GeometryPOLPrepSemester1Reflection

HannahBissell

GeometrySkills
The skill I think that I have mastered this semester is the pythagorean theorem. I think I have
mastered this skill because I know on what kind of triangles to useiton(righttriangles)aswell
how to find a^2 or b^2 instead of c^2. You just have to switch up the equation a little bit. To
start, I learned this skill by taking notes on discussions in class, but what helped me mostofall
was the explorations. Inexploration9/15,oneoftheproblemsstates,
LetA=(0,0),B=(7,1),
C = (12, 6), and D = (5, 5). Plot these points and connect the dots to form the quadrilateral
ABCD. Verify that all four sideshavethesamelength.Suchafigureiscalledequilateral.After
plotting the points on a graph, I drew right trianglesaroundeachsideofthequadrilateral.Using
thepythagoreantheorem,Ideterminedthatbothsidesoftheshapewerethesame.
52 + 52 = c2, 25 + 25 = 502, 2500 = 50
12 + 72 = c2, 1 + 49 = 502, 2500 = 50
In another exploration, the 11/5 exploration, a problem asks you to findhowfaritisfromhome
plate to second base. The bases are placed at corners of a squarewhosesidesare90ftlong,and
it is given that home base and second base are at opposite corners. Tostart,Idrewa9*9square
on a graph, representing the 90*90 field. Then, I drew a diagonal line across the square, and
labeled the line x. Since a square has all equal sides, and since its angels were right angles, I
could use the pythagorean theorem once to find the answer. Upon using the equation, I
concludedthatthehypotenuse,ordistancebetweenfirstandsecondbase,was~127.3ftacross.
902 + 902 = c2, 8100 + 8100 = 16, 2002, 16, 200 = 127.3
IknowIhavemasteredthisskillbecauseIhaveusedthepythagoreantheoremtosolveaportion
ofaharderproblem.Forexample,inPOW4,thepurposewastocalculatehowmanyhoursthat
JasonandMayatraveleduntiltheywerediagonally130milesapartiftheyleftat1:15pm.The
pythagoreantheoremwasusedtofindhowmanyhoursweretraveledtoget130milesapart.
24x2 + 32x2 = 1302
576x2 + 1024x2 = 169002
1600x2 = 16900
Idivided1600bybothsides
x2 = 10.56
Tofindthetimevariable,X,Ifoundthesquarerootof10.56
x = 3.25
By doing this,Iwasthenabletocalculatewhattimeitwasbothpeoplewere130milesapartand
how many miles each of them had traveled. The pythagorean theorem led to a greater whole,
showingthatIwasabletomastertheuseofit.
The explorations have helped me growasastudent,andtheexplorationdiscussionshave
helped me learn from my mistakes. The explorations challenged my thinking, and made me

determined to solve the problem if Iwasontherighttrack.TheymadeitsothatifI didntfind a

solution, I was challenged to think of another way to approach the problem. The discussions
taught me to be openminded about different ways to solve problems. They also helped me see
whatIdidwrongifImadeamistakeinaproblemandsomeoneexplainedit.
The hardest problem I have encountered was the lastassignmentofthesemester,theXC
POW. I had to find the area of a triangle using the measurements of an intercepting rectangle.
First I tried finding thetwolengthsusingthepythagoreantheorem,butIrealizedthatfindingthe
two sides was useless, because the shape made wasnt a triangle. Then I realized that a smaller
triangle, EFG, corresponded to EAB because itsanglesFG||AB.Iendedupmakingaratio
of the two triangles because AB = 5 and FG = 2, so it was 2:5. Since I couldnt add any other
lines or triangles to find the hypotenuse of either side of the smaller triangle, I knew I had to
make an equation. I let
h betheheightofEAB.Aftermakingtheequation,Iendedupsolving
the problem the triangles area was 12.5. If it wasnt for the skill I developed through
exploration discussions (which was being openminded to numerous ways to solve a problem)
thenIwouldnthavefoundtheanswertothePOW.

ProblemSolvingSkills
I think the skills that I have most mastered are at generating ideas as well as reflecting
and synthesizing. To me, generating ideas means to look at a problem with an open mind, and
open eyes. Therecanbemanywaystolookataproblem,andexploringdifferentwaystosolvea
problem can lead to complete it.Reflecting/synthesizingmeanstoshowhowyouunderstoodthe
problem its about going deeper into the explaining process. When needing to generate new
ideas,IhadtodothatinPOW8.
The problem asks,
Four mathletes, Brianna, Andy, Courtney and Brandon,competedin
the finals of the Animas High School Math Bowl. Prizes were awarded for the top three
competitors as follows: first place received an anniversary Math Faculty Pink Tie, secondplace
received a book of Brain Teasers, and third place received an I Love Math Tshirt. I started
this problem by making a graph of each possible chance, and calculating the probability each
student had to win a certain prize. I figured that since Courtney was predicted twice to win the
Tshirt, she would win based on probability. (She had 2 slots out of 3, 66% chance) But, based
on probability, it wasnt possible tofigureoutwhowonfirstandsecondprizessincestudenthad
a 33% of winning either first orsecond.I assumedIwasovercomplicatingitandneededto take
a break. I tried many different things,untilIhadtoaskforhelp.Myfriendsmomsfriendcame
over, andstepbystepshowedme another waytodotheproblem.Irealizedthatthepossibilityof
Courtney winning was completely eliminated, because since she was predicted to win lastprize
twice, and if each teacher made acorrectprediction,thenboththeteacherswouldhavecorrectly
predicted Courtneys prize instead ofone.ThisleftitsothatonlyBrandoncouldwintheTshirt.
Afterbeingshownthispossibility,itledmetosolvetherestquiteeasily.

When reflecting on my process for POW 7, I think I did an excellent job at explaining
what I did. To start, I explained the numerous processes I took in order to eventually solve the
problem. In the POW, I said,To start the problem, I lined each card upinarectangle,with5at
the top and 5atthebottom.Onthetop,in order,itwasA,2,3,4,and5.Onthebottom,inorder,
it was 6, 7, 8, 9, and 10. The first solution I tried tomakewastoalternateeachcardfromtopto
bottom, side to side, so it went, A, 10, 2, 9, 3, 8, 4, 7, 5, and then6.WhenIhaditinthisorder,
and played out like A, 2, 3, 4, 5, 10, 8, 6, 7, and then 9. Then, I realized that it had to alternate
like A, _, 2, _,3,_,4,_,5,andthen_.ThiswashowI reflectedonmyprocessbytalkingabout
all the different orders. The process was frustrating, but as I slowly got the order correct, I got
moreexcitedanddeterminedeachtimetosolvetheproblem.
I think thattheoneHabit[s]ofaMathematicianIhadthemostroomtostretchwithwas
recognizing and resolving errors. I think this habit held me back the most, because when I got
stock on a problem, I would just give up and not do it, or Id get frustrated and overthink the
problem more than I was before. This lead me to not turn in work on time because Ihad given
up.