Over the course of forever, we were subjected to type several blog posts, that were oriented around Math. They were simply known as Monday Math Blog Posts. In these posts, I have recorded things from decimals, to fractions, to conversions, to possibly square roots. Math Monday blog posts were to have a specific reason, and that reason, was to help us explain what we were currently working on. We were given a certain prompt, and from that prompt, we were to have a certain type of reasoning, whether it be drawing conclusions, or explaining it. We also needed to give evidence, and use that to back up what we were intending to say.
     These blog posts have quite helped me in learning the process of problem solving, and elimination. Since we had to explain what we were to do, we didn't have to just do it without the work. The work was put into words,a nd then typed up. For example, we needed to learn about square roots. We quickly did this by asking a simple question first, what is a square root? Well, we al knew a square root is a number that has the same number multiplied by itself, so the square root of 49, is 7, because 7*7=49. So we used numbers like those as examples. We also knew that using images, and picture could help us describe what we needed to do. So for square roots, you could use a picture of the number 49, and have the square root symbol above it. Math Monday Blog Posts have been quite helpful throughout this year, because I can know explain clearly how to finish an equation.

this year, I must admit, was one of the most intense of all my years of math. Last year, math was our key subject, as we did nothing but math. Coming this year, I thought that maybe I would pass the Algebra test, but alas, I failed, and didn't. Instead, they stuck me into pre-algebra, and I was put with the other kids in my surroundings. At this point, I believed that I was probably able to understand everything, but I was wrong again. I know realise how cocky I was at the beginning of the year. It took me a while to adjust to the new teachings, as well as school in general. Looking back now, I can say I am quite proud of coming this far. Pre-Algebra is no laughing matter. There are still some parts that I continue to have trouble with.
      For instance, I'm having a lot of trouble with graphing. When the change of subs occurred, we were quite disorganized. Our things were jumbled, and we had to switch from one standard to the next. When we finally settled on one sub, we had the opportunity to ask her our questions. Graphing is my ultimate hard point, because I'm really confused on where to put the points, and if they have a negative or positive slope. The equations with the graphs are even more confusing to my eye.

Math and science, are usually seen as two different types of concepts, each with a unique "style". In science, you mainly learn about the science in the world you live in. Whether it be: geography, chemistry, biology, etc. In math, however, you can begin to make the connections between the two. In math there are a variety of topics; decimals, fractions, graphs, equations, multiplication, addition, subtraction, and division. The number that are often used to measure something scientific, are normally measure to scale, which means it is the exact size, or length. If the object is not to scale, then it means that it is not the direct calculation. Speaking of measuring, we can talk about converting. Scientists use an great amount of measuring tools to measure certain object. If they use centimeters, and they want to  convert to feet, then they use the math to convert the size.

On a  number line, there are two types of numbers that are seperated by the zero. There are the positive, and the negative numbers. The negative numbers are often forgotten, as we normally use positive numbers in simple math, such as second grade adding and subtracting. As you grow older, you can come to see the negative numbers are often used a lot more than the past. Negative numbers, are basically any number that is to the left of the zero. Negative numbers can be depicted and seen in not only mathematical equations, but also in price deductions, and stocks.
   The stocks can either be high rising one day, or negative the other, depending on that company. Not only will you see negative numbers there, but also in other types of sciences, and depicting weather. many weather man can use the negative numbers to tell if the day will be cold, or warm. 

Solving equations is often the first step to any type of a math process. For example, if you were given the equation 2x-7=15, the process is quiet simple. First, you take  line, and draw down the center of the equal sign, so you can tell both sides apart. Then you can begin the process of elimination. Take the -7 part, and do the inverse operation. The inverse of subtracting, is adding, so you would add seven instead of subtracting seven. Then, you add the seven to both sides. The -7, and +7 cancel each other out. You take that over to the other side, and add seven to fifteen, which equals 22. Then you have 2x left.
   Now, you must isolate the x, and by doing so, you do the inverse operation. The inverse operation of multiplication, is division, so you divide 2 by both sides. 2 divided by itself is one, and your 22, on the other side of the equal sign, is going to be 11. Now, you're left with x=11.

