Ms. Bearse's Site

How can we determine the two binomials that multiply together to create the product 6x^2+17x+5?

We know that we can fill in the area model box, putting the squared term in the top left, and the constant in the bottom right spots. We need to now figure out what goes in the two empty spaces. We know that the sum of these two values is 17x and that the product is going to be 30x^2 (the product of “a”x”c”) in our trinomial ax^2+bx+c

After a bit of thinking/list making, we determine that the values of 15x and 2x should go into the boxes. We then look for common factors vertically and horizontally, which will be the factors.

This is the visual method of factoring trinomials using the area model.

We are continuing to link algebraic and visual representations of exponents in grade 9. Today we branched out into (x+y)^2.

We used the skewers as y and the toothpicks as x. We built a square with dimensions (x+y) and then showed that the area contained is the same as x^2+2xy+y^2. We see the large and small squares, and the two xy rectangles on the sides.

Grade 9s and 10s all had a summative assessment today.

Grade 9s worked on EQAO practice questions related to surface area, volume, perimeter, pythagorean theorem, and scatter plots today.

We are using some of these questions for our portfolio work, and some for our study notes assignment as we prepare for our first test on Monday.

Period D went to a presentation on Financial Literacy today, to learn about making investments.

Grade 10s are exploring algebra tiles and how they help us visualize some abstract concepts.

We looked at how the expressions we use can be created with tiles, and also how we can show the expressions on a graph.

We learned about roots(x intercepts/zeros) of the parabola, and also about the vertex (le sommet).

We can use Desmos to help us see the graph of the equation

We can calculate the exact points where the graph crosses the x axis by setting each of the parentheses to 0.

Grade 9s are working on exponent questions. We’re understanding how to represent exponents in different forms.

we see a visual representation of 7 cubed, we also see that it is 7x7x7 or 49×7.

We are working on exponents with bases that are fractions, or negative numbers, or even exponents that have a variable as the base.

Today we explored exponent laws and simplifying expressions, as well as evaluating expressions that have numeric bases.

Grade 10s got tests back today, and are working on error analysis to figure out what went wrong! We’re also working on a big summary page to get all the information in one spot to help us prepare for an investigation and later the exam.

We had almost all the candidates come to answer questions today in period B, before the student vote which will be held tomorrow.