This Blog exists for the collective benefit of all geometry students. While the posts are specific to Mr. Chamberlain's class, any and all "geometricians" are welcome. The more specific your question (including your own attempts to answer it) the better.
Hi it's me! I know you all missed me SO much. I would miss me too. Did we do anything major in class? What's supposed to be in our bibles? I see the chapter summary. I already have up to theorm 2-8. Misa questiones esta on pg 65 question 8 it says plan a proof then write one. What does plan a proof mean? Are we going to be allowed our bibles during the test. I BLOGGED!! YAY!!! I<3ME!!
Great! There is nothing better than figuring out an answer for yourself. "Planning" a proof is nothing more than noticing and commenting on how the problem is set up and stating what definitions, postulates, or theorems you might be using to execute the proof in detail. Remember the algebra problem: 3x - 7 = 23? We looked into our ALGEBRAIC CRYSTAL BALL and saw that we would likely be 1) adding 7 and 2) dividing by 3. When you plan a proof, you are simply looking into your GEOMETRIC CRYSTAL BALL. It's easier than toasting schmegeggies over an open campfire! (Yummm... just the thought of it!)
Emilyy! That's the algebra roller-coaster problem!
A supplement of a given angle is four times as large as a complement of the (same) angle.
Let's say "the angle" is x. The supplement is (180-x), yes? The complement is (90-x), yes? Doesn't the problem state a RELATIONSHIP between the SUPPLEMENT and the COMPLEMENT?
4(Complement)= (Supplement)... you fill in the blobs... Weeeeeeeeee!!!!!
Jamie - I'm not sure if you're on page 65 or 68... please be more specific next time.
pg 65#8 is the plan for a proof given the diagram... so, since <1 and <2 are both supp to <3, then they are congruent to each other (Thm 2-7). Thm 2-5 takes us home... since line l & k form congruent adjacent angles, the line are perp.
pg 67#8 is transitive prop pg 68#8 <5 cong <3 by AAP and Thm 2-7, yes?
AND I'LL ASK AGAIN... WHERE IS TEAM GEOMETRY???? WHY AM I THE ONLY ONE ANSWERING QUESTIONS WHEN I AM SURROUNDED BY THE BEST AND THE (COUGH, AHEM COUGH COUGH) BRIGHTEST?
i had trouble with drawing the shape on 22, i have no artistic skills whatsoever and on 29 but you said you would go over them in class so... I'll post any more but i dont have any yet I<3ME
okay i'm doing this as i go so i'm having difficulty on 26 but your going over them in class so just a heads up i just don't see a plane that can parallel to line AF same with 27 the whole plane/line thing confuzzles me. I get planes that are parallel to other planes and the same with lines i just don't see plane being parallel with lines
Did NickG just call me a liar? A LIAR??!!! I wonder if NickG realize that progress report entry for teachers closes TOMORROW at 2pm??
As for p75#14, look at the face (front vertical plane) of the barn. All of the segments are coplanar, right? Which SEGMENTS do not intersect? If they were LINES they would intersect, but the question is about segments, yes?
I wouldn't worry much about Chap3, we'll be discussing that in class.
At any rate (Megan!), as for p77#26, you understand that our classroom floor is parallel to the classroom ceiling, right? SO, As for planes being parallel to lines, picture a meter stick lying on the floor of our classroom. Is it parallel to the ceiling? Yes, it is, because it lies in a parallel plane. If a meter stick were to lay flat against a wall (i.e. an intersecting plane) it WOULD intersect with the ceiling if it were extended indefinitely... ca-peesh?
Hi it's me! I know you all missed me SO much. I would miss me too. Did we do anything major in class? What's supposed to be in our bibles? I see the chapter summary. I already have up to theorm 2-8. Misa questiones esta on pg 65 question 8 it says plan a proof then write one. What does plan a proof mean? Are we going to be allowed our bibles during the test. I BLOGGED!! YAY!!!
ReplyDeleteI<3ME!!
This is random but on the last test we took what was the answer to #10 ?
