Tips from the pros video

Our tips from the pros video! 

http://www.youtube.com/watch?v=AgE-e9Z-6rE

Unit 1 - Day 8:

Day 8

Daily Objective: students will know what scale factor of sides and scale factor of area is

Scale factor is used to figure out the size or area of something using other smaller objects that are excatly the same but a different size. Its a more logic way to find area and lengths then to measure out the whole thing. 

Quiz : 

Question 1: Find x

Question 2: What is the length CB if FE is 3cm ? 

Question 3: What is the scale factor?

Quiz: Answers : 

Question 1. Find x :

       1.) set the equation up.

       2.)  X  = 7

            23    14

       3.) 14 x = 161

       4.) 161/14 = 11.5

Answer: x = 11.5 ( the ratio is 1:2) 

Question 2. What is the length CB if FE is 3cm ? 

       1.) Set the equation up.

       2.)  8  =  X 

             2      3

       3.) 2x = 8x3 which is 24

       4.) 24 / 2 = 12

Answer: CB = 12 cm 

Question 3. What is the scale factor?

 The scale factor is 1:4

Unit 1 - Day 7:

Day 7:

Daily Objective: Students will know what similar triangles are.

Triangles are similar if they have the same shape but are different sizes.

In order to be able to find the area or one side of the trianlge you need to have a similar triangle to compare it to and use its ratio.

video: http://www.youtube.com/watch?v=gQoNjgayoLI

In order to find x you need to use the similar triangles and put them into a ratio/ use cross multiplication. The equation would be set up like this ..  9  =  X 

                                                                                                        4      2 

So 4x = 9x2 which is 18. 18/4 = 4.5 the ratio is 1:2

Quiz :

Quiz : Answers:

Question 1: These figures are similar. The area of triangle ABC is 850 square ft. Find the area of triangle DEF.

       1.) Set up the equation :    30   =   40  

                                              850        X

       2.) Cross multiply these numbers. 

       3.) New equation : 30x = 830 x 40 which is 34000

       4.) 34000 / 30 = 1133.33 

Answer : 1133.33 ft squared

Question 2: Find the area of the small figure given. The area of the large is 72 square inches. The triangle are similar.

       1.) Set up the equation :  6  =  12 

                                             X     72      

       2.) Cross multiply these numbers.

       3.) New equation : 12x = 72 x 6 which is 432

       4.) 436/12 = 36

Answer : 36 in. squared

Question 3: Find the value of X if the triangles are similar

       1.) Set up the equation :  6  =  4 

                                            12     x

       2.) Cross multiply these numbers.

       3.) New equation : 6x = 12 x 4 which is 48

       4.) 48 / 6 = 8 .

Answer: 8 un. squared

                    

Unit 1 - Day 6:

Day 6 :

Daily Objective: Students will learn similar triangles and learn angle-angle. 

Angle - Angle Similarity :

Two triangles that are similar is two angles of a triangle are congruent to two angles of another triangle That would mean that the triangle ABC and DEF are similar on both of these figures.

Quiz :

Quiz 6: Answers

1.) Yes because it is just the same shape , different size and same angles.

2.) No because it is the same shape, different size but different angles.

3.) Yes because it is the same shape, different size and same angles.

Unit 1 - Day 5:

Day 5:

Daily Objective: Students know similar figures and find missing lengths from them. 

Similar figures: Similar figures are two figures that have the same shape but can be a different size. When two figures are similar, the ratios of their lengths corresponding sides are equal.

In order to find the missing sides you need to set it up in a proportion, by using the X method. So this example the problem would look like this:

    6  =  X 

   10    5

Once you have this equation down you need to cross multiply the numbers so the equation would be 6x5 = 10x so 10x = 30. 30 divided by 10 is 3. Therefor x = 3. So the length of that side of the trangle is 3.

In these similar figures answer these questions:

Does AB = DE? 

Does AC = DF? 

How do you set the equation up?

Yes AB = DA , Yes AC = DF 

The equation is AB over AC and DA over DF. 

Quiz :

Quiz : Answers :

Question 1 : Find the length of x. 

       1.) Set the equation up ; 50 = 7

                                              x      7

       2.) Now you need to cross multiply 7x = 50 x 7

       3.) 50 x 7 = 350 and now you need x alone so 350 divided by 7 = 50

       4.) So the length of x is 50

Answer: 50 units

Question 2 : The two rectangles are similar. The ratio of their areas is 9:16 find the missing side. 

