Wednesday, September 14, 2016

hw #1-4 et al Nuttin' from Nuttin' Leaves Nuttin'!!

hw #1-4 pg 26 
#14,15 Show & Explain a BETTER WAY to order & group these math sentences. Why is your way better?

hw #1-5B
pg 34 #31-41 ODD, SHOW EACH PROBLEM
- on a number line (any technique)
- using counters/tiles

hw #1-6 
pg 42 
#1,8,10 using counters
#12,13 on number lines

HAND-IN
1) pg 34 #34, #37 on a number line AND using counters (both methods for both problems)
2) pg 14 #49; use p = -4 and q = -3

24 comments:

  1. Mr.C nice music in that last email!! :)

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    1. I call it Motivational Math from Mo'town to Mo'town!!

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    2. Great, now my sister got a afro and started singing it.
      HALP

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  2. Mr. C, for problems pg 34 #31-41 odd, do we do it on a number line or using counters/tiles, or do we do both of them?

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    1. And Donte from the way I read it, you only have to pick one method to do. On the hand-ins you have to do both. If he wanted you to do both on the homework he would have specifically said that like he did for the hand in.

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    2. That's what I did you still might want to ask him.

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    3. The way I read it (and I count for double) is that I want you to do #31-41 ODD (only six problems) BOTH WAYS!!

      By doing it both ways, it will inform you which way you see it better. It will also help you realize that no matter what method you use, you must get the EQUIVALENT answer.

      You will become a better math mechanic!!

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  3. Also Mr. C can you borrow zero pair's that have decimals like 5.6 zero pairs or do you have to take out whole zer pair's.

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    1. ABSOLUTELY... we'll talk about that in next class

      5.6 positives and 5.6 negatives make up a BIG PHAT ZERO!!

      3/7 of a positive and 3/7 of a negative make up a ZERO PAIR!

      Great Question!! Many others have (or will have) this same question. You saved them a lot of grief!!

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    2. Can you make zero pairs of irrational numbers? Like PI?

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  4. Mr. Chamberlain, I don't really understand what to do for the counters when the problem is supposed to be multiplied, like -2(-11). Is there something special that I'm supposed to do with the zero pairs? Is it possible for me to simply say in one of the steps "multiply # by #"? I'm really confused.

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    1. Well, first off, how do we READ the problem?

      "Negative 2 times negative 11"????

      NO NO NO... that's the old way.

      Being the mathematical mechanics that we are, we now read it this way:

      "REMOVE 2 sets of 11 negatives"

      Remember, we start every math problem with a value of ZERO... in the form of a blank work area, i.e. nuttin'.

      As Billy Preston would say, we can't remove somthin' from nuttin', right?

      Can we remove 2 sets of 11 negatives from nuttin'?

      NOOOOO! Before we can REMOOOO-OOOVE 2 sets of 11 negatives, we gotsk to gotsk 2 sets of 11 negatives, right? That's 22 negatives altogether right? (hope they're not heavy, this could take awhile).

      We can't just bring 22 negatives in by themselves, we have to bring in 22 ZERO PAIRS... that's the only FREE MOVE the math gods allow. We cannot change the value of the workspace without permission.

      Now that we have 22 zero pairs, that means we have 22 negatives and 22 positives, which add up to a BIG PHAT ZERO, which is the value that we have to start our problem with.

      The advantage of this setup is that we can now REMOVE 22 negatives, just like the math gods requested.

      So what's left behind when we remove 2 sets of 11 negatives? 22 positives, of course.

      So that means that -2(-11) = 22!!

      gotsk it now? lmk if this helped...

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  5. How do you use a number line for multiplying positive and negative numbers. Example: 7(-9)

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    1. Nevermind, I think I figured it out although it would be helpful for you to clarify.

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    2. Yup, we didn't really get to this in class (we will next class). On a number line, this would "translate" to 7 vectors of -9. You would start at zero and place 7 vectors of length 9 end-to-end pointing left. Clearly the total length of those vectors is 7(9) or 63 (simple math all the time, right?). If you are 63 units to the left of zero... tadaaaah... you're at -63, yes?

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  6. Hi Mr C.
    I'm confused on these directions...
    hw #1-5B
    pg 34 #31-41 ODD, SHOW EACH PROBLEM
    - on a number line (any technique)
    - using counters/tiles

    Am I supposed to do the counters and number lines for each? And where do I do the counters?

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    1. Sorry, others were confused as well...

      1) Use both techniques
      2) I'm not sure what you mean by "where"... You should be able to show the counters using our story board technique... you should be able to simply create/draw a storyboard on your paper; don't worry about how much space it takes up... USE ENOUGH SPACE!! (is that what you meant or did you have another question?)

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  7. Yes thank you so much! That helped me with everything I was struggling with!

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  9. I am going to try to do a couple of videos later today... In the meantime...

    Let's taker the expression -7(4)... This translates as: REMOVE 7 sets of 4 positives.... Well ... We don't gotsk any positives! We need 28!!

    We always start with nuttin' (which has a value of zero)... Let's take on 28 zero pairs... You can bring them into the box any way you want... I recommend a bag of 28 positives and a bag of 28 negatives... You gotsk somethin' now, but the value is still zero!

    Now we're ready to try again!

    Can we remove 7 sets of 4 positives now? We sure can! What are we left with? 28 negatives... Otherwise known as -28!

    Lmk if this helped...

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  10. Mr C can you please clarify what procedural algebra is on problems 24 and 36 on pg 50

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    1. Please post your questions on the one of the CURRENT BLOG posts

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  11. mr c,
    On problem 6 for the A packet I was confused with doing the distributive property with the - sign. I didn't see a video for it so I'm lost. Thanks Ann Onymous

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