Scribe Post - Miranda, Chapter 5

Scribe Post for Sept. 30

Hey everyone, today in class we started out by taking daily quiz #14.

- Daily quiz #14 was focused on finding the measures of unknown angles of certain triangles when given one angle. For example: If triangle ABC is isosceles, and angle A is 80 degrees, what are the other possible measures of angle B?
o To solve this problem we must first think about the information already given. We know that a - the triangle is isosceles (deff. of isosceles triangle: a triangle with two sides/angles equal in length/measure) and b – one of the angles measures 80 degrees.
o There are three possible answers to this problem.
o We can start with the most obvious – since two angles in an isosceles triangle are equal in measure, A=B so B=80 degrees.
o The second way to find the measure of B is to assume A=C. So, A + B + C = 180, therefore 80 + 80 + B = 180. When solved algebraically, the answer is B=20 degrees.
o The final way to find the measure of B is assume that B=C. This equation looks like
80 + B + C = 180. Solved algebraically, B and C both equal 50 degrees.

After taking daily quiz #14 we went over daily quiz #13.
- We discussed finding the answer to the “longest side, shortest side, middle side” problem using the “small parts equal whole parts” method.
- JoJo made a point that just trying to use common sense to find the answer to a problem doesn’t always work.

More info. on the Flickr project:
- It takes a few days for photos to show up on a search after they are uploaded
- The deadline for the Flickr project was pushed back to Friday
- Hopefully everyone has already uploaded/made a Flickr! If not, here is the link: http://www.flickr.com/

Lesson-
The main lesson consisted of JoJo discussing (or preaching…) about the difference between rotation, length and area.
- Rotation: rotation deals with the measure of angles.
- Length: used when measuring the length in units like inches or feet.
- Area: deals with space. Area is used to find how big a plane is using square feet.
We traced our hands on graph paper to demonstrate how difficult it is to find area with no equation. (counting the "little squares" was impossible.

Here are some helpful sights when dealing with area:
http://www.purplemath.com/modules/geoform.htm (this site goes on to talk about volume which we haven’t reached yet, but it has useful information about the different formulas to find the area of different shapes)

http://www.mathleague.com/help/geometry/area.htm (this site consists of formulas to find the areas of different shapes.)



I hope all of this was helpful.
Tomorrow’s scribe is McKenzie.

*note
if the links don't work, purplemath.com is a great site for extra help. If you search "area" all sorts of help pages will come up and you can go from there.

(please excuse the lateness of this post...busy night with lots of work...)

Scribe Post- Jocelyn-Chapter Four

Hey GUYS this is what we did today!!

1. We took DQ 13 on Triangles

2. We went over DQ 12 (Which was the same one our parents did on parents night!)

* Sum of Interior Angles of a Polygon= 180 (n-2)

. the (n-2) is the minium number of inscribed traingles.

. and the n is the sides of a polygon

A. 360= 180 (4-2)

180(2)=360 degrees

B. Hexagon= 180 (6-2)

180(4)=720 degrees

C. Octagon= 180 (8-2)

180(6)=1,080 degrees

Jojo said in our class that this is very important and practical. Like in the case if you were building something!!

3. Went over the Flickr assignment

* If you are having trouble posting, you need to have over five pictures on your account for it to show up under the tabs, also make sure you properly tabs your pictures to receive credit tomorrow!!!!

4. Looked at google docs to see if we got credit for both contributions.

* Make sure if you are trying to get a signicant contribution on a homework problem to show all your work!!!

5. Went over this weekends Homework!
*Show Work always

I hope some of this was helpful! Tomorrow's scribe is Miranda
Have a Good Night Everyone and I will see you tomorrow!!!

Scribe Post, Charles Bennett, Chapters 4 & 5

Today at the beginning of class Jojo gave everyone a compass and a protractor and told us to create two circles, using our compasses, on a piece of paper that were about the same size. After we had created the circles he then directed us to choose one of our circles and create hash marks that intersected the circle by using our compasses. After we were done creating the hash marks that intersected the perimeter Jojo then instructed us to use our protractors he had passed out to connect the all of the hash marks together, except the ones that were directly ajacent to each other, using line segments. If this was done correctly after every hash mark was connected the lines segments appeared to have created a six-sided star.

After we had admired our work for a little bit Jojo then asked us if we knew how many line segments there were inside of our circle. After many failed attempts to answer the question Jojo then gave us the formula we needed to find out how many interior angles were inside of the circle.

