Algebraic Analysis of Huzita s Origami

Size: px
Start display at page:

Download "Algebraic Analysis of Huzita s Origami"

Transcription

1 1 / 19 Algebraic Analysis of Huzita s Origami Origami Operations and their Extensions Fadoua Ghourabi, Asem Kasem, Cezary Kaliszyk University of Tsukuba, Japan. Yarmouk Private University, Syria University of Innsbruck, Austria ADG, 17 September 2012

2 2 / 19 Outline Background What is Origami Computational Origami Eos System Origami Operations Origami axioms Superposition pairs General Origami Principle Power of Origami Field of Origami constructible numbers Folding with conic sections Conclusion

3 3 / 19 Outline Background What is Origami Computational Origami Eos System Origami Operations Origami axioms Superposition pairs General Origami Principle Power of Origami Field of Origami constructible numbers Folding with conic sections Conclusion

4 4 / 19 What is Origami Ancient Japanese art of paper folding Representation of objects using paper folds traditionally no cutting or glue Used in education, sometimes even daily life Tool for geometrical constructions Instead of ruler and compass in Euclidean geometry Start with a square surface Paper folds describe new lines Intersections of lines give rise to new points

5 5 / 19 Computational Origami Scientific discipline studying mathematical and computational properties of origami. Mathematical theories of paper folding Modelling origami by algebraic and symbolic methods Analyzing origami with computers Simulating origami constructions Proving properties of constructions Correspondence between geometry and algebra Expressed logically Axiom system for origami operations (complete)

6 6 / 19 Advancements in Origami Making origami more formal Larger community effort More problem specifications System of Operations and their power Computational Geometry Methods

7 6 / 19 Advancements in Origami Making origami more formal Larger community effort More problem specifications System of Operations and their power Computational Geometry Methods Origami in Education HS Students are shown the basic operations and given simple tasks Dividing a segment into n equal sub-segments Constructing a square, regular hexagon, equilateral triangle Bi-secting an angle Properties of constructions shown on the blackboard Haga theorem (2/3 with one fold) Various methods of angle trisection

8 7 / 19 Eos System for visualizing origami constructions and proving their properties with the help of Mathematica [Ida et al] Visualizing constructions based on Huzita s axioms Analysing the origami folds algebraically Showing properties of the constructions Algorithmic translation of folds into algebraic properties Usage of Gröbner bases or CAD on whole formulas Flat constructions (every fold followed by unfold) Trisection of an angle Maximum equilateral triangle Regular Heptagon Morley s Triangle Layers and sides Crane WebEos

9 8 / 19 Outline Background What is Origami Computational Origami Eos System Origami Operations Origami axioms Superposition pairs General Origami Principle Power of Origami Field of Origami constructible numbers Folding with conic sections Conclusion

10 9 / 19 Origami operations (trad. axioms) (O1) Given two points P and Q on the origami O, we can fold O along the line that passes through P and Q. (O2) Given two points P and Q on the origami O, we can fold O to superpose P and Q. (O3) Given two lines m and n which pass through the origami O, we can fold O to superpose m and n. (O4) Given a point P and a line m passing through the origami O, we can fold O along the line that is perpendicular to m and passes through P. (O5) Given a line m and two points P and Q, which the origami O is passing through, it is decidable whether we can fold O to superpose P and m along the line that passes through Q. (O6) Given two points P and Q and two lines m and n, which the origami O is passing through, it is decidable whether we can fold O to superpose P and m, and Q and n, simultaneously. (O7) Given two lines m and n and a point P, which the origami O is passing through, it is decidable whether we can fold O to superpose P and m along the line perpendicular to n.

11 10 / 19 Superposition Superposition pair, s-pair, (α, β) Point-point superposition distinct points P and Q (P, Q) defines a unique fold line that superposes P and Q perpendicular bisector (P Q) Line-line superposition When lines m and n are equal, infinite set of fold lines (with m excluded) Otherwise two distinct lines Point-line superposition (P, m) If P m tangent to the parabola with focus P and directrix m. Otherwise any line perpendicular to n or passing by P. Defines the set Γ(P, m)

12 11 / 19 Superpositions in Huzita s fold principle Table: Superpositions in Huzita s fold principle operation s-pairs degeneracy incidence (1) (P, P), (Q, Q) P = Q (2) (P, Q) P = Q (3) (m, n) m = n (4) (m, m), (P, P) (5) (P, m), (Q, Q) P m (6) (P, m), (Q, n) P = Q m = n P m Q n (7) (P, m), (n, n) P m We can reformulate Huzita s fold principle using the concept of superposition!

