Category Archives: Mathematics

DES: Waste Not, Want Not II


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This is a screenshot of my packaging design in Sketchup.

How can our understanding of geometry help us reduce our carbon footprint?

Our understanding of geometry can help us reduce our carbon footprint because if we know how to maximize our use of space, then we won’t be wasting as many materials, such as paper, which contributes to deforestation. Also, if we know how to create a net with correct precision then we won’t have to waste materials trying to figure out the correct net for the packaging. To reduce our carbon footprint, we can also try to use more eco-friendly materials. However, with different materials you might have to adapt the geometric design of the packaging to suit the material better.

DES: Waste Not, Want Not

Photo on 9-3-15 at 10.13 am

Top View


Photo on 9-3-15 at 10.14 am

Back View

During Design Day today, we had to create a packaging for a fruit (banana) according to the criteria we came up with for a good packaging.  I think our packaging mostly followed the criteria because we wrote at the back how you could open it, so the customer wouldn’t have to go through much trouble trying to access it. You can rip this since it isn’t meant for reusing, so afterwards you can just recycle it. The content is also obvious because the packaging says what is in it. It easy to hold as it can be held as a purse and the contents won’t fall out if you turn the package around. It is also an appropriate size for a banana because there isn’t a bunch of extra space in the package which could cause bulkiness. The packaging is light as it is paper, and durable enough for short trips, such as from home to school/work. However, it isn’t too secure or durable because the material is only paper and could easily rip if roughly handled. The banana could also bruise easily in this packaging. This isn’t too attractive, but it is a minimalistic design which can work for selling bananas as they aren’t fancy products. If we had more time, we could have added some more designs to make it more attractive.  Also, we should have made some holes in the packaging to let air in so the banana wouldn’t become rotten if kept in for a long amount of time.

Criteria for packaging success:
1. easy to open
2. secure
3. contents should be obvious
4. ergonomic
5. protective
6. appropriate size
7. attractive
8. light
9. durable

MATH: Managing Markups and Percents

1. What were the two big “take aways” from Managing Markups assessment?

The two big take aways from the Managing Markups assessment for me were how business come up with pricing plans and how I should be more specific and clear in some of my explanations. I gained a better understanding of . I also realized that sometimes in my explanations of my findings, I talk about things that are clear to me but might not be clear to the reader.

2. How have you become a more educated investor? Be specific about how you would invest your money.

I now know that it is better to invest in a company with better pricing plans and more profit. A good pricing plan would be finding out how to maximize profit, and having a good backup plan in times of   a financial crisis, such as, deciding whether selling the product at cost or maintaining the markup (with a decrease in demand) would be more efficient. If I don’t invest in a company with good pricing plans, then I wouldn’t be able to earn money from the company I invest in.

3. Describe, with examples, how you improved some of your math skills.

A math skill I improved through this assessment is being faster at creating formulas. I have improved my skills in creating formulas because in excel, it’s easiest to create a formula that works for everything in the table instead of putting in all the numbers separately. For example, a formula I had to create to find out what the new retail price was after an additional markup was 5000+(5000*new retail price). This formula is different from what I would usually use (new retail price*1.85) because I had to make sure it would work for all the other cells when I dragged it down.

4. Why doesn’t a 20% discount followed by a 20% markup get you back to where you a started?

A 20% discount followed by a 20% markup wouldn’t get you back to where you started because the number you discount from is different from the number you markup from, so the 20% wouldn’t be the same.

5. How do companies make profit?

Companies make profit by making their retail price higher than the wholesale price. They have to find the best way to maximize their monthly revenue and minimize their costs because a monthly revenue subtracted by the costs is a company’s profits. Companies also have to consider a reasonable retail price because if it is too expensive then customers might not want to buy it.

6. Is it possible for everyone to win the marketplace?

I don’t think it is possible for everyone to win the marketplace because when companies are competing against each other with different products, the majority of customers may favourite a specific product, therefore allowing that company to profit and the other companies to not profit as much or have loss.

BOL: Math – Manga High

Bucket O’ Learning – Week of Mar. 11 – 15

This week for BOL, I decided to go on a math website called Manga High and practice my math skills through activities and games. At first, I did some activities, then I played a game called Flower Power. I found the game more effective for my learning because in the game I had something I wanted to achieve and accomplish so it motivated me to work harder and make sure I get the answers right. Overall, this game is easy, but sometimes you don’t have enough time and there are some close answers. This game helps me with ordering fractions and whole numbers. The activity helped me with operations with brackets.


Game (Flower Power):

BOL: Math – Fractions #2

Bucket O’ Learning – Week of Feb. 25 – Mar. 1

This week for Bucket O’ Learning, I continued working on my fractions, decimals and percents worksheets. I completed the activity for mixed numerals and improper fractions and simplifying fractions. I was able to refresh my memory again like last time, but I did find that I started off these activities faster than I did the first time. Some of the questions were a bit confusing at first, but after re-reading them, I was able to understand them and work my way through.

BOL: Math – Fractions

Bucket O’ Learning – Week of Jan. 28 – Feb. 1

For Bucket O’ Learning this week, I worked on Book 1 of 4 for “Fractions, Decimals & Percents”. I finished the equivalent fractions part. These worksheets helped me because I was able to refresh my memory of fractions, decimals & percents. As I worked my way through, I realized that I was going through the questions faster and faster. I think it is important for me to refresh my memory once in a while because if I don’t, then I may forget them, and I wouldn’t be as familiar with it.

Evidence of my work:

BOL: Khan Academy – Dividing Decimals

Bucket O’ Learning – Week of Jan. 14 – 18

For Bucket O’ Learning this week, I decided to work on my dividing decimals skills to refresh my memory and make sure I fully understand it. To start off, I went to Khan Academy to watch a video on how to divide decimals, which really helped me with understanding how to divide decimals. Then, I started doing practise questions. As I did more and more, I have become quicker and found it easier to do. I think Khan Academy is a great source becomes you can watch videos to help you learn new math skills, and you can do questions to practise different skills. Also, they motivate you to work harder each time because they give you badges after you achieve something. After this week’s Bucket O’ Learning, I understand dividing decimals a lot better.

This is how you divide decimals when both the divisor and dividend are decimals:

Example Question

Make the divisor a whole number by multiplying both the divisor & dividend (multiply by same number) by as many times as you need to. In other words, move the decimal over to the right as many times you need to to make the divisor a whole number. Then move it over to the right the same number of times for the dividend.


Normal Divison (24 ÷ 10 = 2R4) Subtraction (24 - 4 = 20)


Move down the 5. Normal division (45 ÷ 10 = 4R5) Subtraction (45 - 40 = 5) Remember to put the decimal point.


Move down the 5. Normal Division (50 ÷ 10 = 5)

The answer to this problem is 2.45

Evidence of Work I Have Done:

Video on How to Divide Decimals

Practise Questions

Working Out

BOL: Mental Math

Bucket O’ Learning – Week of Dec. 3 – 7

For Bucket O’ Learning this week, I have practised my mental math skills for addition, subtraction, multiplication and division. To practise, I have found this website to help me. This website allows me to time myself for 30 questions and practise some of those skills together. The first time, I practised my addition and subtraction skills, giving myself 3 minutes. Then, I did it two more times, giving myself one less minute each time. The second time, I practised my multiplication and division skills, starting off with 2 minutes, and then 1 minute. Although this is easy for me, I stil think I should practise so that I can be faster and improve my mental math skills. I think this type of math should always be practised no matter what because it is always used in our daily life.