SLA

we had to calculate how much of nuts and raisins we had to put in a trail mix. we then had to plot all our data and figure out the cost and everything for the mix. 

 we had to do linear comaparing. we had to chose two things to compare and we had to graph them.

For our fourth quarter benchmark we had to do a project on the systems of equations.

For our Algebra 4th marking period we did a project on system of equations. Using the knowledge of solving equations by graphing, substitution, and elimination, we had to figure out the components of rasin, and nuts in a trail mix. The product had to be no more than 18 grams, no less than 1800 calories, and no more than 117 grams. There were 4 tasks that we had to complete on a strict time period. The first task was figuring out the grams of raisins, and nuts. The second was the nutritional facts-fat, and calories, and the 3rd was the cost.

for this project we had to discover what the best variable of nuts to raisins to put inside of a trail mix packet based on data given to us from the begining. with this data we graphed and solved to find our answers.

For his benchmark we ahd to find out how mnay nuts and raisns we could put in a bag that provided a certian about of calories a certian weight, a certian amount of fat and then how much it would cost.

This project was done on linearity. We were asked to find an experiment in which there is a constant slope. Examples, height and age, height and shoes size, and number of pages in a book and thickness of a book. In the above examples, for each change in one of the pairs, the other one changes. Thus, a slope is defined as a constant change in rate. This project was a small challenge for me because the first two pairs that I collected data on, did not form a linear graph. so i had to do more research for it.

This benchmark was about comparison and analysis. We were given two different cell phone plans, and for each we had to figure out which plan was best for us and two friends. Inorder to figure thsi out, we collected our friend's phone bill and the total number of minutes they used for the week. When we had this data, using grapts, equations and analysis, we figured out which plan would be beneficial to ourselves and two group parthners. All math projects are stellar projects, ad thus requires a number of days to be completed sufficiently.

This project was based on our Pattern units. In this project we were divinded into groups and we we had to teach the class different sequences. We studied and presented the fibonacci, cube and square sequence. My group members and I-Itamar and Sam worked on this project using our 5 core values as our guide. We were guided through the project by Ms tionda, but the majority of it was done by ourselves. This project took a number of weeks to be completed. There were many individual parts such as design, research and presentation that we had to rehearse. It was a great experience.

For the first quater benchmark in math we had to teach the class. We worked in a group of four. Each group was given a topic that we learned in class to teach about. Each person in the group had to teach a different thing about the overall topic. For example the history had to been teach about it, the actual topic had to be teach, how it's used in real life had to be teach, and more. Each person had to teach at least one thing about the topic.

For our second period bencemark in math we had to record how many minutes we used on our cell phones.We did this for a week straight,and we did the same to  two other classmates. Then after all the data was collected we were given three different phone plans and we had to find out which plan was the best plan for our cell phones. This whole project included graphing collecting data analyzing the data and more. 

For the third quater bechmark we found our own real-life linear relationships. For example I did the relationship between school's population and the faculty in that school.After the we collected the data, graphed and then analyzed the graphs. We had worked in groups off three for the project.

We had to keep track of how many minutes we used in a week. We than had to collect data of two other people. Than we collected more data and put it all together. 

Ms. Tioanda gave us a paper and we were in groups. Each group had to learn how to use the action and we had to teach it to the class. Each group would have half a class to present. 

For our third quarter Algebra benchmark we had choose a topic that we could gather two sets of data with.  With these two sets of data we had to draw a graph and answer a few other questions.  In addition to that, we had to evalute a seperate person's data set.  For my data set i researched the amount of people at a table vs. the amount of time they spent there.

Our third benchmark consists of finding a linear equation with a test of our choice. I used a book and tested out if the width of the book depended on how many pages the book had. I then had to graph my data and try to put a linear line between the points.

In this project we were set to find the rules a linearity in everyday objects. in my group were Laura Kriss, Charles Williams, and Jefferson Caulvin. My research subject
was how many programs a computer could have running at one time in comparison to how many Megabytes of memory it had. In addition with my research i had to answer questions about Jefferson Caulvin's data as well.