13 12 / 19 General Origami Principle (G) Given two points P and Q and two lines m and n, fold O along a line to superpose P and m, and Q and n. Can do all the rest of fold operations? Yes, but we need to carefully analyze the degenerate and incident cases. We analyze the origami constructible s-pairs. details in the paper

14 13 / 19 Principle G related to HO incidence degeneracy operation movement P m, Q n m n B(m) (, ) (m n) P = Q I(P) (, ) (m n) P Q (O1) (, ) (m n) P Q (O4) (, ) (m n) P Q (O4) (, ) P m, Q n (O5) (, ) (O7) (, ) P m, Q n (O5) (, ) (O7) (, ) P m, Q n m = n P = Q Γ(P, m) (, ) (m = n P = Q) (O6) (, ) Table: (G) to perform (O1), (O4) - (O7)

15 14 / 19 Outline Background What is Origami Computational Origami Eos System Origami Operations Origami axioms Superposition pairs General Origami Principle Power of Origami Field of Origami constructible numbers Folding with conic sections Conclusion

16 15 / 19 Increasing the power of Fold Compass Simplifies constructions But the power is same (equations can be reduced) Multi-fold Arbitrary degree of equations But not feasible by hand Conic sections! Superposition of a point and a conic on the origami

17 16 / 19 General conic fold operation Abstract from the method used to draw a conic on the origami pins, strings, pencil and straightedge Add general fold operation: Given two points P and Q, a line m and a conic section C, where P is not on C and Q is not on m, fold O along a line to superpose P and m, and Q and C. Analyzing the equation of the fold like we get the result: Then the slope of the fold line satisfies a polynomial equation of degree six over the field of origami constructible numbers

18 17 / 19 Example Fold lines k 1,, k 6 whose slopes are the six distinct real solutions of the equation 16t 6 78t t t 3 66t 2 + t + 8 = 0 Mathematica gives 6 approximate solutions to the equation By sliding the operation can be performed by hand

19 18 / 19 Outline Background What is Origami Computational Origami Eos System Origami Operations Origami axioms Superposition pairs General Origami Principle Power of Origami Field of Origami constructible numbers Folding with conic sections Conclusion

20 19 / 19 Conclusion and Future work Traditional Origami Operations Reformulation using s-pairs Precise degeneracy and incidence conditions General fold operation Conditions for reducing it to the reformulated operations Fold with conic sections Gives rise to 6 possible fold lines

21 19 / 19 Conclusion and Future work Traditional Origami Operations Reformulation using s-pairs Precise degeneracy and incidence conditions General fold operation Conditions for reducing it to the reformulated operations Fold with conic sections Gives rise to 6 possible fold lines Degenerate and incident cases? What equations of degree 6 can be solved? Formalized origami theory

Three connections between origami and mathematics. May 8, 2011

Three connections between origami and mathematics. May 8, 2011 Three connections between origami and mathematics May 8, 2011 What is origami? From Japanese: oro, meaning to fold, and kami, meaning paper A form of visual/sculptural representation that is defined primarily

More information

Origami Folds in Higher-dimension

Origami Folds in Higher-dimension EPiC Series in Computing Volume 45, 2017, Pages 83 95 SCSS 2017. The 8th International Symposium on Symbolic Computation in Software Science 2017 Origami Folds in Higher-dimension Tetsuo Ida 1 and Stephen

More information

SFUSD Mathematics Core Curriculum Development Project

SFUSD Mathematics Core Curriculum Development Project 1 SFUSD Mathematics Core Curriculum Development Project 2014 2015 Creating meaningful transformation in mathematics education Developing learners who are independent, assertive constructors of their own

More information

Constructions. Unit 9 Lesson 7

Constructions. Unit 9 Lesson 7 Constructions Unit 9 Lesson 7 CONSTRUCTIONS Students will be able to: Understand the meanings of Constructions Key Vocabulary: Constructions Tools of Constructions Basic geometric constructions CONSTRUCTIONS

More information

What role does the central angle play in helping us find lengths of arcs and areas of regions within the circle?

What role does the central angle play in helping us find lengths of arcs and areas of regions within the circle? Middletown Public Schools Mathematics Unit Planning Organizer Subject Geometry Grade/Course 10 Unit 5 Circles and other Conic Sections Duration 16 instructional + 4 days for reteaching/enrichment Big Idea

More information

*Unit 1 Constructions and Transformations

*Unit 1 Constructions and Transformations *Unit 1 Constructions and Transformations Content Area: Mathematics Course(s): Geometry CP, Geometry Honors Time Period: September Length: 10 blocks Status: Published Transfer Skills Previous coursework:

More information

Computational Origami Construction of a Regular Heptagon with Automated Proof of Its Correctness

Computational Origami Construction of a Regular Heptagon with Automated Proof of Its Correctness Computational Origami Construction of a Regular Heptagon with Automated Proof of Its Correctness Judit Robu 1,TetsuoIda 2,DorinŢepeneu 2, Hidekazu Takahashi 3, and Bruno Buchberger 4, 1 Babeş-Bolyai University,

More information

Circles Assignment Answer the following questions.

