standards
8.G.6-Explain a proof of the Pythagorean Theorem and its converse.
8.G.7- Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
8.G.7- Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
reflection sheet
1) Rewrite the standard in your own words. How does this assignment relate to the standard?
Standard 8.G.6 means that give a explanation for a proof of the Pythagorean Theorem and its converse/whether a triangle is a right-angled triangle. Standard 8.G.7 means that use the Pythagorean Theorem to find the unknown (a)2, (b)2, and (c)2 lengths of a triangle to determine if it right-angled or not in the real world/mathematical problems. This assignment relates to the standard 8.G.6 because we explained in our police report of Mr.Jackson's murder mystery of why Consuelo Rubio was the killer. Him been on the top of the Trump Towers was the only person that could have landed the shot/kill Mr.Jackson. He filled in the missing piece of having a 9ft distance away from the victim when we used the height of the building (a)2, which was 12ft. Also, using the trajectory of the bullet (c)2, which was 15ft. It also relates to the standard 8.G.7 because we were using the Pythagorean Theorem to find the missing length of the "right-angled triangle", which was (b)2. This is how we determined that Consuelo Rubio was the killer.
2) What are the steps you took to complete and do well on this assignment?
These were the steps I took to complete and do well on this assignment:
1. I read all the information from the Mr.Jackson's Murder Mystery Project sheet.
2. I highlighted valuable information from the sheet to get a summarized, more simpler version of all the information.
3. In a separate sheet of paper, I did all the work using the Pythagorean Theorem to find the right-angled triangle/the killer.
4. I used the calculator to make sure of my answers/double-check.
5. I created a poster on the sheet I was provided by Ms.Diaz, that showed who was guilty & not, killer's trakectory shot to Mr.Jackson, police report, drawn pictures of the situation, math work, and colored poster.
3) This assignment demonstrates the following strengths...
This assignment demonstrates the following strengths in solving mathematical problems/situations that may occur in the real world. By using, the information that is available for you to use to solve for an answer. For example, I created a poster of the whole murder mystery and figured out who was the killer, using information from the project sheet. I used the height & trajectory of the bullet from each building to help solve for a true statement that would fill in the distance the victim was away from the building. Also, in creating a model of the whole murder mystery with a lot of summarized details.
4) I could have improved my work on this assignment by...
I could have improved my work on this assignment by putting more effort into my drawings/demonstration of the situation. My demonstration of the situation was really simple in my opinion, there could have been more detail in the drawings of the buildings. I could have shown a more organized show of my work and better division of all the suspects' information, buildings,and etc... There was a lot of white/blanks spaces on my poster. I could have filled this in with drawings/detail to not make it look like a on-the-works project.
5) How will you apply the skills you learned from this assignment in either the real world when you are an adult or in other classes while you are still a student?
I will apply the skills I learned from this assignment in other classes because we are given information that yet have to be completed. My skills are using given information to find out the missing information/answer to a question. In science class, there is math involved like in finding the density of an object. We had the volume and mass already given to us. We used the given information to find the missing one. So we divided mass over volume to find density. Later on, there will be a lot of missing information to figure out, using given ones.
Standard 8.G.6 means that give a explanation for a proof of the Pythagorean Theorem and its converse/whether a triangle is a right-angled triangle. Standard 8.G.7 means that use the Pythagorean Theorem to find the unknown (a)2, (b)2, and (c)2 lengths of a triangle to determine if it right-angled or not in the real world/mathematical problems. This assignment relates to the standard 8.G.6 because we explained in our police report of Mr.Jackson's murder mystery of why Consuelo Rubio was the killer. Him been on the top of the Trump Towers was the only person that could have landed the shot/kill Mr.Jackson. He filled in the missing piece of having a 9ft distance away from the victim when we used the height of the building (a)2, which was 12ft. Also, using the trajectory of the bullet (c)2, which was 15ft. It also relates to the standard 8.G.7 because we were using the Pythagorean Theorem to find the missing length of the "right-angled triangle", which was (b)2. This is how we determined that Consuelo Rubio was the killer.
2) What are the steps you took to complete and do well on this assignment?
These were the steps I took to complete and do well on this assignment:
1. I read all the information from the Mr.Jackson's Murder Mystery Project sheet.
2. I highlighted valuable information from the sheet to get a summarized, more simpler version of all the information.
3. In a separate sheet of paper, I did all the work using the Pythagorean Theorem to find the right-angled triangle/the killer.
4. I used the calculator to make sure of my answers/double-check.
5. I created a poster on the sheet I was provided by Ms.Diaz, that showed who was guilty & not, killer's trakectory shot to Mr.Jackson, police report, drawn pictures of the situation, math work, and colored poster.
3) This assignment demonstrates the following strengths...
This assignment demonstrates the following strengths in solving mathematical problems/situations that may occur in the real world. By using, the information that is available for you to use to solve for an answer. For example, I created a poster of the whole murder mystery and figured out who was the killer, using information from the project sheet. I used the height & trajectory of the bullet from each building to help solve for a true statement that would fill in the distance the victim was away from the building. Also, in creating a model of the whole murder mystery with a lot of summarized details.
4) I could have improved my work on this assignment by...
I could have improved my work on this assignment by putting more effort into my drawings/demonstration of the situation. My demonstration of the situation was really simple in my opinion, there could have been more detail in the drawings of the buildings. I could have shown a more organized show of my work and better division of all the suspects' information, buildings,and etc... There was a lot of white/blanks spaces on my poster. I could have filled this in with drawings/detail to not make it look like a on-the-works project.
5) How will you apply the skills you learned from this assignment in either the real world when you are an adult or in other classes while you are still a student?
I will apply the skills I learned from this assignment in other classes because we are given information that yet have to be completed. My skills are using given information to find out the missing information/answer to a question. In science class, there is math involved like in finding the density of an object. We had the volume and mass already given to us. We used the given information to find the missing one. So we divided mass over volume to find density. Later on, there will be a lot of missing information to figure out, using given ones.