Josh J.'s Integer Scribe Post

INTEGER SCRIBE POST!
By: Josh Joseph 

Well, In class today we practiced doing Integers once again. All though we did not have a Gr. 7 review just like last class. We were introduced to the real or non redundant way of performing the art of integers. Mr. Harbeck first gave us 3 questions at the beginning of class, which all had some sort of uniqueness withing each question. Let's examine each question.

(-10)+(6)=

(-8)+2=

-8+7=

Let's first examine the first question. It shows most of the basic things in a normal Gr. 7 integer question but one of the digits are missing a symbol to show whether it is a negative or positive number. Why is that? Well, in class it was told that positive numbers didn't need a positive sign to show it was a positive number. Now the second question. We notice that one of the numbers don't have it's brackets or in other words, "Training Wheels". In class it was also told that you don't require brackets because they only serve to not make you confused between numbers. Now the last question. The last question is a very odd question if compared to what we got last year from Mrs. Boughton's room. The last question has no brackets on either numbers, and the positive number has no sign to show it's positive. In reality, this is basically the last two questions combined. Meaning that you should know why the numbers don't have brackets or a symbol (only applied to positive numbers).  Now all these questions are right don't get me wrong, but all are different in a way.

Training Wheels (Gr. 7)
(-10)+(6)=

One Training Wheel 
(-8)+2=

No Training Wheels Congratulations on learning how to ride a bike >:)     (Gr. 8)
-8+7=
or to be more advanced you can get questions like this
(-9)3=

In Class Mr. Harbeck explained what these were. You should already know what to expect from the first two, but on the last question, try not to get confused. Without training wheels or standard form is the way you will be doing integers this year so good luck! Also watch out for the questions without the addition symbol. remember that numbers without a symbol are positive!

Wait! What about the Language Arts ver. ??? Well to perform this in the LA form you must not include the "and" in the formula. Meaning that it would seem to look like this

(-9)7=
owe 9 "    " have 7=owe 2

Notice how I didn't add the "and" in the formula!

Now For practice questions! Don't worry I shall guide you all along the way! (Actually I'm not going to guide you so just scroll back up if you get stuck)

1. 22+18=

2. (-20)+(-1)=

3. 16+(-13)=

4. -7+7=

5. (-9)5=

6.  -7+-6=

7. 7+(-4)=

8.  (6)+(-2)=

9. -6+3=

10. 6-9=

Congratulations for reading this far into the "BOOK" or what basically Mr. Harbeck doesn't want but at least I went very "In Depth"  in this blog post. Now, please enjoy the video








Please note to only pay attention to the steps in yellow and light blue. YOU KNOW HOW HARD IT WAS TO EVEN FIND SOMETHING CLOSE TO WHAT WE'RE LEARNING TODAY!!!!?!?!?!

Josh J.'s Pay It Forward

Part One

The act to "Pay It Forward" means to do a good deed just because....Once the good deed is done, the receiver of the good deed must do a good deed to 3 other people to continue on the positive chain. This chain keeps on getting bigger and bigger due to the fact that it spreads out by 3 for each person it reaches to.
For example, if we start with 1 person, that person must do it to 3 people. Then those 3 people must do a good deed to 3 other people. That's already a ton of people involved within the chain!

Part Two

Our Act of kindness was to raise money and to donate the money to a good cause. In our cases, we raised $84.00 from selling a Filipino dessert called "Puto" to our family and friends. We then donated the $84.00 to Winnipeg Harvest, near Lucky Supermarket. We chose to do this as our act of kindness because we thought that Winnipeg Harvest would have the potential to enlarge the Pay it Forward community by a ton since they do help out around the community anyway. We also chose this as our act of kindness because our group (Patrick, Marc, Denzel, and Me) all wanted to at least have fun while doing this act (Baking). We also not only helped Winnipeg Harvest, but our families bellies as well! We filled their bellies with joy and good taste!
In this act, I made the video and found the venue to where we can all work, and of course I helped a little bit in the cooking. This all took place on Dec 27, and on Jan 2

 

Part Three

Our Act of Kindness went well. It barely took any bravery to enter a building we never entered because of the great hospitality at Winnipeg Harvest. Everyone had a fun time cooperating with the staff at Winnipeg Harvest and we all had fun just meeting each other! When we got their everything went smooth or to as planned. We gave them the money, said that we were donating, and how Pay It Forward works. Luckily they accepted the money and considered not only us as good people, but the school itself as good people. When we gave the money, I felt accomplished. I never thought we would have the guts to just even go inside Winnipeg Harvest. Sometimes I get really shy when I have to work with things that I'm not even familiar with at all. When we gave the money, the person at the front desk seemed shocked. She right away asked where we came from and we all answered "Sargent Park School". The lady said that she knew where our school was in a way that made me feel like she knew we were coming. It's like Sargent Park is a partner with the world! We didn't ask the lady who accepted the money to Pay it Forward because forcing them to do so isn't really that pleasant and it doesn't add up to a good first impression, so I thought just telling them about the act was enough.

