big ideas geometry and data analysis · we will be giving you other definitions of geometry as we...
TRANSCRIPT
BigIdeasinMathematicsforFutureTeachers
BigIdeasinGeometryandData
JohnBeam,JasonBelnap,EricKuennen,AmyParrott,CarolE.Seaman,andJenniferSzydlik
(UpdatedSummer2019)
2
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
3
Hey!Readthis.Itwillhelpyouunderstandthebook.
Theonlywaytolearnmathematicsistodomathematics. PaulHalmos
Thisbookwaswrittentopreparefutureteachersforthemathematicalworkofteaching.Thefocusofthismoduleisgeometryanddata–andthisdomainencompassesmanydeepandwonderfulmathematicalideas.Thistextisnotintendedtohelpyourelearnyourelementarymathematics;itisaboutteachingyoutothinklikeamathematiciananditisabouthelpingyoutothinklikeamathematicsteacher.TheNationalCouncilofTeachersofMathematics(NCTM,2000)writes:
Teachersneedseveraldifferentkindsofmathematicalknowledge–knowledgeaboutthewholedomain;deep,flexibleknowledgeaboutcurriculumgoalsandabouttheimportantideasthatarecentraltotheirgradelevel;knowledgeaboutthechallengesstudentsarelikelytoencounterinlearningtheseideas;knowledgeabouthowtheideascanberepresentedtoteachthemeffectively;andknowledgeabouthowstudents’understandingcanbeassessed(p.17).
Wearegoingtoworktowardthesegoals.(Readthemagain.Thisisatallorder.Inwhichareasdoyouneedthemostwork?)Throughoutthisbook,wewillaskyoutoconsiderquestionsthatmayariseinyourelementaryclassroom.
Isasquarealwaysarectangle?
Whatdoesthisnumbercalledprepresent?Whatdoesitmeantomeasure“area”?
Cantworectangleswiththesameareahavedifferentperimeters?
Whatissospecialaboutrighttriangles? IfIbuya5-inchpizzaandmyfriendbuysa10-inchpizza,doessheget twiceasmuchtoeat?
HowmanypeopledoyouneedtosampleinordertoreasonablyfindouthowmanyhoursofTVsecondgraderswatchinaweek?
Whatdoesitmeantosaythattheprobabilityofaheadwhenflippingacoinis½?
4
Asmathematicianswewillalsoconveytoyouthebeautyofoursubject.Weviewmathematicsasthestudyofpatternsandstructures.Wewanttoshowyouhowtoreasonlikeamathematician–andwewantyoutoshowthistoyourstudentstoo.Thiswayofreasoningisjustasimportantasanycontentyouteach.Whenyoustandbeforeyourclass,youarearepresentativeofthemathematicalcommunity;wewillhelpyoutobeagoodone.Noonecandothisthinkingforyou.Mathematicsisn’tasubjectyoucanmemorize;itisaboutwaysofthinkingandknowing.Youneedtodoexamples,gatherdata,lookforpatterns,experiment,drawpictures,think,tryagain,makearguments,andthinksomemore.Thebigideasofgeometryarenotalwayseasy–buttheyarefundamentallyimportantforyourstudentstounderstandandsotheyarefundamentallyimportantforyoutounderstand.EachsectionofthisbookbeginswithaClassActivity.Theactivityisdesignedforsmall-groupworkinclass.Someactivitiesmaytakeyourclassaslittleas20minutestocompleteanddiscuss.Othersmaytakeyoutwoormoreclassperiods.TheReadandStudy,ConnectionstoTeaching,andHomeworksectionsarepresentedwithinthecontextoftheactivityideas.Nosolutionsareprovidedtoactivitiesorhomeworkproblems–youwillhavetosolvethemyourselves.ThemathematicscontentinthisbookpreparesyoutoteachtheCommonCoreStateStandardsforMathematicsforgradesK-8.Thesearethestandardsthatyouwilllikelyfollowwhenyouareanelementaryteacher,sowewillhighlightaspectsofthemthroughoutthetext.Inorderforyoutoseehowthemathematicalworkyouaredoingappearsintheelementarygrades,wehavemadeexplicitconnectionstoBridgesinMathematicsfromTheMathLearningCenter.ThisistheonlineelementarygradesmathematicscurriculumadoptedbytheOshkoshAreaSchoolDistrict.Youwilloftenbeaskedtogotothesitebridges.mathlearningcenter.orgtoreadordoproblems.Yourinstructorwillprovideyouwithacodesothatyoucanaccessthesematerials. Allourbest,
John,Jason,Eric,Amy,Carol&Jen
5
TableofContents
Tobeateacherrequiresextensiveandhighlyorganizedbodiesofknowledge.Shulman,1985,p.47
ChapterOne.......................................................................................................9ClassActivity1: TrianglePuzzle.......................................................................................10
WhatisGeometry................................................................................................................11
NatureofMathematicalObjects..........................................................................................11
MathematicalCommunication.............................................................................................13
ClassActivity2: DefiningMoments.................................................................................17
RoleofDefinitions................................................................................................................18
ParallelandPerpendicularLines..........................................................................................19
ClassActivity3: GetitStraight........................................................................................26
LanguageofMathematics....................................................................................................29
DeductiveversusInductiveReasoning.................................................................................29
IdeaofAxioms......................................................................................................................30
MakingConvincingMathematicalArguments.....................................................................32
ClassActivity4: AlltheAngles.........................................................................................39
MeasuringAnglesinDegrees...............................................................................................39
RegularPolygons..................................................................................................................41
ClassActivity5: ALogicalInterlude.................................................................................45
ConverseandContrapositive...............................................................................................46
SummaryofBigIdeas........................................................................................................49
ChapterTwo.....................................................................................................50ClassActivity6: MeasureforMeasure............................................................................51
StandardandNonstandardUnits.........................................................................................53
ApproximationandPrecision...............................................................................................54
ClassActivity7: Part1Triangulating................................................................................57
ClassActivity7: Part2AreaEstimation...........................................................................58
IdeaofArea..........................................................................................................................59
CoveringwithUnitSquares..................................................................................................60
6
ClassActivity8: FindingFormulas....................................................................................64
MakingSenseofAreaFormulas...........................................................................................65
ClassActivity9: TheRoundUp........................................................................................70
Whatisπ?............................................................................................................................72
InscribedPolygons................................................................................................................74
ClassActivity10: PlayingPythagoras...............................................................................75
ProofsofthePythagoreanTheorem....................................................................................77
GeometricandAlgebraicRepresentations...........................................................................78
SummaryofBigIdeas........................................................................................................80
ChapterThree..................................................................................................81ClassActivity11: StrictlyPlatonic(Solids)........................................................................82
RegularPolyhedra................................................................................................................83
SpatialReasoning.................................................................................................................84
ClassActivity12: PyramidsandPrisms............................................................................87
CountingVertices,Edges,andFaces....................................................................................87
ClassActivity13: SurfaceArea........................................................................................90
IdeaofSurfaceArea.............................................................................................................91
ClassActivity14: NothingButNet...................................................................................94
NetsforCylindersandPyramids..........................................................................................94
ClassActivity15: BuildingBlocks.....................................................................................95
IdeasofVolume....................................................................................................................97
VolumesofPrismsandCylinders.........................................................................................97
ClassActivity16: VolumeDiscount..................................................................................99
Capacity..............................................................................................................................101
VolumesofPyramids,Cones,andSpheres........................................................................102
ClassActivity17: VolumeChallenge..............................................................................106
BuildingModelstoSpecification........................................................................................106
SummaryofBigIdeas......................................................................................................109
ChapterFour..................................................................................................110ClassActivity18: Slides.................................................................................................111
RigidMotions.....................................................................................................................112
Translations........................................................................................................................112
7
ClassActivity19: Turn,Turn,Turn.................................................................................115
Rotations............................................................................................................................117
ClassActivity20: ReflectingonReflecting.....................................................................120
Reflections..........................................................................................................................122
ClassActivity21: Part1ASimilarTask..........................................................................125
ClassActivity21: Part2Zoom.......................................................................................126
SimilarPolygons.................................................................................................................127
ClassActivity22: SearchingforSymmetry.....................................................................130
SymmetriesinthePlane.....................................................................................................131
SummaryofBigIdeas......................................................................................................134
ChapterFive...................................................................................................135ClassActivity23: DiceSums..........................................................................................136
LanguageofProbability......................................................................................................137
ExperimentalandTheoreticalAnalysis..............................................................................141
ClassActivity24: RatMazes..........................................................................................144
TreeDiagrams....................................................................................................................145
CompoundEvents..............................................................................................................146
ClassActivity25: TheMaternityWard...........................................................................149
LawofLargeNumbers........................................................................................................150
IndependentEvents...........................................................................................................150
SummaryofBigIdeas......................................................................................................153
ChapterSix.....................................................................................................154ClassActivity26: StudentWeightsandRectangles........................................................155
TheLaguageofSampling....................................................................................................158
RandomSamples................................................................................................................159
ClassActivity27: SnowRemoval...................................................................................165
AnalyzingaSurvey..............................................................................................................166
ClassActivity28: Part1NameGames...........................................................................172
ClassActivity28: Part2IntheBalance..........................................................................174
RedistributionConceptoftheMean..................................................................................176
BalanceConceptoftheMean............................................................................................176
MedianandMode..............................................................................................................176
8
FiveNumberSummary.......................................................................................................177
Percentiles..........................................................................................................................178
ClassActivity29: MeasuringtheSpread........................................................................183
Range,IQR,andMeanAbsoluteDeviation........................................................................185
ACriterionforFindingSuspectedOutliers.........................................................................185
Boxplots..............................................................................................................................186
ClassActivity30: TheMatchingGame...........................................................................191
Distributions,Skewness,andSymmetry............................................................................193
SummaryofBigIdeas......................................................................................................203
References.......................................................................................................................204
APPENDICES...................................................................................................206Euclid’sPostulatesandPropositions................................................................................207
Glossary..........................................................................................................................212
GraphPaper....................................................................................................................227
Tangrams.........................................................................................................................229
PatternBlocks.................................................................................................................230
9
ChapterOne
SeeingtheWorldGeometrically
10
ClassActivity1: TrianglePuzzle
Geometryisthescienceofcorrectreasoningonincorrectfigures. Originalauthorunknown,butquotedfromG.Polya,HowtoSolveIt.Princeton:
PrincetonUniversityPress.1945.Whathappenedtothemissingsquare?
11
ReadandStudy
Geometricfiguresshouldhavethisdisclaimer:
“Noportrayalofthecharacteristicsofgeometricalfiguresorofthespatialpropertiesofrelationshipsofactualbodiesisintended,andanysimilaritiesbetweentheprimitiveconceptsandtheircustomarygeometricalconnotationsarepurely
coincidental.”
"GeometryandEmpiricalScience"inJ.R.Newman(ed.)TheWorldofMathematics,NewYork:SimonandSchuster,1956.
Mathematicalobjects–geometricobjectsincluded–arenotrealobjects.Theyareidealobjects.Thismightseemdisturbingbecausethismeansthatgeometricobjects–liketrianglesandcircles–donotexistinthephysicalworld.Youcandrawsomethingthatlookslikeatriangleoracircle,butitwon’thavethepreciseandperfectpropertiesthattheidealmathematicaltriangleorcirclehas.Thesketchwillsimplycalltomindtheidealobject.Whilewedrawlotsofpicturesingeometry,weneedtokeepinmindthatthepicturescanbemisleading.TaketheTrianglePuzzleasanexample.Thispuzzleiscompellingbecauseitreallylookslikethetopandbottomfiguresarebothtriangles.Theyarenot.Onlybyreasoningabouthowtheidealizedpiecesfittogethercanwediscoverthetruth.Thepuzzleisgovernedbyanunderlyingstructure–thepropertiesoftheshapesinvolveddeterminehowtheywillfittogether.Mathematicianslovetorevealhiddenstructureandtoexplainpatterns.Thisiswhatmathematicsisabout.Andthisiswhatgeometry,inparticular,isabout.Onedefinitionofgeometryisthatitisthestudyofidealshapesandtheirproperties,ofthepatternsthoseshapescanform,andoftheactionsonthoseshapesthatpreservetheirproperties.Wewillbegivingyouotherdefinitionsofgeometryaswegoalong.Watchforthevarietyofwaysofthinkingaboutgeometry.W H A T I S G E O M E T R Y N A T U R E O F M A T H E M A T I C A L O B J E C T S
Thisbookisdesignedsothatyougettodogeometry.Wegenerallydonotteachyoutechniquesandthenhaveyoupractice.Instead,weaskthatyouworkonproblemstohelpyouconstructimportantideas.Theproblemscanbedifficult–whichiswhywehopethatyouwillworkonthemingroupsandthendiscussthemasaclass.Wemadethemthatwayonpurpose.Webelievethataproblemisonlyaproblemifyoudon’tknowhowtosolveit.Ifyoudoknowhowtosolveit,thenitisjustanexercise.Wehopethisbookisfullofproblemsforyouandthatyouwill‘getstuck’alot.Trynottoletbeingstuckdiscourageyou.Itispartofdoingmathematics.Thereisnomagictechniqueforsolvingamathematicsproblem–whichisgood,becauseotherwisemathematicswouldn’tbeanyfun.Basically,youjusthavetowrestlewiththe
12
problem.Theprocessmighttakeminutes,orhours,orevenyears.Therearestrategiesthatmayprovehelpful,andapurposeofthisfirstsectionistomakeyouawareofsomeofthethingspeopledotoworkonproblems.Fornow,wewouldlikeyoutoseparateyourthinkingaboutproblemsolvingintofourcategories:
1) Understandingtheproblem.Whatdoesitmeantosolvethisproblem?Doyouunderstandtheconditionsandinformationgiveninthestatementoftheproblem?(FortheTrianglePuzzleabove,thismeansunderstandingthatsinceareamustbepreserved,thepictureshavetobemisleadinginsomeway.Solvingthisproblemmeansshowingexactlyhowthepicturesaremisleading.)
2) Reflectingonyourproblemsolvingstrategies.Whatdidyoudotoworkonthe
problem?(Didyoustudythepiecestoseehowtheyfittogether?Randomlyorinsomesystematicmanner?Didyoukeeptrackofanything?Didyoudrawpictures?Didyoucomputesomething?)
3) Explainingthesolution.Whatistheanswertothequestion?(Exactlywhatiswrong
withthepictures?)
4) Justifyingthatyouarebothdoneandcorrect.Whydoesyoursolutionmakesense?Canyouprovethatyouarecorrectandthattheproblemiscompletelysolved?
Beforewegetintothisbookanyfurther,wemightaswelltellyouthatwe’rebossy.Throughoutthereadingsections(whichyoumustdo–youoweittothechildreninyourfutureclassrooms)wewillaskquestionsandissuecommandsinitalics.Dothethingswesuggestinitalics.Don’tworrythatitslowsthereadingdown.Mathematiciansreadvery,very,agonizinglyslowlyandcarefully,withpencilinhand.Wewriteonourbooks–alloverthem.Weverifyclaims;wedotheproblems;weasknewquestionsandtrytoanswerthem.Sowechallengeyoutodofourthingsthisterm.Firstandsecond,readeverywordofyourtextandworkhardoneachandeveryproblem.Third,makeacontributiontoeachdiscussionofaclassactivity.Andfinally,practicelisteningtoandmakingsenseofotherstudents’mathematicalideas.Asateacher,youwillneedtounderstandthemathematicalthinkingofothers;useyourclasstopracticethatskill.ConnectionstoTeaching
13
Instructionalprogramsfromprekindergartenthroughgrade12shouldenableallstudentstoorganizeandconsolidatetheirmathematicalthinkingthrough
communication;tocommunicatetheirmathematicalthinkingcoherentlyandclearlytopeers,teachers,andothers;toanalyzeandevaluatethemathematicalthinking
andstrategiesofothers;andtousethelanguageofmathematicstoexpressmathematicalideasprecisely. NCTMPrinciplesandStandardsforSchoolMathematics,2000
Learningviaproblemsolvingandcommunicationofideasaretwomajorthreadsinelementarymathematicseducation.TheNationalCouncilofTeachersofMathematics(2000),inadoptingthePrinciplesandStandardsforSchoolMathematics,advocatedthatallstudentsofmathematicsengageinproblemsolvingandcommunication,bothoralandwritten,atallgradelevels.Theywrite:
“Solvingproblemsisnotonlyagoaloflearningmathematicsbutalsoamajormeansofdoingso”(p.52).“Communicationisanessentialpartofmathematicsandmathematicseducation.Itisawayofsharingideasandclarifyingunderstanding….Whenstudentsarechallengedtothinkandreasonaboutmathematicsandtocommunicatetheresultsoftheirthinkingtoothersorallyorinwriting,theylearntobeclearandconvincing”(p.60).
Mathematicseducatorsbelievethatproblemsolvingandwrittencommunicationarealsoessentialcomponentsofyourmathematicalpreparationtobecomeelementaryschoolteachers.Wewillbeaskingyoutowriteaboutmathematicsinthisclass.Wewillaskyoutowriteinterpretationsofproblems,descriptionsofstrategies,explanationsofsolutions,andjustificationsofsolutions.M A T H E M A T I C A L C O M M U N I C A T I O N
Howdowewriteaboutmathematics?Isn’tmathematicsallaboutnumberslike2andp?Andaboutsymbolslike║andÐ?Well,no,it’snot.Mathematiciansusesymbolslikethesetowritestatementsandtosolvesomeproblems,andyoucanusesymbolslikeÐand^and@whenyouwriteaboutgeometryproblems.Butmathematicsismuchmoreaboutexploringpatterns,makingconjectures,explainingresultsandjustifyingsolutions.Theseactivitiesrequireustowritewithwordsincompletesentencesthatusemathematicallanguageandlogicappropriately.Symbolsareatoolwewilluse.Butfornow,youshouldfocusonwritingwithwords–clearly,completely,correctly,andconvincingly.Asfutureteachersyoumustpracticecommunicatinginthelanguageofmathematics.Youwillhaveachancetopracticerightnowinthehomework.
14
HomeworkYoualwayspassfailureonthewaytosuccess.
MickeyRooney(MQS)
1) TheTangrampuzzleiscomposedofsevenshapesincludingonesquare,oneparallelogram,twosmallisoscelesrighttriangles,onemedium-sizedisoscelesrighttriangle,andtwolargeisoscelesrighttriangles.Inthediagrambelow,thesevenpiecesarearrangedsothattheyfittogethertoformasquare.a) Tracethepieces,cutthemout,andthenidentifyeachone.Lookuptheterms
isosceles,righttriangleandparallelogramintheglossaryandlearnthosedefinitions.
b) Figureouthowtorearrangeallsevenpiecestoformatrapezoid.Noticethatyoufirstneedtounderstandtheproblem.Lookupthedefinitionofatrapezoidifyouneedtodoso.
c) Reflectonyourproblemsolvingstrategiesandwriteadescriptionofthestrategies
youusedtoworkontheaboveTangrampuzzle.
d) Explainthesolutionbygivingcarefulinstructions,usingwordsonly(nopictures),forarrangingthesevenpiecestoformatrapezoid.
15
2) ChildrenintheearlyelementarygradescansolvepuzzlessimilartotheTangrampuzzleusingpatternblocks(asetofflatblocksinsixshapes:regularhexagon,isoscelestrapezoid,tworhombi,square,andequilateraltriangle).Lookupthetermsrhombus(thepluralformofrhombusisrhombi)andhexagonintheglossary,thendotheactivitydescribedbelow.
a) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade1TeachersGuide(yourprofessorshouldhaveacodeforyoutoviewthis).Spend10-15minuteslookingthroughUnit5Module1.ThenworkthroughPatternBlockPuzzle3.Howmanydifferentwaysarepossibletofillthisshape?Seeifyoucanfindatleast5.
b) Whatmightchildrenlearnabouttherelationshipsamongthepatternblocksbyworkingontheseproblems?
16
3) HereisapictureofallsevenTangrampiecesrearrangedtomakeatriangle.
Youaregoingtobeginto“justifythatwearecorrect.”Thisinvolvesarguingthatthepiecesreallydofittogetherasshown.(Rememberthatjust“lookingliketheyfit”isn’tgoodenough.)Yougettoassumethattheoriginalpiecesreallyareallperfectshapesandthattheyoriginallyfitperfectlytoformasquarelikethis:
a) Arguethatthevertexoftheyellowtrianglealongwiththeverticesofthelargeorangeandbluetrianglesreallydomeettomake180degrees(theyformastraightangle)atthebottomedgeofthepuzzle.
b) Arguethattheedgeoftheorangetrianglefitsperfectlywiththeedgesofthesquareandyellowtriangleandthatthebigbluetrianglereallyfitsperfectlyalongtheedgesoftheparallelogramandyellowtriangle.
17
ClassActivity2: DefiningMoments
Wherethereismatter,thereisgeometry.JohannesKepler(1571-1630)
Mathematicaldefinitionsareimportanttomathematiciansbecausetheygiveustheexactcriteriaweneedtoclassifyobjects.Usethedefinitionofapolygontodecidewhethereachoftheobjectsthesketchcallstomindarepolygons.Ifanobjectdoesnotmeetthedefinition,explainexactlyhowitfails.Visittheglossaryifyouneedtolookupterms.Apolygonisasimple,closedcurveintheplanecomposedonlyofafinitenumberoflinesegments.
1) 2)3) 4) 5)6) 7)
8) 9)
18
ReadandStudy
Everythingyou’velearnedinschoolas“obvious”becomeslessandlessobviousasyoubegintostudytheuniverse.Forexample,therearenosolidsintheuniverse.There’snotevenasuggestionofasolid.Therearenosurfaces.Therearenostraightlines. R.BuckminsterFuller
Mathematicianscaredeeplyaboutthewordsweusetotalkaboutmathematics.Wehavemanyspecialwords,likeisosceles,thatdonotappearineverydaylanguage.Thesewordshaveprecisedefinitionsthatprovidepowerfulknowledgeabouttheobjectstowhichtheyrefer.Evencommonwordslikerighttakeonspecialmeaningwhentheyareusedinmathematicaltalk.R O L E O F D E F I N I T I O N S
Wewillsaylots,andwemeanlots,moreaboutthetermsweuseinmathematicsthroughoutthepagesofthisbook.Everytimeyouencounteratermyoudon’tknow,lookupthedefinitionintheglossaryandmakecertainyouunderstandjusthowthewordisusedinmathematicaltalk.Tohelpyoudothis,wewillcontinuetounderlineandboldfacemathematicaltermsthefirsttimeweusethem.Thiswillletyouknowthatthewordhasaparticularmeaninginmathematicstowhichyouneedtopayattention.Mathematicaldefinitionsaresoimportantbecause:
1) Definitionsprovideprecisecriteriafordescribingandclassifyingtheseidealobjects;
2) Definitionsdescriberelationshipsamongobjects;and
3) Definitionsgiveusthepowertomakemathematicalarguments.
Let’stalkabitmoreabouteachofthese.IntheClassActivityyouhadtheopportunitytomakesenseofadefinitionandtouseittoclassifypolygons.Diditsurpriseyouthatthedefinitionreliedonsomanyotherterms?Afterall,theideaofapolygondoesn’tseemthatcomplicated.Howeveryouwillfindthatyourstudentshavemanydifferentideasinmindaboutpolygons.Somewillthinkthatsolidshapesarepolygons.Somemightclassifyshapeswithcurvededges(likecircles)aspolygons.Inordertobesurethatweareallimaginingthesameidealobjects,wemustallhavethesamedefinition.Thatsaid,wehavetostartsomewherewhenwritingourdefinitions,andthatmeansthatnotalltermscanbepreciselydefined.Inparticular,ingeometry,weacceptthefollowingideasasundefined:point,line,plane,andspace.Thesetermscorrespondtothe0-dimensional,the1-dimensional,the2-dimensional,andthe3-dimensionalobjectstowhichthedefinitionsofgeometryapply.
19
Maybeitseemsstrangethatsuchafundamentalobjectasalineisanundefinedterm,buteventhoughwedon’tdefineit,wecanunderstandalinetobeacollectionofpoints(alsoundefined)thatobeysasetofrules.Wehaveintuitiveideasaboutwhatapointorlineis,butwecanbestunderstandortalkaboutpointsorlinesintermsofamodel.Usefulmodelsofalineincludethecreaseinasheetofpaper,thestraightedgewherethewallofaroommeetsthefloor,atautpieceofthinstring,orthepicturebelow.Ofcourseeachofthesemodelsisonlyarepresentationofaline.A“true”linehasnowidthatall–onlylength–anditextendsindefinitelyinbothdirections.Likeallothermathematicalobjects,a“true”lineisanidealobject–itexistsonlyinourminds.Itmayalsoseemstrangethatwecan’tdefinealinebysayingthatitis“straight.”Thepropertyof“straightness”isanotherintuitiveideathatcarrieswithitthenotionof“shortestdistance.”Thatis,wesaythatalineis“straight”ifitismeasuringtheshortestdistancebetweenpoints(the“tautstring”idea).Theseintuitiveideasof“straight”workwellonflatsurfaces(andintheworldofEuclideangeometry),butarenotashelpfuloncurvedsurfacessuchasasphere.Whatistheshortestdistancebetweentwopointsonasphere?Findaball(oranorangeoraglobe)andastringandhavealook.Twocommonmodelsforaplaneareaflatsheetofpaperandthesurfaceofawhiteboard(providedwerememberthateachisonlyaportionoftheplanewhichactuallyextendsinfinitelyinalldirections).Asecondwaythatweusedefinitionsistocreaterelationshipsbetweenobjects.Forexample,wesaythattwolinesareparalleliftheylieinthesameplaneanddonotintersect.Thisdefinitionhelpsusunderstandtherelationshipbetweenlinesthatareparallelprovidedweunderstandwhataplaneisandwhatitmeansforlinestointersect.Alternatively,wecansaythattwolinesareparalleliftheylieinthesameplaneanddonothaveanypointsincommon.Thisseconddefinitionincorporatestheideaofnon-intersectionwithoutusingawordthatmaynotbeknown.P A R A L L E L A N D P E R P E N D I C U L A R L I N E S
Weusedefinitionsinathirdwaywhenwemakearguments.Wewilltalkaboutthisfurtherinthenextsection,butfornow,let’slookatasimpleexample:Supposewewanttoarguethatnotrianglecanalsobeasquare.Sincethedefinitionofatrianglestatesthatitisapolygonwithexactlythreesidesandthedefinitionofasquarestatesthatitisapolygonwithexactlyfourcongruentsidesandfourrightangles,andsincethreedoesnoteverequalfour;wecanconcludethatitisnoteverpossibleforatriangletohavefoursides.Soatrianglecanneveralsobeasquare.Nowthisargumentmayseemtrivial,butthepointhereisthatweusedefinitionstomakearguments.Usethedefinitionsof“parallel”and“perpendicular”toarguethattwolinesthatareparallelcanneveralsobeperpendicular.
20
ConnectionstoTeachingInprekindergartenthroughgrade2allstudentsshouldrecognize,name,build,draw,
compare,andsorttwo-andthree-dimensionalshapes. NCTMPrinciplesandStandardsforSchoolMathematics,2000
Inrecentyearsmoststates(includingWisconsin)haveadoptedcommonstandardsforschoolmathematics.Thesestandards,calledtheCommonCoreStateStandards(CCSS),prescribethemathematicalcontentandpracticesthatteachersshouldaddressateachgradelevel.Asafutureteacher,youwillneedtoknowandunderstandthem.Thepracticestandardsdescribeexpectationsforstudentsacrossallgradelevels.Whichofthesestandardshaveyouexperiencedsofarinthisclass?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Inthisbook,wewillfocusonthecontentstandardsrelatedtogeometryandmeasurement,andwewillbeginnowwithgeometryforchildreninkindergartenandfirstgrade.Takeaminutetoreadthem.
CommonCoreStateStandardsforMathematicalPractice
Childrenshould…
1. Makesenseofproblemsandpersevereinsolvingthem.2. Reasonabstractlyandquantitatively.3. Constructviableargumentsandcritiquethereasoningofothers.
4. Modelwithmathematics.
5. Useappropriatetoolsstrategically.
6. Attendtoprecision.
7. Lookforandmakeuseofstructure.
8. Lookforandexpressregularityinrepeatedreasoning.
21
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Inordertohelpchildrentodistinguishbetweendefiningandnon-definingattributes,youmightaskchildrentosortshapesintocategories.Forexample,youmightaskthattheyidentifyallthetrianglesinthefollowinggroupofshapes:
CCSSKindergarten:GeometryIdentifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).
1. Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
2. Correctlynameshapesregardlessoftheirorientationsoroverallsize.
3. Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).
Analyze,compare,create,andcomposeshapes.
4. Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).
5. Modelshapesintheworldbybuildingshapesfromcomponents(e.g.,sticksandclayballs)anddrawingshapes.
6. Composesimpleshapestoformlargershapes.Forexample,“Canyoujointhese
twotriangleswithfullsidestouchingtomakearectangle?”
22
Whatconversationscouldyouhavewithchildrenregardingthisactivity?InwhatwaysmightyouuseittoaddresstheCCSSforkindergarten?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Anotherideaistoaskchildrentomakeuptherule,sorttheshapes,andthenhaveotherchildrenfigureoutarulethatwillgivethesame“sort.”Childrensometimesattendtoattributesinsolvingsortingproblemsthatwe,asmathematicians,wouldnotpayattentionto.Thusactivitiesliketheseprovideopportunitiestodrawchildren’sattentiontodifferentthings.Forexample,manychildrenwouldsaythatthis
figure▼is“upsidedown”orthattheseare“differentshapes”becausetheyareorienteddifferently.Mathematicianswouldsaythattheabovefiguresarethesameshape.Theydonottakeorientationoftwo-dimensionalshapesintoaccountwhendecidingifthoseshapesare“thesame.”Belowweshowa“studentsort”fromafirstgradeclassroom.CanyoufigureoutDevione’srule?Istheremorethanonerulethatcouldgivethesamesort?
CCSSGrade1:GeometryReasonwithshapesandtheirattributes.
1. Distinguishbetweendefiningattributes(e.g.,trianglesareclosedandthree-sided)versusnon-definingattributes(e.g.,color,orientation,overallsize);buildanddrawshapestopossessdefiningattributes.
2. Composetwo-dimensionalshapes(rectangles,squares,trapezoids,triangles,half-circles,andquarter-circles)orthree-dimensionalshapes(cubes,rightrectangularprisms,rightcircularcones,andrightcircularcylinders)tocreateacompositeshape,andcomposenewshapesfromthecompositeshape.
3. Partitioncirclesandrectanglesintotwoandfourequalshares,describetheshares
usingthewordshalves,fourths,andquarters,andusethephraseshalfof,fourthof,andquarterof.Describethewholeastwoof,orfouroftheshares.Understandfortheseexamplesthatdecomposingintomoreequalsharescreatessmallershares.
23
TheseshapesfitMyRule TheseshapesdonotfitMyRule TheCommonCoreStateStandardsaskthatyou,asateacher,alsohelpchildrentotalkaboutthepositionofobjects,toreasonabouthowobjectsarecomposedofotherobjects,andtorecognizewhetheranobjectistwo-dimensional(flat)orthree-dimensional.Whataresomeactivitiesthatyoumightdowithchildrentoaccomplishthesethings?
Homework
Theonlyplacesuccesscomesbeforeworkisinthedictionary. VinceLombardi
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DoalltheitalicizedthingsintheConnectionssection.
24
A B
3) Thereareseveraltermsassociatedwithlinesthatyouneedtounderstandandusewithpropernotation.Takeafewminutestostudythese.
Supposewehavethethreepoints,A,B,andC.(Noticethatmathematicianscustomarilyusecapitallettersfromthebeginningofthealphabettodenotepoints.SometimeswearetalkingaboutenoughpointsthatwemakeitallthewaytoZ,butwealmostalwaysstartwithA.)ThelineABistheentiresetofpointsextendingforeverinbothdirections.We
commonlydenotealineas AB andrepresent AB asshownbelow(notethearrowsateachendindicatingthatthelinecontinues):
TherayABisthesetofpointsincludingAandallthepointsonthelineABthatareontheBsideofA.ThepointAiscalledthevertexoftheray.WecommonlydenotearayasAB andrepresent AB asshownbelow:
ThelinesegmentABisthesetofpointsbetweenAandB,includingbothAandB,whicharecalledtheendpointsofthelinesegment.WecommonlydenotealinesegmentasAB andrepresent AB asshownbelow:
4) Visittheglossaryandlearntheprecisedefinitionsforeachofthefollowingterms:square,
parallelogram,rectangle,rhombus,andtrapezoid.Makesureyoucanexplainthedefinitionsusinggoodmathematicallanguage.Sketchanexampleofeach.
5) Whichpropertiesaresufficienttodefinearectangle?Thatis,ifaquadrilateralhasaparticularproperty,doyouknowforcertainthatthequadrilateralmustbearectangle?Explainwhyyouransweris‘yes’or‘no’ineachcase.
a) Ifaquadrilateralhastwosetsofcongruentsides,thenitmustbearectangle.b) Ifaquadrilateralhasoppositeanglescongruent,thenitmustbearectangle.c) Ifaquadrilateralhasdiagonalsthatbisecteachother,thenitmustbearectangle.d) Ifaquadrilateralhastworightangles,thenitmustbearectangle.e) Ifaquadrilateralhascongruentdiagonals,thenitmustbearectangle.f) Ifaquadrilateralhasperpendiculardiagonals,thenitmustbearectangle.g) Ifaquadrilateralhastwosetsofparallelsidesandonerightangle,thenitmustbea
rectangle.h) Ifaquadrilateralhastwosetsofcongruentsidesandonerightangle,thenitmustbe
arectangle.
A B
A B
25
Concave PolygonsConvex Polygons
6) Studythefollowingexamplesandformadefinitionofeachoftheseterms:convexandconcave,inyourownwords.Thenlookupthemathematicaldefinitionsintheglossary.Explainthemathematicaldefinitionsinyourownwords.
7) Athirdgradeclassweobservedwaslearningaboutparallellines.Theteacherexplained
thatparallellinesarelinesintheplanethathavenocommonpoints.Thenshedrewthepicturebelowandaskedthechildrenwhetherthelinesshownwereparallelornot.
Severalchildrenarguedthattheywereparallel.Whymighttheyhavesaidthat,andwhatwouldyousaytothemastheirteacher?
26
ClassActivity3: GetitStraightGobackalittletoleapfurther. JohnClarke
1) Hereisanactivitytohelpyourupperelementarychildrenmaketheconjecturethattakentogether,theanglesofanytrianglecanformastraightangle.Eachgroupshouldcutoutalargeobtusetriangle,alargeacutetriangleandalargerighttriangle.Foreachtriangle,labelthevertexangles(inanyorder)#1,#2and#3.Then,foreachtriangle,tearoffthethreecornersandputthemtogethersothattheanglesareadjacent.Dothis,anddiscusswhatchildrenmightlearn.Didthisactivityprovethattheanglesofatrianglealwayscanformastraightangle?Whyorwhynot?
2) Again,asinpart1),eachgroupshouldcreatealargeobtusetriangle,alargeacutetriangleandalargerighttriangleand,foreachtriangle,labelthevertexangles#1,#2and#3.Butinsteadoftearingoffthecorners,thistimehaveonepersonuseaprotractortocarefullymeasureeachanglelabeled#1,anotherpersonmeasureeachanglelabeled#2,andanotherpersonmeasureeachanglelabeled#3(eachwithoutlookingattheothers’measurements).Wasthetotalanglemeasureforeachtriangle180degrees?Shouldithavealwaysbeen?Explainanydiscrepancies.
