This quarter in geometry, we've been focusing on ways to determine unknown dimensions indirectly. We learned we can do this by using a similarity ratio, which is the proportion that you get when you divide any corresponding side of one triangle by its corresponding side in other similar triangle. We also learned how to use trigonometric ratios which is a ratio that describes a relationship between a side and angle of a triangle. When properly plugged into a calculator, it can be used to find missing sides and angles. For this benchmark, we had to solve for an unknown height using both of those principles, show and analyze our calculations, and put everything together in an organized booklet.

This unit focused on inductive and deductive reasoning.  Students
were answering delving in to logical arguments and how to form them. 
This unit was a great introduction to writing formal proofs by starting
with logic puzzles and games.  Students completed a benchmark project
to complete this unit.  Their projects included writing 3 types of
puzzles, a color-square puzzle, a crossword puzzle and a puzzle of
their choice.  Then the students exchanged puzzles and solved their
partner's puzzles.  The student who was solving the puzzles had to use
syllogisms and conditional statements to prove the solution.  Their
written proofs were submitted with their puzzles in a portfolio format.

    For my geometry benchmark, my group was given a topic that me had to make a ten-minute classroom lesson about. Our topic was about modern architecture. We had to make a lesson that we would teach to the class, make a powerpoint or keynote project to go along with it, or make a game, and make a brochure to describe it.
    My group chose to break up the lesson into different parts; my part was explaining how modern architecture helps buildings and other things to stand. I also made a keynote project for my part, and I added pictures of buildings that reflected modern and sometimes ancient architecture to link the two. I did basically the same thing in my brochure, but I also explained the strengths of the commonly used shapes.

For this benchmark, each of my classmates and I were able to choose a partner to work with. Then each group was given a topic to research related in someway to geometry. This was the assignment in a nutshell: find the topic’s relation to geometry. We had to study our topics, and then come up with a short class on it, explaining it to our peers. We also had to create a pamphlet explaining our topic in a much broader sense to anyone who read it.

Our Q1 geometry benchmark was made to let students to take the roles as teachers. We were to create a 6-8 minute long class to try to convey our topic to the class that was randomly selected by the instructor. We worked in groups of 2 or 3 where we were to make a presentation of any sort. We were also required to have individual pamphlets for our individual grades relaying our topic.

For the geometry benchmark,we each got to work with a partner to relate a given topic to geometry. We gotto pick our partners, but we were assigned our topics. The topics ranged fromsports, to tile designs. With our topic we researched the relations it had togeometry and understood our topic to the greatest ability. With that information,we each had to make a power point or some other type of way to present to theclass our topic. We also had an individual part to the benchmark, which was tomake a pamphlet about the topic.

Mr. Latimer, my geometry teacher, gave Ali Ahmed, Jobe Naff, and me an assignment. Similar to almost all the group benchmarks I had, we had the opportunity to choose our group members. Our assignment was to create a mini-lesson, and the topic for each group varied. Our topic was 2-D Art, which was simple and straightforward. In addition to the mini-lesson (which could have been a keynote, powerpoint, or a regular whiteboard-like lesson), each individual was to create a pamphlet/brochure that could be used as a possible handout informing any reader about the topic to which they were assigned.

The idea of the geometry benchmark was to explain how geometry is used on everyday life. We were given pairs to work in; afterwards we were given topics to research. Our topic was navigational geometry. We had to show how navigation is used in geometry.

To show this we gathered pictures that could show how navigation uses geometry. We also found several mathematicians who contributed to finding how to navigate around big pieces of land using geometry.

We finally were able to show how it is used. And we presented our findings to the class.

Geometry

The Quarter 1 benchmark was to make a presentation (in your group)
about something in geometry. Our's was about to make a presentation
about 2D figures, we also had to make a broucher about 2D figures as
well.

I helped out with the presentation mostly and a little bit
on the broucher but for the most part what I did was on the
presentation. If I could go over and do it again I would have made my
broucher earlier because as I found out the broucher was supposed to be
done individualy, so I would have done that before hand.

For our geometry benchmark, my class was split into groups of two or three. We had to make a class presentation. Our teacher would assign us a topic, and we would make a slide show and teach the class like a mini lesson. This slide included a class activity which we would have the class do. For our individual grade, we had to do a pamphlet each. My group’s topic was religious art. But our teacher suggested for us to look up info on the geometry found in Islamic art since Islamic art has very complicated patterns.

For our first benchmark in Geometry, we had to create groups of 3. We were then given an topic. With that topic, we had to create a lesson to teach the class. This could include a slideshow, mini quiz, activities etc. The lesson had to be no longer than 8 minutes. 

My group was Henry, Randell and myself. Our topic was sports and how they relate to Geometry. The sports we were given to write about were basketball, volleyball and pool. Since there were three of us and three different sports, we decided for each of us to talk about one. I decided I would talk about volleyball. For my mini lesson, I made a slideshow displaying the different angles and measurements in volleyball. I explained how Geometry related to volleyball in many different ways.

1. This project is about using reasoning to fill in the missing information.  This project includes a crossword puzzle and color squares.

2. I created this project on a word document and used deductive and inductive reasoning.

3. I wouldn't change anything about this project becaus I think that I did this project really good. 

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This project focused on deductive reasoning.  We had to create a color square puzzle and crossword puzzle for our partner, who did the same for us.  We then had to solve the puzzle, using deductive reasoning and giving an explanation for each step. 

My partner was Sophia Moreno.  I spent a lot of time solving the puzzles and explaining them clearly.  My puzzles were then peer edited by Cody Nichols.   

In this project we had to figure out how to solve a crossword puzzle, and a color square puzzle that our partner created for us. And with this we had to explain the justifications for how to actually solve the poblems step-by-step.

For this project we had to research an assigned topic with a group and find ways in which that topic or that person's work related to geometry and how geometry relates to the real world. 

In this project myself and my group had to present a powerpoint presentation to describe Geodesic Domes, and Buckminster Fuller and his contributions towards Geometry. I would change the way we presented the information and add more graphics and displays to the presentation. But the main process in completing it was easy. And we also had to complete a pamplet to show what we understod about Geometry.

    For this project we had to research a topic related to geometry in the real world.  We worked in groups of three and were given a topic.  We were required to create an individual pamphlet that displayed the information we had gathered.  We also created a power point as a way to present our findings to the class.  

    My group research how Leonardo Da Vinci’s human anatomy drawings related to geometry.  I about a week and a half researching, and collaborating with them.  Then I worked on my pamphlet, which focused on the Vitruvian Man.  About a month after beginning the project, my group presented our power point.  

    If I were to this project again, I would research other paintings and drawings by Da Vinci.  The Vitruvian Man was interesting, but the project would have been stronger if it wasn’t fully centered on it.