       1.) Set the equation up :  9   =  20 

                                             16        x

       2.) Now cross multiply : 9x = 20 x 16.

       3.) 20 x 16 = 320 

       4.) 320 / 9 = 35.5, so X = 35.5

       5.) So X is 35.5 , the missing length is 35.5 

Answer: 35.5 units

Question 3 : Find the area of the trapezoid.
       1.) Use the formula B1 + B2 x H
                                            2
       2.) Plug in the numbers to the formula : 10 + 20 x 5
                                                                           2
       3.) 10 + 20 = 30 /2 = 15
       4.) 15 x 5 = 60.
       5.) The area will be 60 units

Answer: 60 units 

Unit 1 - Day 4:

Day 4:

Daily Objective : Students will know how to find the surface area of a prism, pyramid, cylinder, cone, and sphere; they will know the real life meaning to finding the surface area of these figures. 

Surface area is the area that is only the shape of the surface; nothing inside of the figure.
Surface area is used for many different things. You can use surface area to be able to build a house or paint a house.

Formulas:
Prism - Area of bases  + Area of sides
Pyramid - b x h /2 if its a polygon pyramid - b x h/2 + 1/2 a x perimeter
Cylinder -2(pi x radius squared) + 2 (pi x d x h)
Cone - pi x radius squared + pi x r x L (slant height)
Sphere - 4 x pi x radius squared , the area of four circles

Videos to explain each :
Prism - http://www.youtube.com/watch?v=Pcjnz26pnwY
Pyramid - http://www.youtube.com/watch?v=MV9tue_6q0c
Cylinder - http://www.youtube.com/watch?v=gi7aaZ87EoQ
Cone - http://www.youtube.com/watch?v=UyesG4M7jBo
Sphere - http://www.youtube.com/watch?v=FmngB6YnqP4

Quiz 4: 

Quiz 4 :  Answers :

Question 1. Find the area of the circle clock tower face if the circumference is 24pi units. 

       1.) 12 squared times pi 

       2.) 12 x 12 = 144 

       3.) 144 x pi ( 3. 14) = 452.38

Answer: 452.38 ft squared

Question 2. Find the surface area of the house ignore the floor

       1.) 10 + 18 / 2 x 8 = 164 

       2.) 82 x 2 = 164

       3.) 32 x 2

       4.) 10 x 8 = 80

       5.) 80 x 2 = 160

       6.) 18 x 10 =180

       7.) 180 x 2 = 360

       8.) 164 + 64 + 160 + 360  = 748 all the surfaces added together

Answer : 748 ft. squared

Question 3. Find a surface area of a igloo with a 20ft diameter

       1.) Find the radius, which is 10 x 10 = 100
       2.) 

    

Unit 1 - Day 3:

Day 3:

Daily Objective: Students will learn the surface area formulas for a pyramid, cylinder, cone, and sphere.

Formulas:
Prism - Area of bases  + Area of sides
Pyramid - b x h /2 if its a polygon pyramid - b x h/2 + 1/2 a x perimeter
Cylinder -2(pi x radius squared) + 2 (pi x d x h)
Cone - pi x radius squared + pi x r x L (slant height)
Sphere - 4 x pi x radius squared , the area of four circles

Surface area is the area ONLY covering the surface of the figure and nothing else. 

Quiz :

Quiz 3: Answers :

Question 1. Find the surface area
       1.) 15 x 15 = 225, which is the area of the base
       2.) 11 x 15/2 = 330 which is the area of sides
       3.) 330 x 3 = 990 which is area of ALL sides
\      4.) 990 + 225 = 1215 in. squared adding together the surface areas

Answer : 1215 in. squared

Question 2. Find the surface area
       1.) 5 x 5 = 25 area of the base
       2.) 5 x 25 = 125 area of sides
       3.) 25 x 2 = 50 which is both the sides
       4.) 125 x 4 = 500 which is all the sides added together
       5.) 500 + 50 = 550 adding together all the surface areas

Answer : 550 in. squared

Question 3. Find the surface area 

       1.) 15 x 11 = 165 which is the area of the sides

       2.) 165 x 3 = 495 which is the area of all the sides

       3.) 10 x 10 / 2 = 50 which is the area of the base

       4.) 50 x 2 = 100 which is the area of the bases combined

       5.) 495 + 100 = area of all the surfaces

Answer : 595 in. squared

Unit 1 - Day 2:

Day 2:

Daily Objective: Students will know the formulas of area. We will introduce concept of scale. 

