what’s math got to do with it?what’s math got to do with it?...what’s math got to do with it?...

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

A WebQuest for High School Mathematics

Have Fun While Learning!

Create a Mathematics Research Project

Designed by Lia Fernandez

Mathematics Teacher

Twinsburg High School

Twinsburg, Ohio

Introduction

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What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Questions you might hear:Questions you might hear:Questions you might hear:Questions you might hear:

“What do you want to be when you grow up?”“What do you want to be when you grow up?”“What do you want to be when you grow up?”“What do you want to be when you grow up?”

“What do you do for fun?”“What do you do for fun?”“What do you do for fun?”“What do you do for fun?”

““““What line of work are your parents in?”What line of work are your parents in?”What line of work are your parents in?”What line of work are your parents in?”

Questions you might ask:Questions you might ask:Questions you might ask:Questions you might ask:

“Why do I need to know this stuff?”“Why do I need to know this stuff?”“Why do I need to know this stuff?”“Why do I need to know this stuff?”

“When will I ever use this math?”“When will I ever use this math?”“When will I ever use this math?”“When will I ever use this math?”

“What math classes will I need to take for my career plans?”“What math classes will I need to take for my career plans?”“What math classes will I need to take for my career plans?”“What math classes will I need to take for my career plans?”

Question for which you’ll find answers:Question for which you’ll find answers:Question for which you’ll find answers:Question for which you’ll find answers:

? ? ? ? ? ? ?? ? ? ? ? ? ?? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Mathematics is everywhere. Sometimes it’s quite obvious, but other times

you have to research a little to find the math hiding below the surface. Think of an area of interest to you. Do you think there’s math involved?

What kind of mathematics? Are formulas used?

Get ready to look at your world differently. Be prepared to be surprised at the scope of mathematics that you, your

future, your universe rely on.

Prepare to learn, gather and present your findings.

Brace yourself: You just might leave this course with

a great appreciation of mathematics!

The Task:

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You tell me! And you share with your classmates also!

Your job is to choose a subject of interest to you

and discover any and all Mathematics involved.

Your research will follow many avenues and

then be presented to the class through a wide selection of methods.

Be Creative! The topic possibilities are endless!

I will guide your choice to assist you in finding enough information

to adequately explore and explain your research, and to keep you

from overwhelming yourself.

Have fun with this!

This project is worth the equivalent of two test grades –

it’s imperative that you approach your work seriously.

Our computer lab time will be limited and you will need to plan ahead

to spend time researching outside of the school day.

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Process:

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Follow the directions step by step and get required signatures according to the due dates. (A rubric will be supplied to you. In it you will clearly understand the expectations, and will use it to collect

signatures from me indicating you are ready to proceed to the next step. You will also need to keep track of

interim deadlines on this form.)

The instructions and timeline will guide you through your project,

from the topic decision to your final product – your answer to the question:

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?


Step One: Your work on your project begins as soon as you read this initial section.

You will need to think, research and collect information to prepare the

groundwork for your assignment.

We will spend one class period in the Media Center, which will allow you time to make your final decision on a topic. Come to the Media Center

with an idea or two that you can contemplate and refine.

The resources listed in this WebQuest can be visited for additional ideas for your theme. Look through these prior to our computer lab time.

Do not walk into the Media Center unprepared!

The project topic will be unique to you: If you happen to choose from a subject that was previously selected by a classmate, discuss your ideas

with me. For example, the broad subject “Art” can be broken into

numerous narrowed topics such as symmetry, proportions, golden

rectangle and golden ratio, and many others.

Once your topic has been firmly selected, collect the first signature from me. Use the remaining class time to peruse the suggested web sites

for information and for more resources. You will be required to draw

information from at least three web sites and at least two different

non-web sources. These non-web reference materials include:

books magazines, periodicals interview documentary other? See me for approval Get going!

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Step Two: During this part of the process we will again gather in a computer lab. You

will have a direction and purpose for your project. The second signature

requires that you present me with an outline, thumbnail or rough draft of your

plan in an organized, neat, and understandable format.

Type any titles or explanations that you need in order to explain your intent. Draw (roughly – but neatly) any picture, graph, chart, etc. you

plan to incorporate. Bring photos or manipulatives you will include.

Inform me of the sources you have used to date and those you have yet to investigate.

Continue to keep a record of your sources – you will need to present a list with your final product.

Collect the second signature. Move on to the following step. Consider all recommendations you have received from me to help guide you on your way.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Step Three: Decide on the methods you will employ to present your final product to the

class. The techniques you choose can take on many forms. Be creative!

Choose one or a combination of more than one procedure you will use to present your project. Choose from:

teach a lesson give a demonstration present a dramatization based on a biography role-play explain and display results of an experiment share findings from a study other? See me for approval

To display your “work” you will choose at least two of the following: hand-outs PowerPoint* clip of video you produced* results of experiment poster presentation other? See me for approval

IMPORTANT: A PPT slide should contain no more than 15-20 words. The slide is to enhance your presentation, not become a vehicle for a

research paper!

