Reflection - Project in Enhanced Mathematics 8

REFLECTION: PROJECT IN ENHANCED MATHEMATICS 8
Submitted by: Santos, Lindsey Mikaela V. of 8 - Democritus

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◈ Lesson 1 - Axiomatic Structure

◇ 1) What are the things I should know?
◆ I should know that the Axiomatic Structure is a system made up of undefined and
defined terms, axioms/postulates, and theorems used to prove logical conclusions.
◇ 2) What are the things I learned?
◆ I learned that everything that makes up the Axiomatic Structure is essential in
proving statements in Geometry, like definitions of terms, postulates, and theorems.
◇ 3) What are the things I find challenging?
◆ I fully comprehended the lesson and all of its subsets, so I found nothing
challenging to understand. Overall, the lesson was fairly straightforward.
◇ 4) What should I do to improve?
◆ By listening keenly while the lesson is being taught to us, I’ll be able to improve
and know the lesson and its aspects like the back of my hand.
◇ 5) Teacher’s remarks:
◆ __________________________________________________________________
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◈ Lesson 2 - Axiomatic Structure: Defined and Undefined Terms

◆ I should know that the undefined terms are the building blocks of Geometry and
that every term used afterward branches out from these undefined terms.
◆ I learned that undefined terms are elements that, although often explained and
described, do not have a formal or specific definition. I also learned that the defined
terms are terms with a standard definition and are defined using other geometrical
terms.
◆ I find it difficult to remember how to name the three undefined terms, despite them
being particularly distinct from one other in terms of naming processes.
◆ I’ll use keywords and studying techniques to keep in mind how to name the three
undefined terms. Additionally, I’ll answer any tests or exercises I can find online.
◆ __________________________________________________________________
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◈ Lesson 3 - Axiomatic Structure: Postulates and Theorems
◆ I should know that the postulates and theorems serve as a basis or a starting point
for further reasoning and arguments, that is useful in proving geometrical statements.
◆ I learned that postulates are taken to be true and don’t need any proof to be proven
true, while theorems are proven to be true based on proof and any definition.
◆ It’s a tad tough to memorize all of the postulates and theorems and remember
which are which. Not to mention the statements of the postulates and theorems and
how to use them in proving.
◆ I’ll use the takip method when reviewing using my notebook, and keywords will
help as well. However, I think because every postulate and theorem has a visual
connection to them, I’ll use the figures and memorize them and their names instead.
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◈ Lesson 4 - Illustrating Triangle Congruence using SSS, SAS, ASA, SAA

◆ I should know that triangle congruence gives us a shorter way of showing that two
triangles are congruent, using as few as three measurements only. I should also know
that the corresponding parts of two triangles are used to prove their congruence.
◆ I learned that there are multiple congruence postulates that can be used to prove
two triangles’ congruence; SSS, SAS, ASA, and SAA. There isn’t an SSA triangle
congruence postulate because there isn’t enough information to prove them.
◆ The lesson is relatively comprehensible, but I seldom get the different postulates
confused with one another. It’s the little things that catch me off guard when
illustrating triangle congruences, such as remembering that it’s the included angles
that are used for SAS or ASA congruency postulates.
◆ I found out that there’s a lesson on triangle congruence lesson on Khan Academy,
so I’ll try the included exercises and watch the video lessons on the said website.
◆ __________________________________________________________________
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◈ Lesson 5 - CPCTC (Corresponding Parts of Congruent Triangles are Congruent)
◆ I should know that CPCTC is a theorem that states that when two triangles are
congruent, then every corresponding part of one triangle is congruent to the other.
◆ I learned that once two triangles are proven to be congruent or at least it’s given
that they are congruent, we can make multiple assumptions that this segment is
congruent to that segment or this angle is congruent to that angle by using the CPCTC
theorem.
◆ The one thing I’d say I find difficult is actually saying CPCTC. In all honesty, the
lesson is easy to follow and understand, but pronouncing it makes me all tongue-tied.
It’s also a bit confusing to differentiate congruency from equality.
◆ To improve, I’ll simply review my notes since there’s no solving needed for
CPCTC, but I will try to answer some exercises involving the mentioned theorem.
◆ __________________________________________________________________
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◈ Lesson 6 - Proving Two Triangles are Congruent using SSS, SAS, ASA, SAA
◆ I should know that proving two triangles are congruent using different congruency
postulates not only need the student’s analyzation skills but also how good their
memory is since proving using definitions will be vital.
◆ I learned that when proving two triangles and their congruency, you can’t assume
anything about the two triangles, e.g. you can’t say that one of the corresponding
segments is parallel to one other unless it’s given in the figure or statement.
◆ I find it hard to prove two triangles and their congruency when I forget any
important definitions or theorems that could be used for proof. It’s especially difficult
when there are 7 and more statements in the two-column proof to put in.
◆ I’m considering writing a reviewer filled with all the theorems, postulates, and
definitions of defined terms to review and memorize since they’re vital in proving.
◆ __________________________________________________________________
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◈ Lesson 7 - Solving CPCTC
◆ I should know that we can’t use CPCTC to prove a statement without first proving
that the given two triangles are congruent by any congruence postulate. I should also
know that when solving CPCTC, looking for congruent triangles is essential to
be able to use them in the first place.
◆ I learned about the reflexive, transitive, and symmetric properties that can very
much be utilized to prove the congruency of two triangles. Reflexive property is my
favorite out of all of them since it takes the least amount of effort to prove.
◆ CPCTC theorem is fairly simple and an easy lesson to learn, but it is a bit difficult
to comprehend that you can solve CPCTC. Proving barely needs any solving or
computation so solving it is confusing, at the least.
◆ I should probably not be absent on days when new lessons are being taught, since I
was very much not present when this lesson was being discussed.
◆ __________________________________________________________________
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◈ Lesson 8 - Theorems on Isosceles Triangles

