UNIT 2: Using Measures and Equations

This is a picture of my group members playing Jeopardy in math class.

How are algebra and geometry related?

In this unit, we have explored many concepts such as algebra that are related to geometry. There are algebraic formulas that can be used to explore many different kinds of information in geometry such as angles, volume, interior angles, exterior angles, circumference, Pythagorean Theorem and others. In this unit, we have mainly focused on Pythagorean Theorem, circumference, volume, and interior angles. For the volume, there are algebraic formulas that can be used to find out how much space an object takes up. The formula is base * height * width. I will create an example similar to the one in the textbook. There is a rectangular prism with a base of 2x cm, height of 6y cm, and a width of 7 cm. To find out the volume of this prism, simply substitute the base, height, and the width by the numbers. So the answer would be 84xy cubed cm. For the Pythagorean Theorem, the algebraic formula for it is a^2 + b^2 = c^2. Here's an example to further explain my claim. Let's say a leg is 5 cm and the hypotenuse is 20cm. To find out the other leg, simply substitute a by 5 and c by 20. If you square them , it should be 25+ b^2=400. Then subtract both sides by 25, and then find the square root of 375. The answer should be approximately 19.36cm rounded. So the missing leg is 19.36cm rounded. To find the circumference of a circle, you have to use the algebraic formula 2* Pi*r (r=radius). Pretend there is a circle with a radius of 4cm. To find out the circumference, you simply again substitute r for 4cm and then you can find out the answer. The answer should be 25.12cm as 2* Pi (3.14) * 4=25.12cm. So these are some examples to show how algebra is related to geometry. To conclude, algebra and geometry have many relationships and are very similar to each other.

This is the Magnitude Project for Unit 2 where Vadin and I worked as partners.

This project demonstrates "reason critically" and "collaborate constructively" as my partner and I have spent lots of time and effort working through this by meeting after school, and to find exact calculations, we had to reason critically. In the beginning, Vadin and I decided to use video chat for the worksheet as we could talk about our calculations and see if each other's steps are right and that we are using the same comparisons. Vadin and I have collaborated constructively as we talked and used video chat to assign roles for what we have to do in order to create a good piece of work. We helped each other out when we needed and by through working after school with the visual presentation, we have fairly done a good job collaborating together effectively. For example, Vadin did the visual pictures and I have done the calculations and the work. I needed help doing the visual comparisons so Vadin helped me out by finding a great resource which shows how long the London Bridge was built, the Mona Lisa was painted, and so on. For reasoning critically, it is important and we have applied this SLR by our calculations, scientific notation, reflections, and so on. We had to reason critically especially on the math work as we had to go through every single step and see if it was right or wrong. If one calculation has a mistake, it could mislead the audience and make them feel confused so this SLR really stood out in the project. Vadin and I also were reasoning critically for our visual comparisons to see if this will have an effect on the audience. Vadin and I have really emphasized our visual comparisons to let the audience know that for one person, it takes a certain amount of KwH for something to be built like the London Bridge, and other examples. So in order to be successful at this project, Vadin and I have really demonstrated reasoning critically and collaborating constructively.

Since unit 1, my work habits and participation level had somewhat increased as I have demonstrated enthusiasm, and the core values in class and turned in most of the homework on time with good quality. Out of a scale of ten, I would rate myself eight as I had received homework slips due to not writing down the homework on my planner and forgetting about it so this interferes with my responsibility. I know that for homework, it's like a practice and tests your level of understanding so I value it a lot as it helps me to increase my level of knowledge and test myself. For the class participation, I have demonstrated enthusiasm not only in Jeopardy, but also in front of the SmartBoard. Writing a solution on the SmartBoard and participating actively in a game makes my mind get thinking so the participation level would have improved from the start of unit 1. When I have questions, I ask them to my teachers and my parents so that I can understand the math concept. I have an outside math tuition teacher with CY and we review the same concept as in class so when I am confused, my math tutor helps me out. For the quizzes and tests, I am already prepared for those kinds of class assessments as I am "bombarded" by lots of math problems similar at school and outside in a good way. My outside tuition teacher first reviews my schoolwork with him but he gathers all of the questions that I have gotten wrong and "retests" me. This is a good review for me as the questions also in the quizzes and tests are rather similar. So I think that I have been doing a decent job advocating my learning.

This is my group getting a question right in a game of Jeopardy.