(continuedonthenextpage)
27
3) Ourexplorationsinparts1)and2)mighthaveconvincedyouthatthesumofthevertexanglesofanytriangleisthesameasastraightangle,butmathematiciansdonotconsidereitherofthosedemonstrationstobeaproof.Whynot,doyouthink?Nowwearegoingtolearntomathematicallyprovethatsumofthevertexanglesofanytriangleisthesameasastraightangle.
Step1.Startwithanytriangle:Nowwe’llcreatealinethroughonevertexthatisparalleltotheoppositesideofthetriangleandlabelalltheanglessowecantalkaboutthem.Weknowwecanalwaysdothisbecauseitisanaxiomofplanegeometrythatthroughapointnotonalinetherecanbedrawnone(andonlyone)lineparalleltothegivenline.
Bytheway,itshouldn’tbeobvioustoyouwhywe’vedecidedtocreatethisparallelline;itjustturnsouttogiveusagreatwaytobeginourproof.InStep2,wearegoingtoprovethatÐ1iscongruenttoÐ5,andthatÐ2iscongruenttoÐ4.Sofornow,supposingthistobetrue,arguethatangles1,2,and3wouldcombinetoformastraightangle.
(continuedonthenextpage)
m
5
432
1
B
A
C
28
Step2.Thisistheonlymissingpieceofourproof.Lookupthedefinitionsofatransversalandofalternateinteriorangles.CanyouseethatÐ1andÐ5arealternateinteriorangles?Whatisthecorrespondingtransversal?
CanyouseethatÐ2andÐ4arealternateinteriorangles?Whatisthecorrespondingtransversal?Nowarguethatiftwoparallellinesarecutbyatransversal,thenthealternateinterioranglesarecongruent.Youmayassumethatiftwoparallellinesarecutbyatransversal,thentheinterioranglesonthesamesideofthetransversalformastraightangle.(Note:Thisisabigthingtoassume.ItisoneofEuclid’sfundamentalassumptionsaboutgeometry.)
29
ReadandStudy
Iargueverywell.Askanyofmyremainingfriends.Icanwinanargumentonanytopic,againstanyopponent.Peopleknowthisandsteerclearofmeatparties.
Often,asasignoftheirgreatrespect,theydon’teveninviteme. DaveBarry
Mathematicalthinkingalwaysinvolvesreasoningandmakingarguments,andwehaveawholevocabularyfordescribingthatprocess.Inthissection,wehighlightthetermswemathematiciansusetodescribefacetsofdoingmathematics.Theseareimportant.Makesureyouunderstandthem.L A N G U A G E O F M A T H E M A T I C S
1) Anaxiomisastatementthatweagreetoacceptwithoutproof.Itisanassumptionorstartingpoint.(Note:Anotherwordforaxiomispostulate.)
2) Inductivereasoningiscomingtoaconclusionbasedonexamples.Forexample,Iobservethat3,5and7areallprimenumbers.Now,basedontheseexamplesImightreason(incorrectly,bytheway)thatalloddnumbersareprime.OrImightnoticethatthesunrosedaybeforeyesterday,itroseyesterday,itrosetoday.SoImightconcludethatthesunwillrisetomorrow.Thisisinductivereasoning.
3) Deductivereasoningiscomingtoconclusionbasedonlogic.Forexample,Iwillargue
deductivelythatthesunwillcomeuptomorrow:Theearthiscaughtinthesun’sgravitysoitwon’tfloataway,andtheearthisspinning.Wearehereontheearthandsowhenourpartoftheearthturnstowardthesun,wesayit“comesup.”Aslongasnocatastropheoccurstochangethesefacts,thesunwillrisetomorrow.We’llgiveyouanother(moremathematical)exampleinaminute.
D E D U C T I V E V E R S U S I N D U C T I V E R E A S O N I N G
4) Aconjectureisahypothesisoraguessaboutwhatistrue.Forexample,aftersomeexperiencewithcircles,astudentmightconjecturethattwointersectingcirclesalwayssharetwodistinctpointsincommon.Conjecturesareoftenmadebasedoninductivereasoning.
5) Acounterexampleisaspecificexamplethatshowsaconjectureisfalse.Forexample,
thetwocirclesbelowaretangent(theyshareexactlyonepointincommon)andsotheaboveconjectureisshowntobefalsebythecounterexampleshownhere:
30
6) proof:amathematicalproofconsistsofadeductiveargumentthatestablishesthetruth
ofaclaim.(Note:Bytruthwemeantruthinthecontextofthemathematicalworldthatiscreatedbytheaxioms.Somethingistrueifitisalogicalimplicationoftheaxioms.)
7) theorem:atheoremisamathematicalstatementthathasbeenprovedtobetrue.For
example,itisatheoremthatverticalanglesarecongruent.YouprovedthisintheClassActivity.(Note:Anotherwordfortheoremisproposition.)
WearegoingtousewhatyoudidintheClassActivitytohighlightthemeaningofsomeoftheseterms.First,youtoreapartavarietyoftrianglesandarrangedthemtoseethateachappearedtohaveastraightangle(180degrees)ofvertexangles.Thiswasinductivereasoning,becauseyouweretestingexamplesoftrianglestoseewhatseemedtrueabouttheirvertexanglemeasure.Atthispointitwouldhavebeenreasonabletoconjecturethatthesumofthevertexanglesofatriangleis180degrees.Thenyouwereaskedtomakeanargumentusingdefinitions,axioms,andlogicthatyouwerecorrect.Inotherwordsyougaveaproofthatthevertexanglesofatrianglesumto180degrees,andnowthatconjectureiscalledatheorem.Oneofthereasonsthatgeometryclass(remembertenthgrade?)hastraditionallyfocusedonproofisthattheaxiomsofgeometryareeasiertostatethantheaxiomsofarithmetic.Butproofispartofallmathematics.Don’tworry,wearenotplanningtofocusontwo-columnproofsoranaxiomaticdevelopmentofgeometry,butwewouldberemissifwedidn’tatleaststatetheoriginalaxioms(assumptions)ofplanegeometry.TheaxiomswerefirstmadeexplicitbyEuclid,aGreekmathematicianwholivedandworkedattheAcademyinAlexandria,Egypt.Heisbestknownforwritinga13-volumebookofmathematicscalledTheElements-thesecondmostpublishedbookintheworld.Ithasbeenusedasamathematicstextbookforover2000years.Inthefirsttwovolumesofthiswork,hedevelopedallofthe(then)knowntheoremsabouttwo-dimensional(plane)geometrystartingwithjustfiveaxioms:I D E A O F A X I O M S
TheAxiomsofEuclideanGeometry:1. Auniquestraightlinesegmentcanbedrawnfromanypointtoanyotherpoint.2. Alinesegmentcanbeextendedtoproduceauniquestraightline.3. Auniquecirclemaybedescribedwithagivencenterandradius.4. Allrightanglesareequaltoeachother.
31
5a.Ifastraightlinefallingontwostraightlinesmaketheinterioranglesonthesamesidelessthantworightangles,thetwostraightlines,ifproducedindefinitely,meetonthatsideonwhicharetheangleslessthanthetworightangles.
5b.Throughapointnotonalinetherecanbedrawnexactlyonelineparalleltothegivenline.
Uponassumingaxioms1-4,axioms5aand5bareequivalent.Axiom5aisEuclid’sversion,and5bisamoremoderninterpretationknownasPlayfair’sAxiom.Lookinthisbook’sappendixandyouwillfindtheaxioms(postulates)andtheorems(propositions)fromBook1ofEuclid’sElements,writtenmorethan2,000yearsago.Axiom5aishisfifthpostulate.Youmayfinditinterestingthatuntilthelate1800s,manymathematiciansthoughtEuclid’sfifthaxiomwasredundant–thatitalreadyhadtobetrueifaxioms1-4wereassumedtobetrue–butithassincebeenproventhatthosemathematicianswerewrong.Noticethateachoftheaxiomsdescribessomethingthatcanbeconstructedwiththeexceptionofthefourth.Axiom4saysthattheEuclideanplaneis,insomesense,uniform(nodistortions).Namely,itsaysthatwhereveryouconstructaperpendicularlinesontheplane(andsoformfourangles),thoseangleswillallhavethesamemeasure.ItturnsoutthatEuclidmadesomeimplicitassumptionsthatheshouldhavestatedasadditionalaxiomsinordertodogeometryrigorously–andsomodernmathematicianshaveextendedhislistofaxioms.Butyoudon’tneedtoworryaboutthosetechnicalitiesinthiscourse.Sketchapictureofaxioms1–3and5tohelpyoumakesenseofeach.Then,describehowyoucancreateanequilateraltrianglebyfollowingEuclid’saxioms.WealsowanttonotethatEuclidoftenusedtheword“equal”whenwewouldusetheword“congruent.”Today’smathematiciansuse“equal”whentheywanttocomparetwonumbers.Sowemightsaythat½isequalto0.5.Weusetheword“congruent”whenwewanttosaythattwoobjects(liketwotrianglesortwosegments)arethesamesizeandshape.Thebasicideahereisthattwoobjectsarecongruentinthecasewhereifoneobjectwasmovedtolieontopoftheotherobject,theywouldcorrespondexactly.Wewilldoamorecarefuljobofdefining“congruent”later.
32
Whileprovingtheoremsisnotthefocusofthiscourse,wemayoccasionallyaskthatyoutrytoproveaEuclideantheorem.Whenwedo,youshouldturntotheAppendixwhereEuclid’spostulates(axioms)andpropositionsarelistedandfindit.Thenyouarefreetouse(assume)anypostulateandanypropositionlistedbeforetheoneyouaretryingtoprove.Forexample,sayyouwanttoprovethatinanisoscelestriangle,thebaseanglesarecongruent.GototheAppendix(reallydoit)andseeifyoucanfindthattheorem.Thencomerightbackhere.Let’sendthissectionwiththebigidea:Geometryintheplanearisesfromsomeintuitiveidealobjects,theirmathematicaldefinitions,thesefiveaxioms,andalotofdeductivereasoning.Infact,asecondpossibledefinitionofgeometryisthis:anaxiomaticsystemaboutidealobjectscalled“points,”collectionsofpointscalled“lines,”andtherelationshipsbetweenpointsandlines.
ConnectionstoTeaching
Instructionalprogramsfromprekindergartenthroughgrade12shouldenableallstudentstorecognizereasoningandproofasfundamentalaspectsofmathematics;tomakeandinvestigatemathematicalconjectures;todevelopandevaluatemathematicalargumentsandproofs;andtoselectandusevarioustypesofreasoningandmethodsofproof.
ReasoningandProofStandard,NCTMPrinciplesandStandardsforSchoolMathematics,2000
M A K I N G C O N V I N C I N G M A T H E M A T I C A L A R G U M E N T S
Itisimportantthatyouprovidechildreninyourfutureclasseswiththeopportunitiestoreallydomathematics.Theytooneedtouseinductivereasoning,makeconjectures,lookforcounterexamples,andmakedeductivearguments.Inordertounderstandbetterwhatyoushouldexpectfromchildren,readthefollowingfromthediscussionoftheReasoningandProofstandardforthePreK–2gradebandfoundinNCTMPrinciplesandStandardsforSchoolMathematics,2000,pages122–125.Noticetheiruseofmathematicallanguage.
Whatshouldreasoningandprooflooklikeinprekindergartenthroughgrade2?p.122
Theabilitytoreasonsystematicallyandcarefullydevelopswhenstudentsareencouragedtomakeconjectures,aregiventimetosearchforevidencetoproveordisprovethem,andareexpectedtoexplainandjustifytheirideas.Inthebeginning,perceptionmaybethepredominantmethodofdeterminingtruth:ninemarkersspreadfarapartmaybeseenas“more”thanelevenmarkersplacedclosetogether.Later,asstudentsdeveloptheirmathematicaltools,theyshoulduseempiricalapproachessuchasmatchingthecollections,whichleadstotheuseofmore-abstractmethodssuchascountingtocomparethecollections.Maturity,experiences,andincreasedmathematicalknowledgetogetherpromotethedevelopmentofreasoningthroughouttheearlyyears.»
33
Creatinganddescribingpatternsofferimportantopportunitiesforstudentstomakeconjecturesandgivereasonsfortheirvalidity,asthefollowingepisodedrawnfromclassroomexperiencedemonstrates.
Thestudentwhocreatedthepatternshowninfigure4.27proudlyannouncedtoherteacherthatshehadmadefourpatternsinone.“Look,”shesaid,“there’striangle,triangle,circle,circle,square,square.That’sonepattern.Thenthere’ssmall,large,small,large,small,large.That’sthesecondpattern.Thenthere’sthin,thick,thin,thick,thin,thick.That’sthethirdpattern.Thefourthpatternisblue,blue,red,red,yellow,yellow.”Herfriendstudiedtherowofblocksandthensaid,“Ithinktherearejusttwopatterns.See,theshapesandcolorsareanAABBCCpattern.ThesizesareanABABABpattern.ThickandthinisanABABABpattern,too.Soyoureallyonlyhavetwodifferentpatterns.”Thefirststudentconsideredherfriend’sargumentandreplied,“Iguessyou’reright—butsoamI!”
Fig.4.27.Fourpatternsinone
Beingabletoexplainone’sthinkingbystatingreasonsisanimportantskillforformalreasoningthatbeginsatthislevel.
Findingpatternsonahundredboardallowsstudentstolinkvisualpatternswithnumberpatternsandtomakeandinvestigateconjectures.Teachersextendstudents’thinkingbyprobingbeyondtheirinitialobservations.Studentsfrequentlydescribethechangesinnumbersorthevisualpatternsastheymovedowncolumnsoracrossrows.Forexample,askedtocoloreverythirdnumberbeginningwith3(seefig.4.28),differentstudentsarelikelytoseedifferentpatterns:“Somerowshavethreeandsomehavefour,”or“Thepatterngoessidewaystotheleft.”Somestudents,seeingthediagonalsinthepattern,willnolongercountbythreesinordertocompletethepattern.Teachersneedtoaskthesestudentstoexplaintotheirclassmateshowtheyknowwhattocolorwithoutcounting.Teachersalsoextendstudents’mathematicalreasoningbyposingnewquestionsandaskingforargumentstosupporttheiranswers.“Youfoundpatternswhencountingbytwos,threes,fours,fives,andtensonthehundredboard.Doyouthinktherewillbepatternsifyoucountbysixes,sevens,eights,ornines?Whataboutcountingbyelevensorfifteensorbyanynumbers?”Withcalculators,studentscouldextendtheirexplorationsoftheseandothernumericalpatternsbeyond100.
34
Fig.4.28.Patternsonahundredboard
p.123Students’reasoningaboutclassificationvariesduringtheearlyyears.Forinstance,whenkindergartenstudentssortshapes,onestudentmaypickupabigtriangularshapeandsay,“Thisoneisbig,”andthenputitwithotherlargeshapes.Afriendmaypickupanotherbigtriangularshape,traceitsedges,andsay,“Threesides—atriangle!”andthenput»itwithothertriangles.Bothofthesestudentsarefocusingononlyoneproperty,orattribute.Bysecondgrade,however,studentsareawarethatshapeshavemultiplepropertiesandshouldsuggestwaysofclassifyingthatwillincludemultipleproperties.Bytheendofsecondgrade,studentsalsoshouldusepropertiestoreasonaboutnumbers.Forexample,ateachermightask,“Whichnumberdoesnotbelongandwhy:3,12,16,30?”Confrontedwiththisquestion,astudentmightarguethat3doesnotbelongbecauseitistheonlysingle-digitnumberoristheonlyoddnumber.Anotherstudentmightsaythat16doesnotbelongbecause“youdonotsayitwhencountingbythrees.”Athirdstudentmighthaveyetanotherideaandstatethat30istheonlynumber“yousaywhencountingbytens.”Studentsmustexplaintheirchainsofreasoninginordertoseethemclearlyandusethemmoreeffectively;atthesametime,teachersshouldmodelmathematicallanguagethatthestudentsmaynotyethaveconnectedwiththeirideas.Considerthefollowingepisode,adaptedfromAndrews(1999,pp.322–23):
Onestudentreportedtotheteacherthathehaddiscovered“thatatriangleequalsasquare.”Whentheteacheraskedhimtoexplain,thestudentwenttotheblockcornerandtooktwohalf-unit(square)blocks,twohalf-unittriangular(triangle)blocks,andoneunit(rectangle)block(showninfig.4.29).Hesaid,“Ifthesetwo[squarehalf-units]arethesameasthisoneunitandthesetwo[triangularhalf-units]arethesameasthisoneunit,thenthissquarehastobethesameasthistriangle!”
35
Fig.4.29.Astudent’sexplanationoftheequalareasofsquareandtriangularblockfaces
p.124Eventhoughthestudent’swording—thatshapeswere“equal”—wasnotcorrect,hewasdemonstratingpowerfulreasoningasheusedtheblockstojustifyhisidea.Insituationssuchasthis,teacherscouldpointtothefacesofthetwosmallerblocksandrespond,“Youdiscoveredthat»theareaofthissquareequalstheareaofthistrianglebecauseeachofthemishalftheareaofthesamelargerrectangle.”
Whatshouldbetheteacher’sroleindevelopingreasoningandproofinprekindergartenthroughgrade2?Teachersshouldcreatelearningenvironmentsthathelpstudentsrecognizethatallmathematicscanandshouldbeunderstoodandthattheyareexpectedtounderstandit.Classroomsatthislevelshouldbestockedwithphysicalmaterialssothatstudentshavemanyopportunitiestomanipulateobjects,identifyhowtheyarealikeordifferent,andstategeneralizationsaboutthem.Inthisenvironment,studentscandiscoveranddemonstrategeneralmathematicaltruthsusingspecificexamples.Dependingonthecontextinwhicheventssuchastheoneillustratedbyfigure4.29takeplace,teachersmightfocusondifferentaspectsofstudents’reasoningandcontinueconversationswithdifferentstudentsindifferentways.Ratherthanrestatethestudent’sdiscoveryinmore-preciselanguage,ateachermightposeseveralquestionstodeterminewhetherthestudentwasthinkingaboutequalareasofthefacesoftheblocks,oraboutequalvolumes.Oftenstudents’responsestoinquiriesthatfocustheirthinkinghelpthemphraseconclusionsinmore-precisetermsandhelptheteacherdecidewhichlineofmathematicalcontenttopursue.Teachersshouldpromptstudentstomakeandinvestigatemathematicalconjecturesbyaskingquestionsthatencouragethemtobuildonwhattheyalreadyknow.Intheexampleofinvestigatingpatternsonahundredboard,forinstance,teacherscouldchallengestudentstoconsiderotherideasandmakeargumentstosupporttheirstatements:“Ifweextendedthehundredboardbyaddingmorerowsuntilwehadathousandboard,howwouldtheskip-countingpatternslook?”or“Ifwemadechartswithrowsofsixsquaresorrowsoffifteen
36
squarestocounttoahundred,wouldtherebepatternsifweskip-countedbytwosorfivesorbyanynumbers?”Throughdiscussion,teachershelpstudentsunderstandtheroleofnonexamplesaswellasexamplesininformalproof,asdemonstratedinastudyofyoungstudents(CarpenterandLevi1999,p.8).Thestudentsseemedtounderstandthatnumbersentenceslike0+5869=5869werealwaystrue.Theteacheraskedthemtostatearule.Annsaid,“Anythingwithazerocanbetherightanswer.”Mikeofferedacounterexample:“No.Becauseifitwas100+100that’s200.”Annunderstoodthatthisinvalidatedherrule,sosherephrasedit,“Isaid,umm,ifyouhaveazeroinit,itcan’tbelike100,becauseyouwantjustplainzerolike0+7=7.”Thestudentsinthestudycouldformrulesonthebasisofexamples.Manyofthemdemonstratedtheunderstandingthatasingleexamplewasnotenoughandthatcounterexamplescouldbeusedtodisproveaconjecture.However,moststudentsexperienceddifficultyingivingjustificationsotherthanexamples.
p.125Fromtheverybeginning,studentsshouldhaveexperiencesthathelpthemdevelopclearandprecisethoughtprocesses.Thisdevelopmentofreasoningiscloselyrelatedtostudents’languagedevelopmentandisdependentontheirabilitiestoexplaintheirreasoningratherthanjust»givetheanswer.Asstudentslearnlanguage,theyacquirebasiclogicwords,includingnot,and,or,all,some,if...then,andbecause.Teachersshouldhelpstudentsgainfamiliaritywiththelanguageoflogicbyusingsuchwordsfrequently.Forexample,ateachercouldsay,“Youmaychooseanappleorabananaforyoursnack”or“Ifyouhurryandputonyourjacket,thenyouwillhavetimetoswing.”Later,studentsshouldusethewordsmodeledforthemtodescribemathematicalsituations:“Ifsixgreenpatternblockscoverayellowhexagon,thenthreebluesalsowillcoverit,becausetwogreenscoveroneblue.”Sometimesstudentsreachconclusionsthatmayseemoddtoadults,notbecausetheirreasoningisfaulty,butbecausetheyhavedifferentunderlyingbeliefs.Teacherscanunderstandstudents’thinkingwhentheylistencarefullytostudents’explanations.Forexample,onhearingthathewouldbe“StaroftheWeek”inhalfaweek,Benprotested,“Youcan’thavehalfaweek.”Whenaskedwhy,Bensaid,“Sevencan’tgointoequalparts.”Benhadtheideathattodivide7by2,therecouldbetwogroupsof3,witharemainderof1,butatthatpointBenbelievedthatthenumber1couldnotbedivided.Teachersshouldencouragestudentstomakeconjecturesandtojustifytheirthinkingempiricallyorwithreasonablearguments.Mostimportant,teachersneedtofosterwaysofjustifyingthatarewithinthereachofstudents,thatdonotrelyonauthority,andthatgraduallyincorporatemathematicalpropertiesandrelationshipsasthebasisfortheargument.Whenstudentsmakeadiscoveryordetermineafact,ratherthantellthemwhetheritholdsforallnumbersorifitiscorrect,theteachershouldhelpthestudentsmakethatdeterminationthemselves.Teachersshouldasksuchquestionsas“Howdoyouknowitistrue?”andshouldalsomodelwaysthatstudentscanverifyordisprovetheirconjectures.Inthisway,studentsgraduallydeveloptheabilitiestodeterminewhetheranassertionistrue,ageneralizationvalid,orananswercorrectandtodoitontheirowninsteadofdependingontheauthorityoftheteacherorthebook.
NCTMPrinciplesandStandardsforSchoolMathematics
37
Homework
Euclidtaughtmethatwithoutassumptionsthereisnoproof.Therefore,inanyargument,examinetheassumptions. EricTempleBell
1) DoalltheitalicizedthingsintheReadandStudysection.Writeadescriptionofthe
strategiesyouusedinsolvingtheproblemofcreatinganequilateraltriangleusingonlyEuclid’sfiveaxioms.
2) WhichofthechildrenfromtheConnectionsreadingareusingdeductivereasoningand
whichareusinginductivereasoning?Explain.
3) AccordingtotheNCTM,whatistheteacher’sroleinpromotingreasoningamongchildrenintheearlyelementarygrades?
4) Explainwhyverticalanglesformedbyintersectinglinesarethesame.
5) HavealookatProposition32oftheappendix.Doyouseethatitisthetheoremyou
provedintheClassActivity?Whichpropositionsthatcomebefore#32didyouuseintheproof?
6) DecideifeachofthefollowingstatementsaboutEuclideanlinesandanglesistrueorfalsebyexploringexamplesandlookingupdefinitions.Ifyoudecidethatastatementistrue,writeadeductiveargumentbasedonaxiomsanddefinitions.Ifyoudecidethestatementisfalse,giveacounterexampleoradeductiveargumentthatitisnotpossible.
a) Anytwodistinctlineswilleitherintersectinexactlyonepointortheywillbeparallel.
b) Thereexisttwoacuteangleswhicharesupplementary.c) Everytwolinesthatareeachparalleltoathirdlinemustbeparalleltoeach
other.d) Everytwolinesthatareeachperpendiculartoathirdlinewillbeperpendicular
toeachother.e) Everytwoacuteanglesmustbecomplementary.f) Thereexisttwooppositesidesinanytrapezoidwhichareparallel.g) Ifoneoftwosupplementaryanglesisacute,theotheranglemustbeobtuse.
38
7) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade2TeachersGuide(yourprofessorshouldhaveacodeforyoutoviewthis).Spend10-15minuteslookingthroughUnit6Module1.CarefullyreadthroughtheactivityGuessMyShape,thenmakeupyourownriddleforyoursecondgradestudentstosolve.
8) Wehaveaconjecture.Everyrectangleisaparallelogram.Giveaninductiveargumentthatthisconjectureistrue.Now,sincemathematiciansarenotsatisfieduntiltheyhaveadeductiveargument,giveoneofthose.
9) Wehaveanotherconjecture!Everyrectangleisasquare.Isthisconjecturetrueorfalse?
Ifitistrue,giveadeductiveargument.Ifitisfalse,giveacounterexample.
10) HerearesomemoreoftheCommonCoreStateStandardsrelatedtoreasoningaboutshapes.InwhatwaysdoHWproblems4)–7)addressthesestandards?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
11) DrawaVenndiagramshowingtherelationshipbetweenallthevariousquadrilateralswehavestudied.HowdoesthisfitwiththeCommonCoreStateStandardsdescribedbelow?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
CCSSGrade3:Reasonwithshapesandtheirattributes.
1. Understandthatshapesindifferentcategories(e.g.,rhombuses,rectangles,andothers)mayshareattributes(e.g.,havingfoursides),andthatthesharedattributescandefinealargercategory(e.g.,quadrilaterals).Recognizerhombuses,rectangles,andsquaresasexamplesofquadrilaterals,anddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories.
CCSSGrade5:Classifytwo-dimensionalfiguresintocategoriesbasedontheirproperties.
1. Understandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory.Forexample,allrectangleshavefourrightanglesandsquaresarerectangles,soallsquareshavefourrightangles.
2. Classifytwo-dimensionalfiguresinahierarchybasedonproperties.
39
ClassActivity4: AlltheAngles
DonotworryaboutyourdifficultiesinMathematics.Icanassureyoumineare stillgreater.
AlbertEinstein
1) Hereisthedescription–fromtheCommonCoreStateStandardsforgradefour–ofhowtothinkaboutmeasuringanglesusingdegrees.Readitcarefullyandsketchapicturetohelpyourgroupmakesenseoftheirexplanation.
Anangleismeasuredwithreferencetoacirclewithitscenteratthecommonendpointoftherays,byconsideringthefractionofthecirculararcbetweenthepointswherethetworaysintersectthecircle.Ananglethatturnsthrough1/360ofacircleiscalleda“one-degreeangle,”andcanbeusedtomeasureangles.
Ananglethatturnsthroughnone-degreeanglesissaidtohaveananglemeasureofndegrees.
M E A S U R I N G A N G L E S I N D E G R E E S
2) Makesureeveryoneinyourgroupcanusetheirprotractortomeasure(indegrees)theangleindicatedbelow:
(continuedonthenextpage)
40
3) Findaformulaforthesumofthemeasuresofthevertexanglesofann-gon(apolygonwithnsides).Youmayneedtocollectsomedata.Intheend,makeamathematicalargumentthattheformulayoufindwillworkforaconvexpolygonofanynumberofsides.(Theformulathatyoudevelopedwillworkforconcavepolygonsaswell,buttheargumentistrickier,sowearenotaskingyoutojustifyitatthistime.)
41
ReadandStudy
Theknowledgeofwhichgeometryaimsistheknowledgeoftheeternal. Plato
Aregularpolygonisoneinwhichallofthelinesegmentsarecongruentandallofthevertexanglesarealsocongruent.Sketcharegulartriangleandaregularquadrilateral.Isthebelowrhombusaregularquadrilateral?Explain.
R E G U L A R P O L Y G O N S
Polygonsareoftennamedforthenumberofsidestheycontain.Infact,theprefix“poly”means“many”andtheroot“gon”means“side.”So“polygon”means“many-sided”figure.Inordertonamepolygons,you’llneedtoknowthefollowingprefixes: Five–“penta” Six–“hexa” Seven–“hepta” Eight–“octa” Nine–“nona” Ten–“deca” Twelve–“dodeca”Forexample,five-sidedpolygonsarecalledpentagons.Hereareacoupleexamplesofconvexpentagons.Drawanexampleofaconcavepentagon.Mathematiciansidentifythreetypesofanglesinapolygon:thevertexangles,thecentralangles,andtheexteriorangles.Studythehexagoninthefollowingdiagramandthenexplainthedifferencebetweenthethreetypesofanglesinyourownwords.Theboldarcsmarkthevertexangles;thethinsolidarcsmarkthecentralangles;andthedashedarcsmarktheexteriorangles.PointGisanyinteriorpoint.
42
ThinkaboutthesumofthesixcentralanglesformedatpointG.Thissumwillalwaysbe360°regardlessofwhereintheinteriorpointGis,regardlessofhowmanysidesthepolygonhas,andregardlessofwhetherornotthepolygonisregular.Why?Wealsoclaimthatthesumoftheexterioranglesofanypolygonis360°.Wewillaskyoutomakeamathematicalargumenttosupportthisclaiminthehomeworksection.Thecaseofthesumofthevertexanglesofapolygonistheinterestingcase.IntheClassActivityyoufoundthatthissumdoesdependonthenumberofsidesinthepolygon.Doesitdependonwhetherthepolygonisregular?Explain.
ConnectionstoTeaching
Mathematicallyproficientstudentsunderstandandusestatedassumptions,definitions,andpreviouslyestablishedresultsinconstructingarguments.
CCSS,p.6
Anglesarenotoriouslydifficultidealobjectsforchildren.Ontheonehand,theyareoftendefinedasafigureformedbytworayswithacommonendpoint(and,infact,thatisexactlyhowwehavedefinedthem).Ontheotherhand,whatisimportantinmeasuringanangleisitsdegreeofturn.
A
B
C
DE
F
G
43
Whenyoutalkaboutangleswithchildren,wesuggestthatyoualwaysuseyourhandorarmtoshowthesweepoftheangleinadditiontoshowingthestaticpicture.Childreningradefourlearntouseaprotractortomeasureanglesindegreesandtoaccuratelyestimatethemeasureofangles.BelowyouwillfindtheCCSSrelatedtoanglemeasureinthisgrade.Readthemcarefully.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
CCSSGrade4:Geometricmeasurement:understandconceptsofangleandmeasureangles.
1. Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement:
a. Anangleismeasuredwithreferencetoacirclewithitscenteratthecommon
endpointoftherays,byconsideringthefractionofthecirculararcbetweenthepointswherethetworaysintersectthecircle.Ananglethatturnsthrough1/360ofacircleiscalleda“one-degreeangle,”andcanbeusedtomeasureangles.
b. Ananglethatturnsthroughnone-degreeanglesissaidtohaveananglemeasureofndegrees.
2. Measureanglesinwhole-numberdegreesusingaprotractor.Sketchanglesof
specifiedmeasure.
3. Recognizeanglemeasureasadditive.Whenanangleisdecomposedintonon-overlappingparts,theanglemeasureofthewholeisthesumoftheanglemeasuresoftheparts.Solveadditionandsubtractionproblemstofindunknownanglesonadiagraminrealworldandmathematicalproblems,e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.
CCSSGrade4:Drawandidentifylinesandangles,andclassifyshapesbypropertiesoftheirlinesandangles.
1. Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo-dimensionalfigures.
2. Classifytwo-dimensionalfiguresbasedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyrighttriangles.
44
Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade4TeachersGuide.Spend10-15minuteslookingthroughUnit5Module1.PrintoutandthenworkthroughtheMeasuringPatternBlockAnglesactivity.(Notethatinthisactivitystudentsarenotusingprotractorstomeasuretheangles.Youalsowillnotneedtouseaprotractor.).
Homework
Energyandpersistenceconquerallthings. BenjaminFranklin
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DoalltheitalicizedthingsintheConnectionssection.
3) ChildreninyourclassmaysaythatÐABCissmallerthanÐDEF.Isthistrue?Astheir
teacher,whatwouldyousaytothesechildren?
4) Usingtheresultsoftheclassactivity,findthemeasureofonevertexangleinan
equilateraltriangle,asquare,aregularpentagon,aregularhexagon,aregularoctagon,aregulardecagon,andaregulardodecagon.
5) Astudentclaimsthatthesumofthevertexanglesofahexagonis6×180becauseeachtrianglehas180degreesofanglesmeasureandshehasshownthat6trianglestomakeupthehexagon.Whatwillyousayasherteacher?
6) IntheReadandStudysectionweclaimthatthesumoftheexterioranglesofanypolygonisalways360°.Makeamathematicalargumenttosupportthisclaim.
B
A
CE
D
F
45
ClassActivity5: ALogicalInterludeEquationsarejusttheboringpartofmathematics.Iattempttoseethingsintermsof
geometry. StephenHawking
Inthepicturebelow,eachcardhasacolorononesideandashapeontheotherside.Whichcard(s)wouldyouhavetoturnovertobesurethatthefollowingstatementistrue?
Ifacardisredononeside,thenithasasquareontheotherside.
46
ReadandStudy
Whenintroducedatthewrongtimeorplace,goodlogicmaybetheworstenemyofgoodteaching.
GeorgePolya TheAmericanMathematicalMonthly,v.100,no3.
HerearetwotheoremsaboutparallellinesthatcanbeprovedfromEuclid’saxioms.
1) Iftwolinesarecutbyatransversalandthealternateinterioranglesarecongruent,thenthelinesareparallel.
2) Iftwoparallellinesarecutbyatransversal,thenthealternateinterioranglesarecongruent.
Drawasketchtomakesurethatyouseewhateachofthesehastosay.
Noticethattheybothhavean‘if-then’statementform.Lotsofmathematicaltheoremsarelikethis.Whenatheoremisstatedin‘if-then’form,whateverfollowsthe‘then’isalwaystruewhenevertheconditionsstatedinthe‘if’partaremet.Youcanthinkofan‘if-then’statementasapromisethatiskeptunlessthe‘if’partistrueandthe‘then’partisnot.Wecallstatement2)theconverseofstatement1).Thesetwotheoremsmaysoundthesametoyou,buttheyarenotsayingthesamething.Tohelpyouseethis,let’schangethecontext.Hereisanotherpairofstatementsinwhichthesecondistheconverseofthefirst(andviceversa):
3) IfIliveinChicago,thenIliveinIllinois.
4) IfIliveinIllinois,thenIliveinChicago.Thinkabouteachofthestatements.Whichoftheseistrue?Sinceoneistrueandtheotherfalse,thesetwostatementscannotbesayingthesamething.Inotherwords,theconverseofastatementisalogicallydifferentstatementfromtheoriginalstatement.C O N V E R S E A N D C O N T R A P O S I T I V E
Nowhereisastatementthatislogicallyequivalenttotheoriginalstatementmadein3)above.Itiscalledthecontrapositiveofstatement3).
5) IfIdonotliveinIllinois,thenIdonotliveinChicago.
ThisisessentiallywhatyoufoundwhenyouworkedontheClassActivity.Writethecontrapositivetostatement4)above.
47
Itishelpfultoknowthatastatementanditscontrapositiveareequivalentbecausethatmeansthatyoucanproveastatementbyprovingitscontrapositive.
ConnectionstoTeaching
Thebeginningofknowledgeisthediscoveryofsomethingwedonotunderstand. FrankHerbert
Nowthatwehavetalkedabitaboutdoingmathematics,wewanttoshowyouthattheCommonCoreStateStandardsrequirethatchildrenalsodomathematics.Giveanexampleofsomethingyouhavedoneinclasssofarthistermthatmeetseachofthesestandards.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
CommonCoreStateStandardsforMathematicalPractice
Childrenshould…
1. Makesenseofproblemsandpersevereinsolvingthem.
2. Reasonabstractlyandquantitatively.
3. Constructviableargumentsandcritiquethereasoningofothers.
4. Modelwithmathematics.
5. Useappropriatetoolsstrategically.
6. Attendtoprecision.
7. Lookforandmakeuseofstructure.
8. Lookforandexpressregularityinrepeatedreasoning.
48
Homework
Amultitudeofwordsisnoproofofaprudentmind. Thales
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DoalltheitalicizedthingsintheConnectionssection.
