Tuesday, November 28, 2006

Blog Etiquette

Hello everyone. I am very pleased to see everyone reading each others scribe posts. I would just like to give you a reminder. We have an international audience that reads these posts and uses them in classes all around the world. Since we have started these blogs many page hits have happened.

I will show you just how many countries are showing up,

Wow. This is why I would like to mention a few points. I love your enthusiasm. I want it to continue. Please for some of the comments you leave use the chat boxes provided to you. comments on peoples blogs must be polite and have no hidden meanings. You are excellent commenters on other peoples scribe posts. I think you do this better then any group I have ever worked with. Please do not stop commenting. Just think before you comment!

I encourage you to strive for excellence and have fun with your blog. It is a legacy that will remain here forever. Please use this tool wisely.

Now with that over I would like to say that the quality of the scribe lately has be beyond my expectations. You are to be congratulated on your terrific work and effort. Keep it going.

Please make note that your first Growing Posts will take place in December. I will keep you informed.

Once again. Remember you have an audience. This blog is an extension of the classroom. Stay in control.

Thank You

Mr. Harbeck

Math Pretest Equivalents

Math Pretest

Convert the following values so that you can place them on the number line below. Show all your work.






How could you determine whether the average of these numbers is greater than 10 or less than 10 without actually computing the average. Explain how you decided the average was more than or less than 10.

Monday, November 27, 2006

Scribe {Josh}

Today in class we had three things to do.

1. Make a T-chart for all of those numbers we converted for the number line.

2. Fix our number line.

3. The homework that was on the overhead.

For the T-chart {Assignment 2}

On the left side you put whatever you converted your numbers to {for the giant number line}. So if you converted all of them into percents that is what you would put on the left side. It's the same for fractions, decimals, and ratios.

On the right side you put the raw value. It's what the number was before you converted it.

What you had to do on the number line was to put markers.

If you did it in percent you would do 10% 20% etc. Same for fractions and ratios. Then put your numbers in between them.
This is the homework:
Equivalent Assignment 3
1. Convert the following percents into decimals, fractions and ratios. Then put them on a number line.
35.5% 12.6%1.67% 93.6% 48%2.
Convert the following decimals into percents, fractions and ratios. Then put them on a number line.
0.23 0.906 0.078 0.65 0.10643.
Convert the following ratios into fractions, decimals, and percents. Then put them in a number line.
1:7 4:5 9:56 7:3 10:14.
Convert the following fractions to decimals, percents and ratios. Then put them on a number line.
8/9 4/7 12/17 3/8 8/21
Personal reflection.
What is the easiest conversion for you to do in this equivalent unit? Why?
What is the hardest conversion to do in this unit. Why? What makes this conversion hard for you?
Choose 3 values to convert to practice what you find difficult. Practice makes perfect.
The next scribe will be: Allan

Thursday, November 23, 2006

April's scribe

for november 22/06

Yesterday in class we did an Equivalents assignment on a big piece of graph paper. We had to place the following values below on a numberline with a group.

In my group (Me, April P. Josh and Jesse.) we converted the values into percents. We then put those percents also showing our work in numerical order from smallest to largest with its equivalent value. We then put the values on the numberline in numerical order, like we had on our seperate piece of paper.

Converting the values to percents.
---- already a percent
3/4 ---- 3/4 - 3 divide 4= 0.75 x 100 = 75%
2:3 ---- 2:3=N/D - N=2 - D=2+3 = 2/5 - 2 divide 5= 0.4 x 100 = 40%
5/6 ---- 5/6 - 5 divide 6 = 0.83 x 100 = 83%
37.5% ---- already a percent
o.7 ---- 0.7 x 100 = 70%
9/10 ---- 9/10 - 9 divide 10 =0.9 x 100 = 90%
7:5 ---- 7:5=N/D - N=7 - D=7+5 = 7/12 - 7 divide 12 =0.58 x 100 = 58%
95.8% ---- already a percent
0.08 ---- 0.08 x 100 = 8%
17/40 ---- 17/40 - 17 divide 40 = 0.42 x 100 = 42%
0.484 ---- 0.484 x 100 = 48.4%
0.82 ---- 0.82 x 100 = 82%
17/200 ---- 17/200 - 17 divide 200 = 0.085 x 100 = 8.5%
80:30 ---- 80:30=N/D - N=80 - D=80+30 =80/110 - 80 divide 110 = 0.72 x 100 = 72% 29/47 ---- 29/47 - 29 divide 47 = 0.61 x 100 = 61%
66:34 ---- 66:34=N/D - N=66 - D=66+34 = 66/100 - 66 divide 100=0.66 x 100= 66%
80/108 ---- 80/108 - 80 divide 108 = 0.74 x 100= 74%
77:44 ---- 77:44=N/D - N=77 - D=77+44 = 77/121 - 77 divide 121 = 0.63 x 100 = 63%
18/92 ---- 18/92 - 18 divide 92 =0.19 x 100 = 19%

