Category: Boehm

My Time In Math

Throughout my year in math, I have had to adjust to Math X, figure out my best seating position, and learn how to best take notes, while also understanding the material being said. At first, I was a little surprised by the speed of Math X. I wasn’t sure if we were going too fast or two slow, but after being in class for almost three months, I have realized that it’s a perfect speed for me. I was also always focusing on my notes, vigorously taking neat notes, instead of focusing on the words being spoken to me. And lastly, I was always put in groups that moved to fast for me. For some reason, throughout the first few months of math, I was put in table groups that moved way to fast for me. Now, I take less notes, sit in table groups that work for me, and am comfortable with the speed of math!

Unit Rates

https://app.letsrecap.com/public/r/75eaaa217781c10a729f3cd89d773958

 

This month in math we have been working with unit rates. Unit rates are basically the amount of something in ones. If you had 10 lollipops for 15 dollars, and 6 lollipops for 11 dollars, and you wanted to know which was the better deal, you would use unit rates. All you have to do is set up a proportion and simplify the lollipops to one to find out how much one lolly costs. We are also using an app called Recap, which we can videotape ourselves on, explaining different math concepts.(A link for one Recap video is at the top).

Mathematical Similarity Summary

Figures are mathematically similar if they have the same general shape. This trimester in math we have been learning about similar figures and what makes a figure similar. The very first rules of similar figures we learned, was that all corresponding angels are congruent for similar figures. This is just one of the many rules that make shapes similar. If the corresponding angels of two figures are congruent, that means that the angels are in the same position for the two figures. If you are looking at two triangles and you want to see if they are similar you can identify the corresponding angels and then check to see if they are congruent, or exactly the same. This is just one of the things to look at when identifying similar figures. you have to look at a group of rules to actually identify a figure similar, because a shape can have corresponding angels that are congruent, but not have the same general shape. If you are looking at a triangle and you think is similar to another triangle, you can find the scale factor. This means that you will look at two of the corresponding side lengths and divide one of the side lengths by the other. What you get is the scale factor, and from there you just have to multiply another side length by the scale factor and see if that is the answer to the other figures side length. You can also compare the ratios. When you compare the ratios you are simply seeing if a group of corresponding side lengths are divisible each other. Looking at the ratios is another way of looking at the scale factor. Any two rectangles are not similar, because while their corresponding side lengths are all congruent, there might not be a scale factor. Any two equilateral triangles are similar, because if you were to change the size in any way you would have to change it in every direction, so basically you would have to make each side length grow by the same amount, and it would be similar. Since every angel has to be similar, the side lengths have to match up in a certain place so that all the angels will all be the same. If only one side was to grow, the angels would change, and not all be the same.

 

Liam’s check up 2 (math)

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This is the second math check up we have had this year. The first check up tested are skills of inv. 1. Inv.1 is basically the first unit in our math workbooks. The second unit is Inv. 2 and this check up was based off of that. The first page is basically testing our skills in similar figures which actually was talked a lot about in Inv. 1. We got to draw a rectangle similar to the one we were given but it would not be congruent. This was very simply because all we really had to do was draw a figure with a scale factor relating to the original and it was similar. The shape was not congruent because the corresponding sides were not congruent to each other. We did the same thing with a triangle and then we got to draw a figure not similar to the given rectangle and triangle. On the back we were given a series of shapes. We had to identify which shapes were similar by seeing if they had a scale factor. Then we explained what their scale factor was and wrote it out.