3) Decideifeachofthefollowingstatementsistrueorfalse.Iftrue,giveamathematical
explanation.Iffalse,giveacounterexample.a) Ifaquadrilateralisasquare,thenitisarectangle.b) Ifaquadrilateralhasapairofparallelsides,thenitmusthaveapairof
oppositesidesthatarecongruent.c) Ifthediagonalsofaquadrilateralareperpendiculartoeachother,thenthe
quadrilateralisarhombus.d) Ifaquadrilateralhasonerightangle,thenallofitsanglesmustberight
angles.e) Writetheconverseofeachofthestatementsina)–d)above.Whichare
true?f) Writethecontrapositiveofeachofthestatementsina)–d)above.Which
aretrue?
4) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade4TeachersGuide.Spend10-15minuteslookingthroughUnit5Module4.ThenworkthroughtheClockAngles&ShapeSketchesfromthehomelinksection.Howisdeductivereasoningusedtosolvetheseproblems?
49
SummaryofBigIdeas
Hey!What’sthebigidea? Sylvester
• Geometryisastudyofidealobjects–notrealobjects.
• Definitionsallowustonameandcategorizeidealobjects,tocreaterelationships
betweenobjects,andtomakeargumentsaboutthepropertiesofobjects.• Onedefinitionofgeometryisthatitisthestudyofidealshapesandtheirproperties,of
thepatternsthoseshapescanform,andoftheactionsonthoseshapesthatpreservetheirproperties.
• Aseconddefinitionisthatgeometryisanaxiomaticsystemaboutobjectscalled
“points,”collectionsofpointscalled“lines,”andtherelationshipsbetweenpointsandlines.
• Mathematicalthinkingalsoinvolvesdeductivereasoningandmakingarguments–this
meansusinglogicaswellasusingdefinitionsandaxioms.• Congruenceisanimportantrelationshipbetweengeometricobjects.Wesaytwo
objectsarecongruentiftheycoincidewhenplacedontopofeachother.
• InEuclideangeometrythesumoftheanglesinatriangleisalways180degreesandyoucanexplainwhythisisso.
• Youwillrepresentthemathematicalcommunityforyourstudents.Theywilllooktoyoutounderstandwhatwemathematiciansdoandhowwethink.Yourstudentswilltrytodiscernthemeaningsthatyou,yourcurriculummaterials,andotherstudentsgivetoideas,strategies,andsymbolsthroughtheirparticipationindoingmathematicsinyourclassroom.Youmustbeawarethattalkingaboutthemeaningsofwords,ideas,andsymbolsisanimportantpartofyourroleasateacher;andyoumustbetransparentandcarefulinyouruseofwords,symbols,andnotationwhenyouareteachingmathematics.
50
ChapterTwo
MeasurementinthePlane
51
ClassActivity6: MeasureforMeasureAndtherewentoutachampionoutofthecampofthePhilistines,namedGoliathof
Gath,whoseheightwassixcubitsandaspan. ISamuel17:4
1) Usingyourcubit(lengthfromelbowtofingertips)andhandspan,determinehowtall
GoliathwasbycuttingastringthatisaslongasGoliathwastall.Compareyourstringlengthwiththestringsofothersinyourgroup.Whatarethedifficultiesthatmightarisefromchoosingandusingunitsdeterminedbyeachperson’sownbody?Whydoyouthinkweusethe“foot”asacommonunitoflength?
2) Onthenextpage,arefourcopiesofthesamelinesegment.Usingeachoftherulersprovided,carefullymeasurethelinesegment.
52
53
ReadandStudy
Itisnotenoughtohaveagoodmind.Themainthingistouseitwell. ReneDescartes
Thebigideaofmeasurementisthatofcomparinganattributeofanobjecttoanappropriateunit.Forexample,wemightcomparethelengthofourdesktoafoot-longrulerorwemightcomparetheareaofsheetofpapertotheareaofagreentriangle.Sothekeyquestionregardingmeasurementisthis:Howmanyoftheunitfitintotheobject?Whatmakesaunitappropriate?Well,firstitmusthaveadimensionthatmatchestheattributetobemeasured.Forexample,wemeasurelength(orwidthorheight)usingone-dimensionalunits.Hereisanexampleofaone-dimensionalunit:Wemeasureareausingtwo-dimensionalunitslikethis:Wemeasurevolumeusingthree-dimensionalunitslikethis:Wewilltalkmoreaboutvolumemeasurementinlatersections.Second,ifyouwanttobeabletocommunicatewithothers,ithelpsthattheunitbea‘standard’one.Astandardunitisonethattheculturehasagreedupon.Eachpersonhasamentalmodeloftheunitsoheorshecanpicturehowbigitis.Forexample,inourcultureafootisastandardunitformeasuringlength.InEurope(andmostoftherestoftheworld)ameterisastandardunitformeasuringlength.Ifwewanttotalkamongcultures,weneedtobeabletoconvertfromoneunittoanother.Thereareabout3.28feetinameter.Ifaroomis15feetlong,approximatelyhowmanymetersisthat?S T A N D A R D A N D N O N S T A N D A R D U N I T S
Third,itisusefulthattheunitbeofreasonablesizeinrelationtotheattributetobemeasured.Itwouldbeinconvenienttomeasurethelengthoffootballfieldusingmicrons(areallysmallone-dimensionalunit).Inthemetricsystemsizeisindicatedbytheprefix.Forexample,theprefixkilomeans1000times.Soakilometeris1000meters.Inthecurriculummaterialselementarystudentsareexpectedtousetheprefixesmilli(onethousandth),centi(onehundredth),andkilo.Youshouldmemorizetheseandbeabletomakeconversions.Approximatelyhowmanycentimetersarethereinafoot?Becausemeasurementalwaysinvolvescomparison,itisnecessarilyalwaysanapproximation.Weoftenindicateourdegreeofcertaintyaboutameasurementbasedonthewaywereportit.Forexample,ifIclaimadeskis1.23meterslong,thissuggeststhatIamconfidentintheaccuracytothehundredthofameter(tothecentimeter).Whenworkingwithchildrenyou
j ''
54
shouldexplicitlydiscussthesefacetsofmeasurementandyoushouldbesuretoalwaysreporttheunitwithanyactualmeasurement.Sayingthatadeskis1.23longmeansnothing.Sayingthatitis1.23meterslongmakessense.Acommonmeasurementwemakeforaplaneobjectistomeasurethedistancearounditsboundary.Wecallthismeasurementtheperimeteroftheobject.(Whentheobjectisacircle,wecallthislengththecircumference.)Theperimeterofaplaneobjectisaone-dimensionalmeasurement–soweuselinearunitslikeinchesorcentimeters.Wecalculateaperimeterbysimplyaddingupthelengthsofthecurvesthatmakeuptheobject.Wecanmeasurethelengthsoflinesegmentswitharuler.Wewillfindaformulaforthecircumferenceofacircleinafutureactivity.A P P R O X I M A T I O N A N D P R E C I S I O N
ConnectionstoTeachingOnlythecuriouswilllearnandonlytheresoluteovercometheobstaclestolearning.
Thequestquotienthasalwaysexcitedmemorethantheintelligencequotient. EugeneS.Wilson
TheCommonCoreStateStandardsformathematicsrequirethatchildrenbegintostudystandardmeasurementoflengthbeginningingrade2.ReadtheexcerptfromtheCCSSbelow.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
NoticethatchildrenaretobelearningbothmetricandEnglishunits.Comeupwithabenchmark(somethingtoimaginethatistherightlength)foreachoftheseunits:inches,feet,centimeters,andmeters.
CCSSGrade2:Measureandestimatelengthsinstandardunits.
1. Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,metersticks,andmeasuringtapes.
2. Measurethelengthofanobjecttwice,usinglengthunitsofdifferentlengthsforthetwomeasurements;describehowthetwomeasurementsrelatetothesizeoftheunitchosen.
3. Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.
4. Measuretodeterminehowmuchlongeroneobjectisthananother,expressingthe
lengthdifferenceintermsofastandardlengthunit.
55
TheCommonCoreStateStandardsformeasurementingrade1areshownbelow.Comparethemtothegrade2standards.Howdotheydiffer?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade2TeachersGuide.Spend10-15minuteslookingthroughUnit4Module1Session1TeacherFeet.Inwhatwaysdothechildrenneedtoanalyzetheprocessofmeasurementinthissession?
Homework
Manyoflife'sfailuresarepeoplewhodidnotrealizehowclosetheyweretosuccesswhentheygaveup.
ThomasA.Edison
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DotheConnectionsproblems.
3) Whataregoodbenchmarksforthemillimeter,centimeter,decimeter,andkilometer?Findsomethingthatisaboutthelengthofeach.
4) UseanappropriateEnglishunittoestimatea)thelengthofyourtable,b)thedistancefromChicagotoDenver,andc)thewidthofapencil.
5) Useanappropriatemetricunittoestimatea)thelengthofyourtable,b)thedistancefromChicagotoDenver,andc)thewidthofapencil.
CCSSGrade1:Measurelengthsindirectlyandbyiteratinglengthunits.
1. Orderthreeobjectsbylength;comparethelengthsoftwoobjectsindirectlybyusingathirdobject.
2. Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofashorterobject(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthenumberofsame-sizelengthunitsthatspanitwithnogapsoroverlaps.Limittocontextswheretheobjectbeingmeasuredisspannedbyawholenumberoflengthunitswithnogapsoroverlaps.
56
6) Findtheperimetersoftheplanefiguresshownbelowbymeasuringthem
a) UsinganappropriateEnglishunit.b) Usinganappropriatemetricunit.c) NowconvertyourmetricunitstoEnglishunitstocheckthatyourmeasurementsin
b)matchyoumeasurementsina).
7) Explainwhyitmakessensethattheperimeterofarectanglecanbefoundbycomputing2l+2wwherelisitslengthandwisitswidth.
8) Iwanttorunaroundthebelowlake.Iplantohugtheshoreline.HowfardoIhavetorun?Thinkaboutvariouswaysyoucoulduseamaptoanswerthisquestion.Howaccurateisyourestimate?Howcanyouimproveitsaccuracy?LakeJen
Scale1cm=3miles
9) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade2TeachersGuide.Spend10-15minuteslookingthroughUnit4Module1.Then,carefullyexaminetheworksheet4AEstimate&MeasureInchesRecordSheet.Whatconversationscouldyouhavewithyourstudentsaboutthebigideasoflinearmeasurementbasedonthisactivity?
57
ClassActivity7: Part1Triangulating
Godowndeepenoughintoanythingandyouwillfindmathematics.DeanSchlicter
Defineonetriangleunittobetheareaofthegreentrianglepatternblock.Usingthisunit,determinetheareaofthissheetofpaper.Thenusethetriangleunittoestimatetheareaofeachofthepatternblockshapespicturesbelow.
58
ClassActivity7: Part2AreaEstimationHereisamapofthegreatstateofWisconsin.Withoutlookinganythinguponline,yourgroupneedstomakeareasonableestimateofitsareainsquaremiles.Firstdiscussacoupleofdifferentwaysofdoingthisusingthemap.Thengoaheadandcarefullycomputeyourestimate.
http://www.nationsonline.org/oneworld/map/USA/wisconsin_map.htm
Wouldyouguaranteeyourestimatetothenearsest10squaremiles?Thenearest100squaremiles?Thenearest1000squaremiles?Somethingelse?Howdidyoudecide?
59
ReadandStudy
Themanignorantofmathematicswillbeincreasinglylimitedinhisgraspofthemainforcesofcivilization.
JohnKemenyMathematiciansdefineareaasthequantityoftwo-dimensionalspaceenclosedbyaclosedplanefigure.Wecommonlymeasurethisareaintermsofsquareunitssuchassquareinchesorsquarecentimeters.Sotofindtheareaofafigureyouneedtofindthenumberofsquareunitsitwouldtaketocoverthefigure.Wewantyoutoliterallydothisnow.Hereisaunitofarea(thesquarecentimeter):Traceitandthenseehowmanyofthoseunits(includingpartsofunits)ittakestocovertheshapebelow: Iftheshapeisarepresentationofalake,andacentimeteroflengthcorrespondsto3miles,thenwhatistheareaoftheactuallake?Explain.I D E A O F A R E A
Weoftenmeasuretheareaofirregularlyshapedobjectsjustbycounting(andestimating)thenumberofsquareunitswithintheboundaryoftheobject.Sometimeswesuperimposeagridtohelpwiththatestimate.Estimatetheareaofthisobjectnowassumingthateachsmallsquareisaunitofarea.Whenwemeasuretheareaofanobjectinsquareunits,noticethatwearetakingadvantageofthefactthatsquarestessellatetheplane–therearenogapsbetweenthesquares.Wehavealreadydiscoveredthatthereareothershapesthattessellatetheplaneaswell;twoofthem
60
are,likethesquare,alsoregularpolygons.Whichones?Whydoyouthinkpeoplechosetousesquareunitsinsteadofsomeothershapethattessellatestheplane?
ConnectionstoTeaching
Teachingcreatesallotherprofessions.AuthorUnknown
ChildrenneedtohaveexperiencesfindingareasbycoveringfigureswithsquareunitslikeyoudidintheReadandStudysection.Ifyoushowthemformulastooearly,theywillsimplytrytorememberthoseformulasandtheymaynotfocusontheideaofarea.Besides,formulasworkonlywithalimitednumberofshapes,andsoestimatingareasusingthedefinitionisausefulskillinitsownright.Wesuggestthatchildreningrades2and3spendmanyweeksestimatingareasusingsquarestickersorsquaregridstocoverfigures.Someofthosefiguresshouldhavecurvedboundariesandsomeshouldhavespecialpolygonshapes.Childrenwillquicklybegintoproposeshortcutsontheirownthatwillleadnaturallytotheareaformulas.Forexample,ifchildrencomputeareasofthebelowrectangleshapesusingstickersoragrid,someofthemwillnoticethatashortcutforfindingareasofrectangleshapesistosimplymultiplythelengthoftherectanglebyitswidth.Thenyoucantalkwiththemaboutwhythisisso.Practicethatnowbydoingthebelowtasks.C O V E R I N G W I T H U N I T S Q U A R E S
Firstuseagridtoestimatehowmanyareaunitsittakestofilleachrectangleshape.Thenexplainwhyitmakessensethattheareaofarectanglecanbefoundbymultiplyingitslengthbyitswidth.Hereisaunitoflength:_____ Hereisaunitofarea:
61
TheCommonCoreStateStandardsdescribethefollowingstandardsforchildreningrade3.Readthemtoseethatthethingschildrenshouldlearnaremanyofthethingswehavedescribedinthissection.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Wehavenottalkedexplicitlyabout2.c.and2.d.above.Sketchpicturestohelpyoutomakesenseofwhattheymeanbythose.
CCSSGrade3:Geometricmeasurement:understandconceptsofareaandrelateareatomultiplicationandtoaddition.
1. Recognizeareaasanattributeofplanefiguresandunderstandconceptsofareameasurement.a. Asquarewithsidelength1unit,called“aunitsquare,”issaidtohave“one
squareunit”ofarea,andcanbeusedtomeasurearea.
b. Aplanefigurewhichcanbecoveredwithoutgapsoroverlapsbynunitsquaresissaidtohaveanareaofnsquareunits.
c. Measureareasbycountingunitsquares(squarecm,squarem,squarein,square
ft,andimprovisedunits).
2. Relateareatotheoperationsofmultiplicationandaddition.a. Findtheareaofarectanglewithwhole-numbersidelengthsbytilingit,and
showthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.
b. Multiplysidelengthstofindareasofrectangleswithwholenumbersidelengthsinthecontextofsolvingrealworldandmathematicalproblems,andrepresentwhole-numberproductsasrectangularareasinmathematicalreasoning.
c. Usetilingtoshowinaconcretecasethattheareaofarectanglewithwhole-
numbersidelengthsaandb+cisthesumofa×banda×c.Useareamodelstorepresentthedistributivepropertyinmathematicalreasoning.
d. Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposing
themintonon-overlappingrectanglesandaddingtheareasofthenon-overlappingparts,applyingthistechniquetosolverealworldproblems.
62
Homework
ThemoreIpractice,theluckierIget.JerryBarber
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DoalltheitalicizedthingsintheConnectionssection.
3) Useagridtoestimatecarefullytheareaofthebelowcircularfigureinsquare
centimeters.
4) Astudentcomestoyouandasks,"Whydoweusesquarecentimeterstomeasuretheareaofthecircle?Acircleisroundandnotsquare."Explaintoherwhywestillusesquarecentimeterstomeasuretheareaofacircle.
5) WewouldliketohavetheabovelakeclassifiedasoneoftheGreatLakes.AspartoftheapplicationtotheDepartmentoftheInterior,wehavetoreportitsarea.Estimatetheareaofthelakeinsquaremiles.
Scale1cm=3miles
63
6) Hereisafloorplanforthefirstlevelofahouse.a) Whatisitsareainsquarefeetincludingthegarage?Assumethat1cm
represents6feetoflength.b) Howgoodisyourestimate?Areyouconfidenttothenearestsquarefoot?c) WhatCommonCoreStateStandardismetbythisproblem?Explain.
7) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade3TeachersGuide.Spend10-15minuteslookingthroughUnit6Module3.
a. Howareareaandperimeterintroduced?b. PrintoutandthencarefullyworkthroughtheworksheetBayardOwl’sBorrowed
Tables.Whatconversationscouldyouhavewithyourstudentsaboutthebigideasofperimeterandareabasedonthisactivity?
8) AnNBAbasketballcourtmeasures50feetby96feet.Usethisinformationbelowtodeterminehowmanyacresitcovers.
1foot=12inches1yard=3feet1mile=1760yards1acre=4840squareyards1squaremile=640acres
64
ClassActivity8: FindingFormulas
Onecannotescapethefeelingthatthesemathematicalformulashaveanindependentexistenceandanintelligenceoftheirown,thattheyarewiserthanwe
are,wisereventhantheirdiscoverers. HeinrichHertz
Wecommonlycomputeareasofsomespecialpolygonshapeswiththeuseofformulas.Theseformulascanbeexplained–theyarebasedongeometricdefinitionsandtheorems–andwewantyoutounderstandwhytheymakesense.Thatisthegoalofthisactivity.
1) Rectangle:Usetheideaofareaasthenumberofsquareunitsittakestocoveranobjecttoexplainwhyitmakessensethattheareaofarectangleissimplytheproductofitslengthandwidth.
2) Parallelogram:Showhowtocutandrearrangeaparallelogramtomakearectanglewith
thesamearea.Arguethattheresultingfigureisinfactarectangle.UsetheformulafortheareaofarectangletofindaformulafortheareaAofaparallelogramusingthebasebandtheheighthoftheparallelogram.
3) Triangle:Showhowtorearrangetwocopiesofthesametriangletomakeaparallelogram.Arguethattheresultingfigureisinfactaparallelogram.UsetheformulafortheareaofaparallelogramtofindaformulafortheareaAofatriangleusingthebasebandtheheighthofthetriangle.
65
ReadandStudy
Theessenceofmathematicsisitsfreedom. GeorgCantor
Manyofyourstudents(andmanyoftheirparents)willthinkthatformulastellthewholestoryaboutarea.Infact,somepeoplemistakenlydefineareaas“lengthtimeswidth.”Everyclosedtwo-dimensionalshapehasarea,butaswehaveseeninanearliersection,onlyaveryfewoftheseshapeshaveformulaswecanusetocalculatethearea.Theareaofsomegeometricobjectsismoreeasilydeterminedthroughtheuseofareaformulas.IntheClassActivityyoudevelopedseveralusefulandwell-knownformulasthatarereadilyfoundthroughoutthecurriculum.Notethatalloftheseformulasarebasedonthechoiceofasquareastheunitofarea.Ifwehadusedadifferentshapeastheunit(aswedidintheprevioussection),alloftheformulaswouldhavechanged.Themostfundamentalareaformulaisfortheareaofarectangle:length´width.Alloftheotherformulasforareaarebuiltonthat.Asyouhaveseen,theseformulasarereallytheoremsthathavebeenproventowork.And,thesetheoremsareonlytruewhenweusetheunitsquareasourunit.Explaincarefullywhythatpreviousstatementissoimportant.Whathappensifwedonotusesquaresasourunit?YoushouldhaveyourupperelementarystudentsdoactivitieslikethoseintheClassActivitysothattheycanseethisforthemselves.IntheBridgesinMathematicscurriculumforgrade4,studentsdiscovertheformulasfortheareaandperimeterofrectangles.Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade4TeachersGuide.Spend10-15minuteslookingthroughUnit5Module3Session3.Inwhatwaysdoesthisactivityhelpstudentstodevelopformulasfortheperimeterandareaofarectangle. M A K I N G S E N S E O F A R E A F O R M U L A S
ConnectionstoTeaching Knowingisnotenough;wemustapply.Willingisnotenough;wemustdo.
JohannWolfgangvonGoethe
Oncechildrenunderstandtheideasofperimeterandarea,theycansolvesomepracticalproblems.Wewillposesomenowthatspecificallyaddressthestandardsthatfollowthem.Dotheseproblemsandthenreadtoseewhichofthestandardswe’veaddressedwiththem.
66
a) Ifarectangularroomhasalengthof5feetandanareaof60squarefeet,whatisitswidth?
b) Ifarectanglehasalengthof10feetandaperimeterof36feet,whatisitswidth?
c) Isittruethatrectangleswithbiggerperimetersalwayshavebiggerareastoo?Explain.
d) Isittruethatrectangleswithbiggerareasalwayshavebiggerperimeterstoo?Explain.
67
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Homework
Toliveacreativelife,wemustloseourfearofbeingwrong. JosephChiltonPearce
1) DotheproblemsandthendotheitalicizedstatementintheConnectionssection.
CCSSGrade3:Geometricmeasurement:recognizeperimeterasanattributeofplanefiguresanddistinguishbetweenlinearandareameasures.Solverealworldandmathematicalproblemsinvolvingperimetersofpolygons,includingfindingtheperimetergiventhesidelengths,findinganunknownsidelength,andexhibitingrectangleswiththesameperimeteranddifferentareasorwiththesameareaanddifferentperimeters.
CCSSGrade4:Solveproblemsinvolvingmeasurementandconversionofmeasurementsfromalargerunittoasmallerunit.
1. Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofasmallerunit.Recordmeasurementequivalentsinatwocolumntable.Forexample,knowthat1ftis12timesaslongas1in.Expressthelengthofa4ftsnakeas48in.Generateaconversiontableforfeetandincheslistingthenumberpairs(1,12),(2,24),(3,36),...
2. Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.
3. Applytheareaandperimeterformulasforrectanglesinrealworldandmathematicalproblems.Forexample,findthewidthofarectangularroomgiventheareaoftheflooringandthelength,byviewingtheareaformulaasamultiplicationequationwithanunknownfactor.
68
2) PracticeexplainingwhyeachoftheformulasfromtheClassActivitymakessense.
3) Oneofyourstudentsisconfusedaboutareacalculations.Adamwonderswhy,ifyoutakearectangleandmultiplythelengthofeachsideby2,theareaofthenewrectangleisn'ttwiceasbigastheareaoftheoldrectangle.Drawsomepicturestohelpyouseewhatisgoingonhere.Whatwillyousaytohim?
4) Explainwhyitmakessensethattheareaofatrapezoidisalways½h(b1+b2)whereb1andb2arethelengthsoftheparallelbasesandhistheheight.Youcandothisbypartitioningthetrapezoidregionintopieces,orbycuttingitapartandrearrangingit,orbyaddingonstructure.Youmayusewhatyouknowaboutfindingareasofrectangles,parallelograms,andtriangles.Seeifyoucanfindmorethanonewaytodothis.
5) Findtheareaofthetrapezoidshownbelowinasmanydifferentwaysasyoucan.
Assumethateachgridsquarerepresentsoneunitofarea.
* * * * * *
* * * * * *
* * * * * *
* * * * * *
6) Supposearectanglehasaperimeterof36units.Whatareallthepossiblewholenumberdimensionsoftherectangle?Makeagraphofwidthvs.area.Whichwidthgivesthegreatestarea?
7) Supposeyouhave100metersofflexiblefencingtomarkapastureoutontheplains.
Howwouldyousetitup(whatshape)toenclosethemostgrazingareaforyourcattle?Whatdimensionswouldyouuseifthepasturehadtobearectangle?
69
8) Thetrianglebelowisconstructedona1cmgrid.Findtheareaofthetriangleusingatleastthreedifferentmethods.
9) Assumethatthetriangleareaaboverepresentspartofasignthatneedstobepainted.
Thescaleofthedrawingisthat1cmrepresents10feet.Theinstructionsonthepaintcansaythat1gallonofpaintwillcover100squarefeet.Howmanygallonsofpaintwillyouneedtobuyinordertopaintthetriangle?
1 cm
70
ClassActivity9: TheRoundUp
Donotdisturbmycircles!Archimedes’finalwords
1) Acircleisdefinedasthesetofallpointsintheplanethatareequidistantfromagiven
pointcalledthecenter.Studythisdefinition.Iftheword“all”wasmissing,howwouldthatchangethings?Whatifthewords“intheplane”weremissing?
2) Howmanytimesdoesthediameterofacirclefitintoitscircumference?Gathersomedatatosee.
3) Exploretheideaoftheareaformulaforacircularregionbyrearrangingitintoaparallelogram-shapedfigure.Findtheareaofthe“parallelogram”intermsoftheradiusofthecircle.Whyisthisjusttheideaoftheargument?
71
ReadandStudy
Itisnotoncenortwice,buttimeswithoutnumberthatthesameideasmaketheirappearanceintheworld.
Aristotle CirclesareasfundamentaltoEuclideangeometryasarepointsandlines.RecallthatEuclid’sthirdaxiomassuresusthatwecanalwaysmakeacircleofanysize(radius)wewant.Ofcourse,thecircleswedrawarestillonlyapproximationsofatruemathematicalcircle,justasthelinesegmentswemakearejustapproximationsofatruelinesegment.Acircleisthesetofallpointsintheplanethatareequidistantfromagivenpoint,calledthecenter(Ointhediagrambelow).Thediagramshowssomeoftheotherimportanttermsassociatedwithacircle.Becertainyouunderstandeachtermandcanexplainitsmathematicaldefinition,whichyouwillfindintheglossary.
Central Angle Ð AOC
Tangent
Secant
Chord DE Diameter AB Arc DE
Radius CO
Sector O
C
A
B
D
E
72
Itisanamazingfactthat,foranysizecircle,theratioofthecircumferencetothediameteristhesamenumber.Thiswasknowninallearlycivilizations.Wecallthatratio“pi.”Soπ(pi)isthesymbolforthenumberoftimesthediameterofacirclefitsintoitscircumference.Readthatagain;itisimportant.Thisnumberpisanirrationalnumber.Thatmeansithasadecimalrepresentationthatneitherendsnorrepeats.Thiswasprovedin1761byamathematiciannamedJohannHeinrichLambert.Evenwhenweusethepkeyonacalculator,weareusinganapproximatevalue.Elementarystudentscommonlyuseeither3.14or
722 asanapproximatevalueforpwhen
carryingoutcalculationsinvolvingcircles.Alwaysbesuretomakethepointthatthisisjustanapproximation.W H A T I S Π ?
ConnectionstoTeaching
Attheageofeleven,IbeganEuclid,withmybrotherasmytutor.Thiswasoneofthegreateventsofmylife,asdazzlingasfirstlove.
BertrandRussellIntheBridgesinMathematicscurriculumforgrade4,studentsareintroducedtobasiccircleterminology.Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade4TeachersGuide.Spend10-15minuteslookingthroughUnit5Module1Session5.Howarethepartsofacircleintroducedtothestudents?Withinthelesson,thestudentsareaskedtowritetheirowndefinitionofacircle.IssaandSuzigavethefollowingdefinitions.Aretheirdefinitionscorrect?Howasateacherdoyourespondtoeachofthesestudents? Issa’sdefinition:Acircleisashapethat’sroundandhas360°. Suzi’sdefinition:Acircleisashapethathasthesamewidthallthewayaround.
73
Homework
Eureka!I’vegotit! Archimedes
1) DoalltheitalicizedthingsintheReadandStudysection.
2) SolvetheproblemsintheConnectionssection.
3) Studyeachboldandunderlinedtermusedinthissection.Thismeansyoushouldbe
abletoexplainthedefinitionusinggoodmathematicallanguageandthatyoushouldbeablesketchexamplesandnon-examplesofeachterm.
4) HowdoesthedefinitionofπleadtotheformulaC=2πr(whereCisthecircumferenceofacircleandrisitsradius)?
5) Ifacirclehasameasuredradiusof5inches,then,usingtheformulaforfindingtheareaofacircle,wewouldsaythattheareaofthecircleisapproximately78.5squareinches.Giveatleasttwodistinctreasonswhythecalculationisapproximate.
6) Explaintherelationshipbetweenasecantandachordofacircle,betweenaradiusandadiameter,andbetweenasecantandatangentofacircle.
7) Hereisanothersetofpicturesdesignedtogiveanintuitiveargumentthattheareaofacircularregionisπr2.Imaginethatthecircleshownismadeofcircularstringssittingoneinsidethenext.Thenyoutakeascissors,sniparadius,andflattenthestringstomakethetriangularshape.Whatistheareaofthetriangleintermsofr(theradiusofthecircle)?
8) IfIdoublethediameterofacircularregion,whathappenstoitscircumference?
74
9) IfIdoublethediameterofacircularregion,whathappenstoitsarea?
10) Ifan8-inch(diameter)pizzacosts$5,howmuchshoulda16-inchpizzacost?Justifyyourresult.
11) Havealookatthecirclesbelow.
a) Carefullymeasuretheperimeterofthesquarethatisinscribedinsidethefirstcircle.
b) Carefullymeasuretheperimeteroftheregularpentagoninscribedinsidethesecondcircle.
c) Carefullymeasuretheperimeteroftheregularhexagoninscribedinsidethethirdcircle.
d) TrueorFalse?Asthenumberofsidesoftheinscribedpolygongrows,sodoestheperimeterofthepolygon.
e) TrueorFalse?Ifweinscribeapolygonwithinfinitymanysides,thentheperimeterofthatpolygonwillbeinfinitelylong.Explainyourthinking.
f) Howcouldyouusethesemeasurementstogetanestimateforπ?Explain.
Morethan2000yearsagoArchimedesfoundapproximateboundsforπusinginscribedandcircumscribed(outside)polygonswith,getthis,120sides.WestilluseArchimedesboundstoday( 7
2271223
<< ).Theaverageofthesetwovaluesis
roughly3.1419whichiscorrecttothreedecimalplaces.Notbadfor350BC.
I N S C R I B E D P O L Y G O N S
75
ClassActivity10: PlayingPythagoras
Ihavehadmyresultsforalongtime,butIdonotknowyethowIamtoarriveatthem.
CarlFriedrichGaussThePythagoreanTheoremisthoughttobealmost4000yearsold.TheBabylonians,theEgyptians,andtheChineseallknewit.Thatis,theyknewthatthesumoftheareaofthesquaresonthelegsofarighttriangleequalstheareaofthesquareonthehypotenuse,andtheyusedthisfactnumericallyinconstructionandcommerceandsurveying.
1) Carefullymeasuretheareasofthesquaresinthebelowexampletoseeifthistheoremseemstrue.
2) Whathappensifthetriangleisn’tarighttriangle?Isthesumofthesquaresonthe“legs”(shortersides)ofanobtusetrianglemoreorlessthanthesquareonthelongestside?Whathappensinanacutetriangle?Drawsomediagramstosee.
(Thisactivityiscontinuedonthenextpage.)
76
ThefirstproofofthetheoremisattributedtoPythagorasofSamos(it’sinGreece)around600B.C.Sincethen,hundredsofdifferentproofshavebeencreated.Youaregoingtoexploreoneofthem.a) Theproofbeginswithanyrighttriangle.Carefullydrawyourownandlabelthe
lengthofthehypotenusec,thelengthofthelongerlegb,andthelengthoftheshorterlega.
b) Nowmakefourcongruentcopiesofyourtriangle,cutthemout,andarrangethem
intoaquadrilateralasshownbelow.
c) Justifythattheboundaryoftheouterquadrilateralisasquare.
d) Justifythattheinnerquadrilateralisasquare.
e) Nowgiveanalgebraicproofthatc2=a2+b2byusingthefactthatthefivepolygonsformthelargefigure(sotheareaformulasforthefivemustsumtotheareaformulaofthelargesquare).
f) Whatthingsgowrongifthetrianglesarenotrighttriangles?
77
ReadandStudy
I’mverywellacquaintedtoowithmattersmathematical,Iunderstandequations,boththesimpleandquadratical,AboutbinomialtheoremI’mteemingwithalotofnews--
Withmanycheerfulfactsaboutthesquareofthehypotenuse.Gilbert&Sullivan,“ThePiratesofPenzance”
ThePythagoreanTheoremisoneofthemostwell-knownandmostimportanttheoremsofallofelementarymathematics.ItisnamedaftertheGreekmathematician,Pythagoras,andEuclidincludeditasthefittingendtovolumeoneofTheElements.InEuclid’swordsthetheoremsaysthis:
Inright-angledtrianglesthesquareonthesideoppositetherightangleequalsthesumofthesquaresonthesidescontainingtherightangle.
Euclidintendedtheword“square”tomeanthephysicalsquaredrawnonthehypotenuseorlegoftherighttriangle.Sohistheoremsaysthattheareaoftheyellowsquare(inthefigureabove)isequaltothesumoftheareasoftheredandbluesquareswhenABCisarighttriangle.Todaywemorecommonlyuseanalgebraicstatement:
Ifarighttrianglehaslegsoflengthsaandbandahypotenuseoflengthc,thenc2=a2+b2.
Noticethathere,a,b,andcarenumbersrepresentingthelengthsofthevarioussidesofthetriangle.Sonowtheword“square”carriesthealgebraicmeaningdenotedbytheexponenttwo.P R O O F S O F T H E P Y T H A G O R E A N T H E O R E M
Therearemany(atonecount,atleast367)proofsofthePythagoreanTheorem.YourecreatedoneoftheproofsintheClassActivity.YouwillbeaskedtoexploretwoothersaspartoftheHomeworkforthissection.
C B
A
78
ThePythagoreanTheoremisanexampleofatheoremwhoseconverseisalsoatheorem.StatetheconverseofthePythagoreanTheorem.Ifyouhavetolookup“converse,”visittheglossaryanddoso.TheconverseofthePythagoreanTheoremgivesusawaytodiscoverwhetherornotatriangleisarighttriangleevenwhenweknownothingabouttheanglemeasuresofthetriangle.Forexample,supposeweknowthatthesidesofatriangleareexactly3,4,and5incheslong.Isthisarighttriangle?Let’ssubstitutethevalues3fora,4forb,and5forc(Howdoweknowthatthehypotenusemustbethesideoflength5?)andcheckoutthePythagoreanrelationshipc2=a2+b2.Does52=32+42?Iftheansweris“yes,”thenthetriangleisarighttriangle.
