End of the year survery-Gina

1) I think the blog was very productive since it made us pay more attention to the class especially if it was our posting day. It also made our understanding of the class greater because we had to summarize the lesson in order for the other people to understand it, and that also includes me. What was also good was that if you didnt realy get the lesson when Mrs. Saatkmap taught ir during class, you could check the blog and maybe by one of your classmates explanation you could understand it better.

2) For me, come of the advantages of the blog, as I mentioned before was that it made us focus more during the class, and we tried to understand it better so we could explain it to the others by our post. Also if you are one of those people who missed class often, the the blog was a very good way to catch up with the class and you could know what hw you had to do. One big problem for me was that when I had to post, I took me a lot of time to write the equations, put images and it gave me less time to do other hw.

3) I think the actual format of the blog is good because you dont get lost and it easy to find the post that you are looking for, the main problem for most of us was that it took time away from us to do other hw. Since the 9A class was smaller than the other class, it meant that we had to post more often. For some lucky people, the post was just give some formulas but for other it was a big a complicated post.So maybe there is a way to distribute the workload a little better.

End of Year Survey

1. My thoughts on the creation of the blog was that is was unique and really good! Because of the blog, I felt that more people were focusing in class since one of them each day had to write about it showing that they understood it perfectly. Also if we didn't understand much of what we had learn, we can go to the blog and see what our classmate understood, and learn from him/her.

2. The best advantage about this problem was that you could learn online about the lesson that you miss and also you can do that homework, so that when you come to school the next day, you don't feel so embarrassed about not knowing what you didn't do. Another advantage is that if its you who is posting, then you learn and understood more since you are writing about it and summarizing it to your classmates. But on the other hand, there was a major disadvantage with the blog. The disadvantage was doing the post, since it took a long time and sometimes the pictures would delete what you wrote or not appear which is super frustrating.

3. I wouldn't change the format of the blog since its easy to understand and simple to follow. But what upsets me sometimes is the work load which varies on class to class, because some people just have to write a couple of formulas while others have to write a lot about when happened in class.

See you tomorrow miss!

flow=3

End of year survey

1) I think that the creation of the blog was really good and productive. Due to the blog, i think we all pays more attention in class, because if you have to blog then you have to pay more attention in class so you really get what the topic is about. It also made our understanding better since we could go to the blog and check if there were some problems.

2) Advantages: You understood the topic much better when you posted because you had to rewrite all your notes and really understand everything. you also had to do your own pictures and things like that.
Disadvantages: to do the post took really long time, since you had to do all the pictures and write all the formulas. Also, i dont know how it was for everyone else, but when i uploaded pictures it would be very big spaces between the lines and part of the text was deleted some of the times, so i spent a really long time reorganize it.

3) To format of the blog was really good and i wouldn't change anything in it. Some lucky people were posting on days when we just went over like 2 formulas and nothing more, while some of us had to post on days were we had like 5 formulas and 7 pictures.. But.. life is not fair.! haha
In general i think the blog idea was really good!

End of year survey-Malena

1) I thought the usage of blog was productive and helpful because whoever missed the class could get in the blog and read what was thought in class and if you didn’t get what the class was about it could help to understand. It also required that the person posting had to pay more attention in class in order to do a good post.

 2)Some of the advantages were that if someone wouldn’t get the lesson or missed it the person could go check in blog what the post from that day said and that could help to understand the content. The disadvantage was that the actual post took really long time due that we had to use geogebra and the pictures sometimes wouldn’t load or they would delete part of the post, also if for some reason you didn’t have internet and do the post you would lose part of the percent in class participation.

3)The blog it self I would keep the same format because it is organized and easy to understand just that I wouldn’t have the announcement in it because I believe people pay more attention when it is given in class rather than having to check the blog for that.  

Answers for the end of the year survey

Hi Mrs Saatkamp!

1-Well the blog that you created made us to change in class, because first we had to pay more attention so then we were able to post,. I think that this post has make our understanding better because here we had the summarys of everyday.

2-First the advantages: the advantages were that now even if you are sick or you cannot attend class, is not a problem, because with the post you can go there to see the hw and what the class was about. However there are also disvantages: What I think is that we lost a lot of time posting, because you have to do formulas, geogebra,... and this take a lot of time that maybe is necessary to other thing. I you were lucky enough then you could get a really short post.

