### Pythagoras

Thursday, March 26, 2009

Above is a man named Pythagoras. He invented the "Pythagorean Thereom". He has also found out that the earth is round and that the solar system doesn't revolve around the earth, but the sun! This greek man was also a philosopher and a teacher.

Right Angled Triangle:

Right Angled Triangle:

### Who is Pythagoras ?

Monday, March 23, 2009

Who is Pythagoras ?

Phytagoras is a Greek mathematmatician and was also a teacher and a philosopher, He also calculated the earth's circumference and discovered that it was a sphere not a flat. He was known for the Pythagorean theorem ( a2 + b2 = c2 ) , known as the " father of numbers " and was also a vegetarian. Pythagoras was one of the most important people in the world. Although they don't have evidence that Pythagoras excisted he was still an important person in the world.

Phytagoras is a Greek mathematmatician and was also a teacher and a philosopher, He also calculated the earth's circumference and discovered that it was a sphere not a flat. He was known for the Pythagorean theorem ( a2 + b2 = c2 ) , known as the " father of numbers " and was also a vegetarian. Pythagoras was one of the most important people in the world. Although they don't have evidence that Pythagoras excisted he was still an important person in the world.

**PROOF ;**

Right Triangle ;

Right Triangle it can also be called " R.A.T " which mean ( right angled triangle ). Side A and B make up the LEGS which is the longest side of the triangle. It doesn't matter where the side A and B goes as long as the hypotenuse is on the right place. The Hypotenuse is the longest side of the triangle. In most triangles something is labeled as " Q & B " Q means theta and B means beta. The right angle on the triangle means 90 degrees.

Right Triangle it can also be called " R.A.T " which mean ( right angled triangle ). Side A and B make up the LEGS which is the longest side of the triangle. It doesn't matter where the side A and B goes as long as the hypotenuse is on the right place. The Hypotenuse is the longest side of the triangle. In most triangles something is labeled as " Q & B " Q means theta and B means beta. The right angle on the triangle means 90 degrees.

( this picture was drawn by chin )

Square ;

- All sides are equal

- quadrilaterals

- each side are 90 degrees

- all sides equals to 360 degrees

- quadrilaterals

- each side are 90 degrees

- all sides equals to 360 degrees

**Finding The Sides Of A Square ;**

**Pythagoras Homework ;**

a² + b² = c²

you have to replace the letters into numbers

8² + b² = 10²

now we have to figure out what b equals

b²=(10x10)-(8x8)

b²=100-64

b²=36

we now have to find the square root of 36

b=6

*** since thee are two triangles we have to do that twice , which give us b = 12 ***

### Challenge!!!

Wednesday, March 18, 2009

Hey Everyone! I'm not sure if Mr. H want's me to write here, {please let me know if this is bad haha} but my name is Chantelle and I am going to the U of Regina and have been invited to your Blog!!!

I came across a question in one of my math classes that I feel will be right up your alley with Pythagorean Theorem! So here is a little challenge for you!

The question is: The perimeter of an isosceles triangle {2 sides are equal and the two angles at the base are equal} ABC with AB=BC is 128 inches. The altitude {height of the triangle which is perpendicular (90 degree angle) to the base ( and in the case of an isosceles triangle, hits at the midpoint of the base)} BD is 48 inches. What is the area of the triangle??

So, you will need a couple formulas other than just pythagorus. However, I think you can do it!

This is from my Math 308 class, which is a 4th year math class!!!

Good Luck!!

I came across a question in one of my math classes that I feel will be right up your alley with Pythagorean Theorem! So here is a little challenge for you!

The question is: The perimeter of an isosceles triangle {2 sides are equal and the two angles at the base are equal} ABC with AB=BC is 128 inches. The altitude {height of the triangle which is perpendicular (90 degree angle) to the base ( and in the case of an isosceles triangle, hits at the midpoint of the base)} BD is 48 inches. What is the area of the triangle??

So, you will need a couple formulas other than just pythagorus. However, I think you can do it!

This is from my Math 308 class, which is a 4th year math class!!!

