I realize I haven't posted any practice problems in a while or a week in review. I apologize for that. The practice problems were not getting turned in for the most part so I am in the process of coming up with a different system.
Grades are due on Thursday so please come to tutorials if you need extra help.
Have a great day!
Monday, October 18, 2010
Sunday, October 3, 2010
10/1/10 Week in Review
We have made it through 6 weeks of school! Progress reports come out on Wednesday. Remember I have tutorials every Tues/Thurs from 4:15 to 5:00. Please come by, especially if you are having trouble in class.
This week we learned how to do different operations with fractions. Particularly how to add, subtract and divide. We know that when we add or subtract we MUST find a COMMON DENOMINATOR!!!! The common denominator must be a multiple of both denominators. However, when we multiply or divide fractions we do not have to find a common denominator. To divide fractions we actually multiply by the inverse. So to say it more simply, flip and multiply. We only flip the second fraction though. Another important thing to remember is that if you have a mixed number (4 1/5) you should change it to an improper fraction before you do anything with it.
This coming week we will be polishing these skills and practicing them daily. Please see me if you need extra practice. I have a workbook I can give you to take home and I can also run off copies of extra practice. We are in this together. Let's BE SUCCESSFUL!
Also students please remember there are other ways to solve problems other than fighting. If you want to discuss this further I am available to talk.
Ms. Ray
This week we learned how to do different operations with fractions. Particularly how to add, subtract and divide. We know that when we add or subtract we MUST find a COMMON DENOMINATOR!!!! The common denominator must be a multiple of both denominators. However, when we multiply or divide fractions we do not have to find a common denominator. To divide fractions we actually multiply by the inverse. So to say it more simply, flip and multiply. We only flip the second fraction though. Another important thing to remember is that if you have a mixed number (4 1/5) you should change it to an improper fraction before you do anything with it.
This coming week we will be polishing these skills and practicing them daily. Please see me if you need extra practice. I have a workbook I can give you to take home and I can also run off copies of extra practice. We are in this together. Let's BE SUCCESSFUL!
Also students please remember there are other ways to solve problems other than fighting. If you want to discuss this further I am available to talk.
Ms. Ray
Week 7 Practice Problems
1. 4/5 + 3/7
2. 1 1/10 + -3/5
3. What is the square root of 400?
4. Write 19/121 as a decimal (round to
the nearest hundredth)
5. If you go to the movies and spend $5.25
on snacks that cost $.55 each, about how
many snacks did you buy?
6. Round 63.0516 to the nearest tenths place.
7. How do you convert a decimal(or any
number) to a percent?
8. 5.67 / .35
9. Decimals don't _______ they ______.
10. What does respect mean to you?
2. 1 1/10 + -3/5
3. What is the square root of 400?
4. Write 19/121 as a decimal (round to
the nearest hundredth)
5. If you go to the movies and spend $5.25
on snacks that cost $.55 each, about how
many snacks did you buy?
6. Round 63.0516 to the nearest tenths place.
7. How do you convert a decimal(or any
number) to a percent?
8. 5.67 / .35
9. Decimals don't _______ they ______.
10. What does respect mean to you?
Sunday, September 26, 2010
Week 6 Practice Problems
1. -10.08 + 3 =
2. 4 - 12.11 =
3. 34.62 + (-26.58)
4. Write 334,000 in Scientific Notation
5. What is the square root of 400?
6. 5/7 + 3/4 =
7. 7/8 - 1/4 =
8. -11/16 + 1/2 =
9. What are 2 key words we find in word
problems often and what do they usually mean?
10. What must you find in order to add
UNLIKE fractions?
2. 4 - 12.11 =
3. 34.62 + (-26.58)
4. Write 334,000 in Scientific Notation
5. What is the square root of 400?
6. 5/7 + 3/4 =
7. 7/8 - 1/4 =
8. -11/16 + 1/2 =
9. What are 2 key words we find in word
problems often and what do they usually mean?