Values in Numerical Order
0.08, 17/200, 18/92, 37.5%, 2:3, 17/40, 0.484, 50%, 7:5, 29/47, 77:44, 66:34, 0.7, 80:30, 80/108, 3/4, 0.82, 5/6, 9/10, 95.8%

- note to mr harbec. the numberline wouldn't upload properly so i cant put it on the post =S
k i guess i'm done now.. so yeah.. the next scribe is....
I think i spelled his last name wrong, but oh well

Tuesday, November 21, 2006


Today we spent most of the class writing this in our math notebooks:


Converting Fractions to Decimals
Divide the numerator by the denominator to get the decimal.
¾ 3 / 4 = 0.75

Converting Fractions to Percents
There are two possible ways:
Multiply the numerator by 100 and divide it by the denominator.
N x 100 / D = Percent
¾ 3 x 100 = 300

300 / 4 = 75%
Divide the numerator by the denominator and multiply by 100.
N / D x 100 = Percent
¾ 3 / 4 = 0.75

0.75 x 100 = 75%

Converting Fractions to Ratios
Part 1 : Part 2
Part 1 is the numerator.
Part 2 is the numerator subtracted from the denominator.
N : D-N
¾ 3 : 1

Converting Decimals to Fractions
Say the decimal then write it.
0.42 (forty-two hundredths)

Converting Decimals to Percents
Multiply the decimal by 100
0.42 x 100 = 42%

Converting Decimals to Ratios
Convert the decimal to a fraction first.
0.42 → 42/100
Part 1 in the ratio is the numerator.
Part 2 in the ratio is the numerator subtracted from the denominator.
N/D N : D - N
0.42 42/100
42 : 58
.........^100 - 42 = 58

Converting Percents to Decimals
Divide the percent by 100.
% / 100
57% / 100 = 0.57

Converting Percents to Fractions
The percent is already out of 100, so the denominator will be 100.
The actual percent is the numerator.
57% 57/100

Converting Percents to Ratios
Part 1 is the actual percent
Part 2 is 100 subtracted by the percent
................(100 - % )
57% 57 : 43
......................^ 100 - 57 = 43

Converting Ratios to Fractions
Part 1 + Part 2 = denominator
Part 1 = numerator
7 : 3 7/10

Converting Ratios to Decimals
First convert the ratio to a fraction.
7 : 3 → 7/10
Numerator is 7 because its Part 1. Denominator is 10 because part 1 + part = 10 ( 7 + 3 = 10 )

Then divide the numerator by the denominator to get the decimal
N / D = Decimal
7 / 10 = 0.7

Converting Ratios to Percents
First convert the ratio to a fraction.
7 : 3 7/10
Numerator is 7 because its Part 1. Denominator is 10 because part 1 + part 2= 10 ( 7 + 3 = 10 )
Then divide the numerator by the denominator to get the decimal
N / D = Decimal
Next multiply the decimal by 100 to get the percent
Decimal x 100 = percent

7 / 10 = 0.7
0.7 x 100 = 70%

After you've finished copying the above information into your notebook, you need to write it again in the big paper, in rows 4 and 5.

Then we spent the last 15 minutes working on " Equivalents the Assignments. "

"Equivalents the Assignment"
4 questions, Mr. Harbeck already posted it (scroll down to last post)

Stuff we did so far and need to be completed (portfolio):
1. Equivalent Chart
2. Big Paper
3. Quiz
4. Equivalent Assignment


Equivalents the Assignment

Equivalents The Assignment

1. Make 4 different fractions using the digits below. You may only use each digit once. Convert these 4 fractions into decimals, percents and ratios.

1, 2, 3, 4, 5, 6, 7, 8, 9

2. Make 4 different decimal using the digits below. You may only use each digit once. Convert these 4 decimals into fractions, percents and ratios. (Do not use the decimals from the question above).

1, 2, 3, 4, 5, 6, 7, 8, 9

3. Make 4 different percents using the digits below. You may only use each digit once. Convert these 4 percents into fractions, decimals and ratios. (Do not use the fractions and decimals from the questions above).

1, 2, 3, 4, 5, 6, 7, 8, 9

4. Make 4 different ratios using the digits below. You may only use each digit once. Convert these 4 ratios into fractions, decimals and percents. (Do not use the fractions and decimals or percents from the questions above).

