Evidence of Math Proficiency

For Chapter 2 in Geometry, we practiced the area, perimeter, and angles of many
different shapes. We used multiple formulas to solve all of the problems. We also
learned about triangle sum theory and how to find the angles or sides of a triangle with
only one integer given. Lastly, we learned the different types of angles and how they
relate to each other. With that information, we could name what angles were and how
we found that out. In this project, I will be testing the skills I’ve learned and show them
on diagrams of different shapes.

The first problem given is that of a square. The problem asks what parts of this
shape can you tell based off of the markings, and what parts can you tell after thinking
about it.
 With the information given, I can tell that the measure of angle A is 152º, the
measure of angle D is 28º, and the measure of angle C is 152º. I can also tell that the
top and bottom lines are the same length, and the two sides are a different length from
the top and bottom, but they are also equal to each other. With all of those
observations, I can tell that angle B is 28º, because it is corresponding to angle D. I can
also tell that this shape is neither a square or a rectangle, but instead, it’s a
parallelogram. I can tell that it isn’t a square because the sides aren’t all equal and there
aren’t right angles, and I can tell that it isn’t a rectangle because there are no right
angles.
 The next problem is of a cube. The problem asks to find other shapes in the drawn
cube.
 Highlighted below, I showed some other shapes I found. The red are triangles, at
the right left and the bottom right. These are triangles because they have three sides
that connect. The blue areas that are located at the very top, the right, and the left, are
trapezoids. This is because they look like rectangles, but they have slanted edges that
intersect to on four sides. The large green parts in the middle are squares because they
are even on all four sides.
 The third questions gives two triangles and two parallel lines with a bunch of
angles, as shown below. The question asks for the relationships of the angles and how
they can be told.
 Below, I supplied the same picture, but this time color-coded according to the
angles that I based on theories of different angle relationships we learned in class. The
angle in the corner at the top right is shown as 90º because of the symbol, a box with
three sides. The three yellow angles, the 90º, B, and H, and three orange angles, D, A,
and C, are to show that each of those triangles will equal 180º, according to the triangle
sum theory. The two pink lines, H and D, and B and A, are to show those angles are
corresponding and therefore will be equal. The blue angles, G and E and D, as well as
the green angles, F and H, are vertical and will equal each other. The brown angles, H,
D, and E, and grey angles, G and F, represent straight lines, meaning those angles will
equal 180º.
 The last question allows the student to think about the angles in front of them. It
asks which angles are just assumed, and may be different if the numbers were actually
given.

The 90º will always be the same, because of its symbol. Any angles on the two
parallel lines will also always be the same as I had listed because the arrows showing
the lines are equal, so the angles will also be equal. These angles include the grey and
brown lines that are shown, which will be supplementary, or 180º. The blue and green
vertical angles could be different, depending on the numbers given. The triangles will
always equal 180º, according to the triangle sum theory.