Good Luck!!

### Scribe Post for March 16

Monday, March 16, 2009

Hi today i got to do the scribe post again because abby picked me so here's what we did today.

Today we did the colored booklet that was on the video on the blog.

so here's how the front should look like...

and here's the first page when you flip it should look like.(basically you just need to explain what each section means and you get them from the notes)

And here's the second page when you flip it twice.

You need to use the squares that we did on friday and cut them and put them whether they're perfect square or not perfect. and you need to put them in a number line formatic....

If you still need some help look at the video in the sargent park math zone or ask Mr. Harbeck for the papers..

For the next scribe i choose Marc

Today we did the colored booklet that was on the video on the blog.

so here's how the front should look like...

and here's the first page when you flip it should look like.(basically you just need to explain what each section means and you get them from the notes)

And here's the second page when you flip it twice.

You need to use the squares that we did on friday and cut them and put them whether they're perfect square or not perfect. and you need to put them in a number line formatic....

If you still need some help look at the video in the sargent park math zone or ask Mr. Harbeck for the papers..

For the next scribe i choose Marc

### Scribe Post for March 13, 2009

Friday, March 13, 2009

I get to do a scribe post on Friday the 13th! Aren't I so lucky? (:

Okay so today in class, we added a few new things onto that big sheet with the square roots on it. We made sure that there was numbers 0 to 21 in the top number line.

Here's what we did on the top number line on the big sheet. I'm not going to do the whole thing though, only 0-5 (the words in the red are what we added) :

What we had to add here is what the square root would look like as a fraction. The 0 and 1 start off normally, but then after there's a mixed fraction. Let's look closely at how we got the numbers for this mixed fraction:

We do this for the next 15 numbers on the number line.

Here what we did for the second number line on the big sheet (the words in the red are what we added) :

For this number line, we had to add what the numbers on the bottom are when they are squared, and include the square root sign with them. We do this for the rest of the 15 numbers (the second row also has to have the number 0-21). After we finished the second number line, we had to find patterns within the number line. One pattern that my table group and I found is that the square root numbers on the top increase by odd numbers.

HOMEWORK:

I hope this blog helped anyone who was away from school today! I was kind of having a hard time explaining things, so please comment if you think I missed out something! Have a great weekend guys! (:

The next scribe post-er I choose is .. FRANCIS!

Okay so today in class, we added a few new things onto that big sheet with the square roots on it. We made sure that there was numbers 0 to 21 in the top number line.

Here's what we did on the top number line on the big sheet. I'm not going to do the whole thing though, only 0-5 (the words in the red are what we added) :

What we had to add here is what the square root would look like as a fraction. The 0 and 1 start off normally, but then after there's a mixed fraction. Let's look closely at how we got the numbers for this mixed fraction:

We do this for the next 15 numbers on the number line.

Here what we did for the second number line on the big sheet (the words in the red are what we added) :

For this number line, we had to add what the numbers on the bottom are when they are squared, and include the square root sign with them. We do this for the rest of the 15 numbers (the second row also has to have the number 0-21). After we finished the second number line, we had to find patterns within the number line. One pattern that my table group and I found is that the square root numbers on the top increase by odd numbers.

HOMEWORK:

- On the back of the big sheet, write out how many patterns you can find on the number lines.

I hope this blog helped anyone who was away from school today! I was kind of having a hard time explaining things, so please comment if you think I missed out something! Have a great weekend guys! (:

The next scribe post-er I choose is .. FRANCIS!

### Scribe Post March 11, 2008

Wednesday, March 11, 2009

Today in class we were talking about square roots.

What is a square root?

We had to use pictures, words and numbers to explain.

A square number is finding a root of a number that is squared.

HOMEWORK:

What is all the square roots between 1-19

SORRY, but the pictures that are supposed to be uploaded will not be available at the moment because of something happening to the computer. The picture will be posted up as soon as possible.

The next scribe IS... Nicko FRANCISCO !

