Kite Project

NAME: Kite Art – Abstract, 4th Quarter Project 

DUE DATE: May 10th, Thursday 4 PM

GRADING: 40% of Formative Grade. Two parts: 1st part for the art and the 2nd part for the mathematical process. The average will be posted.

OBJECTIVES:

-        Understand the geometric shapes and their properties

-        Use the mathematical algorithm to identify the volume and surface area of the kite figure. 

-        Increase the awareness of cognitive learning

o   Including problem-solving skills,

o   Memory retention,

o   Thinking skills and

o   The perception of learned material.

DETAILS:

PART 1

- Art must be in a geometric shape that easily to calculate surface area and volume 

- Do not use paper in the production 

- Art must be at least in 1/3 of your height 

PART 2

-    Step 1: Find the Surface area of your kite 

-    Step 2: Find the Volume of your kite

-    Step 3: Write Step 1 and Step 2 in a google document in details. Express the difficulties and challenges during the mathematical calculations. 

RULES

-    Prototype (blueprint or in geometric term 'net' ) must be shared with the teacher for pre-approval.

-    The teacher will ask you some questions to understand your mathematical calculations process and give advice. 

POSSIBLE MATERIALS 

Basic materials: You will need a plastic bag, string, two sticks, scissors, and ribbon.

You can include extra materials to take your 'kite project' into another dimension. 

No limits for the materials. 

NOTE: 
If you are planning to purchase a kite, you still must to make the 'net' of the purchased kite and find the surface area and volume of the 'purchased' kite. 

Since this is Volume related 'Kite Project', it is recommended to make a 3D Kite. If you make a 2D kite, you need to convert the 2D into 3D on the 'net' in order to find the volume. 

SEARCH: 

Key Words: How to make a 3d kite?

USEFUL LINKS: 

http://www.instructables.com/id/A-Garbage-Bag-Kite/

https://www.google.com/search?q=3d+kite&safe=strict&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiMwb6a17faAhVQF6wKHZssBmgQ_AUICygC&biw=1536&bih=760#imgrc=kt_scWfI1UXNIM:

https://www.youtube.com/watch?v=kDziOdwtU_I

https://www.youtube.com/watch?v=JlSWtdZ-wBk

THE SURVEY

Please Complete the Survey 

Click the link:

http://survey.k12insight.com/p/HPSstudents

GEOMETRY ART – ABSTRACT

NAME: Geometry Art – Abstract, 3rd Quarter Project 

DUE DATE: March 2nd, Friday 4 PM 

GRADING: 40% of Formative Grade. Two parts: 1st part for the art and the 2nd part for the mathematical process. The average will be posted.

OBJECTIVES:

-        Understand the geometric shapes and their properties

-        Use the mathematical algorithm to identify the area of the figures

-        Increase the awareness of cognitive learning

o   Including problem-solving skills,

o   Memory retention,

o   Thinking skills and

o   The perception of learned material.

DETAILS:

PART 1

-    Art must be in the rectangular format

-    Thick Foam Cord Board 30 in by 20 in

-    The art must be combinations of geometric shapes. (See the examples)

-    At least 5 distinguished geometric figures must be used. (Such as; triangle, square, circle, rhombus, trapezoid)

-    The figures and/or intersections must be painted with at least 5 different colors. (Such as red, green, blue, pink, yellow)

PART 2

-    Step 1: Find the Area of the rectangular foam

-    Step 2: Find the area of same colored painted region of your geometric artboard

-    Step 3: Sum the entire same colored painted region. The sum must give you the area of the rectangular foam in Step 1.

RULES

-    Prototype (a smaller version of your art) must be shared with the teacher for pre-approval before receiving the actual foam board to finalize.

-    If the free foam board damaged for some reason, the student must buy his/her own foam board for the submission.

-    Duplicate/Copied work will not be accepted

EXAMPLES AND IDEAS: 

https://www.google.com/search?q=famous+geometric+art&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiPu9zcv-rYAhVJSq0KHSTZBCQQ_AUICigB&biw=1536&bih=711

Note: Rules are subject to change.  

POLYHEDRON ORIGAMI PROJECT

Hello Student,

Polyhedron: A solid figure with many planes faces, typically more than six faces.

In this project, you will be making a polyhedron of your own for your math class.

Related areas: Algebra and Geometry

The objective:

-- Determining patterns between size of the polyhedron and number of figures
-- Determine the surface area of the polyhedron
-- Increasing skill set for 3D figure making.
-- Increasing to work independently
-- Increasing to work with others.

