Ammorn's 2 Minutes to Make a Difference Reflection

Please reflect and talk about the changes you made between the first and final cut of your movie. Were the student comments helpful in making your final cut better?

Some changes that we made between the first and the final cut of our movie was stuff like adding voice, making the movie a bit shorter and also adding a lot more information to it. In the first version we made, there wasn't much information because if there were more information, we'd have to add more text and the movie would be longer than 2:30. It was longer than that because we didn't have a microphone at that time. Therefore, we couldn't record anything. I think that the student comments were very helpful, because if they didn't comment on the video, then we wouldn't know what to change when we edited the video. They told us things that we haven't noticed until they mentioned it.

If you did not find an expert tell us why you were unsuccessful. Be honest.
We emailed about 4 or 5 people asking if we could interview them and if they had the time. About 3 of the people responded to our email but the only time they could have an interview was after the movie project was due. So, we couldn't get the interview. We asked the expert if we could interview her online and she told us to send her questions. After we sent her the questions, we waited but she didn't reply, so we couldn't have an interview added to our video.

What was your greatest success in the 2 minutes project. What skills will you take away with you and use in the future?
I think that my greatest success in the 2 minutes to make a difference project was dealing with how to use a different type of program to make a video when my Windows Movie Maker wasn't working. It took us a long time to figure out how to work it, but in the end it turned out great. Although, the program wouldn't let us record our voices and we also didn't have a microphone. In the final cut, we used a different computer, where Windows Movie Maker did work and we had a microphone that time, so it all worked out.

What frustrated you during the movie making process? What strategies did you use to become successful?
What frustrated me during the process of making the movie was having to deal with all the stress, because whenever we planned a day to get together and edit it, there was always 1 person who couldn't go. Also, the due dates were always so early, so we had to rush it and finish it so we wouldn't lose marks. A strategy that we used to become successful was, we divided jobs for each person, so it would all be finished the next time we were together.

Why is the 2 Minutes project important to Grade 8 Students?

I think that the 2 minutes to make a difference project was important for grade 8 students, such as me because it helps us learn to think about others instead of ourselves. Also, it helped us learn how to try new things like figuring out how to use a program on my own. I definitely recommend that next year, the new grade 8 students should do it too.

How will you make a difference in the future?

In the future I will try to make a difference by telling people to think twice about wasting something, when other people in Cambodia don't get any of it. Also, I would donate clothes, money and food to the UNICEF because they are also trying to help stop child labour. I can't do it all the time, but even once would make a difference. Another way that I would make a difference is, I will help to spread awareness everywhere.

Ammorn's Fraction Growing Post

In a few of the classes, we learned how to multiply and divide fractions.

A) I still didn't get to record my quiz.

B) 4 multiplied by 1/2

C)1/4 divided by 2

D) 7. 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?

2/3 divided by 4

PART 2

3/4 x 7/8

1 1/5 x 2/5

First I converted the mixed fraction into an improper fraction to make it easier to multiply. To convert it, I multipled the denominator by the whole number and then I added the numerator. So the improper fraction would be 6/5.

So then I change the equation to 6/5 x 2/5. After, I multiply the numerators together and the Denominators together. The answer is 12/25.

2 3/5 x 3 4/5

For this question, I have to convert the mixed fractions into improper fractions like I did in the above question. So the new equation is, 13/5 x 19/5. Then multiple the numerators together and the denominators together. The answer is 182/25, but the simplified answer is 7 22/25

Surface Area Growing Post

Rectangular Prism

Formulas

area of rectangle =length x width

Triangular Prism

Formulas

area of rectangle=length x width

area of triangle=base x height / 2

Cylinder

Formulas

area of rectangle= length x width

circumference=pi x d

area of circle= pi x r x r

radius= d / 2

diameter= r x 2

Feel free to leave a comment (:

Ammorn's Scribepost for January 13, 2010

Question 3
Shindi commented to a friend that "some percents would be easier to show if we shaded the parts that were not included in the percent." Explain what she means. Which percents are easier to show using Shindi's Method? Why?
I think that Shindi means that it would be easier because then you wouldn't have to colour in that much. The percents that are easier to show Shindi's method are the percents that are over 50% because then all you have to colour are the other squares which is less than the percent.


