## "What's All The Buzz About Math?"

1. PROBLEM STATEMENT:

We were given the honeycomb problem which is basically very similar to sudoku, just with a twist. Instead of a square with 9 spaces, we were given a "hexagon" with 19 spaces. Instead of numbers 1-9 being in each row and column like sudoku, each row and column must add up to 38.

We were given the honeycomb problem which is basically very similar to sudoku, just with a twist. Instead of a square with 9 spaces, we were given a "hexagon" with 19 spaces. Instead of numbers 1-9 being in each row and column like sudoku, each row and column must add up to 38.

__38__is the magic number throughout the problem. We were given the task of filling each space up with the numbers 1-19, using each number just once.2. PROCESS DESCRIPTION:

Our first instinct with solving this problem was to try to find a pattern. We tried guessing and checking with just one row to find a pattern to use for the rest of the problem, but we failed many many times. Our thought process went by row. We started with the 5 space row that included the center space, then tried working our way outwards but it still did not work. By this time, we were becoming very frustrated with the problem, but we took a deep breath and started a new approach.

This time we tried looking at placement of big and small numbers. I thought to place the larger numbers on the outside of the honeycomb because they were in rows with more numbers. We tried placing the smaller numbers on the inside and we started to get closer to the solution but we still were no where near the end. We then received assistance from Ms. Hollenbeck. We asked for where number 19 as so we could work our way down from there. We then came to some conclusions, but they were not enough to solve.

Our first instinct with solving this problem was to try to find a pattern. We tried guessing and checking with just one row to find a pattern to use for the rest of the problem, but we failed many many times. Our thought process went by row. We started with the 5 space row that included the center space, then tried working our way outwards but it still did not work. By this time, we were becoming very frustrated with the problem, but we took a deep breath and started a new approach.

This time we tried looking at placement of big and small numbers. I thought to place the larger numbers on the outside of the honeycomb because they were in rows with more numbers. We tried placing the smaller numbers on the inside and we started to get closer to the solution but we still were no where near the end. We then received assistance from Ms. Hollenbeck. We asked for where number 19 as so we could work our way down from there. We then came to some conclusions, but they were not enough to solve.

We started to put possible numbers in black to help track our progress. A few of my group members tried to find patterns mathematically and a few of us just worked solely with guess and check. Once we started to become closer to the solution with the guess and check method, we pulled together as a group and shared our findings, then found the solution as a whole group.

3. SOLUTION:

We ended up with a hexagon very similar to the one pictured above. The only difference is that ours is rotated once to the right because our #19 is located in the middle, right spot instead of the bottom middle spot. Even though our hexagon is rotated, it is still the same exact solution, just looked at a bit differently. We know that our solution is correct because each row, column, and diagonal line is equal to 38. We also double checked that we used all numbers 1-19 and only once. We know that there is only one solution, but there are different ways to look at it by rotating the hexagon in any direction.

4. SELF ASSESSMENT AND REFLECTION:

I learned that sometimes, there is not always going to be a pattern or a clear formula. Sometimes I will just have to go with the flow and experiment a little bit. I learned to preserver through the problem. There were many instances where I felt like giving up but knew that I had to keep trying if I wanted to get anywhere and find a solution. I think I deserve a 9 out of ten on this free-think friday. I believe I contributed to my fullest potential. The only reason why I did not grade myself a 10 is because I was absent one day and did not participate during Free-Think Friday. When my group decided to stray onto concepts I was not interested in, I stayed working on guess and check independently while checking in on the group. I think I did a good job keeping a positive outlook on the problem. The mathematical practice and expectation we used during this problem was "make sense of problems and preserver in solving them." As mentioned earlier, we used perseverance a lot as a group and this is a practice I would like to continue to use through my college career. It is very important to not quit when frustrated, instead channel that frustrate into motivation. At the end of the unit, we compared our work to other groups and discussed our solutions and strategy. The group we discussed with also had the same solution, but their hexagon was also rotated a tad differently. We also used similar strategies in terms of guess and check and splitting up into smaller groups within the four person group.

I learned that sometimes, there is not always going to be a pattern or a clear formula. Sometimes I will just have to go with the flow and experiment a little bit. I learned to preserver through the problem. There were many instances where I felt like giving up but knew that I had to keep trying if I wanted to get anywhere and find a solution. I think I deserve a 9 out of ten on this free-think friday. I believe I contributed to my fullest potential. The only reason why I did not grade myself a 10 is because I was absent one day and did not participate during Free-Think Friday. When my group decided to stray onto concepts I was not interested in, I stayed working on guess and check independently while checking in on the group. I think I did a good job keeping a positive outlook on the problem. The mathematical practice and expectation we used during this problem was "make sense of problems and preserver in solving them." As mentioned earlier, we used perseverance a lot as a group and this is a practice I would like to continue to use through my college career. It is very important to not quit when frustrated, instead channel that frustrate into motivation. At the end of the unit, we compared our work to other groups and discussed our solutions and strategy. The group we discussed with also had the same solution, but their hexagon was also rotated a tad differently. We also used similar strategies in terms of guess and check and splitting up into smaller groups within the four person group.