Suhani's SAS Blog

My new learning in Math 8+ this year included learning quadratics. Before 8th grade, I never new a single thing about quadratics. I really understand quadratics and how to solve for the x intercepts. Over summer break, I should review and practice quadratics. Even though I really understand this, I think I am most likely to forget this because it is very confusing. I think that going over my old tests and seeing what I needed help on worked well in preparing me for the End of Year test because I could then see what to review more on. To better prepare for tests in high school I should look more closely into applied problems where I have to take what I learned and apply it to a problem I have never seen before. The learning behaviors I will focus on improving are using my resources to help me and I will do this by using links to help me understand things I was confused about.

1) Describe and exponential growth factor. Include key properties such as growth factors. An exponential growth pattern is something that grows at a constant amount. The previous amount is multiplied by a growth factor. Example: Growth factor of 2, or doubling. 1, 2, 4, 8, 16, 32, 62, 128, 512, 1024, 2048, 4096... 2) How are exponential functions similar to and different from the linear functions you worked with in earlier units? Exponential functions are similar to linear functions because both have y-intercepts. They can both be graphed, have and equation, and table. Exponential functions are different than linear functions because exponential functions have growth factors, but linear functions have slopes. Linear functions go up by a constant rate of change, but exponential functions don't. The graph for linear functions include straight lines whereas the ones for exponential functions are curved. Linear equations take the form of y=mx+b, but exponential functions take ...

a) Determine the cost of each plan if you send 500 text messages in one month. Show your working out. Plan A: $79.95 Plan B: $90.2 Plan C: $74.95 I worked this out by looking at the graph where the x  axis was 500 (the x axis was amount of texts sent), and then I saw where each line landed on the y axis. b) Your boss asks you to visually display three plans and compare them so you can point out the advantages of each plan to your customer. c) A customer wants to know how to decide which plan will save her the most money. Determine which plan has the lowest cost given the number of text messages a customer is likely to send. For anything less than 400 texts, Plan A is the best (cheapest). For anything more than 400 and less than 800 texts, Plan C is the best (cheapest). For anything more than 800 texts, Plan B is the best (cheapest).

This activity was about using proportions to find measurements. It was also using prior knowledge (such as my height), to find the height of the pole which was unknown. We took a picture, and then put it up on our laptop. Then, we measured how big we were on the screen (I was 1.5 cm, and the pole was 6.3 cm). Since we already knew that I was 57 inches, we had to find the scale factor. To find it, we divided 6.3 by 1.5, and the answer was 4.2, the scale factor. Then we multiplied my real height by the scale factor to find the height of the pillar in real life. 57 x 4.2 is 239.4. The height of the pole is 239.4 inches.

1. What are the common properties of all polygons? Some common properties are: straight edges closed shape no intersecting lines 2. What does the measure in degrees tell you about an angle?     What are some common benchmark angles? The measure in degrees tells you if the angle is acute, obtuse, or a reflex because when you measure the angle, if it is in-between the 0º and 90º it is acute. If it is in-between 90º and 180º it is obtuse. If it is in-between 180º and 360º it is a reflex angle. Some common benchmarks are 90º, 180º, 270º, 360º, and within 90º there is, 30º, 45º, 60º. 3. What strategies can be used to estimate angle measures?     To deduce angle measures from given information?     To find accurate measurements with tools? Some strategies that can be used are to look for benchmark angles, and estimate off of that. This will give you a general idea of what the angle is, because if you know what general angles look like,...

                F BLOCK                         B BLOCK 1) How was the data similar? The data is similar because they both have an outlier of 180 minutes, and you can see that because there is one dot on each box and whisker plot that is at the 180 minutes mark. 2) What was different in the 2 sets of data? The B block set of data doesn’t have a maximum, and the plot is skewed to the bottom, whereas the F block set of data is skewed in the middle. They are also different because the 5 points of data are ALL different. For example, the Q2 (median)’s distance to the Q1 and Q3 of the data set is different. 3) Were there any outliers? Yes, there were outliers. In the F block data set, there were 180 minutes as an outlier, and for B block there were multiple: 120, 135, and 180 mi...

What is the height of a typical 6th grader at SAS? The height of a typical height of a sixth grader at SAS is 60.8 inches tall. I found this by finding the mean of the set of data I had. How do you compare? I am shorter that the height of a typical sixth grader because I am only 56 inches tall, where as the typical height of a 6th grader at SAS is 60.8 inches tall. Does the height of 6th grader have a lot of variability? How do you know? The height of a 6th grader at SAS has a little bit of variability because using the IQR (interquartile range), I know that if I calculated Q1, Q2, and Q3, I would find the quartile range, and it wouldn't be very big, which means that the height of a 6th grader doesn't vary (or doesn't jump from a small number to a very large number). I can also find this out by subtracting the smallest height from the largest height. Since the number is not very big in my set of data, the height of a 6th grader doesn't have a lot of variabilit...