10. What must you find in order to add
UNLIKE fractions?
Week in Review 9/24/10
What we did this week:
We learned the rules for multiplying and dividing integers first. The rules are this:
-When multiplying or dividing 2 numbers with different signs, the answer will always be negative.
-When multiplying or dividing 2 numbers with the same sign, the answer will always be positive.
So for example:
-10 x 4 = - 40
-6 x -9 = 54
It is important to not get these rules confused with the addition/subtraction rules. On Tuesday you created a foldable to help you learn these rules.
The addition rules are as follows:
-When adding 2 numbers with different signs, subtract the numbers (ignoring the sign), and then keep the sign of the larger number.
-When adding 2 numbers with the same sign, simply add the numbers (ignoring the sign), and keep the sign.
Example:
-5 + 8 = 3 (8-5 is 3 and 8 is bigger than 5 so the answer is positive)
-7 + -9 = -16 (9+7 is 16 and the sign is negative so the answer is also negative)
The subtraction rules go a little something like this:
-When subtracting 2 numbers you should remember this; KEEP, CHANGE, TAKE THE OPPOSITE.
You might also remember it like this; SAME, ADD, CHANGE (SAC).
Regardless what you are doing is changing the problem to an addition problem and then refer back to those rules to solve.
Example:
4 - (-7) = 11 (Same, add, change; 4 + 7 = 11)
7 - 17 = -10 (Keep, change, take the opposite; 7 + -17, subtract and keep sign of larger number; 17-7=10 and 17 is bigger than 7 so answer is negative.)
Students it is very important that you understand these rules and how to use them. If you practice these you will understand them.
On Friday we studied some word problems and identified key terms that help us work these word problems. You were then allowed to create your own word problem for an opportunity to see your problem on a benchmark as extra credit. I will collect these on Monday.
Report card grades will be due on Friday so make sure you have everything turned in. You should know before Friday if you are failing my class or even if you have below a 75. Let's get those grades up and remember to DO WORK AND STAY FOCUSED!
Ms. Ray
We learned the rules for multiplying and dividing integers first. The rules are this:
-When multiplying or dividing 2 numbers with different signs, the answer will always be negative.
-When multiplying or dividing 2 numbers with the same sign, the answer will always be positive.
So for example:
-10 x 4 = - 40
-6 x -9 = 54
It is important to not get these rules confused with the addition/subtraction rules. On Tuesday you created a foldable to help you learn these rules.
The addition rules are as follows:
-When adding 2 numbers with different signs, subtract the numbers (ignoring the sign), and then keep the sign of the larger number.
-When adding 2 numbers with the same sign, simply add the numbers (ignoring the sign), and keep the sign.
Example:
-5 + 8 = 3 (8-5 is 3 and 8 is bigger than 5 so the answer is positive)
-7 + -9 = -16 (9+7 is 16 and the sign is negative so the answer is also negative)
The subtraction rules go a little something like this:
-When subtracting 2 numbers you should remember this; KEEP, CHANGE, TAKE THE OPPOSITE.
You might also remember it like this; SAME, ADD, CHANGE (SAC).
Regardless what you are doing is changing the problem to an addition problem and then refer back to those rules to solve.
Example:
4 - (-7) = 11 (Same, add, change; 4 + 7 = 11)
7 - 17 = -10 (Keep, change, take the opposite; 7 + -17, subtract and keep sign of larger number; 17-7=10 and 17 is bigger than 7 so answer is negative.)
Students it is very important that you understand these rules and how to use them. If you practice these you will understand them.
On Friday we studied some word problems and identified key terms that help us work these word problems. You were then allowed to create your own word problem for an opportunity to see your problem on a benchmark as extra credit. I will collect these on Monday.
Report card grades will be due on Friday so make sure you have everything turned in. You should know before Friday if you are failing my class or even if you have below a 75. Let's get those grades up and remember to DO WORK AND STAY FOCUSED!
