Another Way to Solve for X

X ia an unknown quantity.  The unknown can be frustrating.  This is why we need to learn different ways to solve for x.
In math, we have been introduced to a project in which you have to use a different method to solve for unknown quantites.  To solve my question, I had been instructed to utilize the method system of equations.  System of equations can be solved through different ways, which are elimintation, subsitution, and graphing.
I did have some questions about this method.  For example, since I chose to solve using elimination, I had to subtract items and dollars.  The method still worked, but I was confused as to why it could, if two different units were being combined.  Eventually, everything made sense to me.  In light of these aspects, I got to enjoy math so much.  I learned so many different things and hopefully I can apply them to expressions in class!


Here is the link to my artifact: Link

Geometry Investigations

In math, we are learning about geometry.  This unit has honesty changed my perspective in real-life situations.  Every time that I step over a tiled floor, I think that the length of my step had been 2 by 2.  I have noticed shapes that I normally would not have.  

We have been learning about the pythagoreon therom, corresponding angles, exterior angles, adjacent angles, verticles angles, coplementary angles and right angles (among others.)

1. Which investigation will you be analyzing?

I will be investigating the Polygon Interior Angle Investigation.

2. Did the question and directions in the investigation make sense when you were doing it or did you need help clarifying what to do?  (Did you get stuck along the way, or make any mistakes that had to be corrected?)

           I understood the questions for the most part, but I got stuck on question four, which asked, “Can you write an equation that shows the relationship between the number of sides of a polygon and the total sum of interior angles?”  I was confused by this, but Mr. Hancock clarified it.  At first I had n x 180= __, but then, I got the correct answer, which is (n-2) x 180=__.

3. Explain the pattern or special relationship that you found and explain how this responds to the guiding statement: “Understanding relationships and establishing patterns will help us measure and define physical space.”

(Be clear.  Feel free to paste in images to really demonstrate what you are explaining.    This is your opportunity to explain what you understand about this topic)

I learned about the equation that shows the relationship between the number of sides of a polygon and the total sum of interior angles.  I feel like knowing this has helped my understanding of polygons, because when I see a polygon, knowing this equation, it is just something I know.  

4. Create a math problem that could be used on a test that uses the concept you are explaining in a problem solving situation.  (it could be a word problem, or a diagram with unknown angles, etc.  Try to imagine how this concept could be applied to a ‘real life’ situation, and how it could be tested on an exam.)

Studying- It Pays Off!

In math class, we have had three quizzes.  The first one, I had a decent performance.  On the second one, I was unhappy with my final grade.  On the most recent one, I got a grade that I was very happy with.  I owe my good grade to something that I have always dreaded.  Studying.
The weekend before the quiz, my mom asked me how I was doing in this unit.  I told her that I was doing fine, which was the truth.  She nodded, but told me that I should study.  Grudgingly, I walked to my room and grabbed my studying untensils and brought them out to the kitchen table, where I found my dad working on his computor.  He volunteered to help me study and I willingly took his offer.  First, we made a list of things that I needed to study by looking on Veracross.  Then, my dad organized the topics with time.  For example, study mean for ten minutes, median for ten and so on.  And so, for the next hour of so, I studied.  Every so often, I asked my dad questions for clarification and he would check my answers.  The next day, I was prepared and confident going into the quiz.

When we got the results, I was overjoyed with my grade.  I looked at my mistakes with my tutor and corrected them.  I realized that both of my mistakes were really things that I just had to look over my quiz again.  So, for my next quiz, I will definitly study hard-  it pays off!

Purple Marbles Out of The Bag

My math document

In math, we have been working with probability.  My work is in a link above.

You Can Never Get Too Deep When it Comes to Data!

In math, we have been working on a project with data from the responses we got from the Challenge Success Survey.  I thought that this project was extremly interesting because we got to encorperate our knowledge of most of the things we had learned about in that math unit.  I really liked taking on my project from a different perspective.  I also got to expirement with different websites that were really cool.  I got to learn all about misleading graphs, graphs and so many other things that I hope you find as cool as I did.  I embedded my project, but unfortunately, after all my hard work I discovered that my animations and audio files do not play in blogger. Therefore, Ms. J, I have emailed you the full powerpoint presentation which includes ALL audio and animation. If any of my classmates or other teachers are interested in seeing the full presentation, please just send me an email or comment below! I will send it to you right away.  Enjoy!

                                                                                                                              Tashi

Metacogntion Project Reflection

In math, we have been working on our iPads to complete a project about metacognition.  Metacognition is thinking about your thinking and listening to the voice inside of you that asks "Why am I doing this?'  I have found it very interesting because we were always aware of the fact that there were voices in my head that I had never really thought about or noticed.  My inner voice usually says asks me why I am doing what I am doing.  I think that reflecting on my thinking helped me as a mathematician because I was able to speak out loud and before I did something.  As a mathematician, I have learned that I need to talk to myself when I am solving a problem.  I have also become more aware during other subjects.  For example, when I am writing, I now think "what is the pupose of this sentence?" or "will this help improve my writing peice later on?"  I really enjoyed this entire process because I feel I have become a better mathematician.

November Reflection

I remember in the beginning of the year, when people asked me if I liked math I would always put my head down and say no, I am bad at math.  But over these past 2 quarters I have realized there is no such thing as being “good” or “bad” in math.  I have always had trouble with math, but that does not make me bad at it.  It means that I have to put extra effort into it and try to improve my understanding.  I have realized that there are parts in math that are strengths to me, like rounding decimals to certain place values or doing long word problems and I have even improved on multiplying and dividing fractions.  I want to work on being more organized in prime factorization because I made an easy mistake that threw off my whole problem.  For the future, I will try to work on what I have trouble with as a whole and not just do certain things I am proficient in.  I will also try to persevere through situations.

Where am I Going to Use This?

1. What is the perimeter of the bed?
2. What is the area of the bed?
3. Why is the pillow that says I❤U backwards? (In the photo, not in real life)
4. If the pillows take up 1/5 of the bed, then what percent is covered by pillows?
5. If blankets are 2/3 of the weight of the bed, then what percent in of the weight is taken up by blankets?
6. In the dresser in the background, what is one array for the knobs? 

First Quarter Reflection-Math

Statement: Mathematical thinking is not the same as doing math.
I disagree because math involves multiple types of thinking-- pushing yourself to think in another way, that you would not normally do to solve one thing.  I also think that math is a different way of thinking because it involves thinking critically.  Math makes you stretch your mind to solve a question but you also have to think creatively so that you can break down a problem or put a problem into context.   Math is not just solving a problem on a piece of paper, but also putting "problems" into a realistic context and incorporating it into the world around you.

Characteristics of a Good Mathematician

• Critical Thinkers
• Asking themselves "Why"
• Visualizing
• Putting Questions into Contexts 
• Recognizing Patterns
• Learning from Mistakes
• Re-reading instructions
• Highlight key words
• Being responsible 
• Balanced
• Curious
• Reflective

I think that one of my strengths as a mathematician is that I am an innovative learner so, when I have trouble with math, I draw pictures or put the question into context.  I've noticed that for me personally I need to always look over my thinking because I've realized that some of my mistakes are not very hard to find.  I have found myself improving in math because the more strategies and self corrections I make, the more I can prepare for units in the future.  I think that I have to try and be more of a risk taker in terms of trying different methods that I am not used to.  I also need to work on being reflective because sometimes when I do not go over my thinking I find myself making obvious mistakes.  For the future, I hope to grow more confident in myself, especially when taking tests.