1, 2, 3, 4, 5, 6, 7, 8, 9

Monday, November 20, 2006


Today in math class, Mr. Harbeck gave us our third quiz. This quiz was based on our knowledge towards fractions.

Quiz 3

What do you know about 5/7?
- numerator is 5 (part)
- denominator is 7 (whole)
- proper fraction
- less than 1

You were then going to convert that fraction (5/7) into a decimal, fraction, percent, and ratio - as shown in the 5 colomns below:

You convert 5/7 to a decimal by dividing 5 by 7. This gives you the answer 0.714. The fraction stays the same. You get the percentage by multiplying the decimal by 100, giving you 71.4%. The ratio is 5:2 because 5 and 2 are the two parts that give you the whole number/denominator, which is 7.

What do you know about 3/2?
- numerator is 3 (part)
- denominator is 2 (whole)
- improper fraction
- greater than 1

The last question was similar to the second question on the quiz. It also asked you to convert the fraction (3/2) to a decimal, fraction, percent, and ratio:

Convert 3/2 to a decimal by dividing 3 by 2 = 1.5. The fraction stays the same. 150% is the answer because you multiply the decimal by 100. There is no ratio because it does not have the two parts. It needs to have a part and a part to make a part of a whole.

Fraction - A number that is less than one. The numerator is the part. The denominator is the whole.
Decimal - Represents as part of a whole number using tenths, hundredths, etc.
Percent - An equivalent fraction out of a hundred.
Ratio - Shows the relationship between part to part that when added gives you part to whole.

Yeah, I'm done now (: By the way, this took me FOREVER because of some technical difficulties with google and stuff. So sorry if it's posted this late !


Sunday, November 19, 2006


On Friday's class Mr. Hanley was talking about Fractions, Percentages, and Decimals. The class gave Mr.Hanley some definition's for the following Fractions, Percentages, and Decimals

-Numerator is Part of something 1<-(part) /2 <-(whole) * -Denominator is a whole * Percentage
-Represents a # out of a hundred* example: 25% out of 100%
-can convert to a %, square over square, or A:B
-it is a remainder
-Part of a whole*
-Express as 10th, 100th, 1000th, etc.*

Homework- is make definitions for the ones that have *'s beside them.

The next scribe is going to be April.p

Thursday, November 16, 2006

Qtypie's Scribe

Today we had a quiz.

Today Mr. Hanley was talking to us about ratios.

Difference between Fractions and Ratios



4-Numerator->how many parts

13-Denominator->total number of parts





Fractions and Ratios are 2 different things

A Fraction has a part and a whole

A Ratio has a part and a part

Ratio to Fraction

How to get a ratio from a fractions is you add the two parts together you get a whole. Thats the denominator. To get the numerator is you get the first number in front of the ratio

ex.4:9 denominator 4+9=13 numerator 4 =4/13

Fraction to Ratio

How to get a the ratio is you have to get the first number. you get it fromt he numerator. you subtract the denominator from the numerator which gives you second number

ex.4/13 first number- 4 second number- 4-13=9= 4:9

Here is and example that Mr. Hanley gave to us

if you have 12 pieces of fruit, 5 apples and 7 bananas.

What is the fraction the represents Apples.

What is the ratio of apples to bananas 5/12 5-number of apples 12-total numbers of fruit




Another Example
4/11 4:7

7 number of oranges

4 number of white sticks

Class work
today in class these were the questions
change to a fraction


What you know about....

the next scribe will be jesse

Wednesday, November 15, 2006

Kimmie's scribe =)

Today in math class Mr.H gave us a work sheet.

First Mr.H gave us a bag of papers that had pics of fraction, fractions, decimals, and percents. And we had to put them in order. As it is shown. After we had show it to Mr.H or Mr.Hanly. Then we had to write and draw the things on the paper. Then we had to explain our reasoning (across and down) as to why we put the symbols where we did. We had to do this in the justify row and the justify column. As it is shown in the picture. And don't forget to give this assignment a name. After we were done we had to take notes.

The notes:
Ratios tell how one number is related to another number. A ratio may be written as A:B or phrase "A to B." A ratio of 1:5 says that the second number is five times as large as the first. The following steps will allow determination of a number and teh ratio between the number is given.

Example: Determine the value of B if A=16 and the ratio of A:B = 2:5.

-Determine how many times the variable divisible by the corresponding portion of ratio (6/2=3).
-Multiply this number by the portion of the ratio representing b (3*5=15).
-Therefore if the ratio is A:b is 2:5, A=6 then B=15.

