My Plate Project Planning

1. Fruits, veggies, grain, protein and dairy.
2. Fruits-apple, veggies-carrots, grain-double fiber bread, protein-chicken, dairy-milk.
3. My mom is allergic to  strawberries, kiwi, maybe pineapple and other fruits. My dad and sister try to only eat only healthy food. Besides that were all good.
4. My mom because she is in charge of the kitchen, and she knows how to make a lot of different healthy-ish meals.
5. The nearest grocery store is Fair Price or 2 different Cold Storages, all in walking difference, and my mom will help/shop with me.
6. Be careful when cutting, keep the stove off, stay away from big flames, and be careful of knifes.

Ankhs Galore-Egypt Museum 2015 Reflection

I feel we accomplished completing our artifacts on time and to the best of our ability. I think this because we successfully created an engaging and interactive project which taught our viewers at the same time. Also, I believe we did a very good job, together and apart, on our project.

When I started this project, I knew nothing at all about the ankh, but then as I started collecting MIDAS notes and working on my mind map, I started to learn a lot more than I could ever imagined. I learned legends, beliefs and important facts, which later helped me a lot. Then, once my group and I got together, I learned even more. They gave me advice to add more detail to my script, so I did which means I learned more about the ankh. Next, my group and I needed to come up with a theme, which Ms. Ramani helped us with. She told us that the ankh, flute and dagger were all seen at banquets which lead us to learn more about our artifacts, learning how our artifact fits into the theme. Finally, my group and I had a successful project. A banquet full of grapes and wine, but most importantly, knowledge.

What challenged me the most was probably the actually presentation part. I struggled to speak because everyone just wanted to come for the food, not the knowledge. That really made me struggle because the people kept interrupting me saying things like, “can I have more cranberry juice,” or, “can I have a few more grapes, please,” which really annoys me because it makes me feel like nobody cared about the actually purpose, just the fun part. So, I think the most challenging part of the whole project was the presentation part.

I am most proud of my artifact, overall, because I worked hard on it and it turned out just like I wanted it to. There were bumps along the way. I couldn't decide on what to make the ankh out of, what to use to color it, and what to wear. However many bumps I came to along the way, I am still just as proud of my artifact as I would be if it were made perfectly, but I am still very proud of it.

I think I will remember getting the experience to share what I have learned the most because I believe that it is always important to express what you have learned, and to share it in an interesting way that many people will enjoy. I will probably most remember getting the experience to share what I have learned about Egypt and the ankh.

Challenge Course/Project Adventure Reflection

As I reflect on the past two units, I think about examples of ways I did the following: teamwork, cooperation, listening skill, creativity and leadership. I showed teamwork during the challenge course low rope walking when I helped decide who went first and who went where to get the person across the rope successfully. I used teamwork to get the team to work together, and so that nobody got hurt. I showed cooperation during the project adventure obstacle course when I used lots of other people's ideas to build the obstacle course including the 5 details.. I also actively listened when my group and I discussed many different ideas. I showed creativity during our project adventure mission impossible course when I gave my group mates creative ideas to get across the "hot blue lava." Last but not least, I showed leadership also during our project adventure mission impossible course, when my group members started getting the sense that they were in charge, I helped calm them down and gave an idea that they could all agree on. 

Who Does The Most Homework?

A Side-Based off the data, the mean of the data is that the average for homework is 65 minutes a night. The median is is 60 minutes a night. The mode is 60 minutes a night. It is low variability because the box plot is very short, and it is skewed upwards. It is low variability because there is a big gap, but there is a big gap because of the far-away outlier. There were outliers in this data.

B Side-Based off the data, the mean of the data is that the average for homework is 64 minutes a night. The median is 45 minutes a night. The mode is 30 minutes a night. It is high variability because the box plot is very tall, and it is skewed upwards a little bit more than below the median. There were no outliers in this data.

C Side-Based off the data, the mean of the data is that the average for homework is 90 minutes a night. The median is 90 minutes a night. The mode is 90 minutes a night. It is high variability because the box plot is very tall, and it is skewed upwards a little bit more than below the median. There were no outliers in this data.

Which side spends the longest on their homework?

1st place...C side! C side spends about 90 minutes a night which is 25 minutes more than the runner-up, A side. A side spends about  65 minutes on homework every night. B side with 45 minutes a night brings up the rear in 3rd place, so overall, C side spends the most amount of time on homework, then A side, then sadly B side.

Pong

Band: Line #38

Height of Math 6+ 6th Graders

The typical height of a 6th grader at SAS is 61-62.5 inches because is you look at the data, below 61 is 9 values, and above 61 is 11 values, so the mean is about 61-62.4 inches. I'm 57 inches, so I am shorter than the typical height of a math 6+ 6th grader. The chart has low variability because most of the numbers are in a clump. You could easily find out the median is 61 because all of the data is about 61 inches. 

Height Of Math 6+ 6th Graders

Height (inches)