Circles Assignment Answer the following questions. Answer the following questions. 1. Define constructions. 2. What are the basic tools that are used to draw geometric constructions? 3. What is the use of constructions? 4. What is Compass? 5. What is Straight

More information

Challenges from Ancient Greece

Challenges from Ancient Greece Challenges from ncient Greece Mathematical goals Make formal geometric constructions with a variety of tools and methods. Use congruent triangles to justify geometric constructions. Common Core State Standards

More information

8.2 Slippery Slopes. A Solidify Understanding Task

8.2 Slippery Slopes. A Solidify Understanding Task 7 8.2 Slippery Slopes A Solidify Understanding Task CC BY https://flic.kr/p/kfus4x While working on Is It Right? in the previous module you looked at several examples that lead to the conclusion that the

More information

Folding Activity 1. Colored paper Tape or glue stick

Folding Activity 1. Colored paper Tape or glue stick Folding Activity 1 We ll do this first activity as a class, and I will model the steps with the document camera. Part 1 You ll need: Patty paper Ruler Sharpie Colored paper Tape or glue stick As you do

More information

Computational Construction of a Maximum Equilateral Triangle Inscribed in an Origami

Computational Construction of a Maximum Equilateral Triangle Inscribed in an Origami omputational onstruction of a Maximum quilateral Triangle Inscribed in an Origami Tetsuo Ida, Hidekazu Takahashi, Mircea Marin, adoua hourabi, and sem Kasem epartment of omputer Science University of Tsukuba,

More information

Mathematics and Origami: The Ancient Arts Unite

Mathematics and Origami: The Ancient Arts Unite Mathematics and Origami: The Ancient Arts Unite Jaema L. Krier Spring 2007 Abstract Mathematics and origami are both considered to be ancient arts, but until the 1960 s the two were considered to be as

More information

Construction Junction, What s your Function?

Construction Junction, What s your Function? Construction Junction, What s your Function? Brian Shay Teacher and Department Chair Canyon Crest Academy Brian.Shay@sduhsd.net @MrBrianShay Session Goals Familiarize ourselves with CCSS and the GSE Geometry

More information

(Geometry) Academic Standard: TLW use appropriate tools to perform basic geometric constructions.

(Geometry) Academic Standard: TLW use appropriate tools to perform basic geometric constructions. Seventh Grade Mathematics Assessments page 1 (Geometry) Academic Standard: TLW use appropriate tools to perform basic geometric constructions. A. TLW use tools to draw squares, rectangles, triangles and

More information

Constructing π Via Origami

Constructing π Via Origami Constructing π Via Origami Thomas C. Hull Merrimack College May 5, 2007 Abstract We present an argument for the constructibility of the transcendental number π by paper folding, provided that curved creases

More information

Unit 1 Foundations of Geometry: Vocabulary, Reasoning and Tools

Unit 1 Foundations of Geometry: Vocabulary, Reasoning and Tools Number of Days: 34 9/5/17-10/20/17 Unit Goals Stage 1 Unit Description: Using building blocks from Algebra 1, students will use a variety of tools and techniques to construct, understand, and prove geometric

More information

Folding Activity 3. Compass Colored paper Tape or glue stick

Folding Activity 3. Compass Colored paper Tape or glue stick Folding Activity 3 Part 1 You re not done until everyone in your group is done! If you finish before someone else, help them finish before starting on the next part. You ll need: Patty paper Ruler Sharpie

More information

8.2 Slippery Slopes. A Solidify Understanding Task

8.2 Slippery Slopes. A Solidify Understanding Task SECONDARY MATH I // MODULE 8 7 8.2 Slippery Slopes A Solidify Understanding Task CC BY https://flic.kr/p/kfus4x While working on Is It Right? in the previous module you looked at several examples that

More information

JMG. Review Module 1 Lessons 1-20 for Mid-Module. Prepare for Endof-Unit Assessment. Assessment. Module 1. End-of-Unit Assessment.

JMG. Review Module 1 Lessons 1-20 for Mid-Module. Prepare for Endof-Unit Assessment. Assessment. Module 1. End-of-Unit Assessment. Lesson Plans Lesson Plan WEEK 161 December 5- December 9 Subject to change 2016-2017 Mrs. Whitman 1 st 2 nd Period 3 rd Period 4 th Period 5 th Period 6 th Period H S Mathematics Period Prep Geometry Math

More information

Sec Geometry - Constructions

Sec Geometry - Constructions Sec 2.2 - Geometry - Constructions Name: 1. [COPY SEGMENT] Construct a segment with an endpoint of C and congruent to the segment AB. A B C **Using a ruler measure the two lengths to make sure they have

More information

Big Ideas Math: A Common Core Curriculum Geometry 2015 Correlated to Common Core State Standards for High School Geometry

Big Ideas Math: A Common Core Curriculum Geometry 2015 Correlated to Common Core State Standards for High School Geometry Common Core State s for High School Geometry Conceptual Category: Geometry Domain: The Number System G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

More information

Step 2: Extend the compass from the chosen endpoint so that the width of the compass is more than half the distance between the two points.

Step 2: Extend the compass from the chosen endpoint so that the width of the compass is more than half the distance between the two points. Student Name: Teacher: Date: District: Miami-Dade County Public Schools Test: 9_12 Mathematics Geometry Exam 1 Description: GEO Topic 1 Test: Tools of Geometry Form: 201 1. A student followed the given

More information

Name Period GEOMETRY CHAPTER 3 Perpendicular and Parallel Lines Section 3.1 Lines and Angles GOAL 1: Relationship between lines

Name Period GEOMETRY CHAPTER 3 Perpendicular and Parallel Lines Section 3.1 Lines and Angles GOAL 1: Relationship between lines Name Period GEOMETRY CHAPTER 3 Perpendicular and Parallel Lines Section 3.1 Lines and Angles GOAL 1: Relationship between lines Two lines are if they are coplanar and do not intersect. Skew lines. Two

More information

E-Origami System Eos

E-Origami System Eos 23 2006 1 -Origami System os sem Kasem, etsuo Ida, idekazu akahashi, ircea arin and adoua hourabi e are developing a system called os (-Origami System). os does what a human origamist would do with a piece

More information

Slopes of Lines Notes What is slope?