Lets go over area again. The area of a square is b x h, the area of a rectangle is l x w, the area of a triangle is b x h / 2, the area of a trapezoid is b1 + b2 /2 x h, the area of a parallelogram is b x h, the area of a circle is pi x radius squared, and last the area of a polygon is 1/2 the apothem x perimeter,

The concept of scale : The concept of scale is to find the length of a smaller side using the area of a larger side or the length of a side on a different figure by solving for x. Scale is used to find the measurements you need for something using smaller numbers.

Quiz 2:

Quiz 2: Answers: 

Question 1 - Find the area of the circle

       1.) Area of a circle formula: pi x radius squared

       2.) The diameter is 24" and half the diameter is 12", which is the radius

       3.) 12 x 12 =144

       4.) 144 x 3.14(pi)  = 452.16" squared

Answer : 452.16" squared

Question 2 - Find the area of the rectangle 

       1.) Area of a rectangle formula: b x h 

       2.) 15 x 4 = 60"

Answer: 60"

Question 3 - Find the area of the trapezoid

       1.) Area pf a trapezoid formula: B1 + B2 / 2 x Height

       2.) B1 + B2 = 20"

       3.) 20/2 = 10" 

       4.) 10 x 6 = 60 " squared

Answer: 60"

     

Unit 1 - Day 1:

Day 1:

Daily Objective: Students will learn the area of squares, rectangles, triangles, trapezoids, parallelograms, circles, and polygons. Students will define point, line, plane, line segment, ray, angle, median, altitude, and perpendicular .

Definitions:

Line: The path of a point moving in opposite directions infinitely. It is the distance between two points.

 Plane: A flat surface that can extend in length and width but has no thickness.

Line Segment: Part of a line between two points, called end points. 

Ray: It is a straight line that extend from an end point and does not connect to another. 

Angle: The figure formed by two rays from the same initial point. The two rays are called the sides of the angle and the initial point is called the vertex of an angle.

Median: The line segment from a vertex of a triangle to the midpoint of the opposite side.

Altitude: The perpendicular distance from one side (called the base) to the farthest point. The dotted line shown in the figure is the altitude of a triangle.

Perpendicular: Two lines that intersect at right angles.

Area:

Square - B x H 

Rectangle - L x W

Triangle - B x H / 2

Parallelogram - B x H 

Circle - Radius Squared x Pi 

Polygons - 1/2 Apothem x Permimeter

Videos to demonstrate each:
circle: http://www.youtube.com/watch?v=xz6gBA0M9FY
trangle: http://www.youtube.com/watch?v=eBAsK9jB91I
parallelogram: http://www.youtube.com/watch?v=KVFwRA7kcLY
rectangle: http://www.youtube.com/watch?v=ECJfSyg_Obo
polygon: http://www.youtube.com/watch?v=HlcHd-psOWs
square: http://www.youtube.com/watch?v=ei5FAinKXoY

Quiz 1: 

Quiz 1: Answers :

Question 1- Find the area of the kitchen.
       step 1: 25 x 15 = 375un
       step 2: 2 x 5 = 10un
       step 3: 375 + 10  = 385 un squared

    Answer: 385" squared

Question 2 - Find the area of a polygon.
       step 1: 7 x 8 = 56 in
       step 2: 56 x 6 (6 is half the apothem) = 336 in

    Answer: 336" squared

Question 3 - Find the area of the triangle below.
       step 1: 7 x 10 = 70 in
       step 2: 70 / 2 = 35 in

    Answer: 35" squared

     

our tips from the pros video link

Tips from the pros

video link:

http://www.youtube.com/watch?v=AWYAsu7C4rM

We made this video with Bailey and Mallory

Day 5: Quiz 5: Answers

Quiz 5 : Answers

Question 1: Solve for Y

  a.)The answer is 3y = 7x - 22 

       1.) Get Y alone by adding 3y to each side of the equal sign. 

