Tessellation project
Questions:
1. What is the idea/theme behind your tessellation?
The theme behind my tessellation is not really any kind of a thought out idea. I found a tessellation that worked and then made whatever my thought process reached out to.
2. What polygon(s) did you start with and how did you alter it (what transformations did you use)?
I didn't transform my shape. I started over several time before deciding i needed something simple.
4. In your opinion, are tessellations math or art? Justify your answer. (1-2 paragraphs)
Tessellation are art in my opinion. To a point they are math because of the component of shape and symmetry but art over takes the whole idea. In order to make a good tessellation you need a solid idea of a shape but it cannot have order in my experience. You make a shape and then make what you can see within the shape. Also the amount of art you can perform on each shape does not pertain to math except for the fact you have to stay in the perimeter of your shape.
1. What is the idea/theme behind your tessellation?
The theme behind my tessellation is not really any kind of a thought out idea. I found a tessellation that worked and then made whatever my thought process reached out to.
2. What polygon(s) did you start with and how did you alter it (what transformations did you use)?
I didn't transform my shape. I started over several time before deciding i needed something simple.
4. In your opinion, are tessellations math or art? Justify your answer. (1-2 paragraphs)
Tessellation are art in my opinion. To a point they are math because of the component of shape and symmetry but art over takes the whole idea. In order to make a good tessellation you need a solid idea of a shape but it cannot have order in my experience. You make a shape and then make what you can see within the shape. Also the amount of art you can perform on each shape does not pertain to math except for the fact you have to stay in the perimeter of your shape.
I made this piece by cutting out a design and simply drawing a picture inside of the shape and making sure all points fit together to leave no space.
Geogebra
The burning tent
Answers
1.The incoming and outgoing angle both represent two points of starting for the river.
2.Because it is a straight line across to the river rather than the longer line which would be
2.Because it is a straight line across to the river rather than the longer line which would be
Description
In the Burning Tent Project we used geogebra to figure out small pieces or points on a graph and then the story of the Burning tent went along with our points.
Snail Trail Project
Reflection
My process was actually quite poor mainly because my computer wouldn't work and i had a partner, Caitlyn told me to use and study my partners snail trail and so i did which made my project a lot easier but i was still able to figure out his process but only because we had a worksheet that told us exactly what to do.
POW 1 and 3
- I needed to switch the two different colored knights around a 3 by 3 board. The knights could only move in an L shape. I had to figure out how many different combinations i could get. Which was 16
- I used several attempts to see how far i could get the knight to the goal. My process was simple and didn't take very long with help i was able to see the amount of spaces it would take to get my knight where i wanted it by trying different combinations.
- My solution was made mainly, truthfully, by guessing. I moved the piece around until it couldn't have another spot to move. I did however figure out the right amount of moves by guessing which means if i could retrace my guesses id be able to figure out a clear way to do the problem. Unfortunately my process was almost not knowing quite what i was doing because i didn't understand.
- My problem would be try to make a bishop move and it can jump over other pieces which would make the number of tiles more. probably ranging to 8 by 8.
- Truthfully from this problem i learned very little. I would assess myself at a 5 out of 10 because i only half understood the curriculum to solve this problem. Out of 30 points i would give myself close to a 24 to 26 because i still was able to find the right answer i just need help on the content.
Shadows ,Similarities, and Right Triangle Trigonometry
Pows
How have Pows Helped you grow mathematically?
Pows have helped me grow mathematically by being able to see how I can apply math to the real world.
I've had few instances where I was able to find that being true but before I thought math was a waste of time. At least it was a waste of my time but now applying it to my career is extra work but I can see how it could be used.
Pows have helped me grow mathematically by being able to see how I can apply math to the real world.
I've had few instances where I was able to find that being true but before I thought math was a waste of time. At least it was a waste of my time but now applying it to my career is extra work but I can see how it could be used.
UNIT 2 REFLECTION
Q1: What has been the work you are most proud of in this unit?
Trigonometry was the most interesting and fun unit and im most proud of my test scores for the second unit. Most of the unit I had nothing less than a 89% on one of my tests.
Q2: What skills are you developing in geometry/math? Skills can be applied across mathematics – think graphing, creating tables, creating diagrams or mathematical models, approaching problems in different ways (by testing cases, by testing extreme examples, by setting up a table initiating/approaching hard problems, e), or learning how to use your graphing calculator to fit equations to data. The skill of Trig and to think mathematically in my day to day life are the only skills i've been able to develop from my math class. Graphing, Creating tables, Creating diagrams and mathematical models I already had the gist of in general because I have been doing them for other classes. My graphing calculator I still have no clue how to use but I know how to do the simple easy things on it like on a normal calculator. I almost feel that the real world application subjects in math are the only things that have stuck with me. OTherwise its all in one ear and out the other. I still had fun though.