Slopes of Lines Notes What is slope? Slopes of Lines Notes What is slope? Find the slope of each line. 1 Find the slope of each line. Find the slope of the line containing the given points. 6, 2!!"#! 3, 5 4, 2!!"#! 4, 3 Find the slope of

More information

UNIT 1 SIMILARITY, CONGRUENCE, AND PROOFS Lesson 2: Constructing Lines, Segments, and Angles Instruction

UNIT 1 SIMILARITY, CONGRUENCE, AND PROOFS Lesson 2: Constructing Lines, Segments, and Angles Instruction Prerequisite Skills This lesson requires the use of the following skills: using a compass understanding the geometry terms line, segment, ray, and angle Introduction Two basic instruments used in geometry

More information

THE FOLDED SHAPE RESTORATION AND THE RENDERING METHOD OF ORIGAMI FROM THE CREASE PATTERN

THE FOLDED SHAPE RESTORATION AND THE RENDERING METHOD OF ORIGAMI FROM THE CREASE PATTERN PROCEEDINGS 13th INTERNATIONAL CONFERENCE ON GEOMETRY AND GRAPHICS August 4-8, 2008, Dresden (Germany) ISBN: 978-3-86780-042-6 THE FOLDED SHAPE RESTORATION AND THE RENDERING METHOD OF ORIGAMI FROM THE

More information

Section V.1.Appendix. Ruler and Compass Constructions

Section V.1.Appendix. Ruler and Compass Constructions V.1.Appendix. Ruler and Compass Constructions 1 Section V.1.Appendix. Ruler and Compass Constructions Note. In this section, we explore straight edge and compass constructions. Hungerford s expression

More information

Objective: Use a compass and straight edge to construct congruent segments and angles.

Objective: Use a compass and straight edge to construct congruent segments and angles. CONSTRUCTIONS Objective: Use a compass and straight edge to construct congruent segments and angles. Introduction to Constructions Constructions: The drawing of various shapes using only a pair of compasses

More information

9.3 Properties of Chords

9.3 Properties of Chords 9.3. Properties of Chords www.ck12.org 9.3 Properties of Chords Learning Objectives Find the lengths of chords in a circle. Discover properties of chords and arcs. Review Queue 1. Draw a chord in a circle.

More information

Objective: Use a compass and straight edge to construct congruent segments and angles.

Objective: Use a compass and straight edge to construct congruent segments and angles. CONSTRUCTIONS Objective: Use a compass and straight edge to construct congruent segments and angles. Oct 1 8:33 AM Oct 2 7:42 AM 1 Introduction to Constructions Constructions: The drawing of various shapes

More information

The Folded Rectangle Construction

The Folded Rectangle Construction The Folded Rectangle Construction Name(s): With nothing more than a sheet of paper and a single point on the page, you can create a parabola. No rulers and no measuring required! Constructing a Physical

More information

Geometry Unit 3 Note Sheets Date Name of Lesson. Slopes of Lines. Partitioning a Segment. Equations of Lines. Quiz

Geometry Unit 3 Note Sheets Date Name of Lesson. Slopes of Lines. Partitioning a Segment. Equations of Lines. Quiz Date Name of Lesson Slopes of Lines Partitioning a Segment Equations of Lines Quiz Introduction to Parallel and Perpendicular Lines Slopes and Parallel Lines Slopes and Perpendicular Lines Perpendicular

More information

Elementary Geometric Drawings Angles. Angle Bisector. Perpendicular Bisector

Elementary Geometric Drawings Angles. Angle Bisector. Perpendicular Bisector Lessons and Activities GEOMETRY Elementary Geometric Drawings Angles Angle Bisector Perpendicular Bisector 1 Lessons and Activities POLYGONS are PLANE SHAPES (figures) with at least 3 STRAIGHT sides and

More information

Constructing Perpendicular and Parallel Lines. Adapted from Walch Education

Constructing Perpendicular and Parallel Lines. Adapted from Walch Education Constructing Perpendicular and Adapted from Walch Education Perpendicular Lines and Bisectors Perpendicular lines are two lines that intersect at a right angle (90 ). A perpendicular line can be constructed

More information

Design Your Own Dream Home! Michael Daniels Olive Grove Charter School Grade Levels: 9-12 Subject: Mathematics

Design Your Own Dream Home! Michael Daniels Olive Grove Charter School Grade Levels: 9-12 Subject: Mathematics Design Your Own Dream Home! Michael Daniels Olive Grove Charter School Grade Levels: 9-12 Subject: Mathematics Project Summary: Using Free CAD, a computer aided drafting software program, students design

