Way Way Back Machine

Today during class, we investigated percentage increase or decrease by comparing average prices of objects such as a candy bar, a movie ticket, a car, a loaf of bread, a pack of gum in 1977 and 2014/15. It was very interesting and I was surprised to find out that movie tickets were about 1.20 back in 1977 and it increased greatly and tickets are about8 currently in America.

In order to find out the percentage increase/ decrease, you have to divide the change by the original number and multiply it by 100. I would like to find out the average school fee in America back in the 1977 if I were to research more deeply.

1953 Illustrated Food Ad, Curtiss Butterfinger Candy Bar

Classic Film via Compfight


Integer Video- Khan Academy

Why a negative times a negative is a positive

For example, if you have a problem which is 5-3 which you are not sure how to solve, you might go into a thought experiment. You wonder what 5(3+-3) is and you already have an idea of what to do when subtracting or adding negative numbers. Therefore, you solve the problem and get 0. Also, you test out the distributive property on the problem by multiplying 5 on 3 and -3 and you calculate down to the equation 15 +(5•-3). You are not sure how to solve a problem which you have to multiply a postive and negative. However, you know that the answer you get when using the distributive property should be equal to the answer to the equation 5(3+-3). Therefore you can conclude that 15+(5•-3)=0 and you now know that 5•-3 is 15.
You have another problem which is -2 • -6. Next, you wonder what -2•(6+-6) is. Due to the prior problem, you know that the answer to the equation is 0. Once again, you use the distributive policy and get (-2 •6 ) + (-2 • -6). You calculate down to this equation -12+ (-2•-6). You know that the answer to this equation is 0 as it is the same as the answer to the equation -2•(6+-6). Therefore you conclude that -12+(-2•-6) =0 and you now know that -2•-6 is 12.
Now you know why a negative times a negative is a positive.

Criterion A Chapter 1

1) What do you understand well from this chapter? How do you know?

I know that I understand most of the things we did during the last few classes, including PEMDAS, the number system, order of operation, squares + cubes and exponents as I instantly know what do when I see an equation or word problem.

2) What do you still have questions about? What can you do to better understand?

I would like to explore more harder assignment sheets and reduce minor mistakes. I can revise more often before tests and ask more questions if I am not really sure about the assignment or problem.

3) What are you doing to prepare for the test?

Check/ revise previous assignment sheets, look through my notebook and challenge myself on Khan Academy.

4) What score (1~8) do you think you will earn? Why?

I think I will get a 6 or a higher score as I have previous experience in what we did during the last few lessons and also, I concentrated during lessons and payed attention.


31 is an activity, in which you get 25 cards and you have to place the cards so that each row (vertically and horizontally) add up to 31 or you have to use the numbers in order, in any equation to get the answer of 31. There should be 5 cards per row. (5 times 5)

We were not able to complete the challenge in the given time although we were very close, not only due to shortage of time but also because we did not really plan beforehand.

A strategy I used during the activity, was to use a variety of mathematical symbols and methods.

The most frustrating thing was when one row worked, the other did not work and we had to replace the cards again.

I used my problem solving skills when I had to figure out what card would work for both rows.

Chapter 1D

An addition or sum is the answer you get when you add two numbers together. On the contrary, when subtracting or finding the difference, you minus a number from another. When we find out the product of two numbesr, we multiply two numbers. When we find out the quotient of two numbers, we divide a number by another. I am not really sure about the three terms dividend, divisor & undefined and I would like to learn more about it.

Math Chapter 1B & C

During math, we had a group discussion about some basic key words used in math. When estimating, we guess the number based on the facts and knowledge you already have. When finding out the approximate answer, you normally round up/ off or find the significant figure.

Chapter 1-A

1. Numerals- a name or symbol that represents a number.

2. Digits- an element of a number

3. Counting Numbers- counting numbers

4. Natural number- whole numbers used for counting

5. Infinite- going on forever

6. Zero- zero

7. Whole numbers- a number that is not negative and  is not a fraction.

8. 10 Digits- ten digits

9. Place Values- value of a digit

Culture Night

On Thursday, it was Culture Night and it was a very exciting event! It took an incredible amount of time and effort to prepare for it so it was a little tiring. However, it was very enjoyable as it felt good to present all the work we did. For math, Gry and I made a presentation powerpoint in which we combined the information for the four groups Government, Religion, Art & Architecture and Commerce & Leisure. Owing to Mr. Okada, who managed the slides, I was able to successfully present and give the speech. Thank you so much Mr. Okada!!!!

Click here to see the powerpoint we made!

Click here to see the script of my speech!

