Maths 1
2017maths.docx |
this term
Assignments
17OCT Kahoot quiz
24OCT Pseudocode 1 https://docs.google.com/a/rootshigh.org/document/d/13eW4EnqDRFKMLxreyQkX9bAx8uAAZ7yT82IwzxW_GuE/edit?usp=sharing
26OCT Pseudocode 2
https://docs.google.com/a/rootshigh.org/document/d/1T0SRbG6t3Q33Tl24cVHGhmErepdlLuuZk8biBY88peg/edit?usp=sharing
https://docs.google.com/a/rootshigh.org/document/d/1T0SRbG6t3Q33Tl24cVHGhmErepdlLuuZk8biBY88peg/edit?usp=sharing
02NOV Python Age
write a python program (using python.codnex.net) that does the following:
prompts the user for their name,
prompts the user for their age,
Says hello to the person by name,
If the person's age is over 15 the program says "You are older than me"
If the person's age is under 15 the program says "you are younger than me"
and if the person's age is 15 the program says "we are the same age"
(If you have no idea what you are doing with this assignment come see Mr. Allred during PACE)
write a python program (using python.codnex.net) that does the following:
prompts the user for their name,
prompts the user for their age,
Says hello to the person by name,
If the person's age is over 15 the program says "You are older than me"
If the person's age is under 15 the program says "you are younger than me"
and if the person's age is 15 the program says "we are the same age"
(If you have no idea what you are doing with this assignment come see Mr. Allred during PACE)
03NOV Python Addition
write a python program (using python.codnex.net) that does the following:
prompts the user for two numbers (preferabley on two separate lines, with a separate variable for each)
uses the "increment" operator ( +=1 ) to find the sum of the two numbers. You are NOT allowed to simply add them together using the addition operator ( + ).
Once done, show how you could change it to subtract instead of add.
write a python program (using python.codnex.net) that does the following:
prompts the user for two numbers (preferabley on two separate lines, with a separate variable for each)
uses the "increment" operator ( +=1 ) to find the sum of the two numbers. You are NOT allowed to simply add them together using the addition operator ( + ).
Once done, show how you could change it to subtract instead of add.
16NOV Python Multiplication
Very similar to the addition program, write a python program (using python.codnex.net) that does the following:
prompts the user for two numbers (preferabley on two separate lines, with a separate variable for each)
finds the product (multiplication) of the two numbers WITHOUT using the multiplication operator (*). You may use the addition operator, however if you want EXTRA CREDIT, you can figure out how to do it only using the increment operator ( += )
Very similar to the addition program, write a python program (using python.codnex.net) that does the following:
prompts the user for two numbers (preferabley on two separate lines, with a separate variable for each)
finds the product (multiplication) of the two numbers WITHOUT using the multiplication operator (*). You may use the addition operator, however if you want EXTRA CREDIT, you can figure out how to do it only using the increment operator ( += )
17NOV Dice problem: I already had you do the first part from this video in your notebook. https://www.youtube.com/watch?v=xHh0ui5mi_E
As an assignment, do the 2nd part of the problem as explained in the video. That is, find a fair and mathematically equivalent way to use the triple dice as if you were only using two dice. If you are having a tough time coming up with any solutions, at least write down all the possible dice combinations and find a way to group them together, (example: 1,1,2; 1,2,1; 2,1,1; 1,1,3; 1,3,1... etc)
As an assignment, do the 2nd part of the problem as explained in the video. That is, find a fair and mathematically equivalent way to use the triple dice as if you were only using two dice. If you are having a tough time coming up with any solutions, at least write down all the possible dice combinations and find a way to group them together, (example: 1,1,2; 1,2,1; 2,1,1; 1,1,3; 1,3,1... etc)
30NOV Python Higher Lower. Use python.codnex.net to make a program that plays the higher/lower game with you. The computer thinks of a number between 1 and 100, you make a guess and then the computer tells you "higher" or "lower". This repeats until you guess correctly. Have the program keep track of the number of turns it takes you to guess right.
08DEC Python Lower Higher. Just like the last program except this time the USER thinks of a number and the COMPUTER tries to guess. Make sure you program the computer to recognize feedback from the user (for example, "h" for higher, "l" for lower, etc)
20DEC Python Square Root. This is actually remarkably similar to the previous program. Make a program that finds the square root of a given number.
notebook
27Oct
Respond to the following: What are some of the positive aspects of portable technology like smartphones and laptops? What are some of the negative aspects? Do you think we are better or worse off as a society and as individuals with this technology?
