Showing posts with label gr6. Show all posts
Showing posts with label gr6. Show all posts
Thursday, 28 May 2015
Friday, 22 May 2015
Tuesday, 12 May 2015
Grade 6 Crime Scene Investigation (CSI)
1) Who do you think is responsible for the crime? Why?
I think it is one of the three RLA/SS teachers because of the evidence one of them left behind. First of all, there was a sheet of paper that said 'There are way more subjects better than Science' and pictures of math, music, and social studies right next to it. This shows that it is one of the teachers who envies Science. This eliminates the two Chinese teachers, Mr Oswald, and Coach Goode. Secondly, there was another sheet of paper on the gerbil cage saying, "...My kids prefer pets with names like Snoopy or Spot...", this shows that the suspect has young kids. This eliminates Ms McComb because her kids are in high school. Finally, the chairs were stacked to look like a pyramid. I think that this pyramid is referring to Egypt which is part of the social studies curriculum. This shows that this teacher thinks that social studies is better than science and/or likes social studies.
2) Does anything need further analysis?
Yes, the evidence the suspect left behind during the crime. We should take the evidence and check the fingerprints on it to comfirm who did it.
I think it is one of the three RLA/SS teachers because of the evidence one of them left behind. First of all, there was a sheet of paper that said 'There are way more subjects better than Science' and pictures of math, music, and social studies right next to it. This shows that it is one of the teachers who envies Science. This eliminates the two Chinese teachers, Mr Oswald, and Coach Goode. Secondly, there was another sheet of paper on the gerbil cage saying, "...My kids prefer pets with names like Snoopy or Spot...", this shows that the suspect has young kids. This eliminates Ms McComb because her kids are in high school. Finally, the chairs were stacked to look like a pyramid. I think that this pyramid is referring to Egypt which is part of the social studies curriculum. This shows that this teacher thinks that social studies is better than science and/or likes social studies.
2) Does anything need further analysis?
Yes, the evidence the suspect left behind during the crime. We should take the evidence and check the fingerprints on it to comfirm who did it.
Saturday, 9 May 2015
Electromagnetic Fishing Pole
My fishing pole works because it is an electromagnet. An electromagnet works because it produces a magnetic field around a wire in a completed circuit, meaning that the electric current can flow through all the components of the circuit. To make the magnetic field stronger, you have to coil it around a nail.
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| My Electromagnetic Fishing Pole |
Wednesday, 6 May 2015
Poetry 2015
Setting The Stage
This poem that I will read to you is called The Faucet.
It’s about this lonely faucet on top of a hill who watches happy people who don’t bother to walk up the hill to collect water from it.
This poem is based on a painting from the high school art show. The painting really touched me so that’s why I used it as something to brainstorm ideas from.
In this poem, I choose to not use punctuation because I wanted to keep this poem a slow paced poem so that the emotion slowly becomes stronger and stronger.
As a poet, I want instill the feeling of hope and at the same time pity to the people who hear or read my poem.
The Faucet
Plop Plop
the leaking faucet
dripping in the distance
is waiting for someone
to collect its water
What no one knows
is that this faucet
is filled with water as smooth
as a white marble floor
and as clear
as the sky on a warm
sunny day
It waits all day long
for someone to turn
its shiny tap
so that it can bring water
for everyone to drink
Everyday
the faucet just waits there
doing nothing
hoping for someone to come
But no one
will ever
come
TIME
T- Stanzas: I have 5 stanzas.
Line Breaks: I used line breaks in my poem to slow down the poem to build emotion.
I- Similes: I used similes to describe how smooth and clear the water is.
M- Onomatopoeia: I used onomatopoeia to describe the sounds of the dripping water.
E- Strong feelings: I tried to add strong feelings to the poem to give the audience a sense of hope and pity.
Blogpost
I learned a lot during the poetry unit. First of all, I learned about the TIME chart. This helps us make our poems better poems. An example of me using an aspect of TIME in my poem was when I used line breaks. In the poem I wrote, "and clear (line break) as the sky on a warm sunny day". Another thing I learned was onomatopoeia and how using it can make your poem better, for example "Plop Plop". Finally, I learned about similes and how to use them effectively. An example of me using similes is "filled with water as smooth as a white marble floor" and "as a white marble floor".