More information

UNIT PLAN. Grade Level: Unit #: 7 Unit Name: Circles

UNIT PLAN. Grade Level: Unit #: 7 Unit Name: Circles UNIT PLAN Subject: Geometry Grade Level: 10-12 Unit #: 7 Unit Name: Circles Big Idea/Theme: The understanding of properties of circles, the lines that intersect them, and the use of their special segments

More information

The Magic Circle Basic Lesson. Developed by The Alexandria Seaport Foundation

The Magic Circle Basic Lesson. Developed by The Alexandria Seaport Foundation The Magic Circle Basic Lesson Developed by The Alexandria Seaport Foundation The Tools Needed Compass Straightedge Pencil Paper (not graph paper, 8.5 x 11 is fine) Your Brain (the most important tool!)

More information

AGS Math Algebra 2 Correlated to Kentucky Academic Expectations for Mathematics Grades 6 High School

AGS Math Algebra 2 Correlated to Kentucky Academic Expectations for Mathematics Grades 6 High School AGS Math Algebra 2 Correlated to Kentucky Academic Expectations for Mathematics Grades 6 High School Copyright 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved AGS Math Algebra 2 Grade

More information

Name: Date: Chapter 2 Quiz Geometry. Multiple Choice Identify the choice that best completes the statement or answers the question.

Name: Date: Chapter 2 Quiz Geometry. Multiple Choice Identify the choice that best completes the statement or answers the question. Name: Date: Chapter 2 Quiz Geometry Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What is the value of x? Identify the missing justifications.,, and.

More information

Copying a Line Segment

Copying a Line Segment Copying a Line Segment Steps 1 4 below show you how to copy a line segment. Step 1 You are given line segment AB to copy. A B Step 2 Draw a line segment that is longer than line segment AB. Label one of

More information

MITOCW watch?v=3jzqchtwv6o

MITOCW watch?v=3jzqchtwv6o MITOCW watch?v=3jzqchtwv6o PROFESSOR: All right, so lecture 10 was about two main things, I guess. We had the conversion from folding states to folding motions, talked briefly about that. And then the

More information

3 In the diagram below, the vertices of DEF are the midpoints of the sides of equilateral triangle ABC, and the perimeter of ABC is 36 cm.

3 In the diagram below, the vertices of DEF are the midpoints of the sides of equilateral triangle ABC, and the perimeter of ABC is 36 cm. 1 In the diagram below, ABC XYZ. 3 In the diagram below, the vertices of DEF are the midpoints of the sides of equilateral triangle ABC, and the perimeter of ABC is 36 cm. Which two statements identify

More information

Parallel and Perpendicular Lines on the Coordinate Plane

Parallel and Perpendicular Lines on the Coordinate Plane Did You Find a Parking Space? Parallel and Perpendicular Lines on the Coordinate Plane 1.5 Learning Goals Key Term In this lesson, you will: Determine whether lines are parallel. Identify and write the

More information

Grade 6 Math Circles. Math Jeopardy

Grade 6 Math Circles. Math Jeopardy Faculty of Mathematics Waterloo, Ontario N2L 3G1 Introduction Grade 6 Math Circles November 28/29, 2017 Math Jeopardy Centre for Education in Mathematics and Computing This lessons covers all of the material

More information

Geometry Vocabulary Book

Geometry Vocabulary Book Geometry Vocabulary Book Units 2-4 Page 1 Unit 2 General Geometry Point Characteristics: Line Characteristics: Plane Characteristics: RELATED POSTULATES: Through any two points there exists exactly one

More information

UNIT 1 GEOMETRY. (revision from 1 st ESO) Unit 8 in our books

UNIT 1 GEOMETRY. (revision from 1 st ESO) Unit 8 in our books UNIT 1 GEOMETRY (revision from 1 st ESO) Unit 8 in our books WHAT'S GEOMETRY? Geometry is the study of the size, shape and position of 2 dimensional shapes and 3 dimensional figures. In geometry, one explores

More information

MATHEMATICS LEVEL: (B - Γ Λυκείου)

MATHEMATICS LEVEL: (B - Γ Λυκείου) MATHEMATICS LEVEL: 11 12 (B - Γ Λυκείου) 10:00 11:00, 20 March 2010 THALES FOUNDATION 1 3 points 1. Using the picture to the right we can observe that 1+3+5+7 = 4 x 4. What is the value of 1 + 3 + 5 +

More information

Find the coordinates of the midpoint of a segment having the given endpoints.

Find the coordinates of the midpoint of a segment having the given endpoints. G.(2) Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the one- and two-dimensional coordinate systems to

More information

UNIT 1 SIMILARITY, CONGRUENCE, AND PROOFS Lesson 3: Constructing Polygons Instruction

UNIT 1 SIMILARITY, CONGRUENCE, AND PROOFS Lesson 3: Constructing Polygons Instruction rerequisite Skills This lesson requires the use of the following skills: using a compass copying and bisecting line segments constructing perpendicular lines constructing circles of a given radius Introduction

More information

Assignment. Visiting Washington, D.C. Transversals and Parallel Lines

Assignment. Visiting Washington, D.C. Transversals and Parallel Lines Assignment Assignment for Lesson.1 Name Date Visiting Washington, D.C. Transversals and Parallel Lines Do not use a protractor in this assignment. Rely only on the measurements given in each problem. 1.

