Ms. Bearse's Site

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Grade 9s were tasked with creating rectangular prisms today with volumes that were 300cm^3.

Many groups made plans first, then measured and cut out their boxes.

Each group had to then calculate the surface area of their prism.

And then were tasked with making another one, with the same volume and a bigger or smaller area.

After all of the prisms were made, we arranged them from smallest to biggest surface area.

We now know that if the volume is the same for two prisms, the surface area is not always going to be the same. The surface area can be bigger or smaller in number than the volume.

We noticed that the closer the dimensions get to being the same, the smaller the surface area gets (a cube is always the least area), and when the dimensions get really different (plate or snake shapes) the area gets big.

Applications of this are when we package objects, we aim for the most cube shaped box, to save money (less material needed for the box). We also can find this surface area/volume ratio in biology, as the reason for cell division, why we have dense spongy lungs, and why worms can breathe through their skin.

Good work today grade 9s!

We looked at a sprinkler video in grade 10 and then looked at where to place he sprinkler head to make sure that each plant (A,B,C,D) would get watered.

We used the perpendicular bisector (médiatrice) to show all the points that are equidistant to 2 plants. All of these lines intersected nicely to show where to put the sprinkler.

If we wanted to show all of the places that would get watered, we knew that it would be a circle.

We also developed an equation for the circle x^2+y^2=r^2 by using the pythagorean theorem. We know r is the radius. This works for all circles with a center at (0,0).

We can plug in a point (x,y) and calculate r, or we can plug in x and r and calculate y. Our homework will focus on circles to give us lots of practice.

Grade 9s looked at rectangles with a perimeter of 24 today. We learned that there are many ways to make a rectangle with perimeter 24, and that they don’t all have the same area.

Important to note: a rectangle has 4 right angles, by definition, so a square is a kind of rectangle.

We arranged the rectangles on a graph. Horizontal dimension was the independent variable, and Area was the dependent variable. We used the rectangles as the dots.

We noticed that in all of the diagrams, the rectangle with the biggest area was the square. We noticed that it’s a non-linear graph, and it’s positive for a while, and then it becomes negative. The graph is also direct, since a rectangle with a horizontal dimension of 0 would have an area of 0 also.

We answered some questions about maximum area, or minimum perimeter for quadrilaterals.

We need to have a good understanding of perimeter, area, and how making a quadrilateral more square, or more snake-like will affect the area/perimeter.

We learned that sometimes we will need to use the square root to find the square’s dimensions, if given the area.

Voici une groupe de danse française nommé Géométrie Variable.

We looked at the logistics of writing a portfolio composition today. We now know where to find the template (google classroom) and we know how to insert photos, and text and submit. We also know that we need to choose our evidence carefully, explain why we chose it and use it to explain the math that we’ve learned.

We have been reflecting a bit each week in our emails home, so we are getting more comfortable talking about our learning, and our mistakes and corrections.

we have many examples of scatter plots that we can use, since we’ve done quite a few data collection activities recently.we’ve got planning templates to help us organize our thoughts, and today we had time to get started.we also had a rainy terry fox walk part way through the class this morning.

Have a great long weekend!

Pour plus d’information

Grade 10s worked hard today solving a series of problems about a triangle. Given only the 3 coordinates of the points of the triangle we classified it (determined it was a scalene right angle triangle). We used side lengths and slopes to help us with that task.

We also calculated the area and perimeter, and then we found the equations of the perpendicular bisectors of the legs (les médiatrices des cathètes). Since we always need more practice with this, we then found the point of intersection of these two lines with substitution or elimination.

Next we compared that point to the midpoint of the hypotenuse, and found that the two were the same!

We might need to work on the clarity of our communication, but we have made great strides on solving problems! Good work today grade 10s.