To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Thursday, May 31, 2007
Today's Slides: June 1
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Today's Slides: May 31
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
SequEnceS
We started our class with this 3 questions...
There are 2 different ways to find the answers for these questions.
For the first question, you add 3 to 5 to get 8, and then add 3 to 8 to get 11, and so on till you get the 110th term, but no one wants to do that. Here's the easier way...
On your calculator, press the "y=" button, (Make sure that your calculator is on "Seq" mode or "Sequence Mode".)
Your screen should look like this...
Then enter...
Then hit 2nd, Mode to exit to your main screen. Then enter u(110) (to enter u, press 2nd, 7 ) Press enter to get the 110th term which is 332.
For Question 2 you multiply every number by 2 to get the next number, continue till you get the 21st term. To use your calculator, go back to your "y=" screen. Clear everything up except the nMin=1.
Then enter...
Now, go back to your main screen and enter u(21), then hit enter to get the 21st term which is 3145728.
For the 3rd question, add the 1st and 2nd number to get the 3rd number, then add the 2nd and 3rd number to get the 4th number, and so on. This sequence is called the "Fibonacci sequence" where each number is the sum of the two preceding numbers.
To use your calculator, go to your "y=" screen. Clear everything up except the nMin=1.
Then enter...
Go back to your main screen and enter u(27), then hit enter to get the 27th term which is 196418.
Then we moved on to another question...
On this question we are now looking for the "term".
To answer this question without your calculator, Multiply each number by 2, then add 1 to the product. Do this until you end up with an answer of 1535.
But to use your calculator, go to your "y=" screen.
Then enter...
Then hit 2nd, Graph to get to the table. Scroll down till you end up with 1535.
So the term of 1535 in the sequence is 10.
This is the end of my scribe post... The next scribe is Kristel. ~(_8^(])
There are 2 different ways to find the answers for these questions.For the first question, you add 3 to 5 to get 8, and then add 3 to 8 to get 11, and so on till you get the 110th term, but no one wants to do that. Here's the easier way...
On your calculator, press the "y=" button, (Make sure that your calculator is on "Seq" mode or "Sequence Mode".)
Your screen should look like this...
Then enter...
Then hit 2nd, Mode to exit to your main screen. Then enter u(110) (to enter u, press 2nd, 7 ) Press enter to get the 110th term which is 332.For Question 2 you multiply every number by 2 to get the next number, continue till you get the 21st term. To use your calculator, go back to your "y=" screen. Clear everything up except the nMin=1.
Then enter...
Now, go back to your main screen and enter u(21), then hit enter to get the 21st term which is 3145728.For the 3rd question, add the 1st and 2nd number to get the 3rd number, then add the 2nd and 3rd number to get the 4th number, and so on. This sequence is called the "Fibonacci sequence" where each number is the sum of the two preceding numbers.
To use your calculator, go to your "y=" screen. Clear everything up except the nMin=1.
Then enter...
Go back to your main screen and enter u(27), then hit enter to get the 27th term which is 196418.Then we moved on to another question...
On this question we are now looking for the "term".To answer this question without your calculator, Multiply each number by 2, then add 1 to the product. Do this until you end up with an answer of 1535.
But to use your calculator, go to your "y=" screen.
Then enter...
Then hit 2nd, Graph to get to the table. Scroll down till you end up with 1535.
So the term of 1535 in the sequence is 10.This is the end of my scribe post... The next scribe is Kristel. ~(_8^(])
Yesterday's Slides: May 30
The internet was down at the end of the day yesterday. Here are the slides ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Wednesday, May 30, 2007
Sequences
Hey guys im not quite finished because im a little confused on how to make this scribe. But i think its half of what we had learned and im going to fix it when i get home from tommorow.
BOB
We're at the end of another unit again! This unit was okay. At the beginning it was pretty easy to understand... until we applied what we learned into word problems. Some word problems are easier than others, but I always have a problem approaching the problem and not knowing what I need to look for. I think all I really need to do is read the problem very carefully and idenitify what is given to me and what I need to solve. Bu overall, I guess this unit was quite easy and quick. I just hope I do good on the test!!!
BoB, Ivy
Well.. my bob is late.....umm... periodic functions...is not really fun for me...but my understanding to this unit is 75% out of a 100 %. Some questions is pretty to understand..but some are not... let just say some of the vocabulary use in some questions is not in my level..hahaha..well i will try to understand it...i think i just need to break the questions in parts to understand it...with DABC...Well...wish you all luck..and i will my self too....
BOB
OMG, i can't believe that this is like the second last unit we are learning, whoa. Well anyways my thought about this unit is that it is a simple when you really understand what you are looking for. I think that the test is going to be kinda hard just becuase, the unit was rushed. I think that if their was a few more days and a few more expamples i would do fine, but the year is coming to an end and we still have 1 more unit to do. Periodic function is kinda easy just rememeber DABC.
Tuesday, May 29, 2007
Periodic Functions
Whoa!! I almost forgot I was the scribe for today. Anyways...here it is..In class , we worked on a periodic function problem as groups of 3 or 4. It took us a while to figure out this problem so we had spies from each group to see what the other groups had done. Here is a recap on the problem.
A tsunami(commonly called a "tidal wave" because its effect is rapid change in tide) is a fast-moving ocean wave caused by an underwater earthquake. The water first goes down form its normal level, then rises an equal distance above its normal level, and finally return ti its normal level. The period is about 15 minutes. Suppose that a tsunami with an amplitude of 10 metres approaches the pier at Honolulu, where the normal depth of the water is 9 metres.
For this problem we first need to construct a graph and fill in "DABC".
We do the same for the rest, place the minutes in place of x.
B) According to your model, what will be the minimum depth of the water? How do you interpret this answer in terms of what will happen in the real world?
A tsunami(commonly called a "tidal wave" because its effect is rapid change in tide) is a fast-moving ocean wave caused by an underwater earthquake. The water first goes down form its normal level, then rises an equal distance above its normal level, and finally return ti its normal level. The period is about 15 minutes. Suppose that a tsunami with an amplitude of 10 metres approaches the pier at Honolulu, where the normal depth of the water is 9 metres.
For this problem we first need to construct a graph and fill in "DABC".
This is how we start our graph. It stated that the normal depth of the water if 9 metres therefore it is the average value of function(sinusoidal axis). It is where our graph will start. We then add 10 metres to the sinusoidal axis since the amplitude is 10. It tell us how far to go from the sinusoidal axis. This will give us the maximum(19 metres). We then find the minimum by subtracting 10 from 9(-1).
We can now construct the graph. 
The graph first goes down since it is stated in the information that the water first goes down from its normal depth. This wave has an amplitude of 10(as stated earlier) therefore the wave goes down its minimum depth which is -1. It also says that it then goes back to its normal depth at the same equal time. Therefore we divide the whole period(which is 15 ) into 4 parts because it first goes down then up, then up again and finally down.