More information

Mathematical Construction

Mathematical Construction Mathematical Construction Full illustrated instructions for the two bisectors: Perpendicular bisector Angle bisector Full illustrated instructions for the three triangles: ASA SAS SSS Note: These documents

More information

This early Greek study was largely concerned with the geometric properties of conics.

This early Greek study was largely concerned with the geometric properties of conics. 4.3. Conics Objectives Recognize the four basic conics: circle, ellipse, parabola, and hyperbola. Recognize, graph, and write equations of parabolas (vertex at origin). Recognize, graph, and write equations

More information

Where s the Math in Origami?

Where s the Math in Origami? Where s the Math in Origami? Origami may not seem like it involves very much mathematics. Yes, origami involves symmetry. If we build a polyhedron then, sure, we encounter a shape from geometry. Is that

More information

Analytic Geometry/ Trigonometry

Analytic Geometry/ Trigonometry Analytic Geometry/ Trigonometry Course Numbers 1206330, 1211300 Lake County School Curriculum Map Released 2010-2011 Page 1 of 33 PREFACE Teams of Lake County teachers created the curriculum maps in order

More information

S. Stirling Page 1 of 14

S. Stirling Page 1 of 14 3.1 Duplicating Segments and ngles [and riangles] hese notes replace pages 144 146 in the book. You can read these pages for extra clarifications. Instructions for making geometric figures: You can sketch

More information

Mathematics Success Grade 8

Mathematics Success Grade 8 Mathematics Success Grade 8 T429 [OBJECTIVE] The student will solve systems of equations by graphing. [PREREQUISITE SKILLS] solving equations [MATERIALS] Student pages S207 S220 Rulers [ESSENTIAL QUESTIONS]

More information

1. Construct the perpendicular bisector of a line segment. Or, construct the midpoint of a line segment. 1. Begin with line segment XY.

1. Construct the perpendicular bisector of a line segment. Or, construct the midpoint of a line segment. 1. Begin with line segment XY. 1. onstruct the perpendicular bisector of a line segment. Or, construct the midpoint of a line segment. 1. egin with line segment. 2. lace the compass at point. djust the compass radius so that it is more

More information

Session 1 What Is Geometry?

Session 1 What Is Geometry? Key Terms for This Session Session 1 What Is Geometry? New in This Session altitude angle bisector concurrent line line segment median midline perpendicular bisector plane point ray Introduction In this

More information

10.1 Curves defined by parametric equations

10.1 Curves defined by parametric equations Outline Section 1: Parametric Equations and Polar Coordinates 1.1 Curves defined by parametric equations 1.2 Calculus with Parametric Curves 1.3 Polar Coordinates 1.4 Areas and Lengths in Polar Coordinates

More information

0810ge. Geometry Regents Exam y # (x $ 3) 2 % 4 y # 2x $ 5 1) (0,%4) 2) (%4,0) 3) (%4,%3) and (0,5) 4) (%3,%4) and (5,0)

0810ge. Geometry Regents Exam y # (x $ 3) 2 % 4 y # 2x $ 5 1) (0,%4) 2) (%4,0) 3) (%4,%3) and (0,5) 4) (%3,%4) and (5,0) 0810ge 1 In the diagram below, ABC! XYZ. 3 In the diagram below, the vertices of DEF are the midpoints of the sides of equilateral triangle ABC, and the perimeter of ABC is 36 cm. Which two statements

More information

Standards of Learning Guided Practice Suggestions. For use with the Mathematics Tools Practice in TestNav TM 8

Standards of Learning Guided Practice Suggestions. For use with the Mathematics Tools Practice in TestNav TM 8 Standards of Learning Guided Practice Suggestions For use with the Mathematics Tools Practice in TestNav TM 8 Table of Contents Change Log... 2 Introduction to TestNav TM 8: MC/TEI Document... 3 Guided

More information

Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research

Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research Mathematics Activity Manual Prepared as a Part of an Internship Project Prepared by Ekta Shokeen Edited By Shweta Naik Internship

More information

ACT Coordinate Geometry Review

ACT Coordinate Geometry Review ACT Coordinate Geometry Review Here is a brief review of the coordinate geometry concepts tested on the ACT. Note: there is no review of how to graph an equation on this worksheet. Questions testing this

More information

Worksheet 10 Memorandum: Construction of Geometric Figures. Grade 9 Mathematics

Worksheet 10 Memorandum: Construction of Geometric Figures. Grade 9 Mathematics Worksheet 10 Memorandum: Construction of Geometric Figures Grade 9 Mathematics For each of the answers below, we give the steps to complete the task given. We ve used the following resources if you would

More information

Teacher Lesson Pack Lines and Angles. Suitable for Gr. 6-9

Teacher Lesson Pack Lines and Angles. Suitable for Gr. 6-9 Teacher Lesson Pack Lines and Angles Suitable for Gr. 6-9 1 2 Sir Cumference and the Great Knight of Angleland By: Cindy Neuschwander, Charlsebridge Publishing, ISBN: 1570911525 Read the book to the students.

