Dana Stahl

Isabel Krull
2/4/15
POW #2: Pick Up Triangles
Restate the Problem:
You were given 4 rods. They are 6, 4, 3, and 2 inches long. The goal was to find as many pairs
of similar triangles as you can. You also had an unlimited supply of extra rods, ranging between
1-20 inches long, and using decimals/fractions was not an option. You must keep in mind that
you have to use all four of the original rods, in addition to any two ods from the extra supply.
How many triangles can you make?
Here is an example of a pair of similar triangles:

Process:
Our thought process in trying to understand this original problem, was to look at our old
work in our comp books, since our unit has been focused on similar triangles. For example, we
looked at our starter from January 22nd. For this starter, we were given triangles, and were told
to find the proportions, which would lead us to an equation to solve for the missing side. This
showed us what we were needing to create, and how we would go about that process-setting up
proportion from the relative side lengths between the two triangles. Our key insight to solve this
problem was that we had two given triangles: we had these because we knew that 6, 3, 4, and 2
are all able to be multiplied by 2 and 3 and still fit into a similar triangle.
At first, we attempted this problem wrong. By reading the problem statement wrong, we
thought that we didnt have to use all of the 4 original rods in every pair, but just within 4 pairs.
This gave us a solution rather quickly, so after clarification from Caitlyn, we re-started.

To start correctly, we drew two triangles and placed the original 4 rods, in places that would give
us similar triangles. Out of this, we realized that we had four similar sides, but needed to create
two similar sides using the other unlimited rods in order to complete the pair.
We dont want to say we used Trial and Error, because even though we did plug in numbers to
see if they worked, they were logical. We thought through the numbers before we tested them.
For example, we wouldnt try plugging in 20, because since thats the longest rod, and it cant be
divisible by six, it wouldnt work because in order to, we would have to exceed the limit.
Solution:
Our final solution to this problem is: We were able to make 5 triangle out of the four original
rods, along with the 2 extra rods in every one of our five pairs of triangles. We were able to have
all four of the original rods, which had the measurements of 6,4,3, and 2 inches long, in every
one of our 5 pairs of triangles.

A New Problem:
A variation to this problem, would be to reverse it. This problem would be easier than the
original, but it would directly relate to what we have been doing in class. In the original problem,
we are given no information, except some of the dimensions we can use. In our new problem,
we would be given the triangles, and would have to inverse the ratios. The triangles would have
their dimensions on them; all, except for one. This would be X. Creating this problem would be
simple after finding the solution to this POW, all that we would need to do is re-draw the
triangles, whichever pair we like, and cut out one, or maybe even two measurements. Then, the
person solving would find a proportion, equation, and eventually solve for X using the algebraic
process.
Isabels Evaluation:
I think this POW was worthwhile, but it was definitely challenging. I feel like I have been
understanding this unit relatively well, and so I understood the concept of the POW. The
challenging part was finding the similar triangles after I had found x3 and x2. I liked this POW
though, because since I was in tune to the concept, I didnt have to find as much time struggling
with the process of figuring it out, I was able to dive in and struggle with finding the solution. I
think the POW was fair challenge wise, of course I struggle with math, but I dont feel like it was
unmanageable. I think I would give myself a 22/25 because I think that I worked really hard to
understand the content, and was determined to finding a solution. I also feel like I was engaged
in class because I wanted to understand the process of it, which I did! It was relieving to be able
to keep up with the class, and be challenged at the same time.
Danas Evaluation:
My first reaction to this POW, was that it was a trick question. The whole process of solving
similar triangle problems, had been a piece of cake to me so far, when I saw this, I thought it

would be easy. I made the mistake of mis-reading the problem, and thinking that I only needed
to have the 4 original rods within the 4 pairs, but not in each pair. After I found a quick solution to
what I thought was the problem, I was verified of what I was actually supposed to do. I definitely
considered this POW to be educationally worthwhile. Not only did it show me not to be cocky
about the information that I thought I knew, but also gave me a different perspective on similar
triangles. We had not looked at how these were made, but only how to find the measurements. I
didnt really feel prepared for this POW. Our recent work with similar triangles and mirror
reflections and all really helped. But I felt that we needed to work with this exact problem. I
wasnt quite sure how to create the triangles, or if we had ever done it before. If we had, I didnt
know enough to understand it thoroughly. I had to look over this problem many times before I
could really understand what it was asking. I enjoyed working on this, but I felt that the problem
itself was a little bit too challenging. The reasons that I stated before come into big play with
that, but also, this was just a little bit out of my smarts zone. I know that it sounds funny, it is
good to be challenged, but this was a little bit too much for me. Out of 25 points, I would give
myself a 20, because although I feel that I have worked very hard, and put a lot into the write
up, this problem was challenging and took me a long time to take the initiative to start.