We can now find "DABC"
A= -10 ( amplitude. it is negative because the first movement of the wave is down)
B=2(pi)/15 ( determines the period , we place 15 because a period is every 15 mins)
C=0 (since the wave started at 0 minutes and at the sinusoidal axis, there is no horizontal shift)
D= 9 ( this tells us that the whole graph will move 9 metres up, it is the sinusoidal axis)
Now we can put these informations into an equation.
The amplitude
2 Pi(3.14) / 15 = o.42
The vertical shift\
A) Assuming that the depth of the wave varies sinusoidally with time as the tsunami passes, predict the depth of the water at the following times after the tsunami first reaches the pier.
i) 2 minutes ii) 4 minutes iii) 12 minutes
For this problem, we could just insert these times into the equation in place of x to determine the depth of the water. For example, this is the equation for 2 minutes:
We do the same for the rest, place the minutes in place of x.
B) According to your model, what will be the minimum depth of the water? How do you interpret this answer in terms of what will happen in the real world?
We can see the lowest depth of the water by looking at our graph. It is -1 since it is the lowest the wave can go. In the real world this is kind of confusing. How can the lowest depth be -1 , this would mean it digs under see bottom. Therefore we state it as , for lenght of time the wave is at its lowest, we can see the bottom.
C) The wavelenght of the water is the distance a crest of the wave travels in one period. It is also equal to the distance between two adjacent crests. If a tsunami travels at 800 kilometers per hour, what is the wavelenght?
For this question. it is stated that the the wave is traveling 800 km/h. In our graph, one period of the wave is 15 minutes. We found the answer for this question by cross multiply.
THE NEXT SCRIBE IS CHRIS A.!!!!
BOB
This unit was ok, just got to redo some of the questions to remeber.It was easy to to learn.sorry but i perfer personal finance lol , i just love it. I think this is easier than pre-cal ,cuz in precal u had to know sine and cos function but for applied it just sine. so yeha. good luck eveyrone. by3
BOB
...Well our unit of Periodic Functions is done, to me it went by extremely fast. It actually was a pretty short unit. I don't know I guess it was ok, but not my favorite. I missed a day of school which just happened to be a double class day which sucked, because when I came back we had one class and then the pretest. I'm not really comfortable with the material, which sucks but I guess I know the basics I like making the equations and I understand the basic graph stuff and mon, max and intersection etc. Hopefully everything comes together and all goes well. Good luck
-Britt<3
-Britt<3
BOB
Periodic functions was interesting.... Just when you think you have it, it hides in the back of your mind. Maybe that doesn't happen to you, but it does to me. ahahaha. This is going to be a tricky test for me. I get it, I've even participated in class withit, and the homework, but when it comes to talking about it after a nice long sleep, or if we get a break in between, it goes away. I hope i do well on the test though. Just look over the examples, and Jenn's really awesome slide, hehe. and. Bring my lucky rabbits foot, 'but not a real one, that is cruel!'
Good luck on the test!
Good luck on the test!
B o B
What I think about our unit Periodic Functions is that it's not so difficult compared to Probability and Statistics. I think that "DABC" is really important to remember on answering questions on this unit. We always have to start at D, or else we might get lost. The group works helped improve my understanding about periodic functions and I think I'm ready to take the test tomorrow.
Good Luck to everyone... ~(_8^(])
Good Luck to everyone... ~(_8^(])
BOB
The unit that we just finished about periodic functions is not that hard. We just have to read the questions carefully and understand what each value in the situation means. Just remember the word "DABC", like what Mr. K. said to help us remember. Mr. K. mentioned that quadratic equations are used in the real world, for example in tides, temparature, etc. which I found interesting. I think i am understanding the unit pretty well, and I hope I'll do good in the test tomorrow. =)
Today's Slides: May 29
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Monday, May 28, 2007
B.O.B
Its that time of the month again. Im pretty sure our class has a good understanding of this unit on Periodic functions. This unit was pretty easy I guess. Its just a matter of knowing which goes where and the word that helps us in "DABC"(dabic). Wait a moment, was'nt Mr K asking us if we were ready for this test. I never got the chance to ask if our test is really tomorow....Anyways good luck!!
BOB
The periodic test is tommorow and i think im ready for it. This unit is the 2nd easiest unit, matrices being 1st. This unit was not too hard and not too easy to understand and learn. I dont think i would forget the word "DBAC" during the test since i think its a funny word, so that wont be a worry. Well anyways.. lets pass this test shall we?? =)
BOB
Soo our periodic test is tomorrow! This units okay. It's hard and easy at the same time. I think this unit is the easiest out of all the units we did. anyway i hope i pass this test! =\ heheh.
Today's Slides: May 28
The slides from our afternoon class, the pre-test, were unfortunately lost due to human error (mine -- sorry) at the end of the day.
Here the are the others ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Here the are the others ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
May 28
Today was a double period:
First period we reviewed for our test by doing some problems in groups. Question 1 as shown in the slides introduced some words that i have never heard of. First of all there were the words Perigee and Apogree;
Perigee means the closest point to something.
Apogree means the furthest point from something.
The first question asked "How does it take for the spaceship to go around the earth."
First period we reviewed for our test by doing some problems in groups. Question 1 as shown in the slides introduced some words that i have never heard of. First of all there were the words Perigee and Apogree;
Perigee means the closest point to something.
Apogree means the furthest point from something.
The equation given to answer the first question was
The first question asked "How does it take for the spaceship to go around the earth."- To answer this you are trying to find the period or (B)
- The next question was "What are the distances at the Perigree and the Apogree?"
To find the distance for the Perigree you take D-A or 550-450 = 100
To find the distance for the Apogree you take D+A or 550+450 = 1000
Question 2 is explained in the slides posted from today.
Period 2
We did our per-test.
The test is on Wednesday people and we start our final unit tomorrow.
The next scribe is Jowell.
Scribe, May 23,24 and 25
Hello everyone sorry I forgot I was scribe I know bad, this will be the scribe for Wednesday, May 23, Thursday May24 and Friday May 25.
On May 23 and 24 we got two booklets in which we were supposed to work on independently for a new unit of Design and measurement. Basically the whole unit was summarized in these two booklets but Mr.K wasn't there and we had kind of a hard time recalling this methods because it's been so long.
On Friday, when Mr K came back there was really no talk about the unit we had done while he was away. He started off by reviewing what we had done so far in periodic functions ( the slides from the past classes) and reminded us that our exam was only about 19 days away.
In slide 1 we looked at putting all the information we had done so far to a problem.
Sorry I'll finish up later my pictures don't want to work
The next scribe Is........I think were starting a new cycle
On May 23 and 24 we got two booklets in which we were supposed to work on independently for a new unit of Design and measurement. Basically the whole unit was summarized in these two booklets but Mr.K wasn't there and we had kind of a hard time recalling this methods because it's been so long.
On Friday, when Mr K came back there was really no talk about the unit we had done while he was away. He started off by reviewing what we had done so far in periodic functions ( the slides from the past classes) and reminded us that our exam was only about 19 days away.
