Measures of Central Tendancy

What piece of information is the most valuable to use when describing data, the mode, the median, the mean or the range? Give your reason for your choice.

Expectations

What do you expect to do in math class after the NYS exam in math is done? What type of projects would interest you?

Geometry

Describe what you know about finding the area and perimeter of geometric figures. Include formulas and any other info about polygons or angles (you only need to post 1 or 2 items) check back to see what's been added.

percents

How can you solve the problem:

_____% of 160 is 14?

Explain the steps you take.

Explain how it relates to the work you did in class on Jan. 26 and Jan. 27

Decimal places: ordering

When putting decimals in order, Steve is told to find a number between .675 and .676. is this possible? Why or why not? What number(s) could the answer possibly be?

Locker Problem

The students in Ms. Dolce 's homeroom have lockers numbered 1-30, located down a long hallway. One day the class did an experiment. the first student , Student 1, walked down the hall and opened every locker. 

Student 2 closed Locker 2 and every second locker after it. 

Student 3 closed Locker 3 and changed the state of every third locker after it. This means that if the locker was open, Student 3 closed it; if the locker was closed , Student 3 opened it.

 Student 4 changed the state of every fourth locker, starting with Locker 4. The students continued this pattern until all 30 students had had a turn. In this lab investigation, you will consider this this question: Which lockers were open after Student 30 took her turn?

1. Develop a plan for finding the answer to the question above. Write a few sentences describing your plan.

2. Carry out your plan. Which lockers were open after Student 30 took her turn? What do the numbers on the open lockers have in common?

3. Consider how a student's number is related to the lockers he touched.

  

  a. Which lockers were touched by both Student 6 and Student 10? By both Student 2 and Student 5? By both Student 8 and Student 10?

  b.  Use what you have learned about factors and multiples to explain why your answers to Part a make sense.

4. How many lockers would there have to be for both students 8 and students 9 to touch the same locker? Explain.

5. Which Students touched both Locker 7 and Locker 12? Both Lockers 3 and 27? Both Lockers 20 and 24?

6. Which lockers were only touched by 2 students? Were these lockers opened or closed after Student 30's turn?

7. Which lockers were touched the greatest number of times?

What are some troubles you have working with fractions?