Q3: Choose one topic: similarity (ratios) or trigonometry. Explain what it is. Provide an example of how it is used in mathematics to solve problems. State an application of the topic in the adult world (i.e. scaled replicas of sculptures, scaled models for architecture, trigonometry in construction or blood splatter analysis, etc). Trigonometry is the function of SIN, COS, and TAN to solve the missing angle and dealing with relationships of relevant functions in any angle.
If your looking for the missing side of a triangle and you have one side thats the longest and one side that is next to the x that means your using the trig function of COSINE and your going to put the adj side over the hyp side and do the equation as stated. In the "Adult World" this can be used for a landscaper to figure out the angle of a wall without an angle that easy to find so he can take the two angles on either side of the wall he does know and use trig to figure out the missing angle.
Trigonometry was the most interesting and fun unit and im most proud of my test scores for the second unit. Most of the unit I had nothing less than a 89% on one of my tests.
Q2: What skills are you developing in geometry/math? Skills can be applied across mathematics – think graphing, creating tables, creating diagrams or mathematical models, approaching problems in different ways (by testing cases, by testing extreme examples, by setting up a table initiating/approaching hard problems, e), or learning how to use your graphing calculator to fit equations to data. The skill of Trig and to think mathematically in my day to day life are the only skills i've been able to develop from my math class. Graphing, Creating tables, Creating diagrams and mathematical models I already had the gist of in general because I have been doing them for other classes. My graphing calculator I still have no clue how to use but I know how to do the simple easy things on it like on a normal calculator. I almost feel that the real world application subjects in math are the only things that have stuck with me. OTherwise its all in one ear and out the other. I still had fun though.
Q3: Choose one topic: similarity (ratios) or trigonometry. Explain what it is. Provide an example of how it is used in mathematics to solve problems. State an application of the topic in the adult world (i.e. scaled replicas of sculptures, scaled models for architecture, trigonometry in construction or blood splatter analysis, etc). Trigonometry is the function of SIN, COS, and TAN to solve the missing angle and dealing with relationships of relevant functions in any angle.
If your looking for the missing side of a triangle and you have one side thats the longest and one side that is next to the x that means your using the trig function of COSINE and your going to put the adj side over the hyp side and do the equation as stated. In the "Adult World" this can be used for a landscaper to figure out the angle of a wall without an angle that easy to find so he can take the two angles on either side of the wall he does know and use trig to figure out the missing angle.
UNIT 3 REFLECTION
What content/skills have been most interesting to you?
Applying the math from the last POW was the most interesting because I can actually see myself using it. As a rock climber I need to know how high a mountain side or a tower is and with the skills I developed, like being able to use the protractor and measurer to find how far away a thing is and how high up it.
Q2: How have you grown mathematically?
Mathematically I feel as if i'm in the same area as I was in at the middle point of the year. This is due to the dry content and lack of interest on my part because I couldn't find anything to relate it to or let alone relate it to myself. This all being said I do understand a lot more content than I used to know.
Applying the math from the last POW was the most interesting because I can actually see myself using it. As a rock climber I need to know how high a mountain side or a tower is and with the skills I developed, like being able to use the protractor and measurer to find how far away a thing is and how high up it.
Q2: How have you grown mathematically?
Mathematically I feel as if i'm in the same area as I was in at the middle point of the year. This is due to the dry content and lack of interest on my part because I couldn't find anything to relate it to or let alone relate it to myself. This all being said I do understand a lot more content than I used to know.
Desmos Drawing
Desmos Reflection
When trying to find an image I simply just picked the most simple and least designed piece of art I had lying around. When I actually started putting lines down, it took me a while to figure out how to put the lines directly on or at least next to the pencil lines. I had a lot of help from class mates and my teacher but my over all challenge was feeling confident that the lines would bend and curve the correct way over my drawing. Honestly desmos didn't help me understand anything but how to put lines over lines by changing some numbers. Transformations weren't in my mind when I executed this project. I did however understand functions like how to make a line stop by using "{ }" and how to make a line bend by using parenthesis and moving the numbers up and down. Linear and quadratic functions are somewhat something that I understand but if im being truthful, the way they were introduced to me was too dry for me to indulge in the learning.
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