In slide 1 we looked at putting all the information we had done so far to a problem.
Sorry I'll finish up later my pictures don't want to work
The next scribe Is........I think were starting a new cycle
Friday, May 25, 2007
Today's Slides: May 25
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Tuesday, May 22, 2007
Today's Slides: May 22
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Thursday, May 17, 2007
Periodic Functions
Bahahaha, I'm scribe again. Here's my post. It almost looks like Mr. K's slides from class! Hahaha =)
OHHH and the next scribe is TENNYSON!
OHHH and the next scribe is TENNYSON!
Today's Slides: May 17
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Wednesday, May 16, 2007
Today's Slides: May 16
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Tuesday, May 15, 2007
Scribe
sorry if i don't cover everything in today's scribe. I'm having problems with my computer and had no idea was scribe for today.
OK so today was the first day of our Periodic Functions unit.
To day we looked at the circle, and why there are 360° in a circle. The reason is that 360° is divisible by many numbers, and ever though measuring a circle with 400° may be easier, it cant be divided by as many numbers as 360°.
let me show you (note this symbol † mean divisible by )
360°† 1, 2, 3, 4, 5, 6, 10, 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 77, 90, 120, 180, 360
400°† 1, 2, 4, 5, 8, 10, 16, 20, 25, 40, 50, 80, 100, 200, 400
as you can see, 360 is divisible by a lot more numbers
Next we learned that we measure a certain way, and even though measuring in Jhay-Ar's sounds kinda cool, not everyone knows what it is. So we use radians.
If you take the radius of a circle and measure it around the circumference of half a circle you will notice that it fits exactly the number of π around the half circle. 3.145 .....
This is a radian measurement
it is usually expressed π/ x
half of a circle is 180°.
180° degrees = Ï€
That is why we measure in π. π can also translate into degrees on a circle.
For example
Ï€/2 is half of the circle and since 180° = Ï€ then 180/2 is 90° which is half of a circle
Ï€/3 is one third of a circle, 180° = Ï€ then 180°/3 is 60°
Ï€/4 is one quarter of the circle there fore 180°/4 is 45°
Ï€/x is a radian measurement
but what about degrees higher than 90°?
lets try
2Ï€/3
well since 180°=Ï€ we can substitute Ï€ with 180 °
2(280°)/3
2(60°)
120°
the degree is 120°
Here is the diagram. from the slides
OK we in the after noon we were given questions and equations
the equation that we were given was
R/Ï€ =D/180°
r represents Radian
π represents π
D represents Degree and
180° represents 180 °
Ï€ still = 180°
So the first question we were given was
Find 250° in radians
we solved like this...
r/Ï€ = d/180°
r/Ï€=250°/180°
180°r/180° = 250°Ï€/180°
simplify to r=25Ï€/18°
so we just plugged the degree into the right place and crossed multiplied and then simplified
Next Find 3Ï€/8 in degrees
The class solved it this way
d/180°= 3Ï€/8/Ï€
Ï€d/Ï€=180° (3Ï€/8)/Ï€
d=180°(3Ï€/8)/Ï€
d=67.5°
now to me this is a bit much, because of the complex fraction ( a fraction within a fraction ) that and fractions make me angry.
So the way i did it was...
if Ï€ is equal to 180° degrees then replace Ï€ with 180°
3(180°)/8
3(22.5°)
=67.5°
Both ways are correct, being the lazy person i am, i found a short cut. It just turned out to be a good one, he he.
we also learned what a periodic is. A periodic is something that repeats a rhythm, or a patter. Like the clock, the second hand on a clock will reach its lowest point ( at the 6 ) say now, and reach its highest point (at the 12 ) 30 seconds from now, and then its lowest 30 seconds from then, then reach its lowest point 30 seconds from then and so on and so on. and it never stops. The same thing with the minute hand, excepts its in minutes. and again with the hour hand, except it takes hours. the same thing can be said about a planet, or its moon. It reaches its maximum high at one point and then its minimum point another time and so on. You can find periodical patterns like this everywhere. In a heart beat, seasons, ocean tides, nature and so much more.
We learned this so we could start our homework assignment, the sine curve (graph) thing. Its a hand out so if you didn't get it, ask Mr.K for it.
We leads me to the end of class. Just after the bell we watched a Math parody rap. Called "whatcha no 'bout math". It was kinda funny, i liked it. I wont link it, but of you want to watch it youtube search "whatcha know 'bout math"
hasta luego.
By the way i think I'm the last one on this cycle so there for a new cycle must begin. I suppose ( and if I'm right I'm not sure ... ) the next scribe will be.... mm mm
☺☺☺CRIS_JOHN ☺☺☺
(extra note the ☺ code ALT+1 , if you didn't know)
OK so today was the first day of our Periodic Functions unit.
To day we looked at the circle, and why there are 360° in a circle. The reason is that 360° is divisible by many numbers, and ever though measuring a circle with 400° may be easier, it cant be divided by as many numbers as 360°.
let me show you (note this symbol † mean divisible by )
360°† 1, 2, 3, 4, 5, 6, 10, 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 77, 90, 120, 180, 360
400°† 1, 2, 4, 5, 8, 10, 16, 20, 25, 40, 50, 80, 100, 200, 400
as you can see, 360 is divisible by a lot more numbers
Next we learned that we measure a certain way, and even though measuring in Jhay-Ar's sounds kinda cool, not everyone knows what it is. So we use radians.
If you take the radius of a circle and measure it around the circumference of half a circle you will notice that it fits exactly the number of π around the half circle. 3.145 .....
This is a radian measurement
it is usually expressed π/ x
half of a circle is 180°.
180° degrees = Ï€
That is why we measure in π. π can also translate into degrees on a circle.
For example
Ï€/2 is half of the circle and since 180° = Ï€ then 180/2 is 90° which is half of a circle
Ï€/3 is one third of a circle, 180° = Ï€ then 180°/3 is 60°
Ï€/4 is one quarter of the circle there fore 180°/4 is 45°
Ï€/x is a radian measurement
but what about degrees higher than 90°?
lets try
2Ï€/3
well since 180°=Ï€ we can substitute Ï€ with 180 °
2(280°)/3
2(60°)
120°
the degree is 120°
Here is the diagram. from the slides
OK we in the after noon we were given questions and equations
the equation that we were given was
R/Ï€ =D/180°
r represents Radian
π represents π
D represents Degree and
180° represents 180 °
Ï€ still = 180°
So the first question we were given was
Find 250° in radians
we solved like this...
r/Ï€ = d/180°
r/Ï€=250°/180°
180°r/180° = 250°Ï€/180°
simplify to r=25Ï€/18°
so we just plugged the degree into the right place and crossed multiplied and then simplified
Next Find 3Ï€/8 in degrees
The class solved it this way
d/180°= 3Ï€/8/Ï€
Ï€d/Ï€=180° (3Ï€/8)/Ï€
d=180°(3Ï€/8)/Ï€
d=67.5°
now to me this is a bit much, because of the complex fraction ( a fraction within a fraction ) that and fractions make me angry.