To come up with the idea for this poem, I looked at a painting that really created a feeling for me. Then, I just brainstormed anything this painting makes me feel. From then I just wrote the poem with the mood the painting gave me and the ideas I wrote down from looking at the painting. My poem evolved while improving and revising it. Some changes I made to my version one was that I cut some of the extra non important words. Then in version two, I made sure that my poem made sense and added in some words to make it sound better. I also put in line breaks to change the way the reader would read my poem. With the line breaks, I feel that my poem is more emotional than without line breaks. Finally, in version three, I added some TIME aspects to my poems. I added similes and made some minor changes the line breaks so that I could publish my poem. I hope that my readers will feel the two emotions; hope and pity.
This poem that I will read to you is called The Faucet.
It’s about this lonely faucet on top of a hill who watches happy people who don’t bother to walk up the hill to collect water from it.
This poem is based on a painting from the high school art show. The painting really touched me so that’s why I used it as something to brainstorm ideas from.
In this poem, I choose to not use punctuation because I wanted to keep this poem a slow paced poem so that the emotion slowly becomes stronger and stronger.
As a poet, I want instill the feeling of hope and at the same time pity to the people who hear or read my poem.
The Faucet
Plop Plop
the leaking faucet
dripping in the distance
is waiting for someone
to collect its water
What no one knows
is that this faucet
is filled with water as smooth
as a white marble floor
and as clear
as the sky on a warm
sunny day
It waits all day long
for someone to turn
its shiny tap
so that it can bring water
for everyone to drink
Everyday
the faucet just waits there
doing nothing
hoping for someone to come
But no one
will ever
come
TIME
T- Stanzas: I have 5 stanzas.
Line Breaks: I used line breaks in my poem to slow down the poem to build emotion.
I- Similes: I used similes to describe how smooth and clear the water is.
M- Onomatopoeia: I used onomatopoeia to describe the sounds of the dripping water.
E- Strong feelings: I tried to add strong feelings to the poem to give the audience a sense of hope and pity.
Blogpost
I learned a lot during the poetry unit. First of all, I learned about the TIME chart. This helps us make our poems better poems. An example of me using an aspect of TIME in my poem was when I used line breaks. In the poem I wrote, "and clear (line break) as the sky on a warm sunny day". Another thing I learned was onomatopoeia and how using it can make your poem better, for example "Plop Plop". Finally, I learned about similes and how to use them effectively. An example of me using similes is "filled with water as smooth as a white marble floor" and "as a white marble floor".
To come up with the idea for this poem, I looked at a painting that really created a feeling for me. Then, I just brainstormed anything this painting makes me feel. From then I just wrote the poem with the mood the painting gave me and the ideas I wrote down from looking at the painting. My poem evolved while improving and revising it. Some changes I made to my version one was that I cut some of the extra non important words. Then in version two, I made sure that my poem made sense and added in some words to make it sound better. I also put in line breaks to change the way the reader would read my poem. With the line breaks, I feel that my poem is more emotional than without line breaks. Finally, in version three, I added some TIME aspects to my poems. I added similes and made some minor changes the line breaks so that I could publish my poem. I hope that my readers will feel the two emotions; hope and pity.
Math Comparison: Time Spent on Homework
1. How was the data similar?
They both had outliers. The data for both blocks were skewed to the right. One more similarity these data sets had is that they both have the same maximum. The maximum for F and B block is 180.
2. What was different in the 2 sets of data?
The median for F block was higher than the median of B block. Also, the minimum and maximum were different for both data sets.
3. Were there any outliers?
Yes, there were more outliers in B block than in F block. The outliers are the dots on the graphs.
4. Which class spends longer on their homework? PROVE IT!
F block spends more homework than B block because first of all, the median for F block is 80 while the median for B block is 60. Secondly, although the maximum for both graphs are 180, the whisker for F block is higher which means that there is data in that area. Finally, the box in F block is higher than the box for B block this means the data is for F block is more higher.
They both had outliers. The data for both blocks were skewed to the right. One more similarity these data sets had is that they both have the same maximum. The maximum for F and B block is 180.
The median for F block was higher than the median of B block. Also, the minimum and maximum were different for both data sets.
3. Were there any outliers?
Yes, there were more outliers in B block than in F block. The outliers are the dots on the graphs.