3-I think I wouldnt change anything. But now is when you need to think that there are the lucky ones and the ones who had to do a post of 5 images made in geogebra, with 10 formulas, and a long explanation...But I wouldnt change the format.

bye

Answers for the End of the Year Survey

1) I would describe the use of the blog as productive and beneficial to our studies because the fact that we had to right class summaries made us pay more attention to the class we had to summarize. The people who summarized the harder classes, or the most important classes, probably had a better understanding of that class' content.

2)One advantage is that the students who missed class could keep up with the content by reading the summaries. One disadvantage, for the students, is that the student's night for summarizing the class could coincide with a night that he has to finish a project or do a lot of homework, which adds to the time the student has to work. Another advantage is that the student learns more from the class that he summarized, because he thinks much more about the class.

3)I would keep the format, because I believe that their is an even distribution of the work of summarizing the classes. Of course, there is always that person that gets lucky and has to summarize a very easy class, but, the overall distribution is very even. 

Report Card

Mrs. Saatkamp,
I just want to know why you wrote in my report card that I have to do more homework, because I'm not doing any, if I am one of the few people that do the homework. I always liked math that's why I do, not for obligation or because I have to do it, but because I like. If you see my grades in the quizzes and tests you can see that I do the homework. The only homework I did not do, was the one I told you I didn't do, then later, I got a bad grade in the quiz. Now my father wants to know if I am really not doing the homeworks, but I am. If you really wants to know if I do or not, ask people from my class, because everyday we have homework to do, they ask me if I did the math homework, and I always answer "yes, I did" (not on the day i didn't do). So I apologize for being complaining this, but I'm just frustrated now, because my father is mad at me for a thing that is not true.
Luis.

End of Year Survey

Dear 9th graders

Please answer the following questions:
1) How would you describe the usage of a blog during this year? Explain
2) Give some advantages and some disadvantages of its use.
3) If you were to use it again, would you keep the format of it or you would change something? Explain.

Thank you for answering those questions.

Mrs Saatkamp

Class summary 05/19/2009

In today’s class we corrected the homework and then we started the lesson 11-8 Congruent and Similar Solids. In this lesson we also reviewed things from chapter 7 which talks about similar polygons so; we just applied the similar and proportional principles to solids. As an example if in two similar spheres one radius is 5 times bigger than the other radius, then the area will e 25 times bigger and the volume 125 time bigger.
Lengths--- Areas--- Volumes
a/b ---a squared/b squared--- a cubed/ b cubed
Schedule:
Quiz on Friday
Project due next Monday
Test is an enigma
Please let’s continuing doing the homework and posting, but in your posts don’t do like Javier who just copied someone else’s post!
And God Bless America

Class 19/05/09 - Congurent & Similar Solids

Well, today we started class setting dates for future assesments:

• Quiz friday the 22
• Tessiliation project due on monday the 25
• And the test will only occur after hands on fair
  

After, we corrected our previous homework.

Then we continued with the new lesson:

Similar and Congruent Solids

Congruent solids are two solids in which:

• All corresponding angles are congruent
• All corresponding measurements (edges, apothems, heights...) are congruent
• Area of correspondig faces are congruent
• Volumes are congruent

Similar solids are two solids in which:

• All angles are congruent
• All corresponding measurements (edges, apothems, heights...) are proportional
• Area of corresponding faces are proportional
• Volumes are proportional

When Identifying if two solids are actually congruent, you must compare at least two measurements in order to see if they are proportional:


All measurements should give the same ratio:




All areas should give the same ration:





The volume should be:

And that is all the new subject! The HW is: page 633 # 14-28 all

Spheres

Hey everyone

today in math class we corrected our homework, then we moved on to learn the formulas for a SPHERE.


Sphere:

Surface Area of a Sphere: T = 4 π r^2 (Four X pi X the sphere's radius squared)



Volume: V= 4/3 π r^3 (Four thirds X pi X the sphere's radius cubed)




After that Ms. Saatkamp assigned us homework:

pg. 626 # 23-45ALL

That's it for today.


PS.: Don't forget about the project, it's due... Soon.

Hey Miss,
this is Pam and Lu M. We are at my house (this is pam typing) and we began the tessellation project and after creating the most amazing tessellation EVER on geogebra we look at the cute little paper you gave us and see: Hand Made Tessellations. after a few tears and sarcastic giggles for having wasted so much time on geogebra, we realized we will have an amazing extra amount of work.
Can we use the one on geogebra? we can even put all the different polygons in different colors and would save a lot of time. If there is any problem we are ok with doing it the way you asked for.
Thanks,
Pamella and Lu M (by the way Bia is here too)

Today´s class 15/05/09

Today´s class we started by correcting the homework.

