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Great job! Keep up the hard work! I appreciate your honesty in your reflection. Be sure to reach out for help if you need it.

Mrs. Kudlov

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I feel like this unit has challenged my past understanding of geometry. The main problem I had in this unit were proofs. What really troubled me with proofs were the "reasons" column. For a portion of the unit I was unclear on what I should put in the "reasons" column, but after practicing proofs feel like I now know what to do.Besides the proofs I feel confident in this unit.

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I can write a simple two column proof. I found this the most challenging learning target because I was not able to write the reasoning. Now I know to put the given information first, then if applicable (addition, subtraction, multiplication, & division), and lastly an If, then statement that proves the question.

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This learning target assesses if I can correctly interpret geometric diagrams. I know that you can not assume that an angle is acute or congruent to another angle. But you are able to assume straight angles.

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This target assesses if I am able to identify bisectors and trisectors of segments and angles. A bisector is a the midpoint of a line. In other words it is the a point that divides 2 congruent sides/angles. I trisect also divided an angle or segment, but into three congruent segments/angles.

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Recognizing when a point can be said to be between two others. I know when a point is between two other when a point divides a segment between to points that are collinear.

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Recognizing collinear and noncollinear points. I know now that all two points are collinear, but if their are more than two points they must be in a line.

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Recognizing congruent angles and segments Though both congruent segments and angles can not be assumed, they are induced by tact marks, bubbles, etc

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Naming the parts of a degree. The parts of a degree are degrees, minutes and seconds. I know that their are 60 minutes in a degree and 60 seconds in a minute.

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Classifying angles. There are 4 types of angles acute, obtuse, straight and right. You are only able to assume straight angles. So right angles must be indicated and so must acute and obtuse angles. Right angles must be 90 degrees, straight angles must be 180 degrees, acute angles must be 0>angle>90 degrees and an obtuse angle must be

90>angle>0 degrees.

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This learning target is knowing how to measure segments and angles. In this problem I knew that I had to put transform the ratio into having variables I had to solve for X, by setting it = to the measurement.

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This target assesses if I can recognize points, line segments, rays, angles and triangles. I can recognized that the line containing points DEF are able to be named in many possible ways. I knew that there were 6 ways because a line can be named with any points that are on that line.