4. Which class spends longer on their homework? PROVE IT!
F block spends more homework than B block because first of all, the median for F block is 80 while the median for B block is 60. Secondly, although the maximum for both graphs are 180, the whisker for F block is higher which means that there is data in that area. Finally, the box in F block is higher than the box for B block this means the data is for F block is more higher.
 |
| F Block |
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| B Block |
Wednesday, 29 April 2015
Electricity Quiz Board
So basically, the game board was just a complete circuit. It had a two batteries, a lightbulb, and a four of wires. When you touch the correct question to the answer, the electrons flow through the wire which make a complete circuit. The question and answer part was just like an extra wire, it doesn't hurt the circuit when it is included. Even without the question and answer part, just connect the two alligator clips and the circuit would still work.Tuesday, 28 April 2015
How Tall is a Typical 6th Grader?
What is the height of a typical 6th grader at SAS?
The height of a typical 6th grader at SAS is 61 inches. I know this because of the measures of center, the median, mode and mean. The median is 61, the mode is 61, and the mean is about 60.9577. If you round the mean to the ones place, you get 61, the same number as the median and mode. Therefore the typical height of a 6th grader at SAS is 61 inches.
How does you own height compare?
My height is 5 inches over the average height of 61. I'm 66 inches tall therefore I'm taller than average. Also, the IQR is 4 and ranges from 59 inches to 63 inches. My height still doesn't fit in there.
Does the height of 6th graders have a lot of variability? How do you know?
Yes, the height of 6th graders have a lot of variability, because there are no big clusters and the data is spread out really well. It also has a range of 20 inches which is a big range. Therefore, 6th graders have a lot of variability.
Data:
The height of a typical 6th grader at SAS is 61 inches. I know this because of the measures of center, the median, mode and mean. The median is 61, the mode is 61, and the mean is about 60.9577. If you round the mean to the ones place, you get 61, the same number as the median and mode. Therefore the typical height of a 6th grader at SAS is 61 inches.
How does you own height compare?
My height is 5 inches over the average height of 61. I'm 66 inches tall therefore I'm taller than average. Also, the IQR is 4 and ranges from 59 inches to 63 inches. My height still doesn't fit in there.
Does the height of 6th graders have a lot of variability? How do you know?
Yes, the height of 6th graders have a lot of variability, because there are no big clusters and the data is spread out really well. It also has a range of 20 inches which is a big range. Therefore, 6th graders have a lot of variability.
Data:
| Mean: 60.95774648 |
| Median: 61 |
| Mode: 61 |
| Q1: 59 |
| Q2: 61 |
| Q3: 63 |
| Range: 20 |
| IQR: 4 |
Friday, 10 April 2015
Literary Essay Reflection
1. Are you proud of your literary essay. Why?
Yes, I am proud of my literary essay because I felt I explained everything well. I also am proud of my essay because my peers thought that it was detailed and it explained things well.
2. What did you think of the visual process we used to generate our ideas?
I thought it was a great way to generate ideas because when you make the visual, you put thought into the objects and the meaning of the objects for your essay. This is helpful because it will make writing the essay much easier due to the fact that we thought of our objects and their meaning already.
3. Which was your favorite sentence?
It is worth commemorating from Tangerine the importance of power affecting how much confidence one has.
Yes, I am proud of my literary essay because I felt I explained everything well. I also am proud of my essay because my peers thought that it was detailed and it explained things well.
2. What did you think of the visual process we used to generate our ideas?
I thought it was a great way to generate ideas because when you make the visual, you put thought into the objects and the meaning of the objects for your essay. This is helpful because it will make writing the essay much easier due to the fact that we thought of our objects and their meaning already.
3. Which was your favorite sentence?
It is worth commemorating from Tangerine the importance of power affecting how much confidence one has.
Tuesday, 31 March 2015
Water Project - Week 5: Presentation Day!
This is our schedule for Week 5:
On Monday, we presented to Ms Dripps' 3rd grade class. We would present on Monday, March 30 at 9:00 am. This was the best time to present because it was during science (so we had permission to leave the science classroom) and it gave us half an hour to make last minute preparations/rehearse.
At 8:55 am, we left the science classroom to get to Ms Dripps' class on time. We got there three minutes early and just waited outside the classroom. Kea-Roy peeked inside and told me that they were doing something, tech or reading. Then, a very excited kid skipped out of the room and drank from the water fountain. I think he was the one who told Ms Dripps we were here. The IA came out and welcomed us in.