Ms. Ray
Sunday, September 19, 2010
Week 5 Practice Problems 9/20/10
1. -20/4
2. -6 • -7
3. 9 • -5
4. Convert .375 to a fraction.
5. Write .00000345 in Scientific Notation
6. What 2 whole numbers is the square
root of 53 between?
7. What are the order of operations?
8. Order from greatest to least:
45%, 1/2, .452, 3/8
9. What is an irrational number?
10. What extra-curriculars are you involved in?
2. -6 • -7
3. 9 • -5
4. Convert .375 to a fraction.
5. Write .00000345 in Scientific Notation
6. What 2 whole numbers is the square
root of 53 between?
7. What are the order of operations?
8. Order from greatest to least:
45%, 1/2, .452, 3/8
9. What is an irrational number?
10. What extra-curriculars are you involved in?
Week in Review 9/17/10
It was so great to meet so many of your parents this week. Students keep up the great work in my classroom. Progress reports will go out in a little over 2 weeks so you need to be sure you are doing your best always.
Parents and students be aware that I will now be assigning after school detention to students that can not correct wrong behavior in my classroom. These will require a parent signature and if you fail to show up you will receive a referral.
Now for what we did in class this week:
Monday and Tuesday we reviewed and took our first CCA. Those of you who did not pass should be completing test corrections to turn in by Tuesday. This goes for the benchmark you took a couple of weeks ago as well. Test corrections must be on a separate sheet of paper and WORK MUST BE SHOWN! I will not give points back if there is no work shown.
Wednesday and Thursday we studied how to multiply and divide INTEGERS. Remember that INTEGERS are the set of whole numbers and their opposites. Some examples are: 5, -5, 10, -10, 3, 4, -200.
The rules for multiplying integers are this:
A negative times a positive is a negative.
A positive times a negative is a negative.
A negative times a negative is a positive.
A positive times a positive is a positive.
In other words, integers with the same sign when multiplied will be positive. Integers with different signs when multiplied will be negative.
My students created some really good handouts on this topic that I can not wait to display on my Brag Wall. I hope to do more jigsaw activities like this one. I think it is a great way for you to learn, by exploring ideas on your own and creating something from it.
Friday we worked on some word problems so that we continue to build on our problem solving skills. These are very important to have in life and will also be very useful on the TAKS test. Remember that math with words should not scare you, just take it slow and read the question carefully.
Hope you had a great weekend and are ready for more learning in and out of the classroom.
Ms. Ray
Parents and students be aware that I will now be assigning after school detention to students that can not correct wrong behavior in my classroom. These will require a parent signature and if you fail to show up you will receive a referral.
Now for what we did in class this week:
Monday and Tuesday we reviewed and took our first CCA. Those of you who did not pass should be completing test corrections to turn in by Tuesday. This goes for the benchmark you took a couple of weeks ago as well. Test corrections must be on a separate sheet of paper and WORK MUST BE SHOWN! I will not give points back if there is no work shown.
Wednesday and Thursday we studied how to multiply and divide INTEGERS. Remember that INTEGERS are the set of whole numbers and their opposites. Some examples are: 5, -5, 10, -10, 3, 4, -200.
The rules for multiplying integers are this:
A negative times a positive is a negative.
A positive times a negative is a negative.
A negative times a negative is a positive.
A positive times a positive is a positive.
In other words, integers with the same sign when multiplied will be positive. Integers with different signs when multiplied will be negative.
My students created some really good handouts on this topic that I can not wait to display on my Brag Wall. I hope to do more jigsaw activities like this one. I think it is a great way for you to learn, by exploring ideas on your own and creating something from it.
Friday we worked on some word problems so that we continue to build on our problem solving skills. These are very important to have in life and will also be very useful on the TAKS test. Remember that math with words should not scare you, just take it slow and read the question carefully.
Hope you had a great weekend and are ready for more learning in and out of the classroom.