Question 7
Represent the percent in each statement on a grid.
a) Attendance at the fall fair increased by 3.2% this year.
b) The average mass of a Singapura cat is about 0.13% of the mass of a Siberian tiger.
c) The length of the Yukon River is about 230% of the length of the Frasier River.
I still have to upload the pictures.


Question 10
Why might a scientist studying water pollution work with percents less than one?
A scientist might work with percents less than one because he might need to compare the measurement of something with a size less than 1%.


Question 15
Show how hundred grid(s) could be used to represent a very small percent, such as 0.000 0125%.
I still have to upload the pictures ..

Scribepost for January 5, 2010

Question #16

What is the length of the red diagonal in the box? Express your answer to the nearest tenth of a millimetre.

a2 + b2 = c2
7 squared + 12 squared = c2
( 7 x 7 ) + (12 x 12 ) = c2
49 + 144 = c2
193 = c2
square root of 193 = square root of c2
13.9 mm = c2

a2 + b2 = c2
5 squared + 13.9 squared = c2
( 5 x 5 ) + ( 13.9 x 13.9 ) = c2
25 + 193.2 = c2
218.2 = c2
square root of 218.2 = square root of c2
14.8 mm = c2

The length of the red diagonal line is 14.8 mm.

THANKS TO JERIC AN JOMARI FOR HELPING MEE =D

Ammorn's Pay It Forward

Part 1

I think that the movie " Pay it Forward " is a great influence on people. I think that it is great because of the effect it has on the world. It truly means alot because one person helps 3 people, then those people have 3 other people and it grows into a big chain. So then, the world becomes an even better place. What this movie taught me was that, even just one person could make a huge difference. So, I want to keep, or start a new chain and I hope that it grows larger and larger and changes the world for the better. The movie was really touching. This is what pay it forward means to me.

Part 2

For my pay it forward act of kindness, I chose to do 2 things. One was volunteering at a school and the other was handing out candy canes and christmas cards to students, teachers and strangers around Sargent Park School. I chose to volunteer at a school because I like to help out little kids and it made me feel like i was in elementary again. I chose handing out candy canes and christmas cards because it seemed like it was in the spirit of the season and I wanted to see the smiles on peoples faces when I give it to them. I helped out teachers and students at Victoria Albert School. When Vanessa, Charis and I were at Victoria Albert, we helped out the teacher by making flash cards for her students. Also, we went out for recess and played with the children around the play structure. We volunteered at Victoria Albert on November 27, when we had no school and we handed out candy canes and christmas cards on December 7 during lunch time.


Part 3

My act of kindness went really well. One thing I did for pay it forward was I volunteered at Victoria Albert School. I did this because I like helping out little kids. The teacher was kind also. Another thing I did was I handed out candy canes and christmas cards.
I felt sort of a warm sensational feeling watching the little kids do work and run around at recess. I also felt some excitement and alot of happiness handing out candy canes and christmas cards. It was all so much fun.
When I first walked into the school, people gave me weird looks. Then, when I walked into the classroom, the teacher asked why Vanessa, Charis and I were there. We told her we were there to help her. Then, she smiled and asked us to help her by making flash cards. Also, when we were handing out candy canes and christmas cards, some people smiled and said " thanks " while other people were confused. Then there were people like Mr Mangaron, who yelled out some gibberish. After we were done making the flash cards, we asked the teacher to pay it forward. She reacted by asking us what it meant. So we explained to her everything. Also, on the envelopes of our christmas cards, we wrote in purple " Pay it Forward ". I think we got most of the 7er's confused.

