Madilyn Kendall - Pod 1

The Orchard Hideout

Portfolio

Cover Letter

Unit problem

Introduction:
Over this first semester our class worked on the Orchard Hideout. The Orchard
Hideout Unit contained several mini problems that we solved together in class and three
different POW’s that we solved as individuals. The main focus of this unit was the Maddie &
Clyde problem. The goal of this problem was to help Maddie & Clyde create a design to plant
their trees for their hideout. Madie & Clyde had an idea to plant the trees in the shape of a
circle on the grid, with room for a treehouse of course. The point of the hideout was to
plant the trees correctly so that the trees would block out light from the sun creating a
hideout in the center.

The problem did give me certain details and information to solve the problem as
well. From reading the unit problem I know that all of the trees are the same, the trees must
be placed equal distance from each other (1 unit=10 trees) also meaning they should be 10
feet apart, there should be 50 trees around the hideout, each tree starts at a 2.5
circumference and the trees all grow 1.5 inches every year. Overall the problem was asking,
“how big does each tree need to be to fully block the line of sight, and how long will it take
for the trees to grow that much?”

Process & Justification:

For the problem the main things we focused on were the pythagorean theorem,
finding the distance formula, finding the midpoint formula, and working to find the line of
sight and which line of sight will work best for the hideout.

Important equations to solve the problem are below:

Pythagorean Theorem: a2 + b2 = c2

MidPoint Formula: M=(((x1+x2)/2),((y1+y2)/2))

Distance Formula: d=√(x2-x1)^2+(y2-y1)^2

The pythagorean theorem is used so we can find the midpoint formula and the
midpoint formula is used to find distance and what the distance should look like between
the trees and the center of the hideout. The midpoint formula also ties into finding the line
of sight and what the midpoint should be between trees. For the mini orchard with a radius
of 2, 3, & 6 it had a smaller distance. When I looked at the mini orchard it helped me better
understand the bigger unit problem. That’s why when I saw smaller versions of the bigger
problem it helped me solve the unit problem with the hideout.

In class we looked at an orchard with a radius of 50. The line of sight for this orchard
should go through its midpoint. During the process of solving this we noticed two separate
patterns between the trees. What we noticed first during this was how the tree's line of
sight has to go through the center (the midpoint) of trees, meaning it must go between two
trees. The second part we noticed through the process was how if we see the midpoint
between two trees then we will also be able to see the line of sight. This goes for any
orchard radius, not just the unit problem.

When focusing on the orchard with the radius of 3 we notice two spaces, one of the
spaces is .32 units and the other one is .28 units. Whichever space has a farther distance
away from the line of sight is the space that is the bigger unit, like .32. Solving the unit
problem in smaller scales helps us when it comes to solving the overall unit problem itself.

After looking at the line of sight we also took a look at similar triangles and how
every triangle with variables 3 and up are exactly alike and when we take a look into the
unit problem we look at how the larger triangle side length is 50 with another side length
of 1 and the smaller triangle has a hypotenuse of 1. With knowing this we are able to figure
out what X is, this means trying to find how much a tree should grow to reach the line of
sight. When we tried to find this we used this equation, a^2+b^2=c^2. We found that the
conversion was 0.02 units when we plugged the equation in, and when the equation was
plugged in it looked like 50^2+1^2=c^2. After this we transferred the information we had
to inches and we ended up with 2.4, therefore X=2.4.

Solution:
Now taking a look at our solution, we have to be able to say what amount of time it
will take for the trees to grow and how long it takes them to grow after they have been
planted. When coming to the final solution we used the equation, A=πr^2 and this is the
area formula. We used this formula to get A=18.4 in ^2, I had to get a little extra help from
my peers when it came to breaking this last part down, after help I was able to understand
that I subtract 0.5 from the 18.4 which equals 17.6 in ^2. I also divided 17.6 in^2 from 1.5
in ^2 and got 11.7, and 11.7 is the final solution I got for line of sight. 11.7 is the amount of
years the trees will take to reach the line of sight after being planted in the orchard hideout.
Discussion:

1. Coordinate Geometry:
We use coordinate geometry to find midpoints and distance between graph
points and lines on the graphs. In the unit problem we did use coordinate geometry
to find line of sight in between the trees and the midpoint between the trees.

2. Circles, π, & Triangles:

Most of this unit was about circles, π, and triangles. When we were trying to
find the circumference of circles we used π in our equations that helped us solve
problems. For me personally, working with the circles, π, and triangles was much
easier for me than some of the previous math I had learned from different math
classes in my past education. I did have a struggle when it came to understanding
how to come up with certain equations but once I knew what equations I needed to
use and what those equations looked like I was able to easily plug them in and get
answers for the problems. In the unit problem we were trying to find the
circumference of a tree and how much it grows every year. To start the tree has a
circumference of 2.5 and grows 0.5 by ^2each year.

3. Proof:
Proof is giving valid evidence to a question or idea about a certain subject. In
the unit we had to give evidence when we solved problems and when we showed
our work. Examples of when I gave evidence “proof” that I completed work was
when we did the classwork worksheets and when I completed all three POWs.

