Budgeting II Math

Money Matter II Math

Over the past weeks in math, we've been learning about money in maths and how it works.
One of the things we learned was about discounting in money.
I at first didn't understand this but later on found that it was really simply an example of this is A Bicycle costs $2.500. If the shopkeeper gives a 15% discount, how much is the discount. Calculate the new price.

To do this we need to go

15 x 2500
this will equal 37500 (Just minus the two 00's to get 375)
Next you'll want to find the final answer to the question to do this you'll do
2500 - 375 which will give you your final answer of $2.125

Making your new price $2.125

Why do we need to learn this?We need to learn something like this becuase it's something useful that could help us with out discounting in the furture if needed. this will also help if your buying a car that 30% off. you'll know how much money you'll need and won't go over the trouble of getting more money than you probably need

Where would we use this?Like before discounting can be used on many things. like if a PS4 is 10% off you could use discounting to find out it's final price to find out how much money you would need.

It's as simple as that and it's really helpful too so your not going to much over the acutal amount of money you need. and your missing the sale becuase your stacking up on money cause you didn't know how much money you really needed becuase of the discount.

Classroom layout (Math)

This week we had just moved into our new classrooms, D, B, P and old T block shall be removed and with them being removed we have gained new classrooms altogether, we now have an R, M and new T block in our school.

Yesterday we had our first class of Math in T8, when our math class used to be in D4.

So since its a whole new building with a whole new layout, we were given a task to pick a layout of the class with the resources that we have.

So we started a design process.

Brief:

find a new layout for the classroom with the resources we have

Research:

A classroom layout can be anything, it could be a row of tables in a line while the board and teachers desk is up the front or something else completely, though having a row of desks in a straight line seems boring and plain.

so I looked up some layouts of classrooms.

(Here are a few ideas)

Then after we came up with our design we had to come up with a few ideas for how we wanted the final layout to look.

the idea we came up with was this: 

The idea we were getting at was that when we were doing work we would be able to see the TV and the whiteboard at the same time instead of turning our body around to see the whiteboard or TV.

With 3 tables at the front on each side and a gap with 2 tables in the middle behind that are 4 tables on each side and the 2 tables on the sides will have 1 table in front of them and the 2 tables at the back are the High Tables.

Then next to the tables on the left will be the computers.

What we don't like about this design is that the people at the computers may not be able to see the whiteboard, but only be able to see the TV.

Our second idea has a small change.

What we like about our second idea is that its tidy and its spacious so there is room for everyone to move around easily, which helps a lot with walking in and out of the classroom. Even if it was a little change and we only changed the position of the whiteboard and the position of the TV.

What we didn't really like about this idea was that people would have to turn around completely if they would want to see the whiteboard (Computer people)

Where our first idea you didn't really need to turn much and the people at the tables could easily turn their head without hurting them neck to look at the whiteboard and TV whereas in this one people as the tables have to like turn their whole body to look at the TV...

So our final idea turned out just to be our first Idea

And to make it a lot better I wanna hear what you think about our design and if you think something should change?

Designing a game (Math)

In Math we were given a task to design a game now you may be wondering (Probably not) how this happened but, it started when we had no idea about mathematical words so we were given a task to make a doc and find as many words that could go for subtracting, Adding, Timesing and Dividing, so we set off into a group and did that task, once we did that we were then told to make a word cloud and stick all our words in it.

(Here are our word clouds and our Math words we used for the word cloud)

After we did the word clouds we were then told to think of a game that we could use to make a math game, we were still in the same groups for the word clouds so nothing changed but our task, so we set off and made a list of games we could do to make a math game for people
But first, we had to do a design process and then make the game, The game we had picked from our design process was Pick-A-Path. It was oddly fun to make.

(Our game and design process)

After we had finished our game we then had to make a small video on how to play the game, and what the game was for
here is our final result.

Calculating squares on a grid.

In Math we were shown by our Math teacher a 10 by 10 grid. The grid wasn't really 10 by 10. What I mean by that is that each corner side you're counting twice when really it's only really meant to be counted once.

So the top is 10 and bottom is 10 and the sides are 8 as if the sides were 10, it would mean you were counting the sides twice.

So this is a little blog post about how to calculate the squares on a grid (10 by 10)

In First base we have to find out how much numbers are on the outline of the border of the grid, For a 10 by 10, it's 36.

So we have that down all we need to do is find an easy calculation for it.

A simple way to do it is
10 + 8 + 10 + 8 = 36
So 10 from the top and bottom and the two 8 at the sides, add them together to get 36.

If we covert the numbers algebra wise then the 10 would be the single n and the 8 would be the (n-2)
which Gives us our calculation like above but in letters and numbers.

n + (n - 2) + n + (n - 2) = 36

(Bonus)
That is simple algebra when it comes to time tables we use algebra like this
Normal - 4 x 8 + 4 = 36
Algebra - 4 (n - 2) + 4 = 36
Just doing the same before with the eight converting it into an (n - 2) and leaving the 4 as a 4.

(Can you think of any other ways of doing a grid finding the answer and converting it into algebra?)