Click here to see the video of me presenting

My group which was G0vernment had to come up with the number and time systems of Charamba. In order to do so, we had to be very creative and also be thoughtful of how realistic the ideas were. In order to be able to discuss about possible ideas and to do our work quickly, we discussed on a document outside school and although it took a lot of time and effort to complete all the work, we felt extremely proud of ourselves when we finished it.

Math Speech at Culture Night

Math Speech at Culture Night

In order to explain the number and time systems well with visuals, I made posters about how the number system and the time system worked in Charamba. The pictures below are the pictures of the posters I made.

Charambian Number System Poster

Charambian Number System Poster

Charambian Time System Poster

Charambian Time System Poster

In P.E., we created our own original dance and although sometimes creating moves and memorizing all of the moves was challenging, we practiced a lot and we were able to dance confidently at Culture Night. It was very enjoyable and I would like to thank Mr. Wilson and Ms. Ayumi for helping us during the process. Also, thank you Ms. Nishizawa for helping us during the face-painting and Ms. Sugiyama for taking the videos for the skits.

Dancing at Culture Night!

Dancing at Culture Night!

Click here to see us dancing!

In English, we created our own Charambian myths that were related to our topic. For example, I was in the Government group and therefore I wrote about why there are six leaders for each district. Creating the myth was very enjoyable and owing to Mr. Smailes and his detailed check of my story, I was able to create a good myth. Below is the link to the myth I wrote. I hope you enjoy it!


At Culture Night, we also held a Reader’s Theatre and we presented a myth. It was really exciting and I really enjoyed telling the myth.

Reader's Theatre at Culture Night

Reader’s Theatre at Culture Night

For science, we learnt how constellations and the night sky were associated with different cultures and learnt how people from all around the world viewed the beautiful night sky. Learning about the constellations and looking at the Planetarium was very fascinating and I had a lot of fun. Also, I really enjoyed looking at the colourful lights that Mr. Vest let us see as a treat. My table group made a poster about “Pisces”, a constellation that was important to the Charambian tribe.

Pisces Poster

Pisces Poster

In Humanities, we created the Charambian culture from scratch and although sometimes it was challenging as we had to be creative and create our own, unique culture, it was very, very enjoyable and it was extremely exciting to be able to present our own indigenous culture at Culture Night. Also, researching about what cultures did in the past was very interesting.

Click here to read my “The Government of Ancient Times” essay!

Below is the picture of the poster I made.

The Government of Ancient Times Poster

The Government of Ancient Times Poster

In Design, we made an artifact that was related to our topic. As I was in the Government group, I made a box called “Chakampa” that was used to determine which leader was responsibe for which village’s finance etc.

My Design Project!

My Design Project!

Owing to Mr. Mayhew and Mrs. Smailes’ guidance, I was able to make a well-made project and poster and also write a good research paper. Also as Mr. Mayhew gave us lots of useful tips when giving speeches and practiced a lot, it really payed off and I was able to confidently speak.

Again, I would like to thank Mr. Okada, Mr. Wilson, Ms. Ayumi, Ms. Nishizawa, Mrs. Smailes, Ms. Sugiyama, Mr. Smailes, Mr. Vest and finally, Mr. Mayhew for organizing the whole event and other members who helped with the stage light. Thank you!!!!

How to Divide Fractions

In order to be able to divide fractions, you will have to follow the process below. For example, if the equation you want to find out the answer to is:

    \[ \frac{5}{9}\div\frac{1}{3} \]

Dividing fractions is very easy if you know how to multiply fractions as it is the exact same as multiplying by the reciprocal.

Here is how to do so:

1. First, flip the second fraction so the denominator is 1 and the numerator is 3. It will look like this:

    \[ \frac{5}{9}\div\frac{3}{1} \]

2. Next, change the ÷ to x. It will be like this:

    \[ \frac{5}{9}\times\frac{3}{1} \]

3. If you already know how to multiply fractions, the last step is very easy.

    \[ \frac{5}{9}\times\frac{3}{1} \]

4. However, before multiplying to find out the answer to the equation you have to make sure to simplify the numbers. In order to do so, you have to divide 9 by 3 as 9 is divisible by 3. Therefore, 9 will be 3 and 3 will be 1. It will be like the equation below:

    \[ \frac{5}{3}\times\frac{1}{1} \]

5. The answer to the equation will be:

    \[ \frac{5}{3}\times\frac{1}{1}=\frac{5}{3} \]

6. As the answer is an improper fraction, you have to convert it to a mixed number. The answer is:

    \[ 1\frac{2}{3} \]