G9-Math

Week 1-4(Unit 1)

number quiz

So, in week 3, we took a test called the Number Quiz. Before the test, I thought I would get a good grade, because these were the things I had already learned in primary school. Something makes me feel surprised that I made so many small mistakes. From the experiences, it reminded me that even when I feel confident, I need to be more careful with details and double-check my work.

Eco house

This is a challenging project; it is also the hardest project I have done since this semester started, because it took a lot of steps to do it. It included designing, calculating measurements, and calculating the budget. The first step was brainstorming ideas, followed by creating sketches, and finally building a model. This project helped me solve problems and showed me how math is used in real life, like measuring area, perimeter, and volume.

Trashketball

Trashketball was an entertaining in-class activity. The rules are simple: solve the math problems, and if you answer correctly, you get a chance to shoot a paper ball into the backpack (we use a backpack as the target). The farther you throw it, the more points you get, but you gotta make it first. It was exciting but also challenging because shooting the ball was not easy. I learned that combining math with an activity, such as games, makes the subject more engaging, and it also pushes me to think quickly under pressure.

Reflection and Connection

After the Number Quiz test, I realized that even a simple problem can be tricky if I don't pay attention to the details. This experience has taught me the importance of slowing down, double-checking my work, and not being overconfident.

The Eco house project was the most challenging assignment. It required me to use math in real-life situations, such as calculating area, perimeter, volume, and the measurements for a sustainable house design. Even though it was difficult, I learned how math is applied to real problems and how it connects to the environment and budgeting.

In Trashketball, I saw how math can be fun and interactive. By using it in the game, solving problems to earn chances to shoot is what the rules are. I practiced applying formulas under pressure. This made me realize that learning math can be more engaging when it is combined with games and teamwork.

All three activities connect because they showed me different sides of math: accuracy and attentiveness (Number Quiz), real-life applications (Eco House), and fun, interactive problem-solving (Trashketball). Together, they helped me grow more confident and precise, and taught me how to use math in a real-life situation.

Week 5-8( Unit 2)

Angle Properties and Pythagorean Theorem Quiz

This is the quiz we took for Unit 2. It is also the second quiz we took since the start of the semester. Honestly, I'm surprised I only got a B on the math test, because math is usually much easier for me compared to other subjects, such as geography or PBL. I was so upset because it was just a quiz, not even a hard project like Eco-house. I should get an A on this quiz, but because of my mistakes, I always do the wrong calculation or draw the wrong diagram, which causes me to receive a pretty bad grade on this assignment.

Eco-House Floorplan

On the left side, this is a picture of my Eco-House floor plan. I apologize to the teacher because I am really bad at creating shapes or drawings, so I didn't even make the furniture into real shapes. The only thing I did was put the items in the place I wanted and write down their names. Next time, when I want to make a better floor plan, I won't have to replan those things. It will be much easier and save me time.

Volume Scavenger Hunt

For the volume scavenger hunt practice, it is an in-class assignment that we work in small groups of two to three people. Each group solved volume problems. After finding an answer, we looked for that number on another paper. Then we wrote down a symbol from that paper and did the next problem. We finished when we completed all 12 problems and got back to where we started.

Reflection and connection:

After the Angle Properties and Pythagorean Theorem Quiz, I realized that even some same concepts can be tricky if I don't pay attention to details. I was overconfident because math is usually easy for me; from this experience, it taught me the importance of slowing down, double-checking my diagrams, and doing the calculations carefully.

The Eco house project was a very meaningful and difficult assignment. It required me to use math in real-life situations, such as calculating area, perimeter, and drawing a floor plan for a sustainable house design. Even though drawing the floor plan was difficult for me, since I am really bad at drawing, I learned how math can be applied to real-world problems like architecture and environmental design.

In the Volume Scavenger Hunt, I saw how math can be fun and interesting. By working in a small group and solving problems to find clues, I practiced applying volume formulas. This made me realize that learning math can be much more engaging when it is combined with games and teamwork.

All three activities connect because they showed me different sides of math: the need for accuracy and attentiveness for the quiz, the value of real-life application and planning for the eco house, and the benefits of fun, interesting problem-solving for the scavenger hunt. Together, they helped me become more careful in my work and taught me that math can be applied differently.

GSP Reflection

What would you change if you had a chance to do the eco-house project over again?

I will try not to make the planning too complicated, so I won't have to spend too much time planning. Then, I will have enough time to work on building the real model, because I spend too much time on planning, causing that I have to work on finishing my physical model, while other classmates are already working on other assignments or presenting their Eco House to the class.

What do your classmates particularly notice about your eco house project when they look at it?

From the Feedback, classmates noticed how clear and detailed my math and floorplan are. They point out that every measurement is labeled, even the furniture, and that my calculations are realistic and easy to follow. They also like eco-friendly features like the solar panel and the insulation reviewer asked why I chose to put the entrance there, which means they were thinking about it. My design choices are not just about looking at it.

What does that tell about yourself and how you learn?

This tells me that I learned by organizing information, Chloe, and visually. When I label everything and show my work step-by-step, it helps me understand it better. Someone who likes to plug carefully before building, but I also learn when others ask me questions, which makes me think about why I made each decision.

In what ways do you think you need to improve?

I need to improve at time management and know when to stop planning and start building. Even though my work is clear, I could organize my presentation even better, maybe adding more visuals like graphs, showing energy, saving, or a diagram of how rainwater flows, and I want to practice explaining my choices to class, like why the entrances are where they are, so my thinking is as clear as my drawings.

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