The sum of interior angles= 180(n-2)

If you look at the Polygon Table On PBworks then you would find the pattern that is shown within the table. Every polygon's # of inscribed triangles is two less than the amount of its # of sides. In the formula the n represents the # of sides on a polygon.

Then we created another star in the second circle this time we were not allowed to intersect the lines. This was proven difficult so instead we just created the star how we did the first time and erased the parts where the line was intersected.

Then we did problem #19 in Chapter 4 on pg 56 in our math workbook. The problem states

"In a certain isosceles triangle, the smallest angle has a measure of 28 degrees. What are the measures of the two largest angles?" While answering this problem we kept in mind the new tip about dealing with isosceles triangles,

"When solving isosceles triangles we can assume three different scenarios will occur unless the given angle is stated as a the smallest or the largest. Then there is only one possible answer for the missing angles."

When solving this problem we knew that Isosceles triangles have at least two sides and that we already have a side given that states that it is the smallest angle, therefore we know the other two sides of this triangle are equal. Thus, we are able to say both variables in place for the missing measurements can be expressed as x=y
When we set up our problem we were also able to use to x's in our eqaution because x=y.

First step- 28+x+x=180
We set up the problem like this because we know that all sides of a triangle equal 180 therefore we must set our variables and our given measurment equal to 180.

Second step- 2x=152
We must had like terms and subtract 28 from both sides.

Third Step (solve)- x=76



Today's SCRIBE IS JERICHOOOO!!!

Scribe Post, Andrew Braden, Ch.4 and 5 Polygons

Today we went over Altitude, Classifications of triangles, and Isosceles triangles.  We went over how to find the altitude of the different triangles.  Where the altitudes would/could be measured on the triangles.

 

Altitude- is a perpendicular segment that joins a vertex of a triangle to the opposite side.

Right Triangle- a right triangle is a triangle where one of its interior angles is a right angle.

Obtuse Triangle- An obtuse triangle is a triangle in which one of the angles is an obtuse angle.

Acute Triangle- An acute triangle is a triangle in which all three angles are acute angles.

 

Isosceles Triangle- An isosceles triangle is a triangle with two equal sides.

IF you are given one angle in an isosceles triangle you can find three possibilities for the other two angles using big parts equals small parts.  You also know that two angles must always be the same.

If you are given

Then your possibilities are

 

 

 

 I am going to choose Charles for tommorrows scribe.

Scribe Post-Tom-ch.4 and ch. 5 Polygons

Polygons September 21

Today we started class by going over the reading in last nights homework. We decided the best thing to do would be to do the reading before jumping straight into the problems seeing that the reading explains how to do most of the problems for you. We went through the reading looking at it in a way of if we were just skimming through this what would draw us in to look at in more detail. We decided that what drew us in were the images, bold words underlined words and anything that was covered by bold brackets. Going through the reading looking at only these key areas one could get the information you needed without having to spend large amounts of time reading every word. You could see examples with the images, and learn the vocabulary by looking at all the bold words.

After going through the reading we looked at this website

http://www.vias.org/comp_geometry/geom_triangle_altitude.html

This page helped us understand altitudes or heights of a triangle. We learned that with

a triangle there are three potential heights and three potential bases but once you decide on one, there is only one.

for further help on Altitudes of triangles you can watch this video.

http://www.youtube.com/watch?v=rZkTH2UMK8Q

We went over problem #1 in the homework from last night (p. 53)

this was a two part problem

A) "give all six names of the triangle shown at the right"

(this is not the exact image from the homework but for the concept of this problem it still works.)

The homework says to name all possible sides

the possible sides are

ABC

BCA

CAB

ACB

CBA

BAC

How you find this is start at any one point and from that point you count ether clockwise or counter clockwise until you reach the point you started at. Than you go the opposite way you went the first time. you do this starting from each point until you have gotten a name for each point going clockwise and counter clockwise. A way to find if you have the correct number of names is you know how many names a polygon should have by taking the number of vertices you have and multiplying that by 2 that is the number of names you should have.

The second part of this problem was the same concept of determining sides but instead of a triangle it was an irregular hexagon.

B) "A hexagon is shown at the right. using the vertices this hexagon has twelve names. two of these names begin with X. what are these two names?"

you go about this part the same way you would for part A. However instead of finding a name going both counter clockwise and clockwise for every point you would only do it from the point labeled X in this case.

coming out with the answer.

