Jamie's 2 Minutes to Make a Different Reflection

Google Doc

2 Minutes to Make a Difference: Poverty In Africa (Version 1)

2 Minutes to Make a Difference: Poverty In Africa (Final Cut)

Talk about the changes you made between the first and final cut of the movie. Were the student comments helpful in making your final cut better? The differences we made in the version 1 of our video to the final version, was that we made our voices more clearer, we added our interview with our expert, and we showed how we actually made a difference. The students' comments did help us make our movie better, because they pointed out some of the mistakes we did that weren't obvious, and they also told us to correct different mistakes they noticed in our video.

How did you find your expert? What did you learn from your expert? We found our expert on the internet, by searching "experts on poverty". She gave us a lot of information about herself, and what she knows about poverty. She helped us improve our movie, because she compared the poverty in Africa, and the United States. There was a lot more information she told us, but our camera didn't get it.

What was the greatest success in the 2 minutes project? What skill will you take away with you and use in the future? The greatest success in our project was our video, and that our hard work paid off. We got together everyday to work hard on it, and it turned out really well. Also, we made the pictures go along with what we say in our script so that the viewers will really understand what we are trying to say to them. The skill I will take with me for the future, is editing skills. I learned how to make things better, and how to actually make things fit and flow properly.

What frustrated you during the movie making process? What strategies did you use to become successful? Some of the things that frustrated me was adding the background music, and the video of us interviewing our expert. My group and I didn't know how to put it on iMovie, but we still got the interview in properly. I started to learn how to use iMovie more and more, which gave me ideas on how to add the background music while having our voices playing.

Why is the 2 Minutes project important to Grade 8 Students? The 2 minutes to make a difference project is important to grade 8 students, because we learn a lot of skills throughout the making of the project. We learn our technology skills, and we also learn the other most important things in our world. We learn that others in the world are struggling, and that the Earth is struggling too. We also learned how to do things on our own, and how to figure out things by ourselves while making the movie. Our technology skills obviously got better, by editing our movie, and making it better.

How will I make a difference in the future? I will make a difference in the future by continuing to donate to different charities. I will use what I learned now, and make smarter decisions that will help our people, and planet improve a lot more.

Jamie's Fraction Growing Post

Part 1
In math, we were taught how to divide and multiply fractions with whole numbers.

This is my fraction quiz, and it will show you how I answered all the questions.

I will show you two ways to multiply a fraction with a whole number.

ex. 5 x 2/3

One way you can solve it, is by using pictures.

The second way to solve it, was by multiplying the whole number by the numerator of the fraction.

Now, I will show you how to divide a fraction by a whole number.

ex. 1/5 ÷ 2

To divide a fraction by a whole number, you have to draw the fraction first. You divide the whole into 5 parts, since the fraction is 1/5 as shown on the left in the picture. Then, to divide it by a whole number, you have to put a horizontal line across to show that you're dividing the fraction into 2.

Finally, I had to pick a word problem and show you how to solve it.

A pitcher of orange juice is 2/3 full. If four students equally share the juice, what fraction of the full pitcher does each student get?

To solve this problem, we have to divide a whole into thirds, and colour in 2 parts. Now, since the orange juice is equally shared with four people, you have to divide the 2/3 into 4 with horizontal lines, as showed in the picture.

Simple sentence answer: Each student gets 2/12 or 1/6 of the orange juice.

Part 2 - Multiplying

This part of the fraction growing post is about multiplying fractions with mixed numbers, and improper fractions.

First, I will show you how to multiply a fraction with a fraction.
To multiply fractions, all you have to do is multiply the numerators and the denominators to get your answer as shown in the picture below.

Now I will show you how to multiply a mixed fraction with a fraction.

All you need to do, is convert the mixed fraction into an improper fraction, which makes it easier to multiply. Now, since the number became 39/56, that is the answer. I cannot simplify the fraction, so you just have to leave it that way.

Lastly, this is how to multiply mixed numbers, with mixed numbers.

To multiply two mixed numbers, you have to convert them both to improper fractions. Then, Ms. U taught us a way to convert an improper fraction back to a mixed number.

Who goes in the house? The numerator does.

Who's knocking on the door? The denominator does.

Then, you have to find out how many times 16 (or who ever is 'knocking on the door') goes into 121 (the one that's in the house). Then that's the whole number you put on the top. Next, you have to multiply the number on the top which is 7, and the number knocking on the door which is 16. Now you have to subtract 112 from 121. Since that gives you 9, that is the numerator of the fraction that goes with the mixed fraction.