In algebra for our second benchmark we had to take our cell phone bills and apply them to her situation. The benchmark reflected on what we had learned in class about graphing and different points. We also had to analyze our data as well as one of our group mates.

For the third marking period, we had to find a linear equation in everyday life. We were put in groups of three and we had to each find a topic and search for information. Then we had to share our answers with a groupmate and draw graphs for both sets of data. Then we ahad to answer a bunch of questions.

In this benchmark we were told to record the number of minutes we used on our cellphones per day and record it all into a chart. since not all of the kids had a cell phone, they were allowed to use our tezchers information for the cell phones. After we had

This benchmark was when we had to be the teachers and teach the class a certain topic.

For our first benchmark in algebra we had to teach the class on certain topic the teacher gave to us. The groups had to come up with a good presentation that included all her requirements.

For the Cell phone project, we took the paper we received and wrote down our own minutes we used for about a week and we took one of our classmates data to. Then we had to graph our data and our classmates data. After this, we answered the questions about bothe sets of data.

    We examined how to chose which cell phone plan to use by all different methods. We did this using charts, graphs, and equations. We had to record and use data from our real cell phones. We also had to deal with made up data. Here it is...Benchmark...

What we had to do was to teach the class about a topic given to us by Ms. Tieonda. We then searched for information on our topic and created a lesson plan. Then, each group had to present or teach to the class.

For our 3rd marking period we had to find a Linear equation. We had to come up with a pair then do a bunch of steps for the pair. We had to do our finding and a partners finding as well. We had to find out if the data we collected about our pair of variables was a linear equation. We had to do things like find the slope, the y-intercept and graph the equation.

    We had to teach a math class. My group had to teach on the binary sequence. We had to study then perform and prepare our lesson. We prepared a lesson and work for the class to do. It was good for us and the class and us to learn.

For our second period bencemark we had to use our cellphones. We had to record how many minutes we used over a course of seven days. We had to record for ourselves and two classmates. We were then given a list of 3 different cell phone plans. We had to dertermine which one was best for eahc one of our sets of data. With that we then had to graph and evaluate the the lines and data.

For our first quater benchmark we had to teach the class a lesson on a certian pattern. We were in groups and got a certian kind of pattern. My group had the Binary Sequence. We had to learn all about it. How it was used in life and how people can use it without a calculator. We all worked together to get everything done and we planed on how to teach the class the lesson.

For our second maring period's benchmar we had to record how many minutes ourselves and our groupmates talked on the phone each day.  We recorded this data for a total of seven days, then we were given three different phone plans.  Then we had to determine which phone plan was best for each member and then graph the plans and evalute.

For our first quarter algebra benchmark we had to teach the class a lesson on a certain pattern that we researched.  At that time we were being taught about patterns, so this lesson was perfect for our benchmark.

1.    My two variables:  fat and calories.  Fat is a function of the number of calories in a certain food.  
2.    On graph
3.    On graph
4.    The slope in my situation represents the number of calories specifically determined on two lines that I chose.  
5.    My equation:  Thanks for helping me out with it, it took me forever but I understand it now fully and clearly, thanks again.  Y=120+50.  I got this equation through strenuous hours of guessing until I realized the power of the slope

The 3rd quarter our benchmark was based on what we were learning in the classroom. We were learning about functions, graphing, point coordinates, lines, linear lines and slopes. Ms. Tioanda incorporated all of this in our benchmark. We had to collect data with our group of 3. We had to create 3 different types of Vs. Ex: heights. Weight and use a slope and linear relation ship and draw a scatter plot and answer the questions.

    The purpose of this benchmark was to explore linear relationships in real life. We had to gather research, write and graph bout these relationships. We chose two pairs of variables to look and. This taught us about linear relationships and how math affects real life. The attached file will show this in more detail. My Benchmark...

For this algebra benchmark, we found our own real-life linear relationships, collected the data, graphed and then analyzed the graphs. We were in groups of three for data collection and were to discover linear relationships in the real world. The analysis and data tables are displayed in the attached file.