In this project must complete the followings along with the shape: 

1. Find the total surface area of the shape.
2. Find if there is a relationship between the number of figures and size of the shape.
3. Make a table for a number of figures for a small (Diameter 5 inches), medium (Diameter 10 inches), and large size (Diameter 15 inches) of the shape.  Plug the table data into the calculator and find the trend line.  HINT: Linear, quadratic trends.

For the Plot:  'x' would be the diameter and 'y' would be a number of figures.

Materials: 
1. Colorful Construction Papers
2. Scissors

Watch the YouTube videos and choose one for your project: 

1. https://www.youtube.com/watch?v=H7qE_Tc8e4g
2. https://www.youtube.com/watch?v=udTsiIz81RU
3. https://www.youtube.com/watch?v=aXbIVT9bTSU
4. https://www.youtube.com/watch?v=KFVeEZqJM-E
5. https://www.youtube.com/watch?v=9W8f57xju3o

This project is due on December 14, 2017, Thursday.

Grading:
1 grade for the shape
1 grade for the table and trend line

All the projects will be displayed in the math classroom. 

A MATH POEM

Math Poem

Multiplication Division

Addition Subtraction

All so easy to do

Orman, Handrick, Balicki

Are who teach us what to do

They say it’s so simple

When they explain

But we, we all cry when the answer isn't the same

They give us a demo

We still don’t get the memo

On how math works

So it’s hard doing the homework

The worst of them all

The worst of them all

Is the almighty calculus ball

Triangles, squares, circles all play part

Of the beautiful art

Finding area is a breeze

No need to sneeze

Algebra oh algebra

The x and y

I never want to say Bye

In the end, I love them all

The list is tall

Math, Math, Math

Is the best

So forget the rest

A MATH STORY

Karl Guess

(Inspired by Carl Friedrich Gauss’s story)

One day a long time ago, there was a 6th grader by the name of Karl Guess. Although he was a smart student, his teacher disliked him because he misbehaved a lot. One day, because he misbehaved during class, the teacher decided to outsmart Karl and ask him an impossible question to work on to not disturb the class until it was over. The teacher knew Karl was smart, so he decided to give a question that should take hours to complete. He thought for a while before coming up with a question that should take a long time to complete. He asked Karl to say the maximum amount of 5 digit numbers you can make without repeating any numbers. Satisfied with his work, he resumed to teaching the class.

The teacher had a look of shock on his face when he stood up and brought a piece of paper to his desk. Written on it was the number 30,240. When the teacher asked what this was he said it was the answer. Still shocked, the teacher asked how he got the answer, and Karl started to explain: There are 5 digits. The first digit can hold one of ten values: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. The next digit can only hold one of nine values because you can’t repeat the same number twice. Then the next digit was one of eight and so on down to six. This is because there are only 5 digits, and if the first digit can hold ten values, the next digit would hold one less and so first it would be one of 10, then 9, then 8, then 7, then finally one of 6 values. Then all that was left to do was multiply these numbers resulting in 30,240. Then he showed how he solved it on a piece of paper:

(10*9*8*7*6*5*4*3*2*1) / (5*4*3*2*1) = 30,240

          That day, Karl shocked the whole class by solving a question not even the teacher couldn’t solve before Karl explained it to him. From that day on, the teacher saw Karl in a new light.

A MATH STORY

George Banana’s

         George the monkey loved bananas. Every day he climbed a tree and put ten bananas into his basket.

One day, an elephant stopped him on his way home. “It looks like you have ten bananas in your basket can I have one?” “Sure,” George said. “ If I give one I’ll still have nine.”

George walked along. Two birds chattered from a tree. ”Bananas, Bananas!” George reached on his tiptoes and gave a banana to each bird. Then he looked into his basket. “I had nine bananas and now I have two less. I still have seven bananas.”

George continued with his walk till herd of zebras rumbled by. One of the zebras turned and asked, “Do you have a snake?” George looked into his basket and said, “I have seven bananas I’ll give you four, and I’ll have three bananas left. ”George’s basket was starting to feel light. He was almost home when he ran into a big, scary, orange tiger. “If you're hungry,” George gulped, “I have three tasty bananas.” In one bite the tiger ate all three bananas and lumbered away.

George breathed a sigh of relief. He looked into his basket. “I had three bananas and the tiger ate all three. Now I got zero bananas” he said.

George’s stomach grumbles. At that moment another monkey walked up with his own basket of bananas. George looked up hopefully. “You wouldn’t mind if we share your bananas?” The other monkey reached into his basket and gave George some of his bananas.

The end