WWW words #23
Policy (noun)
Isolate (verb)
Logical (adjective)
ELA HW:
Read your packet "Writing Summaries" and write a summary on the section called "Writing Guidelines." It will count as a quiz grade.
Find the definitions of your WWW words. Write sentences. Write words 10X.
Math: NONE
100BC: Read for 4 steps
Science: Review your packet
SS: Look at your handout from class. Your HW is on it.
BRING YOUR PERMISSION SLIP if you have not brought it in to school yet. WEAR YOUR UNIFORM!
Tuesday, May 27, 2008
Sunday, April 20, 2008
Middlebury College
Our trip to Middlebury College was SO much fun! Do you see why I LOVE Middlebury College so much now?! Anyway, I cannot wait to talk to you all further about your experiences at Middlebury College in class next Monday. If you have pictures, please send them to my email address. I want to compile all the pictures for our class. You all are the future Middlebury Class of 2017! We have to work hard to get there, but it IS possible!
Much love,
Ms. Simmons
Much love,
Ms. Simmons
HW over break
|
100 Book Challenge:
Read for 20 steps
ELA:
Do your Parts of Speech packet
Finish your Ebonics essay
Write about your experience on the Middlebury trip. And, if you did not go, write about your spring break. 2 pages. Skip lines.
Math:
Do your math packet
Thursday, April 10, 2008
Distributive Property
Credit is due to: Elizabeth Stapel at http://www.purplemath.com/modules/simparen.htm
Distributive Property
The Distributive Property is easy to remember, if you recall that "multiplication distributes over addition".
Formally, they write this property as "a(b + c) = ab + ac". In numbers, this means, for example, that 2(3 + 4) = 2×3 + 2×4. Any time they refer in a problem to using the Distributive Property, they want you to take something through the parentheses (or factor something out); any time a computation depends on multiplying through a parentheses (or factoring something out), they want you to say that the computation uses the Distributive Property.
So, for instance:
Why is the following true? 2(x + y) = 2x + 2y
Since they distributed through the parentheses, this is true by the Distributive Property.
Use the Distributive Property to rearrange: 4x – 8
The Distributive Property either takes something through a parentheses or else factors something out. Since there aren't any parentheses to go into, you must need to factor. Then the answer is "By the Distributive Property, 4x – 8 = 4(x – 2)"
"But wait!" you say. "The Distributive Property says multiplication distributes over addition, not subtraction! What gives?" You make a good point. This is one of those times when it's best to be flexible. You can either view the contents of the parentheses as the subtraction of a positive number ("x – 2") or else as the addition of a negative number ("x + (–2)"). In the latter case, it's easy to see that the Distributive Property applies, because you're still adding; you're just adding a negative.
The other two properties come in two versions each: one for addition and the other for multiplication. (Note that the Distributive Property refers to both addition and multiplication, too, but both in just one rule.)
When simplifying expressions with parentheses, you will be applying the Distributive Property. That is, you will be distributing over (multiplying through) the parentheses in order to simplify a given expression. I will walk you through examples of increasing difficulty, and you should note, as this lesson progresses, the importance of simplifying as you go and of doing each step neatly, completely, and exactly.
Simplify 3(x + 4).
To "simplify" this, I have to get rid of the parentheses. The Distributive Property says to multiply the 3 onto everything inside the parentheses. I sometimes draw arrows to emphasize this:
Then:
3(x) + 3(4)
3x + 12
Written all in one line, this would look like:
3(x+4) = (3 * x) + (3 * 4) = 3x + 12
The most common error at this stage is to take the 3 through the parentheses but only onto the x, forgetting to carry it through onto the 4 as well. If you need to draw arrows to help you remember to carry through onto everything inside the parentheses, then use them!
Simplify –2(x – 4)
I have to take the –2 through the parentheses.
This gives me:
–2(x – 4) –2(x) – 2(–4) –2x + 8
The common mistake to make with this type of problem is to lose a "minus" sign somewhere, such as doing "–2(x – 4) = –2(x) – 2(4) = –2x – 8". (Did you notice how the "–4" somehow turned into a "4" when the –2 went through the parentheses? That's why the answer ended up being wrong.)
Be careful with the "minus" signs! Until you are confident in your skills, take the time to write out the distribution, complete with the signs, as I did.
–2(x – 4) –2(x) – 2(–4) –2x + 8
If you have difficulty with the subtraction, try converting it to addition of a negative:
–2(x – 4) –2(x + [–4]) –2(x) + (–2)(–4) –2x + 8
Do as many steps as you need to, in order consistently to get the correct answer.
Simplify –(x – 3)
I have to take the "minus" through the parentheses. Many students find it helpful to write in the little understood "1" before the parentheses:
–1(x – 3)
So I need to take the –1 through the parentheses:
–(x – 3) –1(x – 3) –1(x) – 1(–3) –1x + 3 –x + 3
Note that, technically, "–1x + 3" and "–x + 3" are the same thing and, in my classes, either would be a perfectly acceptable answer. However, some teachers will accept only "–x + 3" and would count "–1x + 3" as not fully simplified.
Distributive Property
The Distributive Property is easy to remember, if you recall that "multiplication distributes over addition".