So the way i did it was...
if Ï€ is equal to 180° degrees then replace Ï€ with 180°
3(180°)/8
3(22.5°)
=67.5°
Both ways are correct, being the lazy person i am, i found a short cut. It just turned out to be a good one, he he.
we also learned what a periodic is. A periodic is something that repeats a rhythm, or a patter. Like the clock, the second hand on a clock will reach its lowest point ( at the 6 ) say now, and reach its highest point (at the 12 ) 30 seconds from now, and then its lowest 30 seconds from then, then reach its lowest point 30 seconds from then and so on and so on. and it never stops. The same thing with the minute hand, excepts its in minutes. and again with the hour hand, except it takes hours. the same thing can be said about a planet, or its moon. It reaches its maximum high at one point and then its minimum point another time and so on. You can find periodical patterns like this everywhere. In a heart beat, seasons, ocean tides, nature and so much more.
We learned this so we could start our homework assignment, the sine curve (graph) thing. Its a hand out so if you didn't get it, ask Mr.K for it.
We leads me to the end of class. Just after the bell we watched a Math parody rap. Called "whatcha no 'bout math". It was kinda funny, i liked it. I wont link it, but of you want to watch it youtube search "whatcha know 'bout math"
hasta luego.
By the way i think I'm the last one on this cycle so there for a new cycle must begin. I suppose ( and if I'm right I'm not sure ... ) the next scribe will be.... mm mm
☺☺☺CRIS_JOHN ☺☺☺
(extra note the ☺ code ALT+1 , if you didn't know)
Today's Slides: May 15
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Monday, May 14, 2007
BOB
Personal finance is not a hard unit. We just have to read and understand the problems. This unit helped me learnned about the real world for example, in buying a car or house, or if buying is better than renting, etc. It gave me idea on what to do in the future if I'm in the same situation in the problems that we did in class. I think know what to do. I didn't have that much difficulty during this unit. Hope I did good... =/
bOb
Personal Finance_____one of the easiest unit that i've encountered....all you have to do is to read the question carefully and do a little thinking to solve the problem and i've also learned lots of things on this unit like the difference of buying and leasing a car, advantages and disadvantages and the mortage in buying a house and the most interesting part that I liked on this unit is on how you going to retire a millionaire.....
B o B
Personal Finance is almost finished. I really learned a lot of things from this unit that I could use in the real world. It helped me understand many things I didn't knew before, like the difference between leasing and buying a car, and mortgage. I also learned how to retire a millionaire...
Well, our 2 questions test is today, I just hope it's not too long and confusing...Good Luck! ~(_8^(])
Well, our 2 questions test is today, I just hope it's not too long and confusing...Good Luck! ~(_8^(])
BOB
PERSONAL FINANCE.... Was fun. It was one of the easiest units for me. I think. It was pretty much straight forward. All you have to do is read and think, read and think... READ AND THINK! ahaha. I really liked it, and i learned how to become a millionare if i live to be 60 ( i say if cause of cancers and other things that, yea ) . I hope i do really well on the test. The only thing im not looking forward to is the questions being long. Super long. GOOD LUCK EVERYONE!
Bob
Well we have reached another time for blogging. This unit went by pretty fast and even though there was a lot packed into it, it wasn't that hard. I think if you read the questions carefully then you should have no problem finding the answers. I think the mortgage part of this unit was the hardest because out of one mortgage question you could be asked to answer anything we have learned. Good luck to everyone on the mini test today.
B.O.B
Its our test today and i don't know if im ready. Maybe, maybe not. Our personal finance unit was interesting. We learned many thing about saving money to buying houses. I seriously did not know the things connected with buying a house before. What can i say, this unit was pretty interesting. It also got me thinking about what Mr K always mentioned to us about saving our money now and becoming a millionaire in the future. I hope this test is easy because its worth like 1000! marks whoa..Well, good luck everyone!
BOB
hey everyone, so it is the day of the test, i think it is going to be fun. I thought that this until was really fun to do. Not saying that I got evey question right, I'm saying that it is fun becuase you can acutally use what you learned from this unit in the future. I think that everyone is going to do good on the test, like hello you are allowed to bring in a cheat sheet. So Good Luck everyone, and make sure that what is on your cheat sheet is useful, dont fill it up with non sence it will just make it harder to understand.
BOB
Hello! Well I think with this unit, I had some bad times and some good times. Hehe. Mortage, buying, and renting a house was my favorite things to work on. Leasing and buying a car, I didn't like that very much. And I don't have a very good reason to why I don't like the buying/leasing cars questions. Even though the mortage questions are LONG, like omg, it's still kind of fun to do! But there are still moments where I don't know how to approach a part of a question. But I hope that I'll do good on this "test". Goodluck everyone. Hahah 2 questions that are worth 1000 marks sounds scary!!!!! =)
BOB on Personal Finance
Well, well, Personal Finance is almost over! I feel okay with this unit since I kind of did good on our quiz last friday. I think I just need to read the question carefully because sometimes I go too far for my answer when I actually don't need to do that, for short MISUNDERSTANDING THE QUESTION. Hopefully I will not do that on our test, because if I did! I'm going to beat up myself! I just really hate it when it comes to a long problem solving, and those sentences that can really twist my brain. Atleast in this unit I learned about financing now I'm pretty confident to buy a car, house, our anything else that relates about finance, because right about now I know what to do and no bank can fool me.
Sunday, May 13, 2007
Food For Thought
Watch this. It's only about a minute long. You really need to see this ... really ...
Research Assistants
How are Research Assistants Chosen?
Choosing to be a Research Assistant is entirely voluntary ... but if you do it you can get a bonus mark on the unit test for each unit you undertake to act as Research Assistant. A maximum of one bonus mark is available for each student that publishes as Research Assistant.
IMPORTANT: There can only be one Research Assistant for each scribe post.
What Does a Research Assistant Do?
The Research Assistant must search the internet to find a minimum of two links in support of one of our daily scribes.
(a) One link must be to a site that reviews the content we have been studying in class as described in the scribe post for which you are acting as Research Assistant.
(b) One link must be to a site that has one or more interactive quizzes (self correcting) that deals with the specific content covered by the scribe post for which you are acting as Research Assistant.
(c) The links you find cannot have been published by any previous Research Assistant.
(d) Tag your post with i) your name, ii) the unit ii) Research Assistant.
How Do I Know What Previous Research Assistants Have Done?
Below is a list of the units and Research Assistants to date. This list will be updated as each Research Assistant posts the results of their research. Each Research Assistant's name is linked to the post they made with the links they found. This post is your "one stop shop" to find out what has gone before and learn/review when you need it.