Part 4

The idea of pay it forward is important because it helps people make good choices and it helps people feel kinder towards other people. The more people do good deeds and tell other people to do good deeds, the more better the world would be. I think that my act of kindness will definitely make a difference because you could tell on the looks of some peoples faces, that they wanted to do something nice for someone else.

Scribepost for December 2, 2009

Today during class we had the option of working on the questions in our textbooks or working on our numberline. I chose to do my numberline for homework. For my scribepost I have to do 2 questions from the textbook.

Here are the questions that I chose:

19.The gym teacher told the students to run twice around the perimeter of the school field. The area of the square field is 28 900 m squared. What distance did the students run ?

The students ran 340 m squared.

How did I find that out ?
Well, the square root of 28 900 is 170. I found that out by using the square root button on my calculator. Then, I just multiplied 170 by 2 and I got 340.

20. Adam's uncle has instructions for building a shed. One page of the instructions, shown below is not very clear.

a ) What is the area of the rectangle ?

The area of the rectangle is 36 m squared.

lxw = 4x9 = 36

b ) What is the side length of a square ?

The side length of a square is 6.

6 squared is 36.

PLEASE LEAVE A COMMENT =D

How I Stopped An Alien Invasion Using Proportion

So I was on my way to school, about halfway I got a phone call. I answered the call and heard a strange sounding voice. They told me that if I didn't show up at my house in 10 minutes, they would attack my parents and doom the planet. I could not believe what was happening. They were holding my parents as hostage?! I ran as fast as I could, but stopped at McDonalds for a drink and continued on. I got there in 9 minutes and 59 seconds. As I got there, I noticed a strange vehicle had landed in the corner of my house. Once I got in, there were 2 purple transparent blobs holding my parents inside their stomach. The first thought that came into my mind was " well, that is just disturbing. " Then, out of the blue, 1 blob said " We Bloogies will not let go of your guardians nor doom your Earth, unless you answer 3 proportion problems. " This was the start of my new heroic actions.

The first problem they asked me was;

Delia was paid $35 for 5 h of babysitting. How much should she receive for 3 h? Use a unit rate to find the answer.

I answered " Delia should receive $21 for 3 h of babysitting " They made me show my work so here it was.

The second problem they asked was;

David can saw a log into three pieces in 7 minutes. If he continues sawing at a constant rate, how long will it take him to saw a similar log into 6 pieces?

My reply was " It would take him 14 mn to saw 6 pieces. " I once again had to show my work.

The last problem they asked me was;

Last night 30 cm of snow fell in 6 hours. If it continues snowing at the same rate, how long will it takefor 45 cm of snow to fall ?

My last and final answer was " It would take 9 hours for 45 cm of snow to fall "

Here was my proof.

After I answered all their problem, they spit out my parents in the most disturbing way and pleaded forgiveness. Soon finally, I forgave them and they scurried back to their home planet. The end.

Thaanks for reading (: Please leave a comment if you wish.

Ammorn's Rate Growing Post

Part 1

Define:

Ratio- Compares two quantities measured in the same units.

Rate- Compares two quantities measured in different units.

The difference between ratio and rate are, ratio is measured in same units and rate is measured in different units.

Page 60,

4. Determine the unit rate in each situation.

a)An orca swims 110 km in 2 hrs

55 km/h

b) A Canada goose flies 800 hm in 12.4 h.

64 km/h

c) Cathy plant 45 daffodils in 30 min.

90 daffodils / hr

Page 61,

11. Shannon buys 12 granola bars for $9.96.

a) Determine the price per bar. Give your answer in dollars and cents.

$9.96 divided by 12 granola bars = $0.83/ bar

b) Explain whether your answer in part a) is a ratio or rate.

Part a) is a rate because it compares two different units.

Coin Math Question

If the jar adds up to $100 and there are 1800 coins, what's the unit rate for every dollar ?