Ms Dripps told us that airplay wasn't working right and you wouldn't be able to connect to airplay via wifi. The only way to connect was to plug in a plug. The 3rd graders were starting to head down to the carpet where they would listen to our presentation. Kea-Roy plugged his computer in but it would only show Kea-Roy's desktop on the airplay screen. I tried my computer but the same thing happened. Luckily, Ms Dripps booked the 3rd grade group room. So Kea-Roy and I headed there. We connected to airplay via wifi and it worked.
We presented our presentation filled with facts. One fact was every minute a child dies from a water related disease. After we presented the facts, we played a game. It was a Scratch game coded by Kea-Roy. We split the class in half and assigned them to either my computer or Kea-Roy's computer. They were really like the game and they didn't want to stop playing.
I think this was a very successful water project. Also, I felt that there were no major problem we had to face along the way. The hard work of making the game and presentation paid off!
Monday
(March 30)
|
Tuesday
(March 31)
|
Wednesday
(April 1)
|
Thursday
(April 2)
|
Friday
(April 3)
|
Presentation Day!
(For 3rd Grade)
|
Water Presentation is presented
(For Science Class)
|
On Monday, we presented to Ms Dripps' 3rd grade class. We would present on Monday, March 30 at 9:00 am. This was the best time to present because it was during science (so we had permission to leave the science classroom) and it gave us half an hour to make last minute preparations/rehearse.
At 8:55 am, we left the science classroom to get to Ms Dripps' class on time. We got there three minutes early and just waited outside the classroom. Kea-Roy peeked inside and told me that they were doing something, tech or reading. Then, a very excited kid skipped out of the room and drank from the water fountain. I think he was the one who told Ms Dripps we were here. The IA came out and welcomed us in.
Ms Dripps told us that airplay wasn't working right and you wouldn't be able to connect to airplay via wifi. The only way to connect was to plug in a plug. The 3rd graders were starting to head down to the carpet where they would listen to our presentation. Kea-Roy plugged his computer in but it would only show Kea-Roy's desktop on the airplay screen. I tried my computer but the same thing happened. Luckily, Ms Dripps booked the 3rd grade group room. So Kea-Roy and I headed there. We connected to airplay via wifi and it worked.
We presented our presentation filled with facts. One fact was every minute a child dies from a water related disease. After we presented the facts, we played a game. It was a Scratch game coded by Kea-Roy. We split the class in half and assigned them to either my computer or Kea-Roy's computer. They were really like the game and they didn't want to stop playing.
I think this was a very successful water project. Also, I felt that there were no major problem we had to face along the way. The hard work of making the game and presentation paid off!
Monday, 30 March 2015
Water Project - Week 4: Spring Break
Week 4 was spring break so I didn't really do much work on the project. The only thing I did was rehearse my lines for the presentation on Monday, March 30.
Friday, 27 March 2015
Friday, 20 March 2015
Social Issues Book Club Reflection
Video: https://www.youtube.com/watch?v=e4M_iki8LnY
Book Club Preparations
One of my responses:
Book Club Preparations
One of my responses:
1. Coach Walski has the power.
Evidence:“You can’t play. You can’t play soccer for Lake Windsor Middle School.”
Explanation:Coach Walski has the power because he is the coach. Coaches can choose the team and kick out players. Coach Walski just kicked Paul from the Lake Windsor Middle School.
2. Gino has the power.
Evidence: “Gino Deluca. He’ll be captain this year. No doubt.” Page 47 “Whoa, he said quietly, and gave me a thumbs-up sign with both hands.” Page 49 Explanation: Gino has the power because of two things, the coach chose him to be captain and he is really good at soccer. I can tell this because when Gino gave a thumbs up to Paul after Paul blocked his shot, Paul knew he would be the goalie. Also, he was elected team captain by Coach Walski because of how good he is. In this case, the more skill you have, the more power you get.
One of my reflections:
1. What I did a good job at?
I think I did a good job piggybacking. I used because after I agreed to what somebody else said. For example, Kaylee said “Paul was not fitting in, but at the same time, fitting in” and I replied “I agree because...”
2. What do you need to work on for next time?
I could speak a bit louder and use more inflection because normally I don’t use inflection.
3. What did you learn?
A possible reason why Victor bullies Paul and Joey is to keep his power high. If he doesn’t tease Paul and Joey, the ‘gang’ will start to dislike him and leave him.
Goals
My Goal: Flag at least two times each reading sessions.