XDRYFP and XPFYRD

This sums up math class for monday september 21 we spent most of the time going over study skills for reading assignments then went over some new concepts and worked some homework. All and all it was a good day.

Tomorrow we need to turn in out drawing of a country, county or state drawn as polygons so everyone make sure you get that done.

For tomorrows scribe I am going to pick Andrew

Scribe Post. Isabel. Ch. 4 and Ch. 5 Polygons. Unit 2

This is the scribe post for Friday (9/18/09).
Today we talked about the “BoB”, or “Blogging on Blogging”, comments on the blog. Jojo read aloud some of the comments which he thought were good feedback about the blog and we discussed how we could improve our class blog. Jojo is working on simplifying the blog and making it easier to use!
We began the next unit (This means that all blog point’s- comments, PoPs, ect. - grading will start over. So make sure you begin to get credit for blogging on this unit!). This new unit covers chapter 4 – polygons, and chapter 5- area.

Chapter 4- Polygons:
(Our text book's definition of a polygon) Polygon- is a geometric figure that consists of three or more line segments joined end-to-end so as to enclose a region of the plane that contains those segments. Each corner of a polygon is called a vertex (plural is “vertices”). The line segments which form the polygon are called sides.
A simpler definition of a polygon (from dictionary.com)- a closed figure having three or more sides and lying on one plane.
Jojo discussed polygons, “geometry is everywhere!”, and “polygons everywhere!” we looked at some very interesting videos about polygons. One of them was a video about polygon art; someone used a computer design program to use polygons to create an undersea scene. The link is below:
(View build- having fun- under the sea)
http://www.youtube.com/watch?v=EU4zgzNFk0k

We also visited a very interesting website which had some great videos of polygons. Here is the link to the website. I recommend exploring it!
http://demonstrations.wolfram.com/index.html
Some of the demonstrations we watched about polygons on this website were; six hexagons, whirling polygons, and polygon simplification.

Jojo talked about how polygons were everywhere; a prime example of this was GPS systems. With GPS systems, anyplace where you are can be represented by a polygon using a satellite. If a polygon contains a set of info, there’s a certain algorithm (algorithm- “a computerized series of events that happen at a certain time”) that represents your position and gives you the information for that position. As you move around, your longitude and latitude change, and you get new sets of information on your GPS.

This pretty much sums up Fridays math class. I tried to find a website about GPS systems and how they work but I couldn’t find a good one. If you find a good link about GPS systems and polygons, comment on this scribe post and let me know!
The next scribe is Brian.

-Isabel

Scribe Post. Bekah. Parallel Lines & Review(chapter 1, 2, 3) 9/14/09 & 9/15/09.

Hey guys.
This scribe is for yesterday(9/14/09) and today(9/15/09)
Yesterday we had our Daily Quiz #9, which was figuring out the measurement of an acute angle, when given certain information. We got our Daily Quiz # 8 back. Jojo explained it to us. In this Daily Quiz we had to draw a geometric figure that had a vertical angle, corresponding angle, supplementary angle, alternate interior angle and alternate exterior angle. Jojo showed us an easy we of drawing a neat figure. This was giving a letter to each line and intersection rather then to all the different angles. This made a more organized geometric figure diagram and made it easier to find all of the different angles we had to find out. After we went over that, we started going over the Parallel Lines handout. Most people understand problems 1, 2, 3 and 4. Number 5 somewhat tricky to some people though. The question gives us a geometric figure of what looks like to be two sets of parallel lines. It also gives us 11 facts, 7 of which or telling us which angles are congruent to each other and 3 telling us which angles are supplementary to each other. The problem wants us to use this information to figure out which lines are parallel, if any and then explain what enables us to prove that the lines are parallel. 5c. says that angle 3 is congruent to angle 2. If this were correct then the two sets of parallel lines are not parallel. Then the topic that all the different facts on congruent and supplementary angles are different problems therefor c was the only answer that says that the lines are not parallel. We also went over problem 6 which has two angles made out of four two sets of parallel lines. (line AB is parallel to CD, and line BC is parallel to line DE) and we must explain why angle B is congruent to angle D. The reason to this is because angle C and angle D are alternate exterior angles. This also means that angle B and angle D would have to be congruent, too.
That pretty much sums up our Monday.

