The Math Code: Shapes

In the short time of six and a half minutes the film .The movie successfully narrates of finding your own path while listening to your elders. It clearly depicts that being different brings out the best in people. This is especially evident towards the end when the boy solves a problem on his own proving to his father and grandfather that there is more than one right way to do something. Not only did I find this movie stunning visually but I found that the movie made me feel like I was there in the moment with the boy following his discoveries and exploring the new land which made me feel more connected to the story and the timing of interesting plot twists and new discoveries was perfect. Even though there was no dialogue I was caught up in the animation and the emotions that are

While the other films involved in the lesson also seemed intriguing, this one really affected me. It practically made it obligatory for me to discuss it while also providing people with the opportunity to learn more concerning the event.

In Fahrenheit 451, on page fifty-nine it points out, “You must understand that our civilization is so vast that we can’t have our minorities upset and stirred.” This book was basically like a warning for the upcoming societies and it gave the reader a whole new perspective about how life would be without books and having technology would be way different. In the book, there is several characters that stand out more such as; Montag (also known as Guy), Clarisse, and Beatty. In Fahrenheit 451 firemen burn books, people have these televisions that have multiple walls, and there’s a mechanical hound that lives in the firemen's little base. The story’s society and our society is so different but in ways it seems as the book tried to warn us with all the books and technology.

My lesson will be addressing the kindergarten math standard of identifying and describing shapes. In kindergarten, this consists of being able to identify various shapes such as squares, circles, rectangles, triangles, hexagons, cubes, cones, cylinders, and spheres. To do this we will first go over what each of the shapes looks like and we will also review how to describe where a shape is, above, below, next to, on top of etc. We will make use of Frank Lloyd Wright’s artwork in order to review shapes and location. We will discuss the artwork as a class and talk about the shapes that we can identify in the artwork. We will then label the different shapes on the board as a class, to help children who are still learning the shapes by

Max’s beliefs cannot be valid in terms of defining the universe. If mathematics would be able to create patterns that can help to understand the universe it would have helped solve

interpretation. The dialogue and the scenery is really all a person can grasp on to in order to

Early on in the play, Death of a Salesman, it is evident that both of the Loman sons seem unfulfilled and lost. Biff feels lost and unfulfilled because he doesn't know what he wants out of life. He works as a farmhand, not making enough money, for most of the year then goes back home in the spring. Because he's thirty four years old and doesn't have a steady job of his own or a home, his father Willy sees him as a lazy bum and constantly expresses this. This lowers Biff’s self esteem and causes him to be lost even more. “Hap, I've had twenty or thirty jobs since I left home before the war, and it always turns out the same.” This shows what bothers Biff and why he’s so lost. On the other hand, Happy has everything he’s ever wanted. He has a

There are many hypothesizes on why this phenomenon happens. One hypothesis comes from the Oxford University. The theory is that the hexagon forms where there is a steep slope in the speed of the winds. This theory (if it were to be accepted) would yield substantial scientific discoveries. It could help us understand what could happen to our planet over time. This would be by us knowing the formation process of the hexagon, we would be able to know what will happen to our atmosphere over time. Thus, we would further understand the relationship of the slope with the winds. Then, we will be able to harness new information about the Earth and other planets as well. Also, it could help us understand more about climate

message that it teaches. I also liked the comical scenes and relief points that keep the movie

-What (if anything) did you learn from the films that you did not gain from reading the text or listening to the class lecture?

I learned a lot from it I think the movie is helpful. I personally did not know

Geometry and Algebra are so crucial to the development of the world it is taught to every public high school in the United States, around 14.8 million teenagers each year (National Center for Education Statistics). Mathematics is the engine powering our world; our stocks, economy, technology, and science are all based off from math. Math is our universal and definite language “I was especially delighted with the mathematics, on account of the certitude and evidence of their reasonings.” (Rene Descartes, 1637).

Although most of the material was that in the movie related to something we have learned previously in the course, it still offered new insight to certain aspects. One of the things I liked most about the documentary was as stated before was its ability to incorporate relatively everything we learned in the class. Such as having people from other documentaries, books and articles. Another thing I liked about the documentary was how despite reviewing a lot of material, it also gave real-life accounts of what was going on during that time. Overall the documentary sparked the interest in me to understanding more about how minorities, homosexuals, and hemophiliacs were treated before after and during the AIDS

Most astronauts and scientist believe that extraterrestrial civilization’s knowledge of the sciences, including mathematics, is much broader than that of human beings. Thus, contacting extra-terrestrial civilization could have a positive impact on expanding human’s knowledge of mathematics. However, as Goran Sonesson points out, the mathematical symbols and signs we use are most likely very different from those of theirs, even though they may have the same understanding of their environment as what we call mathematics (Sonesson, 2007).

What did I find fascinating? I loved how they started their images and ideas in caves in Drakensberg Mountains in South Africa. It was like they were plotting and really getting into detail, and not rushing their work because they knew it was going to take them somewhere far