03nov
1. This week I gave about ___% effort in class. 2. My biggest challenge in class this week was... 3. My favorite thing about class this week was...
Respond to the following: What is the purpose of education in general? What is the purpose of your education (for you personally)? Does school do a good job of helping you fulfill that purpose? Why or why not? Why do you come to school?
Respond to the following: What is the purpose of education in general? What is the purpose of your education (for you personally)? Does school do a good job of helping you fulfill that purpose? Why or why not? Why do you come to school?
10NOV
Watch the following video clip: https://www.youtube.com/watch?v=Yexc19j3TjE
1. Summarize the clip.
2. Answer the question for yourself, do you like maths? Why or why not?
1. Summarize the clip.
2. Answer the question for yourself, do you like maths? Why or why not?
14nov
The notebook assignment is to solve the first problem as explained here: https://www.youtube.com/watch?v=xHh0ui5mi_E
Explain your solution in your notebook.
Explain your solution in your notebook.
title 4
quizzes/tests
last term
Assignments
23AUG Watch the following clip: https://www.youtube.com/watch?v=3icoSeGqQtY and answer the questions.
questions for 23AUG
1. Summarize the video clip (a full paragraph).
2. What is the speaker's main point?
3. Do you agree with the speaker? Why or why not?
4. Do you think everyone can learn maths? Why or why not?
2. What is the speaker's main point?
3. Do you agree with the speaker? Why or why not?
4. Do you think everyone can learn maths? Why or why not?
31AUG Number Systems https://docs.google.com/document/d/1WFDYuwKsI1oxrpau067_YF4t9J7QwLXy6MaEzLaytxI/edit?usp=sharing
06Oct Tomato project wrap-up. 1. Using your table from the tomato project, graph the tomato yield over time (either days or weeks). 2. Use a pie-chart to show the average percent of good tomatoes. 3. "Crunch" the numbers to find a simplified way to express the tomato yield (only good tomatoes), for example, "Our farm yielded ___Kg of tomatoes per day."
12OCT Stocking Rates Assignment.
The Windy Valley Ranch is located near Preston in south-eastern Idaho. The owner grazes stocker steers and horses on 975 acres in 3 pastures.
Current Grazing Plan: •8 horses (1.3 AUE) spend the winter and early spring (November through April) near the ranch headquarters in the wintering corrals and stables. They are fed hay throughout this time. • The horses are then moved to the Small Pasture where they join 112 steersfor the month of May. The steers weigh an average of 810 lbs (0.81 AUE) when put on pasture. •The animals then rotate to the South Pasture from June to mid-August. • The animals move to the Hill Pasture from mid-August to October. Once October ends, the steers are sold to a feedlot with an average ending weight of 1040 lbs (1.04 AUE). The horses are brought back to headquarters where they winter.
Uplands - 42% of total area (all pastures) Loam Soil Type with Steep Rocky Terrain. Mostly native mountain big sagebrush/bluebunch wheatgrass. Forage production = 950 lbs/ac with a recommended utilization rate of 40% Lowlands - 28% of total area (all pastures) Loamy Soil Type with Rolling Terrain. Mountain big sagebrush/bluebunch wheatgrass-Idaho fescue steppe with riparian species along the stream. Forage production = 1220 lbs/ac with a recommended utilization rate of 45%. Perennial Stream
Seeded Area - 30% of total area (all pastures) Deep Loamy Soil Type with Rolling Terrain. Grassland vegetation consisting mostly of crested wheatgrass with some native grasses. Forage production = 1000 lbs/ac with a recommended utilization rate 50%
1. What is the useable supply of the land (in pounds)?
2. What is the total demand of the animals (in pounds)?
The Windy Valley Ranch is located near Preston in south-eastern Idaho. The owner grazes stocker steers and horses on 975 acres in 3 pastures.
Current Grazing Plan: •8 horses (1.3 AUE) spend the winter and early spring (November through April) near the ranch headquarters in the wintering corrals and stables. They are fed hay throughout this time. • The horses are then moved to the Small Pasture where they join 112 steersfor the month of May. The steers weigh an average of 810 lbs (0.81 AUE) when put on pasture. •The animals then rotate to the South Pasture from June to mid-August. • The animals move to the Hill Pasture from mid-August to October. Once October ends, the steers are sold to a feedlot with an average ending weight of 1040 lbs (1.04 AUE). The horses are brought back to headquarters where they winter.