Thanks for reading my post and please please please leave a comment! :)

Part 3 - Dividing Fractions

Explain:

1 1/2 ÷ 3/4 = 2

The way I solved this, was I used cross multiplication, or whatever that's called. :P But first, I converted the mixed number into an improper fraction, to help me multiply the fractions faster. Then, now that I have the 2 fractions, I multiplied the denominator of the first fraction, and the numerator of the second number, which makes the denominator of the answer. Next, I multiplied the numerator of the first fraction, and the denominator of the second fraction, which makes the numerator of the answer. That's how I got 12/6. :D

3/4 ÷ 1/2 = 6/4 or 1 1/2

I did the same thing for this question, but I just didn't have to convert the mixed fraction into an improper because there is no mixed fraction. :)

Jamie's Surface Area Growing Post

Cylinder Prism

The formulas needed to find the surface area of a cylinder are:

A = πr²

C = πd

D = r x 2

Triangular Prism

The formulas needed to find the surface area of a triangular prism are:

A = b x h / 2

A = l x w

Rectangular Prism

The formula needed to find the surface area of a rectangular prism is:

A = l x w

^ For this video, in the last 25 seconds of it there is static. I don't know what that is, but whenever the video was recorded, there was always static. I apologize for that.

I'm sorry if my pictures are too small, but please leave a comment behind, and please let me know if I made errors. :)

Jamie's scribe for February 17, 2010

For homework, Mr Harbeck gave us questions to do from the textbook. I had to do questions 7, and 9.

The answer I got was B.

That is because, if you turn the CD rack by 90 degrees clockwise onto its side, it will look like the front view of the green shape.

These are the answers I got for a, b, and c.

Thank you for reading my post and please leave a comment if I made any mistakes! =)

Jamie's scribepost for January 14, 2010

For homework, this is what Harbeck asked us to do:

Those are the answers I got. This is how I got the answers:

Thanks for reading my scribe, and please leave a comment :D

Larrisa & I made a mistake in this video, because we skipped a step.

Jamie's Scribepost for January 4, 2010

Question 7

A) i² - g² = h²

9² - 5² = h²

81 - 25 = h²

56 = h²

square root of 56 = h

7.48 = h

B) r² - q² = p²

15² - 11² = p²

225 - 121 = p²

104 = p²

square root of 104 = p

10.20 = p

Thank you for reading my scribe and please leave a comment!

PS: Sorry if my scribe was late, it was because I thought I had posted mine last night, but it actually didn't.

Winnipeg Harvest

Today, Princess, Guiseppe, Alvin, and I went to Winnipeg Harvest. Winnipeg Harvest is a place where you could donate food. They collect, and sort many foods that get delivered to hungry families. My group and I met 2 new people. Their names were Theresa and Richard. Apparently, Theresa went to Sargent Park too when she was young. Before we started our tour around the place, Richard told us 2 jokes. I actually found them quite funny.

What do you do when you lose your hand?

- You go to the Secondhand store!

I bet Harbeck found this really hilarious, especially because it was about math.

What did the math book say to the other math book?

- I got nothing but problems!

After those jokes, we started the tour with Richard. When he gave us a tour, he only went up to the room with bread. Then, he asked us to stand on the humungous scale. All four of us weighed up to 420 pounds! We got so surprised. From there, Theresa took over the touring. We saw where the emergency kits are, how they sort things, and where they put it after. When I saw all the volunteers helping out, I felt really amazed because there were so many people there that cared for people that are hungry. So, Theresa brought us to where our work was going to start. We started with the onions. It was really fun, but tiring, because since I'm short, I can't reach the bottom of the big box. We had to take out all the bad onions, and put the good ones into a box. But since Princess and I couldn't reach into the box like Guiseppe and Alvin, we helped Theresa do the potatoes. Theresa found this really neat heart shaped potato, so Princess and I took individual pictures with it. I also found a potato with a face on it! It kind of looked like E.T. We filled approximately 14 boxes of onions and potatoes. But, our job wasn't done yet. We had 1 more big box of little onions left. It was really funny, because some onions were extremely disgusting, and some were really cute, tiny, and nice. While we were throwing out the bad onions, we would shoot them into the big bucket as if we were shooting into a basketball hoop. This was such a fun experience, because I know I'm doing this for a good deed. When we were finished, I remember Richard asking us, "Why would you think I would be happy, when this place finally has a closed sign on the front?". Alvin answered "You would be happy because if this place closes down, that means there would be no more hungry people." I think that was really inspiring. I would be happy because there is no more hungry people. This was such a fun experience for me. Even if it took time, I really enjoyed it. I got to bond more with Harbeck and my friends, even Theresa! I hope that we would do more things in school to help the hungry people and donate many foods to them.