ConnectionstoTeaching
Instructionalprogramsfromprekindergartenthroughgrade12shouldenableallstudentstocreateanduserepresentationstoorganize,record,andcommunicate
mathematicalideas;toselect,apply,andtranslateamongmathematicalrepresentationstosolveproblems;andtouserepresentationstomodelandinterpret
physical,social,andmathematicalphenomena.NCTMPrinciplesandStandardsforSchoolMathematics,2000
Havingtwo(ormore)waystointerpretorrepresentamathematicalideaisanimportantcharacteristicofmathematicsforteaching.TheNCTMStandardsrecognizethisandcallforallelementarystudentsto“select,apply,andtranslateamongmathematicalrepresentationstosolveproblems.”Andso,asteachers,itisalsoimportantthatweunderstandamathematicalconceptfrommorethanonepointofviewinordertoassistourstudentstousedifferentrepresentationsofthatconcepttosolveproblems.G E O M E T R I C A N D A L G E B R A I C R E P R E S E N T A T I O N S
ThePythagoreanTheoremisonesuchideathatcanbeunderstoodfrommanyviewpoints:geometric,numeric,andalgebraic.Someofourstudentswillmoreeasilygraspthealgebraicapproachwhileotherswillpreferthemoreconcretegeometricornumericrepresentation.Asteachers,wemustmasterallrepresentationsinordertocarryoutourresponsibilitiestosupporteachstudent’slearning.
79
Homework
Thedifferencebetweenasuccessfulpersonandothersisnotalackofstrength,notalackofknowledge,butratheralackinwill.
VinceLombardi
1) DoalltheitalicizedthingsintheReadandStudysection.
2) JamesAbramGarfield(1831-1881),thecountry’stwentiethpresident,createdthisproofofthePythagoreanTheoremin1876,whilehewasamemberoftheHouseofRepresentatives.FindGarfield’sproofbyusingthediagrambelowbyfindingformulasfortheareaofthetrapezoidintwodifferentways.Howdoeshisargumentfailifthetrianglesarenotrighttriangles?
3) Whenthelengthsofthesidesofarighttriangleareallintegersthethreenumbers(a,b,
c)areknownasaPythagoreanTriple.Explainwhy(3,4,5)isaPythagoreanTriple.WhichofthefollowingtriplesofnumbersarePythagoreanTriples?a)(4,5,6) b)(4,6,8) c)(6,8,10)
4) Supposeatrianglehassidesoflength8,15,and17.Isitarighttriangle?
5) Whatistheexactheightofanequilateraltriangleifallsidesareoflength10?Oflength3?Oflength4?Oflengths?
6) Aclosetis3feetdeep4feetwideand12feethigh.Findthedistancefromonecornerat
thefloortothediagonallyoppositecornerattheceiling.Youmightwanttohavealookataboxtohelpyouseewhattodohere.
a
b
c
c b
a
80
SummaryofBigIdeas Althoughthismayseemaparadox,allexactscienceisdominatedbytheidea
ofapproximation. BertrandRussell
• Measurementisthecomparisonofanattributeofanobjecttoaunit.Tomeasure
meanstoseehowmanyoftheunitfitintotheobjectyouaremeasuring.
• Lengthisaone-dimensionalmeasurement;areaistwo-dimensional;andvolumeisthree-dimensional.
• Allmeasurementisapproximate.• Thechoiceofaunitisafundamentalpartofthemeasuringprocess.
• Areaisthenumberofsquareunitsittakestocoveranobject.Itisnotdefinedas“length
timeswidth,”and,infact,thatformulaworksonlyinafewlimitedcases.
• Formulasforthecalculationofareacanbeexplainedbythegeometryoftheobjectsbeingmeasured.Asateacher,youwillneedtohelpyourstudentstoseewhereformulascomefromandwhytheymakesense.
• πisdefinedasthenumberoftimesthediameterofacirclefitsintoitscircumference.Itisanirrationalnumber.
81
ChapterThree
TheThirdDimension
82
ClassActivity11: StrictlyPlatonic(Solids)
IfIhaveevermadeanyvaluablediscoveries,ithasbeenowingmoretopatient attention,thantoanyothertalent. SirIssacNewton
Hereisadefinitionforyoutostudy:Apolyhedronisafinitesetofpolygon-shapesjoinedpairwisealongtheedgesofthepolygonstoencloseafiniteregionofspacewithinonechamber.Thepolygon-shapedsurfacesarecalledfaces.Itisrequiredthatthesurfacebesimple(notmorethanonechamberisenclosed)andclosed(youcan’tgetinfromtheoutsidewithouttearingit).Thesegmentswherethepolygonsmeetarecallededges.Thepointswhereedgesintersectarecalledvertices.
1) Usethedefinitiontodecidewhichofthebelowimagesof3-dimensionalobjectsrepresentpolyhedra(“polyhedra”isthepluralformofpolyhedron)
Apolyhedronisregularifallofthefacesarethesamecongruent,regularpolygonandalloftheverticeshaveexactlythesamenumberofpolygons.
2) UsethepiecesofaFrameworksÔset(manufacturedbyPolydron)tobuildalloftheregularpolyhedra.Besystematicsoyoucangiveanargumentthatyouhavefoundthemall.(Polyhedraarenamedforthenumberoffacestheycontain;forexample,apolyhedronwithtenfaceswouldbecalledadecahedron.)
3) Canyoubuildapolyhedronthatusesonlyonetypeofcongruentregularpolygonbutisnotregular?Explain.
4) Seeifyoucanfindshortcutwaysofcountingthenumbersofverticesoredgesofregularpolyhedra.
83
ReadandStudy
Everythingshouldbemadeassimpleaspossible,butnotonebitsimpler. AlbertEinstein
IntheClassActivityyouwereaskedtobuildmodelsoftheregularpolyhedra.Thesespecialobjects,alsocalledthePlatonicsolids,havebeenknownsincebeforethedaysoftheGreekmathematics.Approximationsoftheregularpolyhedraevenoccurinnature.Inparticular,thetetrahedron,cube,andoctahedronshapesallappearascrystalstructures.Wealsofindpolyhedralshapesamonglivingthings,suchastheCircogoniaicosahedrashownbelow,aspeciesofRadiolaria,whichisshapedlikearegularicosahedron.
(http://en.wikipedia.org/wiki/Platonic_solids)Manyvirusesalsohavetheshapeofaregularicosahedron.Viralstructuresarebuiltofrepeatedidenticalproteinsubunitsandapparentlytheicosahedronistheeasiestshapetoassembleusingthesesubunits.R E G U L A R P O L Y H E D R A
Netsaretwo-dimensionalfiguresthatcanbefoldedintothree-dimensionalobjects.Belowarenetsfortheregulartetrahedronandforthecube.Imaginehoweachfoldsuptomakethe3-dimensionalobject.
84
Beforeyoureadfurther,gotothissiteandbuildyourselfoneofeachoftheregularpolyhedra.Youwillneedthemforthehomework.http://www.mathsisfun.com/platonic_solids.html
ConnectionstoTeaching
Studentsingrades3–5shouldexaminethepropertiesoftwo-andthree-dimensionalshapesandtherelationshipsamongshapes.Theyshouldbeencouragedtoreason
aboutthesepropertiesbyusingspatialrelationships. NCTMPrinciplesandStandards,2000
ThefollowingexcerptfromtheNCTMStandardsforGrades3–5Geometry(p.168)describestheimportanceofvisualizationandspatialreasoningastoolselementarystudentscanusetounderstandthepropertiesofgeometricobjectsandtherelationshipbetweenthesepropertiesandtheshapes.Readtheseparagraphsandstudytheexamples.Thenbuildthebuildingtheydescribe.S P A T I A L R E A S O N I N G
Usevisualization,spatialreasoning,andgeometricmodelingtosolveproblemsStudentsingrades3–5shouldexaminethepropertiesoftwo-andthree-dimensionalshapesandtherelationshipsamongshapes.Theyshouldbeencouragedtoreasonaboutthesepropertiesbyusingspatialrelationships.Forinstance,theymightreasonabouttheareaofatrianglebyvisualizingitsrelationshiptoacorrespondingrectangleorothercorrespondingparallelogram.Inadditiontostudyingphysicalmodelsofthesegeometricshapes,theyshouldalsodevelopandusementalimages.Studentsatthisagearereadytomentallymanipulateshapes,andtheycanbenefitfromexperiencesthatchallengethemandthatcanalsobeverifiedphysically.Forexample,“Drawastarintheupperright-handcornerofapieceofpaper.Ifyouflipthepaperhorizontallyandthenturnit180°,wherewillthestarbe?”Muchoftheworkstudentsdowiththree-dimensionalshapesinvolvesvisualization.Byrepresentingthree-dimensionalshapesintwodimensionsandconstructingthree-dimensionalshapesfromtwo-dimensional»representations,studentslearnaboutthecharacteristicsofshapes.Forexample,inordertodetermineifthetwo-dimensionalshapeinfigure5.15isanetthatcanbefoldedintoacube,studentsneedtopayattentiontothenumber,shape,andrelativepositionsofitsfaces.
85
Fig.5.15.Ataskrelatingatwo-dimensionalshapetoathree-dimensionalshape
Studentsshouldbecomeexperiencedinusingavarietyofrepresentationsforthree-dimensionalshapes,forexample,makingafreehanddrawingofacylinderorconeorconstructingabuildingoutofcubesfromasetofviews(i.e.,front,top,andside)likethoseshowninfigure5.16.
Fig.5.16.Viewsofathree-dimensionalobject(AdaptedfromBattistaandClements1995,p.61)
86
Homework
Gettingaheadinadifficultprofessionrequiresavidfaithinyourself.Thatiswhysomepeoplewithmediocretalent,butwithgreatinnerdrive,gomuchfurtherthan
peoplewithvastlysuperiortalent. SophiaLoren
1) DoalltheitalicizedthingsintheReadandStudyandConnectionssections.
2) Writeoutthedetailsofamathematicalargumentthatthereareexactlyfiveregular
polyhedra.
3) Thefollowingpictureisoftengivenasanexampleofaregularicosahedron.Examinethepicturecarefullyanddeterminewhythispictureisclaimingtobesomethingthatitisnot.
4) Isitpossibletobuildapolyhedronwhereallofthefacesarecongruentregularpolygonsbutthepolyhedronisnotregular?Explain.
5) Usethefivemodelsyoubuilttofindaformulathatrelatesnumbersofvertices,edges,andfacesinregularpolyhedra.
6) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade
1TeachersGuide.Spend10-15minuteslookingthroughUnit5Module2Session2MysteryBagSorting.Makeupyourownmysteryforyourstudentstosolvesimilartothosegiveninthelesson.
87
ClassActivity12: PyramidsandPrisms
Itisbettertoknowsomeofthequestionsthanalloftheanswers. JamesThurber
Therearetwospecialcategoriesofpolyhedrawewillexploreinthisactivity:pyramidsandprisms.Apyramidisapolyhedroninwhichonefaceiscalledthebaseandalloftheremainingfacesaretrianglesthatshareacommonvertex(calledtheapex).Apyramidisnamedfortheshapeofitsbase.Forexample,asquarepyramidisonewhosebaseisasquare.(Noticethatthebaseofapyramidneednothavetheshapeofaregularpolygon.Itcouldlooklikethefigurebelow,forexample.)
1) Youhavealreadybuiltapyramidwithanequilateraltrianglebase(thetetrahedron).In
yourgroup,sketchapyramidwithasquarebaseandanotherwithahexagonalbase.
2) Useyourpicturestohelpyoufindformulasforthenumberoffaces,thenumberofvertices,andthenumberofedgesinapyramidwhosebaseisann-gon.Thenprovethatyourformulaswillworkforallpyramids.
Aprismisapolyhedroninwhichtwoofthefaces(calledthebases)arecongruentandlie on parallel (non-intersecting) planes andtheremainingfacesareparallelograms.Theprismisalsonamedafteritsbase.Iftheparallelogramfacesarerectangular,theprismisarightprism.Iftheparallelogramfacesarenon-rectangular,theprismisanobliqueprism.
3) Which(ifany)oftheregularpolyhedraareprisms?Explain.
4) Sketchanobliqueprism.C O U N T I N G V E R T I C E S , E D G E S , A N D F A C E S
5) Sketchaprismwithatriangularbaseandonewithahexagonalbase.Thenuseyour
picturestofindformulasforthenumberoffaces,thenumberofvertices,andthenumberofedgesinaprismwhosebasesarecongruentn-gons.Provethatyourformulaworksinthecaseofallprisms.
88
ReadandStudy
Themediocreteachertells.Thegoodteacherexplains.Thesuperiorteacherdemonstrates.Thegreatteacherinspires.
WilliamArthurWard
ThemostfamouspyramidsaretheEgyptianpyramids.Thesehugestonestructuresareamongthelargestman-madeconstructions.InAncientEgypt,apyramidwasreferredtoasthe"placeofascendance."TheGreatPyramidofGizaisthelargestinEgyptandoneofthelargestintheworldwithabasethatisover13acresinarea.ItisoneoftheSevenWondersoftheWorld,andtheonlyoneoftheseventosurviveintomoderntimes.TheMesopotamiansalsobuiltpyramids,calledziggurats.Inancienttimesthesewerebrightlypainted.Sincetheywereconstructedofmud-brick,littleremainsofthem.TheBiblicalTowerofBabelisbelievedtohavebeenaBabylonianziggurat.AnumberofMesoamericanculturesalsobuiltpyramid-shapedstructures.Mesoamericanpyramidswereusuallystepped,withtemplesontop,moresimilartotheMesopotamianzigguratthantheEgyptianpyramid.ThelargestpyramidbyvolumeistheGreatPyramidofCholula,intheMexicanstateofPuebla.Thispyramidisconsideredthelargestmonumenteverconstructedanywhereintheworld,andisstillbeingexcavated.Modernarchitectsalsousethepyramidshapeforbuilding.AnexampleistheLouvrePyramidinParis,France,inthecourtoftheLouvreMuseum.DesignedbytheAmericanarchitectI.M.Peiandcompletedin1989,itisa20.6meter(about70foot)glassstructurewhichactsasanentrancetothemuseum.Themostcommonexampleofaprisminthe“realworld”isitsoccurrenceinoptics,whereaprismisatransparentopticalelementwithflat,polishedsurfacesthatrefractlight.Theexactanglesbetweenthesurfacesdependontheapplication.Thetraditionalgeometricalshapeisthatofatriangularprismwithatriangularbaseandrectangularsides,andincolloquialuse"prism"usuallyreferstothistype.Prismsaretypicallymadeoutofglass,butcanbemadefromanymaterialthatistransparenttothewavelengthsforwhichtheyaredesigned.Aprismcanbeusedtobreaklightupintoitsconstituentspectralcolors(thecolorsoftherainbow).Theycanalsobeusedtoreflectlight,ortosplitlightintocomponentswithdifferentpolarizations.
89
ConnectionstoTeaching
Itisthesupremeartoftheteachertoawakenjoyincreativeexpressionandknowledge.
AlbertEinsteinElementarystudentsbegintheirstudyof3-dimensionalshapesinthefirstandsecondgrades.Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade1TeachersGuide.Spend10-15minuteslookingthroughUnit5Module2Sessions4and5.Whatideasaboutprismsandpyramidsareemphasizedinthesesections?NowlookattheHomelinksectionfromSession5.Examinequestions4and5carefully.Determineseveralreasonswhyyourchosenfiguredoesnotbelong.Inquestion5,determineatleasttwodifferentfiguresonwhichtoplacethe“X”.
Homework
Iattributemysuccesstothis:Inevergaveortookanyexcuse. FlorenceNightingale
1) DotheproblemsintheConnectionssection.
2) Makeamathematicalargumentfortheformulasyoufoundforthenumberoffaces,the
numberofvertices,andthenumberofedgesinapyramidwhosebaseisann-gon.
3) Makeamathematicalargumentfortheformulasyoufoundforthenumberoffaces,thenumberofverticesandthenumberofedgesinaprismwhosebasesarecongruentn-gons.
4) Provethattheformulayoufoundrelatingthevertices,edges,andfacesofaregularpolyhedraalsoholdsforthen-gonalpyramidandforthen-gonalprism.
5) Thefollowingaredescriptionsofpyramidsandprisms.Identifytheprismorpyramidandsketchanet.a) Apolyhedronwith5facesand9edges.b) Apolyhedronwithtwohexagonalfacesandtheremainingfacesarerectangles.c) Apolyhedronwith12edgesand8verticies.d) Apolyhedronwith7facesand7verticies.
90
ClassActivity13: SurfaceArea
Mathematicsmaybedefinedastheeconomyofcounting.Thereisnoprobleminthewholeofmathematicswhichcannotbesolvedbydirectcounting.
ErnstMach
1) Use14interlockingunitcubestobuildthe3-dimensionalfigurepictured.
a) Whatisthesurfaceareaofthisobject?
b) Whatisitsvolume?
c) Isthisapolyhedron?Explain.
2) Whatareallthepossiblevaluesforthesurfaceareaoffiguresmadewith14interlocked
cubes?Explain.
91
ReadandStudy
Numberrulestheuniverse. Pythagoras
Surfaceareaisthemeasureoftheboundaryofathree-dimensionalobjectinthesamewaythatperimeteristhemeasureoftheboundaryofatwo-dimensionalobject.Andjustlikewemeasureperimeterbyaddingupthelengthsofeachsectionoftheboundaryoftheobject,wemeasuresurfaceareabyaddinguptheareasofeachfaceoftheboundaryoftheobject.Forexample,supposewehavearectangularprismthatis3cmlongby5cmwideby8cmtall.Takeaminutetosketchthatfigure.I D E A O F S U R F A C E A R E A
Thismeansthatwehavetwofacesthatarerectanglesthatare3cmby5cm(andsohaveanareaof15squarecmor15cm2),twofacesthatarerectanglesthatare5cmby8cm(andsohaveanareaof40squarecmeach),andtwofacesthatare3cmby8cm(andsohaveanareaof24squarecmeach).Thenthesurfaceareaoftheprismis15+15+40+40+24+24=158squarecm.(Checkourwork.)Noticethatweusesquareunitstomeasuresurfaceareasinceitisameasureoftwo-dimensional(flat)space.Thereisnoneedtodevelopcompletelynewformulasforsurfacearea.Wecanusewhicheverareaformulasareappropriategiventheshapesthatmakeupthefacesoftheobject.
92
ConnectionstoTeaching
Theimportantthingisnottostopquestioning.Curiosityhasitsownreasonforexisting.
AlbertEinsteinElementarystudentscanuseinterlockingcubes(suchastheonesweusedintheClassActivity)tocreate“buildings”andthenusethosebuildingstobuildanunderstandingofsurfaceareathroughdrawingthebuildingsfromvariousview-points.Forexample,thebuildingbelowcanbeviewedfromthetop,front,andside.
Buildyourownbuildingoutof5cubes.Thensketchthefigureanditscorrespondingtop,front,andsideviews.Herearethetop,front,andsideviewsofanotherbuilding.Sketchapossiblebuildingwiththeseviews.
Howdotheseactivitiesrelatetothesurfaceareaofthebuilding?Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade5TeachersGuide.Spend10-15minuteslookingthroughUnit1Module2Session4.Theendofthelessonlistsseveralquestionsforyoutoaskyourstudents.Thinkuptwomorequestionsyoucouldaskyourstudentsabouttheactivity.
top front right side
top front right side
93
Homework
Courageandperseverancehaveamagicaltalisman,beforewhichdifficultiesdisappearandobstaclesvanishintoair.
JohnQuincyAdams
1) DoalltheitalicizedthingsintheReadandStudyandConnectionssections.
2) Supposeyouareaskedtobuildanobjectusinginterlockingunitcubesthathasasurfaceareaof36squareunits.a) Howmanyunitcubesataminimumwouldyouneed?b) Whatisthemaximumnumberofunitcubesyoucoulduse?c) Forwhatthree-dimensionalshapewillthevolumebegreatestforafixedsurface
area?Makeaconjecture.
3) Belowisanetforatetrahedron.Ifeachequilateraltrianglehassidesoflength5cm,whatisthesurfaceareaofthetetrahedron?(Thoselittleextrapartsaretabsthathelpyoutotapeittogether–don’tincludethose.)
4) Whatamountofpaper(area)wouldyouneedtomakeanetforthecubewithanedgelengthof7cm?(Ignoreanypaperneededfortabs.)
5) Sketchanetforarectangularprismthatis4cmby5cmby7cm.Whatisthesurfaceareaofthatprism?
94
ClassActivity14: NothingButNet
Puremathematicsis,initsway,thepoetryoflogicalideas. AlbertEinstein
1) Figureouthowtobuildapapermodelofarightcylinderwitharadiusof3cmanda
heightof10cm.Useyourmodeltohelpyoufindaformulaforthesurfaceareaofacylinder.
N E T S F O R C Y L I N D E R S A N D P Y R A M I D S
2) Buildapapermodelofapyramidthathasa6cmby6cmsquarebaseandaheightof4
cm.Whatisitssurfacearea?
95
ClassActivity15: BuildingBlocks
Measurewhatismeasurable,andmakemeasurablewhatisnotso. Galileo
Volumeisameasureoftheamountofspaceenclosedbyathree-dimensionalobject.Onewaytodefinevolumeisasthenumberofcubes(cubicunits)thatittakestofilltheenclosedspace.Usingthisdefinition,wecanmeasurevolumebycarefullyestimatingthenumberofcubesthatfitwithintheobject.Someobjectshaveformulasthatwillhelpustocomputevolume.Whatisaformulaforthevolumeofarectangularprismwithlengthl,widthw,andheighth?Whydoesitmakesense?Next,youaregoingtobuildthreeobjectsoutofsmallwoodencubes(withhalf-inchedges)andlargewoodencubes(withone-inchedges).Followthestepsbelow.StepA:Buildsomethingoutof10smallwoodencubes.We’llcallthisfigure,“ObjectA.”StepB:Using10largewoodencubes,buildalargerversionofObjectA.We’llcallthisfigure,“ObjectB.”StepC:Usingasmanysmallcubesasnecessary,reproduceObjectB.(ItshouldbethesamesizeandshapeasObjectB,butbuildoutofsmallcubesinsteadoflargeones.)We’llcallthisfigure,“ObjectC.”
1) HowmuchtallerisObjectBthanObjectA?
2) HowmuchbiggeristhesurfaceareaofObjectBcomparedtoObjectA?
(Thisproblemcontinuesonthenextpage.)
96
3) HowmuchbiggeristhevolumeofObjectBcomparedtoObjectA?
4) WhatistherelevanceofObjectCtoansweringthesequestions?
5) WhatifIgaveyoualargerblockthatis3timesthelengthofthesmallcube;howwouldyouranswersto1-3change?Whatabout4timesthelength?
6) WhatifIgaveyouasmallerblockthatis½timesthelengthofthesmallcube;howwouldyouranswersto1-3change?
97
ReadandStudy
Mathematicsisnotacarefulmarchdownawell-clearedhighway,butajourneyintoastrangewilderness,wheretheexplorersoftengetlost.
W.S.AnglinIntheClassActivityyoutalkedaboutwhyitmadesensetocalculatethevolumeofarectangularprismbymultiplyingthelengthloftheprismbythewidthwoftheprismbytheheighthoftheprism(V=l´w´h).Theideahereisthatwecanthinkofaprismaslayersofthebasestackedoneuponthenext.Sovolumeistheareaofthebasemultipliedbytheheight(V=AreaofBase×h).Havealookatthepicturebelowtoseewhatwemean.
Willthatsameideaworkforacylinder?Isitsvolumetheareaofitsbasemultipliedbyitsheight?Makeasketchofacylinderanduseittohelpyoutoexplainyourthinking.I D E A S O F V O L U M E
V O L U M E S O F P R I S M S A N D C Y L I N D E R S
ConnectionstoTeaching:
Thecureforboredomiscuriosity.Thereisnocureforcuriosity. DorothyParker
Childrenoftenbegintheirexplorationsofvolumebydeterminingthevolumeofvariousrectangularboxes.Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade5TeachersGuide.Spend10-15minuteslookingthroughUnit1Module1Sessions4and5.Howdoesthisactivityhelpstudentstounderstandvolume?
98
Homework
Whentheworldsays,"Giveup,"Hopewhispers,"Tryitonemoretime."
AuthorUnknown
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DoallthoseproblemsintheConnectionssection.
3) Whenyoudoublethelengthofallthesidesofacube,whathappenstoitsvolume?Whydoesthishappen?Whathappenswhenyoutriplethelength?
4) Belowwehavesketchedanetforacube.a) Buildapapermodelofacubethatistwiceaslongineachlineardimension.b) Buildapapermodelofacubethathastwicethesurfaceareaofthecubesuggested
bythenet.c) Buildapapermodelofacubethathastwicethevolumeofthecubesuggestedby
thenet.
99
ClassActivity16: VolumeDiscount
ThelawsofnaturearebutthemathematicalthoughtsofGod.Euclid
1)Reasonwithunitcubestocreatevolumeformulasforthefollowingobjects:
a) arectangularprism
b) atriangularprism
c) acylinder1) Userice--notformulas--toanswerthenextfourquestions:
a) Howdoesthevolumeofthesquarepyramidcomparetothevolumeofthesquareprism?Usethisinformationtocreateavolumeformulaforasquarepyramid.
(Thisactivitycontinuesonthenextpage.)
100
b) Howdoesthevolumeofthetriangularpyramidcomparetothevolumeofthetriangularprism?Usethisinformationtocreateavolumeformulaforatriangularpyramid.
c) Howdoesthevolumeoftheconecomparewiththevolumeofthecylinder? Usethisinformationtocreateavolumeformulaforacone.
d) Howdoesthevolumeoftheconecomparewiththevolumeofthesphere?Usethisinformationtocreateavolumeformulaforasphere.
101
ReadandStudy
Ifyouwouldbearealseekeraftertruth,itisnecessarythatatleastonceinyourlifeyoudoubt,asfaraspossible,allthings. ReneDescartes
IntheClassActivityyouobservedthatthevolumeofaprismisaboutthreetimesthevolumeofapyramidwiththesameheightandbase,andthatthevolumeofacylinderisthreetimesthevolumeofaconewiththesameheightandradius.Itturnsoutthatfortheidealobjects,thefactorofthreeisexactlycorrect.Thesenicerelationshipsmakeformulasforvolumerelativelystraightforwardifwebuildonformulaswealreadyknow.C A P A C I T Y
InanearlierClassActivity,youexplainedwhyitmakessensethatthevolumeofarectangularprismisV=(l´w´h).Now,sinceyouhaveseenthatthisvolumeisthreetimesthevolumeofthepyramidwiththesameheightandrectangularbase,thevolumeofthepyramidshouldbegivenbytheformulaV= 13 (l´w´h).
Wecangeneralizethesetwoformulassothattheyapplytoallprismsandallpyramids(andtoallcylindersandallcones).Noticeinthevolumeformulafortherectangularprismthatl´wisjusttheareaoftherectangularbase.Ifthebasehasadifferentshape,wejustneedtousetheappropriateareaformulatofindtheareaofthebaseandthenmultiplybytheheighttofindthevolumeoftheprism:V=(AreaofBase)´hforallprismsandcylinders.
FigurefromG.S.Rehill’sInteractiveMathsSeries.
102
Likewise,wecanuseV= 13 (Areaofbase´h)forallpyramidsandcones.
Thesphereisanotherthree-dimensionalshapethathasawell-knownvolumeformula, 34
3V r=
,whereristheradiusofthesphere.Thisformulacomesfromcalculus–sowedon’thavethemachinerytoproveitworks–howeveryou(andyourstudents)canobservethattheformulaseemsplausibleusingthewaterexperiment.Here’stheidea.Sinceacylinderhasvolumeπr2×h,andthecylinderyouusedintheClassActivityhasaheightof2r,thismeansthatthecylinderyouusedtopourwaterhasavolumeof2πr3.Takeaminutetocarefullythinkthisthrough.V O L U M E S O F P Y R A M I D S , C O N E S , A N D S P H E R E S
Now,sinceaconehasonethirdthevolumeofacylinderwiththesamebase,theconeyouusedmusthaveavolumeof1/3×(2πr3).Soifittakestwoconestofillasphereitthewaterpouringexperiment,thenitmakessensetoconjecturethatthevolumeofaspheremustbegivenbytheformula, 34
3V r= .Makesurethat
youunderstandwhatwe’resayinghere.Thecorrespondingformulaforthesurfaceareaofasphereis 24SA r= .
Ofcourse,therearemanythree-dimensionalobjectsforwhichwedonothaveformulastocalculatetheirvolume.Forallofthese,wecanusethe“capacity”definitionthatwasdiscussedintheClassActivity.Whenwemeasurevolumeusingcapacitywecommonlyuseunitslikethecup,thequart,thegallon,theliter,etc.Whenwefindvolumeusingaformulawecommonlyuseunitslikecubicinches,cubicyards,andcubiccentimeters.Volumeisathree-dimensionalmeasuresotheunitsusedwillallbecubicunits.
103
ConnectionstoTeachingPuremathematicsis,initsway,thepoetryoflogicalideas.
AlbertEinsteinChildreningradethreeshouldhaveexperiencesmeasuringvolumesusingwaterandweighingphysicalobjects.HerearetherelevantCommonCoreStateStandards.Readthem.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Ingrade5,studentsshouldlearntodomanyofthethingswehavetalkedaboutinthelasttwosections.Theyshouldthinkofvolumemeasurementasboththenumberofcubicunitsrequiredtofilla3-dimensionalobject,andasthecapacityoftheobject.Theyshouldunderstandhowtothinkaboutthevolumeofaprismandmakesenseofsomevolumeformulas.YouwillfindtherelevantCommonCoreStateStandardsforgrade5below.Readthem.Whatdotheymeanwhentheysaythatstudentsshouldrecognizevolumeas“additive?”
CCSSGrade3:Solveproblemsinvolvingmeasurementandestimationofintervalsoftime,liquidvolumes,andmassesofobjects.
1. Tellandwritetimetothenearestminuteandmeasuretimeintervalsinminutes.Solvewordproblemsinvolvingadditionandsubtractionoftimeintervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.
2. Measureandestimateliquidvolumesandmassesofobjectsusingstandardunitsofgrams(g),kilograms(kg),andliters(l).Add,subtract,multiply,ordividetosolveone-stepwordproblemsinvolvingmassesorvolumesthataregiveninthesameunits,e.g.,byusingdrawings(suchasabeakerwithameasurementscale)torepresenttheproblem.
104
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
CCSSGrade5:Geometricmeasurement:understandconceptsofvolumeandrelatevolumetomultiplicationandtoaddition.
1. Recognizevolumeasanattributeofsolidfiguresandunderstandconceptsofvolumemeasurement.
a. Acubewithsidelength1unit,calleda“unitcube,”issaidtohave“onecubic
unit”ofvolume,andcanbeusedtomeasurevolume.
b. Asolidfigurewhichcanbepackedwithoutgapsoroverlapsusingnunitcubesissaidtohaveavolumeofncubicunits.
2. Measurevolumesbycountingunitcubes,usingcubiccm,cubicin,cubicft,and
improvisedunits.
3. Relatevolumetotheoperationsofmultiplicationandadditionandsolverealworldandmathematicalproblemsinvolvingvolume.
a. Findthevolumeofarightrectangularprismwithwhole-numbersidelengths
bypackingitwithunitcubes,andshowthatthevolumeisthesameaswouldbefoundbymultiplyingtheedgelengths,equivalentlybymultiplyingtheheightbytheareaofthebase.Representthreefoldwhole-numberproductsasvolumes,e.g.,torepresenttheassociativepropertyofmultiplication.
b. ApplytheformulasV=l×w×handV=b×hforrectangularprismstofind
volumesofrightrectangularprismswithwholenumberedgelengthsinthecontextofsolvingrealworldandmathematicalproblems.
c. Recognizevolumeasadditive.Findvolumesofsolidfigurescomposedoftwo
non-overlappingrightrectangularprismsbyaddingthevolumesofthenon-overlappingparts,applyingthistechniquetosolverealworldproblems.
105
Homework
Toclimbsteephillsrequiresaslowpaceatfirst. WilliamShakespeare
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DotheitalicizedthingsintheConnectionssection.
3) Supposeyouhavearightcircularcylinderwithheighthandradiusrandanoblique
circularcylinderwithheighthandradiusr.Dothesetwocylindershavethesamevolume?Compareastraightstackofpenniestoa“slanted”stacktosee.(Reallydoit.)Ineachcase,howisheightmeasured?
4) Theclosetinmylivingroomhasanoddshapebecausemyapartmentisonthetopfloorofahousewithaslantedroof.Theclosetis6feettallinfrontbutonly4feettallinback.Itis3feetdeepand12feetwide.
a) Buildascaleddownpapermodelofmycloset.Reallydothis.Itwillhelpyouwiththerestofthisproblem.
b) Howmanycubicfeetofstoragedoesithold?c) Iwanttopainttheinsidewallsandceilingofmycloset.Howmanysquarefeet
willIneedtopaint?
5) Howmanycubicfeetofwaterdoesasemi-cylindrical(halfacylinder)troughholdthatis10feetlongby1footdeep?Howmanycubicinchesisthat?
6) Iused1500cubicinchesofheliumtofillmyballoon.Assumingmyballoonisasphere,tothenearesttenthofaninch,whatisitsdiameter?Whatisitssurfacearea?
7) Amovietheatersellspopcorninaboxfor$2.75andpopcorninaconefor$2.00.Thedimensionsoftheboxandtheconearegiven.Whichisthebetterbuy?Explain.
8) Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade
5TeachersGuide.Spend10-15minuteslookingthroughUnit6Module3Session4.Howdoesthisactivityfurtherstudents’understandingofvolume?
106
ClassActivity17: VolumeChallengeIfpeopledonotbelievethatmathematicsissimple,itisonlybecausetheydonot
realizehowcomplicatedlifeis.JohnLouisvonNeumann
1) Yourgroupshouldworktogethertobuildpapermodelsofeachofthefollowingobjects
insuchawaythatthevolumeofeachis60cm3.(Otherthanthat,youmayuseanydimensionsyoulike.)
a) Cylinderb) Rectangularprismthatisnotacubec) Pyramidwithasquarebased) Prismwithanequilateraltrianglebase
2) Findthesurfaceareaofeachoftheobjectsyoubuiltin1)above.
B U I L D I N G M O D E L S T O S P E C I F I C A T I O N
107
ReadandStudyandConnectionstoTeaching
It'snotthatI'msosmart;it'sjustthatIstaywithproblemslonger. AlbertEinstein
Bythetimetheyreachupperelementaryschool,studentscansolvemanypracticalproblemsingeometry.Howeverthesestudentsarenotreadytosimplyapplyformulastosolveproblems;insteadtheyneedtousemodelsinordertomakesenseofproblems.Astheirteacher,yourjobwillbetomakesurethatchildreninyourclassesbuildandhandleappropriatemodels.NoticethattheCommonCoreStateStandardsforgrade6explicitlyrequirethatstudentsusehands-onmodelstoexploreideas.Studentsareaskedtocuttrianglesandothershapesapart,todrawpictures,topackspaceswithunitcubes,tousethecoordinateplane,andtobuildandusenets.Readthesestandards.Havewedoneofthesethingsinthisbooksofarthisterm?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
CCSSGrade6:Solvereal-worldandmathematicalproblemsinvolvingarea,surfacearea,andvolume.
1. Findtheareaofrighttriangles,othertriangles,specialquadrilaterals,andpolygonsbycomposingintorectanglesordecomposingintotrianglesandothershapes;applythesetechniquesinthecontextofsolvingreal-worldandmathematicalproblems.
2. Findthevolumeofarightrectangularprismwithfractionaledgelengthsbypackingitwithunitcubesoftheappropriateunitfractionedgelengths,andshowthatthevolumeisthesameaswouldbefoundbymultiplyingtheedgelengthsoftheprism.ApplytheformulasV=lwhandV=bhtofindvolumesofrightrectangularprismswithfractionaledgelengthsinthecontextofsolvingreal-worldandmathematicalproblems.