Goal Reflection: I didn't achieve this goal however, I was close. I would sometimes only flag one time or not flag at all. Next time, I should put stickies into the book instead of just writing it on the document.
Evidence:“You can’t play. You can’t play soccer for Lake Windsor Middle School.”
Explanation:Coach Walski has the power because he is the coach. Coaches can choose the team and kick out players. Coach Walski just kicked Paul from the Lake Windsor Middle School.
2. Gino has the power.
Evidence: “Gino Deluca. He’ll be captain this year. No doubt.” Page 47 “Whoa, he said quietly, and gave me a thumbs-up sign with both hands.” Page 49 Explanation: Gino has the power because of two things, the coach chose him to be captain and he is really good at soccer. I can tell this because when Gino gave a thumbs up to Paul after Paul blocked his shot, Paul knew he would be the goalie. Also, he was elected team captain by Coach Walski because of how good he is. In this case, the more skill you have, the more power you get.
One of my reflections:
1. What I did a good job at?
I think I did a good job piggybacking. I used because after I agreed to what somebody else said. For example, Kaylee said “Paul was not fitting in, but at the same time, fitting in” and I replied “I agree because...”
2. What do you need to work on for next time?
I could speak a bit louder and use more inflection because normally I don’t use inflection.
3. What did you learn?
A possible reason why Victor bullies Paul and Joey is to keep his power high. If he doesn’t tease Paul and Joey, the ‘gang’ will start to dislike him and leave him.
Goals
My Goal: Flag at least two times each reading sessions.
Thursday, 19 March 2015
Water Project - Week 3: Final Touches
This week, Kea-Roy and I are adding final touches to our presentation to the third graders. We also have practiced saying the facts. I feel that we are heading the right direction. Kea-Roy also started working on the presentation for the library. Our presentation to the third graders is on March 30.Wednesday, 18 March 2015
Tuesday, 17 March 2015
Historical Thinking: Blog Relection
1.What did you learn about thinking like a historian?
I learned how to look carefully at the source your looking at before you use it. Two great filters are SCAN and FILT-R. I also learned what we look at to make sure the source is reliable. Finally, I learned how to spot discrepancies.
2.What do you like about historical thinking?
It is a cool way to check if a source is reliable.
3.What do you find challenging about historical thinking?
If you don't have any background about the place, it is hard to find discrepancies. For example, if a painting of Greece was painted during 500 BCE, you wouldn't be able to tell if that would be a good source to use or not, looking at time.
4.How have you grown as a historical thinker?
I know so much more after we learned about historical thinking. Before, I would've just used a source that looks reliable. I wouldn't look at the date or author. Now, I look closely at the date and author to see if the source I'm looking at is reliable.
5.What’s next?
Before examining a source, I should have a background about the place/civilization.
I learned how to look carefully at the source your looking at before you use it. Two great filters are SCAN and FILT-R. I also learned what we look at to make sure the source is reliable. Finally, I learned how to spot discrepancies.
2.What do you like about historical thinking?
It is a cool way to check if a source is reliable.
3.What do you find challenging about historical thinking?
If you don't have any background about the place, it is hard to find discrepancies. For example, if a painting of Greece was painted during 500 BCE, you wouldn't be able to tell if that would be a good source to use or not, looking at time.
4.How have you grown as a historical thinker?
I know so much more after we learned about historical thinking. Before, I would've just used a source that looks reliable. I wouldn't look at the date or author. Now, I look closely at the date and author to see if the source I'm looking at is reliable.
5.What’s next?
Before examining a source, I should have a background about the place/civilization.
Google Map: Blog Reflection
1. How did making a google map about Ancient Greece help you understand the geography more effectively than a “paper and pencil” map?
It helped me understand more effectively because I could see the mountains and the land elevation. I also could see the sea, this shows if it was hard or easy for a civilization to collect water. Water is used for cleaning, washing, showering, drinking, and planting. Water can really affect a civilization. This is why I think the google map is the better map.
2. How did making a google map about Ancient Greece help you understand more about the culture of Ancient Greece?
It was a great way of storing information about civilizations. When we learn something, we can simply add it to our google map. It is also really easy to see the information.
3. What were the features of google maps that you enjoyed working with to make your map effective?
I liked the photo/video feature. It was a great way of sharing images and videos. When you upload multiple images/videos the area where they show the images becomes a slideshows.
