What was I Trying to Find Out?
Have you ever got frustrated of measuring all the angles of a triangle using a protractor? I know you have because dealing with various angles using new equipment might be confusing to use. Therefore, in this unit, we learned about how can we measure 2 angles of a triangle and get 1 for free by testing out the tactic on triangle measurements we measured in the last unit called the 'world is formed with loads of triangles.' The reason we're doing this is to learn easy tactics to solve challenging geometry problems for others to solve.
What did I Discover?
The thing that I discovered during this unit is that instead of having hard time measuring 2 or all 3 angles of a triangle, you can measure only 1 angle and get 2 for free because if you're measuring the angles of the triangle which is split from the hexagon down below, you might notice it is an isosceles triangle, so the 2 angles of it is the same size. Then, if we measure the only angle which has different size than the other angles, it is 120°. Furthermore, the addition of the 2 angles which both has the same size would be 180° - 120° = 60°. Therefore, the 2 angles of the split triangle is 60° ÷ 2° = 30°. You can also do it this way by measuring one angle which has the same size with another and find the one missing angle.
30° + 30° + x = 180°
60° + x = 180°
x = 180° - 60°
x = 120°
What Surprised me?
What surprised me in this unit was that you don't need to spend a hard time measuring all 3 angles of a triangle because the only way to measure angles of these shapes is to use the protractor for every angles, but it turns out these dimensional shapes have the power to give the answer to the size of at least 1 angle for free. For example, for a scalene triangle, you need to measure 2 and get 1 for free due to the sides all different while for the isosceles, you can measure 1 and get 2 for free and finally, for the equilateral, you just need to know that every angles of it is 60°.
What was I good at?
In this unit, I think I was good at showing a good diagram of my thoughts into this project because in each important part to find the resolution, I did a specific label to let others understand what I'm saying and show others that I can turn this problem into an algebraic equation. For example, the equation I made to solve this problem and show others about it is 30° + 30° + x = 180° = 60° + x = 180° = x = 180° - 60° = x = 120°.
What do I still need to Work On?
However, I think I still need to work on how to write an equation of finding 2 unknown angles because the equation shown down below is an equation of finding only one unknown angle which I want to represent 2, so if people don't understand completely what my equation really means, they will get confused of whether this is right or wrong even though it is right.
What do I want to know now?
There were lots of new curiosities which I want to solve during this unit, but the most interesting one is finding 7 unknown angles while there is only one known angle from an octagon because it is one of the shapes which can be split into interesting and smaller shapes, so I wonder if I challenge myself and solve this problem, I can get interesting results which can create even more inspiring curiosities than the last one.
For conclusion, I hope this has been a great challenge to look back to other units which I thought I have already mastered, but I'm not.