3. Drawpolygonsinthecoordinateplanegivencoordinatesforthevertices;usecoordinatestofindthelengthofasidejoiningpointswiththesamefirstcoordinateorthesamesecondcoordinate.Applythesetechniquesinthecontextofsolvingreal-worldandmathematicalproblems.
4. Representthree-dimensionalfiguresusingnetsmadeupofrectanglesandtriangles,andusethenetstofindthesurfaceareaofthesefigures.Applythesetechniquesinthecontextofsolvingreal-worldandmathematicalproblems.
108
Homework
Theelevatortosuccessisnotrunning;youmustclimbthestairs.ZigZiglar
1) DoalltheitalicizedthingsintheReadandStudyandConnectionssections.
2) Atriangleonacoordinateplanehasverticesat(2,0),(7,0)and(7,8).
a) Sketchthepolygononacoordinateplane.b) Whatisthelengthofthehypotenuse?c) Whatistheareaofthepolygon?d) WhatCommonCoreStateStandardisaddressedbythisproblem?
3) AreplicaoftheGreatPyramidstands2feettallandis3.15feetlongonaside(ithasa
squarebase).a) Approximatelyhowmuchvolumedoesthisreplicatakeup?Usethemodelyoubuilt
intheClassActivitytohelpyoutothinkaboutthisproblem.b) Whatisthesurfaceareaofthereplica?c) Supposethescaleofthereplicatotherealthingisinis1footto240feet.Whatis
thevolumeofGreatPyramid?Whatisitssurfacearea?d) WhichoftheCommonCoreStateStandardsaremetbythisseriesofproblems?
109
SummaryofBigIdeas
Man’smind,oncestretchedbyanewidea,neverregainsitsoriginaldimensions. OliverWendellHolmes
• Thereareexactlyfiveregularpolyhedra–andchildrencanunderstandwhythisisso.
• Surfaceareaisameasureofthesumofareasofthefacesofathree-dimensionobject.
Itisthenumberofsquareunitsittakestocoverthefacesoftheobject.Aunitofsurfaceareaisflatlikethis:
• Volumeisameasureofthenumberofcubicunitsittakestofillathreedimensionalobject.Aunitofvolumeisthree-dimensionalandlookslikethis:
• Volumecanalsobemeasuredbytheamountofliquid(orsand)ittakestofillathreedimensionalobject.
• Thevolumeofaprismorcylindercanbefoundbycomputingtheareaofthebaseandmultiplyingthatbyitsheight(thenumberoflayersofthebase).Thisideaworksforbothrightandobliqueobjects.
• Ittakesthevolumeofthreepyramidstofillaprismwiththesamebaseandheight,andittakesthevolumeofthreeconestofillacylinderwiththesamebaseandheight.
• Childrenneedtohavemanyyearsofexperiencesbuildingandusingavarietyofmodels.
110
ChapterFour
Transformations,Tessellations,andSymmetries
111
ClassActivity18: Slides
Forthethingsofthisworldcannotbemadeknownwithoutaknowledgeofmathematics.
RogerBacon
Informally,thinkofatranslationasamotionwhich“slides”theentireplaneinonedirectionaparticulardistance.Inordertotranslateanobjectwemustknowhowfartoslideitandwemustknowthedirectiontouse.Thesetwopiecesofinformationareusuallygiventousintheformofatranslationvector(alsocalledatranslationarrow).
1) OnthesquaregridbelowyouaregiventranslationvectorRSandseveralgeometricobjectsontheplane.ShowwhereeachobjectendsupaftertheplaneistranslatedbyvectorRS.
2) Hereisadefinitiontostudy:AtranslationAA’isarigidmotionoftheplanethattakesAtoA’,andforallotherpointsPontheplane,PgoestoP’wherevectorPP’andvectorAA’havethesamelengthanddirection.Discuss,inyourgroups,howthisdefinitionfitswiththeaboveidea.
3) Whatrelationshipsdoyouseebetweentheoriginalfiguresandtheirtranslatedimages?
Betweentheobjects,theirimages,andthetranslationvector?Makeasmanyconjecturesasyoucanabouttranslations.
4) IfwetranslatetheplaneusingRSandthenperformasecondtranslation,say,ST,whatistheresultingrigidmotion?Explain.
H
K
JC
IF G
S
D E
A RB
112
ReadandStudy
Onlythecuriouswilllearnandonlytheresoluteovercometheobstaclestolearning.Thequestquotienthasalwaysexcitedmemorethantheintelligencequotient.
EugeneS.WilsonTransformationsareabigcategoryofmotionswecanapplytothepointsofaplanewhichcauseobjectsintheplanetochangetheirposition,ortheirsize,oreventheirshape.Sometransformations,likescaling,onlychangethesizeofanobject.Othertransformations,likeashearingcanchangeboththesizeandshapeofanobject.Theobjectthatistheresultofatransformationappliedtoanobjectiscalledtheimageoftheobjectunderthattransformation.Forexample,therectanglebelowisenlarged1½timestoproducethescaledimageandisshearedhorizontallytoproducetheshearedimage.
Inthisandthenexttwosections,wewillstudythreetransformationsthatchangethepositionofanobjectbutdonotchangeitssizeoritsshape.Thesetypesoftransformationsarecalledrigidmotions.R I G I D M O T I O N S
T R A N S L A T I O N S
Rigidmotionsarethetransformationsoftheplaneforwhichthedistancebetweenpointsispreserved.Inotherwords,iftwopointswereacertaindistanceapartbeforethemotion,thentheyarestillthatsamedistanceapartafterthemotion.(Whydoesthename“rigidmotion”makesense?)Usingtheideaofrigidmotions,wecanmorepreciselydefinecongruence:twoobjectsarecongruentifthereexistsaseriesofrigidmotionswhereoneobjectistheimageoftheother.Rigidmotionsincludetranslations,rotations,andreflections.Eachofthesetransformationswillmovetheplaneinauniqueway.Translationsslidetheplaneaparticulardistanceinaparticulardirection.Rotationsturntheplaneeitherclockwiseorcounterclockwisearoundafixedcenter.Reflectionsmovetheplanebyflippingitacrossaline.Itturnsoutthatallrigidmotionsoftheplanearecombinationsofjustthesemoves.Asyoudiscoveredintheclassactivity,atranslationvectorisusedtodescribethedistanceanddirectioneachpointismovedinatranslation.Iftheendpointsofthevectoraregivenascoordinatesonasquaregrid,wecandescribethedistanceanddirectioneachpointismovedassomanyunitsupordownandsomanyunitsrightorleft.UsethislanguagetodescribethetranslationvectorRSonthepreviouspage.
sheared image
scaled imageoriginalrectangle
113
Weuseastandardnotationtolabeltheverticesoftheimageofanobjectunderatranslation.Forexample,iftheoriginalobjectistherectangleABCD,thenitsimageislabeled DCBA .Herevertex A oftheimagecorrespondingtovertexAoftheoriginalrectangle,vertex B tovertexB,etc.ThepointsAand A arecalledcorrespondingpoints.ThesidesABand BA arecalledcorrespondingsides.
ConnectionstoTeaching
Instructionalprogramsfromprekindergartenthroughgrade12shouldenableallstudentstoapplytransformationsandusesymmetrytoanalyzemathematical
situations. NCTMPrinciplesandStandardsforSchoolMathematics,2000
Studentsintheelementarygradescanpredictanddescribetheresultsofsliding,flipping,andturningtwo-dimensionalshapes.Variouselementarycurriculausedifferentapproaches.Somemakeuseofmanipulativesandothershavestudentscutoutshapesinordertophysicallyperformtheslide,flip,orturntheshapes.
Homework
Youmaybedisappointedifyoufail,butyouaredoomedifyoudon’ttry.BeverlySills
1) DoalltheitalicizedthingsintheReadandStudysection.
2) Decideifeachofthestatementsabouttranslationsistrueorfalse.Iftrue,givea
mathematicalexplanation;iffalse,explainwhyorgiveacounterexample.a) Correspondingsidesofanobjectanditstranslatedimagearealwaysparallel.b) If DCBA istheimageofABCDunderatranslation,thenthelinesegment
joiningvertexAtovertex A isthetranslationvector.c) Iftheparallelsidesofatrapezoidarehorizontal,thenitispossibleforthe
parallelsidesofitsimagetobeverticalafteratranslation.d) IfAand A andBand B arecorrespondingpointsunderatranslation,itis
possibleforthelines AA and BB tointersect.e) Everypointintheplanemovestoanewpositionunderatranslation,i.e.,there
arenofixedpointsinatranslation.f) Underarotation,linesegmentsthatjoinpointstotheirimagesareallcongruent.
114
3) Belowyouwillfindacoordinategrid.Applythefollowingthreetranslationstoatrianglewithverticesinitiallylocatedat(0,0),(-2,-3),and(3,-3).Whatisashortcutwayofdoingpartc)?
a) up5,left3 b)down2,right4 c)up5,left3followedbydown2,right4
115
ClassActivity19: Turn,Turn,Turn
Theessenceofmathematicsisnottomakesimplethingscomplicated,buttomakecomplicatedthingssimple.
S.GudderInformally,arotationinvolves“turning”theplaneaboutafixedpoint.Inordertospecifyarotation,weneedanangle(withdirection,clockwiseorcounterclockwise)andafixedpoint(calledthecenteroftherotation).Ineachcaseyourgroupshouldusetracingpaperandacompassandprotractortofigureoutwhereeachshapeendsupafterthegivenrotation.(Therearequestionsonthenextpagetoo.)
1) Rotatetheplane60degreescounterclockwiseaboutpointA. A
2) Rotatetheplane140degreesclockwiseaboutpointP.
P.
(Thisactivityiscontinuedonthenextpage.)
116
3) Rotatetheplane90degreesclockwiseaboutapointQintheexactcenterofthesquare.
4) Studythethreerotationsinthisactivity.Whatrelationshipsdoyouseebetweenthe
originalfiguresandtheirrotatedimages?BetweencorrespondingpointsandthepointP?Makeasmanyconjecturesasyoucanaboutrotations.
5) Hereisthedefinition.Studyittoseehowitfitswiththeideaofrotation.ArotationaboutapointPthroughanangleqisatransformationoftheplaneinwhichtheimageofPisPand,iftheimageofAis 'A ,then PA @ 'PA and 'm APA =q.PointPiscalledthecenteroftherotation.
117
ReadandStudy
Wedon’tseethingsastheyare.Weseethingsasweare. AnaisNin
Arotationisa“turn”aboutagivenpointcalledthecenterthroughagivenangleofturn.(Theturncanbemadeclockwiseorcounterclockwise.Thisistypicallyindicatedintheproblem.)R O T A T I O N S
Formally,arotation(aboutapointPthroughanangleq)isatransformationoftheplaneinwhichtheimageofPisPand,iftheimageofAis 'A ,thenPA @ 'PA and 'm APA =q.PointPiscalledthecenteroftherotation.HavealookatthefollowingillustrationofthemotionofturningtriangleABCclockwise240°aroundpointP.
NoticehoweachvertexofthetrianglemovesalongacirclewhosecenterisP.Whatpartofthedefinitionsaysthatthismusthappen?Howcanweseethe240°angleinthepictureabove?HowarethesegmentsAPand PA related?ThesegmentsBPand PB ?ThesegmentsCPandPC ?
C'
A'B'
B
A
C
P
118
Homework
Courageandperseverancehaveamagicaltalisman,beforewhichdifficultiesdisappearandobstaclesvanishintoair.
JohnQuincyAdams
1) DoalltheitalicizedthingsintheReadandStudysection.
2) Usethegridtorotatetheplane90degreescounterclockwiseaboutpointP.Showtheimageofthefiguresaftertherotation.
K
PJ
H
IG F
AD E
C
B
119
3) Decideifeachofthestatementsaboutrotationsistrueorfalse.Iftrue,giveamathematicalexplanation;iffalse,explainwhyorgiveacounterexample.
a) Correspondingsidesofanobjectanditsrotatedimagearealwaysparallel.b) If DCBA istheimageofABCDunderarotation,thenthelinesegmentjoining
vertexAtovertex A goesthroughthecenteroftherotation.c) Iftheparallelsidesofatrapezoidarehorizontal,thenitispossibleforthe
parallelsidesofitsimagetobeverticalafterarotation.d) IfAand A andBand B arecorrespondingpointsunderarotation,itispossible
forthelines AA and BB tointersect.e) Everypointintheplanemovestoanewpositionunderarotation,i.e.,thereare
nofixedpointsinarotation.f) Underarotation,linesegmentsthatjoinpointstotheirimagesareallcongruent.
120
ClassActivity20: ReflectingonReflecting
Mathematics,rightlyviewed,possessesnotonlytruth,butsupremebeauty–abeautycoldandaustere,likethatofsculpture.
BertrandRussellInformally,areflectionflipstheentireplaneaboutagivenlineresultinginitsmirrorimage.OfficiallyareflectioninalinelisarigidmotionoftheplaneinwhichtheimageofapointPonlisP,andifAisapointnotonlandiftheimageofAis 'A ,thenlistheperpendicularbisectorof
'AA .
1) Studythatdefinition.Makesureeveryoneinyourgroupunderstandshowitfitswiththeideaofareflection.SeeifyoucanusethedefinitiontohelpyoutosketchthereflectionoftriangleABCinlinel.
l
(Thisactivityiscontinuedonthenextpage.)
121
2) Carefullyusethedefinitionofareflectiontosketchthereflectionofthetrapezoidshown.Firstyouwillreflectitinlinemandthenyouwillreflectwhatyougetinlinen(thatisparalleltolinem).
m n
Whatisthesinglerigidmotionthatwouldtaketheinitialfiguredirectlytothefinalfigure?Explain.
3) Whatwouldhappenifthelinesintersected?Tryitandthenuseyourobservationstomakeaconjecture.
122
ReadandStudy
WecoulduseuptwoEternitiesinlearningallthatistobelearnedaboutourownworldandthethousandsofnationsthathavearisenandflourishedandvanished
fromit.Mathematicsalonewouldoccupymeeightmillionyears. MarkTwain
Thereareseveralwaystohelpchildrenpicturetheresultsofareflection.Thinkaboutthereflectionoftheparallelograminlineshownbelow.
Onewaytoseewheretheimageshouldbelocatedistotracetheparallelogramandthelineofreflectiononasheetofthinpaperandthenphysicallyflipthepaperoverandplaceitbackontopoftheoriginalpapersothatthetwolinescoincide.Thecopyoftheparallelogramonthetracingpaperisnowpositionedastheimageofthereflection.Useasheetofpaperandtrythismethod.R E F L E C T I O N S
Anotherwaytovisualizeareflectionimageistophysicallyfoldtheoriginalsheetofpaperalongthelineofreflection.Theoriginalobjectanditsimageunderreflectionshouldnowcoincide,asinan“ink-blot”drawing.Trythis.Reallydoit.RecallthatareflectioninalinelisatransformationoftheplaneinwhichtheimageofapointPonlisP,andifAisapointnotonlandiftheimageofAis 'A ,thenlistheperpendicularbisectorof 'AA .Thisdefinitionofareflectionprovidesinsightintohowwecansketchtheimageofareflection.Eachpointmusttravelalongalineperpendiculartothelineofreflectionsothatthatlineisthemidpointbetweenofthelinesegmentconnectingcorrespondingpoints.Usethatmethodtosketchtheimageoftheparallelogramabove.
123
Therearemanyinstancesofreflectioninphysicalphenomena.Commonexamplesincludethereflectionoflight,sound,andwaterwaves.Weareallfamiliarwiththephenomenaoflightreflection–takealookinamirror.
Homework
Weallhaveafewfailuresunderourbelt.It’swhatmakesusreadyforthesuccesses. RandyK.Milholland,Webcomicpioneer
1) DoalltheitalicizedthingsintheReadandStudysection.
2) Onthesquaregridbelow,uselinenasthelineofreflectiontoreflectthegivenobjects.
Labeleachimageappropriately.
3) Whatrelationshipsdoyouseebetweenoriginalfiguresandtheirreflectedimages?Betweentheobjects,theirimagesandthegivenlineofreflection?Makeasmanyconjecturesasyoucanaboutreflections.
nH
K
J
IF G
AC
D E
B
124
4) Usethedefinitionofareflectiontoreflectthebelowobjectinline.
5) Decideifeachofthestatementsaboutreflectionsistrueorfalse.Iftrue,giveamathematicalexplanation;iffalse,explainwhyorgiveacounterexample.
a) Correspondingsidesofanobjectanditsreflectedimagearealwaysparallel.b) If DCBA istheimageofABCDunderareflection,thenthelinesegment
joiningvertexAtovertex A isperpendiculartothelineofreflection.c) If DCBA istheimageofABCDunderareflection,thenthelinesegment
joiningvertexAtovertex A isbisectedbythelineofreflection.d) Iftheparallelsidesofatrapezoidarehorizontal,thenitispossibleforthe
parallelsidesofitsimagetobeverticalafterareflection.e) IfAand A andBand B arecorrespondingpointsunderareflection,itispossible
forthelines AA and BB tointersect.f) Everypointintheplanemovestoanewpositionunderareflection,i.e.,there
arenofixedpointsinareflection.g) Underareflection,linesegmentsthatjoinpointstotheirimagesareall
congruent.
125
ClassActivity21: Part1ASimilarTask
Onecanstate,withoutexaggeration,thattheobservationofandthesearchforsimilaritiesanddifferencesarethebasisofallhumanknowledge.
AlfredNobel
Hereisthedefinitionofanewtypeoftransformation:
Adilation(withcenterPandscalefactork>0)isamotionoftheplaneinwhichtheimageofPisPandtheimageA’ofanyotherpointAisontherayPAsothatthedistancePA’isktimesthedistancePA.
Studythisdefinitionanduseittodothefollowing:
1. DrawtheimageoftheseobjectsunderadilationwithcenterPandscalefactor2
2. DrawtheimageoftheseobjectsunderadilationwithcenterCandscalefactor½
3. Writedownsomeconjecturesthatyouhaveaboutdilationsandtheeffecttheyhaveonobjects.
126
ClassActivity21: Part2Zoom
Inthepictureabove,westartedbydrawingthesmallertriangleonacomputerscreen,andthenwezoomedin.Thetrianglegotbiggerandmovedtothenewposition.Onepointonourscreenremainedfixedwhenwedidthiszoom.Findthatpoint.Whatwasthescalefactorofthezoom?Inasmanywaysasyoucan,findevidenceforyouranswer.
127
ReadandStudy
Oursimilaritiesbringustoacommonground;ourdifferencesallowustobefascinatedbyeachother.
TomRobbinsWehavedifferentnotionsof“sameness”ingeometry.Inthestrongestsense,ifwesaytwoobjectsarethesame,wemeantheyarecongruent.Butwemightalsorefertotwoobjectshavingthesameshapeeveniftheyaren’tcongruent.Forinstance,thetwotrianglesinourClassActivityhavethesameshape,buttheyarenotthesamesize.Observethattheircorrespondinganglesarecongruent,andthattheircorrespondingsidesareproportional.Makesurethatyouunderstandwhatthismeans.Thesetwotrianglesaren’tcongruent,buttheyarewhatwecall“similar”.S I M I L A R P O L Y G O N S
Formally,wesaythattwoobjectsintheplanearesimilarifonecanbeobtainedfromtheotherbycomposingarigidmotion(tochangetheobject’spositionifnecessary)witha“dilation”.Adilation(withcenterPandscalefactork>0)isamotionoftheplaneinwhichtheimageofPisPandtheimageA’ofanyotherpointAisontherayPAsothatthedistancePA’isktimesthedistancePA.Inotherwords,PisafixedpointandallotherpointsarepushedradiallyoutwardfromPorpulledradiallyinwardtowardP,sothateachpoint’sdistancefromPhasbeenmultipliedbythescalefactor.Itcanbeshownthattwopolygonsaresimilarifandonlyiftheircorrespondingvertexanglesarecongruent,andtheircorrespondingsidesareproportional.Euclidprovedatheoremaboutsimilartriangles:
2) Angle-AngleTriangleSimilarityTheorem(AA):Iftwoanglesofonetriangleare
congruenttotwoanglesofanothertriangle,thenthetrianglesaresimilar.ThistheoremappearedinhisBookVI(aboutsimilargeometricfiguresandproportionalreasoning)ratherthanhisBookIthatwehavestudiedpreviously.
Homework
Therearenosecretstosuccess.Itistheresultofpreparation,hardwork,andlearningfromfailure.
ColinPowel
1) Usingyourcompass,drawacircle.PlaceapointCattheexactcenterofyourcircle,andapointPsomewhereoutsideofthecircle.Thenbeginningwiththatcircle,
a) drawthesimilarshapethatistheresultofadilationoftheplanewithfixedpointCandscalefactor2.
128
b) Instead,drawthesimilarshapethatistheresultofadilationoftheplanewithfixedpointPandscalefactor2.
c) Whatcommonalitiesanddifferencesdoyouobserveaboutthethreeshapesyouhavedrawn?
2) Beginningwiththetrianglepicturedbelow,drawthesimilartrianglethatistheresultofadilationoftheplanewithfixedpointPandscalefactor1/2.
3) Decideifeachofthesestatementsaboutdilationsistrueorfalse.Iftrue,giveamathematicalexplanation;iffalse,explainwhyorgiveacounterexample.
a) Correspondingsidesofanobjectanditsdilatedimagearealwaysparallel.b) Dilationspreserveangles(i.e.anyangleanditsdilatedimagearealways
congruent).c) IfA’andB’aretheimagesoftwopointsAandBunderadilationwithscale
factork,thenthedistanceA’B’isktimesthedistanceAB.d) Iftheparallelsidesofatrapezoidarehorizontal,thenitispossibleforthe
parallelsidesofitsimagetobeverticalafteradilation.e) IfAand A andBand B arecorrespondingpointsunderadilation,itispossible
forthelines AA and BB tointersect.f) Everypointintheplanemovestoanewpositionunderadilation,i.e.,thereare
nofixedpointsinadilation.g) IfA’istheimageofAunderadilationwithfixedpointPandscalefactork,then
thedistanceAA’isktimesthedistancePA.
4) Onenight,a6-foottallmanstood10feetfromalamppost.Thelightfromthelamppostcasta12footshadowoftheman.Howtallwasthelamppost?
P
129
5) Supposetwoobjectsaresimilarandthescalefactorofthedilationis1.Whatelsecanyousayabouttherelationshipbetweenthosetwoobjects?
6) LookagainatEuclid’strianglesimilaritytheorem(AA).Giventheotherthingsyouhavealreadylearnedabouttriangles,itisequivalenttosaying:ifallthreeanglesofonetrianglearecongruenttothecorrespondinganglesofanothertriangle,thenthetrianglesaresimilar.Considerthefollowingconjectureaboutquadrilaterals:ifallfouranglesofonequadrilateralarecongruenttothecorrespondinganglesofanotherquadrilateral,thenthequadrilateralsaresimilar.Isthisconjecturetrueorfalse?Giveanargumenttosupportyouranswer.
130
ClassActivity22: SearchingforSymmetry
Themathematicalsciencesparticularlyexhibitorder,symmetry,andlimitation;andthesearethegreatestformsofthebeautiful.
AristotleAsymmetryofanobjectisarigidmotionoftheplaneinwhichtheimagecoincideswiththeoriginalobject.Therearetwoprimarytypesofsymmetry.Intuitively,anobjecthasreflectionsymmetryifitcanbecutbyalineofreflectionintotwopartsthataremirrorimagesofeachother.Thisbutterflyhasreflectionsymmetryandsodoesthisarrow.Sketchthelineofreflectionineachcase.
Anobjecthasrotationsymmetryifitcanberotatedaroundacenterpointthroughacertainangleandendupwiththeimagecoincidingwiththeoriginal.Wewouldsaythattherecyclingsignbelowhas120,240and360degreerotationalsymmetry.
1) Findallthesymmetriesofthecapitallettersinthefollowingtypeface:
ABCDEFGHIJKLMNOPQRSTUVWXYZ
2) Ineachcase,sketchapolygonwiththegivensymmetries,orexplainwhysuchapolygoncannotexist.
a) nolinesofreflectionsymmetry,but180°(and360°)rotationsymmetriesb) 90°(and360°)rotationsymmetriesandnoothersymmetries.c) 2linesofreflectionsymmetry,360°rotationsymmetry,andnoother
symmetriesd) 6linesofreflectionsymmetrye) nolinesofreflectionsymmetry,but90°,180°,270°(and360°)rotational
symmetryf) anytranslationsymmetry
131
ReadandStudy
Mathematicsisthesciencewhichuseseasywordsforhardideas. E.KasnerandJ.Newman
Afigure,picture,orpatternissaidtobesymmetricifthereisatleastonerigidmotionoftheplanethatleavesthefigureunchanged.Forexample,thisleafis(prettymuch)symmetricbecausethereisalineofreflectionsymmetry.
Manyobjectsinnaturedisplaythiskindofbilateralsymmetry.ThelettersinATOYOTAalsoformasymmetricpattern:ifyoudrawaverticallinethroughthecenterofthe“Y”andthenreflecttheentirephraseacrosstheline,theleftsidebecomestherightsideandviceversa.Thepicturedoesn’tchange.S Y M M E T R I E S I N T H E P L A N E
Theorderofarotationsymmetryisdeterminedbycountingthenumberofturnstheobjectcanmakeandcoincidewithitselfbeforereturningtoitsoriginalposition.Theanglemeasureofthesmallestturnisdeterminedbydividing360°bythatnumberofturns.Whydoesthismakesense?Forexample,anequilateraltrianglehas“order3rotationsymmetry.”B A CTheturnof120°takesvertexAtovertexB;theturnof240°takesvertexAtovertexC;andtheturnof360°takesvertexAbacktovertexA.Whataretherotationsymmetriesofthesquare?Oftheregularhexagon?Oftheregularoctagon?Oftheregularn-gon?
132
Onlyrepeatinginfinitepatternshavetranslationsymmetry.Theyaretheonlytypeofobjectthatcanbeslidandstillfallbackonthemselves.Imaginethatthispatternstripcontinuesforeverinbothdirectionssoifyouslideitonepatterntotheright(ortwoorthree…)itlooksjustthesame.
… …
ConnectionstoTeaching
Itouchthefuture.Iteach. ChristaMcAuliffe
TheCommonCoreStateStandardsformathematicsmakeinformalideasofsymmetryatopicforgrade4.Whiletheymentiononlyreflectionsymmetry,childrenatthisage(andevenyounger)arecapableofexploringandrecognizing“turn”symmetryaswell.Readthisstandard.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Goonlinetobridges.mathlearningcenter.organdfindtheBridgesinMathematicsGrade4TeachersGuide.Spend10-15minuteslookingthroughUnit5Module2.CarefullyexaminetheMosaicGame.Playthegameonetimeandrecordyourresult.Explainhowyouknowthatyourarrangementproducesthemostlinesofsymmetry.Whatmightstudentslearnaboutsymmetryfromcompletingthisactivity?Playthegameagain,butthistime,trytoproduceafigurewiththelargestorderofrotationalsymmetry.Again,explainyourreasoning.
CCSSGrade4:
1. Recognizealineofsymmetryforatwo-dimensionalfigureasalineacrossthefiguresuchthatthefigurecanbefoldedalongthelineintomatchingparts.Identifyline-symmetricfiguresanddrawlinesofsymmetry.
133
Homework
Byperseverancethesnailreachedtheark. CharlesHaddonSpurgeon
1) DoalltheitalicizedthingsintheReadandStudyandConnectionssections.
2) Classifythesymmetriesforthefollowingtrafficsigns–(considertheentiresign–not
justtheinteriordesign).
3) Isitpossibleforanobjecttohaverotationsymmetrieswithouthavingreflection
symmetries?Ifitis,giveanexampleofsuchanobject.Ifitisnot,giveanargumenttosupportthatconclusion.
4) Isitpossibleforanobjecttohavetworeflectionsymmetrieswithouthaving180°rotationsymmetry?Ifitis,giveanexampleofsuchanobject.Ifitisnot,giveanargumenttosupportthatconclusion.
5) Onlineatbridges.mathlearningcenter.org,findtheBridgesinMathematicsGrade1
TeachersGuide.Unit5Module3Session1introducesNinePatchInventions,whichSession2usestocreateNinePatchMini-quilts.Spend10-15minutesstudyingthesesessions.Whatideasaboutrotationalsymmetryareemphasizedinthesesections?
134
SummaryofBigIdeas
Ifanidea’sworthhavingonce,it’sworthhavingtwice. TomStoppard
• Therearethreedistinctwaysto“move”theplanewithoutchangingtheshapeorsizeof
objects:thetranslation,therotation,andthereflection.• Atranslationslidestheplaneagivendistanceinagivendirection.
• Arotationturnstheplanearoundagivenpointthroughagivenamountofrotation
(usuallygivenindegrees).• Areflectionflipsanobjecttoitsmirrorimageacrossalineofreflection.
• Oneofthegoalsofelementaryschoolgeometryinstructionisthatstudentslearnto
visualizeandapplytransformations.
• Twoobjectsaresimilarifonecanbeobtainedfromtheotherbyarigidmotionandadilation.
• Symmetryisaphenomenonofthenaturalandartisticworldsthatcanbeexplained
withthelanguageofrigidmotions.
• Mathematiciansmostoftentalkabouttwotypesofsymmetry:reflectionsymmetry,inwhichanobjectisdividedbyalineofreflectionintotwopartsthataremirrorimagesofeachother,androtationsymmetry,whereanobjectisrotatedaroundacenterpointthroughacertainangleandendsupoccupyingthesamepositionintheplane.
135
ChapterFive
Probability
136
ClassActivity23: DiceSums
Theexcitementthatagamblerfeelswhenmakingabetisequaltotheamounthemightwintimestheprobabilityofwinningit.
BlaisePascalRolltwodiceatonceandifthesumis2,3,4,5,10,11or12,yourgroupwins.Ifthesumis6,7,8,or9,theinstructorwins.Isthisafairgame?Dothisproblemtwoways.First,actuallyplaythegamelotsoftimesandcollectdatatodecide.Then,doatheoreticalanalysisoftheproblemtodecide.(Youwillneedtobeginbydecidingwhatitmeansthatagameofchanceis“fair.”)
137
ReadandStudy
Areasonableprobabilityistheonlycertainty.E.W.Howe
Gamesofchancehavebeenaroundforatleastaslongaspeoplehaverecordedhistory,butitwasn’tuntilthe16thcenturythatmathematiciansfirstbegantostudytherulesthatmighthelpanswerquestionssuchas“Isthisgamefair?”or“HowlikelyamItodrawaroyalflushinagameofpoker?”Wecalltheareaofmathematicsthatcontainstheserulesprobabilitytheory.Simplyput,probabilityisthestudyofchanceorrandomevents.Supposewerollastandardsix-sideddieonce.Wedon’tknowtheresultoftherollinadvance,sowesaythattheoutcomeisrandom.However,theoutcomeisnotcompletelyunpredictable.Ourdiehassixsidesandsoweknowtheoutcomewillbeoneofsixnumbers:1,2,3,4,5,or6.Wealsoknow(assumingwehaveafairdie)thatanyoneoftheseoutcomesisequallylikely;thatis,ifwerollthediemany,many,manytimesandrecordalltheoutcomes,wewillgetapproximatelythesamepercentageof‘1’saswedo‘2’saswedo‘3’sandsoforth.Supposewewouldliketobeabletoassignanumbertoexpresshowlikelyitisthatwegeta5ononeroll.Inotherwords,wewanttoknowtheprobabilityofgettinga5ononerollofastandard6-sideddie.Bytheway,theuseofgoodmathematicallanguageisahabit.Ifyouwanttousemathematicallanguagecorrectlywithyourelementarystudents,youmustpracticedoingsonow.Youwillfindunderlinedvocabularyandideasdefinedforyouintheglossary.Gothereandhavealookatthedefinitionof“probability”now.L A N G U A G E O F P R O B A B I L I T Y
Inordertotalkabouttheanswertothisquestion,wemustagreeonawaytomeasureprobability.Fourmainruleshavebeenadopted:
1) Theprobabilityofanoutcomeisanumberfrom0to1.Ifanoutcomeiscertaintooccur(suchas,attheequatorthesunwillrisetomorrow),thenitsprobabilityis1.Ifanoutcomecannothappen(suchas,themoonwillfallintothePacificOceantonight),thenitsprobabilityis0.Ifanoutcomeisneithercertainnorimpossible,thentheprobabilitywillbesomenumberbetween0and1.
2) Thesumoftheprobabilitiesofallpossibleoutcomesofarandomexperimentis1.
3) Theprobabilitythataneventwilloccuris1minustheprobabilitythatitwillnotoccur.Thatis,aneventwilleitheroccuroritwillnotoccur,andthesumofthosetwoprobabilitiesmustbe1.
4) Iftwoeventsaredisjoint(theyhavenooutcomesincommon),theprobabilitythatoneortheotherwilloccuristhesumoftheprobabilitiesthateachwilloccurbyitself.
Sowemustthinkabouthowwecanassignanumberfrom0to1totheoutcome“obtaininga5whenrollingonedie”thatwewillcallitsprobability.Todosomathematiciansusethelanguageofsets.Herecometheofficialdefinitionsofrandomexperiment,outcome,event,andsample
138
space.Arandomexperimentisanactivity(suchasrollingour6-sideddie)wheretheoutcome(1,2,3,4,5,or6)cannotbeknowninadvance.Asetofallpossibleoutcomes,{1,2,3,4,5,6},isasamplespaceforthatexperimentandaneventisanysubsetofthesamplespace(suchas“rollinga5”or“rollinganevennumber”).Noteasubtledistinctionherebetweenanoutcomeandanevent:anoutcomeisanelementofthesamplespace,whereasaneventisasubsetofthesamplespace.Soifthesamplespaceis{1,2,3,4,5,6}then‘3’iscalledanoutcome,whereas{3}iscalledanevent.{1,3,5}isanotherevent.Listafewmoreeventsforthissamplespaceusinggoodcurly-bracketsetnotation.Doestheemptysetmeetthedefinitionofan“event?”Whyorwhynot?Okay,nowbyrulenumber1,theprobabilityofeachoutcomeinthesamplespacewillbeanumberbetweenzeroandone,andbyrulenumber2,thesumofalltheprobabilitiesoftheoutcomesinthesamplespacemustequalone.Sohowdowedeterminetheprobabilityof“rollinga5?”Wellthatturnsouttobeprettyeasyinthecasewherealltheoutcomesareequallylikelytooccur.(Wewillassumethatourdieisevenlybalancedandaperfectcube-wecallsuchadiefair–andsowearejustaslikelytoobtainanyoneofthenumbersfrom1to6.)Whenoutcomesareequallylikely,theprobabilitythatanyoneoccursisjusttheratioof1tothetotalnumberofoutcomes.Inthecaseofrollingonefairdie,theprobabilityofrollinga‘5’is .Whenaneventismorecomplicated(suchasobtainingasumof3whenrollingtwodice),wecanusethesameapproachbutweneedtochooseoursamplespacewisely.Supposeweareinterestedinthesumobtainedwhenrollingtwofairdice.Ifwelistthepossibleoutcomesforthesum,wegetthesamplespaceof{2,3,4,5,6,7,8,9,10,11,12},whichcontainselevenoutcomes.Unliketheearlierexampleofrollingonediehowever,theseoutcomesarenotequallylikely.Forexample,thereareseveralwayswecouldobtainasumof7(1+6,2+5,etc.),butonlyonewaywecouldobtainasumof12(6+6).Whentheoutcomesarenotequallylikely,weneedadifferentwaytodeterminetheprobabilityofeachoutcome.Inthisexample,theprobabilityofeachsumisnot .Onewaytodeterminetheprobabilitiesofeachsumistoconsiderasamplespaceoftherandomexperimentofrollingtwodicewheretheoutcomesareequallylikely.Forexample,wecanthinkoftheoutcomesinthissamplespaceasorderedpairs(x,y),wherexisthenumberon
61
111
139
thefirstdieandyisthenumberontheseconddielikeyoumayhavedonewhenyouworkedontheclassactivity.Thissamplespaceisshowninthetablebelow.Theadvantageofusingthissamplespaceisthatalloutcomeshereareequallylikely.