Part 4

The idea to "Pay It Forward" is important because this idea was made to change the world positively. Now I know this sounds like one of those normal everyday change the world sort of things but this idea is different.

The Pay It Forward act has been going on for a very LONG time already and it is still active today! The Pay It Forward Act is really successful and we hope that it continues on as of today. Our act of Kindness definitely made a difference because not only did we donate money, we also put smiles on peoples faces.

Josh's Percent Post (Josh J.)

Q:What is a percent?
A:A percent is an equivalent fraction out of 100. Since this is like a fraction itself, it can relate to fractions and can be used to change normal fractions into a percentage. To do so, you must divide the numerator of the fraction by the denominator of the fraction. After this you will get a decimal number out of 1. This means that there will be no decimal to get even past it if it was a normal fraction that you were working with. You must multiply the decimal by 100 and boom! You got yourself a nice percentage out of 100!

N/D=Decimal/1
Decimal/1 x 100=%/100

Q:What is 100%
A:Percent or to be more exact 100%, is everything or perfect. For example, if you were to get a test mark and you got 25/25, that would be perfect or "everything correct".

Q: How do you find 100%
A:Now when you guys do your tests, I'm sure you guys all love to find out the actual percent you guys got instead of having a lousy fraction. In order to change this fraction into a percent, we have to first find 100% of the fraction your working with. EX:

I got 25/25 on my test. I really want to know the percentage I actually got.
100% of 25 is.....

Then we need to know how much by percent, we actually have, or the numerator of the fraction in percent form. To do this, we must divide 100% by 1 which is the usual number when you want to get the percentage on a perfect test. Also, if you divide the percent, you must also divide the denominator of the fraction (25) by the amount you divided 100% by

100/1=100%
25/1=25

With this information, you can have an accurate answer that 100% of 25 is 25.

Q: How do you find 50%
A: To find 50 percent you use the same method. You just change the number you are dividing with by 2. EX:

I got 5/10 on my math test. I wonder what percent I actually got.
50% of 10 is......
100/2=50%
10/2=5

Q:How do you find 25%
A: To get 25% you must now divide by 4 when it comes to the part where we divide in this method. EX:

 My family gave 6/24's to the fundraiser at Saskatchewan. I wonder how much in percent that we actually helped them with.
25% of 24 is....
100/4=25%
24/4=6

Once again, you can confirm that 25/100 is the same as 6/24 because they are EQUIVALENT.

Q:How do you find 1%
A:To find 1 percent you must divide by 100 this time. EX:

My mom brought me to Superstore and I saw a jug of milk that said it was 0.4/40 in actual milk. I wonder how much milk in percent was really in that jug.
1% of 40 is....
100/100=1%
40/100=0.4

Finally, this concludes that there is 1% of actual milk in the jug because these fractions are EQUIVALENT! Speaking of equivalent, to find  out if 2 fractions are equivalent, you must use the cross multiplying or cross product method. in order to do this you must show that both are equal to each other with an equals sign.

50/100=1/2

Then you must multiply the numerator from the first fraction with the denominator of the other fraction. Do this with both fractions.

50x2=100
1x100=100

If you get both of the same products, you have EQUIVALENT fractions!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Representing Percent:

180%

 

0.6

 12 3/8%

Converting percents, fractions, and decimals
1. 3/40 :
3/4=0.075

0.075 x 100=7.5%

2. 0.268 :
0.268/1
0.268x100=26.8
1x100=100
26.8%

268/1000
268/2=134
1000/2=500
134/500
134/2=67
500/2=250
67/250

3. 750% :
750/100=7.5
7.5=7 1/2
7 1/2

Converting Decimals, to percents, to fractions

Finding percents w/ mental math and a calculator

0.2x60=12

0.001x40=0.04

2.5x400=1000

Combining percents

0.15x200=30
200+30=230
230x0.10=23
230+23=253