Part 2

Ingredients converted into ml:

1/2 lb ground beef

1 medium onion diced

1 celery finely sliced

1 clove garlic

420 g can of tomatoes chopped

1/2 can of tomatoe paste

5 ml parsley

7 ml basil

5 ml oregano

5 ml sugar

2 ml worchestershire sauce

2 ml seasoning salt

1 bay leaf

1) What would the recipe look like if it had to serve 10 people ? Show your calculations.

11/4 lb ground beef

2 1/2 medium onion diced

2 1/2 celery finely sliced

2 1/2 clove garlice

1050 g can of tomatoes chopped

11/4 can of tomato paste

12.5 ml parsley

17.5 ml basil

12.5 ml oregano

12.5 ml sugar

5 ml worchestershire sauce

5 ml seasoning salt

2 1/2 bay leaf

I multiplied everything by 2.5.

2) What would the recipe look like if you had to only serve 1 person ? Show your calculations.

0.125 lb ground beef

1/4 medium onion diced

1/4 celery finely sliced

1/4 clove garlic

105 g can of tomatoes chopped

0.125 can of tomato paste

1.25 ml parsley

1.75 ml basil

1.25 ml oregano

1.25 ml sugar

o.5 ml worchestershire sauce

0.5 ml seasoning sauce

1/4 bay leaf

I divided all the ingredients by 4.

Ammorn's BOB ratio

The picture I chose for my BOB was this m&m one.







1. Make 3 part to part ratios, 2 part to total ratios and 2 three part ratios .



Part-to-part ratio

- green to red = 6:8

- green to yellow = 6:5

- blue to red = 1:8







Part to total ratio

- yellow to total = 5:20

- blue to total = 1:20



Three part ratio

- green to red to yellow = 6:8:5

- blue to green to yellow = 1:6:5









2.Choose one ratio that you have done and show how to write that ratio in ratio notation, fraction, decimal and percent form.


- blue to red = 1:8, 1/8, 0.13, 13%



3. Choose one ratio that you have written and show how to create equivalent ratios.



- green to red = 6:8















4. Make 3 questions .

- How do you simplify 30:25 ?
- What is the ratio of yellow, blue: total ?
- What is the ratio of green to total, in percent, decimal and fraction ?

LEAVE A COMMENT (:



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Bob Part 2

Some mistakes I made on the test were:
- I didn't read the question carefully
- I didn't show my work based on ratios
- I didn't simplify some of the answers

What I need to do for the next test is:
- Read the question at least 2 times
- Make sure I put the answer in the lowest term

Questions that gave me difficulty were:

6. A stable has 39 horses available for trail rides. Of these horses, 26 are all born, 8 were mainly white, and the rest are black. Express in lowest terms the ratio of brown horses to mainly white horses to black horses.
a) 13 : 4 : 2 b) 13 : 4 : 5 c) 26 : 8 : 5 d) 39 : 26 : 8

8. A picture frame has a width to length ratio of 5 : 7. If the width of the photo is 9 cm, the length of the photo is
a) 11 cm b) 12.6 cm c) 14 cm d) 16 cm

Answer these questions in the comment box.

Ratio Homework Scribe

Question # 22

a) Express the ratio of rise to run in lowest terms.

• Rise : Run
• 3 : 12
• 1 : 4

b) Express it as a fraction, decimal, and percent.

• Fraction - 1/4
• Decimal - 0.25
• Percent - 25 %

c) Predict what effect each of the following would have on the slope of the ramp:

• increasing the rise - If the rise increased by 1, it would change the lowest term fraction into 1/3 instead of 1/4.
  
• decreasing the rise - If the rise decreased by 1, it would change the lowest term fraction into 1/6 instead of 1/4.
  
• increasing the run- If you increase the run, then the rise would be increased too.
  
• decreasing the run- If you decrease the run, then the rise would be decreased also.

