Additional Notes

Prime Time Notes

Back to School Night Video & Screencast

If you missed Back to School Night or would like to see the screencast again, it is posted below.  The sound quality is not the best, so the a copy of the students' explanations are below as well.

Hello everyone, this is _______________________________ and I am here to introduce our math website.  On the site you’ll be see important links to the left.  On the home page here you will see a link to our math program which is called connected math.  If you click on the link here for phschool.com and type in the web-code AMK 5500, you will be navigated to many of the connected math resources for sixth grade.  Click on the features for students.  Here you’ll see video tutors which are also available on Mr. Lattanzi’s website as well as links for multiple choice practice and vocabulary.

Hi everyone this is_____________________ and if you look to the left under Units, you’ll see several of the units we will complete this year.  For example, if you click on our first unit Prime Time, you will be brought to a page that has many resources for that unit.  The parent letter here is a PDF that describes the unit but also provides a good study guide for us.  There are also videos that are provided by the phschool website.  And, if you scroll down there are PDFs of all the ACE problems in our textbook so we don’t have to take it home.  There are different types of problems for practice.  You’ll see ACE problems, additional practice sheets, and skills sheets all by investigation.  The answers to all these problems are also provided.

Hi everyone, I’m__________________I’d like to show you some of the other features of the website.  All of them are available on the menus to the left of the page.  If you would like more information about homework click on the link below “About the Class.”  Here there is an explanation about the expectations for homework.  Briefly, homework should not take longer than thirty minutes.  If problems arise simply email or send in a note to Mr Lattanzi to explain any issues.  We students are expected to attempt all assigned problems, guessing if necessary or explaining our thinking.  Homework is not graded but checked for completion and reviewed the next day.  You can see additional information about grading, our math program, and Mr. Lattanzi under About the Class.

Hi everyone, I’m___________________ I will show you a couple of our projects this year.  First I’ll show you our Dream Home Project where we’ll design a digital and hand-drawn version of the perfect home to better understand area, perimeter, scale, and cost of materials.  All of the important documents are listed on the site as well as past student work, and videos to learn how to use small blue printer.com

          Another project we’ll complete will use our checking account balances as a down payment to purchase a new car.  We’ll complete this webquest learning new vocabulary, figuring out our budgets, determining interest, fuel costs, and loan payments.  We’ll then share our financial findings on a class wiki.

Hi everyone, I’m_________________ and I’d like to show you the class blog.  The blog may be the most helpful resource for us this year.  Mr. Lattanzi tries to update it at least once a week.  You’ll see explanations about various concepts, videos, sample problems, study guides and suggestions, and maybe even excellent student work.  Students are encouraged to create their own blog entries on word documents or create videos and images on various math concepts. 

          Most of us have the website and the blog bookmarked at home, if not we encourage you to do so or you can simply google Lattanzi math to find the site.  Thanks for listening and good night everyone!

Locker Problem Reflections Period 1 & 2

Students in periods 1,2,7, & 9 used created models as a problem solving technique to solve the complex locker problem.  The directions and parameters for the problem can be found here. The following are reflections written by the students after they managed to solve the problem and understand its patterns.

Reflection of Locker Problems

By: MC, VC, CC

Our group made a model of the locker problem and we determined, using our model, (the chalupa2 method), that every square number is open because it has an odd number of factors. Sometimes, we made mistakes. Some of our mistakes were misplacing things. This shook us off course and it just took it longer to figure out the answer. We thought of the method we used in our heads and we modified it on paper. The chalupa2 method is using a 30 by 30 grid and filling out each of the boxes with symbols of open and or closed lockers. We learned that this model took a long time and that we could have done it another way. Our teacher, Mr.Lattanzi, showed us that we didn’t have to fill out the whole model to figure out the answer. Even though it took a long time to fill out, it helped us a lot because we could see what we were thinking in our head. Using this model we could see a pattern. This pattern was critical to this problem. With the pattern we could figure out the answer 10 times faster than usual. This experience helped a lot because if we were in a situation like this problem we could use the same method to figure out the answer easily.

As you can see, we had struggles with this problem. Combining our brains together helped out a lot. Our model amazed us with its success. Now, if we ever get stuck in this situation again, we can use many methods we used for this problem to help. (This model is not a patented model. People can use this to figure out problems similar to this but keep in mind that we made it.)

Locker Problem

While doing our locker project, we learned a lot.  JT AR, and I (BE) first created a model that didn’t quite work the way we wanted it to. In the model, we listed all the lockers from 1 to 30 and listed all the factors for each locker. Soon we noticed that this model was disorganized. Then when our class shared some of our models, we thought another group’s idea was more organized and well-developed. That model showed us the pattern clearly between the students that were opening and closing the lockers. It included writing out the numbers 1-30 twice (once down the y-axis and the other across the x-axis) to show both the students and the lockers so we could figure out the pattern for the 1,000 students and lockers. As our project came to an end, we color coded the graph paper that we did our project on. The project helped us learn to work better with a group and taught us about divisible numbers, factors, and products. We learned the importance of a model and finding patterns when you have large numbers because it makes it simpler to figure out the problem. It is also an organized way to see all the work you did and learned from it too figure out other problems that are similar. Overall, we found out that all of the square numbers had an odd number of factors which keeps them open at the end. We learned a lot during this locker experience.

Reflection

    We were assigned to do a locker problem and make a model to show our work. The locker problem is where we have to find out which lockers are open or closed at the end. We also had to find out which student touched which locker. We started off by labeling lockers and students with numbers in a 30 by 26 grid formation. Next, we started filling out the graph by putting an O and highlighting it orange for the locker being open and a C which was highlighted blue if the locker was closed. After that, we determined which student touched each locker and we searched for important patterns. Modeling is important because it helps show what we are thinking in our head, and it helps us find patterns.

