This website is for students in Ms. Bearse’s classes at K.C.V.I. for 2017-2018. Please click on your course to get more specific information.

There is a calendar for each class that will show test dates and homework assigned. Photos of our activities will be posted below.

**Daily Schedule**

Period A: grade 11 college math (room 208)

Period B: grade 10 academic French Immersion math (room 208)

Lunch

Period C:

Period D: grade 9 academic French Immersion math (room 208)

If you’re having difficulties with concepts that we’re learning in class please let me know.

Here are some learning skills rubrics for self evaluation

There is help available at school on Wednesdays in the library after school from the HYPE tutors from Queen’s. There are also volunteer and paid tutors available.

## Math Conference

## Candle Question

We watched the following video

Act 1 video

And then we noticed and wondered some things.

We looked at the next part of the video

Act 2 video

And then we estimated and calculated how long it would take for the candle to burn down.

The next step is to look at the video and see how long it really took.

Act 3 video

We noticed that some of our estimations were pretty good. We also noticed how a graph would be a good tool to use.

## Differences of squares

Grade 10s started off today multiplying binomials, and headed towards multiplying a special sort of binomials (ax+b)(ax-b). Some of us use a box multiplying method, others use a distributive property model with arrows, and others build a model with algebra tiles.

Here’s an example of (2x+3)(2x-3) which simplifies to 4x^2-9. The -6x and +6x terms cancel out.

We played around with making questions that have only big red squares and small red squares in the expression, (spoiler alert: it isn’t possible, the colours have to be opposite) then we moved to working backwards, and factoring expressions that are made of different coloured squares.

Here’s an example:

We noticed that when the terms are both square numbers, and the signs on the terms are opposite that they can be factored in a special way. The binomials in the brackets are all the same except one sign will be different.

-36x^2+25=(-6x+5)(6x+5)

## A different way to work

Today we’re trying something new. We’re flipping things around, and standing up at the boards, working on vertical surfaces in groups. The groups are randomly chosen by drawing cards from a deck.

We sometimes are helping other groups, and we can get inspiration and hints by looking around the room.

Grade 11s are working on creating data sets with different restrictions on mean median and mode. Grade 10s are working on factoring differences of squares, and grade 9s are solving equations.

We’re even making up our own more challenging problems to extend our thinking.

## Multiple representations

We’ve been working on factoring trinomials and multiplying binomials a lot this past week in grade 10. We can do it with the distributive property, and decomposition and with algebra tiles.

Some of the expressions we get are pretty neat. This one will simplify to 4x^2-9.

The next representation we’re connecting is the graphical. We looked at some equations in desmos today to notice some things about them. X and y intercepts were some good hangs to consider.

## Circle Graphs

We braved the cooler weather today to go collect primary data outside.

Some of us observed clothing colours, hats/no hats, types of headphones, methods of transportation, shoe type, drivers distracted or not at the stoplight, or if they were wearing a poppy or not.

We made tallies on paper and on phones

We stayed out for almost 15 minutes then went to get some other tallying materials

We got a box of 50 timbits (but there were only 48 in the box), and we separated them by type, and made a circle graph from that data.