ReplyDeletenever mind i figured it out
ReplyDeleteand @ emily! #10 was (E)
Great! There is nothing better than figuring out an answer for yourself. "Planning" a proof is nothing more than noticing and commenting on how the problem is set up and stating what definitions, postulates, or theorems you might be using to execute the proof in detail. Remember the algebra problem: 3x - 7 = 23? We looked into our ALGEBRAIC CRYSTAL BALL and saw that we would likely be 1) adding 7 and 2) dividing by 3. When you plan a proof, you are simply looking into your GEOMETRIC CRYSTAL BALL. It's easier than toasting schmegeggies over an open campfire! (Yummm... just the thought of it!)
ReplyDelete#14 on the chapter rev? that confused me
ReplyDelete&&thanks noraa
I do not get #8 of the chapter test 2.
ReplyDeleteEmilyy! That's the algebra roller-coaster problem!
ReplyDeleteA supplement of a given angle is four times as large as a complement of the (same) angle.
Let's say "the angle" is x. The supplement is (180-x), yes? The complement is (90-x), yes? Doesn't the problem state a RELATIONSHIP between the SUPPLEMENT and the COMPLEMENT?
4(Complement)= (Supplement)... you fill in the blobs... Weeeeeeeeee!!!!!
Jamie - I'm not sure if you're on page 65 or 68... please be more specific next time.
ReplyDeletepg 65#8 is the plan for a proof given the diagram... so, since <1 and <2 are both supp to <3, then they are congruent to each other (Thm 2-7). Thm 2-5 takes us home... since line l & k form congruent adjacent angles, the line are perp.
pg 67#8 is transitive prop
pg 68#8 <5 cong <3 by AAP and Thm 2-7, yes?
AND I'LL ASK AGAIN... WHERE IS TEAM GEOMETRY???? WHY AM I THE ONLY ONE ANSWERING QUESTIONS WHEN I AM SURROUNDED BY THE BEST AND THE (COUGH, AHEM COUGH COUGH) BRIGHTEST?
ReplyDeleteWhat do we do with chap test 2?
ReplyDeleteUh, I answer the questions, I guess.
ReplyDeletei had trouble with drawing the shape on 22, i have no artistic skills whatsoever and on 29 but you said you would go over them in class so...
ReplyDeleteI'll post any more but i dont have any yet
I<3ME
okay i'm doing this as i go so i'm having difficulty on 26 but your going over them in class so just a heads up i just don't see a plane that can parallel to line AF same with 27 the whole plane/line thing confuzzles me. I get planes that are parallel to other planes and the same with lines i just don't see plane being parallel with lines
ReplyDeletehey mr c.... i had trouble with #14 on pg 75... and u said u were gonna put answers up.....liar
ReplyDeleteha im with nick... about the having trouble part
ReplyDeleteDid NickG just call me a liar? A LIAR??!!! I wonder if NickG realize that progress report entry for teachers closes TOMORROW at 2pm??
ReplyDeleteAs for p75#14, look at the face (front vertical plane) of the barn. All of the segments are coplanar, right? Which SEGMENTS do not intersect? If they were LINES they would intersect, but the question is about segments, yes?
I wouldn't worry much about Chap3, we'll be discussing that in class.
ReplyDeleteAt any rate (Megan!), as for p77#26, you understand that our classroom floor is parallel to the classroom ceiling, right? SO, As for planes being parallel to lines, picture a meter stick lying on the floor of our classroom. Is it parallel to the ceiling? Yes, it is, because it lies in a parallel plane. If a meter stick were to lay flat against a wall (i.e. an intersecting plane) it WOULD intersect with the ceiling if it were extended indefinitely... ca-peesh?
i just stopped to say hiya! skew lines are confusing me, WHAT ARE THEY?. cause they don't interest and they aren't parallel! oh geez!!
ReplyDeleteJust worry about the test and GO TO BED!! Did u see the proof at the top of this post? Hmmm... wonder why it's there??
ReplyDeletebtw, skew lines INTEREST me a lot (see your question!)