Susan Melnick

Professor Delaby
Math 207
6 May 2013

Math 207 Portfolio

Overview:
I found Math 207 a very interesting course. It covered material I was familiar
with, but from a variety of perspectives. I was familiar with the Pythagorean
Theorum, but had never seen a proof or knew any justification for it. I found that
part very interesting. I also found it interesting to cut apart a circle to better
visualize its area. I was already familiar with time and distance conversions, and
understood them, but I feel much more comfortable with the methods presented in
class. I found the section on permutations and combinations very challenging as well
as probability. I now understand how to figure out permutations and combinations,
but very quickly find myself getting lost when the problems are more complex. I am
still working on understanding probability. I understand simple basic probability, but
still start getting confused when complexity is added.
1) The define the following and provide two examples:
a. Quadrilateral: A four sided closed figure made up of line segments.

b. rhomus: A quadrilateral where all four sides are congruent.

c. square: A
quadrilateral with all four sides are
congruent and all four angles are congruent angles.

d.

rectangle: a quadrilateral with 4

congruent angles.

e. triangle: a closed figure made up of 3 line segments and 3 angles.

f. right triangle: a triangle with 1 angle equal to 90

g. obtuse triangle: a triangle with 1 angle greater than 90.

h. acute triangle: a triangle with all

less than 90

3 angles

i. isosceles triangle: a triangle with 2 congruent sides

Problem 1: I learned the criteria for various 3 and 4 sided polygons. I learned some
of the criteria overlapped, which allows some shapes to meet the criteria of more
than one, for example all squares are rectangles since the requirements for a
rectangle are within the requirements of a square. The mathematical significance is
that various quadrilaterals and triangles can be considered the same as another

type of quadrilaterals or triangles, sometimes, always or never. I chose this problem

because it covers the requirements for basic, most common quadrilaterals and
triangles.

2) What is the Pythagorean theorem and justification of the distance formula

The Pythagorean theorem: a2 + b2 = c2
This applies to a right triangle where c is the hypotenuse.
The Pythagorean theorem justifies the distance formula by making the
distance between the two points the hypotenuse of a right triangle. You
can then determine the hypotenuse or distance between the two points by
finding the square root of the sum of the length of each side squared.
Problem2: I learned how the Pythagorean theorem justifies the distance formula. The
mathematical significance of this is that it justifies a method to find the distance
between 2 points without having to measure that distance. I chose this problem,
because I found this interesting and did not remember seeing this justification
previously, yet I have used the Pythagorean theorem and distance formula in every
day life.
3) a. Explain how to find the length of a line segment.
Use the distance formula
b. Plot the points and find the length of line segment A between 2 points.
Point A = (2,1), Point B = (-2, -2)

d= (-2 2)2 + (-2 1)2 = -42 + -32 = 16 + 9 = 25 = 5 units

Problem 3: I learned from this problem how to calculate distance between 2 points
without having to draw a triangle, and use the Pythagorean theorem to then find the
hypotenuse. The mathematical significance is that there is a justified method of
finding the distance between 2 points algebraically. I chose this problem because I
find this is a very useful formula to know.

4) Explain and provide an example of performing a transformation and provide an

example, utilizing
a. translation: a translation moves a point on a graph over (positive= right,
negative=left) and up/down (positive=up, negative=down)
Draw triangle ABC with vertices A = (1,4), B = (-2,1), C = (2.0)
translate triangle ABC (-3,-5)

Result: Triangle DEF with vertices D = (-2,-1), E = (-5,-5), F = (-1,-5)

b. rotation: Rotate each point by x a specific point. Positive number of degrees
is clockwise.
Draw triangle ABC with vertices A = (2,2), B = (2,5), C = (4,6)
Rotate triangle ABC around point D(1,1) 90

Result: Triangle A1B1C1 with Vertices A1 = (0,2), B1 = (-3,2), C1 = (-4,4)

c) reflection: reflect each point an equal distance across a specified line
segment. The line can be either in relation to the y axis (horizontal or the x
axis (vertical)
Draw triangle ABC with vertices A = (3,1), B = (1,3), C = (4,5)
Reflect triangle ABC across the line y = -1

Result Triangle: A1B1C1 with Vertices A1 = (3,-3), B1 = (1,-5), C1 = (4,-7)

Problem 4: I chose this problem to represent the various basic transformation
methods. Since I have not used geometry academically since I was in high school, I
really do not remember much, except for what I have used from a practical everyday
life perspective. The mathematical significance of these transformations is that the

object itself does not change, the length of the line segments and the angles do not
change.

5) Explain how to find the:

a. distance between 2 points
The distance between 2 points is the length of a line segment between those
points. The distance between 2 points can be found using the distance
formula, which is justified by the Pythagorean theorem.
b. perimeter
The perimeter is the distance around a closed figure. Add together the length
of each line segment forming the figure.
Problem 5: I learned why the distance formula works, as well as how to calculate the
distance of each side of a polygon, then add them together to get the total
perimeter of the object. The mathematical significance is in understanding the
difference between measuring lengths versus measuring area and the differences
and relationship between line segments and perimeter. I chose this problem to show
how a line segments put together form the perimeter of a polygon.
6.