After this, we learned two more things:




1-Volume of Prisms ( Notice that can be any prism)


Formula:












Where:


B: Area of the base


h: Height of the prism






2-Volume of Cylinders





Formula

Where:

B:Area of the base

h:Height of the prism

This was evrything we learned today; however we have hw as usual: Pag 611#10-28 allllllllll!

*From number 19 on, things get worst!

Bye,

class of tuesday may 12 (9B)

Today's class was simple but important :)

we started the class by correcting the homework as usual

then we learned...

VOLUME OF PRISMS

notice that in the area formulas the title was 

about regular right prisms 

for the following all kinds of prisms count =D

(At least the ones we studied until now :)

The formula is

Is not like the Area formula

in there the B is the area of the base and h is the height of the prism

Height = the distance between the bases

We also learned about how to calculate the Volume for cylinder

now pay very much attention.. it's a really hard one..

=D it's the same i was just joking :)

in this one B is π r 2

 because it's the area of the base which is a circle

and h is height as well.

The homework is only for thursday 

and we will have the whole class

on thursday to work on it but 

at the end of the class we will have to have done.

so you better star on doing some exercises so you don't have to rush on thursday

The homework is

pg 611 # 14-28 all

they are all about volumes and be careful with the last one

, because it may be tricky

in that one you need to find the volume of the square 

and then subtract the area of the cylinder which is inside the cube.

Ms Saatkamp I'm sorry that i didn't show the correction of the homework, but i forgot my notebook in school but what you taught today is here

o.O

Today's Class 12/05/09

Today Mrs. Saatkamp started the class by going over the hw assigned yesterday (pg. 604 #14-29) that was about areas of right pyramids and right cones. These are some of the problems people had with the hw.

24. Find the lateral and surface are of the regular pyramid.



how to find the slant height:


Lateral Area:


You can also use pythagorean theorem to find the height of the base which is 10.3923 cm. Since you have the base and the height, you can calculate the area of the base which will be 62.3538 cm squared.To find the surface are of the pyramid you do the next:





28. find the surface area of the solid. Imagine that this pyramid has another pyramid undern it and so the bases don't exist. For this question, you had to find the lateral area and multiply it by two.






After we finished correcting the hw, we moved on to the new lesson (this lesson will not be on the quiz tomorrow!!) First Mrs. Saatkamp explained what volume is with the example of the pile of books. She also explained a principle of solids that states:

• If a right and an oblique prism share the same are of the base and the same height, their volumes will be the same but their surface areas will not.

Volume of prisms

where: B= area of base
h= height of the prism

Volume of cylinders

where:
h= height of the cylinder

The units for volume is always cubed!

Then Mrs. Saatkamp assigned homework that is not due until Thursday. The hw is pg. 611 #14-28 all. Dont forget to study for tomorrow's quiz and good luck :]

Today we began class by correcting yesturdays homework from page 596 numbers 26-30 + 32-34. After correcting it we went straight to learn new material, and there is a QUIZ on WEDNESDAY about areas of right prisms, cylinders, pyramids and cones. Today we learned about pyramids and cones. They are the following:

Right +Regular (base is a regular polygon) Pyramids:

a pyramid has: base, vertex, lateral face, base edge, laterla edge, side of base, altitude, and slant.

Miss Saatkamp showed a pyramid with a right triangle inside where h was the altitude (height) of the pyramid, a was the apothem of the base, and l was the height of of a lateral face.

Total SUrface Area: T= L + B

L=lateral Area

B= area of base

To find the lateral area we can use the following diagram

l= slant height

s = side of base

To find the area of one triangle you (l*s)/2 and to get the area of all the triangles (lateral are) you multiply it by six, since the solid has six lateral faces. If you multiply the side of the base six times it is immediatley the perimeter. In the diagram above, the red line represents the perimenter of the base. SO therefore the second formula can be used to find the lateral area. perimeter times slant height divided by two.

Right Cones:

a right cone has: vertex, base (circle), altitude, and slant height.

For cones, ms. Saatkamp also showed a cone with a right triangle inside, were h was altitude, l was slant height, but the third side, instead of being the apothem is the radius of the circle.