If you didn't hand in the square roots sheets,tests with corrections, and the pink paper then hand it tomorrow.
On the sheet of paper that Mr.H gave us. Add in a row going down on ratios.

The Next scribe will be Matthew Q.

Tuesday, November 14, 2006

First Blogging Unit is Done

Way to go Room 73. You did seven scribes for eight classes. That is pretty good. One of you was unable to post a scribe. When this happens please see me and we can find alternates or you can blog from school. Work harder this unit. It starts tomorrow. Check the scribe list to see who the scribe can be!!

Remember a good scribe has images, words and links to helpful places to understand the lesson you are scribing.
Mr. Harbeck

Tuesday, November 07, 2006

My Scribe Post

Today we learned to estimate using fractions.

Make a fraction out of this

To find the whole number you would look for how many squares are the same on each side. To get the denominator you would have to count the next set of squares. You would count all the squares until you get to a perfect square. To get the numerator you would have to label all the squares.

whole number


1/1=1 1 1/3 1 2/3 1 3/3 2 1/5 2 2/5 2 3/5 2 4/5 5/5=3


What is the recipe?

bake the

The next scribe will be Timmy

Monday, November 06, 2006

Chenda's scribe post

amalia couldn't log in or something so im the scribe for today

Today in class we got back our cumulative test all we had to do with it was either correct it with someone or if you got 10/10 .You just created your own question that is similar from the 1st or 2nd question that was on the test for ten minutes.

After we were done that we had to cut out our perfect square things that we did on that graph paper and glue it to a white piece of paper that got handed out to us. It looks like this unless mines wrong all i didnt do was put the square root and i think you need it ?.

pictures might be blurry because i used a camera phone .

Then next we did a question on the overhead . i think it was that. Well we used our square root chart that we made in class.. We had to find the square root without using a calculator. first you check what factors are inbetween 779 and that would be 27x27=729 and 28x28=784. and then you do something else, the answer would be 27. something because you dont actually know what the decimal is.

Next we saw what our homework was and its due tomorrow when we have math heres the questions. You have to find the square root for each one and solve the word problem thing.
The next scribe would be Maryrose.

Friday, November 03, 2006


Today in class we found out how to get a square root on our calculator.To do that you have to press the number that you want to find out the square root of and then press the button that looks like a check then equall it.
After that we had to make a PERFECT square from using blocks from 1-16.

The next scribe is Amalia.

Thursday, November 02, 2006

Rainer's Scribe Post

first thing today is the homework (6,8,9,10 -perfect square?).

  • - 6 is not a perfect square
  • - 8 is not a perfect square
  • - 9 is a perfect square with equal sides (3x3)
  • - 10 is not a perfect square
a perfect square is any square that has the same length on all sides.


1. with 6 tiles what is the biggest square you can make?

remember a square must have all sides the same length.

= 2x2

= 4

2. now make the smallest square.

= 1x1

= 1

you can also make perfect squares with any number of tiles.

  1. -make a the biggest square you can
  2. -cut the other extra squares in thin pieces
  3. -add them to two sides like an L in the square

to figure out the exact size of the side length of the square you must square(umm check mark sign in a calculator) the area.


draw PERFECT SQUARES using 6,8,9,10,12,14&17 tiles.
do it in your notebook or in the graph paper.


Wednesday, November 01, 2006

Scribe Post

Today in class we learned about perfect rectengles. We created some perfect rectangles. Heres some examples of perfect rectangles.

Picture from google images.

We also learned about factors, Exponents, and Area.
Hers a quick definition of those three things.

Factors- a number that gives you another number when multiplied together. Example the factors for 18 are 1x18 2x9 3x6.

Exponents- Abbr. expMathematics A number or symbol, as 3 in (x+y)3, placed to the right of and above another number, symbol, or expression, denoting the power to which that number, symbol, or expression is to be raised. Also called power.

Area- A roughly bounded part of the space on a surface

Then we did a a graph that includes all those three things heres mine as an example the area unit might be wrong so double check.

Just in case you cant understand my example hers another from google images.

That the end of my scribe post the next scribe is Rainer lol.

Square Roots Information

Square Roots
This will be a quick unit on Square Roots and Square Numbers. What Are they does this video help?

During this unit the Scribes will be at work. Please choose a person from the Scribe List to be the next scribe. The Scribe list can be found in the sidebar under the category other Sargent Park Math Blogs. Tell that person at school as well as on your scribe post. Please label your post Scribepost.

Happy Scribing

Homework Assignment 1
Which of these numbers can be Perfect Squares. 6,8,9,10. Justify your answers using pictures, words or numbers.

Mr. Harbeck