WE FINISHED SAGE TESTING! YES! Now that we are done (and we all did awesome), Ms. Bad has been teaching us about a real-world connection to math: coding! First we learned about how computers "talk." The language computers use is binary, which is really numbers, which is confusing. But the bottom line here is the combination of 1's and 0's are translated into certain words based on the code the computer uses. We learned how to code between Base 10 and Binary as well as how to add in Binary (it's crazy!). We then learned about ASCII. We even wrote our names in binary (they were very long because every letter is equal to one byte of code, which is 8 bits, which is 8 numbers, either 1 or 0. Got it?). Next week we are going to start coding in class using coding blocks! I'll update you after we learn coding on Tynker (that's what Ms. Bad told us it is called) and share our project we create. Goodbye for now!
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For our chapter 12 real-world project on data and statistics, our math class created surveys for the school to take! Each group wrote statistical questions and created possible answers on a topic we chose. We used our Office 365 accounts to make surveys using Online Excel and Forms. We will be analyzing your responses and creating graphs/charts to show the results! Check out the hallway outside Room 12 later this week for the survey results (or scroll down to see pics). Instructions:
Thank you for your time! Survey Links: Food Survey Technology Survey Video Games Survey Favorites Survey Favorite Places Survey Hobbies Survey Star Wars Survey Sports Survey Working on our SurveysSurvey Results Bar Graphs and Line PlotsThis unit we learned about mean, median, and mode. We also learned when it is best to use these different measures of center. Ms. Bad calls them the 3 M's: mean (average), median, and mode. We also learned about 1st and 3rd quartiles, rang, and I.Q.R. To find these, put a set of data onto a number line IN ORDER, find the median, put all the numbers on the two sides of the median separated from each other, find the median of those, subtract the higher median from the other, and that's the I.Q.R. To find the range, find the highest and the lowest number in a data set, subtract the lowest from the highest, and that's the range. The first and third quartiles are the set of numbers that are on the left and right of the median (they will always be the same length). For the project, we made paper airplanes: the Dart, the Delta Wing, and the Huntington. We got a partner and chose the best two airplanes that we had. Then we measured how far the airplanes went. If it hit the wall at the end, A.T.! That stands for Awesome Tickles! No, it stands for Additional Testing. If we got A.T., we would go out into the hall to test it more because the hall is longer than the classroom. We determined that the airplane that traveled the most when thrown had an average distance of 297.8 inches! Do you know the formula to find the area of trapezoids, triangles, and parallelograms? How about the steps to find the volume of rectangular and triangular prisms? In chapter 9 and 10 in our math books, we learned how to do both of those things AND how to find the surface area of prisms and pyramids! First before we learned the formulas and steps to find area, volume, and surface area, we built the prisms hands out by folding a net into a prism! Then we memorized the formulas for area in a funny voice, like "base times height divided by 2!" in a Southern accent for area of a triangle. We also did a lot of hands on practice with real-life manipulatives in the shape of prisms. We found the volume and surface area of cereal boxes, tissue boxes, and even a Tolberone box! Too bad Ms. Bad didn't have a Tolberone for us to eat...we also played small group Kaboom to review! It was a blast! Did you know that pi is an irrational number that never repeats or never ends? Today in math class, we learned all about the famous pi! We read a story about Sir Cumference and his son, Radius. Then we discovered pi for ourselves by measuring the circumference and diameter of different size circles, then found the ratio (circumference divided by diameter). Every time, our calculations were close to 3.14, which is the approximation of pi! Then we learned how pi is used to find the area of a circle (pi r squared, pie are not!). We went outside and drew "perfect" circles with chalk and string, then we found the area of each circle by measuring it's radius, squaring that number, then multiplying that product by 3.14159. The best part of the day was enjoying some pizza "pie" and dessert pies! We got to have lunch in the classroom and watch a video about the history of pi. It was an educational (and yummy!) day! For three days, we collected data, made our equation, and did the final jump for the Algebra project "Bungee Barbie". Before we started, we learned about slope and the line of best fit so we could use that knowledge in the project. We each got one or two partners to work with. Our goal was to get Barbie the closest to the floor without her head touching the floor. On our first day, we did data collection by recording how far barbie fell with a certain number of rubber bands. We