Camille's Algebra Scribe Post

Chapter Review questions (7,8,9,10)

a)

 

b)  Yes the graph is linear because it goes in a straight line and it adds the same number each time.

c)  Yes it is possible to have points in between the other points because you can work an hour and a half and get payed.

a) This graph is showing how much cars grade 8's washed and how much they got payed for each one.

b) The number of cars (x axis) goes up by 1 and the income (y axis) goes up by 10. The graph is also linear.

c) The cost of one car wash costs $10.

d)  

e)  10C=I

C= # of cars

I= Income ($)

10C=I

10(15)=I

150=I

a) The x axis goes up by 1 and the y axis goes up by 2. The graph is linear and the first point is on the y interval.

b)

c)         3x+2=y

         3(2)=y
         6+2=y
           8=y

d)      3x+2=y
         3(5)=y
         15+2=y
           17=y

      

a)  

   b)  A goes up by 1 and B goes up by 4.

   c)  Ax4+1=B

Lance's Scribepost

Here are questions 4,7,10,13 from Chapter 9.3 in the textbook.

4.

4a) Every project is assigned 5 people to it
 X goes up by 1 and Y goes up by 3
b)

   c)

d) X goes up by 1 on both but y goes up by 5 in the 1st one and 3 on the 2nd one.

7. Evaluate each question using the given value

    a) y = 5x - 3 when x = 6

    b) y = x - 8 when x = 5

    c) y = -5x when x = -2

    d) y = x when y = 25

7a) y = 5x - 3
      y = 5(6) - 3
      y = 30 - 3
      y = 27

b)   y = x - 8
      y = 5 - 8
      y = -3

c)   y = -5x
      y = -5(-2)
      y = 10

d)   y = x
    25 = x

10. Make a table of values for each equation. Choose at least four integers values for x. Graph each set of ordered pairs.

a) y = 2x                        b) y = 3x - 1

c) y = -4x + 5                  d) y = 5 - x

 

10a)

b)

    

c)


 

d)

13a). Graph the ordered pairs in the table.

b) Is it reasonable to assume there are points between the ones on your graph if you have no other information? Why?

13a)

b) No because it will break the pattern.

  

 

  

Stephanie's scribe post

here's a link (: http://maths.mq.edu.au/numeracy/tutorial/graph1.htm video

Carmela's Scribe post

This is what we did last friday:

Harvey's Scribe Post

             PAGE 348 TO 351 of the text book

14.

16.

18.

Tommy's Scribepost

Page 340
Questions 13 and 14

And question 15

Vina's Scribe Post

Chapter 9.1- page 338 

Vina's Scribe Post

Recently in math,  we learned how to divide integers. We also learned how to put it in a question and model it. There are a few ways on how to do it. 

Remember: MULTIPLICATIVE INVERSE! 

Lloyd's Scribe Post

2. To model (-3) x (-5), Raini places 15 zero pairs on her desk.
a) Why did she use 15 zero pairs?
She used 15 zero pairs because she needed to remove 3 groups of -5.
b) What should she do next? 
She should remove 3 groups of -5.


8. Write each expression as a repeated addition.
a) (+7) x (+2) 2+2+2+2+2+2+2
b) (+4) x (-9) -9+-9+-9+-9


13. Copy and complete each multiplication statement.
a) (+4) x (+6) = (+24)                    b) (+7) x (-2) = (-14)

c) (-1) x (+5) = (-5)                        d) (-8) x (-2) = (+16)


15. An aircraft descends at 3 m/s for 12 s. Use the multiplication of two integers to represent the situation. How far does the aircraft descend?
(+12) x (-3) = (-36)
The aircraft descends 36 m





Here's a video to help you



                            

Rina's Scribe Post

4. Jasmine said that she did not need any integer chips to multiply 0 x (+2) or to multiply (-3) x 0. Explain her thinking. 


That is true because even if you used negative signs or positive signs, as long as there's a 0, you'll still get the answer of 0. About the integer chips, you won't need it. If you used 0 x (+2), that is 0 groups of 2. So then how do you draw "0" groups? You can't. For example, this can't be right:

5. Write each repeated addition as a multiplication.

a) (+1) x (+1) x (+1) x (+1) x (+1) = (+1)

b) (-6) x (-6) = 36

9. What multiplication statement does each set of diagrams represent?

(+2) x (+4) = (+8)

(+2) x (-4) = (-8)

18. Does doubling an integer always result in an integer of greater value? Explain.

Sometimes it can. If it was a negative, it would either go high or less if you saw it being represented on a number line.

Anthony's Integer Scribe Post

Today in class we learned to model multiplying integers and how to write them out. There's different types to multiple with integers, like this (+) x (+) =, (+) x (-) =, (-) x (+) =, (-) x (-) =.

Here are some examples: 

1.
     

2. 












3.

4.









Here's a video to help you learn more about multiplying integers 

Mark Asino's Scribe Post & Test Corrections

5a) 5b) And 5c)

In a computer terminology, a bit is 1/8 of a byte. How many bits equal 16 bytes?

Tamar had 1/2 of an apple pie in her refrigerator. She ate 1/4 of this piece of pie. What fraction of a whole pie did she eat?

1/4 / 1/3  (Diagram)

5/8 / 1/4  (Diagram)