Jamie's Pay It Forward

To me, paying it forward means to help and give to other people without getting anything in return. If you pay it forward, people have to do it too. If everyone gives and helps one another, the world will be such a great place to live in. The movie that we watched was really interesting, because of how a young 11 year old boy literally tried to change the world. The good part was, that he thought his plan completely failed, when it didn't. Just asking 3 people to pay it forward, made the message pass on to other people in different places. Maybe, if we do a little more things for 3 people to pass on to 3 other people and so on, everyone would finally get what we mean by paying it forward. My idea for paying it forward wouldn't be taking a homeless man, and bringing him into my home, but to do nice things for other people. A nice thing I plan to do, is to talk to people who need help in life, and help them get through their problems. I also want to help people who are depressed and who cut themselves. I want it to stop, and make the world and the people in it, happy. If I could do this to 1 person, I can ask them to pay it forward, and make a difference in that persons life.

For the Pay It Forward project, we donated many clothes, and toys to Salvation Army, and gave out cards to all the teachers in school. We chose to donate to Salvation Army, because since we have so much stuff at home that we don't use, we just decided to donate it to people who would actually put it in good use. We helped the people in need for clothes, and gave toys that children can't really afford. We completed our act of kindness on December 5 , 2009, and December 7, 2009.

Our act of kindness went pretty good, because all the teachers accepted our cards, and said they were going to pay it forward too. Everytime we gave a card a teacher, they were proud of us, because of how we tried to let everyone know to pay it forward. Some of the teachers didn't even know what paying it forward meant. We explained it to them, and they thought that it was a clever idea. I felt really good. It felt like a big weight has been lifted off my shoulders. Giving to other people, and making a difference in other peoples' lives made me feel so proud. We asked everyone we gave to, to pay it forward. They really liked the idea, and they were appreciated, because now they know that even young kids like us care for all the other people in need.

Pay It Forward is such a good idea. It encourages so many people to give, and make a difference in other peoples' lives. I feel really good about what we did, because it shows how much I care, even if it doesn't seem like it. It has made a difference, because the people we gave the cards to said that they were going to pay it forward to other people.

I had so much fun doing this project, because my group and I got to get to together, and work hard on what we care for.

This is the video we made to show all the work we've been through to complete this project.

HOPE YOU LIKE IT!

HAVE A MERRY CHRISTMAS, AND A HAPPY NEW YEAR!

Jamie's Scribepost for November 17, 2009.

Today in class, we started a new unit by making a new foldable with Ms U.

The first question she asked us, was "What do we know about rectangles?"

Our class came up with a couple answers:

• They have 4 sides
• Not all sides have to be the same

After, we had to get into groups of two. Each group of two, had 16 tiles. Our task was to make a rectangle on the grid paper she gave us, with all of the 16 tiles.

We came up with three ways:

1.

A = L x W

A = 4 x 4

A = 16 tiles.

2.

A = L x W

A = 1 x 16

A = 16 tiles.

3.

A = L x W

A = 2 x 8

A = 16 tiles.

Then, Ms U showed us a times table. We checked and circled to see if our answers were true, and if they actually did equal 16.

Next, we were doing something called "Building Squares". We were asked "How many tiles do we need?". But remember, a square has four equal sides. So, these were the answers we came up with:

Then, Ms U showed us a grid with four squares coloured. She asked us, "How many tiles do I need to add in order to make another bigger square?". The answer we came up with was 5 squares.

After that, Ms U gave us this for homework, and these were the answers I came up with:

What is the relationship between the side length of the square and the area?

- You just multiply the side length of square by itself to get the area of the square.

Why are the areas called perfect squares or square numbers?

- I think they are called that, because the sides are all even.

Well, I think that was all for today. I'm sorry if I forgot to mention anything, and if I did, please let me know.

Thank you for reading my scribepost and please leave a comment!