The Research Assistants List
Conics
MrSiwWy
Photo source: HoP Mad Science Fair: Jon and Natalie
wow i really enjoy this unit Personal Finance. Love this alot. I did bad on the quiz but didn't expect to do bad, but i've learn what is coming next. Just got read more clearly next time. i kind of picture myself doing Personal Finance for a living , i don't know just like the whole solution thing. well good luck guyz for the so Called " 1000 mark" test or assignment. lol by3
Saturday, May 12, 2007
Personal Finance, May 11
Hello everyone. Well on Friday we had two classes! In the first class we worked on a quiz, and went over the answers. I'll take the slides and elaborate on some of the stuff that might be hard to understand, since there is only an image and no explanation.
So this was the first question on the quiz:
So for part A, it's simple. Just use the TVM solver. But the sneaky part is with the down payment. Be sure to subtract $4000 from the total price of the new car. The value that you get will be your [Present Value], then [Alpha][Solve] to get the monthly payment.
For part B, it's just as simple. the monthly payment for rent is $325, and she rents for 3 years. (you multiply 325x36=11700). Then you have to read carefully because it says that she wants to purchase the car afterwards, and that will cost $8000. So you just add the $8000 to $11700.
For part C, they are asking which is the better deal. To figure that out take the monthly payments of buying, and multiply that by 36, then you must remember to add the $4000 down payment. That will give you the TOTAL AMOUNT PAID FOR BUYING THE HOUSE. Since there are no down payments to renting the answer you got in part B is the TOTAL AMOUNT PAID FOR RENTING. Then you compare the total costs, and the smaller value is always the best one! And subtract them from each other to find how much she saved.
And the second question...
We wanted to find out how much her tractor will be worth after 6 years. There are a few ways that you can approach this question.
One way, which is the hard way, is to multiply $60000 by 8% and subtract that answer from $60000, then take that result and multiply it by 8%, then subtract again.
The second way that you can do this question is just multiply $60000 by 92% (because the tractor depreciates by 8% which means that you're KEEPING 92%), and just multiply that for every year, until six years.
The third way, you can do this question is by taking $60000 and multiply it by 92%, but then remember to raise it to the power of 6, since you want to know how much it is worth after 6 years.
And the next question...
This question was pretty straight forward. It gives you the monthly payment ($500), the interest rate (4%), how many times it's compounded (12), and it tells you when he makes payments (at the beginning of every three months, which is 4 times a year).
Just put it into your TVM solver, but the tricky part is when they say " at the BEGINNING of every 3 months". Look at where it says "PMT: END BEGIN" on the TVM solver. You have to put it on BEGIN in order to get the right answer!
AFTER THE QUIZ.. we went back to the question we worked on the previous day.
THIS WAS ALL OF OUR INFORMATION FROM THE QUESTION.
Then we worked on part D
So after 10 years, the value of the house is worth $60949.72. You multiply the value of the home by the percent that it appreciates, so that's 50000(1.02), then raise it to the power of ten because you want to know how much its worth after 10 years. To get the taxes multiply it by 0.015 because the question said that the taxes are 1.5% of the market value.
For renting, its just the monthly payments multiplied by how much it appreciates each month. In this case, the monthly payments are 525, and it is appreciating by 3%.
And to get the TOTAL ANNUAL PAYMENT after 10 years, if you are buying the house, you take the monthly payments, which we found in part a, and you multiply it by 12 (one year) then ADD the taxes. and you get $5885.01
And if you are renting, just multiply how much renting costs after 10 years which we got earlier, and multiply it by 12. and you get $8466.72
PART E asked:
They might want to rent instead of buy, even though it is more expensive because of the following reasons:
- when buying, the heating, hydro, electricity, and other expenses were not yet included. So that would mean more money for more expenses. Where as in renting you already have the heating and hydro, etc included in those monthly payments. - the family would probably rent, depending on their financial situation as well. They probably don't have the money up front to pay for the down payment if they wanted to buy a house.
AFTER THAT QUESTION, we moved on to another long question
But it wasn't all that bad. Here are the answers and explanations:
AND THAT IS ALL!!! Tomorrow is our "test". Two questions that are worth 1000 MARKS! Goodluck guys. See you tomorrow!
And the next scribe will be.... NAYDIA!!!!
So this was the first question on the quiz:
So for part A, it's simple. Just use the TVM solver. But the sneaky part is with the down payment. Be sure to subtract $4000 from the total price of the new car. The value that you get will be your [Present Value], then [Alpha][Solve] to get the monthly payment.
For part B, it's just as simple. the monthly payment for rent is $325, and she rents for 3 years. (you multiply 325x36=11700). Then you have to read carefully because it says that she wants to purchase the car afterwards, and that will cost $8000. So you just add the $8000 to $11700.
For part C, they are asking which is the better deal. To figure that out take the monthly payments of buying, and multiply that by 36, then you must remember to add the $4000 down payment. That will give you the TOTAL AMOUNT PAID FOR BUYING THE HOUSE. Since there are no down payments to renting the answer you got in part B is the TOTAL AMOUNT PAID FOR RENTING. Then you compare the total costs, and the smaller value is always the best one! And subtract them from each other to find how much she saved.
And the second question...
We wanted to find out how much her tractor will be worth after 6 years. There are a few ways that you can approach this question.
One way, which is the hard way, is to multiply $60000 by 8% and subtract that answer from $60000, then take that result and multiply it by 8%, then subtract again.
The second way that you can do this question is just multiply $60000 by 92% (because the tractor depreciates by 8% which means that you're KEEPING 92%), and just multiply that for every year, until six years.
The third way, you can do this question is by taking $60000 and multiply it by 92%, but then remember to raise it to the power of 6, since you want to know how much it is worth after 6 years.
And the next question...
This question was pretty straight forward. It gives you the monthly payment ($500), the interest rate (4%), how many times it's compounded (12), and it tells you when he makes payments (at the beginning of every three months, which is 4 times a year).
Just put it into your TVM solver, but the tricky part is when they say " at the BEGINNING of every 3 months". Look at where it says "PMT: END BEGIN" on the TVM solver. You have to put it on BEGIN in order to get the right answer!
AFTER THE QUIZ.. we went back to the question we worked on the previous day.
THIS WAS ALL OF OUR INFORMATION FROM THE QUESTION.
Then we worked on part D
So after 10 years, the value of the house is worth $60949.72. You multiply the value of the home by the percent that it appreciates, so that's 50000(1.02), then raise it to the power of ten because you want to know how much its worth after 10 years. To get the taxes multiply it by 0.015 because the question said that the taxes are 1.5% of the market value.
For renting, its just the monthly payments multiplied by how much it appreciates each month. In this case, the monthly payments are 525, and it is appreciating by 3%.