◆ I should know that an isosceles triangle is a triangle with two congruent sides.
That’s the basic thing to know in terms of this lesson; I should also know the parts of
an isosceles triangle: the legs, the base, the vertex angle, and the base angles.
◆ I learned two theorems on isosceles triangles; the isosceles triangle theorem and
the converse of the isosceles triangle theorem. I also learned how to use them in
two-column proof for proving the congruency of two triangles.
◆ Surprisingly, I didn’t have any difficulty learning this lesson. It only consists of
two theorems that are easy enough to memorize and understand, so the only
challenging thing is applying them to different problems.
◆ I should practice using the said theorems in more problems in the future.
◆ __________________________________________________________________
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◈ Lesson 9 - Proving Statements on Triangle Congruence
◆ I should know how to use postulates, theorems, and definitions of terms to prove
statements. I should also know how to prove two triangles and their congruency using
different parts of the axiomatic structure logically and in righteous order.
◆ I learned how to further nurture my skills in proving using two-column proof and
utilizing the given to prove two triangles and their congruency. The lesson really
advanced my proving skills and helped me get better at doing an open proof.
◆ Sometimes, when I’m proving, I find it difficult to figure out in what order my
statements and reasons should be. I know how vital the consecutive arrangement of
the statements is in terms of proving so it messes me up sometimes.
◆ I can’t memorize proving because it’s all about your analysis and understanding of
the problem, so to improve, I’ll try and answer any exercises and modules online.
◆ __________________________________________________________________
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◈ Lesson 10 - Constructing Perpendicular Bisector and Angle Bisector

◆ I should know that a perpendicular bisector is a line segment that bisects a line
segment perpendicularly, therefore forming a 90° angle. On the other hand, an angle
bisector is a line segment that divides an angle into two congruent angles.
◆ I learned that every line segment has a midpoint that divides the said segment into
two congruent segments, and that every angle has an angle bisector that divides the
said angle into two congruent angles. At some point, I learned this in class.
◆ At the time I’m typing this, the lesson hasn’t been taught yet. I can only suspect
it’ll be difficult or at least tricky to fit this into proving and using to prove a statement
or two triangles’ congruency.
◆ I should listen very keenly while this lesson is being taught, as it is the last of the
3rd quarter and it’d be a giant waste if I’m not able to understand this one lesson.
◆ __________________________________________________________________
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Reflection - Project in Enhanced Mathematics 8

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REFLECTION: PROJECT IN ENHANCED MATHEMATICS 8

Submitted by: Santos, Lindsey Mikaela V. of 8 - Democritus

◈ Lesson 1 - Axiomatic Structure

◈ Lesson 2 - Axiomatic Structure: Defined and Undefined Terms

◈ Lesson 4 - Illustrating Triangle Congruence using SSS, SAS, ASA, SAA

◈ Lesson 8 - Theorems on Isosceles Triangles

◈ Lesson 10 - Constructing Perpendicular Bisector and Angle Bisector

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