More information

Folding Tetrahedra and Four-Dimensional Origamis

Folding Tetrahedra and Four-Dimensional Origamis Original Paper Forma, 15, 49 56, 2000 Folding Tetrahedra and Four-Dimensional Origamis Keimei KAINO Sendai National College of Technology, Aobaku, Sendai 989-3124, Japan E-mail: kaino@cc.sendai-ct.ac.jp

More information

Learning how to axiomatise through paperfolding

Learning how to axiomatise through paperfolding Learning how to axiomatise through paperfolding D. Nedrenco Abstract: Mathematical paperfolding can be seen as a helpful tool to start a course with some axiomatisation issues of a mathematical theory.

More information

THINGS TO DO WITH A GEOBOARD

THINGS TO DO WITH A GEOBOARD THINGS TO DO WITH A GEOBOARD The following list of suggestions is indicative of exercises and examples that can be worked on the geoboard. Simpler, as well as, more difficult suggestions can easily be

More information

MATHEMATICS GEOMETRY HONORS. OPTIONS FOR NEXT COURSE Algebra II, Algebra II/Trigonometry, or Algebra, Functions, and Data Analysis

MATHEMATICS GEOMETRY HONORS. OPTIONS FOR NEXT COURSE Algebra II, Algebra II/Trigonometry, or Algebra, Functions, and Data Analysis Parent / Student Course Information MATHEMATICS GEOMETRY HONORS Counselors are available to assist parents and students with course selections and career planning. Parents may arrange to meet with the

More information

From Flapping Birds to Space Telescopes: The Modern Science of Origami

From Flapping Birds to Space Telescopes: The Modern Science of Origami From Flapping Birds to Space Telescopes: The Modern Science of Origami Robert J. Lang Notes by Radoslav Vuchkov and Samantha Fairchild Abstract This is a summary of the presentation given by Robert Lang

More information

and Transitional Comprehensive Curriculum. Geometry Unit 3: Parallel and Perpendicular Relationships

and Transitional Comprehensive Curriculum. Geometry Unit 3: Parallel and Perpendicular Relationships Geometry Unit 3: Parallel and Perpendicular Relationships Time Frame: Approximately three weeks Unit Description This unit demonstrates the basic role played by Euclid s fifth postulate in geometry. Euclid

More information

Engineering Graphics, Class 5 Geometric Construction. Mohammad I. Kilani. Mechanical Engineering Department University of Jordan

Engineering Graphics, Class 5 Geometric Construction. Mohammad I. Kilani. Mechanical Engineering Department University of Jordan Engineering Graphics, Class 5 Geometric Construction Mohammad I. Kilani Mechanical Engineering Department University of Jordan Conic Sections A cone is generated by a straight line moving in contact with

More information

Foundations of Projective Geometry

Foundations of Projective Geometry C H T E 15 Foundations of rojective Geometry What a delightful thing this perspective is! aolo Uccello (1379-1475) Italian ainter and Mathematician 15.1 XIMS F JECTIVE GEMETY In section 9.3 of Chapter

More information

Chapter 2 Review WS Period: Date:

Chapter 2 Review WS Period: Date: Geometry Name: Chapter 2 Review WS Period: Date:. A transversal intersects two parallel lines. The measures of a pair of alternate interior angles are 5v and 2w. The measures of a pair of same-side exterior

More information

Properties of Chords

Properties of Chords Properties of Chords Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) To access a customizable version of this book, as well as other interactive content, visit www.ck12.org

More information

Deriving the General Equation of a Circle

Deriving the General Equation of a Circle Deriving the General Equation of a Circle Standard Addressed in this Task MGSE9-12.G.GPE.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square

More information

Hands-On Explorations of Plane Transformations

Hands-On Explorations of Plane Transformations Hands-On Explorations of Plane Transformations James King University of Washington Department of Mathematics king@uw.edu http://www.math.washington.edu/~king The Plan In this session, we will explore exploring.

More information

Locus Locus. Remarks

Locus Locus. Remarks 4 4. The locus of a point is the path traced out by the point moving under given geometrical condition (or conditions). lternatively, the locus is the set of all those points which satisfy the given geometrical

More information

PAPER. Connecting the dots. Giovanna Roda Vienna, Austria

PAPER. Connecting the dots. Giovanna Roda Vienna, Austria PAPER Connecting the dots Giovanna Roda Vienna, Austria giovanna.roda@gmail.com Abstract Symbolic Computation is an area of computer science that after 20 years of initial research had its acme in the

More information

Problem of the Month What s Your Angle?

Problem of the Month What s Your Angle? Problem of the Month What s Your Angle? Overview: In the Problem of the Month What s Your Angle?, students use geometric reasoning to solve problems involving two dimensional objects and angle measurements.