The challenge started when we had to figure out how to setup and label the graph. That was a problem because if we counted wrong then we wouldn’t see the pattern. One mistake we made was we counted wrong and ended up with lots of problems. We eventually found out that all the lockers with their number being a square number (1, 4, 9, 16, 25 etc.) were opened and all the other numbered lockers were closed. What we would have done differently is we would have paid more attention to the number of lockers and students and the type of number they were. We learned that working together is better than working alone because we can get more work done and use our time wisely.

Written by: TT, EW, CB, KC

Reflection

by: AL, CB, AS, HK

In the beginning, we read the locker problem. Then, we made a small chart of thirty lockers out of a thousand to help us solve it. Our goal was to see which lockers would be closed or open after the one thousandth locker and who touched which locker. Modeling was an important part because it helped us visualize the problem before we solved it.  The challenges we had in this problem was figuring out the pattern with the square numbers. An occasional mistake we made was getting open and closed lockers confused.  If we had the chance to do it again we would have done the color coding and labeling differently. This experience would help us when using combinations and problem solving. Patterns are an important part because they would help us if we had to figure out bigger numbers that weren’t on our chart. As a group, we enjoyed drawing the model and figuring out the problem which helped us learn when we have a big number problem to find the pattern. 

Locker Reflection  - BS, LH, NK

Our group did a project about who opened what locker. We decided that we couldn't do all the math in our head so we made a chart on graph paper. We went across and down making lines 1-30. Person 1 opened all the lockers. Person 2 closed every other locker. Person 3 changed every 3rd locker, so say that 3 was closed and 6 was open. person 3 would open 3 and close 6 but leave 1,2,4, and 5 the same way they had found it. So person 4 changed every 4th locker, or every multiple of 4 because they were the 4th person, so the number of the person, the multiple of the locker they change. In our chart, we put c’s for closed and o’s for open. Lots of times we mixed up the letters and realized that the whole thing was wrong. We had to start over. On diagonal all of the lockers were changed. We looked at the real pattern and found that on diagonal 1,4,9,16, and 25 were open. Do you know why they were open? Because they are all square numbers! One of the mistakes we made is when we finished, we traced it with marker and realized it was wrong, so next time we should check our work more carefully. This project helped us realize  that we should organize our thoughts better by using graphs instead  trying to figure it out in our heads. We have seen that car companies use models of cars that they want to sell before making the real version. They can see how the cars would look before creating it. A pattern is important because you can see how everything is related to each other and it makes it easier to solve problems with bigger numbers. There were definitely challenges involved in the project. One of the challenges was that in the beginning we couldn't find what kind of model to use to figure out the problem. Another challenge is that also in the beginning, some of us didn't know how to solve the problem, but then we all helped each other and came up with a solution. In the end, the locker problem was a fun, hard working project and we enjoyed trying to figure it out. 

U-Turn Method to Find All Factors

Hi Guys, Remember this from class?  We talked about why this method is useful and how it keeps us organized, but one of the great things about this method is that if you are stuck or can't think of a factor pair quickly, you can skip it and come back later using the other factors you found as clues.

Here's the screencast.

Welcome Back!

Finding Rectangular Dimensions Given Fixed Areas

Here is an excellent video made by one of your classmates to help you understand how to find whole number side lengths of possible rectangles given a fixed area.  Remember, we use the word 'fixed' here to mean constant or "stays the same."

Fixed Area

By: MJ & VM

Fixed Area is where you find different lengths and width(using whole numbers) of rectangles with a certain area. When solving a problem about finding area, simply find factors of the area. The U turn method could be very helpful when finding factors. YOU WILL HAVE TO FIND ALL POSSIBLE DIMENSIONS! Also, perimeter of the rectangle is required. You must find the length and width before finding the perimeter.  A fixed area with dimensions that is the most square like will have the smallest perimeter. The fixed area with dimensions that is the least square like will have the biggest perimeter. I believe this works just because of the squares and rectangles property’s.  

Here’s how a problem would look like step by step:

Find the all the possibilities of rectangles with a fixed area of 8cm2.

1. First, find each possible length and width by finding  factors of eight using the U turn method.

 U Turn Method  

1 * 8

2 * 4

4 * 2

8 * 1

MAKE SURE YOU ALWAYS USE THE OPPOSITE OF EACH RECTANGLE!!!!!!
(If a rectangle is 1 by 8, its opposite would be 8 by 1)

2. After you found all of the fixed area’s factors and its opposites, copy them into the length and width columns in a chart similar to the one below.

Chart

Length	Width	Perimeter	Area
1cm	8cm		8cm2
2cm	4cm		8cm2
4cm	2cm		8cm2
8cm	1cm		8cm2

ALWAYS LABEL YOUR MEASUREMENTS!

3. Once you have the length and width copied into the chart, find the perimeter of each rectangle. The perimeter can be determined by using the formula,2(L+W). Imagining the rectangle could help when finding perimeter.

Length	Width	Perimeter	Area
1cm	8cm	18cm	8cm2
2cm	4cm	12cm	8cm2
4cm	2cm	12cm	8cm2
8cm	1cm	18cm	8cm2

Notice how the perimeter changes. The perimeter of a shape will always stay the same but you can change the area.

Perimeter has to be involved in a fixed area problem because you need both the area and perimeter to describe size. One doesn't give enough information.

STILL REMEMBER TO LABEL PERIMETER AS WELL AS LENGTH, WIDTH, AND AREA!

4. Always check over your work in case you’ve made a mistake.

Partial Review Document for Covering & Surrounding

The following document is a partial review for the Covering & Surrounding unit.  You will also be responsible to understand surface area and volume of rectangular and triangular prisms.


Covering & Surrounding Partial Review