Developing Expert Voices

Questions :

March 5 : Probability
(1) The cafeteria special for lunch offers a choice between two main courses (hamburgers or chicken burgers) and three different drinks. The "meal deal" allow you to pick one of each. How many different "meal deals" are they offering?

What if they offer to throw in a choice of fries, spicy fries of plain chips; how many "meal deals are they offering now?

May 12 : Personal Financing
(2) A group of rural students is planning to go to university. One of the members of the group suggests that they purchase an older home rather that rent an apartment. After a careful analysis of their finances, the group decides that their gross monthly income would be $3000.00. Monthly property taxes are estimated to be$125.00. Heating bills are estimated to be $150.00. The group can arrange a mortgage at a rate of 9%. The three members of the group are able to come up with a down payment of $8000.00 Determine he maximum affordable purchase price that can be considered if they take out a 25 year mortgage.

March 12 : Probability
(1) Suppose that, when you go home from school, you like to take as great a variety of routes as possible, and that you are equally likely to take any possible route. You will walk only east or south.
(a) How many ways can you go from the school to home?
(b) What is the probability that you will walk past the post office on your way home?

Time line
May 22 - complete all rough draft questions and ideas.
May 25 - consult with group / partner with the idea and questions
May 29 - rough copy Online.
June 3 - complete the project.
June 4 - 5 add little touch ups to project and hand in published project.

Leasing

Hey everyone! Today in math class, we learned about leasing. We started the day with the usual 'going over the homework' and then Mr. K put us right into the lesson on leasing.
From what I understand, leasing is when someone is giving another person either land, property, car, etc. to another person for a certain amount of time. Its like a rental agreement that can last for years. What also happens is that people who are leasing, have to make monthly payments for
•'depreciation'
•'sales tax' to that depreciation
• and 'interest on the unpaid value' of the item that is being used.
Depreciation means that there is a reduction of value in that item as time passes by. For example, the more you wear a brand new pair of jeans and as time goes by, the jeans start to fade out, decreasing the value of the jeans.
Sales tax is the tax that has to be paid for a section of that item that is being used. For example, a car that you decided to lease for three years, you only pay a portion for the car because you only use it for a certain amount of time and then you have to give the car back. During the time you have the car, you are paying taxes for the portion that you used.

Interest is when you pay at a particular rate for what you are leasing

When you are done leasing the item, You would either return it to the person that loaned you the item or you can buy the item. What this is called is 'Residual Value'. It's the amount (cost) of the being sold.


Mr. K also showed us a way to see how depreciation works with the calculator.
Ex. A car depreciates 20% per year. What is it worth in 5 years?

This is what it would look like on the calculator

What we did was you take 100% and subtract 20% from it, giving you 80%
Then we did 100*0.80 which equaled to 80.
What you would do next is you have to press on the multiplication button on your calculator and then it what would pop up is Ans* and then you punch in 0.80.
Press enter 4 more times to give you how much it would be worth in 5 years.
The car is worth 32.768 in five years.


The next scribe will be, K_Hannah (:

reflection

I have to admit, this unit for me isn't that great. I'm not sure how to use some of the methods to solve the problems. I get how to finding the angle and the direction. The only thing that I think I'm going to have trouble with is the adding of the vectors and trying to find the place to put the vectors. But overall I think this unit is okay, not the best but it was the fastest unit so far.  

Statistics Reflection

I thought that this unit on statistics to be a little challenging but not that hard. I understood what I was doing during the class and I got how to solve the problems. I think that this unit is a little better for me than the probability unit. 

In this unit I had a little trouble on how to do the histogram and that was basically it. I knew how to do everything else. There is a lot of things that you have to remember on the calculator but i guess you just have to understand the problem to know which calculator function to use. I have been doing all my homework, which was helping me understand and how to do the problems more. 

Hopefully I do well on the test tomorrow! (: 

Good luck everyone! 

Counting

Hello everyone! For today's class we started off with Mr. K teaching us how to count in bases. 

First off, we started off with learning how to count with base ten. 

We had the numbers : 0 1 2 3 4 5 6 7 8 9  to work with.  

What he showed us was that from a 10, you start off from the right going to the left. To make this more clear I'll show you all. 

From here we started off with the zero. What we know is that ten to the power of zero is equaled to 1 from there we take the zero and multiply it to ten to the power of zero. 

That there we find out that we would have one-zero. 

Then we would move on to the left, to the one and you would do the exact same thing. 

