Christina Loza

Math 207
Section1
ProblemSet1:QuadrilateralsVenndiagram
DescribestherelationshipsbetweendifferentQuilaterals,basedonthedefinition.Showingthe
importanceofknowingthedefinitiontounderstandthepropertiesforeachquadrilateral.Also,be
abletounderstandtherelationshipsamongstquadrilaterals,rectangles,squares,andrhombusand
determinethedifferentpropertiesofeachoftheshapes.ProblemSet1helpsusjustifyandprove
withVennDiagramstodistinguishthedifferentpropertiesthateachshapehas.Showingthe
differentcharacteristicsbetweenquadrilateralsasweproveiftheyhaveanydifferencesbybeing
onaseparatecircleor,iftheyhaveintersectionbetweenbothsidesastheysharepropertiesand
theyarereflectedinthemiddleofthecircle,meaningtheyshareoneormoreproperties.
ProblemSet2:Parallelograms,pairsofangles
Weexploreparallellines,theirintersectionswithotherlinesandmorequadrilateralsaswelearn
thedifferentpropertiesforeachoftheParallelograms.Welearnedthataquadrilateralwitheach
pairofoppositesidesparallel.Anotherthingwelearnedinproblemset2wasparallellinesof
twolinesareparallelifandonlytheyareinthesameplaneanddonotintersect.Givingusa
conceptofmeasuringtheangles.Parallellinesandpairsofanglesprovidedifferentproperties
fordifferentangles.Showingweneedtounderstandtheconceptinordertodistinguishhowand
whatpropertieseachshapehasandusetheinformationthatwehaveinordertotestifywhether
thestatementistrueornotaswelearnedthedifferentanglesaswelearnedhowtodistinguish

differentkindofanglesasweseethedifferentrelationshipsthatexistbetweenvariouspairof
angles.
ProblemSet3:VennDiagramofTriangles,Allrighttrianglesareobtuse,altitudesoftriangles
(Acute,RightandObtuse)
Showsthepropertiesforeachofthetrianglesasweidentifyeachofthetrianglestoshow
relationshipsbetweenthetrianglesiftheyhaveany.WeusetheVenndiagramtousethe
relationshipamongstScalene,Isosceles,Equilateral,Acute,Right,Obtusetrianglesasweuse
ourknowledgeandbeabletonoticethedifferentpropertiesofeachtriangle.Allrighttriangles
areobtuseshowingthedifferentpropertiesbecauseifwedidntknowthedifferentpropertiesof
thetriangleswewerentabletoknowthatrighttrianglesareobtuse.Showingthisfactiswrong
becausearighttrianglecanneverbeanobtuseforthefactthatanobtusehasananglethathas
morethanoneanglethatis90degreewhilearighttriangleonlyhas90degrees.Weareableto
distinguishthepropertiesofthedifferenttrianglesaswecomparethedifferencesandthe
similaritiesthateachofthepropertiesthateachofthetrianglesshare.Followedby,knowingthe
altitudesofAcute,RightandObtusetriangles,whichisastraightlinethroughavertexand
perpendicularformingarightanglewithalinecontainingthebase.Whicharighttrianglethe
legshave2altitudes,acutetrianglehas3altitudesthatintersectandtheobtusetrianglehave2of
thealtitudesthatareoutsidethetrianglesshowingthedifferentvertexesthateachofthetriangles
have.Showingthedifferentpointsofhavingdifferentaltitudes,showingthattriangleshave
differentlengthsbasedonthetypeofthetrianglesshowingusthatthedifferentaspectsthat
triangleshaveasweareabletoidentifythedifferentaltitudesofthetriangles.
ProblemSet4:SkewlinesandCollinear,AnglesofTrianglesto180degreesrecreateaProve

Knowingthatskewslinesdonotintersectandtheyarenotinthesameplaneandknowingwhat
areskewlineswillhelpustoidentifydifferentlinesegmentsthatarenotinthesameplane.
Collinearpointsareonthesamelinemeaningthattheyareinthesamelinesegments.For
instance,ifyouhavemultiplepointsinonelinesegmentsyoucanidentifyhowmanyline
segmentstheywillbeasyouareabletoidentifyisofthepoints.Knowingtheproofthesumof
threeanglesofatriangleequal180.Reflectswhyweneedseveralstepstoshowtheprocessof
drawingalinetothebaseofthetriangle,straightlineare=180,alternateinterioranglesare
equalandsubstitutetoprovem<a+m<c+m<b=180.Showingusthattriangleshavealternate
exterioranglesaswepreviouslylearnedthatthoseanglesaretransversalbuttheyareinsidethe
twolines.Showingthatweneedtounderstandthatnomatterwhatthetrianglewillhaveangles
thatwillequalto180degrees.
ProblemSet5:Reflection,TranslatedusingtheVector,andRotation
Weexplorethereflectionoftriangleacrossthelinelintheplaneisdonebyamovingpoint.
Everypointintheobjecttotheothersideofthelinesothateachreflectedpointhasanequal
distancefromthel astheoriginalpoint,knownastheobjectpointtowherethetrianglewillbe
reflected.ForexampleifwehaveanimageofthetriangleABCafterithasbeenreflectedacross
thelinex=4youwillhavetoplottheoriginaltrianglewhichwillhavethepointsof(2,0),(0,3),
(0,0)andwillbereflectedacrosstheXaxiswhichisX=4thenewtrianglewillhavethepointsof
(8,0),(8,3),(6,0)givingustriangletwoshowinguswecanreflectanytriangleusinganyvector
aslongitisintheYandXaxis.
WeexploretranslationusingthevectorforexamplewewilldrawtheimageoftriangleABC
afterithasbeentranslatedusingthevector(3,1)wehavetheoriginaltrianglethathasthepoints