Total Surface Area: T= L + B

where L = lateral area

B = area of the base ()

Lateral Area: L=

This Formula works because

This was what we learned today and the homework on this that we were assigned for tomorrow is on p. 604 #14-29 ALL

110509

Today we started our class by correcting the homework we had, which was page 595 # 15-34 all exept 31.

we went over som of the questions but, many people in our class didn't do the homework, and then we are expecting mrs. Saatkamp to solve all of the peoblems for us, and by that we dont learn anything, we are just very lazy. people start doing your homework! eventhough the questions are hard and you might not know how to do it, you can atleast try!

after we went over some or the questions from the homework we started todays class.

Regular + Right Pyramids

First of all you have to remember what the difference between Regular and Right
Regular: The bases are Regular Polygon

Right: The vertex is right on top of the base.

Right and Regular Pyramids

-base

-vertex

-base edges and lateral edges

-altitude ( height of the pyramid)

-Short leg (apothem)

-Slant height ( height of lateral face)

In this figure h= altitude, l= slant height and a= apothem of base.

so, then we were going to come up with a formula, that could help us find the Lateral Area and also another one for the Surface Area.

here is the Formula for how you can find the Lateral Area:Where: P= perimeter of the Base
l=Slant height.

Here is the formula for how you can find the Total Surface Area:

Where: L is the lateral Area

B is area of base

After that, we were going over How to find LateralFaces and Totalsurface Areas of

Right Cones

- base

-Vertex

-Altitude ( height of the cone)

- slant height

In this figure, h= is, again, the altitude, l is also the same, the Slant height,

but then, the r stands for the radius.

so the formulas to use in order to find the Lateral face and the Total surface Area.

Lateral Area:

which, r is the radius and l is the slant height.

and now, finally, how to find the Total Surface Area:

in here, L is the lateral area anf r is the radius.

then we had homework.. Page 604 # 14-29 all!!

reminders: tomorrow we will go over the homework and correct if there are problems and then on Wednesday we will have a Quiz. On the quiz though, you will be able to have Some of the formulas. Not all! only the very last ones we studied. in total there will be 8 different formulas that will be allowed on the quiz. 2 for the prism, 2 for the Cylinders, 2 for the pyramids and 2 for the Cones. it is NOT allowed to have the distance formaula, or the quadretic formula or any of those, just these 8 last ones.

Have fun with the homework and see you tomorrow:D

Class of May 8, 2009 :D

iushaiuhsaiuhYesterday we started class by learning new subject instead of correcting homework.

We learned the formulas for fiding lateral and surface areas of right cylinders, just as we had done for right prisms on thursday.
SOOO:

The formula for the Lateral Area is L=(p)(h), L being lateral area (!), p being perimeter of the base (or the crcumference of the base/circle) and h being the height of the CYLINDER.

The formula for Total Surface Area is T=L+2B, T being total surface area, L being the lateral area and B being the area of the base. Just a reminder: the formula for the base of the cylnder (or for the area of a circle) is A=πr².

After, we corrected our homeworks. Something that gave me a hard time was finding the perimeter of the solid, which was required to do like... 99% of the hw... So, teh perimeter of the solid is the same as the perimeter of ONE BASE.
>>>Exercise 25 gave a hard time to something like.. ahn.. all of us (except one or two). The thing is you cannot divide the shape into two and find the total surface areas of both and add - cause then, you'll add the area of the part they connect, which is not filled. Sooo, you have to find the area of everything: divide the solid into polygons and fint the areas of these.

And that was the class... In the end:
HOMEWORK!! \o/
Page 596 #s 26-30 all + 32-34 all
It's a good idea for those who didn't do the last hw (pg 596 #s15-25 all + 32 + 33) to do it, because Ms. Saatkamp said she was not going to explain the exercises for us if we don't do it... So, PLEASE, DO IT!)

;*

Today Class of 9A

Hey guys! So today after we correct the homework which was page 588 and the problems were 23, 24, and 25. We went on to our lessons called The Surface of Right Prisms and The Surface Area of Right Cylinders.
Also we got a packet that contains figures and we cut only one figure today though. But for all of you classmates out there DON'T FORGET THEM SINCE WE'LL NEED THEM FOR LATER CLASSES!
Now back to the lessons that we learn today, this connects to the figures that we were cutting. The figure below is the one that we cut today (It’s not exactly right or even congruent).