And to get the TOTAL ANNUAL PAYMENT after 10 years, if you are buying the house, you take the monthly payments, which we found in part a, and you multiply it by 12 (one year) then ADD the taxes. and you get $5885.01
And if you are renting, just multiply how much renting costs after 10 years which we got earlier, and multiply it by 12. and you get $8466.72
PART E asked:
They might want to rent instead of buy, even though it is more expensive because of the following reasons:
- when buying, the heating, hydro, electricity, and other expenses were not yet included. So that would mean more money for more expenses. Where as in renting you already have the heating and hydro, etc included in those monthly payments. - the family would probably rent, depending on their financial situation as well. They probably don't have the money up front to pay for the down payment if they wanted to buy a house.
AFTER THAT QUESTION, we moved on to another long question
But it wasn't all that bad. Here are the answers and explanations:
AND THAT IS ALL!!! Tomorrow is our "test". Two questions that are worth 1000 MARKS! Goodluck guys. See you tomorrow!
And the next scribe will be.... NAYDIA!!!!
Friday, May 11, 2007
Today's Slides: May 11
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Thursday, May 10, 2007
Personal Finance
This is my post for today and i wrote most of the answers for the questions but i did not know that my computer was still like this so, you guys can check the slides.
I wrote down the meaning of Equity when Mr. K was talking.
Equity is a fraction of the house you own and and it never loses its value.
Sorry but i am getting in trouble for being on the computer this late so for the questions just check the slides because we had to find the appreciating value of the mortgage and had to find the differences of renting and a mortgage so i have to go.
The next scribe is..... Jennifer.
I wrote down the meaning of Equity when Mr. K was talking.
Equity is a fraction of the house you own and and it never loses its value.
Sorry but i am getting in trouble for being on the computer this late so for the questions just check the slides because we had to find the appreciating value of the mortgage and had to find the differences of renting and a mortgage so i have to go.
The next scribe is..... Jennifer.
Personal Finance
Hi everyone i am sorry that i haven't been blogging properly for stupid reasons. I cant get the pictures with my computer because it's still not working that great.
Yesterday we worked on a couple of questions and i am still a bit confused but i am getting there.
We had to find monthly payments, total mortgage, total interest, and total savings.
An example of the questions is this and i am sorry i cant get the slides to show up on my computer.
to find the monthly payment of the question, the 25 years of mortgage was turned into months by:
multiplying the # of years by the # of months in a year and it gives you 300 but that is still not finding the monthly payments amount so, we put this in the calculator:
N=300
I%=7
PV=121000 because this is the mortgage that they will require.
PMT=-847.50 because you need it at 0 so you can get this answer and this is the monthly payment.
P/Y= 12
C/Y= 2
To get the total mortgage after 15 years you take the monthly payment and multiply it by the # of months so: $847.50 x 300 and you get $254250.00 as the total mortgage after 15 years.
to get the total interest you take the total mortgage and subtract it by the mortgage they require so: $254250.00 - $121000 and you get $133250.00 as the total interest you will have to pay. Then to get the total saving of the other years from part a you find the difference between the two so you take $133250.00 - the answer from part a and it equals $5628 as the total savings.
Yesterday we worked on a couple of questions and i am still a bit confused but i am getting there.
We had to find monthly payments, total mortgage, total interest, and total savings.
An example of the questions is this and i am sorry i cant get the slides to show up on my computer.
to find the monthly payment of the question, the 25 years of mortgage was turned into months by:
multiplying the # of years by the # of months in a year and it gives you 300 but that is still not finding the monthly payments amount so, we put this in the calculator:
N=300
I%=7
PV=121000 because this is the mortgage that they will require.
PMT=-847.50 because you need it at 0 so you can get this answer and this is the monthly payment.
P/Y= 12
C/Y= 2
To get the total mortgage after 15 years you take the monthly payment and multiply it by the # of months so: $847.50 x 300 and you get $254250.00 as the total mortgage after 15 years.
to get the total interest you take the total mortgage and subtract it by the mortgage they require so: $254250.00 - $121000 and you get $133250.00 as the total interest you will have to pay. Then to get the total saving of the other years from part a you find the difference between the two so you take $133250.00 - the answer from part a and it equals $5628 as the total savings.
Today's Slides: May 10
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Wednesday, May 9, 2007
Today's Slides: May 9
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
and here are the slides from the afternoon class ... without your work on them yet ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
and here are the slides from the afternoon class ... without your work on them yet ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Tuesday, May 8, 2007
May 8, 2007
In today's class, we formed five groups and solved problems together about purchasing a home for us to understand the things that we were not clear of and to allow others our ideas on how to solve that certain problem.
This was the first problem that we worked on in our groups...
First, list all the additional expenses that the Dirkson family had in purchasing a home.
Appraisal $ 125.00
Survey $ 300.00
Insurance $ 325.00
Taxes -> (2125/12) * 7 = $ 1,239.58
Dry wall -> (650/2) = $ 325.00
Washer & Dryer $ 920.00
Moving Expenses $ 320.00
Legal Fees $ 965.00
Morting $ 1,437.50
Total Cost $ 5,957.08 -> The total cost the Dirkson family had in purchasing a home.
The next problem was...
- To calculate the monthly payment, we can use the Finance Application in our TI-83 calculator, having N=300 which is 12 * 25, 7.25% as the interest rate, $121,000 as your principal value, and the compounding periods per year is 2 because it's Canadian Mortgage, then find the amount of payment every month. The monthly payment is $866.26.
- Multiply the monthly payment to the total number of payments for 25 years.
$866.26 * 300 = $259,878 -> This is the total amount paid for the mortgage.
- To find the total amount of interest paid when mortgage is repaid, subtract the mortgage from the total amount paid for the mortgage.
$259,878 - $121,000 = $138,878
- To determine the monthly payment, we can again use our calculator. and the monthly payment is $948.52.
- The total amount paid for the mortgage is calculated by multiplying the amount of monthly payment to 240 which is the product of 12 * 20. The total amount is $227,644.80.
- The total amount of the interest paid is $106,644.80. we got this by subtracting the required mortgage from the total amount of mortgage.
- By repaying the mortgage in 20 years instead of 25 years, the Jamison family saves $32,233.20.
The next scribe is Chris...
Today's Slides: May 8
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Monday, May 7, 2007
Today's Slides: May 7
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Friday, May 4, 2007
Personal Finance
Hey, here is the blog for friday, May 4, sorry it took so long.
The next scribe will be...
Kyle
The next scribe will be...
Kyle
Today's Slides: May 4
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Personal Finance; May 3rd, 2007
FIRST THING WE DID.
The problem that we didn't finish on wednesday is at the bottom picture.
Explaination (Wednesday's Left over question)
If your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.
The main question is how much money she will have after her 60th birthday if she's going to start investing money at her 18 years of age. So basically if the question is base about the future you are looking for the FUTURE VALUE. In this problem you will need your TI-83/TI-83 plus go to your TVM_SOLVER.
For " N " = N stands for how many payments Kandi will make. So since she's investing at her age 18 to 60, we basically do the math. We will subract 18 to 60 and the answer will be multiply by 12 since she's doing the payment per month and it gives us 504.
For " I% " = this symbol stands for interest rate. It says the interest is 7.5% and you don't even need to do the math.