1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)
2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)
4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)
5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)
Apossiblesamplespaceforarolloftwodice
Noticethatthereare36equallylikelyoutcomesinthissamplespaceandsotheprobabilityof
eachoutcomeis .Wecanusethissamplespacetocomputetheprobabilityoftheevent“obtainingasumof3”(that’stheevent{(1,2),(2,1)})bycountingthenumberofpossibleoutcomesthathaveasumof3.Wemustbecarefultomakecertainthatweactuallydocountallpossibleoutcomesthathaveasumof3.Forexample,inthesamplespace,theoutcome(1,2)whichgives1+2=3andtheoutcome(2,1)whichgives2+1=3aretwoseparateelements.Thatis,therearetwowaystogeneratethesumof3:1)wecanrolla1onthefirstdieandthena2ontheseconddieor2)wecanrolla2onthefirstdieandthena1ontheseconddie.Tohelpyourstudentsthinkaboutthiswesuggesttwothings.First,havethemdoanexperimentwhereeveryonerollsapairofdiceforfiveminutesandtalliesthenumberoftimestheyrollasumof2andseparatelythenumberoftimestheyrollasumof3.Inthisway,theywillseethatthesumof3istwiceaslikelytooccur.Second,havethemeachholdonereddieandonegreendie.Askthattheymakeasumof3.Thenaskthattheymakeasumofthreeadifferentwaysotheycanseethattheoutcome(1,2)giving1+2=3andtheoutcome(2,1)giving2+1=3aretwoseparateelementsinthesamplespace.Trythisyourself.Nowmakeasumof2andnoticethatthereisnootherwaytodothis.
361
140
Rollinga1onthereddieanda2onthegreendieisadifferentoutcomefromrollinga2onthereddieanda1onthegreendie,butthereisonlyonewaytohavea1oneachdie.Okay,backtooursamplespacewith36outcomes.Usingprobabilityrule4,theprobabilityofrollingtwodicewithasumof3,writtenP(Sum=3),isthesumoftheprobabilitiesofeach
outcomewhichequals + = = .WecanalsocomputeP(Sum=3)astheratioofthenumberofoutcomesthathaveasumof3tothenumberoftotaloutcomessinceallthe
outcomesareequallylikely.SoP(Sum=3)= .
Thisprobabilitycanbeexpressedasafraction( ),asadecimal(0.056),asapercent(5.6%)orasodds(2:34,thechancesofhavingasumofthreetothechancesofhavingasumotherthanthree).Checkallthistobesureitmakessensetoyou.Let’sconsideranotherexample:Whataremychancesofdrawingafacecardfromastandarddeckof52playingcards?Beforeyoureadfurther,takeaminutetoseeifyoucanfigureitout.
Hereisourthinking.Payattentiontothelanguageweuseaswellastothewaywesolvetheproblem.Astandarddeckofcardscontains52cards,13ofeachoffoursuits.Eachsuitcontains3facecards,thejack,thequeen,andtheking,soIhave4×3=12waysofdrawingafacecardand52waysofdrawinganycard.Sotheprobabilityofdrawingafacecardfromadeckofcards
is .Thisprobabilitycanbeexpressedasafraction( ),asadecimal(0.231),asapercent(23.1%)orasodds(12:40,thechancesofdrawingafacecardtothechancesofnotdrawingafacecard).Inthisexample,theexperimentis“drawingacardfromadeckofcards,”theeventis“drawingafacecard,”andthesamplespacecontains52equallylikelyoutcomes(the52cardsinthedeck).Let’slookatonemoreexample:Whatistheprobabilityofspinningredoneachofthespinnersbelow?Takeamomenttothinkthisthrough.
361
361
362
181
362
181
5212
133
141
Whatisthesamplespaceforeachspinner?Arealltheeventsinthesamplespaceequallylikely?Inbothofthesepictures,wehaveasamplespaceof{red,blue,green,yellow}.However,inthespinnerontheright,theeventsarenotequallylikely.Tocalculatetheprobabilityofspinningredoneitherspinner,wearereallylookingattheareaofthecirclethatisreddividedbytheentireareaofthecircle.Inotherwords,thefractionofthecirclethatisshadedredortheratiooftheareaofredtotheareaoftheentirecircle.Areaisonewaywecanthinkaboutprobabilitiesgeometrically.Dependinguponthesituation,wemightwanttothinkaboutafractionallength,area,orvolume.
ConnectionstoTeaching
Ingrades3–5,allstudentsshouldunderstandthatthemeasureofthelikelihoodofaneventcanberepresentedbyanumberfrom0to1.
NCTMPrinciplesandStandards,p.176InbothoftheReadandStudyscenarioswehavebeendiscussingwhatwecalltheoreticalprobabilities,thatisprobabilitiesthatareassignedbasedonassumptionsaboutthephysicaluniformityandsymmetryofanobject(suchasadieoradeckofcards).Thismayhaveleftyouwiththeimpressionthatallrandomexperimentscanbeanalyzedinatheoreticalmanner.Notso.Considertheexperimentof“flipping”alargemarshmallow.Nowitcouldlandonaflatcircularendoronitsside(thecurvedpartofthecylinder),sowe’llidentifythesamplespaceastheset:{end,side}.Childrenmaythinkthatthesetwooutcomeseachhaveaprobabilityof½sincetherearetwochoices,butsomeexperimentingwithactualmarshmallowswillshowthatthesearenotequallylikelyoutcomes.Furthermore,atheoreticalanalysisoftheprobabilitiesofeachoutcomewouldrequireknowledgeofphysicsandgeometry,andmightdependonthesurface,thetemperature,orotherfactors.Incaseslikethat,itisbettertoperformanexperimenttodeterminetheprobability.Inotherwords,itisbesttohavethechildrenflipthemarshmallowalargenumberoftimesandtousethedatatoestimatetheprobabilityofeachoutcome.Probabilitiesthatarebasedondatacollectedbyconductingexperiments,playinggames,orresearchingstatisticsarecalledexperimentalprobabilities.Asateacher,itisimportantthatyougiveyourstudentsplentyofexperiencecalculatingnotjusttheoreticalprobabilities,butalsoexperimentalprobabilities.E X P E R I M E N T A L A N D T H E O R E T I C A L A N A L Y S I S
142
Homework
You'llalwaysmiss100%oftheshotsyoudon'ttake.WayneGretzky
1) DoalltheitalicizedthingsintheReadandStudyandConnectionssections.
2) Ifyoudecidedthatthegame“DiceSums”wasunfair,changetherulessothatthegame
isfair.Istheremorethanonesetofrulesthatwouldgiveafairgame?Ifso,howmanydifferentsetsofrulescanyoumake?
3) Consideranewgamecalled“DiceDifferences.”Twodicearetossedandthesmallernumberissubtractedfromthelargernumber.PlayerIscoresonepointifthedifferenceisodd.PlayerIIscoresonepointifthedifferenceiseven.(Note:Zeroisanevennumber.)Isthisafairgame?Ifso,makeanargumentthatitis.Ifthegameisunfair,changetherulessothatthegameisfair.
4) Readthe“TheseBeansHaveGottoGo!”activityfromUnit2Module1Session1oftheBridgesinMathematicsGrade2HomeConnections,onpage29-34.
a. Howwouldyouplaceyourbeansifyouwereplayingthisgame(andwantedtowin).
b. Howwouldyouexpectatypical2ndgradertoplacetheirbeans?c. Whatanswerswouldyouexpectthatyourfuture2ndgradestudentsmightwrite
toquestions3,4and5onpage34.
5) Abagcontainstwowhitemarbles,fourgreenmarbles,andsixredmarbles.Therandomexperimentistodrawamarblefromthebag.
a) Writeareasonablesamplespaceforthisexperiment.Usesetnotation.b) Whatistheprobabilityofdrawingawhitemarble?Aredmarble?Agreen
marble?Explainyouranswers.c) Whatistheprobabilityofdrawingablackmarble?Explain.d) Whatistheprobabilityofnotdrawingagreenmarble?Explain.e) Howmanymarblesofwhatcolorsmustbeaddedtothebagtomakethe
probabilityofdrawingagreenmarbleequalto0.5?
143
6) Abagcontainsseveralmarbles.Somearered,somearewhite,andtherestaregreen.
Theprobabilityofdrawingaredmarbleis andtheprobabilityofdrawingawhite
marbleis .
a) Whatistheprobabilityofdrawingagreenmarble?Explain.b) Whatisthesmallestnumberofmarblesthatcouldbeinthebag?Explain.c) Couldthebagcontain48marbles?Ifso,howmanyofeachcolor?Explain.d) Ifthebagcontainsfourredmarblesandeightwhitemarbles,howmany
greenmarblesdoesitcontain?Explain.
7) Decidewhetherthefollowinggameisfairorunfair:Playershavethreeyellowchips,eachwithanAsideandaBside,andonegreenchipwithanAsideandaBside.Flipallfourchips.PlayerIwinsifallthreeyellowchipsshowA,ifthegreenchipshowsA,orifallchipsshowA.Otherwise,PlayerIIwins.Ifthegameisfair,makeanargumentthatitis.Ifthegameisunfair,changetherulessothatthegameisfair.
8) The6outcomesofrollingafairdieareequallylikely;soarethe52outcomesofa
randomdrawofonecardfromadeckofcards.Nameatleastthreemorerandomexperimentsthatgenerateequallylikelyoutcomes.Nameatleastthreethatproduceoutcomesthatarenotequallylikely.
9) Supposeyoubreaka25cmlongspaghettinoodlerandomly.Whatistheprobabilitythatoneofthetwopiecesislessthan5cmlong?
10) Supposeapointwasrandomlychosenwithintheinteriorofthelargestsquarebelow,whatistheprobabilitythatthepointisonwhite?Now,supposeapointwasrandomlychosenwithintheinteriorofthelargestcircle.Whatistheprobabilitythatthepointisonblack?
11) Considertherandomexperimentoftossingthreecoinsatonce.Writeasamplespaceforthisexperimentthathasequallylikelyoutcomes.Nowwriteanothersamplespaceforthissameexperimentthatdoesnothaveequallylikelyoutcomes.
61
31
144
ClassActivity24: RatMazesThetroublewiththeratraceisthatevenifyouwin,you'restillarat.
LilyTomlin
1) Supposethataratissentintoeachofthebelowmazesatthe‘start.’Iftheratcannotgobackwards,butotherwisemakesallthedecisionsatrandom,whatistheprobabilitythatshefindsacheeseineachcase?Explainyouranswersasyouwouldtoanupperelementaryschoolstudent.
2) Makearatmazetoillustrateeachoftheseproblems:a) Youflipacoinandthenrolladie.WhatistheprobabilitythatyougetaHead
andthenamultipleofthree?b) Youflipacointhreetimes,whatistheprobabilitythatyougetexactlytwo
Heads?
Start
Start
Start
145
ReadandStudy
Chancefavorsonlythepreparedmind. LouisPasteur
Manysituationsrequiresuccessivechoices–likeintheratmazeproblemswheretherathadtomakeatleasttwodecisionsaboutwhichpathtotaketogettothecheese.Hereisanotherexample:gettingdressedforschoolinthemorningrequiresseveraldecisions.Imustchooseoneoftwopairsofjeans(onlytwoareclean,abluepairandablackone),oneofthreesweaters(red,purple,blue),andoneoffourpairsofshoes(let’sjustcallthemA,B,C,&D)Let’ssaythatshoepairsBandDdon’tcoordinatewiththeblackjeans,butshoepairsA&Ccanbewornwitheitherpairofjeans.1)WhatistheprobabilitythatIwearbluejeans,aredsweater,andCshoes?2)Whatistheprobabilitythatmyoutfitcontainsthecolorblue?3)WhatistheprobabilitythatIweartheBpairsofshoes?T R E E D I A G R A M S
Treediagrams(orratmazes)areusefulinfindinganswerstoquestionslikethese.Belowwehavemadeatreethatcountsallthepossibleoutfits(orpathsinthemaze).Inotherwords,thechoicesforgettingdressedlooklikethis.
Nowassumingthatallchoicesaremadeatrandom,thereareacouplewaystocomputetheprobabilitiesinquestions1-3above.Takeaminutetodosobeforereadingfurther.Mypersonalfavoriteisthesending-rats-into-the-mazetechnique.I’llsend,say,24ratsintothetopofthemaze.ThenIexpect12togoleftdownthebluejeanchoice,4ofthosetogodowneachsweatercolor,and1tocomeoutofeachoftheshoechoicesA,B,CandD.Ofthe12thatwillgorightdowntheblackjeanchoice,4willgodowneachsweaterrouteand2willemergefromeachshoetypeAandC.Nowwecanusethisinformationtoanswertheabovequestions.1)Since1outof24comeoutofthebluejeans,redsweater,Cshoespath,theprobabilityof
C
C
A
A
A
D
C B
D
C B
C
B A
A
D
A
blue sweater
blue sweater
red sweater red sweater
black jeans blue jeans
146
thatis .2)Sincealltheblue-jeansratsandalsotheblue-sweaterratscontainblue(that’s12+
4), or istheprobabilitythatmyoutfitcontainsblue.3)Since3ratsendupwithBshoes,
theprobabilitythatIwearthoseshoesis or .C O M P O U N D E V E N T S
Okay,nowyoumightbethinking,buthowdidsheknowtosend24ratsintothemaze?Doesthatnumbermatter?Tosee,youtryit.Firstuse48rats.Thentry100toseewhathappens.Reallydoit.Whatdidyoulearn?Anothersolutionistousetheprobabilityequivalentofthemultiplicationcountingprincipletofindtheprobabilitythatwereachtheendofeachbranch.Forexample,theprobabilitythatIwearbluejeans,aredsweater,andshoepairAis!
"×!
%× !&= !
"&.Whydowesayweareusing
themultiplicationcountingprinciplehere?FindtheprobabilitiesofeachoftheoutfitsIcouldchoose.Doyouneedtocalculateeachprobabilityindividually?Orcanyoumakeanargumentthatalloftheoutfitswithbluejeansareequallylikely?Whatabouttheoutfitswithblackjeans?Finally,let’sthinkaboutthelasttwoquestionsweposedinthefirstparagraphusingthissecondapproach:Whatistheprobabilitythatmyoutfitcontainsthecolorblue?MyoutfitwillcontainblueifIwearbluejeansorifIwearthebluesweater.Halfofthepossibleoutfitsincludethebluejeansandonethirdoftheremaininghalfoftheoutfitsusethebluesweater.Soatotalof!
"+ !
%× !"= !
"+ !
*= "
%oftheoutfitscontainblue;theprobabilitythatIwearblueis66 "
%%.
UsethisideatofindtheprobabilitythatIweartheBpairofshoes.
241
2416
32
243
81
147
ConnectionstoTeaching
Ingrades6–8allstudentsshouldcomputeprobabilitiesforsimplecompoundevents,usingsuchmethodsasorganizedlists,treediagrams,andareamodels.
NCTMPrinciplesandStandards,p.248Treediagramsarepartoftheelementarygradescurriculumbecausetheygivechildrenawayto“see”allofthepossibleoutcomesandtokeeptrackoftheprobabilitiesofeachchoicethatmightbemadeinacompoundevent.Bytheway,itisnotenoughtoknowjustonewaytodothingsanymore.Ifyouaregoingtobeateacher,youwillneedtomakesenseofthethinkingofyourstudentseveniftheirmethodsaredifferentfromyours.Practicingdifferentwaysofthinkingaboutandexplainingproblemswillmakeyouabetterandmoreflexibleteacher.Homework
Onceyoulearntoquit,itbecomesahabit.VinceLombardi
1) DoalltheitalicizedthingsintheReadandStudysection.
2) Decideifeachofthefollowingstatementsistrueorfalse.Ifitistrue,explainwhy.Ifitis
false,rewritethestatementsothatitistrue.
a) Iftheprobabilityofaneventhappeningis ,thentheprobabilitythatitdoesnothappenis .
b) Theprobabilitythatanoutcomeinthesamplespaceoccursis1.c) Ifaneventcontainsmorethanoneoutcome,thentheprobabilityofthe
eventisthesumoftheprobabilitiesofeachoutcome.d) IfIhavea60%chanceofmakingafirstfreethrowanda75%chanceof
makingasecond,thentheprobabilitythatImissbothshotsis10%.
3) Makearatmazetomodeleachoftherandomexperiments.a) Ihaveabagcontainingthreechips.TheredchiphasasideAandasideB.
TheyellowchiphasasideBandasideC.ThebluechiphasbothsidesmarkedA.Idrawonechipatrandomfromthebagandtossit.
b) Threechipsaretossed.TheredchiphasasideAandasideB.TheyellowchiphasasideBandasideC.ThebluechiphasbothsidesmarkedA.
4) Supposethechipsin#3abovearealltossed.Useyoursecondratmazetodetermine
theprobabilityofgettingexactlya)oneC b)oneB c)oneAd)twoCs e)twoBs f)twoAs
83
38
148
5) Supposethatthreechipsaretossedasin#3.PlayerIscoresapointifapairofAsturnup,andplayerIIscoresapointifapairofBsoraCturnsup.Isthisafairgame?Ifso,explainwhy.Ifnot,changetherulestomakeitfair.
6) Abasketballplayerhasa70%freethrowshootingaverage.Theplayergoesupforaone-and-onefreethrowsituation(thismeansthattheplayershootsonefreethrow,andonlyifshemakesit,shegetstoattemptasecondshot).Whatistheprobabilitytheplayerwillmake0shots?1shot?2shots?
7) SupposethatItossafaircoinuptofourtimesoruntilIgetaHead(whichevercomesfirst).
a) Makeamazetomodelthisrandomexperiment.b) Writeoutthesamplespaceusinggoodnotation.c) WhatistheprobabilitythatyougetTTH?
8) Place2blackcountersand1whitecounterintoapaperbagandshakethebag.Without
looking,draw1counter.Thendrawasecondcounterwithoutputtingthefirstcounterbackintothebag.Ifthe2countersdrawnarethesamecolor,youwin.Otherwise,youlose.Whatistheprobabilityofwinning?Doestheprobabilityofwinningchangeifyoureplacethefirstcounterbeforedrawingthesecondcounter?Whyorwhynot?Whatistheprobabilityofwinningifyoureplace?
9) Supposeyouspinbothspinnersbelow.Whatistheprobabilityyouspinred-red?Whataboutayellowononeandgreenontheother?
10) Here’showyouplayourlottery:youwritedownanysixnumbersfromtheset{1,2,3,…35,36}.Thensixwinningnumbersaredrawnfromthatsetatrandom(withoutreplacement–soallofthemwillbedifferentnumbers).
a) Ifyoumatchallthewinnersinorder,youwin$5,000,000.00.Whatistheprobabilityofthat?
b) Ifyoumatchallthewinnersbutnotnecessarilyinorder,youwin$1,000,000.00.Whatistheprobabilityofthat?
c) HowaretheseproblemsrelatedtoourPhotographandCommitteeproblems?Explain.Bespecific.Howwouldyouexplainthistosomeone?
149
ClassActivity25: TheMaternityWard
WhenIwasakid,Iwassurroundedbygirls:oldersisters,oldergirlcousinsjustdownthestreet….EachyearIwouldwishforababybrother.Itneverhappened.
WallyLamb
Isitmorelikelythat70%ormoreofthebabiesbornonagivendayareboysinasmallhospitalorinalargehospital(ordoesn’titmatter)?Yourclassshoulddecideonasimulationtodoinordertohelpyoutoanswerthisquestion.
150
ReadandStudy
“Ithinkyou’rebeggingthequestion,”saidHaydock,“andIcanseeloomingaheadoneofthoseterribleexercisesinprobabilitywheresixmenhavewhitehatsandsixmenhaveblackhatsandyouhavetoworkitoutbymathematicshowlikelyitisthatthehatswillgetmixedupandinwhatproportion.Ifyoustartthinkingaboutthings
likethat,youwouldgoroundthebend.Letmeassureyouofthat!”AgathaChristieinTheMirrorCrack’d
Ourintuitionoftenmisleadsuswhenwethinkaboutprobabilities.Initially,youmayhavethoughtthatthechancesofhaving70%ormoreofthebabiesbornbeboyswouldbebetterinalargehospitalbecauseitismorelikelythatmorebabiesareborninalargehospitalononedayandthereforemorelikelytohavemoreboys.Itismorelikelythatthenumberofbabiesbornonagivendayislargerinalargehospitalthanitisinasmallone,butthisdoesnotmeanthatitismorelikelythatthepercentageofboybabieswillbe70%ormoreinthelargehospital.L A W O F L A R G E N U M B E R S
Infact,thelargerthehospital(andthereforethelargerthenumberofbabiesbornonagivenday),themorelikelyitisthatthepercentageofboysbornwillbe50%(theapproximateprobabilityofhavingababyboyinasinglebirth).Mathematically,wecallthisresultthelawoflargenumbers,whichstatesthatinrepeated,independenttrialsofarandomexperiment,(suchasbabiesbeingborninahospital),asnumberoftrials(births)increases,theexperimentalprobabilitiesobserved(theprobabilitythatababybornisaboy)willconvergetothetheoreticalprobability(inthiscase,50%).Inotherwords,thelargerthesample,themorelikelyyouaretogetclosetothetheoreticalresult.Sothemorebirthsthereareonagivenday(thelargerthehospital),themorelikelyitisthatthepercentageofboysbornisnear50%.Thefactthatthetrialsshouldbeindependentisimportant.(Besuretousetheglossaryfornewmathematicalterms;don’tassumethatthemathematicalmeaningofawordisthesameasthemeaningthewordmighthaveincommonusage.)Forourpurposesconsidertwoeventstobeindependentiftheoccurrenceornon-occurrenceofoneeventhasnoeffectontheprobabilityoftheothereventhappening.Inthehospitalproblem,thebirthofababyboytoonemotherhasnoeffectontheboy/girloutcomeofthenextbirthinthehospital.Theoutcomesofthetwobirthsareindependentofoneanother.Whatabouttherolloftwodice?Aretheoutcomesoneachdieindependent?Whataboutthreeflipsofacoin?Isthehead/tailoutcomeoneachflipindependent?I N D E P E N D E N T E V E N T S
Notalleventsareindependent.Considertheevent“itwillraintomorrow”andtheevent“theweddingwillbeheldoutsidetomorrow.”Theprobabilitythattheweddingwillbeheldoutsideisaffectedbywhetheritrains.Writedownanotherexampleoftwoeventsthatarenotindependent.Onewaytoteachchildrenaboutthelawoflargenumbersistorunlotsofsimulationslikeyoudidinclasswiththehospitalproblem.Thatis,wemodeledthenumberofboyandgirlbirthsonagivendayinvarioussizehospitals,calculatedtheaveragepercentageofboybirthsforeach
151
sizehospitalandthencomparedtheresults.Inordertohavethissimulationworkweneededamodel(acoinperhaps)thathastheapproximatelythesameprobabilityofsuccessasdoestheeventweareinvestigating.Andweneedtobecertainthatthenumberof‘births’weconsiderlargeislargeenoughforthelawoflargenumberstoapply.Apracticalwaytodesigncollectingdataonalargenumberoftrialsinyourclassroomistopooleveryone’sdata.Youwereaskedtorunasimulationintheclassactivity.Howdidyoudesignyoursimulation?Howmightyouhaveusedtherollofonefairdie?Howdidyoudecidethenumberofbirthsthatwouldrepresentasmallhospitalandthenumberofbirthsthatwouldrepresentalargehospital?Whatwastheeffectofpoolingalltheclasses’data?
Homework
IamalwaysdoingthatwhichIcannotdo,inorderthatImaylearnhowtodoit.PabloPicasso
1) DoalltheitalicizedthingsintheReadandStudysection.
2) Acoinhasbeentossedfivetimesandhascomeupheadseachtime.Whichofthe
followingstatementsaretrue?a) Thereisanequalchanceofcomingupheadsortailsonthenexttoss.b) Thecoinismorelikelytocomeupheadsonthenexttoss.c) Thecoinismorelikelytocomeuptailsonthenexttoss.d) Iquestionwhetherthecoinisfair.
3) Acoinhasbeentossedfivehundredtimesandhascomeupheadseachtime.Whichof
thefollowingstatementsaretrue?a) Thereisanequalchanceofcomingupheadsortailsonthenexttoss.b) Thecoinismorelikelytocomeupheadsonthenexttoss.c) Thecoinismorelikelytocomeuptailsonthenexttoss.d) Iquestionwhetherthecoinisfair.
4) Explainhowthelawoflargenumbersisrelatedtoyouranswerstothequestioninproblems2)and3)above.
5) Explainhowthelawoflargenumbersisrelatedtothedeterminationofexperimentalprobabilities.Whatdoesthislawtellyouaboutsimulationsyouwilldoinyourelementaryclassrooms?
152
6) Afaircoinhasbeentossedathousandtimesandthenumberofheadsandtailsrecorded.Whichofthefollowingstatementsismostlikelytrue?
a) Thenumberoftailsis601andthenumberofheadsis399.b) 47%ofthetosseswereheads.c) Therewere20moreheadstossedthantails.
7) Supposeweflipacoin10,000,000,000times(justsuppose)andnoticethat
5,801,595,601areheads.Whatcanyousayaboutthecoin?Explain.
8) Designasimulationtodeterminetheexperimentalprobabilityofdrawingaspadefromastandarddeckofcards.Howcanyoubereasonablycertainyourresultisclosetothetheoreticalprobability?Carryoutyoursimulationandcompareyourresulttothetheoreticalprobabilityofdrawingaspadefromadeckofcards.
153
SummaryofBigIdeas
Anideaisalwaysageneralization,andgeneralizationisapropertyofthinking.Togeneralizemeanstothink.
GeorgHegel
• Arandomexperimentisanactivitywheretheoutcomecannotbeknownin
advance.
• Theprobabilityofaneventhappeningistheproportionoftimesthateventwouldoccuriftherandomexperimentwasperformedaverylargenumberoftimes.
• Itisimportantforyoutogiveyourstudentsexperiencescalculatingprobabilities
experimentallyaswellastheoretically.• Treediagramshelpstudentsthinkthroughprobabilityideas.• Thelawoflargenumberstellsusthatthelargerthesample,themorelikelyweare
togetclosetothetheoreticalresult.
154
ChapterSix StatisticsandDealingwithData
155
ClassActivity26: StudentWeightsandRectangles
Themathematicsisnotthere‘tilweputitthere. SirArthurEddington(MQS)
Whatistheaverageweightofallthestudentsregisteredforclassesatyourschoolthissemester?Inyourgroups,makeaplanforsomewaytogatherinformationtoanswerthisquestion.Bespecificaboutwhatyouwilldoandwhenyouwilldoit.Atthispoint,timeandcostisnoobject.(Waittodiscussthisquestionasaclassbeforeyouturnthepage.)
156
Now,havealookatthepopulationof100rectanglesonthenextpage.Noticethateachonehasanarea(asize).Forexample,rectanglenumber74hassize6squareunitsbecauseitiscomposedof6smallsquares.Carefullyselectasampleoftenrectanglesthatyouthinkwillhaveanaveragesizethatisclosetoaveragesizeofalltherectanglesonthepage.Makesuretopersonallychooseeachoftheten.Thenfindtheaveragesizeofyourself-selectedten.Yourclasswillthenmakeafrequencygraphshowingeveryone’saverages.Next,eachpersonshouldselect10rectanglesatrandom.(Yourinstructorwillhaveaplanfordoingthis.)Thenfindtheaveragesizeofyourrandomly-selectedten.Yourclassshouldmakeanotherfrequencygraphshowingeveryone’saverages.Finally,estimate,basedonthefrequencygraphs,whatistheaveragesizeofall100rectanglesonthepage?Explainyouranswer.Whatdoesallthishavetodowiththestudent-weightproblem?
157
A Population of Rectangles
158
ReadandStudy
Heusesstatisticsasadrunkenmanuseslampposts–forsupportratherthanillumination.
AndrewLang Thisrectanglesizeproblemcontainsahugelessoninstatistics.Huge.Itisthis:humansarenogoodatselectingsamples.Ifyouwantunbiasedinformation,randomsamplesarethewaytogo.Inordertotalkmoreaboutthis,wearegoingtointroducethelanguageofsampling.Rememberthatwewantyoutolearnthesedefinitionsandtousethem.First,asamplereferstoasubsetofapopulation.Inourstudentweightproblem,thepopulationofinterestwasallstudentsregisteredforclassesatyourschoolthissemester.Inanidealworld,wejustwouldhaveeverysinglememberofthepopulationcometogetweighedandwewouldcalculatetheaverageweight.Unfortunately,thiswouldlikelyproveimpossible.Lots(most?)ofthestudentswouldnotshowuptobeweighed,andforcingthemtodosowouldbeunethical.Worse,thosewhowouldbewillingtoshowupmightbedifferentthanthosewhowouldrefuse.Peoplewhowereweight-consciousoroverweightmightbemorelikelytoavoidsteppingonyourscale.Sointheend,youwouldendupwithabiasedsample.Anothersolutionmightbetosendoutanonymoussurveystotheentirepopulationaskingeachpersontorecordhisorherweight.Butwouldyoureturnthatsurvey?Mostpeoplewouldnot(masssurveysmailedoutlikethattendtohaveverylowresponserates)andthosepeoplewhoreturnthemareagaindifferentfromthepopulation.Additionally,whenasurveyreliesonparticipantstoself-reporttheirowndata(likeweight),sometimesthatdataisn’taccurate.Okay,wellwemighttrytocalleveryoneorgodoor-to-doortocollectinformationonstudentweights.Thattypeofsamplingyieldsmuchhigherresponseratesbutcouldproveveryexpensiveandtakealotoftime(particularlyifyouhappentohavethousandsofstudentsinthepopulation). T H E L A G U A G E O F S A M P L I N G
So,whatarewetodo?Hereisthestatistician’ssolution.Forgetaboutgatheringdata(information)fromeachandeverymemberofthepopulationandfocusyourtime,energyandresourcesinsteadongettinginformationfromjustarandomsampleofthepopulation.Thatwayyoucanaffordtogodoor-to-doorandgetdatafrommostmembersofthesample.Itstillwon’tbeperfect.Butitturnsoutthatthisistheverybestyoucandoinafreesociety.Whyshouldthesampleberandom?Whynotsimplycollectdataontheweightsofyourfriends,ormaybeeveryoneinyourdorm,orwhynotstandinfrontofthecampuslibraryandaskeveryonewhowalksbyfortheirweights?Becauseofthethreatof…samplingbias.Asamplingprocedureisbiasedifittendstoover-sample(orunder-sample)populationmemberswithcertaincharacteristics.Thiswillmostsurelyhappenifyouself-selectyour
159
sample–afterall,thestudentsyouknowhavedifferentcharacteristicsthanthepopulationofyourcampus.Whataresomeofthosedifferences?Stopandwritedownatleastthree.Butyoursamplewillalsobebiased,inamoresubtleway,ifyoustandinfrontofthelibraryandaskpeople“atrandom.”Thisisbecauseyouarenotreallyaskingrandompeople.Youareaskingthepeoplewhowalkbythelibraryatthattimeofday(maybeoversamplingpeoplewhostudyoftenorunder-samplingthosewhohaveaclassatthattime).Youareaskingpeoplewhohavealookatyouanddecidetheywanttoansweryourquestion(unwittinglyoversamplingpeoplelikeyourself).Giveanotherreasonwhythelibrarysamplemightbebiased.Samplingbiasissneaky.Itcreepsinbasedonwhenyousampleandwhereyousampleandhowyousample(aswellaswhoyousample).Watchforitasyouanalyzestudies.Sothesolutionistogeneratearandomsampleandthentouseyourresourcestogetthebestpossibleresponseratefromthem.Herearetwotypesofrandomsamplingthatareconsideredacceptable.Thefirstisthebest.Itiscalledsimplerandomsamplinganditismathematicallyequivalenttopullingnamesoutofahat.Everymemberofthepopulationhasthesamechanceofbeinginthesampleasanyothermemberofthepopulationandanysubsetofthepopulationhasthesamechanceofbeinginthesampleasanyothersubsetofthesamesize.Stop.Readthatlastsentenceagainandthinkaboutit.Ifyouhadyourregistrargeneratealistofallstudentsenrolledinclassesthissemesterandyouassignedeachstudentanumberandthenhadyourcalculatorgenerate100randomnumbersandusedthosenumberstogetnames,thenthatwouldbesimplerandomsampling.IfIlinedupyourclassinarowandthentookeverythirdpersontomakemysample,wouldthatbesimplerandomsampling?Explain.R A N D O M S A M P L E S
Thereareotherformsofacceptablesampling.Forexample,clustersamplingisrandomsamplinginstages.Forexample,ifyourandomlychosetenpagenumbersfromtheregistrar’slistofstudentsandthenrandomlychose10peoplefromeachofthosepages,thenthatwouldbeclustersampling.TheU.S.Censushasmadeuseofclustersamplingwhenithasattemptedtofindthosepeoplewhodidnotreturntheircensusforms.We’lltellthatstoryinalatersection,fornowletussaythatacensusmeansthatyougatherinformationfromeachandeverymemberofapopulation.TheU.S.Censusisbutoneexampleofanattemptatacensus.Ifyoutriedtogetweightinformationfromeverystudentregisteredatyourcampus,thenyoutoowouldbeattemptingacensus.Itisprettymuchimpossibletoconductacensuswithalargepopulationbecauseyounevergetdatafromeveryone.Ifyoucollectdatafromasubsetofthepopulation,youarereallyconductingasurvey.Okay,herearetwomoretermstoknow:thenumericinformationthatyouwanttoknowaboutapopulation(ifyoucouldgetit)iscalledaparameter;thenumericinformationyougetfromasampleiscalledastatistic.Inourexample,theparameterwewereafterwastheaverage
160
weightofallthestudentsregisteredforclassesatyourschool.Ifwecoulddoacensusofthatpopulation,wecouldfindthatparameter.However,wehavediscussedsomeofreasonswhywe’renotlikelytogetthatparameter.Instead,wewillsettleforperformingasurveyofasampleofthepopulation,andwhatwewillgetisastatistic.Hereisourilluminatingpicture:
Population Sample(fromthepopulation)
Askeveryone,it’scalledacensus. Askasubset,it’scalledasurvey.#computedfromthepopulation↔parameter. #computedfromthesample↔statistic.Thedifferencebetweentheparameterandthestatisticiscalledsamplingerror.Samplingerrorisanidea.Inpractice,whenconductingasurvey,youaren’tgoingtoknowwhatitisbecauseallyouwillhaveisastatistic.You’llprobablyneverknowtheexactparameter.Butwestillusethesewordstotalkabouttheideas.Onesourceofsamplingerrorwehavealreadydiscussed:samplebias.Anothersourceofsamplingerrorischanceerror.Chanceerroriserrorduetothediversityofthemembersofthepopulationandthefactthatyouarejustcollectingdatafromasubsetofthem.Ifthepopulationisdiverse(different)intheirweights,forexample,thenifyoupickarandomsampleofthem,youmayendupwithanaverageweightthatisabitdifferentfromthepopulationweight.Youmayeven,duetochancealone,getsomepeoplewhoareverythinorveryheavyinthesample.ThinkbacktoyourrandomsampleoftenrectanglesfromtheClassActivity.Theaveragesizeofyourrandomrectangleswaslikelycloseto,butnotexactly,theaveragesizeofall100rectanglesonthesheet.Thedifferencewasduetochanceerror.Nowthinkbacktotheaveragesizeofyourtenself-selectedrectangles.Thedifferencebetweenthatnumberandtheaveragesizeofall100rectanglesonthesheetisduetobothchanceerrorandsamplebias.Howdoyoureducesamplebias?Makeyoursamplerandom.