Uplands - 42% of total area (all pastures) Loam Soil Type with Steep Rocky Terrain. Mostly native mountain big sagebrush/bluebunch wheatgrass. Forage production = 950 lbs/ac with a recommended utilization rate of 40% Lowlands - 28% of total area (all pastures) Loamy Soil Type with Rolling Terrain. Mountain big sagebrush/bluebunch wheatgrass-Idaho fescue steppe with riparian species along the stream. Forage production = 1220 lbs/ac with a recommended utilization rate of 45%. Perennial Stream
Seeded Area - 30% of total area (all pastures) Deep Loamy Soil Type with Rolling Terrain. Grassland vegetation consisting mostly of crested wheatgrass with some native grasses. Forage production = 1000 lbs/ac with a recommended utilization rate 50%
1. What is the useable supply of the land (in pounds)?
2. What is the total demand of the animals (in pounds)?
notebook
Friday check in requirements
Friday check ins should include:
This week I... (check all that apply)
Dear Mr. Allred (write me a letter)
This week I... (check all that apply)
- read
- wrote
- discussed
- used drew
- avoided "toenails" in class
- avoided "elephants on the tracks"
- avoided using my phone during class
- met my goal from last week
Dear Mr. Allred (write me a letter)
18AUG (Friday Check In) + Rose, Thorn, Bud (highlight of week, low point of week, something you are looking forward to).
24AUG Visit the farm and find: 1. Something that can be easily counted (ex. goats) 2. Something that could be easily added (ex. cucumbers and peppers) 3. Something that could be easily subtracted (ex. dead plants from live ones) 4. Something that could be multiplied (ex. rows and columns of grow boxes) 5. Something that could be easily divided (ex. animals per pen). Be creative and DO NOT use the examples I've provided.
25AUG (Friday Check In) + 1. What is a number? 2. What is your favorite number? Why? 3. How is maths like a language? 4. How is it different from a language?
29AUG Write an example of: 1. A problem that can be solved by counting. 2. A problem that can be solved using addition. 3. A problem that can be solved using subtraction.
01SEP (Friday Check In only)
05SEP 1. What "real-world" situation might have lead to the invention of multiplication? 2. Make a guess as to when in human history multiplication was first used. 3. List two useful things at the farm that we (as a class) could figure out using maths.
14SEP (Friday Check in (even though it was a Thursday)).
SOME DATE, maybe the 19th? Fractions and percentages
ONGOING Tomato Project. See Mr. Allred (or a classmate) for this data that we've collected over many days.
26SEP Part 1: Reduce the following fractions: 1. 50/100 2. 16/32 3. 12/24 4. 22/55 5. 52/100
Part 2: Find the sum of the fractions by finding the Lowest Common Denominator: 1. 2/4 + 2/6 2. 2/3 + 1/5 3. 3/4 + 1/3
Part 2: Find the sum of the fractions by finding the Lowest Common Denominator: 1. 2/4 + 2/6 2. 2/3 + 1/5 3. 3/4 + 1/3
28SEP 2 fun problems. Choose one of the following "fun" problems to work on. 1. Mathematicians have often wondered how many colors you would need to color in a map, such that no two adjacent countries have the same color. Can you think of a map that only requires 1 color? 2 colors? Now, design a map that REQUIRES at least 3 colors. Now 4. Can you make one that requires 5? Color in your maps so that they support your conjectures.
2. Watch this video as an introduction: https://www.youtube.com/watch?v=iW_LkYiuTKE
Draw all homeomorphically irreducable trees of size n=10.
2. Watch this video as an introduction: https://www.youtube.com/watch?v=iW_LkYiuTKE
Draw all homeomorphically irreducable trees of size n=10.
29SEP Friday Check-In + 1. Think of some small act of service or kindness that you could do; write it down and set a goal for yourself to do it. 2. Think of a service or act of kindness that our class could do (I will take the best suggestions and we will use class time to do them).
10OCT Stocking Rate Practice: Use this link: https://wnrcde.files.wordpress.com/2011/11/wnr-stocking-rate-2014.pdf
Try it on your own first and then check your answer on the next page.
Try it on your own first and then check your answer on the next page.
Quizzes/Tests
08SEP Quiz (See Mr. Allred for this quiz; 5 to 10 minutes)