of(2,0),(0,3),(0,0)andthenewtrianglewillbetranslatedusingthevector(3,1)thefirstpoint
ofthenewtriangleis(3,1)thesecondpointis(3,4)andthethirdpointofthetrianglethatwas
translatedusingthevectoris(5,1).Usingaconstantdistanceinaspecifieddirectionmovedthe
newtriangle.Showinguswecanusetranslatingvectortodrawanewtriangleaslongitisinthe
XandYaxis.
Weexplorerotation90degreesand+90degreesusingtrianglesaswerotatethemfromthe
originaltriangletomaketriangle2.Forinstance,rotatingatriangle+90forexamplewedrawthe
imageoftriangleABCafteritisrotatedaboutpointP=(5,0)throughanangleof+90degrees.
Theoriginaltriangleis(2,0),(0,3),(0,0),sowillgraphthepointofrotationwhichis(5,0)then
willdrawthecircleofrotationusingthedistancefromthepointofrotationasitisrotated
counterclockwisesincewearegoingtorotatedit+90degrees.Wewillmarktheangleof
rotationweareusingthenwemarkthenewpointwhichis(5,3)followedbythepoints(5,5)
and(3,5)drawingtherotatedtriangle.Showingusdifferentwashowwecanrotateatriangle
using90and+90degrees.
*ShowingthatthisproblemsetweareabletouseseveralwaystoDrawtheimageoftriangle
ABCandfinddifferentwaystotransformABCtoanewtriangle.
ProblemSet6:SimilarTriangles
Wewereabletoidentifycongruentandsimilartriangles.Forinstanceacongruenttrianglehas
congruentsideandanglesandtheyare11rationandhaveproportionalsides,while,similar
triangleshavecongruentanglesandhaveproportionalsides.Meaninginordertounderstandifa
trianglehascongruentsideorifitisasimilartriangleyouwillhavetotestifyit.Forexamplethe
ratiosofatrianglearethesamethatmeansthatthetriangleissimilarbutiftheratiosofthe

trianglehaveonetooneratioitmeanstheyarecongruentbecausetheyhaveequalsidesand
congruentangles.Meaningallcongruenttrianglesaresimilarbecauseallanglesarecongruent
andsidesareproportional.
ProblemSet7:PythagoreantheoremandDistance
Pythagoreantheoremyouneedtobeawareifthetriangleisarighttriangleornotinorderto
findthemissinglengthsinthiscaseitwillbethelegsorthehypotenuseofthegivenright
triangle.Inordertofindthelengthofthesideofthetriangleorsquareyouhavetodothe
followingstepfirstyouneedtoknowthemissinginformationofthetriangle.Forinstancea
trianglecanhavethelengthofthetwolegs,soyouwillhavetosolvetofindthehypotenuseor
youwillhavethehypotenuseandonlyoneleg,whichyouwillhavetosolveinorderto,findthe
otherleg.Theformulathatyouwillusetofindthelengthofthehypotenuseorthelengthofthe
otherlegyouwillhavetousetheformulaofa2+b2=c2inordertogettheinformationthatthe
triangleismissing.Showingusethata2isonelegandb2isanotherlegthereforec2isthe
hypotenuse,whichistheoppositeoftherighttriangleandisthelongestsidehelpingus
distinguishesthedistancefromonesideofthetriangletoanotherusingthePythagorean
theorem.
ProblemSet8:DistanceFormula
Giventwopointsintheplane.Wedeterminethedistancebetweentwopoints.Thecoordinates
ofthetwopointsare(x1,y1)and(x2,y2),thedistanceequalsthesquarerootofx2x1squared+
y2y1squared.Thisformulaisusetopairthepointsonaseparateaxisandfindthedistance
betweenthemusingthisformula.

