## Homework for Wednesday 13 September

1. Watch the video about how to expand brackets.
2. Do quiz in Klassanteckningsboken (and below the video). (If you cannot reach the quiz for one or another reason, here it is. You cannot fill it in, but you can at least see the questions).

## Wednesday 6 September

Hand in the homework (posted below).

Match algebraic expressions – blue to red – in the same pair as Wednesday’s lesson.

### Exponent rules

Especially consider the rules for: Example: Where does the graph of intersect the y-axis?

and Example: rewrite in the form Learning goals

• Know when we can apply one of the exponent rules and how we can identify that there is no rule to apply. (Do not make up your own rules…)
• To confidently use the exponent rules in different situations.

In the book:

• p. 76 3A 1-4 (every other)
• p. 82 3B 2-3,
• p. 83 3C 1

## Homework for Wednesday 6 September

1. Watch the video about exponent rules.
2. Do the examination question and hand in.
3. If you haven’t done the exit tag ”Exit tag 170831” yet, do it.

## Monday 4 September

Since most of you are still working on 2H, you will get some time to finish it Monday.

So, today we will:

• Continue were we ended last time (finish percentage error and standard form)
• Practice more on how to use the calculator.
• Play memory (if we have time enough, otherwise Wednesday).

Learning goals:

• Be more confident in when to use brackets in the calculator.

## Thursday 31 August

In the ”klassanteckningsboken” I have posted feedback to you.

The topic of today is Percentage error.

The learning goals are:

• Understand what an error is when doing an approximation.
• Understand the concept of modulus, as a size of an error, ignoring its sign.
• Know how to calculate the percentage error.

Activity:

Guess the height of the person sitting next to you. How much was your error? Calculate the percentage error you had in you approximation.

Example: What is the percentage error made when rounding pi to 3.14?

Work:

1. 2H, 1-4
2. What you didn’t complete yesterday in 2C, 1-7 (8-10) (standard form)
3. The examination questions in the post from yesterday (link ”examples…”)
4. Do exit tag when time remaining is approx. 5 min.

## Wednesday August 30

Homework for tomorrow? See post below.

Today we will go through how to write numbers in standard form.

Learning goals:

• Be confident in writing both numbers smaller than 1 and larger than 1 in standard form.
• Understand what is meant by: • The use of the EE button in the calculator. A ”must-use”! I promise.

Starting activity: Standard form bingo.

Examples to go through.

Work in book: 2C 1-7 (8-10)

## Wednesday 30 August

IB-back Monday, so no math 🙁

Homework for Wednesday is:

1. Watch the video below about how to enter numbers in standard form into the calculator.
2. Do the quiz in our ”Klassanteckningsbok” in Sharepoint. (”Samarbetsutrymme”, quizzes, Homework due 170830.

## Thursday 24 August

Homework for today is to do either of these three:

Last time:

Significant figures – The digits which give us useful information. The more significant figures – the more accurate value.

Remember:

When you are rounding numbers you never change the number to a completely other number, it must remains about the same. Just round it 🙂

• A zero after a decimal point is significant – 13.0 (cm) has three significant figures.
• Zeros in the beginning are not significant – 0.130  (m) has three significant figures, 0.000001 has one significant figure.
• Zeros in the end can also be significant!
• Zeros within a number are always significant – 2034 has four significant figures.

Examples:

Round 573 to two significant numbers.
The answer is 570. We know that 570 is rounded from 573, therefore we know it has two significant figures and not three (otherwise we couldn’t known).

Round 17 861 to three significant figures.
The answer is 17 900. We know that 17 900 is rounded from 17 861, therefore we know it has three significant figures and not four or five.

Today:

We continue to work on significant figures, in the book. 2E.3, 1-4.

Here are extra exercises when you have finished in the book.

## Wednesday 23 August

Remember that F.A.I.L means First Attempt In Learning.

From last time we know:

• What a cuboid is compared to, for instance, a cube.
• How to calculate the volume of a cuboid (and a cube).
• Know how to round off to a given number of decimal places.

Can I calculate a volume of a two-dimensional shape, like for example a rectangle?

Is it enough information if I know the length of one side in a cube to calculate the volume?

### The general rounding rules are:

• If a digit after the one being rounded off is less than 5, we round down.
• If a digit after the one being rounded off is 5 or more, we round up.

Examples:

1. Round 254 to the nearest 10th.

Since the 5 is the 10th, we look at the number after which is a 4. Since it is a 4 we round the number down, i.e 254 to the nearest 10th is 250.

2. Round 7.2614 to 1 decimal place.

Since one decimal place is where we have a 2, we look at the number after the 2 which is a 6. Since it is a 6 we round the number up, i.e 7.2614 rounded to 1 decimal place is 7.3.

### Today’s lesson

Learning goals:

• Know how to round off to a certain number of significant figures.
• Understand the difference between the concepts decimal places and significant figures.
• Know that you always should round to three significant figures if nothing else is stated (in the IB).

Starting activity:

Guess the height of the person sitting next to you.

Give your answer correct to 3 significant figures in centimeter.

Give your answer correct to 4 significant figures in centimeter.

Which measurement ”tries” to be more exact than the other one?

Convert the height into decimeters, meters and kilometers. Has the values accuracy changed?

Theory:

If you want to be prepared, watch the video from Khan academy about significant figures.

Work in book, p. 48

2E.1, 1-2 every other
2E2, 1
2E3, 1-4

Exit tag.

## Monday 21 August

Hi everyone!

Today we are going to introduce us to the course in Mathematical Studies – look at the outline, the syllabus, the calendar, and  decide our the classroom rules. I am also going to show you my random name picker and discuss how important it is to let everyone speak in the classroom.

Then we start to look at an examination question and sort out what we need to learn to be able to solve the task.