<![CDATA[Isaiah martinez dp - Math]]>Mon, 08 Feb 2016 18:57:26 -0800Weebly<![CDATA[Shopping Cart]]>Thu, 21 Jan 2016 22:20:55 GMThttp://isaiahmart.weebly.com/math/shopping-cartProblem Statement: What is the shortest line? ​
My process: The process I took when taking on this problem is asking my group mates for their opinions. The math I did to solve this problem was creating an equation. The equation consisted of the tender time, the items, and the other time. When we realized that was needed it was simple to figure out the problem. It brought me to the conclusion that less people with more items will always be faster than less items and more people because of the tender time and other time. 

Other peoples process: The process my group took when approaching this problem was interesting. We started off with working through the problem with the information given. We used the information and found the key components, the tender time, the other time and the amount of items in the basket. Once that is all known all that needs to be done  is pluggin in each number.
The Solution: The solution to this problem of what is the shortest line is the first lane because we realized that it takes more time for there to be more customers with less items vs less customers with more items because the long wait time comes from the customer not the items. 
Assessment of Problem: I really enjoyed this problem for two main reasons. The first reason I really enjoyed this problem was because it made me realize how important group is. The reason I say this is because I did not know how to even begin the problem so I resorted to my group, they then began to work with me which helped me get started and then go on to complete the problem. The other reason I enjoyed this problem is because it connected to the real world. When problems connect to the real world it already makes me somewhat familiar with the content I will be working on. This is helpful when you do not know where to start on a problem because it makes it less intimidating.
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Journal Entry

Self Evaluation: Collaboration was a huge part in this problem. Without collaboration with my group I feel like I would have not even got past the first stage. This reminds me that collaboration is something that I will continue to use in anything I do because it definitely is a key to success when trying to accomplish something.
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<![CDATA[Cost of College 2015]]>Wed, 23 Sep 2015 21:51:22 GMThttp://isaiahmart.weebly.com/math/cost-of-college-2015Problem Statement
Part 1: Our goal when creating a net price calculator spreadsheet was to create a helpful spreadsheet that consisted of many different fake students who all have different backgrounds. We hope parents would find a student who is similar to their child and be able to see how much college would cost for their kid.

Part 2: Our goal for this assignment was making a helpful calculator that we will be able to help us figure out the price of college that fits to a specific person. 

Part 3: Our goals were to compare 2 different career paths in life and create a presentation that will then be presented to our parents. The presentations contains "total amount made in my lifetime" based on two career choice and my colleges choices.  

Process

Part 1: Our process throughout this part of our project was creating a unique background for our fake student. After we created a background we looked up the net price calculator for different schools with the information we created. We then added all of them to a spreadsheet created by the entire class.

Part 2:
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One of the first things we learned when starting the calculator
Part 3: I created graphs, compared two paths in life, made presentations, and exhibited to parents. Click Here to see the presentation I created to present to my parents.

Other People's Processes 

Part 2: Throughout this assignment the process that other people used to create their calculators was the same as me. Considering we all used the same functions to create our calculators lots of ours worked similar, but some were organized differently.

Solution

Part 1: Click here for the spreadsheet created by our class!
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Showcasing our spreadsheet to parents at College Night!
Part 2: Click Here to see my final College Calculator!
Part 3: ​

Problem Evaluation

Part 1: I really enjoyed doing this part of the project because I know that lots of parents are going to be able to refer to the spreadsheet when their kids are talking about the colleges they want to attend. I also enjoyed how creative I was able to get when making my fake students background.
Part 2: When I first started working on this problem I was very confused. It was a lot to learn when it came to functions on a spreadsheet. What really helped me when creating my College Calculator was getting help from my peers. My peers are the main reason I succeeded in this problem because they took the time to teach me all about the functions and calculators.

Self Assessment 

Part 1: Throughout this I used curiosity. The way I used curiosity was asking lots of questions to my group and teacher. I got confused when looking up net price calculators for most schools because they would ask for information that at times I did not know how to fill it out. After I asked my peers and teacher for help I finished everything easier and with confidence.
Part 2: Throughout this problem I used questioning. I used questioning a lot while I was being taught by my peers. I was confused a lot throughout this problem and it was crucial for me to ask questions. If I did not ask questions I definitely would have not understood anything that I worked on.
Part 3:
My parents reaction to my presentation was very positive. They were very happy with the 
colleges I chose, but also my career choices. They really enjoyed the graph that displayed the amount of money that I will make with both careers. One question they asked during the presentation was "are these the only schools you want to attend"? This sparked the conversation of whether or not I want to apply to other schools and not just the ones that I listed on my presentation. Overall this was a good experience because I was able to show my parents in a professional way what I want to do with my life, but also what colleges I want to attend to insure I have a bright future.
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<![CDATA[Visualizing Numbers]]>Sat, 29 Aug 2015 05:58:56 GMThttp://isaiahmart.weebly.com/math/visualizing-numbersProblem Statement
For this problem we were given a sheet containing lots of shapes. Within the shapes were patterns that needed to be found. Our three tasks for this worksheet was to label the numbers, find any patterns, and What "36" would look like. 

The Process

We started off by talking as a group on any patterns that we found. A pattern my group and I noticed which led us to finding what "36" would look like it noticing how after the 4th shape if you continue to add 4, it would create a shape that contained squares. Considering 36 is a multiple of 4 it led us to believe that 36 would be a shape containing squares.

Other Students Solution

The next day Kirby switched up the tables which allowed me to hear other students solutions on this problem. One of  my partners during this problem with Niki. She shared a very interesting solution to the problem. She noticed that every 6 objects had a similar shape. This is important because if you do this pattern 6 times it will eventually hit 36, which means 36 could possibly be the shape of the pattern that was found.

Solution

We were still not given the solution to this problem. Although we were not given the correct solution yet I still believe that the class as a whole worked very hard to come up with our solutions!

Assessment of the Problem

At first when I received this problem I had no idea where to start. Once I started talking about it with my first group and we all combined our idea it all started to make a lot more sense. I did not like this problem at first because of how confused I was but now I think this problem is very unique and I am very curious on what the correct solution is! Throughout this problem I learned that there is so much more in a problem if you really look into it. If you do not look into patterns and such in this problem it is just a lot of random shapes. I am very happy with both of the groups that I worked with in this problem. It was so important to work together on this problem because it would be difficult to figure it out by yourself. It was awesome to see the different perspectives other people saw on this problem and at the end opened me up to different solutions as well.S

Self Evaluation

I think that I did well on this problem considering when I first saw the shapes I had no idea where to start. Once I began to work in a group and we all shared our ideas, everything began to make more sense. I think I worked well on this problem because even if I thought my method was incorrect I felt comfortable sharing it with my groupmates and it allowed them to help me and make it better. A quality I grew in throughout this problem is questioning. I asked my group a lot of questions because some of their methods were very confusing. Asking questions is a very important process when doing math because something might make sense to some people and can be very confusing to others.
This method is explaining a pattern my group and I found. It shows that every 4 objects contains a square. Considering every 4 patterns has a square that means "36" would be an object that contains squares.
This journal entry is how I look at group work.
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