In the previous session, I had briefly explained how to change a fraction into a decimal. For this time, I will be doing the opposite, and explaining how to changed a decimal to a fraction. There are several ways of doing so, but I can explain two easy  ways. The first way, is the most common, and that is merely taking the place value in consideration. The place value is located behind the decimal point. The tenths, hundredths, thousandths, etc. are behind the decimal point. For example, if you had .4, it would be written as 4/10 or 2/5 in simplified form. If you were to add a zero to the .4, it would simply be .40 over 100, or 4/10. They are all connected in place values.

Fractions and decimals are all connected in an oblique sort of way. They an all be converted into each other, as well other forms too. To change a fraction into a decimal, there is indeed two ways of doing so. The most infamous way, is simply dividing. The fraction line serves as a division line, so you can simply just divide it. For example, if you were to have 3/4, then you would divide 4 into 3, and your answer you be .75. Some of the answers might be a bit odd, as you would have irrational numbers. The next way of turning a fraction into a decimal, is receiving a decimal that has a numerator that is greater than the denominator. Another example would be like, 6/4. This will equal out to a whole number, which will turn into decimal. 
     There may be several other methods for changing a fraction into a decimal, but these ways seem to be the most common.  Dividing by 100 may also work. If you have 60/100, you can automatically tell that that will be 60% or .60. 

Sky decides that she wants to buy something from the store today. She spends some of her money on beads for jewelry, and some of her money on blankets. She wonders how much of her money she has spent on her blanket. Sky, in this case, has the option of using either ratios or percentages to figure out how much money was used. Lets just say she spends a total of 100$ and, 40$ on the blanket its self. You can pu that into t fraction, (40/100), which should be equivalent to 40%. Now she can figure out that the other 60% was used on the beads on the jewelry. Ratios, and percentages are all related in some way. If you put both into a fraction, they can equal to eachother. Fraction, percentages, and ratios are all equal. Now, me myslef, I would rather prefer to use the percentages over the ratios, simply because in buying items, or even tax is calculated using percentages.
     Say she spent a bit more money over all. 

The formula to find the area  for any circle is radius square times Pi. If you had a circle with the radius of 3 feet, then that process is simple. Since the formula states that you have to take the radius and multiply it by two. So you simply take 3 and turn it into a fraction; 3/1.  The equivalent fraction of Pi is 22/7 , so you would multiply 3/1 by 22/7, and most likely get 9  and 3/7 as an answer. However, that answer would be approximate, simply because Pi goes on forever. The formula for the circumference is 2 • π • radius   =   π • diameter. To simplify it, there are several lines that can reach across the paper. For starters, there is the circumference, radius, and diameter. The circumference of a circle is the actual length around the circle which is equal to 360°. Pi (p) is the number needed to compute the circumference of the circle. In circles the circumference is 3.14 (p) times the Diameter.
    In all honesty, some of us might have been confused while trying to memorize all of the formulas. The circle is one of the most complex types of shapes there are. With no vertex, or corners, finding the center might be a challenge sometimes, especially for finding the circumference, or area of a circle. Often, the measurements are given, so you wouldn't exactly need to worry about that as much. Just plugging in the information for completing the formula can be a bit stressing at times. Sometimes, you might forget your place on the mathematical equation. Memorizing formulas, blending with the norm of arithmetic isn't easy, I will not lie.

An infamous number that is well known world wide, is pi. The reason being, is merely the fact that pi is a very unique number. Pi continues to go on forever, but never repeats a number, or has any significance in number patterns. Some people had a great talent in memorizing the most numbers from pi as possible. Others don't care much for the number at all. Pi's equivalent fraction is 22/7, simply because if you take 22, and divide it by 7, then you have pi. Pi is an irrational number, because it isn't a terminal(stops at one point), and it doesn't repeat the same numbers. Sometimes instead of using Pi itself, most prefer to use the fraction instead.
     . Starting around the 15th century, new algorithms based on infinite series revolutionized the computation of π, and were used by mathematicians including Madhava of Sangamagrama, Isaac Newton, Leonhard Euler, Carl Friedrich Gauss, and Srinivas Ramanujan. In the 20th and 21st centuries, mathematicians and computer scientists discovered new approaches that – when combined with increasing computational power – extended the decimal representation of π to, as of late 2011, over 10 trillion (1013) digits. Scientific applications generally require no more than 40 digits of π, so the primary motivation for these computations is the human desire to break records, but the extensive calculations involved have been used to test supercomputers and high-precision multiplication algorithms.