Today, 9/15/09 we got our Daily Quiz #9 back. We went over how to get the answer when we are trying to find the acute angle of line when the obtuse angle is three times as big as the acute angle. In this problem you would make the equation x + 3x = 180 and solve, or you could use x + x + 3x + 3x = 180. Solve that and then divide x by 2. We then finished going over the Parallel Lines handout. A lot of people had a difficult time on the last two problems, 7 and 8. In 7 we found out that we were dealing with perimeter, which we need to know for the test. A perimeter is the sum of the lengths of all sides. We had to figure out what the perimeter was for triangle KNM, when given this information: JO is parallel to line KN. Line JK is parallel to line ON. Line JO is congruent to line KM. Line JO = 3x + 4, line KN = 2x + 7 and line MN = 6. Since we are trying to find the perimeter of triangle KNM we we need to figure out the lengths of line KN and line KM. (We already know the length for MN is 6.) From the information given we know that JO is congruent to KM. We also know that JO is parallel to KN and since JK and ON are also parallel then JO and KN must equal the same length, which also means that KN and KM equal the same length. So the next thing to do is set up our equation. 2x + 7 = 3x + 4. This shows us that x is equal to 3. We plug 3 into both of the equations 2(3) + 7 which = 13 and we already know that lines KN and KM are the same so they both equal 13. Then we add them all up: 13 +13 +6 = 32 unites. Problem 8 was probably the hardest of them all. There are two problems, both very similar. for the first one we are given two parallel lines with an angle in between them. The angle is an acute angle that makes a 160 degree angle on the top line and a 40 degree angle on the bottom line (looking at the problem when reading this will really help you understand what i am saying.) We need to figure out what the angle is. The way we figure this out was making transversals for the angle. Once we have made the transversals we can figure out that on the top triangle (which was made by the transversals) 20 degrees makes one of the angles, because we know that a line = 180 degrees and we have 160 degrees on the opposite side of the angle. Since we know that wear the angle hits the bottom parallel line it is 40 degrees. In the triangle that has the angle 20 degrees we know that the 40 degrees is an alternate exterior to the second degree of the top triangle. These measurements give us 60 degrees. A triangle = 180 degrees so we subtract 60 degrees from 180 degrees and get 120 degrees. The angle we need to figure out is on this line that is 120 degrees, so we subtract 120 degrees from 180 degrees and we get 60 degrees. So the angle is 60 degrees. In the second problem you pretty much do the exact same thing. Make the transversals and figure out the alternate interior, exterior and complemmentary angles. We then went over all of our homework and past problems in the class to see if anyone had any more questions before the test. No one had any though.
That was our day. Good luck on the test tomorrow.
For the next scribe i pick...isabel.

Blogging on Blogging -Reflections -BoB Unit 1

There is a BIG difference between learning and just being there. Learning is an interactive sport; not a spectator sport. There has to be a conversation between us, back and forth, as we work through the material. Learning doesn't happen when I talk and you listen; learning happens when you have a conversation -- with me and with each other.

I am going to offer you one bonus point on your test with completion of a simple assignment.  I would like you to post your reflections on the material covered so far.  Just comment on this post.  To get that bonus on your test, the kind of post I'd like you to make should have one or more of these characteristics:

• A reflection on a particular class (like the first paragraph above-how did that class enhance your learning?).
• A reflective comment on your progress in the course.
• A comment on something that you've learned that you thought was "cool".
• A comment about something that you found very hard to understand but now you get it! Describe what sparked that "moment of clarity" and what it felt like.
• Have you come across something we discussed in class out there in the "real world" or another class? Describe the connection you made.

Scribe Post Marc Chapter 3 9/11/09

Hey everyone!

So today we came to class and took our Daily Quiz. for this one, Jojo had us draw a diagram of a transversal and label all of the verticle angles, corresponding angles, alternate interior angles, alternate exterior angles, and supplementary angles.

Then, we did some review. Jojo showed us an online site that has all kinds of little quizzes on it that can help us study. Its nice and colorful, and has some of the information we have gone over. That site can be found here: http://www.bbc.co.uk/schools/gcsebitesize/maths/shapes/anglesrev2.shtml .

As we were on that site, we reviewed angles. He gave us a bit of new information: The sum of the measurements of all the angles in a polygon are 360 degrees. He said we should know that, and it might be on the test. Jojo also gave us several problems off the site, and showed us how the site works. All of the information he went over today in class is on the site.