Ms. Ray
Monday, September 13, 2010
Answers to CCA Review 1
1. A
2. C
3. C
4. D
5. B
6. C
7. B
8. D
9. C
10. A
11. D
12. B
13. C
14. A
15. B
16. A
17. B
18. C
I will answer questions if you post them by 9:00 pm. Good luck studying!
Ms. Ray
2. C
3. C
4. D
5. B
6. C
7. B
8. D
9. C
10. A
11. D
12. B
13. C
14. A
15. B
16. A
17. B
18. C
I will answer questions if you post them by 9:00 pm. Good luck studying!
Ms. Ray
Sunday, September 12, 2010
Week 4 Practice Problems 9/13/10
1. What is the square root of 169?
2. 1466/.4
3. Solve: 3•5+7-3•(20/4)-11^2
(^2 means squared)
4. Find the next 3 numbers in the pattern:
2, 3, 5, 9, 17,
5. 1305/.05
6. 45.67 + 13
7. Write 9/12 as a decimal.
8. What whole number is the square root of 75
closest to?
9. What is 4^6? (^6 means to the 6th power)
10. What are the 2 things you need to do to be
successful in my class?
2. 1466/.4
3. Solve: 3•5+7-3•(20/4)-11^2
(^2 means squared)
4. Find the next 3 numbers in the pattern:
2, 3, 5, 9, 17,
5. 1305/.05
6. 45.67 + 13
7. Write 9/12 as a decimal.
8. What whole number is the square root of 75
closest to?
9. What is 4^6? (^6 means to the 6th power)
10. What are the 2 things you need to do to be
successful in my class?
Saturday, September 11, 2010
9/10/10 Week In Review
4 day week completed!
Once again do not forget what we have covered so far. We now know how to convert between fractions, decimals and percents. We also know how to order them on a number line.
On Tuesday we talked more about IRRATIONAL numbers. These are numbers that can not be represented as a ratio of 2 integers. Do you remember what kind of numbers can be represented as a ratio of 2 integers?
You then learned about PERFECT SQUARES and SQUARE ROOTS. Perfect squares are rational numbers who's square root is a whole number. An example is 25. The square root of 25 is 5.
There are rational numbers who have a square root that is irrational or a rational number but not a whole number. An example is the square root of 45. We can estimate this square root to be between 6 and 7, but closer to 7.
To square a number you multiply the number by itself. Squaring a number involves using an EXPONENT. The exponent we use when we square a number is 2.
The last thing we talked about was STANDARD and SCIENTIFIC NOTATION. Standard notation is just the number written out with all it's digits. Scientific notation is a number between 1 and 10 multiplied by a power of 10.
Remember that at any point I should be able to quiz you on your perfect squares and you should know them. We will also continue to take multiplication blitz's until everyone can master them.
We will be taking a test this week that will cover everything we have talked about so far. Be sure to look over the Week in Reviews to make sure you will do great on the test. You all are doing a great job so far. Keep up the great work.
Remember to be successful you must:
DO WORK
STAY FOCUSED
We will be taking a test this week that will cover everything we have talked about so far. Be sure to look over the Week in Reviews to make sure you will do great on the test. You all are doing a great job so far. Keep up the great work.
Remember to be successful you must:
DO WORK
STAY FOCUSED
Thursday, September 9, 2010
Volleyball
Congratulations to the 8A girls volleyball team for beating Killough tonight!!!!!
Olle Owls are on a roll!!!
Olle Owls are on a roll!!!
Monday, September 6, 2010
9/3/10 Week in Review
What another great week we had in the classroom!
Let's remember what we did:
Monday and Tuesday we took a benchmark to let me know what y'all already know so I don't waste time teaching you things you already know.
Wednesday through Friday we spent more time converting and ordering RATIONAL numbers.
A rational number is a number that can be written as a RATIO of 2 integers. Integers are the positive and negative whole numbers. We did a concept map in class to discuss rational numbers.