161
Howdoyoureducechanceerror?Makeyoursamplebigger.Sojusthowbigdoesasamplehavetobe?Itseemslikeyouwouldneedsomesignificantsamplingrate(likemaybe25%ofthepopulation),butitturnsoutthatgoodsurveyscanbedonewithquitesmallsamples.Forexample,nationalpollingtopredicttheoutcomeofthepresidentialelectionisoftendonewithonlyafewthousandpeople.That’safewthousandoutofmorethan100millionlikelyvoters.Samplingrate[(#inthesample)÷(#inthepopulation)]canbesosmallbecausepeoplearenotallthatdiversefromasamplingperspective.Thinkofitthisway:supposeyouaregoingtosampleabigpotofsouptoseehowittastes.Aslongasthatsoupisstirredupreallywell,andthechunksofmeatsandvegetablesintherearen’ttoobigortoodifferent,allyouneedisasmallbitetoknowtheflavor.Bytheway,whatwasthesamplingrateofyourrandomsamplefromtherectanglesheet?Figureitout.
ConnectionstoTeachingIngrades3-5allstudentsshould–proposeandjustifyconclusionsandpredictionsthatarebasedondataanddesignstudiestofurtherinvestigatetheconclusionsand
predictions. NationalCouncilofTeachersofMathematics
PrinciplesandStandardsforSchoolMathematic,p.176Ideasofsamplingaresurprisinglycomplex–butgroundworkforthemcanbelaidintheelementaryschool.TheNCTMStandardsadvocatesthatstudentsingrades3-5should
“…begintounderstandthatmanydatasetsaresamplesoflargerpopulations.Theycanlookatseveralsamplesdrawnfromthesamepopulation,suchasdifferentclassroomsintheirschool,orcomparestatisticsabouttheirownsampletoknownparametersforalargerpopulation…theycanthinkabouttheissuesthataffecttherepresentativenessofasample–howwellitrepresentsthepopulationfromwhichitisdrawn–andbegintonoticehowsamplesfromthepopulationcanvary(p.181).”
Noticetheuseofthetechnicallanguage.Whatdotheymeanby“knownparametersforalargerpopulation?”Givesomeexamples.Supposethatyourthirdgradershavecollecteddatafromtheirclassonthenumberoftimeslastweekthattheyeathotlunchatschoolandfoundthefollowingdatadisplayedbelowasafrequencyplot(eachXrepresents1childintheclass):
162
X X X X X X X X X X X X X X X X X X X X 0 1 2 3 4 5 #ofHotLunchDayslastweekOfcourse,therearemanyquestionsyoumightaskyourstudentsaboutthesedata–buttherearesomequestionsparticularlyrelatedtosamplingthatshouldbeaskedanddiscussed.Questions1:Wasthereanythingspecialaboutlastweekthatmighthavemadethesedatadifferentthanifwe’daskedthesamequestionnextweekordoyouthinklastweekwasatypicalweek?Inwhatwaysmighttheyrespondtothatquestion?Whatpointsaboutsamplingcouldyoumakeineachcase?Question2:Howdoyouthinkthedatamighthavebeendifferentifwe’daskedthefifthgradersthesamequestion?
Inwhatwaysmighttheyrespondtothatquestion?Whatpointsaboutsamplingcouldyoumakeineachcase?Questions3:Woulditbeokaytolabelthisgraph“NumberofDaysEachWeekthatChildrenEatHotLunchatOurSchool?”Whyorwhynot?Inwhatwaysmighttheyrespondtothatquestion?Whatpointsaboutsamplingcouldyoumakeineachcase?Noticethatthesequestionshelpchildrenthinkaboutwhetherthedataisrepresentativeofapopulationlargerthanthesampleof20third-gradersshownonthegraph,andithelpsthemto
163
begintothinkcriticallyaboutwhatthedatasaysandwhatitdoesnotsay.Samplingbecomesanexplicittopicinthemiddlegrades.
Homework
Weknowthatpollsarejustacollectionofstatisticsthatreflectwhatpeoplearethinkingin‘reality.’Andrealityhasawellknownliberalbias.
StephenColbert
1) DoalltheitalicizedthingsintheReadandStudyandConnectionssections.2) Explainthedifferencebetweenacensusandasurvey.
3) Explainthedifferencebetweenaparameterandastatistic.
4) TrueorFalse?Thebiggerthesamplethesmallerthesamplebias.Explainyourthinking.
5) Sometimesawebsiteorpublicationwilladvertiseapollaskingitsviewersto‘callin’or
‘clicktorespond’toquestionsonatopic.Inthiscasewesaythatthesampleisself-selected.Whattypesofbiasesarelikelyinthistypeofsurvey?Explain.
6) Itispossibletobiasresultsofasurveybyaskingquestionsusing“charged”language.ConsiderthesequestionsfromtheRepublicanNationalCommittee’s2010ObamaAgendaSurvey,andfromaDemocraticStateSenator’sdistrictsurvey.(Canyoutellwhichiswhich?)Explainhoweachquestionmightbeaskedinalessleadingmanner.
a) “Doyoubelievethatthebestwaytoincreasethequalityandeffectivenessof
publiceducationintheU.S.istorapidlyexpandfederalfundingwhileeliminatingperformancestandardsandaccountability?”
b) “DoyousupportthecreationofanationalhealthinsuranceplanthatwouldbeadministeredbybureaucratsinWashington,D.C.?”
c) “DoyoubelievethatBarackObama’snomineesforfederalcourtsshouldbeimmediatelyandunquestionablyapprovedfortheirlifetimeappointmentsbytheU.S.Senate?”
d) “Doyousupportoropposelegislationtorestoreindexingofthehomesteadtaxcredit,whichwouldboostoureconomyandhelppeopletostayintheirhomes?”
e) “DoyousupportoropposelimitinglocalcontrolandweakeningenvironmentalstandardstoencourageironoremininginWisconsin?”
7) TheColumbusCityCouncilwantedtoknowwhetherthe65,000citizensofthecityapprovedofaproposaltospend$1,000,000torevitalizethedowntown.Thefollowingstudywasconductedforthispurpose.Asurveywasmailedtoevery10thpersononthe
164
listofregisteredvotersinthecity(itwasmailedto3500people)askingabouttheproposal.CitizenswereaskedtocompletethesurveyandreturnittotheCouncilbymailinaself-addressed,stampedenvelope.3100peopleresponded;ofthese,75%supportedtheexpenditureand25%didnot.
a) Thepopulationforthisstudyis
A)allregisteredvotersinthecity B)allcitizensofthecityofColumbus C)the3500peoplewhoweresentasurvey D)the3100peoplewhoreturnedasurvey E)noneoftheabove
b) Whatwasthesamplingrateforthissurvey?
c) The"75%"reportedaboveisa A)parameter B)population C)sample D)statistic E)noneoftheabove
d) Thissurveysuffersprimarilyfrom A)samplingbias B)chanceerror C)havingasamplesizethatistoosmall D)non-responsebias
e) TrueorFalse?Theresultsofthissurveymaybeunreliablebecauseregisteredvotersmaynotberepresentativeofallthecitizens.Explainyourthinking.
f) TrueorFalse?Themethodofsamplinginthissurveycouldbestbedescribedas
simplerandomsampling.Explainyourthinking.
g) TrueorFalse?Samplebiascouldbereducedbytakingalargersampleofregisteredvoters.Explainyourthinking.
165
ClassActivity27: SnowRemoval
Errorsusinginadequatedataaremuchlessthanthoseusingnodataatall.CharlesBabbage
Inordertostudyhowsatisfiedthe120,000citizensofGreenBay,WIarewithsnowremovalfromcitystreets,Iconductedthefollowingstudy.IstoodinfrontoftheGreenBayWalmartonaMondaymorninginFebruaryfrom9:00untilnoonandIaskedeverythirdpersonwhowalkedinwhethertheyweresatisfiedwithsnowremovalfromstreetsinGreenBay.Onehundredandeightpeoplesaidtheyweresatisfied.Twenty-fivepeoplesaidtheywerenot,and18refusedtoanswermyquestion.Answerthebelowquestioninyourgroups.
1) Describethepopulationforthestudy.
2) DidIconductacensusorasurvey?Explain.
3) Whatwasthesamplingrate?(Writethisinseveraldifferentways.)
4) Whatwastheresponserate?(Writethisinseveraldifferentways.)
5) TrueorFalse?Thisstudysuffersprimarilyfromnon-responsebias.Explain.
6) TrueorFalse?Thisstudysuffersprimarilyfromsamplingbias.Explain.
7) TrueorFalse?Theresultsofmystudymaynotbevalidbecausecityemployeesmayhavebeenpartofthesample.Explain.
8) TrueorFalse?Amainproblemwithmystudyisthatmysamplesizeistoosmall.Explain.
9) TrueorFalse?PeopleshouldconcludefrommystudythatGreenBaycitizensare
generallyhappywithsnowremovalfromcitystreets.
10) Describeatleastthreewaystoimprovemystudy.
166
ReadandStudy
Youcanuseallthequantitativedatayoucanget,butyoustillhavetodistrustitanduseyourownintelligenceandjudgment.
AlvinToffler
“Fouroutoffivedentistssurveyedrecommendsugarlessgumfortheirpatientswhochewgum.”You’veheardthatclaim.Itisperhapsthemostwellrememberedstatistical‘fact’inthehistoryofmarketingresearch.Butwhatdoesittellyou?Themakersofsugarlessgumhopethisstatisticconvincesyoutopurchasetheirproduct.Butbeforeyourunoutforapackofsugarlessgum,youshouldaskafewquestionsaboutthis‘fact.’Howwerethedentistsinthesamplechosen?Whatwastheresponserate?Whatwasthesamplesize?Whatwastheexactquestiontowhichthedentistswereaskedtorespond?Andevenifitturnsoutthatthesurveyusedexemplarymethodology,notethattheresultdoesnotsuggestyouthatyoushouldtakeupchewingsugarlessgum.Itonlysuggeststhatifyoualreadychewgum,thesedentistssuggestyouchewsugarlessgum.Allsurveysarenotcreatedequal.Infact,somearedownrightmisleading.Itisimportantforyoutothinkcriticallyaboutinformationbasedonsurveydata.A N A L Y Z I N G A S U R V E Y
Surveysaremeanttoprovideinformationaboutapopulation.Theycanhelpcompaniesunderstandhowtomarketproducts;theycanhelpgovernmentalagenciesunderstandconstituents;theycanhelpcampaignspredictpublicreactionstoideasorevents;theycanhelpsecondgradeteachersunderstandwhichmoviestheirstudentsprefer.Hereisanexampleofonerealsurvey.TheUnitedStateCensusBureauusessurveystounderstandthepopulationofourcountry.(Bytheway,asteachersyoucangetgooddataforyourstudentstoanalyzefromtheU.S.CensusBureauwebsite.Keepthatinmind.)Forexample,theyconductasurveyofU.S.housingunitseveryotheryearinordertomakedecisionsaboutfederalhousingprojects.Intheirwords,theiraimisto“[p]rovideacurrentandongoingseriesofdataonthesize,composition,andstateofhousingintheUnitedStatesandchangesinthehousingstockovertime.”Hereisafigureshowingsomeoftheresultsofthe2007AmericanHousingSurvey(AHS).Takeafewminutestostudyit.
167
U.S.CensusBureau,CurrentHousingReports,SeriesH150/07AmericanHousingSurveyfortheUnitedStates:2007.U.S.GovernmentPrintingOffice,Washington,DC.
168
Theseresultsdrivenationalpolicy,sowehopethattheAHSiswelldesigned.Let’shavealookatthemethodology.ReadthefollowingparagraphbasedontheinformationfromtheUSCensusBureauwebsite:TheAHShassampledthesame53,000addressesineachodd-numberedyearsince1985.Thoseaddresseswerechoseninthefollowingmanner.
“FirsttheUnitedStateswasdividedintoareasmadeupofcountiesorgroupsofcountiesandindependentcitiesknownasprimarysamplingunits(PSUs).AsampleofthesePSUswasselected.ThenasampleofhousingunitswasselectedwithinthesePSUs”(U.S.CensusBureau,2007,p.B-1).
TheAHSincludesbothoccupiedandvacanthousingunitsandallpeopleinthosehousingunits.Dataiscollectedusingcomputer-assistedtelephoneandpersonal-visitinterviews.Whenahousingunitwasvacant,informationwasgatheredfromneighbors,rentalagents,orlandlords.TheAHSisavoluntarysurveymeaningthathouseholdscandeclinetoanswerquestions.Interviewsforthedatapresentedabovewereconductedfrommid-ApriltoSeptember2007.
Okay,shouldwebelievetheAHSresults?Let’stalkthroughananalysisofthesurveydesign.First,whatisthepopulationforthissurveyandwhatisthesample?Accordingtothe2001census,thereareabout200,000,000housingunitstotalintheUnitedStates–thatistheapproximatepopulation.Thesamplecontainedabout53,000ofthesehomes.Thatgivesasamplingrateofabout0.0027%.Thismightseemsmall,butthesamplewascarefullyselectedusingclustersamplingandsothesamplingerrorwillbefairlysmalltoo.(Whywasthisclustersampling?Explainwhybasedonthedefinition.)Inotherwords,thereisreasontobelievethatthehouseholdsinthesamplearerepresentativeofhouseholdsintheUnitedStates.Let’sgoonestepfurtherinthinkingaboutthequalityofthedata.Itcouldbethatthesamplewaswell-chosen,butthatmanyhouseholdsgavefaultyinformation(orsimplyrefusedtogiveinformationatall).LuckilytheCensusBureauusedthebestpossiblemethodforcollectingdata–theycalledfirst,andiftheycouldnotreachahouseholdbyphone,theysentsomeonetotheaddresstoconductaninterviewwitheithertheoccupants,orinthecaseofanemptyunit,aneighbororlandlordorrealestateagent.Thislikelyproducedafairlyhighresponserate.(Infact,theBureaureportsan89%responserate.Intheothercaseseithernoonewasathomeevenafterrepeatedvisits,theoccupantsrefusedtobeinterviewed,ortheaddresscouldnotbelocated.)So,ourtakeisthatthemethodologyfortheAHSissoundandtheresultsarebelievable.Wewantyoutolearntothinklikethiswheneveryouneedtojudgethebelievabilityofaclaimbasedondata.
169
ConnectionstoTeaching
Mathematicsisasmuchasaspectofcultureasitisacollectionofalgorithms.CarlBoyer
The Common Core standards in grades 6 and 7 for surveys are listed below. Read them carefully and then determine which standards we have addressed so far.
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
CCSSGrade6:Developunderstandingofstatisticalvariability.1. Recognizeastatisticalquestionasonethatanticipatesvariabilityinthedata
relatedtothequestionandaccountsforitintheanswers.Forexample,"HowoldamI?"isnotastatisticalquestion,but"Howoldarethestudentsinmyschool?"isastatisticalquestionbecauseoneanticipatesvariabilityinstudents'ages.
CCSSGrade6:Summarizeanddescribedistributions.
5.Summarizenumericaldatasetsinrelationtotheircontext,suchasby:A.Reportingthenumberofobservations.B.Describingthenatureoftheattributeunderinvestigation,includinghowitwasmeasuredanditsunitsofmeasurement.
CCSSGrade7:Userandomsamplingtodrawinferencesaboutapopulation.
1. Understandthatstatisticscanbeusedtogaininformationaboutapopulationbyexaminingasampleofthepopulation;generalizationsaboutapopulationfromasamplearevalidonlyifthesampleisrepresentativeofthatpopulation.Understandthatrandomsamplingtendstoproducerepresentativesamplesandsupportvalidinferences.
2. Usedatafromarandomsampletodrawinferencesaboutapopulationwithanunknowncharacteristicofinterest.Generatemultiplesamples(orsimulatedsamples)ofthesamesizetogaugethevariationinestimatesorpredictions.Forexample,estimatethemeanwordlengthinabookbyrandomlysamplingwordsfromthebook;predictthewinnerofaschoolelectionbasedonrandomlysampledsurveydata.Gaugehowfarofftheestimateorpredictionmightbe.
170
Homework
USATodayhascomeoutwithanewsurvey--apparently3outofevery4peoplemakeup75%ofthepopulation.
DavidLetterman
1) DoalltheitalicizedthingsintheReadandStudysection.
2) DoalltheitalicizedthingsintheConnectionssection.3) Spendafewminuteslookingatthefigureonoccupiedhomesfromthe2007AHS.Write
aparagraphhighlightingthethingsthatyoufindmostinterestingornotableabouttheseresults.
4) Inordertofindouthowitsreadersfeltaboutitscoverageofthe2008Presidential
Election,alocalnewspaper(withacirculationofabout10,000)ranafront-pagerequestintheSundaypaperthatreadersgototheirwebsiteandcompleteanonlineanonymoussurveythatcontainedthefollowingtwoquestions:
I. Whatisyourpoliticalaffiliation?____Democrat____Republican____Independent____Other
II. Howwouldyourateourcoverageofthe2008presidentialelection?____slantedleft____slantedright____unbiased____noopinion
Sixhundredreadersresponded.Ofthose,70%ofDemocrats,40%ofRepublicans,66%ofIndependents,and20%of“Other”saidthatthecoveragewasunbiased.
a) Analyzethesamplingmethod.Isthesampleofrespondentslikelytoberepresentativeofthepopulationthepaperwantstorepresent?Givespecificreasonswhyorwhynot.
b) Whatdoesthedatatellusaboutthepaper’scoverageofthe2008PresidentialElection?Explain.
c) Describesomewaystoimprovethissurvey.
171
5) GototheUnitedStatesCensusBureauwebsite(http://www.census.gov/schools/)andfindtheTeachersandStudentslink.Spend15minutesbrowsingtheactivitiesthere.ThendesignamathematicslessonforGrade3usingtheStateFactsforStudentslink.
6) AresearcherwantstopredicttheoutcomeoftheFrostbiteFallsmayoralelection.In
ordertodothis,shemailedasurveytoeverytenthpersononalistofall40,980registeredvotersinthecity.Onethousandfifty-sixpeoplereturnedthesurvey.34%ofrespondentssaidtheysupportedSnidelyWhiplash;48%saidtheysupportedDudleyDoRight;theremaining18%wereundecided.
I. Thepopulationforthisstudyis
A)allmayoral-racevotersinthecityofFrostbiteFalls B)allcitizensofthecityofFrostbiteFalls C)thepeoplewhoweresentasurvey D)thepeoplewhoreturnedasurvey E)noneoftheabove
II. Theresponseratewas___________.III. Thesamplingratewas___________.
IV. The"48%"reportedaboveisa
A)parameter B)population C)sample D)statistic E)noneoftheabove
V. Thissurveysuffersprimarilyfrom
A)selectionbias B)nonresponsebias C)chanceerror D)havingasamplesizethatistoosmall
VI. TrueorFalse?Theresultsofthissurveymaybeunreliablebecausemembersofthecitygovernmentmayhavebeenincludedinthesample.Explainyourthinking.
VII. TrueorFalse?Themethodofsamplinginthissurveycouldbestbedescribed
assimplerandomsampling.Explainyourthinking.
VIII. TrueorFalse?Biascouldbereducedbytakingevery5thpersononthelistofregisteredvotersratherthanevery10th.Explainyourthinking.
172
ClassActivity28: Part1NameGames
Ifeellikeafugitivefromthelawofaverages. WilliamH.Mauldin
1) Eachpersonintheclassshouldwritehisorherfirstnameonstickynotessothatthere
isoneletteroneachoftheperson’snotes.(Soforexample,IwouldwriteJononenote,Eonanother,andNonthethird.)Putyournamesinstacksontheboardlikewedidintheexamplebelow.Nowyourclassneedstorearrangeyourclasses’stickynotes(orevenpartsofstickynotes)sothateverystackendsupwiththesamenumberofletters.Dothatnow.
AmiJen Mo Omar…
Themean(oraverage)ofasetofnumericalobservationsisthesumofalltheirvaluesdividedbythenumberofobservations.Explainwhyitmakessensethatyourmethodjustcomputedthemeannamelengthforyourclass.
2) Nowwewillmakeadifferenttypeofgraph,abargraph.Eachpersonshouldgetonestickynotetoplaceonthegraphbasedonthelengthofhisorherfirstname.ForexampleiftherewereeightpeopleintheclasswithnamesMo,Ami,Jen,Omar,Karen,Steve,Sienna,andJuanitathebargraphwouldlooksomethinglikethis:
frequencies
____________________________________ 234567 NameLengths
Figureoutawaytorearrangethenotestohelpyoutofindthemeannamelengthonagraphlikethis.Whydoesitmakesensethatyourmethodjustcomputedthemeannamelengthforyourclass?Howisthismethoddifferentfromthemethodyouusedinquestion1?Discussthis.
(Thisactivitycontinuesonthenextpage.)
173
3) Themedianofasetofnumericalobservationsisthemiddleobservationwhenthedataisplacedinnumericalorder.Inthecasewheretherearetwo“middle”observations,themedianistheaverageofthem.Decidehowyoucoulduseeachtypeofgraphabovetohelpyoufindthemediannamelength.
4) Whichislikelytobelargerforyourclass?Themeannumberofsiblingsorthemediannumber?Explain.Then,collectthedataandseeifyouarecorrect.
174
ClassActivity28: Part2IntheBalance
Sodivinelyistheworldorganizedthateveryoneofus,inourplaceandtime,isinbalancewitheverythingelse.
JohannWolfgangvonGoethe
Yourtaskistoputweightsonthenumberedpegsofabalancescaletokeepthesystembalanced.
1) Findseveraldifferentarrangementsof3weightssothatthesystemwillbalance.Makeageneralconjectureaboutallthearrangementsthatwillbalancethesystem.
2) Ifyouhadoneweight1totherightandtwoweights2totheleft,predictwhereyouwouldneedtoplaceafourthweighttobalancethesystem.
3) Findseveralwaystobalancefourweightswhereonlyoneweightisontheleftside.Makeageneralconjectureaboutallthearrangementsofthistypethatwillbalancethesystem.
4) Predictsomearrangementsthatwillbalancefor5weights.Makeageneralconjecture
aboutallthearrangementsof5weightsthatwillbalancethesystem.
5) Supposethereare4catswithmeanweightof10pounds.Youknowtheweightsof3ofthecats.Thoseweightsare:4pounds,7pounds,and15pounds.Howcanyouusethebalancetofigureouttheweightofthe4thcat?(Don’tdoacalculation.Figureitoutwiththebalanceonly.)
6) Usethebalancetofigureoutthisproblem:Youhavetakenfourmathquizzes.Your
scoreswere82,67,85,and72.Whatdoyouneedtoscoreonthe5thquizforyouraveragequizscoretobe75?(Don’tdoacalculation.Figureitoutwiththebalanceonly.)
175
ReadandStudy
Theaverageadultlaughs15timesaday;theaveragechild,morethan400times. MarthaBeck
Therearethreestatisticsthatarecommonlyusedtodescribethecenterofadistributionofnumericaldata:mean,medianandmode.Themeaniscomputedbysummingthevaluesanddividingbythenumberofthem.Butabetterwayforchildrentothinkaboutmeanisusingtheideaof“eveningoff.”Themeanistheaveragevalue,thevalueeachpersonwouldgetifallthedatawassharedevenly.Forexample,supposethepicturebelowshowsthecookiesthatbelongtoeachchild.
Keesha’scookies:
Andi’scookies:
Tim’scookies:
Myosia’scookie:
Carlos’cookie: Asyousawintheclassactivity,inordertofindthemeannumberofcookies,thechildrencouldimaginesharingcookies(orevenpartsofcookies)sothattheyeachchildhasexactlythesamenumber.Bytheway,isthisdatadisplayliketheoneinproblem1)ortheoneinproblem2)fromtheClassActivity?Explain.
176
Keesha’scookies:
Andi’scookies:
Tim’scookies:
Myosia’scookies:
Carlos’cookies: Sothechildrenseethatthemeannumberofcookiesis3.Inthiscasewedidn’tneedtobreakupcookiesinordertosharethem,butyoucertainlyshoulddoexampleslikethatwithyourstudents.R E D I S T R I B U T I O N C O N C E P T O F T H E M E A N
Whatwehaveillustratedhereistheredistributionconceptofthemean:thatthemeanvalueofasetofnumbersiswhateachobservationwouldgetifthedatawasredistributedtothateachobservationhadthesameamount.Thisconceptisessentiallythesameasthepartitiveconceptofdivision:takingatotalamountandsharingitequallyintoanumberofgroups,andseeinghowmucheachgroupgets.B A L A N C E C O N C E P T O F T H E M E A N
Inclassactivity12b,wealsodiscoveredthebalancepointconceptofthemean,namely,thatthemeanisthepointinadistributionwherethesumofthedistancesthatthedataisabovethemeanbalanceswiththesumofthedistancesthatthedataisbelowthemean.Themodeofasetofdataisthevaluethatoccursmostfrequently.Whatisthemodeforthecookiedata?Sometimesadatasetwillhavemanymodesbecauselotsofvalueswilloccurwiththesamemaximumfrequency.M E D I A N A N D M O D E
Theideaofmedianistheideaofmiddleorcentervalue.Sowesawthatthenumberofcookiesheldbythefivepeopleis4,3,7,1,and1.Ifweputthesevaluesinnumericalorder,weget: 1 1 3 4 8
177
Whydoweneedtoputtheminnumericalorderfirst?Howwouldyouexplainthistoachild?Weseethatthemiddlevalueis3(we’llwriteM=3.)Inthecaseofanevennumberofvalues,wehavenoonemiddlevalue,andsothemedianistheaverageofthetwomiddlevalues.Findthemean,mode,andmedianofmybowlingscores:
112 114 120 123 127 127 130 167 220Whydoesitmakesensethatthemeanislargerthanthemedianforthesedata?Explain.F I V E N U M B E R S U M M A R Y
WewilldefineQ1(thefirstquartile)asthemedianofthedatapositionedstrictlybeforethemedianwhenthedataisplacedinnumericalorder.Forexampleusingmybowlingscores,127isthemedian.
112 114 120 123|127| 127 130 167 220Sothescores112,114,120and123arepositionedbeforethemedian.Themedianofthosescoresis(114+120)/2=117.SoQ1=117.Q3(thethirdquartile)isthemedianofthedatapositionedstrictlyafterthemedianwhenthedataisplacedinnumericalorder:127,130,167and220.Q3=148.5.Nowwecanreportsomethingwecallafive-numbersummaryforthesescores:Minimum=112, Q1=117, M=127, Q3=148.5, andMaximum=220Bythewaychildrenmaywanttoknowifduplicatesinthedatacanbethrownout.Whatwouldyousaytothem?Why?Whataboutvaluesofzero–couldtheybediscarded?Whatwouldyousaytothechildrenaboutthat?
178
Weusedasmalldatasetforthepurposeofillustratingtheseideas.Wenotethatforlargedatasets,thesestatistics(mean,median,mode,quartiles,andpercentiles)aretypicallycomputedusingacalculatororcomputer.We’llgiveyoutheopportunitytousetechnology-ifyouhaveit-andworkwithalargerdatasetinalaterclassactivity.Asateacher,youwillneedtodiscusswithparentsthemeaningoftheirchild’sscoreonastandardizedexam,solet’sspendafewminutesontheideasthatyoumightfindusefulinthatcontext.Typicallythesescoresarereportedaspercentiles.Ifachildinyourclassscoresinthenthpercentilethismeansthat“npercent”ofthechildrenwhotookthetestscoredatorbelowthatscore.Forexample,ifachildscoresinthe80thpercentileonatest,thatmeansthat80%ofthechildrenwhotookthetestscoredatorbelowherscore.Anotherwaytothinkaboutthisistoimagineliningup100childrenaccordingtotheirtestscores,thischildwouldbenumber80fromthebottomintheline(ornumber20fromthetop).Inthiscontextthemedianisthe50thpercentile.WhatpercentileisQ3?P E R C E N T I L E S
ConnectionstoTeaching
Ingrades3-5allstudentsshouldusemeasuresofcenter,focusingonthemedian,andunderstandwhateachdoesanddoesnotindicateaboutthedataset.
NationalCouncilofTeachersofMathematics
PrinciplesandStandardsforSchoolMathematics,p.176Childreningrades3-5caneasilyunderstandandcomputemedianandmode,buttypicallytheideaofmeanisamoredifficulttopic.Thisisnotbecauseitishardtocalculateamean;ratheritisbecauseitismoredifficulttounderstandtheideaofamean.Belowisanexampleofanactivityappropriateforchildreningrade4thatrepresentsanopportunityfortheteachertodiscussmeanasaredistributionprocessratherthanasacomputation.Explainhowyoucouldusestickynotestohavechildrenuseevening-offtofindthemeanofthebelowdatawithouteverdoingthestandardcomputation.Reallydoit.
Thefamilysizesforchildreninourclassareshownbelow.Makeabargraphforthesedataandthenfindthemeannumberoffamilymembers.
179
Family sizeJenson 8Lewis 3McDuff 7EarlesSeaman
45
Ortiz 4PetersToddMiene
653
Weknowthatthestandardcomputation(addthevalues,thendividebythenumberofvalues)isquickerand‘easier’todo.Butasanelementarymathematicsteacher,yourjobistohelpyourchildrenunderstandbigideas–andnottogivethemshortcutsthatallowthemtogetrightanswerswithoutunderstandingtheideas.Childrenmustlearnthatmathematicsmakessense,andthatthinking(insteadofmemorizing)isthewaywedomathematics. Infifthgrade,studentsarefirstexposedtotheideaofthemean.Whatconceptofthemeanisusedhere?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Homework
Wecannotteachpeopleanything;wecanonlyhelpthemdiscoveritwithinthemselves.
GalileoGalilei
1) DoalltheitalicizedthingsintheReadandStudysection.2) DoalltheitalicizedthingsintheConnectionssection.
CCSSGrade5:Representandinterpretdata.1. Makealineplottodisplayadatasetofmeasurementsinfractionsofaunit(1/2,
1/4,1/8).Useoperationsonfractionsforthisgradetosolveproblemsinvolvinginformationpresentedinlineplots.Forexample,givendifferentmeasurementsofliquidinidenticalbeakers,findtheamountofliquideachbeakerwouldcontainifthetotalamountinallthebeakerswereredistributedequally.
180
3) Lookatthe“FulcrumInvestigation”inUnit8,Module1,Session3ofthe4thgradeBridgesinMathematicscurriculum.Inthisactivity,studentsaregivenapencil,a12-inchrulerandseveral“tiles”(weightsorpennies)allofthesameweight.Byplacing6tileson“0”ontheruler,theycansimulatea60-poundfourthgradestudent(Sarah)sittingontheendofaseesaw.Anotherweightisplacedontheotherendoftheseesaw(at12inches).Ifthefulcrumisinthemiddleofthepencil(at6”),thenitwouldtake6tiles(representing60pounds)attheotherendto“lift”orbalanceSara.Usinganactualpencil,ruler,andweights(suchaspennies),predictthenexperimenthowmuchweightittakestobalanceSarahifthefulcrumisplacedatthe4-inchmark,the5-inchmark,the7-inchmark,andthe8-inchmark.
a. Answerquestions1-6inthe“FulcrumInvestigation”.b. HowcanyouusetheconceptoftheMeantoanswerquestions5and6inthis
investigation?c. A“ChallengeQuestion”inthenextsessionasks“IfSarahcan’tmovethefulcrum
fromthemiddleoftheseesaw,whatcanshedotobalancewiththe40-poundfirstgrader?Whydoesthismethodwork?”Answerthisquestion.Howdoyouthinkfourthgraderswouldbeabletothisout?Howcanyouusetheconceptofthemeantofigurethisout?
d. Repeatpartc,butnowsupposeshewastobalancewiththe100-pound7thgraderwithoutmovingthefulcrum.
4) Hereisadatasetofthenumberofyearsmembersofthemathdepartmenthavebeen
employedatmyschool:7,25,7,15,8,23,27,6,1,3,28,22,24,9,15,14,18,8.Computethemean,medianandmodeforthesedata.Whatdothesedatatellyouaboutthegroupofmathematicsfacultyatthisschool?
5) DecidewhethereachofthefollowingisTrueorFalse.Ineachcase,arguethatyouare
right.
a) T F Iftenpeopletookanexamthenitispossiblethatallbut oneofthemscoredlessthanthemean.
b) T F Iftenpeopletookanexamthenitispossiblethatallbut oneofthemscoredlessthanthemedian.c) T F Iftenpeopletooka100-pointexam,itispossiblethatthe meanandmedianare90pointsapart.d) T F Iftenpeopletookathousand-pointexam,itispossiblethe themeanandthemedianare90pointsapart.
e) T F Themeanincomeofyourtownislargerthanthemedian income.
181
6) Supposethattenpeoplegraduatedwithadegreeincomputersciencefromyourschool
andnowtheirmeanannualincomeis$75,000.Ifmoneyisyouronlyconcern,doesthisconvinceyoutomajorincomputerscience?Explain.
7) Supposethattenpeoplegraduatedwithadegreeincomputersciencefromyourschool
andnowtheirmedianannualincomeis$75,000.Ifmoneyisyouronlyconcern,doesthisconvinceyoutomajorincomputerscience?Isitmoreconvincingorlessconvincingthanthescenariointhepreviousproblem?Explain.
8) Supposethatonehundredpeoplegraduatedwithadegreeincomputersciencefrom
yourschoolandnowtheirmeanannualincomeis$75,000.Ifmoneyisyouronlyconcern,doesthisconvinceyoutomajorincomputerscience?Explain.Isthismoreorlessconvincingthanthescenariosintheprevioustwoproblems?Explain.
9) Annneedsameanof80onherfiveexamsinordertoearnaBinherclass.Herexam
scoressofarare78,90,64and83.WhatdoessheneedtogetonherfifthexamtoearntheB?Dothisprobleminatleasttwodifferentways.Onewayshouldusetheredistributionconceptofthemean.Anothershouldusethebalancepointconceptofthemean.
10) Awaytothinkaboutthemedianofasetofnumbersisthatitisthevaluethatsplitsthe
distributionintotwoequal‘counts.’Considerthisfrequencygraphof18scoresonaquiz:
X X
X X X X X X X
X X X X X X X X X 1 2 3 4 5 6 7 8 9 10
ScoreonaQuiz(outoftenpossiblepoints)
a) Findthemedianscoreandexplain,asyouwouldtoastudent,whyitmakessense.b) Wesaythatthisdistributionisskewedleftbecauseithasanasymmetrictail(or
evenoutliers)totheleft.Inskewedleftdata,doyouexpectthemeantobehigherorlowerthanthemedian?Explainyourthinking.
c) Nowimaginethatthedistributionaboveshows18equalweightsarrangedonaseesaw.Ifyouwantedtheseesawtobalance,youwouldneedtoplacethefulcrumatthemean.Inotherwords,youcanthinkaboutmeanasthebalancingpointofthedistribution.Findthemeanandseeifitlookslikethebalancingpoint.Whydoesitmakesensethatthemeanissmallerthanthemedianforthesedata?
182
11) Achildinyourfourth-gradeclassscoreda200outof500onastandardizedmathematicsassessmentinwhichtheaveragescorewas240.Thisstudentisreportedasscoringinthe35thpercentile.Youneedtoexplaintotheparentsexactlywhatthismeans.Whatdoyoutellthem?Areyouconcernedaboutthischild’sperformance?Explainyourthinking.