                     7x - 3y = 22

                          +3y = 22+3y

                     7x = 22+3y

       2.)    Now subtract 22 from each side 

                     7x = 22+3y

                   -22   -22

                    7x - 22 = 3y

                         ^^

           Your done! y is now alone, 3y = 7x - 22

  b.) The answer is 4y=-12-5x

        1.) Get Y alone by saubtracting 5x from each side of the equal side 

                    5x+4y = -12

                        4y = -12 - 5x

         Thats your answer! 4y = -12-5x

c.) The answer is Y= 2x - 10
         1.) Get Y alone, once again.
         2.) 2x - y = 10
                  +y     +y
              2x = 10 + y

         3.) now subtract 10 from each side
              2x - 10 = y

        So the answer is Y = 2x - 10

Question 2: Find the slope of the line

a.) ( 7, -9) (10,-12)
          1.) Y2-Y1  rise
               X2-X1  run
          2.) -12 - 9 = -21
                     10-7 = 3      reduced this is -7
                                                                 1

    The slope is -7 over 1.

b.) (5,15) (5,10)
         1.) Y2-Y1
              X2-X1
         2.) 10 - 15 = -5
                  5 - 5 =  0
    

    The slope is -5 over 0.

Question 3: Find the Y intercept

a.) (8,1) (2,-3) 

        1.) First you need to find the slope. Which is -4

                                                                            -6

        2.)Then once you do that plug it into the Y=mx+b form. So this equation I will use the point (8,1) so 1=-4/-6(8) + b

        3.) once you do that, divide -4 by -6 and multiply it by 8 which is 5.33 repeating.
        4.) Now you subtract 5.33 from each side of the equation to get B alone.
        5.)  = -4.33 because 1 minus 5.33 is -4.33

 The answer is y=-4 - 4.33
                           -6

b.) (5,7) (1,9)
        1.) Find the slope. Which is   1
                                                   -2

        2.) Now that you have found the slope you need to put it in Y = mx+b form. I am going to use to points (1,9) . The equation will look like this 9=  1  (1) +b
                                                              -2
        3.)To be able to find b you need to divide 1 by -2 and multiply it by 1. Which is -.5 so the entire equation is 9=-.5+b .
        4.) Now you have to add .5 to both sides so you can get b alone. So your answer for b is 9.5.

The answer is y = 1/-2 +9.5

Day 5: Quiz 5

  Day 5: Quiz 

 Solve each equation for Y , Get Y alone 

1. 7x - 3y = 22

2. 5x + 4y = -12

3. 2x - y = 10 

Find the slope of the line 

a.) (7,-9) (10, -12) 

b.) (5,15) (5, 10) 

Find the y intercept from each data point (y=mx+b)

a.) (8,1) (-2,3) 

b.) (5,7) (1,9) 

Day 5: Visual

Students will be able to write an equation given two data points

This is simple. You get two points and plug them into y = mx + b form . Once you have done that you substitute y and x just like you have been doing this whole time!

Video: http://www.youtube.com/watch?v=u9YZxBh1AxQ

Unit 5: Day 5

Objective : Students will be able to write an equation given data points.

Day 4: Quiz 4: Anwers

Quiz 4: Answers

Which inequality does this graph represent? 

Question 1: The answer is a.) y < x + 4 

because < means less than and on the graph the bottom part of the graph is shaded. The bottom of the graph is the lesser part of the graph, therefore thats the correct graph for it because the plots are also on the right points. The line is a solid like which means it cant be equal to its just less than.

Question 2: The answer is b.) y < -2 x -3 

because < means less than and on the graph the bottom part of it is shaded and the y intercept is -3. The line goes through that intercept and through -2x , there for it is the right line. The line is only less than because it is a solid line.

Question 3: The answer is c.) y <  -2x + 1

because < means less than or equal to. The line is dotted on the graph and if it is equal to or less than, then the line has to be dotted. The plots are on -2x and positive one. The bottom of the line is shaded in which means less to and thats what this < means! 

Day 4: Quiz 4

Day 4: Quiz

Question 1: 

 Which inequality does this graph represent ?

a.) y = < x + 4
b.) y = < x + 4
c.) y = > x + 4
d.) y = > x + 4

Question 2:

Which inequality does this graph represent ?

a.) y > -2x -3
b.) y <-2x -3
c.) y > -2x -3
d.) y < -2x -3

Question 3:

Which linear equation does this graph represent ?

a.) y > - 2x +1

b.) y > - 2x +1

c.) y < - 2x +1

d.) y < - 2x +1

Day 4: visual

Day 4: Students will graph linear inequalities

Graphing inequalities isnt very hard. You just need to know how to put your equations into Y = mx+b form and know that <  means less than and > means more than. Once you know those you can graph the line. Once you have graphed the line you either shade the top or bottom. Top for greater than and bottom for less than. Simple as that! 