We split up into rational families which were simply families of rational numbers that are EQUIVALENT. Equivalent means for 2 or more things to be equal. One example of a rational family is; 1/4, .25, 25%
Then we ordered these families on our number line. We also introduced negative numbers in this activity. Which is the smaller value, -.5 or -.4? It is -.5 because it is further away from 0. Would you rather have $.50 taken from you or $.40 taken from you? You would rather $.40 because that would leave you with the MOST money so it is a GREATER value. Don't forget the symbols we use to compare numbers: <, >, = less than, greater than, equal to
This next week we will be talking about IRRATIONAL numbers. This will lead us to talking about squaring numbers and taking the square root of numbers. On Wednesday you will be taking a benchmark that will test what you know and learned about converting and comparing rational numbers. I recommend looking over both week in reviews. If you have questions please ASK ASK ASK ASK.
Here's to another great week of learning!
Ms. Ray
Let's remember what we did:
Monday and Tuesday we took a benchmark to let me know what y'all already know so I don't waste time teaching you things you already know.
Wednesday through Friday we spent more time converting and ordering RATIONAL numbers.
A rational number is a number that can be written as a RATIO of 2 integers. Integers are the positive and negative whole numbers. We did a concept map in class to discuss rational numbers.
We split up into rational families which were simply families of rational numbers that are EQUIVALENT. Equivalent means for 2 or more things to be equal. One example of a rational family is; 1/4, .25, 25%
Then we ordered these families on our number line. We also introduced negative numbers in this activity. Which is the smaller value, -.5 or -.4? It is -.5 because it is further away from 0. Would you rather have $.50 taken from you or $.40 taken from you? You would rather $.40 because that would leave you with the MOST money so it is a GREATER value. Don't forget the symbols we use to compare numbers: <, >, = less than, greater than, equal to
This next week we will be talking about IRRATIONAL numbers. This will lead us to talking about squaring numbers and taking the square root of numbers. On Wednesday you will be taking a benchmark that will test what you know and learned about converting and comparing rational numbers. I recommend looking over both week in reviews. If you have questions please ASK ASK ASK ASK.
Here's to another great week of learning!
Ms. Ray
Sunday, September 5, 2010
OPEN HOUSE!
Open house will be September 14th (Tuesday) from 6:30 - 8:00.
Details will come soon but...
If a parent comes and signs in at my classroom you will receive a free homework pass!!!!
Can't wait to meet your parents and tell them how great you all are as students.
Details will come soon but...
If a parent comes and signs in at my classroom you will receive a free homework pass!!!!
Can't wait to meet your parents and tell them how great you all are as students.
Week 3 Practice Problems 9/7/10
Because of the Labor Day Holiday this week there are only 8 problems to be completed.
Please if you have questions comment on this post or ask me during the warm-up in class.
1. .56 x 1.45
2. Joe's height is 6 feet 1 inch and his son's height is
4 feet 7 inches. What is the difference between father
and son's height?
3. Order from least to greatest:
31%, .270, 13/50, .2614
4. Write 2 equivalent fractions to 3/5.
5. What is the square root of 64?
6. Solve: 4.3 + 62 - 3(4)
7. Write a rational number "family".
(equivalent fraction, decimal, percent)
8. Explain what it means to square a number.
Please if you have questions comment on this post or ask me during the warm-up in class.
1. .56 x 1.45
2. Joe's height is 6 feet 1 inch and his son's height is
4 feet 7 inches. What is the difference between father
and son's height?
3. Order from least to greatest:
31%, .270, 13/50, .2614
4. Write 2 equivalent fractions to 3/5.
5. What is the square root of 64?
6. Solve: 4.3 + 62 - 3(4)
7. Write a rational number "family".
(equivalent fraction, decimal, percent)
8. Explain what it means to square a number.
Thursday, September 2, 2010
Got Questions??
If you have questions about the practice problems for the week or anything we are doing in class please comment on this post.
