In problem set #1, we learned about quadrilaterals.

We had to
draw a Venn Diagram to show the relationship between triangles,
squares and rhombi. I never knew that a Venn Diagram could be so
useful in mathematics but, I understood that in math, we have to learn
to explain how things are similar and different. When I was in high
school, teachers taught us to memorize not analyze. If I had learned it
this way, I would have not struggled so much in the past. This way of
learning math is very useful because we understand how a square can
be both a rectangle and a rhombus, but a rhombus cannot be a square
because it only has one of the characteristics of a square, and it needs
both. The same would go for a rectangle.
In problem set #2, we learned more about quadrilaterals and
parallel lines. I understood that when you have two parallel lines and
you draw a transversal, you get various angles and they all relate in a
way. No matter what direction you view it, you begin to see the angles
that correspond with each other, and lines that are alternating each
other inside the parallel lines as well as outside. A quadrilateral is a
four-sided closed figure and all the triangles, squares and rhombi fall
into that category.
In problem set #3, we learned about Triangles. The sum of the
three angles equal 180 degrees, and a scalene, isosceles, and an
equilateral triangle can fall into an acute, right or obtuse triangle. I
drew a table and wrote an explanation of why or why not it can be an

obtuse, an acute, or a right triangle. Once I learned the meaning of

each figure, I was able to apply it to question #10 and prove that the
sum of all three angles of a triangle equals to 180 degrees. I learned
this to be true for two reasons. One, if angle a, b, and c are all on a
straight line then those three angles are equal to 180 degrees. Another
reason is by identifying the alternate interior angles, you can see how
by adding them, they can also give you 180 degrees. I also learned
how to label and draw out all three altitudes in an acute, right and
obtuse triangle and draw points (vertex) for every corner of the
triangle and for every vertex, I drew a line where I knew I could find
another right angle.
In problem set #4, we learned the definition of skew lines and
collinear lines. This helped me understand problem #2 on how to find
the different line segments between each point. However, the formula
helped me check my work. Finally, we learned about rotation. I am a
visual learner, so after I turned the paper clockwise or
counterclockwise to a certain degree, I found it easier to see where I
was going to graph the points and connect them to form the same
shape, only at a different location.
I had to review every problem extensively to be able to connect
the relationships among problems. In math, every problem relates
somehow, and by getting the basics, I was able to work through
problems that were challenging. I also rewrote my notes to the

homework problems and I did not go back to check them until I

completed them. I felt a lot more confident by simply practicing the
same type of problems a couple of times. With the knowledge I have
gained, I feel that I am better prepared to teach mathematics in an
elementary school.

Problem Set #1: Quadrilaterals

The relationship between a square, rectangle and a rhombus:

A square is a rectangle because it has 4 equal angles.
A rectangle cannot be a square because it does not have 4 equal
sides.
A square is a rhombus because it has 4 equal sides.
A rhombus cannot be a square because it does not have 4 equal
sides.

Problem Set #2: Quadrilaterals and Parallel Lines

#2. What relationship exists between various pairs of these angles?

Describe the relationships using words and/or symbols.
Answer: Although the angles share the same vertex, they are not
adjacent because the angles are not the same.
Corresponding Angles (matching corners and on the same side)
examples: < b and < f, < a and < e.
Alternating Interior Angles (opposite sides inside the parallel lines)
examples: < c and < f, < d and < e.
Alternate Exterior Angles (opposite side, outside the parallel lines)
examples: < a and < h, < b and < g
Consecutive Interior Angles (< c and < e, < d and < f) add up to
180 degrees. The pair of angles is on one side of the transversal, but
inside of the two lines.
Consecutive Exterior Angles (< a and < g, < b and < h) add up to
180 degrees. The pair of angles is on one side of the transversal, but
outside the two lines.

Problem Set 3: Triangles

#8. Explain the relationship between an equilateral, isosceles, and

scalene triangle.
Answer: An equilateral triangle and an isosceles triangle are
similar since they both have 90-degree angles.
A scalene shows no relation with an equilateral triangle and an
isosceles triangle since the angles are more than 90 degrees.
#10. Prove that the sum of the three angles of a triangle equal 180
degrees.

< c = < e, < a = < d, < 3, 4, 5 = 180 because it is on a straight line

so, m < 1 + m < 2 + m < 3 = 180
#13. Label the altitudes of an acute, right, and obtuse triangle:

Problem Set #4: Skew, Collinear lines, and Rotation

Skew Lines: 2 lines are skew if they are not on the same plane.

Collinear lines: points are on the same line.

#2. Suppose points A,B,C, and D are collinear. How many different line
segments are there between these points?

Answer: Using the formula:

n (n-1) = 6
2

Rotation: A rotation is a motion of a certain space that preserves at

least one point. It can describe the motion of a rigid body around a
fixed point.