### Scribe Post March 9, 2009

Tuesday, March 10, 2009

On Monday, I was 10 minutes late. So I came in knowing nothing, but I asked a couple of my fellow students and I think I know now.So, when i came in Mr. Harbeck had a multiplication chart on the smart board.

Then he talked about perfect squares.

The multiplication chart should look like this:

Then he made perfect squares with them,

The squares are perfect because the number is whole, if it has a decimal then it wouldn't be.

These are the perfect squares.

Then the homework.

The homework was to make a perfect squares chart.

It looks like this:

The second homework was this:

well, I think the first one is because it has equal sides.

I think that's all we did. :)

I'm really sorry if there are any mistakes, I'm pretty sure there are.

Well, time to pick the next scribe and I pick Mellisa B.

Then he talked about perfect squares.

The multiplication chart should look like this:

Then he made perfect squares with them,

The squares are perfect because the number is whole, if it has a decimal then it wouldn't be.

These are the perfect squares.

Then the homework.

The homework was to make a perfect squares chart.

It looks like this:

The second homework was this:

well, I think the first one is because it has equal sides.

I think that's all we did. :)

I'm really sorry if there are any mistakes, I'm pretty sure there are.

Well, time to pick the next scribe and I pick Mellisa B.

### Scribe Post

**Today I am going to be talking about just one thing.**

So today in class Mr. H put a question about a wire going from a tree to the roof of a house, and you had to figure out the length of the wire. Here's the question.

How long is the wire that runs from the base of the tree to the roof of the house in the drawing? Round to the nearest hundredth place.

So today in class Mr. H put a question about a wire going from a tree to the roof of a house, and you had to figure out the length of the wire. Here's the question.

How long is the wire that runs from the base of the tree to the roof of the house in the drawing? Round to the nearest hundredth place.

**From here on you just do what you normally do when you have a right triangle.**

**( Don't mind the cat hehe. That's my cat Felix by the way. :] )**

**a² + b² = c²**

23² + 36² = c²

(23 x 23) + (36 x 36) = c²

484 + 1269 = c²

1780 = c²

√1780 = √c²

42.19 = c

23² + 36² = c²

(23 x 23) + (36 x 36) = c²

484 + 1269 = c²

1780 = c²

√1780 = √c²

42.19 = c

**Which then makes c 42.19.**

**That's really the only thing I have to put in my scribe today.**

**Remember: **

**- We have a test tomorrow.**

** - Also, do the rectangle homework (as well as this). There will be a scribe from someone else for that one. It is also on the blog.**

**Have a good night everyone!**

### Scribe Post

Tuesday, March 3, 2009

The Following times were recorded, in seconds. For the runners in a race.

20.2, 16.5, 40.4, 18.5, 21.4, 20.5, 17.1, 24.5, 19.0

What is the range of the times?

What are the mean and median of the times?

Identify any possible outliers. Should the Outlier(s) be removed from the data set?

The first thing you should do is arrange the data set in ascending order.

16.5, 17.1, 18.5, 19.0, 20.2, 20.5, 21.4, 24.5, 40.4

We will start with the range

to get the range you must take the greatest number and subtract the least from it.

Greatest - least = range

40.4 - 16.5 = 23.9

Next we will find the median this is where the ordering in ascending order comes in handy.

You have to find the middle number one way is to get rid of the ends so until you only have one or two numbers in the middle.

To get the mean you need to add up all the numbers in the data set and divide by how many numbers in the data set.

sum of all data 198.1

_________________ = 22.01

number of data 9

last we will find the outlier if there is one an outlier is a number that doesn't fit in in this case all the numbers are less than 25 but one which is 40.4 it is an outlier. sometimes an outlier will kill the set of data and destroy the mean with the outlier the mean is 22.o1 without the outlier it is 19.71 Sometimes it is smart to take out the outlier before finding the mean. For example it is smart to take it out so it doesn't completely mess up the mean.

we also did some triangles here are two of them of them.

### Pythagoras

Sunday, March 1, 2009

The Theorem

Two angles that equal 90 degrees are called complmentary angles. Angles that make a strait line equal 180 degrees and the two angles are called supplementary.

Proof

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