So now instead of doing ten to the power of zero, we would have ten to the power of one. 

Ten to the power of one would equal to 10. So you have one-ten.  

Here is another example to try to make this more clearer. 

Say I put down 1 2 3 5. 

Then you would have 5 "ones"

3 "tens"

2 "hundreds"

1 "thousand"

Each of these steps is a multiplied by ten. Showing you that it is a base ten. But the one that we will use most would be base two. 

x2^4 = 16     x2^3=8     x2^2=4     x2^1=2     x2^0=1     

That's what I believe we ended with for counting bases. 

Then we moved on to the fundamental principle of counting. 

We first went over our homework that was assigned to us. 

We were taught about factorial. 

Ex. 

8*7*6*5*4*3*2*1 = 40 320

Instead of going doing all that work, he also showed us how to do it on the calculator. 

What you have to do is punch in 8. 

Once you see the number 8 on your screen, you press the button MATH. 

In there you press your arrow key to the left and that would take you to probability. 

When you are there, you would see a exclamation mark. "!" That's what you want to press. 

Hit enter and it would lead you to the main screen. If you hit enter again, it would give you the answer. 

8! = 40 320

What we also found out is that when you do 0!

Then it would equal to one. 

0! = 1 Has been assigned as a DEFINITION. 

When given a question like that, do not write it like so:

10! = 10*9*8*7*6*5*4*3*2*1 = 3 628 800

This is not the proper way to show it. 

After all of the homework review, we also did a group work. 

First question was, How many 4 digit numbers are there in which all the digits are different. 

_  _  _  _ 

Well what I did was that I figured that there are ten numbers, but since you can't use 0 as the first number of the digits, then you would have 9 numbers that you are able to use.  So there are 9 possible numbers that you can use for the first digit. 

9  _  _  _ 

For the second digit slot, you can now use the 0. So you have another 9 options that you are able to put in the second slot because you already used a number in the first slot and you are not able to use it again. So it would look like this:

9  9  _  _

Then for the next one it would be an 8 because you have used another number that is not able to be used again, and so on. 

Then it would be :

9  9  8  7

What you would do with these numbers is you would multiply them together. 

9 * 9 * 8 * 7

That would give us 4536 different ways to put four different digit numbers together. 

The next question is: How many of these digits are odd?

_  _  _  _

What you have to do is figure what odd numbers are there. It would be 1, 3, 5, 7, and 9. There are five odd numbers, so what you would have to do is place a five at the end of the digits like so: 

_  _  _  5

Now that you know how many odd numbers, then you can figure out how many numbers can go into the first digit. Since you used 1 odd number and you can not use a 0 in the first digit, then you only have 8 possibilities of any of the other numbers being in the first digit.

8  _  _  5

For the second digit, you can now use the 0 so the number of possibilities would be 8 again. 

After that the numbers cannot be used again, so the third digit has 7 possibilities. Then it would be : 

8  8  7  5 

Now you multiply them together and you get 2240 possibilities. 

That is what I basically remembered from today's class. 

It's the weekend so have fun! 

But don't forget to also DO YOUR HOMEWORK! 

Next scribe will be ... CAMILLA! =)

Transition Matrices

Today's class we started off with reviewing yesterdays homework before we moved on to 'Transition Matrices'

From what I understand, a Transition Matrices is a matrix that shows things that change in time.

Your trying to find the probability of things that you want to know in the future.

When doing a transition matrix you would have to find the state matrix ( which tells you the current state of affairs) 

and the transition matrix ( which tells you what's going to change). 

When writing a 'State matrix' you would have to know the current event that is taking place to fill in the matrices.

For example the state matrix would look like this,

B R

S = [ number of blue shoes number of red shoes]

If the person had 10 blue shoes and 2 red shoes then your state matrix would be..

B R

S = [ 10 2 ]

If you wanted to find out if a person wanted to use blue shoes, they have a 90% chance that they would use red shoes.

If the person wanted to wear red shoes, they would have a 50% chance that they would wear blue shoes.

To figure this out, you can also use a 'transition diagram' to help you 

through the process.

This way you can also see what the changes are.

So your transition diagram would look like the picture below.

 From here you can see what you need to make a 'Transition matrix' .

Then you would have to plug in the numbers. 

You transition matrix would equal to..

T = [ 6      9.2]

And that's how I believe you do a transition matrix.

The nest scriber I choose is ...

KYLE!! :)