Class and Instructional Unit:

In Geometry we had a unit on Congruent Triangles. In this chapter we learned the information that is needed in order to conclude that two triangles are congruent, the converse of a conditional statement and how to recognize whether or not the converse is true and how to organize a flowchart that concludes two triangles are congruent.

Claim of Growth:

This unit was challenging for me. Math wasn’t always my best subject so when the teacher offered test revisions I quickly jumped onto the idea of completing them. This year in Geometry I have grown in my ability to make revisions to better my test score.

Specific Learning Endeavor:

Here is a little overview of how it all works. Every week we have a key problem which is to help on what we are learning that week. Then we will have a small 3 question quiz worth fifteen points. This is to also help and also to show the teacher what we are struggling with. Next we have a group quiz. Yes, a group. The quiz is for your group or table. Once we have a group the test will shortly follow. The test has all of the content from the key problem, quiz and group quiz in it. so you can use all of those to help you study.

Purpose, Process and Products:

One learning endeavor that supports my growth is the Chapter Six Test. Test in geometry work a little different. All test are worth up to fifty points. Here’s the catch, you can earn a sixty out of fifty if you ace the test. So you really have a ten point cushion where you could miss up to ten points and still get a perfect score. This is a good thing because if you are having trouble on a problem of the test you are able to take the risk of being unsure of your answer and still have the ability to ace it or even better get an above a perfect score. Also during each chapter you will receive a toolkit to help you through the cheater. Well during the test you are allowed to use your toolkits. That is also a major help.

Artifact 1:

On this particular test there were six questions. Each question was worth a different amount of points, so number one was worth eighteen points, number two was worth eight points, question tree was worth six points, question four was worth six points, number five was worth sixteen points and lastly number six was worth six points. I did not do well on this test. My score before revisions was a 28/50. I knew as soon as I saw the score that I was going to revise.

How Artifact 1 Exhibits Growth:

There was a specific problem that if I would have got full credit it would have gotten me 40/50. Problem 1 was worth eighteen points. For this problem we had to plot a triangle, calculate the lengths of all the sides and all the angels, as well as the perimeter and area. I got a six points on this problem. As I revised I used the Pythagorean Theorem and inverse cosine equations. Pythagorean theorem helped me find the side lengths, which then helped me find the perimeter. Using inverse cosine I found the angle measurements, which lead me to find the area of the triangle. These revisions gave me full credit back to where I got the full eighteen points. Without the revisions on this problem my final grade on the test wouldn’t have been where it is.

Artifact 2:

For my second artifact I am going to use the revisions I actually made. This shows all the work and effort I did to better my test score. I think doing revisions shows the teacher you actually care about your grade and will do anything to make it better. To get full credit back on each of these problems you also have to explain why you got the question wrong. This is so the teacher knows you understand how you fixed and didn’t just get help from somebody who gave you the answers. I also think it is a good thing to have on the revisions because then it shows the teacher what you have learned.

How Artifact 2 Exhibits Growth:

So there are a couple parts that shows evidence of my growth. So for problem thee we had to find the value of x in the given triangle. In this specific problem I tried to use cosine which was wrong. So I only got two points instead of the full six. In my revisions I went back and used the sin equation. The equation is opposite/ hypotenuse. This gave me the x value. For another example on question five we had to decide whether a pair of triangles were congruent and if they were we had to complete a congruence statement and write the congruence property that proves it. Congruent means that the shape is identical in form. A Congruence Statement is a statement that say what sides or angles of different triangles are congruent. A Congruence property is the equation or method you use to find out if the shape is congruent. So on the revisions I used ASA, Hypotenuse leg for the congruence property. In all the revisions on this problem got me six points back.

Impact of Growth:

This growth makes me realize that without these revisions I don’t where my grade would be. Also it makes me realize that I should take every test with the mindset that there is no revisions that way I study even harder and focus to get a better grade. This growth will help me in the future by better understanding geometry and math in general. Also making revisions is like getting extra practice, and getting extra practice is always a good thing to do.