Calculate the area of:

a.
quadrilateral ABCD

Area of rectangle ABHI= 3 * 4 = 12

1
( 24 ) = 4
Area of triangle BCH =
2
1
( 44) = 8
Area of triangle AID =
2
Total Area of ABCD = 12 + 4 + 8 = 24 units2
b.

triangle ABC

Area of rectangle CDEF = 4*6 = 24

1
(24) = 4
Area of triangle ACD =
2
1
(24) = 4
Area of triangle ABE =
2

1
(26) = 6
2
Area of triangle ABC = 24 4 4 - 6 = 10 units2
Area of triangle BCE =

Problem 6: I learned how to use the calculation of a rectangle to calculate the area
of a triangle and use that to calculate the area of any polygon. The mathematical
significance of this is in using line segments to form rectangles and triangle so area
can be calculated. I chose this problem because it is representational of the basic
area calculation that can be applied to areas within any polygon to compute its
area.
7.

Convert unit of measures:

1 mile = 5280 feet
3.28 feet = 1 meter
1 US gallon = 3.79 liter

Convert kilometers per liter to miles per gallon:

Distance driven 608 kilometers using 57 liters
610 km
*
55 liters
2,000,8000 miles
1,100,616 gallons

1000 meter
1 km

3.28 feet
1 meter

1 mile
5280 feet

1liter
3.79 gallon

or approximately 19.99 miles/gallon

Problem 7: I learned how to calculate unit of measure conversions in a way that I
find much less confusing. The mathematical significance is in learning to convert
using equivalents that are known or given until you have the unit of measure you
are looking for. I chose this conversion because I had a previous use of this specific
conversion and found it very difficult. I now find it very simple.

8.

Calculate:
a.
Cylinder
diameter = 10
height = 5
Surface Area:
Top & bottom r 2 =
Side = 10 *5 = 157
157 + 157 = 314 units2

52 78.5 units2 * 2 = 157

Volume:
1 layer r 2 = 52 78.5 units2
* 5 layers of units 392.5 units3
b.

Box
length = 4
width = 8
height = 6
Surface area:
Top & bottom = 4 * 8 = 32 * 2 = 64 units2
Front & back = 6 * 8 = 48 * 2 = 96 units2
2 sides = 6 * 4 = 24 * 2 = 48 units2
Total = 64 units2 + 96 units2 + 48 units2 = 208 units2
Volume:
1 layer = 4 units * 8 units = 32 units2
6 layers = 32 units2 * 6 units = 192 units3

Problem 8:
I learned how to accurately calculate exact surface area and volume of
cylinders and rectangular solids. The mathematical significance of this is in knowing
the amount required to cover a surface versus filling a container. I chose this
problem because it has many practical everyday applications such as covering a
surface with paint, filling a box for shipping, or wrapping a package with paper.

9. A permutation is used to determine the number of ordered pairs that are

possible.
A combination is used to determine the number of possibilities when order of the
items does not matter.
a. Determine the number of possible combinations of numbers will open a lock
that requires 3 digits and the numbers available are 0 thru 39.
Digit 1 = 39 possiblities
Digit 2 = 39 possibilities
Digit 3 = 39 possibilities
Total possibilities = 59,319
b. Determine the number of possible combinations of herbs you can use in a
recipe when you have a choice of using 3 different herbs out of 28 available.
Herb 1 = 28 possible
Herb 2 = 27 possible
Herb 3 = 26 possible
28 * 27 * 26 = 19,656
3*2*1=6
Number of possibilities =

19656
6

= 3,276

Problem 9: I learned how determine the number of possibilities when duplicates are
or are not allowed and when the order or sequence makes a difference. The
mathematical significance in combinations and permutations is that is provides a
method for computing the number of possibilities, which can be used in computing
probability, for both the number of favorable outcomes and the total number of
outcomes possible. I selected this problem to demonstrate options that needed to
be considered when calculating possibilities such as whether or not sequence
matters and if duplicates are an option.

10.

Determine the probability of the following:

1 full deck of standard playing cards
10 cards have been dealt
2 of spades
queen of spades
Ace of spades
4 of hearts
Queen of hearts
4 of clubs
8 of clubs
Ace of clubs
4 of diamonds
7 of diamonds
What is the possibility the next card is:
a.
Red?
Total red cards in deck = 26
Red cards dealt = 4
Red cards available to be dealt = 26-4 =22
Total cards in deck = 52
Total cards dealt = 10
Cards left in deck = 42
Probability next card will be red = 22/42
b.
Black?
Total black cards in deck = 26
Black cards dealt = 6
Black cards available to be dealt = 26-4 =20
Total cards in deck = 52
Total cards dealt = 10
Cards left in deck = 42
Probability next card will be red = 20/42
c.
Ace?
Total Aces in deck = 4
Aces dealt = 2
Aces available to be dealt = 2
Total cards in deck = 52
Total cards dealt = 10
Cards left in deck = 42
Probability next card will be red = 2/42
d.
4?
Total fours in deck = 4
fours dealt = 3
fours available to be dealt = 1

Total cards in deck = 52

Total cards dealt = 10
Cards left in deck = 42
Probability next card will be red = 1/42
e.

Which of the previous outcomes is most likely?

The next card is most likely to be red.

Problem 10: I learned how to calculate the probability of various outcomes based on
the number of favorable outcomes out of the total number of outcomes possible.
The mathematical significance of probability is that it shows the likeliness of various
possible outcomes. I chose this problem because it demonstrates how to calculate
the possible outcomes at a simple easy to understand level.