Jojo then gave us a worksheet on transversals. The problems range from identifying a transversal to finding the measure of an angle using given measurements on a transversal. I have thus far found the worksheet to be somewhat dificult. I think it will help me for the test, though. He told us at the end of class to finish it over the weekend as homework and to have it completed by monday.

That was pretty much all we did today. Now for the next scribe... I'll pick a name at random... Bekah, you are the next scribe.

Have a great weekend everyone!

Geometric Figures Flickr Project Winners!

Plane w/ line segment
by M3

Architecture
"Building of Blocks"

Shirt

Famous Moment
No winner..
Ray of Hope
"The Children are our Future"

Parking Lot Pointing
by Those Guys

Tessellations
by Empire

Sports


The overall winner of the competition was team Ick! Please see me for your prizes...

-the teacher

The Blog -PoP

I am really committed to our class blog and feel that there have been lots of great things occurring there on a nightly basis.  Now, I want to hear from you.

What have been some of the helpful, interesting, challenging, practical, or other positive thoughts you have experienced using our class blog, pb works, and google docs?

What is another way the blog could be serviceable to enhance our learning?

Also, how much time per night are you spending on your math HW overall and on the blog, pb works, or google docs specifically?

scribe post. nigel s. chapter 2.

Today was a lot of fun!!!!!!!!!!!!!!!! When we walked into class, said hey to jojo and got right to it! Jojo had his game plan already so once we calmed down from being so excited about learning more about math, he hopped right on it. He first started to talk about PoP aka posting for point! by saying that you will need to start posting close to everytime a new PoP shows up if you want to recieve points!!!!!!!!!! because he is checking it every night!(so basically do it everytime you see it). After we had that talk, we started to talk about how firefox doesnt work when trying to post anything on the blogspot aka GTA3(2o1o). When that discussion was over, jojo went over to his computer and put up our daily quiz on the active board. After we took the daily quiz, then jojo quickly graded our daily quizzes using his super fast computer brain! ayyyeeee!!!!!!!! and handed them back to us and he said everyone did pretty good! When that was over we moved on to grading our "homework" for 15 mins. after those very exciting 15 mins jojo said to stop grading them and to ask him any questions regarding the homework we were checking, for a second no one raised there hands but then............... brave madiSON raised her hand and asked about question number 8 and that was the only question we got too.

the scribe post song!!!!!!!
Yea buddy! rolling on some maths books, pencil turned up waiting on emma to do the next scribe post! AYYYYYEEEE!!!!! new rapper in town!!!!!! yuahhhhhh!!!!!!!!

Chapter 2 Angles & Their Measures

Helpful Slides & Steps for solving for missing variables and angles...


Step 1: Set up an equation that makes sense
Step 2: Solve for variable using algebra

P. 24 #5f

Dr. Math's Response to the Great Debate!

Sometimes when debating subjects in math, it is good to consult an expert or two....Her is what Dr. Math had to say about this debat.

http://mathforum.org/library/drmath/view/55067.html

In mathematics we usually separate angles into "angles of inclination" 
and "angles of rotation." If you use the basic ideas of geometry in a 
plane, an angle is the "opening" between two rays. This leads to the 
names above. But if we talk about angles greater than 360 degrees, this 
can not happen "between" two rays. I have never heard anyone give 
either of the names to angles greater than 360 because we almost always 
are talking about the rotation of an angle in terms of some reference 
or stationary ray. Perhaps a more important term would be the term used 
in expressing the idea you gave when you wrote "because when you draw 
an angle, to indicate that the angle is 425 degrees instead of 65" is 
the word COTERMINAL. Mathematically we would say a 425 degree rotation 
is coterminal with a 65 degree rotation, and both are coterminal with 
a negative 295 degree rotation.  

Although I would not say a 425 degree angle is "acute," I would say it 
had an acute "reference angle." The purpose of the language is to help 
us understand the things which are alike, and those which are 
different, so to me, it wouldn't be accurate to just say a 425 degree 
angle is acute.  

Hope this helps.

- Doctor Pat, The Math Forum

[Scribe Post]...[Kharon B]...[Chapter 3]

Hyyeee!

So today in class we took a DQ via the internet, and we went over the DQ4. We went over how showing all of your work helps you come up with a more accurate answer. We also went over information from class on friday, including collinear and non-collinear points, and also co-planer and non-planer points. We watched a very boring but entertaining and rather educational video about parallel lines, corresponding angles and transversals. The video helped remember or understand more fully about the transversal. Today was a very relaxed class day, just a lot of review.

