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Today’s Learning Target: Knowing the difference between a linear and nonlinear pattern.

Now, today’s scribe post is from second grade right? You know, the whole “OH, I KNOW THIS PATTERN! NOW I KNOW WHAT A PATTERN IS RIGHT?” Well note to you in second grade, no, you did not, you just knew what a simple pattern was. Well, I'm here to tell you about linear and nonlinear patterns.

Well all know that a linear equation is one with an exponent which if you graphed, it would form a line going straight up. That's where it gets the name linear from. However, a nonlinear is one where if you graphed, it would form a curve.

Linear:                Nonlinear:

Now, if you wanted to find the perimeter of a square knowing just the side length, you could orgaanize it on a spreadsheet like this:

Side Length Perimeter Area
1 4 1

2 8 4

3 12 9

4 16 16

5 20 25

6 24 36

7 28 49

8 32 64

9 36 81

10 40 100

11 44 121

12 48 144

13 52 169

14 56 196

15 60 225

16 64 256

17 68 289

18 72 324

19 76 361

20 80 400

Notice how the perimeter of the square is always adding by 4 or is the side length multiplied by 4. This is called A CONSTANT RATE OF CHANGE. A constant rate of change also forms a linear graph.

However, the area tends to go up oddly and is inconsistent. This is what forms a nonlinear graph and is also what we called A VARYING RATE OF CHANGE.
On a nonlinear graph, this would form a curve and unevenly spaced points.

Here is the graph for the perimeter: The area: Both in comparison:

Not Working Not working Still not working

OKAY YOU GET THE POINT THE GRAPHS AREN'T WORKING!!!!!!!!! BUT THAT'S NOT A PROBLEM RIGHT? I MEAN, YOU GET I, WE DID IT IN CLASS. I'M GOING TO SEE IF I CAN GET THESE GRAPHS TO WORK! UGH!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Note: sorry about the screaming. lol. BTW, I couldn't get the graphs to work so I'm really frustrated. jk. ROTFL

Anyway, even with all these graphs that don't want to work, I can still get a website to work so here:

http://en.wikipedia.org/wiki/Linear

As well as nonlinear:

http://en.wikipedia.org/wiki/Nonlinear

Have a nice day!

Today's Learning Target: Metric Conversions

 If you had to convert 300 centimeters in to millimeters how would you do that? I'm going to explain to you what in my opinion is the simplest way to do this.

300 cm=                       mm

Alright, since you're converting 300 cm into millimeters, this conversion would be from large to small. You would put a decimal right behing the 300 and then a zero. You would get this: 300.0

After that, take the decimal and move it to the right of the zero so it would be behind it. You should end up with this: 3000.

Now, take the decimal away and what do you get? 3000! So the answer to that is 3000 mm.

Now since you know that you would probably have firgured out the rule:

If you're converting the number from a big unit to a small unit, you move the decimal to the right.

The same rule apllies for converting it from a small unit to a big unit except you move the decimal to the left. Here's how you would do that:

300 cm                        m

You put the decimal behind the 300 rather than adding another zero so you'd get this: 300.

Now take the decimal and move it trough all the zeros. Your decimal should go behind the three like so: 3.00

Now remove the zeros and 300 cm is 3 meters and there you go!

This is how the metric system works.

• kilo = a thousand times
• deci = one tenth
• centi = a hundredth
  
• milli = a thousandth

By using that, can you figure out these conversions?

4,000 mm=             cm

                              m

                              dm

Here's the answers

400 cm

4 m

40 dm 

Click here  to learn more about the metric system

Buh-bye! 

Todays Learning Target:

Add and subtract mixed numbers with unlike denominators.

Ex:

1 6/24

+3 7/8

First find the LCD (Least Common Denominator a.k.a. Liquid Crstal Display. Hahaha Very funny Mr.Tubbs)

In this case, the LCD would be 24. Next, you will need to find equivalent denominators. After that, multiply the denominator (demominator) and the numerator of the fraction to what ever number it takes to get to the LCD. In this case, 8 would be 7x3 and 8x3 which should get you 21/24. The top fraction should be 6x1 and 24x1. Then, you add or subtract the fractions and then add or subtract the whole numbers.

Doing all this should get you something that looks a little like this:

1 6/24 x1/1=6/24

3 7/8 x 3/3=21/24

=5 3/24.

If you did not bother to read my explanation, read the summary below:

1.) Find the LCD

2.) Find equvalent fractions

3.) Add or subtract the fractions

4.) Add or subtract the whole numbers

For more infromation, click here

Click here to take a self check quiz

Today's learning target: Estimating sums and differences using fraction and decimals.

Example Problem: 6.88+2.43=

To solve this problem, you would first have to round the numbers behind the decimal. If the second decimal is five or up, you round up and if the numbers are four or lower, you round down. You would then line the decimals up and add the numbers up. Then you line the decimals up and add the numbers together.Once you've addded your numbers toghther,you put the decimal right below where the others are. If you did this correcty, your answer should be 9.31

Friday's Learning Target

Use Stratagies to find a circumference for a circle

What we do

Here is a circle

Okay, circumference is the distance around a circular object, and diameter is the distance half way around(or through) a circular object. If the diameter of this circle is 9 inches, we have just enough information to find the circumference. First, you need to know pi. Pi is 3.14 and then it goes on. In this case, we are only going to use 3.14. The first thing you need to do is 3.14 x 9. If you multiply it together, your answer should be 28.26.