Selection of Work

Perpendicular & Angle Bisectors:

POW 1 (there are two images of my hard copy part of my pow because I did half on paper
and the other half on the document that is linked)
Image 1
Image 2

In this pow we focused a lot on perpendicular & angle bisectors, I feel that out of
most of my work this shows my understanding of perpendicular & angle bisectors
thoroughly.
The Difference & Midpoint Formulas:

A Snack in the Middle

Page 1
Page 2

In the “snack in the middle” assignment I drew small versions of graphs with the
points connecting to the problem, this helped me solve the problem. The goal was to show
how the numbers given were actually equidistant or if the set of numbers were something
different.

Triangle Incenters & Circumcenters:

Polygoning the Circle

For the Polygoning the circle I was able to come up with the area which was 321.6.

The distance from a Point to a Line:

The Other Gap

In “the other gap” the goal was to figure out how big the trunks must be in order to
block the line of sight. I ended up with 0.32 after using (tan) and (sn).

Circle Formulas:

Defining Circles
Page 1
Page 2

I chose defining circles because I felt it was the most obvious piece of work I did in
the unit to show my understanding of circle formulas.

Proof:

POW 2

Squaring the Circle

 I feel that these two specific assignments I did during this unit I am most proud of
when it comes to showing evidence of my work and thought process. Each two of the
assignments linked above are very organized and done properly, proving the work I can
accomplish when I put my mind to it.

Reflection

Throughout this unit I was able to gain much insight on myself as a student, a
classmate, and how I learn best during class and what does and doesn’t help me. I learned
that I work best when working with others during class, that way I can explain my thoughts
to others. I find it helps me to share thought processes with other students because
sometimes they may be thinking about something I haven’t thought about or understand
something in a different way than I do, proving students all learn differently and think
differently but this can also be a positive thing. I really appreciate the lay out Julian used to
give us our assignments. I found it was much more clear, organized, and attainable to
accomplish when the overall unit problem was broken down into smaller assignments
along with doing POWs.

I did feel challenged at times during the semester when it came to finding formulas,
memorizing formulas and techniques to solve problems but I eventually would figure it out
after conversing with other classmates on my confusions. Although it may have been
challenging I really appreciated the amount of thought process we all put in to solve this
unit problem as a whole while working on smaller parts as individuals.

When asked if I am “proud or embarrassed” of my work I would say I feel I am both.

At times I did tend to get lazy when it came to turning in my assignments on time or
keeping up with the assignments in general. Personally it was not that I was having a hard
time understanding the assignments or I didn’t want to do them, it was more of dealing
with more important realities I had to deal with in my personal life outside of school. I
hopefully will work on staying up to date with the assignments next semester and not fall
behind. Now that I've explained why my work may be “embarrassing” at times, I can talk
about what I am most proud of when it comes to my work over the course of this unit.
Whether I completed my work on time or late I always tried to complete it correctly and
showed my understanding of the problems. I especially tried to show my understanding
and thought process when writing my POWs. Overall I feel there are definitely some
improvements for me to make as a student next semester and of course room for me to
grow.

Portfolio Rubric
 Section Expert Novice Beginner

Unit (4-3) The problem is restated clearly and concisely, in (2-1) The author’s introduction (0)
Problem mathematical language, in the author's own words. is overly lengthy/confusing, No Unit
The significance, or rationale of the problem is copies or parrots language, is Problem
presented. incomplete, or states a different
objective.
The process/solution is very clear and easily
understood. This may be done through the use of The flow of the author’s
descriptive or mathematical writing, graphs, formulas, reasoning is unclear or hard to
real world cases, algebra, pictures, etc. All figures are follow, and ideas are not well
described and annotated and all mathematical steps are organized or presented. Any
explained and justified. Writeup describes the entire mathematical writing is weak on
thought process, and is written for an appropriate grammar. Some of the author’s
audience. work is unjustified or not clearly
explained. Diagrams are
The correct and complete solution is presented in the non-existent and/or are not
context of the original problem. labelled or thoroughly explained.

The solution is incorrect,

incomplete, or improperly
interpreted/contextualized.

Discussion (6-4) The author does an exemplary job of tying all (3-1) The author presents most (0)
the topics of the unit together, in order, while of the topics of the unit together, No Cover
explaining the logical steps from one to the next. The mostly in order. Some of the Letter
main mathematical ideas are well described and main mathematical ideas are
expanded upon. The author also shows in detail how described. The author makes an
their understanding developed this unit. All prompts attempt to explain how their
and questions are answered fully and completely. understanding developed this
unit, but misses critical points
and/or topics. Some prompts and
questions are answered.

Selection (6-4) All required selections of work are included. (3-1) Some required selections (0)
of Work Each piece of work is completed fully and neatly. of work are included. Some of No Work
Any work referenced in the Cover Letter is included. the pieces of work are completed Selected
fully. Some of the work
referenced in the Cover Letter is
included and explained.

Reflection (4-3) The author fully and completely answers the (2-1) The author partially (0)
prompt in their Reflection. The author illuminates answers the prompt in their No
something interesting they got from the unit. This Reflection. The author attempts Reflection
may include Habits of a Mathematician, emotions, to illuminate something
new understandings, etc. The reflection is in-depth interesting they got from the unit.
and provides evidence. The reflection is brief or shallow.