*ShowingusthedistanceformulaandthePythagoreantheoremarethesametheonlydifference
isthatoneformatistocalculatethedistanceAandB.Thedistanceformulaismore
mathematicalandisonewaytogettothePythagoreantheoremwhichgivesyouthelegsand
helpsyoucalculateA,BandCandXS.
ProblemSet9:Area
AreaofthetriangleisA=1/2basetimeheightmeaningyouneedtoknowtheheightofthe
triangleaswellasthebaseofthetriangleinordertosolvethearea.
Theareaoftrianglesiscalculatedusingthebaseandtheheightinorderwordsthealtitudeofthe
triangle.Reflectingthatifthebaseandtheheightofthetwotrianglesarethesamethentheir
areasarethesame.

Theknowledgegainedinthefirstsetshelpedlaythefoundationforlearningthesecond
setofconcepts,whichallhadtodowithtriangles.Knowingthefoundationestablishto
buildupontheinformationthatwelearnedinthepreviousproblemstorelatingthe
informationthatweknowtotheinformationthatwedidntknowinordertocreatea
biggerfoundationtoestablishamorebroaderunderstandingoftheconcepts.Ofinstance
inproblemsetProblemSet3:VennDiagramofTriangles,Allrighttrianglesareobtuse,
altitudesoftriangleswelearnedthevariouscharacteristicofeverytrianglecreatingthe
foundationforustobeabletoprogressintherestoftheproblemsets.Forinstance,
ProblemSet6:SimilarTrianglesweleanedinthepreviousproblemsetsthatonlyright
triangleshave90degreeanglesmeaningtheyhavetohaveequalsidestomakeadegree
angleshowingwhywelearnedsimilarandcongruenttrianglestofurtherunderstandthe
propertyto1ratioofcongruenttriangle,thereforethesidecanmeasuredifferently.

Meaningtwotrianglesthatarecongruenthavesideandcongruentanglesthatarethe
sameandhavea11ratioofproportionalmeetingtherequirementofhavingproportional
sidesofasimilartriangle.Thisisoneofthemanyproblemssetsthatwasbuildupon
foundationofpreviousmaterialthatwascoveredaswefurtherexpandourknowledgeto
morecomplexconcepts.
Section2
ThehighlightsoflearningcanbeinterestingbecauseasIminclassandgoover
theinformationwithmyclassmatesIamabletoknowwhatIamdoing,butonceitcome
totestingIforgetthesteps.ForinstancemyprevioustestIdidntdosogreatmaybe
becauseIknowwhatIwasdoingbutthelittlemistakeswherethatcaughtmeoffguard.
ForinstancegettingconfusewithsimilartriangleasIfoundtheratioofwronglegsand
Hypotenusegivingmethewrongratios.ThissituationoccurredandIlearnedthroughmy
mistakesthatImadebecauseifonlyIwasmoreawareandfollowedthedirectionasto
whatthequestionwasaskingIwouldofdonebetter.Inreality,learningtheinformation
canbemorestrategicbecauseweimplythesamestepsoneverymathproblem,theonly
thingthatchangesisthecriticalthinkingoftheproblembecausetheyaskdifferent
things.
Theleaningthatmustbecontinuedinbettertesttakingstrategiesinmathbecause
theinformationisthere,Ijusthaveahardtimeexplainingtheinformationthatthe
problemisasking.Also,notanyinformationthatIdontunderstandisleftunexplained
becauseeveryinformationinmathisvaluablebecausewebuildupfoundationaswe

progressinmath.Meaningthatlearningdoesntstopintheclassittakesfurtherstudy
habittoprogressinmathcreatingtheskillsthatareneedtoprogressinmath.

What 2 pieces of work are you most proud of on your test? Why?
-That I answered the question to the best of my ability meaning that even though I wasnt
really sure if I was doing the right thing I still tried to not leave anything blank.
-Also that I worked out the problems to see the steps for each of the problems , so I can
see where I did my mistakes and what steps I should do when I come across similar to the
test question because I reviewed and learned from my mistakes.

What 2 areas of work on the test do you think you must continue learning? Why?
-One area that I must still continue learning is problem set 8 on the test, where I need to
feel confident using three different ways to transform a triangle because although I
review it and when I have my notes infront me I am able to solve it, but once I dont have
my notes I forget one or two things.
-Find similar triangles well knowing the leg and the hypotenuse which will help me find
the right ratios for each of the sides.

Does your grade reflect the amount you studied and how you studied.
The grade didnt reflect the infromation that I studied, due to the mistakes that were made
during the test that, could had been avoided if I were to be paying for attention to what
the question was asking me to do.

What could you have done differently to improve your grade?

The things that Im to do differently to improve my grade is review the information daily
or before class to see what infromation that I need to study and focus more. Also,

contribute more to the class to futher understand the infromation by intrecting with the
lecture, to provide a deeper understanding.