If you tell me to KEEP PRIVATE, I will not post your comment for the public. If you don't I will post it publicly, only because someone else might have the same question. I will then respond. You may stay anonymous or include your name.
I may not get to questions Thursday night so if you have a question on the practice problems try to submit them before 5:00 on Thursday.
Ready to answer,
Ms. Ray
If you tell me to KEEP PRIVATE, I will not post your comment for the public. If you don't I will post it publicly, only because someone else might have the same question. I will then respond. You may stay anonymous or include your name.
I may not get to questions Thursday night so if you have a question on the practice problems try to submit them before 5:00 on Thursday.
Ready to answer,
Ms. Ray
Wednesday, September 1, 2010
Possible careers
I see some people have taken the current survey regarding your dreams for yourself. Someone said they dream of being a doctor. What kind of doctor would you like to be? Do you know what it takes to get to that position? These are things to think about. Comment on this post with a response and your name (If you tell me I will not make the comment public and only I will see it) and I will give you 5 points on an assignment (non-test).
As well as the person that said other. Do you know what it is you dream of doing? If so, explain what it is and why you chose that. Also for 5 points on an assignment.
Be sure to include your name in the comment!!!!!!!
As well as the person that said other. Do you know what it is you dream of doing? If so, explain what it is and why you chose that. Also for 5 points on an assignment.
Be sure to include your name in the comment!!!!!!!
Saturday, August 28, 2010
Week of 8/30/10 Practice Problems
1. Order these numbers from least to greatest:
3.405, 2.998, 3.4, 2.010, 3.403
2. Write 5/6 as a decimal. Round to 3 decimal places.
3. Find an equivalent fraction to 2/9.
4. If you get paid $7.42 per hour, how much money would
you make in one week if you worked 40 hours a week?
5. Solve: 35+17(6)-22.3+.304(4.21)
6. Ms. Ray has 1338 songs on her ipod. 35 of those are
R&B songs. What percent of Ms. Ray's ipod is R&B?
7. 14.302 + .53 =
8. Find the least common denominator of these 2 fractions:
2/9 and 5/6
9. Find the next 3 numbers in the sequence and identify
how you got them: 1, 3, 7, 15
10. Define the term like fraction.
3.405, 2.998, 3.4, 2.010, 3.403
2. Write 5/6 as a decimal. Round to 3 decimal places.
3. Find an equivalent fraction to 2/9.
4. If you get paid $7.42 per hour, how much money would
you make in one week if you worked 40 hours a week?
5. Solve: 35+17(6)-22.3+.304(4.21)
6. Ms. Ray has 1338 songs on her ipod. 35 of those are
R&B songs. What percent of Ms. Ray's ipod is R&B?
7. 14.302 + .53 =
8. Find the least common denominator of these 2 fractions:
2/9 and 5/6
9. Find the next 3 numbers in the sequence and identify
how you got them: 1, 3, 7, 15
10. Define the term like fraction.
8/26/10 Week in Review
Well students we made it through our first week! I am very proud to say that. I really enjoyed getting to know all of you and can't wait to see what the next few weeks have in store.
Remember what we all decided, to be successful in my class you need to do 2 things:
1. DO WORK
2. STAY FOCUSED
Here is a review of what we did this week:
*Converting fractions to decimals
We do this by dividing or as some of you like to say TIBO. Remember TIBO stands for top in, bottom out. That is a way for you to remember how to set up the division.
*Ordering fractions, decimals and percents
To order numbers they first must be in the same form. For example, all the numbers should be represented as percents, fractions (with the same denominator - like fraction) or decimals.
On a number line, numbers are ordered from LEAST to GREATEST. When we order decimals we first should line up the numbers so that the decimal points are all in line. Then we look at the first digit in each number. We identify the number with the smallest first digit as the least. If all the first digits are equal we move to the next digit.
Remember it helps to think of the numbers like money!
