Winter math reflection
Ashton Cornett
From this semester the skill that I had worked the most on was chi squared. At first I didn't understand it very much but the more we worked with them the more I started to understand what they were used for and how to do them. This skill is used to find what percent of what you are looking at and comparing together. With this we would make a table that would be as many colems across that are needed and how many rows down are needed. For example this would be comparing what boys and girls like more, cats or dogs. It would be two three wide one for boys one for girls and one for the total of both. You would find out how many boys like cats and how many like dogs and then do the same for the girls. Then fill in the totals to find the amount for each of the differences. For evidence I have worksheets from the work that we have so that to show what we have.
The more we worked with these in class they seemed to get easier for me to understand and do in small groups. With this kind of math problem it is not that bad for me, I work better with problems that have a specific time way of doing the problem, I have more issues with problems with that have a less order to doing it. Next semester I will be fine when it comes to more structured problems like the chi square, but will have more open problems that have less structure to them. I look forward to having more structured math this next semester and less open math problems that have less order on how they are done.
Ashton Cornett
From this semester the skill that I had worked the most on was chi squared. At first I didn't understand it very much but the more we worked with them the more I started to understand what they were used for and how to do them. This skill is used to find what percent of what you are looking at and comparing together. With this we would make a table that would be as many colems across that are needed and how many rows down are needed. For example this would be comparing what boys and girls like more, cats or dogs. It would be two three wide one for boys one for girls and one for the total of both. You would find out how many boys like cats and how many like dogs and then do the same for the girls. Then fill in the totals to find the amount for each of the differences. For evidence I have worksheets from the work that we have so that to show what we have.
The more we worked with these in class they seemed to get easier for me to understand and do in small groups. With this kind of math problem it is not that bad for me, I work better with problems that have a specific time way of doing the problem, I have more issues with problems with that have a less order to doing it. Next semester I will be fine when it comes to more structured problems like the chi square, but will have more open problems that have less structure to them. I look forward to having more structured math this next semester and less open math problems that have less order on how they are done.