Monica Monarez

Math 207
Professor Board
September 29th, 2015
Portfolio 1
Topics and Summary:
Problem Set 1- Quadrilaterals
Focused on definitions and explanations of classifying quadrilaterals. I
learned the characteristics of a quadrilateral: a four sided figure that is
closed and made up of four line segments. It is important to know this in
order to characterize a square, rectangle, and a rhombus. I focused on the
fact that a square can be a rectangle, but all rectangles cannot be squares.
This concept helped me understand how to form Venn Diagrams and how
they tell us different kinds of information. The Venn Diagram I made in
Problem Set 1 stated: a rectangle is a quadrilateral because all angles are
congruent, a rhombus is a quadrilateral because all sides are congruent, and
a square is a quadrilateral because all sides and all angles are congruent.

Problem Set 2- Parallel Lines and More Quadrilaterals

This Problem Set introduced parallelograms and trapezoids to the
quadrilateral family. We had to make a Venn Diagram of quadrilaterals
incorporating a parallelogram. Going over this Problem Set, really helped me
grasp the concept of explaining quadrilaterals and how they relate to one
another. Most importantly, this Problem Set reinforced caution when using
the words some, all, never, always, and may/may not in a
sentence when explaining relationships. We also learned about parallel lines.
It was important to understand that two lines are only considered parallel if
and only if they are on the same plane and they do not intersect. We went on
to learn about different types of angles which introduced us to the next
Problem Set.

Problem Set 3- Triangles

I can definitely say I knew nothing about triangles before this Problem
Set and now I feel very confident with them. In class, we made a chart on the
different kinds of triangles which gets categorized by their angles and their
sides. We used the skills of Problem Set 1 to help us make a Venn Diagram
on the relationships of some of the triangles we learned about. Talking about
the triangles repetitively in class really prepared me for learning how to
prove the sum of three angles of a triangle are 180. I was able to be aware
of the words I was using and explain why this is true because of the skills I
learned in the previous Problem Sets. If I were to have been asked this
question the first week of class I would have had no idea what to do or say.
We also explored altitudes of triangles. At this point I am noticing each
Problem Set builds a foundation for the next concept to learn. This makes the
problems less overwhelming.
Problem Set 4- Lines
Knowing the information of what a line was from earlier Problem Sets,
skew lines were an easy concept to grasp. Because skew lines are on
different planes, they are straight lines that do not intersect. Skew lines
opened the door to collinear points, which were also easy to understand. I
really enjoyed getting into groups of four and figuring out the question: how
many times can you shake hands in this group without shaking someones
hand twice. I will definitely be using this technique when I am teacher
because it really helped me understand the different rules you have to follow
when talking about collinear points.
Reflection:
I was very shocked and disappointed when I saw my grade! I left class
after the test feeling very confident and happy with the work I did. Math has
never been my strongest subject. I studied a lot for this exam and even met
up with a few classmates before the test to study which was a great
experience. I dont think my grade reflected the amount I studied for the
test.
How I studied:
- I went over everything and re-wrote my notes.
- I focused in on the concepts and problems I did not understand/ didnt
feel comfortable with.
- I would study by making a series of fake tests and take them over
and over again.
- Looked over homework.
- Looked over notes.
- Looked over my quizzes and re-did the problems I missed until I got
them all correct.
- Went over problems in a study group.
The most beneficial study method for me was making the fake tests. I would
take a couple of pieces of paper and right down a question or problem and
then take the test. I also made flashcards of the angles (example:
corresponding, alternate, etc.) which helped a lot. I would look at the
flashcard that said alternate exterior angle and then I would draw it. After I
felt comfortable with that, I looked at the flashcards of the drawings of the
different angles and named them. I felt like this was beneficial in case I was
given either the illustrations of the angles and had to name it or vice versa.
The topics that were easiest for me to learn were topics that included charts
and problems you had to draw out. For example, the different types of
triangles and the altitudes of a triangle. I wouldnt say there was a difficult
topic, but the most intimidating for me was proving the sum of all the angles
of a triangle were equal to 180. It was intimidating because I had to be very
specific and not forget to mention a step and I was scared I was going to
forget an important fact and lose points. Articulating why something is true
on paper during a test can be difficult for me sometimes.