The vocabulary we discussed was this:
Like fraction - fractions with the same denominator
Unlike fraction - fractions with different denominators
Numerator - top number in a fraction
Denominator - bottom number in a fraction
Least common denominator - the least common multiple in a set of denominators
Equivalent - when 2 or more numbers are equal (ie: .25 and 25%)
Coming up:
We will be taking a benchmark test on Monday and Tuesday. After that we will continue studying fractions, decimals and percents. We will focus more on when each form is appropriate to use. We will also review conversions and equivalencies.
Please, if you have any questions feel free to comment on this post or contact me at Regan.Ray@aliefisd.net
Remember what we all decided, to be successful in my class you need to do 2 things:
1. DO WORK
2. STAY FOCUSED
Here is a review of what we did this week:
*Converting fractions to decimals
We do this by dividing or as some of you like to say TIBO. Remember TIBO stands for top in, bottom out. That is a way for you to remember how to set up the division.
*Ordering fractions, decimals and percents
To order numbers they first must be in the same form. For example, all the numbers should be represented as percents, fractions (with the same denominator - like fraction) or decimals.
On a number line, numbers are ordered from LEAST to GREATEST. When we order decimals we first should line up the numbers so that the decimal points are all in line. Then we look at the first digit in each number. We identify the number with the smallest first digit as the least. If all the first digits are equal we move to the next digit.
Remember it helps to think of the numbers like money!
The vocabulary we discussed was this:
Like fraction - fractions with the same denominator
Unlike fraction - fractions with different denominators
Numerator - top number in a fraction
Denominator - bottom number in a fraction
Least common denominator - the least common multiple in a set of denominators
Equivalent - when 2 or more numbers are equal (ie: .25 and 25%)
Coming up:
We will be taking a benchmark test on Monday and Tuesday. After that we will continue studying fractions, decimals and percents. We will focus more on when each form is appropriate to use. We will also review conversions and equivalencies.
Please, if you have any questions feel free to comment on this post or contact me at Regan.Ray@aliefisd.net
Monday, August 23, 2010
Week of 8/23/10 Practice Problems
These problems are to be turned in on Friday on notebook paper. Please write the problem, show ALL work, and record your answer.
1. 45 x 16 =
2. 3.621 - .4 =
3. 3.14 x 7 =
4. 7x7 =
5. 16 x 12 =
6. Write 4/5 as a decimal
7. What is 34% as a fraction?
8. If there are 22 students in a class and 50% are boys, how many boys are in the class?
9. 108/3 (/ means to divide)
10. 1548/6 (/ means to divide)
1. 45 x 16 =
2. 3.621 - .4 =
3. 3.14 x 7 =
4. 7x7 =
5. 16 x 12 =
6. Write 4/5 as a decimal
7. What is 34% as a fraction?
8. If there are 22 students in a class and 50% are boys, how many boys are in the class?
9. 108/3 (/ means to divide)
10. 1548/6 (/ means to divide)
Tuesday, August 10, 2010
All About Me
Hey there students!
My name is Ms. Ray and I will be teaching 8th grade this year at Olle. I am really excited to have this opportunity and can't wait to meet each one of you and really get to know you. I grew up in Katy, TX just down the road. I lived there my whole life. I graduated from Katy High School and then went to Texas A&M in College Station. I absolutely love teaching and can't wait to begin a great journey with all of you.
My name is Ms. Ray and I will be teaching 8th grade this year at Olle. I am really excited to have this opportunity and can't wait to meet each one of you and really get to know you. I grew up in Katy, TX just down the road. I lived there my whole life. I graduated from Katy High School and then went to Texas A&M in College Station. I absolutely love teaching and can't wait to begin a great journey with all of you.
Now you know a little bit about me so how about you post a comment with a little information about yourself. Keep it fairly short but feel free to tell me and the class where we can cheer for you or how we can support you in other things besides the classroom.
Comment must include:
-Full Name
-Age
-Where you're from
-Something interesting about yourself
Look forward to reading more about my awesome students!
Happy Blogging,
Ms. Ray
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