For " PV" = means present value. We don't have any present value she just started so 0 ZERO.
For "PMT" = means payment. It says the payment that she's going to make is $ 20/month. So we put 20.
For "P/Y & C/Y" = means payment per year and compounded per year. In this problem it says she's doing the payment per month and compounded monthly so we put 12 in each. REMEMBER THEY ARE NOT ALWAYS THE SAME IN EVERY PROBLEM. ADVICE TO READ IT CAREFULLY.
For "FV" = means the future value. This is what we need to know to solve click [ALPA] [SOLVE].
For answering the question always write it in a sentence OR MR. K WILL NOT ACCEPT YOUR ANSWER!!!
PROBLEM 1 on THURS. May 3rd, 2007.
Explaination
If your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.
Explaination
If your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.
The question ask us the total repaying of the loan and the interest. In this situation we need our TVM_Solver again!!
"N" = it's already ready for us. N is 24 because determining the monthly payment of repaying the loan with in 2 years.
"I%" = up there the interest is 8.9%.
"PV" = now our PV is not 0 because that's the present value that we are about to look for the monthly payment. So we go put the $8,250 loan.
"P/Y & C/Y" = it's 12 because it says compounded monthly and we need to pay the loan monthly.
"PMT" = NOW!!! we are going to [ALPA] [SOLVE] and the answer is $376.52.
so we are going to multiply 376.52 x 24 and it gives us $9,036.48 for the total of repaying the loan with in 2 years.
the interest is 9,036.48 - 8,250 and it gives us 786.48. So 746.48 is the total interest of the loan for 2 years.
wow.. it's almost 4 hours now and still!!!! my blog is not finish!!!!! sorry sorry for inconvinience the other scribe posts of mine will be also completed soon.
WE ALL KNOW JUSTINE IS THE NEXT SCRIBE.
The problem that we didn't finish on wednesday is at the bottom picture.
Explaination (Wednesday's Left over question)
If your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.
The main question is how much money she will have after her 60th birthday if she's going to start investing money at her 18 years of age. So basically if the question is base about the future you are looking for the FUTURE VALUE. In this problem you will need your TI-83/TI-83 plus go to your TVM_SOLVER.
For " N " = N stands for how many payments Kandi will make. So since she's investing at her age 18 to 60, we basically do the math. We will subract 18 to 60 and the answer will be multiply by 12 since she's doing the payment per month and it gives us 504.
For " I% " = this symbol stands for interest rate. It says the interest is 7.5% and you don't even need to do the math.
For " PV" = means present value. We don't have any present value she just started so 0 ZERO.
For "PMT" = means payment. It says the payment that she's going to make is $ 20/month. So we put 20.
For "P/Y & C/Y" = means payment per year and compounded per year. In this problem it says she's doing the payment per month and compounded monthly so we put 12 in each. REMEMBER THEY ARE NOT ALWAYS THE SAME IN EVERY PROBLEM. ADVICE TO READ IT CAREFULLY.
For "FV" = means the future value. This is what we need to know to solve click [ALPA] [SOLVE].
For answering the question always write it in a sentence OR MR. K WILL NOT ACCEPT YOUR ANSWER!!!
PROBLEM 1 on THURS. May 3rd, 2007.
ExplainationIf your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.
For this question we don't even need to use our TVM_Solver. The question ask us how much he will need to pay. If he is going to trade his dodge with a new car. Actually I THINK THERE IS AN ERROR answer on top, because on friday we talked about having the taxes before deducting the down payment or trading.
So it suppose to be $ 22,500 x 1.13(PST&GST) since it's a new car and it gives us $ 25,425. Then $ 25,425 - $ 3,500(his dodge) and it gives us $ 21,925.
Mr. K also talked about Depreciating and Uppreciating. Cars are usually depreciating in 20% every year.
Depreciating - means decreasing of a car's value.
Uppreciating - mean increasing of a car's value.
Right after he explained it to us he asked us question.
What is the value of Jeff's car if it is depreciating with in 5 years?
If depreciating we keep the 80% and we loose 20%. In this question we will multiply 22,500 x .80 and it gives us 18,000. Do this four more times and it gives us $ 7,372.80.
ANOTHER QUESTION!
ExplainationIf your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.
The question ask us the total repaying of the loan and the interest. In this situation we need our TVM_Solver again!!
"N" = it's already ready for us. N is 24 because determining the monthly payment of repaying the loan with in 2 years.
"I%" = up there the interest is 8.9%.
"PV" = now our PV is not 0 because that's the present value that we are about to look for the monthly payment. So we go put the $8,250 loan.
"P/Y & C/Y" = it's 12 because it says compounded monthly and we need to pay the loan monthly.
"PMT" = NOW!!! we are going to [ALPA] [SOLVE] and the answer is $376.52.
so we are going to multiply 376.52 x 24 and it gives us $9,036.48 for the total of repaying the loan with in 2 years.
the interest is 9,036.48 - 8,250 and it gives us 786.48. So 746.48 is the total interest of the loan for 2 years.
wow.. it's almost 4 hours now and still!!!! my blog is not finish!!!!! sorry sorry for inconvinience the other scribe posts of mine will be also completed soon.
WE ALL KNOW JUSTINE IS THE NEXT SCRIBE.
Thursday, May 3, 2007
Today's Slides: May 3
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Wednesday, May 2, 2007
BOB
Sorry my BOB is late also, it's because of the trip. Oh, and sorry i haven't been to class yet. I've been feeling really sick since we got back from our trip to Banff =| But i'll be coming back to school soon x)
So, anyway about vectors. I thought that was pretty easy at first, the rules and stuff were simple. But when the rules of moving vectors were allowed, I really didn't understand where to put the vectors or where it was suitable to put the vectors. But i'm so glad that we're done with vectors to tell you the truth. Well, i'm not, I still have to do the test x( That's okay. I'm so glad we're doing Personal Finance x) Yay! Okay, see you guys soon!
So, anyway about vectors. I thought that was pretty easy at first, the rules and stuff were simple. But when the rules of moving vectors were allowed, I really didn't understand where to put the vectors or where it was suitable to put the vectors. But i'm so glad that we're done with vectors to tell you the truth. Well, i'm not, I still have to do the test x( That's okay. I'm so glad we're doing Personal Finance x) Yay! Okay, see you guys soon!
BOB
Sorry, my BOB is late because of our trip...
The last unit that we learned was about vectors. This topic is not new to me because i have learned it in my physics class. I didn't have much difficulty in this lesson because of its introduction in physics which have problems more complicated than those that we had. I now have a much better understanding of vectors. Some of us in class had a hard time understanding on how to tell the direction of the vectors, but we all helped each other if we don't get a problem. I think i don't have any difficulties in this unit because in problem solving, you just have to read and understand the question word for word. I'll ask Mr. K. if I can write the test tomorrow and I hope I get a good mark in it. ;-)
The last unit that we learned was about vectors. This topic is not new to me because i have learned it in my physics class. I didn't have much difficulty in this lesson because of its introduction in physics which have problems more complicated than those that we had. I now have a much better understanding of vectors. Some of us in class had a hard time understanding on how to tell the direction of the vectors, but we all helped each other if we don't get a problem. I think i don't have any difficulties in this unit because in problem solving, you just have to read and understand the question word for word. I'll ask Mr. K. if I can write the test tomorrow and I hope I get a good mark in it. ;-)
Personal finance
Today ,at math class, we were spreaded in groups of three and four.