Video to help you understand

http://www.youtube.com/watch?v=unSBFwK881s

Unit 5: Day 4

Day 4: 

Objective : Students will graph linear equations 

Day 3: Quiz 3: Answers

 Quiz 3: Answers

Question 1: Write an equation to represent each method

Method 1: A flat fee of $7.00 per hour

              Answer: y = 7x

Method 2: An initial fee of $21.00 dollars plus $3.50 per hour

              Answer: y = 21x + 3.50

Question 2: How many hours must Charley do yardwork so that the money she earns from both methods is the same? 

Graph it :

As you can see, the point of intersection is 3 hours. You graph it by finding slope. Then putting it into y = mx+b form then you can graph it. 

The answer is 3 hours

Question 3: Ali is filling her fish tank. She starts with it 2 feet deep. It rises 4 inches per minute. 

a.) Explain how the equation y = 4x + 24 represents the filling of the tank.

Answer:  24 is what the tank is starting out in inches. 4x is the inches per minute.

b.) If the tank is 10 feet deep, when will it be full ?

Answer: 24 minutes .

equation :120 = 4x + 24
 1.) subtract 24 from each side .
       120 - 24 = 96
  new equation: 96 = 4x
2.) now divide 96 by 4.
 x=24

Day 3: Quiz 3

Day 3: Quiz

Question 1: Write an equation to represent each method

Charley earns money doing yardwork. She has two different methods of charging her customers, depending on the job she does.

Method 1: A flat fee of $7.00 per hour

Method 2: An initial fee of $21.00 dollars plus $3.50 per hour

Question 2: How many hours must Charley do yardwork so that the money she earns from both methods is the same? 

Question 3: Ali is filling her fish tank. She starts with it 2 feet deep. It rises 4 inches per minute. 

a.) Explain how the equation y = 4x + 24 represents the filling of the tank.

b.) If the tank is 10 feet deep, when will it be full ?

Day 3: Visual

Day 4: Students will define the y intercept in math as well as translate it to a real world meaning

Y intercept is an important thing you need to know to be able to graph a line. Y intercept is exactly what it sounds like. It is where the line crosses through the Y axis on the graph. Your gonna have to know if you graphed it correctly and good way of doing this is by finding the Y intercept.

Real World Meaning : With two points, one on the y axis and one on the x axis you can find the slope, which the real world meaning. Also known as the difference.

Picture to illustrate what it is:

Video on how to find the Y intercept

http://www.youtube.com/watch?v=5avYfw7DRo8 

Unit 5: Day 3

 Day 3: 

Objective: Students will define the Y intercept in math as well as translate it to the real world meaning 

Day 2: Quiz 2: Answers

Quiz 2: Answers

Question 1: Find the equation of a line passing through (4,12) and (-6,20)

1. The answer is 12= 8 (4)+b 

                       The points are (4,12) and (-6,20).
                                -10

                            a.) The formula to find slope is change in y over change(Change means to subtract) in         X.                                       

                            b.)  20-12=8

                            c.) -6-4=-10. 

                            d.) change in y is 8 and change in x is -10.  

                            e.) the equation to plug these two points in is Y=mx+b. in this case the Y is 12 and x  is 4. 

                            f.)when you plug in these numbers you end up with this is 12= 8 (4)+b.
                                                                                                                              -10

Question 2: Find the equation of a line passing through (5,7) and (1,9).

2. The answer is 7= 1 (5)+b.
                               -2

                           a.) The points are (5,7) and (1,9). 9 minus 7 is 2 and 1 minus 5 equals -4.
                           b.) The slope is  2 , reduced it is  1 
                                                    -4                       -2
                           c.) now plug in the y and x.
                           d.) 7= 1 (5)+b and thats the equation in y=mx+b.
                                    -2

Question 3: Find the equation of a line passing through (8,1) and (-2,3).