created a function table showing the number of rubber bands (x) and the number of inches Barbie fell (y), then graphed those points on a coordinate plane. On day two, we made our equation from the data from yesterday's data collection. We found the slope and drew a line of best fit, then we checked our work by inputting the data on a website that showed us the equation. On the final day, we did the big jump! Ms. Bad told us the height that Barbie would drop from on the day of (76.5 inches), so we had to use our equation to find out how many rubber bands we would need for Barbie to be safe and have a fun ride. After the big jump, we found the average of our three attempts and we found out who had the lowest average. The winning team was Marin and Derek with an average distance of the floor of 0.13 inches! Check out the photos of our project below! Which part of the project was your favorite? Data CollectionThe Math: Finding the Line of Best Fit and Slope to Create A Linear Function EquationThe BIG JUMP!For the last couple weeks, we have been doing ALGEBRA! We learned what a variable is, what a term is, what an operation is (I hope we already knew that), what a coefficient is, and also what a constant is. After we learned what these are, we identified where they are in an algebraic expression (an expression that uses at least one or more variable). Then, we learned how to use the mathematical properties in algebra, like the distributive property. Then, we learned how to simplify and rewrite algebraic expressions. We haven't done a big project yet, but we will soon! So check back in a few weeks for BUNGEE BARBIE! Bye!
Hello, it's me again (Zach). Today I will be talking about Chapter 1 (took a long time to get this far)! In the first chapter, we did rates and ratios. One activity that we did was make a balloon rocket-type thingy. We got into groups of three then we made the balloon things. One person went on the other end of the room to hold one end of the string, while the other two people held the other end of the string and balloon. We started a stopwatch and the race was on! Ours spun around and around until it stopped in the middle part. Then we recorded our rates. Another rates activity was doing fitness things (Push-ups, Sit-ups, Jumping jacks, Ima-Stars!) and recording how fast we did it in a certain amount of time and if we kept up this exact rate, how many we would do if a certain amount of time. For example, I could be able to do 1000 push-ups in two hours. We also looked into different jobs, what they do, and how much they get paid per year, month, day, hour, and minute (fun fact: a doctor gets about $100 a day, I think). Then, once we had done all of the stuff for ratios and rates and learned everything there is to know, we went on a field trip to Lee's Marketplace! There, we looked at the best buy for a lot of different items like bread and paper towels. We also got to choose one more that we could do (in our partnership). My partner and I chose different types of Snickers (five different kinds). Thanks for reading my post! What was your favorite activity from this chapter? Comment below! In Chapter 5, we learned about integers and the coordinate plane. We learned how to graph positive and negative whole numbers (called integers), then we connected that to how coordinate planes have integers on them. We did an activity where we stuck a negative or positive integer on our heads and lined up from least to greatest. We also mapped Badsville using instructions (ordered pairs) and a coordinate plane! For our project, we created an image on the coordinate plane, then reflected it across the x-axis or y-axis. We spent HOURS making sure our reflections were accurate and finding the ordered pair for each point. Check out our work below! The first unit we did in math this year was reviewing all the operations in decimal format. We reviewed how to add, subtract, multiply, and divide fractions. We practiced the skills in rotations. Then we did a project at the end of the chapter in which we had to pretend we were travelling on a vacation and had to plan a budget. We looked at brochures from the Imaginary Travel company and planned vacations according to a budget we got randomly. Our vacation choices were to Jamaica, Hawaii, or a cabin in the mountains. After the project we played Trashketball (or is it Trashket Ball?) to review. That was fun. The teams were The Shiny Nose Sheepies, Ravenmath, Robo-something, and The Zachs (I wonder who chose that name...). How to play: the teacher puts a problem on the board and we solve it. Then, she picks one person from each group. If that person gets the problem right with the right work shown, they get to shoot a member of the Green family (squishy ball things) into a recycling can from different spots in the room. The tape marks are where you shoot from and you get more points the further away you shoot. If you make the shot, you get that number of points for the team. Some of the things we learned was adding 1.5 + 2.5 and 4.0 (Don't worry, I lined it up and all on a different paper, it's just hard to do here on the blog post). Thanks for reading this post! |
AuthorMath Maniac: Zach Archives
May 2018
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