Formally, they write this property as "a(b + c) = ab + ac". In numbers, this means, for example, that 2(3 + 4) = 2×3 + 2×4. Any time they refer in a problem to using the Distributive Property, they want you to take something through the parentheses (or factor something out); any time a computation depends on multiplying through a parentheses (or factoring something out), they want you to say that the computation uses the Distributive Property.
So, for instance:
Why is the following true? 2(x + y) = 2x + 2y
Since they distributed through the parentheses, this is true by the Distributive Property.
Use the Distributive Property to rearrange: 4x – 8
The Distributive Property either takes something through a parentheses or else factors something out. Since there aren't any parentheses to go into, you must need to factor. Then the answer is "By the Distributive Property, 4x – 8 = 4(x – 2)"
"But wait!" you say. "The Distributive Property says multiplication distributes over addition, not subtraction! What gives?" You make a good point. This is one of those times when it's best to be flexible. You can either view the contents of the parentheses as the subtraction of a positive number ("x – 2") or else as the addition of a negative number ("x + (–2)"). In the latter case, it's easy to see that the Distributive Property applies, because you're still adding; you're just adding a negative.
The other two properties come in two versions each: one for addition and the other for multiplication. (Note that the Distributive Property refers to both addition and multiplication, too, but both in just one rule.)
When simplifying expressions with parentheses, you will be applying the Distributive Property. That is, you will be distributing over (multiplying through) the parentheses in order to simplify a given expression. I will walk you through examples of increasing difficulty, and you should note, as this lesson progresses, the importance of simplifying as you go and of doing each step neatly, completely, and exactly.
Simplify 3(x + 4).
To "simplify" this, I have to get rid of the parentheses. The Distributive Property says to multiply the 3 onto everything inside the parentheses. I sometimes draw arrows to emphasize this:
Then:
3(x) + 3(4)
3x + 12
Written all in one line, this would look like:
3(x+4) = (3 * x) + (3 * 4) = 3x + 12
The most common error at this stage is to take the 3 through the parentheses but only onto the x, forgetting to carry it through onto the 4 as well. If you need to draw arrows to help you remember to carry through onto everything inside the parentheses, then use them!
Simplify –2(x – 4)
I have to take the –2 through the parentheses.
This gives me:
–2(x – 4) –2(x) – 2(–4) –2x + 8
The common mistake to make with this type of problem is to lose a "minus" sign somewhere, such as doing "–2(x – 4) = –2(x) – 2(4) = –2x – 8". (Did you notice how the "–4" somehow turned into a "4" when the –2 went through the parentheses? That's why the answer ended up being wrong.)
Be careful with the "minus" signs! Until you are confident in your skills, take the time to write out the distribution, complete with the signs, as I did.
–2(x – 4) –2(x) – 2(–4) –2x + 8
If you have difficulty with the subtraction, try converting it to addition of a negative:
–2(x – 4) –2(x + [–4]) –2(x) + (–2)(–4) –2x + 8
Do as many steps as you need to, in order consistently to get the correct answer.
Simplify –(x – 3)
I have to take the "minus" through the parentheses. Many students find it helpful to write in the little understood "1" before the parentheses:
–1(x – 3)
So I need to take the –1 through the parentheses:
–(x – 3) –1(x – 3) –1(x) – 1(–3) –1x + 3 –x + 3
Note that, technically, "–1x + 3" and "–x + 3" are the same thing and, in my classes, either would be a perfectly acceptable answer. However, some teachers will accept only "–x + 3" and would count "–1x + 3" as not fully simplified.
Monday, April 7, 2008
Introductory Paragraphs
What you should do in your introductory paragraph:
In your Ebonics essays, it would be important to let your reader know about the Ebonics debate. You should tell the reader what Ebonics is and some pros and cons people have found with using Ebonics in schools. Then, you should finish your paragraph with your thesis statement, where you will state whether or not you believe that Ebonics should be taught in schools.
Remember, if you are going to say something, you have to back it up.
What I will be grading are these focus corrections areas:
1) Strong thesis statement
2) Backing up statements with good examples from text or from life
3) Five paragraphs with solid topic sentences
I expect only THE BEST!
- You should get the reader's interest so that he or she will want to read more.
- You should let the reader know what the writing is going to be about.
In your Ebonics essays, it would be important to let your reader know about the Ebonics debate. You should tell the reader what Ebonics is and some pros and cons people have found with using Ebonics in schools. Then, you should finish your paragraph with your thesis statement, where you will state whether or not you believe that Ebonics should be taught in schools.
Remember, if you are going to say something, you have to back it up.
What I will be grading are these focus corrections areas:
1) Strong thesis statement
2) Backing up statements with good examples from text or from life
3) Five paragraphs with solid topic sentences
I expect only THE BEST!
HW due on Tuesday
ELA:
Write your WWW's 10X and find the definitions
Finish the introductory essay of your Ebonics essays
Math:
Finish today's classwork
100BC:
Read for 2 steps
NO HOMEWORK, NO CREDIT. I am no longer taking make-up work. You have to take responsibility of your learning if you want to get anywhere in life!
Write your WWW's 10X and find the definitions
Finish the introductory essay of your Ebonics essays
Math:
Finish today's classwork
100BC:
Read for 2 steps
NO HOMEWORK, NO CREDIT. I am no longer taking make-up work. You have to take responsibility of your learning if you want to get anywhere in life!
Sunday, April 6, 2008
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