HHYYYEEEE!!!!!

--[MACK DADDY]

And the scribe for tomorrow is.......[dun dun dunnnnnnnn......................]

NIGEL

mwhahahahahahahaha!!!!!!

Great Debate -PoP

If a reflex angle measures between 180-360 degrees, and an obtuse angle measures from 90-180 degrees, and an acute angle measures less than 90 degrees.  How would you classify an angle that measures 425 degrees?

Scribe Post 9/4 Chapter 2

(I apologize for the lateness of this post, I had trouble figuring out how to create a new post.)

On Friday we began with DQ4 in which we had to measure angles given to us by JoJo on the ActiveBoard. Then we explored a Geometry website that gave alternate definitions and examples for many of the terms that we had learned from the chapter in the past week. After the website we went over problems 9-12 (pg24) of the homework in which we had to use algebraic equations to solve geometric problems. We then went over 1a and 4b from pg 34 on the ActiveBoard. Both these problems were about measuring angles using given information.

The next scribe is Kharon

Scribe Post, Jericho, Chapter 2

"Pure mathematics is, in its way, the poetry of logical ideas."  ~Albert Einstein

Hey everyone,

To start off the class Jojo handed back our DQ3 and we went over it. Then we watched a video. It talked about how to do conversions, it was a video of the DQ3 that we had done yesterday. It covered exactly step by step how to do the problem.  The video also talked about rounding and how when rounding you should round to the significant digits that are used in the question, not what you may have used in the problem. After finishing the video, we went over the problems on the Rounding Worksheet that we had questions about. We also talked about number 10 from the book. After doing that, we  talked about angles, measurement, and types of angles. We discussed a new type of angle, the Reflex angle. Which is when the angle is grater the 180 degrees. We went over how to use a protractor. (while we haven't needed to use a protractor yet, and Jojo has ones for us when we need them in class, it might be a good idea to pick one up) To practice using it, we looked at #2 in the book and measured them. The book drawings were a little bit on the small side, so we did some angles on the board with a virtual protractor (which i must say was pretty cool!) Then we went over how to measure the reflex angle with the protractor...

-if you have a full protractor then your all set

-if you don't, then you can use your regular one, measure what you can and   then subtract that from 360.

The last thing we did in class was go over our HW for tonight, we talked about how to do it, where you set up and equation from the given words..

thats about it...

--JCO ((the next scribe is:  Zoe))

peace

 

How to use a protractor!

In Class Conversion Examples..

Skip the first slide..the video for that slide did not download.  THe rest of the slides should be useful though!

More classwork notes & examples

View more presentations from Joseph Cadray.

Scribe Post

Hey everyone

First off, we had our daily quiz, which consisted of plotting lines and line segments. The answers to the quiz have already been posted on the blog. After that, Jojo reminded us about significant contributions (on our pbworks) which should be done by the end of this unit (chapters 1-3 in our Essential Geometry book).



During the next part of class, we focused on our homework from the night before. First, we took three problems that people had trouble on (10.C, 14, 22), and put their numbers up on the board. Next, Jojo slit the class into three groups, an then assigned each group a problem. The groups then solved the equations while showing every step. Then we switched problems and checked over them to see if the other group had it right.



Lastly, Jojo went over conversions again. He went on to remind u that the conversion factor that we NEED TO KNOW for the test is the conversion from inches to centimeters (2.54 cm to every 1in).



That basically sums up the class. I am open to any critiques that anybody has. I will see everyone tommorow.



The next scribe is Christian. Sorry budddy, but believe me, you'll thank me for getting this out of the way early for you.

Fun with Angles

Paste and copy link if graphic is not working!
http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/angles.shtml

Estimates & Measuring -PoP

State whether you agree or disagree with each of the following, and defend your position.
* An estimate is not a guess.
* If you can measure, why estimate?
* Linear measurements are not useful in everyday life.
* Unless a measurement is exact, what good is it?

DQ2 Solution

Daily Quiz #2

Points A, B, C, and D are shown in the figure below.  Alter the drawing, by sketching and labeling each of the following:

a.)  line k[1], determined by points A and C

b.)  DB

c.)  line k[2], which contains D and is parallel to CB (sketch best you can and use parrallel symbol to denote)

d.)  Y, which is the intersection of k[1] and k[2]

e.)  Z, where Z is the midpoint of DY
(use an equation that suggests Z is a midpoint)