What did you already know? I already knew a few things about spreadsheet, and I knew about converting percents, but a lot of the things we did I learned were new. What did you learn? (from your project? from your parents?) I learned many new things about banks, and how money works. I also learned a lot about spreadsheet and how to use it. How might this affect what you do in the future? I think this will affect me because I know what options I have to make with my money and what the best decisions are that will improve my income. What was your favorite part of the project? Least favorite part? My favorite part of the project was doing the spreadsheet because I learned lots of cool things and things just happened without me even trying, like the sum of something happened with just one click. My least favorite part was learning about phrases like compound interest  because I had to learn what they meant and use it in the worksheet. I also really liked working with my partne...

What is 3/4 divided by 1/8? You need to know how to read every question before you start any math problem because that is where you start off your math thinking, and understanding. You can read this question as "How many groups of 1/8 go into 3/4?". An easy way to solve this is by converting 3/4 to 6/8, then you know that 1/8 goes into 6/8 6 times. The way you solve this problem using reciprocals is to turn the second number upside down meaning you would turn 1/8 to 8/1 and then change the division to a multiplication sign and do the problem like a fraction multiplication problem. Multiply the numerators, then the denominators, and change the improper fraction (if it is) back to a proper fraction or mixed number.  → This model shows how many times 1.8 goes into 3/4 of a whole. The bar is broken up into quarters and eighths. Then I counted the amount of 1/8 in 3/4 of a whole.  ↓

When is it more useful to use fraction or decimal notation?  Give examples to justify your answer. It is more useful to use a fraction if the question is talking about parts. It is more useful to use decimal notation if the question is talking about wholes with easy to work with numbers, like 10, 100, 1, 000, etc. Ex. Bob had 121 pizza slices, and ten friends to share them with, including himself. How many slices should each person get?      2. When comparing two positive whole numbers with different numbers of digits, such as 115 and 37, the one with more digits is greater.  Does this rule work for comparing decimals?  Give examples to justify your answer. No, because there can be a 3 digits in one number, like 1. 22, while another number only has 2 digits, like 5. 9. The second number is greater than the first number, even thought it has a less amount of digits.

You know how to compare fractions using cross products, LCD, and logical reasoning. When is it better to use one method over another? It's better to use on way over the other because it will take less time. Logical Reasoning: If one fraction is greater the half, and the other isn't, it would be better to use logical reasoning than the other methods because if you find the LCD, it will take longer to find the answer. LCD: If there are weird fractions that don't divide well, you should find the LCD of the two fractions because it will be easier to find out the LCD than anything. Cross Products: If the numerators don't divide well with the denominators, you should just multiply the numbers because it's very quick. It's best if the numbers are small.

This is a link to my Archaeology Google Site that I made in Grade 6 Social Studies. I hop you learn something about Easter Island! https://sites.google.com/a/sas.edu.sg/suhani-s-archaeology-site-2014/home

 - How does prime factorization help you to answer this problem more efficiently. 13 x 11 x 7 x 3 x 37 is the prime factorization of 111, 111. This helps answer the problem more efficiently, because there is only one prime factorization for 111, 111. There are many factors of it. Using prime factorization narrows things down, so you only end up with one answer.

How can you decide whether finding common multiples or common factors is helpful in solving a problem? I can decide wether finding common multiple or common factors is helpful in solving a problem because if the question uses the words fewest, I know that it could be about LCM. This would help me because it would be faster than if I solved it another way. This is the same for GCF.

When your computer’s screen breaks, your dreams break. One of the main reasons of computer damage is screens breaking. This is very sad because many of us can prevent this. In the Boot Camp, we learned about care for our laptops. Screen breaking is very easy to do, and also very easy to prevent. Many computer screens break because of people leaning on them, and shoving them in their backpacks and lockers. http://computerrepairinatlanta.com/laptop-screen-replacement-in-atlanta/ At first, I thought that the main reason of computer damage was people dropping their laptop, spilling water on it, and shoving it in their bags with too much pressure, but I was wrong. I learned that the teachers would only let our laptops come home with us if we used, and acted with them properly. If your screen breaks you will have to pay for it, and your teacher’s trust will have gone down. I learned all of this when Mr. Green showed us a presentation and when all of the 6th grade science teachers...

As a responsible Digital Citizen at SAS, I,  Suhani, promise to respect and protect myself, others, and intellectual property while learning, sharing, and collaborating online.

Hi! In this video I will show you how to find odd shapes' volumes because it's hard to find the volume. You just separate them into different shapes! I hope this helps you!