how and what you're learning from and with each other....The question that I left you with goes something like this

"Why Does It Say ADD, SUBTRACT, MULTIPLY AND MULTIPLY?"....

and feel free to find your answer anywhere, anyhow....

Use the material as you need to...

RM