More information

Stereometry Day #1. Stereometry Day #2

Stereometry Day #1. Stereometry Day #2 8 th Grade Stereometry and Loci Lesson Plans February 2008 Comments: Stereometry is the study of 3-D solids, which includes the Platonic and Archimedean solids. Loci is the study of 2-D curves, which includes

More information

From Rabbit Ears to Origami Flowers: Triangle Centers and the Concept of Function

From Rabbit Ears to Origami Flowers: Triangle Centers and the Concept of Function Bridges 2017 Conference Proceedings From Rabbit Ears to Origami Flowers: Triangle Centers and the Concept of Function Alan Russell Department of Mathematics and Statistics Elon University 2320 Campus Box

More information

Anthony Chan. September, Georgia Adult Education Conference

Anthony Chan. September, Georgia Adult Education Conference Anthony Chan September, 2018 1 2018 Georgia Adult Education Conference Attendees will be able to: Make difficult math concepts simple and help their students discover math principles on their own. This

More information

Chapter 4: The Ellipse

Chapter 4: The Ellipse Chapter 4: The Ellipse SSMth1: Precalculus Science and Technology, Engineering and Mathematics (STEM) Mr. Migo M. Mendoza Chapter 4: The Ellipse Lecture 1: Introduction to Ellipse Lecture 13: Converting

More information

The 7* Basic Constructions Guided Notes

The 7* Basic Constructions Guided Notes Name: The 7* asic Constructions Guided Notes Included: 1. Given an segment, construct a 2 nd segment congruent to the original. (ctually not included!) 2. Given an angle, construct a 2 nd angle congruent

More information

June 2016 Regents GEOMETRY COMMON CORE

June 2016 Regents GEOMETRY COMMON CORE 1 A student has a rectangular postcard that he folds in half lengthwise. Next, he rotates it continuously about the folded edge. Which three-dimensional object below is generated by this rotation? 4) 2

More information

Unit 6 Task 2: The Focus is the Foci: ELLIPSES

Unit 6 Task 2: The Focus is the Foci: ELLIPSES Unit 6 Task 2: The Focus is the Foci: ELLIPSES Name: Date: Period: Ellipses and their Foci The first type of quadratic relation we want to discuss is an ellipse. In terms of its conic definition, you can

More information

The Basics: Geometric Structure

The Basics: Geometric Structure Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 6-2015 The Basics: Geometric Structure Danielle Kendrick Trinity University Follow

More information

TIalgebra.com Algebra 1

TIalgebra.com Algebra 1 Perpendicular Slopes ID: 8973 Time required 45 minutes Topic: Linear Functions Graph lines whose slopes are negative reciprocals and measure the angles to verify they are perpendicular. Activity Overview

More information

Follow each step of the procedure to fold a strip of 10 equilateral triangles into a flexagon with 3 faces.

Follow each step of the procedure to fold a strip of 10 equilateral triangles into a flexagon with 3 faces. Assignment 1 Start with an arbitrary folding line on your paper roll. Do action Folding Up (U) to create a new folding line Do action Folding down (D) to create a new folding line Repeat this (doing U,

More information

Special Geometry Exam, Fall 2008, W. Stephen Wilson. Mathematics Department, Johns Hopkins University

Special Geometry Exam, Fall 2008, W. Stephen Wilson. Mathematics Department, Johns Hopkins University Special eometry xam, all 008, W. Stephen Wilson. Mathematics epartment, Johns opkins University I agree to complete this exam without unauthorized assistance from any person, materials or device. Name

More information

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER Ma KEY STAGE 3 TIER 6 8 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you to start. Write your name and the name of your

More information

Let s Get This Started!

Let s Get This Started! Lesson 1.1 Assignment 1 Name Date Let s Get This Started! Points, Lines, Planes, Rays, and Line Segments 1. Identify each of the following in the figure shown. a. Name all points. W X p b. Name all lines.

More information

6.1 Justifying Constructions

6.1 Justifying Constructions Name lass ate 6.1 Justifying onstructions Essential Question: How can you be sure that the result of a construction is valid? Resource Locker Explore 1 Using a Reflective evice to onstruct a erpendicular

More information

Problem of the Month: Between the Lines

Problem of the Month: Between the Lines Problem of the Month: Between the Lines Overview: In the Problem of the Month Between the Lines, students use polygons to solve problems involving area. The mathematical topics that underlie this POM are

More information

Geometric Constructions

Geometric Constructions Geometry Name: Part 1: What are Geometric Constructions? Geometric Constructions Go to http://www.mathopenref.com/constructions.html. Answer the following questions. 1. What is a construction? 2. What

More information

!"#$ %&& ' ( ) * ' ) * !"#$!%&&'

!#$ %&& ' ( ) * ' ) * !#$!%&&' !"#$ %&& ' ( ) * ' ) *!"#$!%&&' (+'* ',, '!-.,!!! #,,!,.!! -!, '!*!!,,,!!-. *!'*,-!-,./ From an article written by J.J. O'Connor and E.F. Robertson located at: http://www-history.mcs.st-andrews.ac.uk/mathematicians/hippocrates.html

More information

Activity: Fold Four Boxes

Activity: Fold Four Boxes ctivity: Fold Four Boxes 1. Cut out your copy of the crease pattern for the square-base twist box but only cut along the solid lines. 2. Look at this key: mountain crease valley crease When folded, a mountain

More information