Now look at the figure, can you see that there is a big rectangle and the two bases? Also can you see that the green part equals a side of the base? And that if we get the length the rectangle that means we also got the perimeter of the bases? Also the red part is the height of the prisms. So in the end the big rectangle can tell you: perimeter of one base, the height of the prism, and area of the lateral area. Easy huh?


But we need some hand-dandy formulas!!!

So let’s say we want the Lateral Area then we'll use this formula:





And P= perimeter of one base

H= Height of the Prism

Later we need to use another formula to find the Total Surface Area which is:



Where
L= Lateral Area
B= Area of Base


Then we go on the next lesson which is Surface Area of Right Cylinders....

So pretty much the formulas are the same expect there are some minor changes where you should check twice

With the Lateral Area is:




Where

P= Perimeter/ Circumference which is if you have forgotten,

H= Height of Prism


Afterwards with Total Surface Area



Where

L= Lateral Area

B= area of bases (Base of Circle...)

And that is pretty much what we did in class today! So I hope you have a great weekend but don't forget these things

1. Bring the Packet to class because you never know when you may need them
2. Project Deadlines have been changed from Friday to Monday so you have at least one more weekend to work on it!!
3. Also with the projects, if you don't have class with Ms. Saatkamp on Monday, then find a way to give the project to her or else...
4. We have a make-up test this Monday, so if you sign up for it get ready!!!!

HAVE FUNNN! =3

07/05/09

Hey!
Today in class we went over the Home work, (it was page 588 #23, 24, 25) although they were only a few problems they were complicated. To simplfy things it is much easier if you seperate them into different parts, number 23 for example can be the two bases (the bases being the L shapes, since they are parallel and congruent) two equal rectangles, the back rectangle and the two smaller rectangles. And after you have added up all the seperate areas you will have 120 units squared. The second problem is very similar, find the area of the pentagon using the idea of apothem times perimeter divided by two, and then multiply it by two since they are two hexagons. Then find the area of the rectangle and multiply by six (the number of rectangles). The last one was the most complicated, you have to pay attention to realize that the top edge is actually smaller than the middle edge.
Now, in class we began with some definitions, Ms. Saatkamp stressed the fact that many times the problem will actually give us a description of the solid rather than a diagram so it is important to understand the definitions. There are basically 3 names when naming prisms, such as Right Hexagonal Prism. The first name may be either right or oblique, the second being the shape of the bases such as hexagonal or triangular, the third name is prism, just to give it an ending :P
Then Ms. Saatkamp gave us some shapes to cut up, which was pretty fun. One of the shapes we cut up was an open Right Pentagonal Prism. Which by looking at opened looks like 5 rectangles and 2 pentagons. I'm sorry i'm having a lot of trouble getting pictures on here. Anyways, by looking at it you can see that the perimeter of a penatgon is = to the side the big rectangle(if you join all 5 rectangles it forms a big one).
To find the total surface area you use the following formula:
T = L + 2B
T being total area. L being Lateral area (which you can find by multiplying perimeter and height) 2B being twice the area of the base.
Homework is pg 596 #15-25 +32 and 33
bjos

Class Summary-9A- 5/7/09

Today Mrs. Saatkamp began the class by showing us our test grades and by explaining to us that we would have to sign up for recuperation in advance. After this, Saatkamp helped us define what a sphere is.

Sphere: a set of points in space that are all equidistant from a given center.

After this Saatkamp explained to us what Platonic Solids are:

Platonic Solids:

Solids formed by the same polygon and that polygon needs to be regular.

THERE ARE ONLY FIVE PLATONIC SOLIDS, THEY ARE:

Tetrahedron: has 4 faces and all faces are equilateral triangles.

Hexahedron, more commonly known as "cube": has 6 faces and all of the faces are squares.

Octahedron: has 8 faces and all of the faces are equilateral triangles.

Dodecahedron: has 12 faces and all faces are regular pentagons.

Icosahedron: has 20 faces and all faces are equilateral triangles.

After all of this, Saatkamp introduced us to the idea of surface area which is, for example: A company has make a soda container for 200 ml of soda, several people design containers, but, the company wants to find out which container uses the least amount of material. TO FIND THIS OUT SURFACE AREA IS NEEDED.

That was the class. Our homework is the continuation of the in-class examples:

pg 588/# 23, 24, and 25