Math (SUNDIALS)

In Math for the last past week we had been making Sundials at the workshop, In reality, I didn't expect to do something which involves building something in Maths, but I'm glad we did do it.

For making our Sundials we had a choice to where we worked alone or with someone.

I worked with someone in my class a good friend of mine Summer. After days of making our sundial here was our final product.

How we made it

first, we had to draw out the shape on paper on what we wanted out Sundial to look like, then we got a piece of wood from the back drew on the shape and got it cut out. then we sanded it, made a hole in the middle and glued a rode in since the hole was a bit too big.
Then we added the lines or angles and then the numbers, and to finish it off we added a drawing (By Summer) of a Chinese dragon.

During Math, we had to make a slideshow about Sundials, Heres mine not much but there will be a couple of stuff also in this blog post under this which contains facts about Sundials.
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Facts about Sundials x3

• did you know Sundials are one of the worlds oldest ways to tell time also Candles, Hourglasses and the stars as well (https://kids.britannica.com/kids/article/sundial/403911)
• I found out that the earliest Sundials from the archaeological record is known as the Shadow clocks (https://en.wikipedia.org/wiki/Sundial)
• Also, did you know that there are to main types of sundials the Altitude dial and the Azimuth Sundial (https://sciencing.com/strange-interesting-sundials-8631377.html)

Here are the Altitude Dial (On the left) And the Azimuth Sundial (On the right) 

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I did not know
I didn't know what the middle part of a Sundial was called...
at first, I thought it was just a pole or a stick.
I found out that
What the middle part of the Sundial was called, the Gnomom
or Celestial pole (Thanks to my awesome Math teacher)
I have learnt
An easy way to make a sundial
What I need to learn
I think I need to learn how to read a clock better, I'm on
my way to it, so once I do know how hopefully
I'll be able to read the Sundial with no problem That would be a good achievement.
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            Reference to our Sundial Link with Sundial (Scam IDK)

Here is what I and Summer used to reference our sundial, the part we used was the number part, what I mean is we did the 6 to 12 on the left and then the 6 to 12 on the right.
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I find this video interesting because the man talks about how Sundials were used in Egypt within more than 3500 years ago and that the dial was designed by a man named Otto Klotz who was an Astronomer.

DLO SolveEmoji

In Maths our homeroom teacher decided to make math a bit fun, instead of just using numbers she used Emojis to solve questions.
We were given some questions with emojis, and a number at the end, the question would either be something x something + something = ??? but with emojis, the task was to find out what number the emojis were.

After we had finished all out tasks we had to make a solve Emoji of our own.
Here is my one, Try one for yourself.

axolotl!

For Maths our task was to Create A DLO Digital. Learning. Project, and to work in a group of two, or by yourself. And I Choose to work with Tyra

what do I like about axolotls? I like how cute they are and how derpy they look 

Here is our DLO feel free to read For the student part for who will take care of the axolotl, I stuck that down so people can learn to take care of their pets!

                                                    (Sorry for no videos or post for a while)
         Here is a DLO for you guys once again I had to redo this one more than once

                                  In my group for maths we had been learning about fractions.
                          Here are some that ill teach to you, sorry that there was not w.a.l.t but                                                        the w.a.l.t is in the video

Add ones then tens to make hundreds

                        This is my DLO for math. For how to add ones then
                                       tens to make hundreds
                                   This was hard at first to understand
                                           we had to do it with lines
                         Then without lines to make it harder. I bet
                                         if I can solve this
                                  then maybe you can What is 34+__=700

Goesintas

Hi this is my DLO for math it is based on Goesintas Here are some question i did.

  for math, this was hard at first 

but it kinda just kinda got easy for me.
    So yeah here is a video for you,and enjoy your day.

3 Time tables

3 Time tables   

0x3=0

1x3=3

2x3=6

3x3=9

4x3=12

5x3=15

6x3=18

7x3=21

8x3=24

9x3=27

10x3=30

11x3=33

12x3=36

subtracting

W.A.L.T subtract in parts

Hello this is my DLO for maths

In MR Scotts group we learnt how to subtract in parts for math

Here are 2 question that had to answer and find what the answer is.

I hope you enjoy this video and have a good day

Adding in parts

Hi this is my DLO for math

It is about adding in parts,In this video ill teach you a way to solve 88+7

Insted of counting in 1's

This was hard at first to do But I found a way to make this video for you guys.

I am proud of this video because I think I put all my heart Into it

Multiplying tens

This is my DLO for math's.
In Mr Scott's group in pentagons the all girl group. We have being learning a cheat to make our answer's way more easier for us to solve.  The cheat was the 0's not the 4 or 5 If you watch the video you'll see what I mean.
Here is a video about one I did in my book that I did in my group.

                               Hope You Enjoy This Post

2 Time Tables

2x0=0             

2x1=2

2x2=4

2x3=6

2x4=8

2x5=10

2x6=12

2x7=14

2x8=16

2x9=18

2x10=20

2x11=22

2x12=24

These are the 2 time tables I'm working on right now, As i stuck them in. Oder for you if you wanna look at it.                                                                  Enjoy!

math video

W.A.L.T: Solve change unknown question by add ones and tens