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Hi! My name is Michael Donato. I am a 27 year old student who has graduated college with a degree in Business Administration/Accounting. After working in the field while studying it, I decided it was not for me. Seeking a more fulfilling career, I am studying in pursuit of a bachelors in childhood education and would like to attend graduate school for school psychology.
In my free time I love to swim, be outside as well as watch movies, game and be with people I enjoy spending my time with.

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Sybilla Beckmann,
10.4: Triangles, Quadrilaterals, and Other Polygons

Key Concepts from the lesson:
Quadrilaterals have 4 line segments that do not cross.

Quadrilaterals can be Squares, Rectangles, Rhombuses and Trapezoids.

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Vocabulary:

Quadrilaterals: Is a closed shape in a plane consisting of 4 line segments that do not cross each other.

Triangle: A closed two-dimensional figure made of 3 line segments

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https://www.engageny.org/file/50181/download/math-g1-m5-topic-a-lesson-1.pdf?token=RDWek6qU

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https://www.youtube.com/edit?o=U&ar=1&video_id=fUD7-0aC_6w

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Section 1: In what ways have you gotten better at this topic?

I feel as though I have a much better understanding of the vocabulary. Terms like quadrilateral are not as confusing as they were previously. Having images has also helped greatly.

Section 2: Have you changed any ideas you used to have on this topic?

Yes, I used to think that these terms were unimportant. I didn't realize all of the differences in types of quadrilaterals, polygons and triangles.

Section 3: What is one thing in particular you want people to notice when they look at your work?

I want people to notice how organized it is. To me, it is very important to know where everything is while learning.

Section 4: One think I would like to improve on is...

Fully understanding what each shape actually means and being able to define them all.

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Sybilla Beckmann,
11.1: Concept of Measurement

Key Concepts from the lesson:
Measurement of length, area, volume, capacity, weight, temperature.

U.S. Customary System
The Metric system

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Vocabulary:
The Metric System: The meter system consists of meters, liters, grams and Celsius.

length consists of:
millimeter (mm)
centimeter (cm)
meter (m)
kilometer (km)

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https://www.engageny.org/resource/grade-4-mathematics-module-2-topic-lesson-1

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https://www.youtube.com/watch?v=NdRNEVxUN1Y

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Section 1: How much did you know about this topic before we started the chapter?

I knew quite a bit, I took chemistry and it worked with the metric system.

Section 2: What did/do you find frustrating about it?

I found conversations to be a bit frustrating throughout, but I got much better with practice.

Section 3: What grade would you give it? Why?

I would give it either a B+ or an A. I think that I did a good job explaining a lot in a short period of time, with various examples.

Section 4:
One think I would like to improve on is...

I think I would have picked a different topic, this one didn't click with me as much as my other math casts.

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1.       Identify the most important mathematical concept you learned in this course.

The most important mathematical concept I learned in this is the explanation of common terms in detail. Terms such as area, perimeter and diameter are explained in extreme detail. I also felt as though the Pythagorean theorem was explained and used in a clear matter. Knowing and understand terms and vocabulary are drastically different, I felt as though learning what these terms definitely mean was the most important in the course.

2.       Explain one non-mathematical concept you learned from taking this course. (For example: something about your own learning style, teaching or education, etc…)

I learned the importance of repetition when learning new concepts. I would often rewrite problems and do them from the start to learn the process. I have used this to help me study in other courses such as sign language and public speaking.

3.       What part or parts of the course did you find the most helpful in improving your mathematical reasoning and why?

The part that I found the most helpful in improving my mathematical reason was the importance of coordinating with my group mates. Even more so than 148, I needed help and to discuss problems with my group. Our questions had multiple steps making a mistake in one step will cause the answer to be incorrect. Having 3-4 people working together helps getting through the problem less stressful.

4.       What part or parts of the course did you find the least helpful in improving your mathematical reasoning and why?

The part that was the least helpful was moving too quickly for certain sections. There were a few occasions that my entire group was stuck and unable to figure it out together and required more time. The large amount of material for the semester makes it hard to slow down when it would be better to review more.

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Sybilla Beckmann,
12.3: Area of Triangles

Key Concepts from the lesson:
The base of a triangle can be any of its 3 sides. Once you have chosen a side, the height must be perpendicular to the base.

A rectangle consists of two congruent right triangles

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Vocabulary:
Area of a Triangle: 1/2 (B x H) Square Units
Or (B x H) /2 Square Units

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Section 1: How much did you know about this topic before we started the chapter?

I knew what the area of a triangle is, but I didn't know why. Making a triangle into a rectangle with two equal triangles explains the formula.

Section 2: What was especially satisfying to you about either the process or the finished product?

I think I did a solid job at explaining the area of a triangle in a clear and efficient way.

Section 3: What do your classmates particularly notice about your piece when they look at it?

I think they will notice how clear the video is. I try to make an organized and quick math cast. I also always try to meet the learning objective fully.

Section 4: What will you change in the next revision of this math cast?

I think I might add another example, it would have to be a shorter one because I don't want it to be over 5 minutes total.

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Exam 1, question 16
For this question, I initially put D: The perpendicular bisector of line AB.

For this question, I misunderstood exactly what I was looking at. By the time I got to this question, it was the final one on the exam I needed to finish before the exam was due. I put this question on a “carelessness” factor and being tired from the rest of the exam.

I missed an important part of the problem-solving process, which is understanding the problem. In the future, I need to look at these multiple-choice questions like I look at the non-multiple-choice questions.

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Quiz 13B, Question 1
1.       Students often get confused between the surface area and the volume of a solid shape. Describe what surface area and volume are and discuss how they are different.

We described serviced area as: The amount of material needed to cover the outside of the shape.

We described Volume as: a measure of how much stuff it takes to fill the shape.

We lost a point on this question because we did not include surface area as being a 2-Dimmensinal shape.

We also did not put volume as being a 3-dimensional shape.

I think that we did not have a full definition of these terms before this exam. We had a general idea of what they mean. I personally had more experience with volume than service area. These are two terms that are easy

I also think it would benefit to draw a picture to demonstrate to others the differences of these two. We did not devise the plan fully in the problem-solving process. However losing these points will help me know the fully definition of these terms.

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Exam 2, Question 4

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Exam 2, Question 5:

Jenny wants to know what it means when we say that a tank is 284 cubic feet

I misunderstood what this question was asking completely. I wrote the formula for volume instead of explaining the problem to a person.

It means the tank will be filled with 284 1 foot by 1 foot by 1 foot cubes. Which would is known as volume. I misread this question to be an explanation as oppose to an answer to a math question.