On the smart Board there were some practice questions
here they're:
Question #1
Q1
Question #2
Q2
Then Mr.k was explaining about Calculate the Effective Interest Rate.
He given us an example question.
Question#3
Q3
Then we talked about credit card , and how much money they take off.
When using a credit card, us it as money you have in your pocket,
don't us it when you dont have money. They take interest rates compound
daily,so we did a example.
Credit Card , interest rate 18.5%, say it was $1 we spent.
Credit Card example
Question#4
Q4
Yeah i put them in links because it was too big to see,and i have work in 10 mins!!
well that's all kids the next scribe would be Ivy
On the smart Board there were some practice questions
here they're:
Question #1
Q1
Question #2
Q2
Then Mr.k was explaining about Calculate the Effective Interest Rate.
He given us an example question.
Question#3
Q3
Then we talked about credit card , and how much money they take off.
When using a credit card, us it as money you have in your pocket,
don't us it when you dont have money. They take interest rates compound
daily,so we did a example.
Credit Card , interest rate 18.5%, say it was $1 we spent.
Credit Card example
Question#4
Q4
Yeah i put them in links because it was too big to see,and i have work in 10 mins!!
well that's all kids the next scribe would be Ivy
Today's Slides: May 2
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Tuesday, May 1, 2007
Personal Finance
Today we started off with problems on personal finance. It was a little confusing because the P/Y were changing meanings when i got there. P/Y means Payments Per Year. But there are still some problems with it that we have to understand.
So these are some problems we did in class:
We had problems with this problem but all we had to do is find the FV. Today we had problems on stating whether the P/Y was to be 2 because i thought that Payments per year meant how many times have you added money in a year. Here im not sure if we add any money at all.
Same here. We got this question right even though we did not do the correct way of doing it. I put 1 payment per year because were trying to find how long will 12000 turn to 15000 PER YEAR.
So what we really did today was just to help everybody understand that Payment Per Year is how many times money is being added every time it is compounded.
The next scribe will be... my dear friend TENNYSON
So these are some problems we did in class:
We had problems with this problem but all we had to do is find the FV. Today we had problems on stating whether the P/Y was to be 2 because i thought that Payments per year meant how many times have you added money in a year. Here im not sure if we add any money at all.
Same here. We got this question right even though we did not do the correct way of doing it. I put 1 payment per year because were trying to find how long will 12000 turn to 15000 PER YEAR.
So what we really did today was just to help everybody understand that Payment Per Year is how many times money is being added every time it is compounded.
The next scribe will be... my dear friend TENNYSON
Today's Slides: May 1
Here they are ...
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
To see a larger image of the slides go here. When you get there you'll see a button in the bottom right-hand corner that says [full]. Click it and the slides will display in full screen mode.
Developing Expert Voices Rubric v1.1
Here is the updated version 1.1 of our rubric ...
Achievement Descriptors
Instead of levels 1-4 (lowest to highest) we use these descriptors. They better describe what this project is all about.
Novice: A person who is new to the circumstances, work, etc., in which he or she is placed; a beginner.
Apprentice: One who works for an expert for instruction or to learn a skill or trade.
Journeyperson: Any experienced, competent but routine worker or performer.
Expert: One who possesses special skill or knowledge; trained by practice; skillful and skilled.
Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
Teaching mathematical concepts is the main focus of this project; so we can teach other people and learn at the same time.
Achievement Descriptors
Instead of levels 1-4 (lowest to highest) we use these descriptors. They better describe what this project is all about.
Novice: A person who is new to the circumstances, work, etc., in which he or she is placed; a beginner.
Apprentice: One who works for an expert for instruction or to learn a skill or trade.
Journeyperson: Any experienced, competent but routine worker or performer.
Expert: One who possesses special skill or knowledge; trained by practice; skillful and skilled.
| Achievement | Mathematical Challenge (25%) | Annotation (40%) | Solutions (15%) | Presentation (20%) |
| Novice | Problems illustrate only an introductory knowledge of the subject. They may be unsolvable or the solutions to the problems are obvious and/or easy to find. They do not demonstrate mastery of the subject matter. | Explanation does not "flow," may not be in sequential order and does not adequately explain the problem(s). May also have improper mathematical notation. | One or more solutions contain several errors with insufficient detail to understand what's going on. | Presentation may or may not include visual or other digital enhancements. Overall, a rather uninspired presentation. Doesn't really stand out. It is clear that the student has invested little effort into planning their presentation. |
| Apprentice | Problems are routine, requiring only modest effort or knowledge. The scope of the problems does not demonstrate the breadth of knowledge the student should have acquired at this stage of their learning. | Explanation may "flow" well but only vaguely explains one or more problems. Some parts of one or more solutions are difficult to follow. May include improper use of mathematical notation. | One or more solutions have a few errors but are understandable. | The presentation style is attractive but doesn't enhance the content; more flashy than functional. It is clear that the student has invested some effort into planning their presentation. |
| Journeyperson | Problems showcase the writer's skill in solving routine mathematical problems. They span an appropriate breadth of material. One or more problems may require careful thought such as consideration of a special case or combine concepts from more than one unit but not necessarily. | Explanation "flows" well and explains the problems step by step. Solution is broken down well and explained in a way that makes it easy to follow. May have minor use of improper mathematical notation. May point out other ways of solving one or more problems as well. | All solutions are correct and easy to understand. Very few or no minor errors. | The presentation may use multiple media tools. The presentation style is attractive and maintains interest. Some of the underlying message may be lost by some aspects that are more flashy than functional. It is clear that the student has given some forethought and planning to their presentation. |
| Expert | Problems span more than one unit worth of material. All problems are non-routine. Every problem includes content from at least two different units. Problems created demonstrate mastery of the subject matter. Showcases the writer's skill in solving challenging mathematical problems. | Explanation "flows" well, explains the problems thoroughly and points out other ways of solving at least two of them. | All solutions correct, understandable and highly detailed. No errors. | The presentation displays use of multiple media tools. The presentation style grabs the viewer's or reader's attention and compliments the content in a way that aids understanding and maintains interest. An "eye opening" display from which it is evident the student invested significant effort. |
Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
- unique and creative way of sharing student's expertise, not something you'd usually think of;
- work as a whole makes unexpected connections to real world applications;
- original and expressive;
- imaginative;
- fresh and unusual;
- a truly original approach; presentation method is unique, presented in a way no one would expect, e.g. song, movie, etc.
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