LEAVE A COMMENT (:

Scribepost for October 14, 2009

Today we learned about ratios. We had to find the definitons for these keywords :

• Two-term ratio
• Three-term ratio
• Part-to-part ratio
• Part-to-whole ratio
• Rate
• Unit rate
• Unit place
• Proportions

Two-term ratio:

• Two-term ratio is comparing two quantities measured in the same units.

Example- a:b or a to b

Three- term ratio:

• Three-term ratio is comparing three quantities measured in the same units.

Example- a:b:c or a to b to c

LEAVE A COMMENT(:

Ammorn's Coinmath Part 1 & 2

Our homework was to answer 1 purple question and one red or blue question.

1. Would the jar look the same if it was Canadian money?

No because it will have coins with different sizes and it will be colorful.

2. How much money do the coins add up to?

The coins add up to $100.

10. 13. 09

1. a) Make a Combination using USA coins:

$0.01 x 50 = $0.50 ( pennies )
$o.05 x 40 = $2.00 ( nickels )
$0.10 x 50 = $5.00 ( dimes )
$0.25 x 40 = $10.00 ( quarters )

Im pretty sure you have to use all four types of rolls, so here's my shot at it .

20 rolls of pennies = 1000 coins = $ 10.00
10 rolls of nickels = 400 coins = $ 20.00
4 rolls of dimes = 200 coins = $ 20.00
5 rolls of quarters = 200 coins = $ 50.00

So all together there is 1800 coins that add up to $ 100.00. I think that sounds pretty reasonable.

b) Make a combination using Canadian coins:

$0.01 x 50 = $0.50 ( pennies )
$0.05 x 40 = $2.00 ( nickels )
$0.10 x 50 = $5.00 ( dimes )
$0.25 x 40 = $10.00 ( quarters )
$1.00 x 25 = $25.00 ( loonies )
$2.00 x 25 = $50.00 ( toonies )

5 rolls of pennies = 200 coins = $ 2.00
4 roll of nickels = 160 coins = $ 8.00
1 roll of dimes = 50 coins = $ 5.00
1 roll of quarters = 40 coins = $ 10.00
1 roll of loonies = 25 coins = $ 25.00
1 roll of toonies = 25 coins = $ 50.00

All together there would be 500 coins that add up to $ 100.00

2) How full is the jar ?

Originally, the jar was approximately 3/4 of the way full.

My estimate is that with 500 coins, the jar would be about only 1/2 of the way full in Canadian currency .

PLEASE LEAVE A COMMENT (:

Ammorn's BOB Scribepost

Three things I know about graphing:

1- A bar graph is the best graph to use when you're comparing data.

2-Line graphs are best for showing increases and decreases, and changes in data over time.

3- Distorting the y-axis can change how the graph looks and make one piece of information look better than the other.

What I learned:

I learned that you could put a break in the y-axis to make the graph misleading.

PLEASE LEAVE A COMMENT (:

Scribepost for October 5, 2009, The four4's

The Four 4's

Our homework for today, was to convince the audience how the 2 equations shown above are similar.

There are several similarities between the 2 equations;

1- The sum of the equations are both the number 2.

2-The division symbols mean the same thing, but are shown in two different ways.

3-Both equations have division in brackets, and use addition to add it together.

Im sorry it doesnt really explain much because I couldn't find a way to explain it in words.

If there are any ways that I could improve, please tell me.

Anyways, comment (:

Scribepost for Sept. 30

Question #5

a) How many times taller does the bar for B appear than the bar for A?
- B looks 3 times taller than A because of the break in the interval.

b) How many times as great are the votes for B than the votes for A?
-B is only 2 times greater than A but the break gives the impression that it isn't.

c) What conclusion does the graph suggest about the election results?
-The conclusion the graph suggests is that B had 3 times the votes that A had.

d) How could the graph be redrawn to make the data clearer?
-The graph could be redrawn with the y axis going up by 10, from 0 to 200, with no break.