IMPORTANT: A video clip should be no more than 1 minute in length. Get the required signature and continue on with your good work. Think creatively!

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? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Step Four: Present your “What’s Math Got To Do With It?” research project.

Follow the rubric while preparing your presentation. Your project will be graded on the following:

overall appearance, neatness organization evidence of research demonstration of mathematical concepts reflects knowledge of subject matter

Be proud of your work. You will receive scores on: method and delivery (maturity – no giggling) speaking clearly and loudly, not too fast! making eye contact pacing of presentation, smooth transitions, no pauses 5 – 7 minutes in length

The use of technology in your presentation is very important. Consider the following regarding your displays:

creativity and originality effective technology use in charts, graphs, PPT, etc. holds audience attention stimulates further interest and questions

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Step Five: Submit your Information Sharing Page and your rubric with the acquired

signatures just prior to presenting your project.

This page is intended for you to think back over your work and describe any changes or additions you would make.

This is an opportunity to reflect on your topic and relate any fascinating or interesting facts.

You can also add any additional information you would like me to know regarding your work through this WebQuest in addition to citing your

sources.

The following elements will be graded according to the rubric: paragraphs are typed there are no spelling or grammatical mistakes all sources are listed and appropriately cited

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Resources

Mathematics Illuminated http://www.learner.org/courses/mathilluminated/

This source is actually a web site for teachers, but contains MANY ideas for

projects that relate to the real world. This site offers suggestions and links to other sites that cover a broad range of interests and abilities. An online textbook

is available here also!

The students should be able to navigate Mathematics Illuminated easily and use the materials to fine-tune their topics. Included in this site are video clips, interactive

activities and the online text to help students gather relevant information. Students can use this resource to get ideas on the presentation of their final product.

Math Forum – Drexel University

http://mathforum.org/

This is a site I have used often and have found it to be quite helpful when looking for

a different angle to present information. The use of technology is well covered here. This site is comprised of suggestions and ideas representing a variety of

mathematicians: teachers, students and parents, and those in the field of research and study.

Students can find an assortment of resources here from games and puzzles to

research and problems. They can use this site to organize thoughts and better plan the direction of their project. “Fun” materials can be found here and then incorporated

into the students’ final product.

Ask Dr. Math

http://mathforum.org/dr.math/

Ask Dr. Math, although affiliated with Drexel University’s site Math Forum, is really a site unto its own. Tutors are available to answer questions at any time. Responses

are e-mailed to the inquirer and are also posted on the site for others to view. The tutors are actual teachers and mathematicians dedicated to internet use

to strengthen math education.

Students can find answers to questions they may encounter as a result of their research by sending their own e-mail to Dr. Math. This is another site available to

them in which they can enjoy games and puzzles and include into their projects

some ideas learned while “playing”.

Discovery Education MATHEMATICS

http://school.discoveryeducation.com/lessonplans/math.html#9-12

In the “Lesson Plans Library”, subjects are broken into categories and grade level. The

topics are filled with suggestions and schemes for a particular branch of study. Videos and other helpful sites can be located by links found here.

Even though this is filled with lesson plans, I encourage students to wander around here

to foster inspiration and assist in deciding on a direction to follow for specific topics. Activity sheets can be downloaded to aid in the students’ development of

their personalized activities.

The MacTutor History of Mathematics archive http://www-groups.dcs.st-and.ac.uk/~history/

One of the reasons I utilize this site is due to the historical and present day mathematicians and subject matter that are thoroughly discussed here. Interesting

facts include: Mathematicians born on this day; Mathematicians who died on this day; A quotation for today. (These three headings taken from site.) Mathematical topics are

organized according to cultures and subjects. This is a great place to find tidbits to add appeal to a presentation, or come across some unfamiliar area of interest.

This site could be beneficial to a student that may opt to role-play or delve into

the mathematical contributions of someone, past or present. The resources here lead

onto a seemingly unending trail of more and more links that should encourage the student as well as entertain. This site could supplement most of the topics

that students will choose.

Computing Technology for Math Excellence http://www.ct4me.net/index.htm

It‘s difficult to describe the wealth of information packed into this web site. (I turn here

for help for my students while preparing for the OGT.) The resources found here are easy to understand and the site is user-friendly. There is available information specific

to projects in mathematics.

Students can use this site for help in project ideas and design or assistance in topic

decision. This is yet another resource that links to many more similar links. Another feature is the range of information regarding manipulatives and calculators – tools that

have traditionally piqued the curiosity of my students. With descriptions and directions given here, students can familiarize themselves with the use of an abacus or slide rule

and in turn base the project’s final product on a demonstration.

Cool Math Sites http://cte.jhu.edu/techacademy/web/2000/heal/mathsites.htm

The name accurately describes the contents of this site. There are countless ideas to be found, which link to yet more sites. It is a collection put together by a high school

teacher. Because of her daily interaction with students, she knows how to get their attention. Unfortunately I did find several links that were no longer active.