3. The answer is 1=1/3(8)+b

                           a.) The points are (8,1) and (-2,3). 3 minus 1 is 2 and -2 minus 8 is -6.
                           b.) The slope is  2  which reduced is  1 
                                                    -6                              -3
                           c.) Plug in the y and x
                           d.) 1= 1 (8)+b
                                    -3

Day 2: Quiz 2

Day 2: Quiz  

1.  Find the equation of a line passing through (4,12) and (-6,20).

2. Find the equation of a line passing through (5,7) and (1,9).

3. Find the equation of a line passing through (8,1) and (-2,3).

Day 2: Visual

Day 2: Students will write a linear equation using data from a line of best fit or given 2 data points

Linear Equation Formula : Y=mx+b ,  m=slope,

Another Example ^

1. plug your Y from the data point and your X from the data point, then add the slope in. For example: if you have (8,1)
(-2,3) .. your slope will be  1 
                                         -5 

2. Pick one set of data points to work with now. 

3. I chose (8,1) . My equation would be 1= 1 (8)+b
                                                                  -5 

Finding the real life meaning:

When you find two 

Video explaining how to do this
http://www.youtube.com/watch?v=bAerID24QJ0

Unit 5: Day 2

Day 2:

Objective: Students will write the linear equation of aline using data from a line of best fit or given 2 data points.

Day 1: Quiz 1: Answers

Day 1: Answers 

Question 1:  

The answer is y = 2x+10 because you need to set 2x-y equal to 10. So subtract y from each side which leaves you with 2x=10+y. Once this is done you subtract 10 from both sides which leaves you with 2x-10=y. Y now equals 2x-10

Question 2:

The answer to A is 2/1. Because 26-14 equals 12 and 12-6 equals 6. So change in Y over change in X would be 12/6 and reduced it is 2/1. The answer to B is -1/3 because 6-10 equals -4 and 15-3 equals 12 and that's -4/12 but reduced it is -1/3. 

Question 3:

This is the line of best fit. It is going straight through two points that connect with the line. There are an even amount of points one each side of the line and thats the reason WHY it is the line of best fit. 

Day 1: Quiz 1

Day 1: Quiz

1. Solve this equation for Y :
            
             2x-y=10

2. Find the Slope of a line passing through 

 a) (6,14) (12,26) 

 b) (3,-10) (15,6) 

3. Draw the line of best fit on this graph. 

Day 1: Visual

Day 1: Students use Line of Best Fit to Find Equations

This line of best fit goes through 2 points. When you draw your line through those 2 specific points you want to make sure to get as even number of points on each side of your line as you can.

Using those two points you need to find the slope.
Plug these two points into y=mx=b, the slope is the 'm' part of the equation.
Knowing that you can plug in the points where they are supposed to be to find the equation.

Video: http://www.youtube.com/watch?v=cS1aWEDEeZg

Unit 5: Day 1

Day 1:

Objective: Students will use Line of Best Fit to find equations of lines.

Reanna Philpot

 I am a loving person and Im a big ball of fun!  Im really easy to get  along with and I could pretty much become friends with anybody. I am shy at first but once you get to know me I am a blast. My family comes before anyone and I would do anything for them. I live in the city and I have grown up in Loveland, born and raised here. I absolutely love going in the mountains and going camping and my family rides fourwheelers and I am always out doors. Im a very bubly person. I have a little brother who is 8 years old his name is Robbie Rockit, he rides dirt bikes and is a crazy little boy. Family is the most important thing in my life and I couldnt thank god enough for them. I love my friends, they are always there for me and they are a blast! I hope you enjoyed working with me and had just as much fun as I did building your house!

 Being in this class has taught me alot. I knew I would learn a lot my freshman year but i definitley learned the most in this class. I learned a lot about building and I also learned a lot in math. I feel smarter and I feel achieved from this class. After building this home it actually made me think twice of how community service isnt that bad. The outcome and the way I feel about myself after contributing to this house! The lesson I think that will help me the most is solving for x and algebraic expressions. I know that when I go into other math classes I am gonna need to know those things to be able to graph a line and graphing a line I also know carries on for a long time. I want to major in buisness and working with numbers will be the number one thing I will need to know in what I want to do. I need to be good at solving equations and working with numbers. 

 I wish Carrie and Robert the best of luck in their new home. I enjoyed building this house and I learned a lot and got the experience of a lifetime with you both! Im going to show my kids this house, and Im super excited that I got to do this for you guys. I plan to do much more community service in my future! I know that I wont go into the contruction business but that doesnt stop me from helping my community out and doing more service learning projects!