How to stop an Alien Invasion using Proportion

One day, I was playing outside on the swings with my cousin late at night in my backyard. All of a sudden, there were moving lights in the sky. It was a UFO! They came closer and closer to me, and finally landed in my backyard. My cousin and I were really scared. They said that they will take me, and make me live in their planet if I don't answer 3 proportion questions.

These were the questions:

1. Set up a proportion for each situation.
a) If 10 beans have a mass of 17 g, then 30 beans have a mass of 51 g.

b) There are 13 boys for 15 girls in every classroom at Albany Middle School. If there are 65 boys in the school, then there are 75 girls.

c) On a map, 1 cm represents 25 km. Kendra wants to ride her bike 160 km. This distance is 6.4 cm on the map.

2. Two quarters have the same value as ten nickels. What is the value of five quarters in nickels?

- The value of 25 nickels is 5 quarters which is $1.25.

3. An amusement park, a new thrill ride was introduced. It costs $7.50 for 3 rides on the Wild Slider.

a) What is the Wild Slider's unit rate per ride?

b) At this rate, what would it cost for 18 rides on Wild Slider? Determine the answer two different ways.

After I answered these proportion questions, the aliens left, and I ran back into my house, safe and sound.

Thanks for reading my post, and please leave a comment! :)

Jamie's Rate Growing Post

1. Ratio - Compares two quantities in the same units.

eg. M&MS: red:blue

2. Rate - Compares two quantities in different units.

eg. $0.99/L

3.

a) A blue whale has 4 kills/day.

b) A blue whale cruises at a speed of 19.3km/hr.

c) A bull moose has 6 bellows/hr.

4.

Trevor: 28km/hr.

Jillian: 28km/hr.

Trevor and Jillian rode their mountain bikes at the same speed.

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PART 2

Today, we wrote down a recipe which serves 4 people. What we had to find out was how much more do we need to add to that recipe to serve 10 people, and 1 person.


To serve 10 people using this recipe, you have to multiply everything by 2.5.
1o people:
1 1/4 lb ground beef
2 1/2 medium onion diced
2 1/2 celery finely sliced
2 1/2 clove of garlic
35 oz can of tomatoes chopped
1 1/4 can of tomato paste
2 1/2 tsp parsley
3 3/4 tsp basil
2 1/2 tsp oregano
2 1/2 tsp sugar
1 1/4 tsp Worchestershire Sauce
1 1/4 tsp seasoning salt
2 1/2 bay leaf


To serve 1 person with this recipe, you have to divide the real recipe by 4.
1 person:

1/8 lb ground beef

1/4 medium onion diced
1/4 celery finely sliced
1/4 clove of garlic
3.5 oz can of tomatoes chopped
1/8 can of tomato paste
1/4 tsp of parsley0
.375/7.5ml tsp of basil
1/4 tsp of oregano
1/4 tsp of sugar
1/8 tsp of Worchestershire Sauce
1/8 tsp of seasoning salt
1/4 bay leaf

Thanks for reading my post and please leave a comment! :D

Jamie's BOB Ratio for Oct. 20

For homework, Mr. Harbeck told us to do a scribe about what we did today.

Part to Part Ratios -

Blue to Green - 1:6

Red to Yellow - 6:4

Green to Yellow - 6:4

Part to Total Ratios -

Green to Total - 6:18

Red, Green to Total - 12:18

Red to Total - 6:18

Three Part Ratios -

Green to Red to Yellow - 6:6:4

Red to Blue to Green - 6:1:6

3 Questions:

1) What would the ratio be for blue, green, yellow to total?

2) What would the percent, fraction, decimal be for the ratio red, yellow to total?

3) What would the ratio be for red to total in simplest terms?

Thank you for reading my post and please leave a comment!

Part 2 (BOB2)

What were the mistakes you made on your test. Show examples of answers that were wrong. What was your mistake. How will you remember what to do in future tests.

• Some of the mistakes I did was not reading the questions carefully. Some of the questions I got wrong were because I didn't do the math, and I was such in a hurry. Next time I do a math test, or any test, I will study, and take my time to read the questions carefully, and solve them properly using word ratios, ratio tables, etc.

Rewrite 2 questions that gave you difficulty with different numbers.

1. Use the data in the table below to determine which sports teams have equivalent scored by to scored against ratios.

A survey of students in the school found that 18 had Sony phones, 56 had Motorola cell phones, 12 had LG phones, and 26 had Nokia phones.

• What is the ratio for Motorola phones to the total of phones? Simplify your answer.

a. 56:112 b. 7:14 c. 28:56 d.1:2