This is a classroom blog hub for Grade 8 students at Sargent Park School.
Well i cant see this in the 8 16 blog site, so ill comment here.Im going to choose slide 4 because they could've made it simpler. Instead of just going to 60, they couldve gone to 20 because 1/2 of 20 is 10, then 1/4 would be 5, then 1/5 is just 4 because 4x5 = 20. That's what i wouldve done anyway. About they "sharing" we had today, i thought Chris couldve helped Kenneth explain their answer to the problem a bit more. Jasmin and Emily couldve talked louder, and Jordan and Kianna were just fine but then i got lost with what they were kind of argueing about and babling about at the end.
DO we comment here?? anyways ill just comment here...i picked slide number 1 which is 1/4 + 1/5 because those fractions can be used in many different denomenators..but the easiest one for me is having 20 as a denomenator. because its easier to add smaller numbers. like 1/4 of 20 is 5 and 1/5 is for so you just add those 2 numbers to get 9/20 which IS pretty easy... today people could have explained louder so people could have understood more about what they did with the double number line. but i understood double number lines very well
im going to comment on slide 5! They could've simplified 25 55/100 to 25 11/20 but I think it could be ok both waysToday people couldve explained their answers a bit more because some didn't make sense, or I couldnt hear them.
yeah its not on the 816 thingy .. so yeah ill do slide 22/4 + 1/5 = 7/10i like how they figured out the answer first using clocks so they knew if they were right or not with the number line thing .... -Jor-WHUH?!
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