Looking+for+Pythagoras

=Looking For Pythagoras= Journal and Homework Record Looking For Pythagoras Vocabulary

Notes on irrational numbers
Irrational numbers cannot be represented by ratios They are the square roots of all numbers that are not square There are a infinite amout of irrational numbers inbettwen every rational number Irrational numbers in number form are decimals that go on forever and don't reapeat

Homework
Complete 4.3 and Follow-up MR 4; Page 52 ACE 4: 8, 9, 11

__Notes__
By: Alya Shaiful
 * __Pythagorean Theorem__**

The equation is a² + b² = c² To make it easier (to be more accurate - Mr. C), we do not make the square root have decimal numbers for it will be harder to square the length to the original area.

Homework
Complete 2.3 Complete MR Page 26 ACE 2:2, 13**

= = =Looking For Pythagoras= Journal and Homework Record Looking For Pythagoras Vocabulary

September 25, 2007
By: Tarryn Beattie, Lucas Campbell, Sue Lee

Journal
Labsheet contributed by Gus C.

Follow up
Use the strategies we typed above to find the area of the triangles a-f.

2.2 Looking For Squares

Notes

Journal Problem - On the 5-dot-by-5dot grids on Labsheet 2.2, draw squares of various sizes by connecting dots. Try to draw square with as many different areas as possible. Label each square with its area. -> 2.2 answer key.tif

Follow Up 2.2 1. We will call squares with verticle and horizontal sides "upright" squares. Which of the squares you drew are upright square? Identify each square by giving its area. -> The upright squares are the squares with the areas 1, 4, 9, and 6.

2. We will call squares with sides that are not vertical and horizontal "titled" squares. Which of the squares you drew are titled squares? Identify each square by giving its area. -> The tilted squares are the squares with the same areas 4, 5, 10, and 8.

3. For which kind of square-upright or titled-is it easier to find the length of a side? -> The upright squares are easier to find the length of a side because you have to draw a square that covers the original shape so you would have to find the area of the square and take out the left over areas from the original shape. But in a upright square, you can calculate easier because you can just count the lengths.

4. a. What is the value of 1 square root? -> The value of 1 square root is 1. b. What is the value of 9 square root? -> The value of 9 square root is 3. c. What is the value of 16 square root? -> The value of 16 square root is 4. d. What is the value of 25 square root? -> The value of 25 square root is 5.

5. a. Is 2 square root greater than 1? Is 2 square root greater than 2? Explain your reasoning. -> 2 square root is greater than 1 because the value of 2 square root is about 1.4 which is greater than 1. But 2 square root is not greater than 2 because the value of 2 square root equals 1.4 and it is less than 2. b. The side length of a square with an area of 2 square units is 2 square root units. Use a centimeter ruler to find the side length of this square. You made your drawings on centimeter dot grids, so 1 centimeter = 1 unit. -> The length of a square with an area of 2 square units is 1.4 each. c. Use the square root button on your calculator to find 2 square root. How does the answer compare to your answer to part b? -> Answers will vary.

Homework
Complete ACE 1:1, 3, 7, 9, 11 Remember to use your problem solving steps for #7! Read Investigation 1.2 and 1.3

Home Work
Read and complete 1.1 Driving Around Euclid (due Sept 23 due to NESA Challenge) Sign into the wiki and leave a discussion message Redo tests are due on sept 19 We will be having our discussion of Changes to the Learning Environment Read 1.2 and 1.3 before September 23 (new) = =

September 13, 2007
Finished our Unit Test Filled in our Self assessment

HW: Finish self Assessment, signe up for wiki account, suggest three or more changes to our course summary.

August 20, 2007
Below you can see notes from the white board about what slope and y-intercept mean

August 22, 2007
Below you can see some notes from the white board about writng equations for linear relationships.



=Thinking With Mathematical Models=