Most of these suggested sites can be a starting point for a student’s research project

and a perfect place to brainstorm and dig for information. The links lead the student to lots of eye-catching themes that will guide them along to activities, research, and

endless information. One of many nice features of this site includes a list of book titles that could be used in research. My students will be required to seek and cite

information from non-web sources.

Mr. Schlytter's Mathematics Site

Stadium High School http://classrooms.tacoma.k12.wa.us/stadium/eschlytter/index.php

This site offers a collection of relevant and interesting mathematics sites. The assortment is the creation of a high school mathematics teacher, Mr. Schlytter of

Stadium High School. It includes an extensive assortment of interactive activities and inspiring sites dedicated to geometry, algebra, and graphing.

Students have access to yet another comprehensive site that will enable them to fine-

tune or embellish their presentation. There is an overwhelming offering of ideas that can be altered and incorporated into research projects.

Evaluation

What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It?What’s Math Got To Do With It? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Print the following Rubric and keep it with your research materials. You will be required to collect

signatures on this sheet at specified points throughout the WebQuest process.

FAILURE TO COLLECT SIGNATURES AS DESIGNATED WILL RESULT IN LOSS OF POINTS.

Needs Improvement

1

Satisfactory

2

Good

3

Exemplary

4

Score

Preparation

and Planning

Topic poorly chosen. Presentation method

and delivery

undecided, plan unclear. Outline

incomplete, not typed. Project not completed.

Topic choice adequate, requires

fine-tuning.

Presentation method chosen. One type of delivery planned. Outline unclear.

Project complete but lacking.

Topic is interesting, appropriate.

Presentation method

and two types of delivery well chosen. Outline detailed.

Topic is engaging and unique, well thought out. Two Presentation

methods and two delivery vehicles employed. Outline

itemized in complete detail.

Neatness and

Organization

Overall appearance sloppy and

unorganized. Little to

no evidence of research.

Mathematical concepts below grade level.

Careless overall appearance. Minimal evidence of research.

Mathematical concepts at grade

level.

Attractive overall appearance.

Sufficient evidence of

research. Mathematical

concepts above grade level.

Overall appearance is eye-catching and exciting. Obvious

research and attention to detail.

Mathematical concepts above grade level.

Presentation

Presenter is lethargic, giggles while talking. Hard to hear, little to no eye contact. Ideas do not flow, some

dead time. Length: 3 minutes or less.

Method and delivery are weak, hard to follow train of

thought. Speaks too quickly or softly.

Usually maintains eye contact. Length: 3–4

minutes.

Easy to see displays and hear presenter. Confident. General

ideas straightforward. Maintains good and appropriate eye

contact. Length: 5-7 minutes.

Noticeable pride in project. Presenter projects voice and exudes confidence. Maintains good and appropriate eye

contact. Length: 5-7 minutes.

Creativity

Ineffective use of technology.

Presentation does not stir interest or further

questions.

Some use of technology, i.e.

charts, graphs. Holds audience attention for most of presentation.

Adequate, appropriate use of technology. Displays are engaging and complementary to

presentation. Stimulates audience attention and invites some questions.

Significant, creative use of technology. Displays are exciting

and attractive, enhances

presentation. Stimulates audience attention and invites further questions. Above and beyond!

Information Sharing Page

Used web sites only, no non-web resources.

Careless and incomplete

documentation. Spelling errors and/or not typed. Questions

not thoughtfully answered.

Used combination of 1 non-web and 3 web

materials. Incomplete

documentation of sources. Typed with some spelling errors.

Some questions answered.

Used and documented 3 web sources and 2 non-web sources. Page was typed with minimal errors. Responded to all

questions thoughtfully.

Utilized and documented 3+ web sites and 2+ non-web sources. Page was typed with no errors. Responded to all

questions thoughtfully and completely.

Criteria Due Date Signature Topic Selection

Outline Submission

Presentation Delivery Methods

Conclusion

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Take Time to Reflect...Take Time to Reflect...Take Time to Reflect...Take Time to Reflect...

Now you can answer the question, “What’s Math Got To Do With It?”!

Consider the information you learned while researching your topic.

Take a few moments to reflect on the hard work you put into this

WebQuest.

Contemplate and respond to the following questions in complete,

thoughtful sentences.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Why did you choose this particular subject to study? If you were to do this project again, would you change your topic?

Why or why not? What intriguing or fascinating facts did you learn while studying your resources?

Are you interested in learning more about this topic? Do you think you will continue to study this field? How do you feel upon having concluded this project? Include any thoughts or experiences you encountered throughout this WebQuest that has not been covered by the above questions.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Congratulations! You made itCongratulations! You made itCongratulations! You made itCongratulations! You made it!!!!

what’s math got to do with it?what’s math got to do with it?...what’s math got to do with it?...

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