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

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

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

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

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

### BOB

### BoB, Ivy

### BOB

## Tuesday, May 29, 2007

### Periodic Functions

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

### BOB

-Britt<3

### BOB

Good luck on the test!

### B o B

Good Luck to everyone... ~(_8^(])

### BOB

### Today's Slides: May 29

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

### BOB

### BOB

### Today's Slides: May 28

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

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."

- 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

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

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

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

OHHH and the next scribe is TENNYSON!

### Today's Slides: May 17

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

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

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 Ï€ around the half circle. 3.145 .....

This is a radian measurement

it is usually expressed Ï€/ x

half of a circle is 180°.

180° degrees = Ï€

That is why we measure in Ï€. Ï€ 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

Ï€ represents Ï€

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

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

### bOb

### 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^(])

### BOB

### Bob

### B.O.B

### 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

### BOB on Personal Finance

## Sunday, May 13, 2007

### Food For Thought

### 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

## Saturday, May 12, 2007

### Personal Finance, May 11

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

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

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

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

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

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

__Morting $ 1,437.50__

*-> The total cost the Dirkson family had in purchasing a home.*

- 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

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

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

The next scribe will be...

Kyle

### Today's Slides: May 4

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

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.

If your reading a problem MAKE SURE READ IT 5 times or more UNTIL YOU GET THE QUESTION.

**21,925.**

**Depreciating - means decreasing of a car's value.**

**Uppreciating - mean increasing of a car's value.**

**What is the value of Jeff's car if it is depreciating with in 5 years?**

**7,372.80**.

**ANOTHER 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.**

## Thursday, May 3, 2007

### Today's Slides: May 3

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

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

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

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

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

**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

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

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.

### BOB

hopefully we can get through personal finance like we did vecotrs.