4. What challenges did you face when working with google maps?
A challenge I face when working with google maps is getting the layout right. When you copy paste into the pin description, it will group all the paragraphs up. It sometimes also glitches and put letters into the links and split the word in half. This was an annoying challenge I faced when working on the map.
5. What challenges/successes did you encounter when working with a partner on this assignment?
At the beginning of the project, we took a long time placing the pins down. This made us behind. When people were adding content, we were still working on pins. I think this was because of me and Jay's poor relationship and teamwork. But at the end, we still finished the map.
6. What advice would you give another student about working with google maps?
Always write your content into a google doc before putting it into your map. Some times google maps glitches and your content is gone. For example, Rohan wrote a long paragraph about Crete. Suddenly google map glitches and his content was gone forever.
7. What will you always remember about Ancient Greece from having made a google map?
I will always remember the myths about Odysseus like The Cyclops because I wrote summaries about them. I will also remember the time when google maps crashed and I lost all my writing.
It helped me understand more effectively because I could see the mountains and the land elevation. I also could see the sea, this shows if it was hard or easy for a civilization to collect water. Water is used for cleaning, washing, showering, drinking, and planting. Water can really affect a civilization. This is why I think the google map is the better map.
2. How did making a google map about Ancient Greece help you understand more about the culture of Ancient Greece?
It was a great way of storing information about civilizations. When we learn something, we can simply add it to our google map. It is also really easy to see the information.
3. What were the features of google maps that you enjoyed working with to make your map effective?
I liked the photo/video feature. It was a great way of sharing images and videos. When you upload multiple images/videos the area where they show the images becomes a slideshows.
4. What challenges did you face when working with google maps?
A challenge I face when working with google maps is getting the layout right. When you copy paste into the pin description, it will group all the paragraphs up. It sometimes also glitches and put letters into the links and split the word in half. This was an annoying challenge I faced when working on the map.
5. What challenges/successes did you encounter when working with a partner on this assignment?
At the beginning of the project, we took a long time placing the pins down. This made us behind. When people were adding content, we were still working on pins. I think this was because of me and Jay's poor relationship and teamwork. But at the end, we still finished the map.
6. What advice would you give another student about working with google maps?
Always write your content into a google doc before putting it into your map. Some times google maps glitches and your content is gone. For example, Rohan wrote a long paragraph about Crete. Suddenly google map glitches and his content was gone forever.
7. What will you always remember about Ancient Greece from having made a google map?
I will always remember the myths about Odysseus like The Cyclops because I wrote summaries about them. I will also remember the time when google maps crashed and I lost all my writing.
Friday, 13 March 2015
Water Project - Week 2: Making Our Presentation
Kea-Roy and I are making our presentation. We are using google slides to show the information and making games to make this presentation more interactive. Kea-Roy has already made one game on Scratch. I think it is a great game, but there was one problem, we only have two computers. This meant we had to split the class into two groups so that everyone can play. One way to solve this problem is to just stop making games that require a computer. The other way is to just split the class into two groups and choose one or two people who can play the game.
Last week, we asked Mrs Wilcox if we could present to her but sadly there was no time for us to present to her class. Right after we got the news, we sent an email to Ms Dripps. Five minutes later, she replied. She was available! Also the timings fit really well. We were available when she was.
Wednesday, 11 March 2015
Water Project - Week 1: Planning
This week, the water project has been launched! In this project are meant to raise awareness about people not having safe water. With Kea-Roy, we decided to present to elementary school. We decide to present to Ms Wilcox's class and Ms Dripps class because we had siblings there. Our idea was to create a presentation and games to raise awareness about people not having safe water. The presentation is going well and we have just asked Ms Wilcox if we could present to her.
Thursday, 5 March 2015
Personal Finance Project
 1) What did you already know?
I already knew that when people put their money in the bank, they get interest. Interest gives the banker more money.
2) What did you learn? (from the project? from your parents?)
To become a millionaire, you need lots of time. Without banks, becoming a millionaire will be really hard. During the project, I saw that a lot of the money that makes you a millionaire is interest. I also learned that 5% interest makes a big difference.
3) How might this affect what you do in the future?
This projects might affect me in the future because I am now aware of how saving in a bank gets you interest. Interest gives you more money.
4) What was your favorite part about the project? Least favorite part?
My favorite part was when I didn't have to do the math and the spreadsheet would do it for me. Like when you drag the numbers down. It saves a lot of time. The least favorite part of the project was when the spreadsheet wasn't working right.
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