183
ClassActivity29: MeasuringtheSpreadIt’snotthatGooddoesn’ttriumphoverEvil,it’sthatthepointspreadistoosmall.
BobThavesHerearetheexamscoresfortwostudents,AndreasandBelle:Andreas:45,57,69,69,80,94 Belle: 54,70,71,72,72,77Whichofthesestudentshadbetterscores?Explainhowyoudecidedbeforeyoureadfurther.Noticethatthesestudents’scoresareverysimilarbasedonthemeasuresofcenter(meanandmedian)–buttheyarenotsosimilarbasedonthespreadoftheirscores.Spreadisanideathatiscapturedbydifferentstatistics.Herearethreecommonmeasuresofspread:
1) Range=maximum-minimum.Computetherangeforeachstudent’sscores.Whatisitthatrangemeasures?Beasspecificasyoucan.
2) Inter-QuartileRange(IQR)=Q3–Q1.ComputetheIQRofeachstudent’sscores.What
isitthattheIQRmeasures?Beasspecificasyoucan.
3) MeanAbsoluteDeviation(MAD)=!-
𝑥! − 𝑥 + 𝑥" − 𝑥 + 𝑥% − 𝑥 +⋯+ 𝑥- − 𝑥 Inthisformulanisthenumberofvalues,𝑥isthemean,andeach“x”isaspecificvalue.Recallthat,forexample|-3|means“theabsolutevalueof-3.”ComputethemeanabsolutedeviationofAndreas’scoresandthenBelle’sasagroup.Whatisitthatthemeanabsolutedeviationmeasures?Beasspecificasyoucan.
(Thisactivitycontinuesonthenextpage.)
184
Nowwehavethemachineryweneedtoidentifyanoutlierinthedata.First,adefinition:Anoutlierisaspecificobservationthatlieswelloutsidetheoverallpatternofthedata.Youmightask,whatdoesitmeantobe“welloutside”theoverallpatternofthedata?Gladyouasked.Wehaveacriterionforthat.Itiscalledthe1.5×IQRcriterion:avalueisconsideredanoutlierifitfallsmorethan1.5×IQRaboveQ3orifitfallsmorethan1.5×IQRbelowQ1.Let’susethiscriteriontotestAndreas’scoresforoutliers:45,57,69|69,80,94M=(69+69)/2=69andsitsinthepositionheldbythebarintheabovedataset,sothescores45,57and69arepositionedbelowthemedian(M).Q1=57andlikewise,69,80and94arepositionedabovethemediansoQ3=80.
IQR=Q3-Q1=80–57=23 1.5×IQR=34.5 Soavalueisanoutlierifitismorethan34.5pointsaboveQ3ormorethan34.5pointsbelowQ1.Inotherwords,outliersinAndreas’dataarebiggerthan80+34.5=114.5orsmallerthan57–34.5=22.5.Sincetherearenoscoresthatbigorthatsmallinhisdata,hehasnooutliersbasedonthecriterion.CheckBelle’sscoresforoutliersusingourcriterion.HowcanitbethatBellehasanoutlieramongherscoreswhenAndreasdoesnot?Explain.
185
ReadandStudy
Americaisanoutlierintheworldofdemocracieswhenitcomestothestructureandconductofelections.
ThomasMann
IntheClassActivityyouworkedwiththreedifferentstatisticsthatdescribethespreadofthedata.Therangeshowsyoutheentirespreadofthedataset.TheIQRisameasureofthespreadofthemiddlehalfofthedata.Themeanabsolutedeviationmeasureshowspreadoutthedatais(onaverage)arounditsmean.Wewillusetwoprimarystatisticsfordeterminingthecenterofadistributionofdata:meanandmedian,andtwoprimarymeasuresofspreadofthedata:meanabsolutedeviationandinterquartilerange(IQR).So,howdotheyfittogetherandwhywouldwechoosetoreportoneoveranother?Ourfirstconsiderationisthis:doesthedatacontainoutliers?See,weknowthatanoutliercanhaveabigeffectonthemean(butnotonthemedian).Forexample,considerthesetestscoreswithmean75.44andmedian78:
67,68,68,71,78,79,80,83,85Beforeyougoanyfarther,checkthesescoresforoutliersusingthe1.5×IQRcriterion.R A N G E , I Q R , A N D M E A N A B S O L U T E D E V I A T I O N
A C R I T E R I O N F O R F I N D I N G S U S P E C T E D O U T L I E R S
Now,supposethatthescoreof67wasreplacedbyascoreof12.(Noticethat’sanoutlier.)Thischangehasnoeffectonthemedian(whichisstill78)butitdoesaffectthevalueofthemean.Computethenewmeantocheck.Wesaythatthemedianis“resistanttooutliers”andthatthemeanis“affectedbyoutliers.”Ifyourdatacontainsanoutlier(orseveraloutliers)thataffectthemean,thenthemedianisoftenthebetter(morehonest?)measureofcenterforyoutoreportforthosedata.Whichofthemeasuresofspreadisresistanttooutliersandwhichisaffectedbythem?Takeafewminutestofigureitout.
186
Nowwearegoingtointroduceadisplayofthefive-number-summaryofadataset:theboxplot.Recallthatthefive-number-summaryconsistsoftheminimum,Q1,themedian,Q3,andthemaximumvaluewhenthedataisarrangedinnumericorder.Hereissomefictitiousdataonthenumberofyearsmathematicsfacultymembershavebeeninourdepartment.Takeaminutetofindthemedianandthequartilesforthesedata. 1,3,6,7,7,8,8,9,14,15,15,18,22,23,24,25,27,28B O X P L O T S
Hereisanexampleofaboxplotdisplayofthedataonnumberofyearsmathematicsfacultymembershavebeeninourdepartment.
NumberofYearsofService
Noticethataboxplotisnothingmorethanapictureofthefive-numbersummary.The“box”partshowsQ1,M,andQ3,andthe“arms”stretchoutthereachtheminandmaxoneitherside.Whenmakingaboxplot,besurethatyournumberlinehasaconsistentscale,thatyoulabelyourdisplay,andthatyouprovideinformationaboutthenumberofvalues(inthiscaseN=18)shownontheplot.
187
ConnectionstoTeaching
Realistsdonotfeartheresultsoftheirstudy.FyodorDostoevsky
The Common Core expects students to analyze and interpret data. Read the standards below. Which questions or activities have you done so far address each of these standards?
©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Homework
Ohwhocantelltherangeofjoyorsettheboundsofbeauty? SaraTeasdale
1) DoalltheitalicizedthingsintheReadandStudysection.
2) Answerallofthequestionsinthe“Mean,Mode&Range”probleminUnit4,Module4,
Session2intheBridgesinMathematicsGrade4StudentBook.Then,asafutureteacher,considerthefollowingquestions:Whymightachildanswer17inchesonquestion6?Whyachildanswer36inches?Whymightachildanswer42inches?Whymightachildanswer52inches?
CCSSGrade6:Developunderstandingofstatisticalvariability.2.Understandthatasetofdatacollectedtoanswerastatisticalquestionhasadistributionwhichcanbedescribedbyitscenter,spread,andoverallshape.3.Recognizethatameasureofcenterforanumericaldatasetsummarizesallofitsvalueswithasinglenumber,whileameasureofvariationdescribeshowitsvaluesvarywithasinglenumber.
CCSSGrade6:Summarizeanddescribedistributions.
4.Displaynumericaldatainplotsonanumberline,includingdotplots,histograms,andboxplots.5.Summarizenumericaldatasetsinrelationtotheircontext,suchasby:
C.Givingquantitativemeasuresofcenter(medianand/ormean)andvariability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedataweregathered.D.Relatingthechoiceofmeasuresofcenterandvariabilitytotheshapeofthedatadistributionandthecontextinwhichthedataweregathered.
188
3) Consideragainthislinegraphof18scoresonaquiz:
X X
X X X X X X X
X X X X X X X X X 1 2 3 4 5 6 7 8 9 10
ScoreonaQuiz(outoften)
a) Whatistherangeofthesedata?b) WhatistheIQR?c) TrueorFalse?(Dothiswithoutperformingacalculation.)Themeanabsolute
deviationofthesedataisabout5.Explainyourthinking.d) Areeitherofthescores1or2anoutlier?Useourcriteriontocheck.e) Whatmeasureofcenterandwhatmeasureofspreadwouldyoureportforthese
dataandwhy?f) Makeaboxplotofthesedata.g) Howcouldyouusetheboxplottoquicklyspotoutliersinthedata?Explain.
4) Herearethosebowlingscoresonceagain:
112 114 120 123 127 127 130 167 220
a) Which(ifany)ofthesescoresareoutliersbasedonourcriterion?b) NowgototheintroductiontothistextandreadtheCommonCoreState
StandardsforGrade6.Noticethattheyaskthatchildren“summarizenumericaldatasetsinrelationtotheircontext.”Dothethingstheysuggestforthesetofbowlingscores.
i. Reportingthenumberofobservations.ii. Describingthenatureoftheattributeunderinvestigation,includinghow
itwasmeasuredanditsunitsofmeasurement.iii. Givingquantitativemeasuresofcenter(medianand/ormean)and
variability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedataweregathered.
iv. Relatingthechoiceofmeasuresofcenterandvariabilitytotheshapeofthedatadistributionandthecontextinwhichthedataweregathered.”
189
5) EditorsofEntertainmentWeeklyrankedeverysingleepisodeevermadeofStarTrek:TheNextGenerationfrombest(ranked#1)toworst(ranked#178).Thentheycompiledtherankingsbasedontheseasoninwhichtheepisodeaired.Belowareboxplotsshowingtherankingsofepisodesineachofthesevenseasons(fromWorkshopStatistics,p.89):
StarTrekRankingsplottedbySeason
a) Whichwasthebestoverallseasonandwhichwastheworstbasedontheserankings?Makeanargumentineachcase.
b) Doanyoftheseseasonshaverankingsthatareoutliers(forthatseason)?Explain.
c) Whichseason(s)hasadistributionofrankingsthatisskewedleft?Explain.d) Createaseriesofgoodquestionsyoucouldaskupperelementarystudents
abouttheseboxplots;thenanswerthemyourself.
6) Thisisameanabsolutedeviationcontest.Youmayuseonlynumbersintheset{1,2,3,4,5}(Youcanusethesamenumberasmanytimesasyoulike).
a) Selectfournumberswiththelowestmeanabsolutedeviation.(Actuallycompute
it).Arethosetheonlyfournumbersthatgivethelowestmeanabsolutedeviation?
b) Selectfournumberswiththehighestmeanabsolutedeviation.(Actuallycomputeit).Arethosetheonlyfournumbersthatgivethehighestmeanabsolutedeviation?
7) Whichislikelybigger?
190
a) Themeannew-housecostinSeattle,WAorthemediannew-housecost?Explain.
b) Themeanorthemedianinaskewed-leftdistribution?Explain.c) Therangeofasetofnumbersorthemeanabsolutedeviationoftheset?
Explain.d) Thesecondquartileorthemedian?Explain.e) Now,giveanexampleofasetof8numberswhosemeanis1000biggerthanits
medianorexplainwhyitisimpossibletodoso.
191
ClassActivity30: TheMatchingGame
Letthepunishmentmatchtheoffense. Cicero
Onthefollowingpageyouwillfindbargraphsdisplayingdistributionsforeightdifferentsetsofexamscores.Thenumericalsummariesforthosedatasetsarelistedbelow.
DataSet Mean Median Mean
AbsoluteDeviation
A
44.5 44.0 7.7
B
37.0 36.0 4.0
C
32.5 31.5 12.0
D
40.0 41.5 25.5
E
11.5 3.0 20.0
F
40.0 38.5 11.0
G
33.5 34.5 10.0
H
20.5 20.5 10.0
1) Thesamenumberofstudentstookeachexam.Howmanywasthat?Explainhowyouknow.
2) Matcheachsummarywithadistribution.Makesuretowriteexplanationsforyourchoices.
3) Oneofthebargraphsismissing.Figureoutwhichdatasethasthemissingbargraph,thencreateapossiblebargraphforthatdataset.
4) Whatarethingsthatanupperelementarystudentcouldlearnbyworkingonthisactivity?Bespecific.
192
0
1
2
3
4
5
6
7
8
9
0 10 20 30 40 50 60 70 80
Frequency
Graph6
0123456789
0 10 20 30 40 50 60 70 80
Frequency
Graph7
0123456789
0 10 20 30 40 50 60 70 80
Frequency
Graph2
0123456789
0 10 20 30 40 50 60 70 80
Frequency
Graph1
0123456789
0 10 20 30 40 50 60 70 80
Frequency
Graph3
0
1
2
3
4
5
6
7
8
9
0 10 20 30 40 50 60 70 80
Frequency
Graph4
0123456789
0 10 20 30 40 50 60 70 80
Frequency
Graph5
193
ReadandStudy
Anapprenticecarpentermaywantonlyahammerandsaw,butamastercraftsmanemploysmanyprecisiontools.
RobertL.KruseInthissectionwearegoingtotalkspecificallyaboutsomewaystodisplaydataandaboutfeaturesofdatadistributions.First,adistributionofdataissimplyadisplaythatshowsthevaluesofthevaluesandtheirfrequencies(orrelativefrequencies).Oftenwhenwerefertoadistribution,wemeanthepatternofthedatawhenitismadeintoabargraphoralinegraphshowingvaluesofthedatasetonthehorizontalaxis,andeitherfrequencyofvaluesorrelativefrequency(percentsofvalues)ontheverticalaxis.D I S T R I B U T I O N S , S K E W N E S S , A N D S Y M M E T R Y
AllthreeofthedistributionsyouareabouttoseewerefoundattheQuantitativeEnvironmentalLearningProjectwebsite(http://www.seattlecentral.edu/qelp/Data_MathTopics.html).ForexamplethebargraphbelowshowsthedistributionofozoneconcentrationinSanDiegointhesummerof1998asmeasuredbytheCaliforniaAirResourcesBoard.TheEPAhasestablishedthestandardthatozonelevelsover0.12partspermillimeter(ppm)areunsafe.
Approximatelyhowmanydaysaredisplayedalltogether?InhowmanydayswastheozonelevelinSanDiegoclassifiedasunsafebytheEPA?Istheozonedistributionskewedrightorskewedleftorneither?Explain.
0
5
10
15
20
25
0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.10 0.11 0.12 0.13 >0.13
Freq
uenceyinDays
Ozone(ppm)
Summer1998SanDiegoOzone
194
Nowtakeaminutetomakesenseofthereservoirdatabelow.
Abouthowmanyreservoirsareshownonthisbargraph?Whatpercentofreservoirsarefilledtoatleast90%capacity?Doyouexpectthemeanofthereservoirdatatobehigherthanthemedianortheotherwayaround?Explain.ThegraphsincludesreservoirsinbothOregonandArizona.WheredoyouthinkArizona’sreservoirsarelikelyappearingonthebargraph?Why?
0510152025303540
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
>100
>105
Freq
uency
PercentofCapacity
ReservoirLevels12/31/98
195
Finally,belowwehaveonemoregraphshowingafairlysymmetricdistributionofthenumberofhurricanesoccurringineachtwo-weekperiodbeginningJune1.
Onwhichdatesarehurricanesmostlikelybasedonthesedata?Inabargraphtheverticalaxisrepresentsacount(frequency)orapercent(relativefrequency)andthehorizontalaxiscouldrepresentvaluesofacategoricalvariable(likecolors),valuesofanumericdiscretevariable(likeshoesize),orvaluesofacontinuousvariable(likeheights).Ifyouhavecollecteddataonthenumberofseatswonbyvariouspartiesinparliamentaryelections,youcouldmakeabargraphofthatdatabylistingpartiesalongthehorizontalaxisandmakingthebar-heightsrepresenteitherfrequencyorrelativefrequencyofyoursamples’responses.Thisbargraph(datafromwikipedia.org)showsboththeresultsofa2004election,andthoseof1999election.Takeamomenttomakesenseofthesedata.
020406080100120140160
2 4 6 8 10 12 14 16 18 20 22 24 26
Num
berofH
urric
ane
WeeksBeginningJune1
USAtlanticHurricanes:1851-2000
0
50
100
150
200
250
300
EUL PES EFA EDD ELDR EPP UEN Other
#ofSeats
Group
EuropeanParliamentElections
1999
2004
196
ConnectionstoTeaching
Instructionalprogramsfromprekindergartenthroughgrade12shouldenablestudentstoformulatequestionsthatcanbeaddressedwithdataandcollect,organize,anddisplayrelevantdatatoanswerthem.
NationalCouncilofTeachersofMathematicsPrinciplesandStandardsforSchoolMathematics,p.176
Childreninelementaryschoollearntomakeandinterpretpictograms,frequencyplots(sometimescalledlinegraphs),bargraphs,andpiecharts.Onordertohelpyoudistinguishamongthesetypesofdisplays,let’sbeginwithanexampleofeach.ThedatabelowshowhowchildreninMr.Jensen’sclasstraveltoschool.
Student Transportation Student Transportation Student TransportationAbby Bus Sasha Foot Xia FootWinton Bicycle Lucy Bus Kim FootDexter Car Joe Car Ben CarTrevor Car Aiden Bus Leah CarAudrey Car Justin Foot Jeffery FootMavis Foot Campbell Car Queztal CarKate Foot Sonja Car Cheyenne BicycleLim Bicycle Jen Bus Steve Bicycle
First,hereisapictogramofthedata. TransportationPictogramforMr.Jensen’sClass
Bus
Bike
Car
Foot
=1childonfoot =1childdriventoschool =1biker =1busrider
197
Apictogramrepresentseachvalueasameaningfulicon.Thedisplaycanbeorientedeitherverticallyorhorizontally(ascanlineplotsandbargraphs).Noticehowthegraphiscarefullylabeledandthatakeyisprovidedfortheicons.Makesuretohelpchildrengetinthehabitoflabelinganddefiningtheirsymbols.Alsostressthatitisimportantthatalltheiconsbethesamesizeorthegraphcouldbemisleading.Apictogramcanbeunderstoodbychildrenasyoungasthoseinkindergarten.Afrequencyplot(sometimescalledalineplotifthehorizontalaxisisanumberline)ofthesamedataisshownbelow.Notethatthisplotisaprecursortothebargraphinthesensethatitdisplaysfrequencyofresponseinamoreabstractmannerthandoesthepictogram. TransportationFrequencyPlotforMr.Jensen’sClass X X X X X X X X X X X X X X X X X X X X X X X X Bus Bike Car FootCreateabargraphforthedatafromMr.Jensen’sclass.CreateapiegraphforthedatafromMr.Jensen’sclass.Explainhowyoudecidedhowbigtomakeeachsector.Itisimportantnotonlythatchildrenlearntodisplaydatabutalsothattheylearntomakesenseofchartsandgraphstheyfindinbooksandothermedia,andtobecriticalofmisleadingdisplays.Considertheexamplesbelow:
198
Amyclaimsthatthechildreninherkindergartenclasslikecatsmorethandogs.Shehasmadethefollowinggraphofherclassmates’petpreferencestosupportherclaim.Whyisthispictogrammisleading?Explain.Whatwouldyousaytothischild?
Childrenwholikecats
Childrenwholikedogs TuffTruckCompanyclaimsthattheirtrucksarethemostreliableandshowsthebelowgraphtomaketheircase.Whyisthisbargraphmisleading?Explain.(Bytheway,thisisareal-lifeexample.Onlythenameshavebeenchanged.)
Infact,criticalanalysisofdatadisplaysispartofthecurriculumforchildreninupperelementaryschool.
Perc entoftruc ks s tillontheroad,fiveyears afterpurc has e
93%
94%
95%
96%
97%
98%
99%
TuffTruck B randB B randC
199
Homework
Thedifferencebetweenasuccessfulpersonandothersisnotalackofstrength,notalackofknowledge,butalackofwill. VinceLombardi
1) DoalloftheitalicizedthingsintheReadandStudysection.2) DoalltheproblemsintheConnectionssection.Whataretheexactpercentagesforthe
piechart?Howcanyoucomputetheanglestothenearestdegree?Doitandthenexplainyourwork.
3) HereisatableofdatashowingthepetsownedbychildreninMs.Green’sthirdgrade
class.
Student PetsintheHouseAnna NoneJames 1catand1dogCleo 3dogsViolet 1catAndre 6fishJose 7fish,1dog,2catsAidos NoneYvonne NoneTyrise 1hamsterEllen 2dogsTomas 1dogYani 3fishand2catsOwen NoneAudrey 1cat
a) Makeafrequencyplotofthesedatawithchildren’snamesonthehorizontalaxis.b) Makealineplotwith‘numberofpets’onthehorizontalaxis.c) Makeabargraphofthesedatawith‘numberofpets’onthehorizontalaxis.d) Makeapiechartofthesedata.e) Whatproblemsmightchildrenencounterintryingtorepresentthesedatainthe
aboveways?4) Answerthequestionsinthe“FavoriteBooks”probleminUnit2Module4Session1in
theGrade3BridgesinMathematicscurriculum.Howcanyouusethisproblemtodiscussthesimilaritiesanddifferencesbetweenpicturegraphsandbargraphs?
200
5) Answerthequestionsinthe“GiftWrapFundraiser”probleminUnit2Module4Session2intheGrade3BridgesinMathematicscurriculum.Here’ssomeadditionalquestionstothinkaboutasafutureteacher:
a) Explainwhyachildmightgivetheanswerof“5”toquestion2abouthowmanystudentssold7rollsofgiftwrap.
b) Explainwhyachildmightgivetheanswerof“7”toquestion4abouthowmanyrollsofgiftwrapSarahsold.
c) Whyistheanswertoquestion5NOTthetotalnumberofXsonthelineplot?d) MakeafrequencyplotforthesamedatawhereeachXrepresentsarollofgift
wrap.Thenexplaintousethegraphtoanswerquestions1-5.
6) ThisgraphshowslengthsofthewingsofhousefliesfromtheQuantitativeEnvironmentalLearningProject.(OriginaldatafromSokal,R.R.andP.E.Hunter.1955.AmorphometricanalysisofDDT-resistantandnon-resistanthouseflystrainsAnn.Entomol.Soc.Amer.48:499-507)
a) Howwouldyoudescribetheshapeofthisdistributionintermsofskewnessand
symmetry?b) Approximatelyhowmanyfliesweremeasuredforthisstudy?Explain.c) TrueorFalse?Themeanofthesedataisequaltothemedian.Explain.d) TrueorFalse?About90%offlieshavewingssmallerthan51.5(×0.1mm).
Explain.e) Makeupagoodquestiontoaskanelementaryschoolchildaboutthisdataset.
7) Hereisagraphshowing100yearsofdataonWorldwideEarthquakesbiggerthan7.0on
theRichterScalefromtheQuantitativeEnvironmentalLearningProject(datafromtheUSGeologicalSurvey)Soforexample,therewere4yearswhenthenumberofglobalquakes(above7.0)wasabout35.
02468101214161820
37.5 39.5 41.5 43.5 45.5 47.5 49.5 51.5 53.5 55.5
Freq
uency
Length(x.1mm)
HouseflyWingLengths
201
a) Whatdoesthisgraphtellyou?Bespecific.b) Estimatethemedianannualnumberofquakesabove7.0.c) Howwouldyoudescribethisshapeofthedistributionintermsofskewnessor
symmetry?Whatdoesthatshapetellyouaboutearthquakes?
8) Considerthisgraphmakingthecasethatwearehavinganational‘crimewave!’Whatdoyouthink?Doesthegraphprovidecompellingevidence?Explain.
0
5
10
15
20
25
30
10 15 20 25 30 35 40 45
freq
uency
AnnualNumberofQuakes>7.0
WorldwideEarthquakes1900-1999
Reportedburg laries intheUnitedS tates ,2001-2006
S ource: S tatis ticalAbs tractoftheUnitedS tates ,2008
2.11
2.12
2.13
2.14
2.15
2.16
2.17
2.18
2.19
2001 2002 2003 2004 2005 2006
Millions
ofrep
ortedbu
rlaries
202
9) Astemandleafplot(orsimplystemplot)isalistingofallthedatatypicallyarrangedsothetensplacemakesthestemandtheonesarethe‘leaves.’Forexample,herearescoresonaGeometryFinalExamarrangedasastemplot:
ExamsScoresinGeometry
2|03|2,74|5|6,8,9,96|2,4,5,5,7,87|0,0,2,4,5,6,78|0,1,1,2,4,49|2,4,510|0
Wewouldreadthescoresas20,32,37,56,58,59,59,62etc.
a) Describetheshapeofthedistributionofscoresintermsofskewnessandsymmetry.b) Whatisthemedianscore?c) Makeaboxplotofthesedata.d) Givesomeexamplesofdatasetsforwhichastemplotwouldbeimpractical.
203
SummaryofBigIdeas
Hey!What’sthebigidea?BugsBunny
• Random sampling helps reduce sample bias.
• There are two ways we can conceptualize the mean – as a balancing point and as a
redistribution.
• The mean, median, and mode are statistics that describe the center of data.
• A five-number summary, the IQR, and the mean absolute deviation all describe the spread of a data set.
• There are many different representations for data displays such as pictograms, line plots, and pie charts. You should choose the chart that best displays the data without misrepresenting the data.
204
References
Givecreditwherecreditisdue. Authorunknown
• Bauersfeld,H.(1995).Thestructuringofstructures:Developmentandfunctionof
mathematizingasasocialpractice.InL.Steffe&J.Gale(Eds.),ConstructivisminEducation(pp.137-158).Hillsdale,NJ:Erlbaum.
• BridgesinMathematicsusedthroughoutwithpermissionfromtheMathLearningCenter,http://www.mathlearningcenter.org/
• CommonCoreStateStandardsformathematicsasfoundin2012at©Copyright2010NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
• Dawson,L.(2004).TheSalkpoliovaccinetrialof1954:risks,randomizationandpublicinvolvement,ClinicalTrials,1,pp.122-130.
• EducationalDevelopmentCenter.(2007)ThinkMath!Orlando,FL.HarcourtSchool
Publishers.
• Halmos,P.(1985).IWanttobeaMathematician,Washington:MAASpectrum,1985.
• Gottfried,W.L.,NewEssaysConcerningHumanUnderstanding,IV,XII.
• Ma,L.(1999).KnowingandTeachingElementaryMathematics:Teachers’UnderstandingofFundamentalMathematicsinChinaandtheUnitedStates.Mahwah,N.J.:LawrenceErlbaum.
• MathematicalQuotationsServer(MQS)atmath.furman.edu.
• NationalCouncilofTeachersofMathematics.(2000).PrinciplesandStandardsfor
SchoolMathematics.Reston,VA:NCTM.
• Shulman,L.S.(1985).Onteachingproblemsolvingandsolvingtheproblemsofteaching.InE.A.Silver(Ed.),TeachingandLearningMathematicalProblemSolving:multipleresearchperspectives(pp.439-450).Hillsdale,NJ:Erlbaum.
• Steen,L.A.andD.J.Albers(eds.).(1981).TeachingTeachers,TeachingStudents,Boston:
Birkhïser.
205
• Theearlydevelopmentofmathematicalprobability.p.1293-1302ofCompanionEncyclopediaoftheHistoryandPhilosophyoftheMathematicalSciences,editedbyI.Grattan-Guinness.Routledge,London,1993.
206
APPENDICES
207
Euclid’sPostulatesandPropositions
Euclid'sElementsThispresentationofElementsistheworkofJ.T.Poole,
DepartmentofMathematics,FurmanUniversity,Greenville,SC.©2002J.T.Poole.Allrightsreserved.
BookI
POSTULATES
Letthefollowingbepostulated:1.Todrawastraightlinefromanypointtoanypoint.2.Toproduceafinitestraightlinecontinuouslyinastraightline.3.Todescribeacirclewithanycenteranddistance.4.Thatallrightanglesareequaltooneanother.5.That,ifastraightlinefallingontwostraightlinesmaketheinterioranglesonthesamesidelessthantworightangles,thetwostraightlines,ifproducedindefinitely,meetonthatsideonwhicharetheangleslessthanthetworightangles.
COMMONNOTIONS1.Thingswhichareequaltothesamethingarealsoequaltooneanother.2.Ifequalsbeaddedtoequals,thewholesareequal.3.Ifequalsbesubtractedfromequals,theremaindersareequal.4.Thingswhichcoincidewithoneanotherareequaltooneanother.5.Thewholeisgreaterthanthepart.
208
BOOKIPROPOSITIONSProposition1.
Onagivenfinitestraightlinetoconstructanequilateraltriangle.Proposition2.
Toplaceatagivenpoint(asanextremity)astraightlineequaltoagivenstraightline.Proposition3.
Giventwounequalstraightlines,tocutofffromthegreaterastraightlineequaltotheless.
Proposition4.Iftwotriangleshavethetwosidesequaltotwosidesrespectively,andhaveanglescontainedbytheequalstraightlinesequal,theywillalsohavethebaseequaltothebase,thetrianglewillbeequaltothetriangle,andtheremainingangleswillbeequaltotheremaininganglesrespectively,namelythosewhichtheequalsidessubtend.
Proposition5.Inisoscelestrianglestheanglesatthebaseareequaltooneanother,and,iftheequalstraightlinesbeproducedfurther,theanglesunderthebasewillbeequaltooneanother.
Proposition6.Ifinatriangletwoanglesbeequaltooneanother,thesideswhichsubtendtheequalangleswillalsobeequaltooneanother.
Proposition7.Giventwostraightlinesconstructedonastraightline(fromitsextremities)andmeetinginapoint,therecannotbeconstructedonthesamestraightline(fromitsextremities),andonthesamesideofit,twootherstraightlinesmeetinginanotherpointandequaltotheformertworespectively,namelyeachtothatwhichhasthesameextremitywithit.
Proposition8.Iftwotriangleshavethetwosidesequaltotwosidesrespectively,andhavealsothebaseequaltothebase,theywillalsohavetheanglesequalwhicharecontainedbytheequalstraightlines.
Proposition9.Tobisectagivenrectilinealangle.
Proposition10.Tobisectagivenfinitestraightline.
Proposition11.Todrawastraightlineatrightanglestoagivenstraightlinefromagivenpointonit.
Proposition12.Toagiveninfinitestraightline,fromagivenpointwhichisnotonit,todrawaperpendicularstraightline.
Proposition13.Ifastraightlinesetuponastraightlinemakeangles,itwillmakeeithertworightanglesoranglesequaltotworightangles.
209
Proposition14.Ifwithanystraightline,andatapointonit,twostraightlinesnotlyingonthesamesidemaketheadjacentanglesequaltotworightangles,thetwostraightlineswillbeinastraightlinewithoneanother.
Proposition15.Iftwostraightlinescutoneanother,theymaketheverticalanglesequaltooneanother.
Proposition16.Inanytriangle,ifoneofthesidesbeproduced,theexteriorangleisgreaterthaneitheroftheinteriorandoppositeangles.
Proposition17.Inatriangletwoanglestakentogetherinanymannerarelessthantworightangles.
Proposition18.Inanytrianglethegreatersidesubtendsthegreaterangle.
Proposition19.Inanytrianglethegreaterangleissubtendedbythegreaterside.
Proposition20.Inanytriangletwosidestakentogetherinanymanneraregreaterthantheremainingone.
Proposition21.Ifononeofthesidesofatriangle,fromitsextremities,therebeconstructedtwostraightlinesmeetingwithinthetriangle,thestraightlinessoconstructedwillbelessthantheremainingtwosidesofthetriangle,butwillcontainagreaterangle.
Proposition22.Outofthreestraightlines,whichareequaltothreegivenstraightlines,toconstructatriangle:thusitisnecessarythattwoofthestraightlinestakentogetherinanymannershouldbegreaterthantheremainingone.[I.20]
Proposition23.Onagivenstraightlineandatapointonittoconstructarectilinealangleequaltoagivenrectilinealangle.
Proposition24.Iftwotriangleshavethetwosidesequaltotwosidesrespectively,buthavetheoneoftheanglescontainedbytheequalstraightlinesgreaterthantheother,theywillalsohavethebasegreaterthanthebase.
Proposition25.Iftwotriangleshavethetwosidesequaltotwosidesrespectively,buthavethebasegreaterthanthebase,theywillalsohavetheoneoftheanglescontainedbytheequalstraightlinesgreaterthattheother.
Proposition26.Iftwotriangleshavethetwoanglesequaltotwoanglesrespectively,andonesideequaltooneside,namely,eitherthesideadjoiningtheequalangles,ofthatsubtendingoneoftheequalangles,theywillalsohavetheremainingsidesequaltotheremainingsidesandtheremainingangletotheremainingangle.
210
Proposition27.Ifastraightlinefallingontwostraightlinesmakethealternateanglesequaltooneanother,thestraightlineswillbeparalleltooneanother.
Proposition28.Ifastraightlinefallingontwostraightlinesmaketheexteriorangleequaltotheinteriorandoppositeangleonthesameside,ortheinterioranglesonthesamesideequaltotworightangles,thestraightlineswillbeparalleltooneanother.
Proposition29.Astraightlinefallingonparallelstraightlinesmakesthealternateanglesequaltooneanother,theexteriorangleequaltotheinteriorandoppositeangle,andtheinterioranglesonthesamesideequaltotworightangles.
Proposition30.Straightlinesparalleltothesamestraightlinearealsoparalleltooneanother.
Proposition31.Throughagivenpointtodrawastraightlineparalleltoagivenstraightline.
Proposition32.Inanytriangle,ifoneofthesidesbeproduced,theexteriorangleisequaltothetwointeriorandoppositeangles,andthethreeinterioranglesofthetriangleareequaltotworightangles.
Proposition33.Thestraightlinesjoiningequalandparallelstraightlines(attheextremitieswhichare)inthesamedirections(respectively)arethemselvesalsoequalandparallel.
Proposition34.
Inparallelogrammicareastheoppositesidesandanglesareequaltooneanother,andthediameterbisectstheareas.
Proposition35.Parallelogramswhichareonthesamebaseandinthesameparallelsareequaltooneanother.
Proposition36.Parallelogramswhichareonequalbasesandinthesameparallelsareequaltooneanother.
Proposition37.Triangleswhichareonthesamebaseandinthesameparallelsareequaltooneanother.
Proposition38.Triangleswhichareonequalbasesandinthesameparallelsareequaltooneanother.
Proposition39.Equaltriangleswhichareonthesamebaseandonthesamesidearealsointhesameparallels.
Proposition40.Equaltriangleswhichareonequalbasesandonthesamesidearealsointhesameparallels.
211
Proposition41.Ifaparallelogramhavethesamebasewithatriangleandbeinthesameparallels,theparallelogramisdoubleofthetriangle.
Proposition42.Toconstruct,inagivenrectilinealangle,aparallelogramequaltoagiventriangle.
Proposition43.Inanyparallelogramthecomplementsoftheparallelogramsaboutthediameterareequaltooneanother.
Proposition44.Toagivenstraightlinetoapply,inagivenrectilinealangle,aparallelogramequaltoagiventriangle.
Proposition45.Toconstruct,inagivenrectilinealangle,aparallelogramequaltoagivenrectilinealfigure.
Proposition46.Onagivenstraightlinetodescribeasquare.
Proposition47.Inright-angledtrianglesthesquareonthesidesubtendingtherightangleisequaltothesquaresonthesidescontainingtherightangle.
Proposition48.Ifinatrianglethesquareononeofthesidesbeequaltothesquaresontheremainingtwosidesofthetriangle,theanglecontainedbytheremainingtwosidesofthetriangleisright.
212
Glossary"WhenIuseaword,"HumptyDumptysaid,inaratherscornfultone,"itmeansjust
whatIchooseittomean-neithermorenorless.""Thequestionis,"saidAlice,"whetheryoucanmakewordsmeansomanydifferent
things.""Thequestionis,"saidHumptyDumpty,"whichistobemaster-that'sall."
LewisCarroll,ThroughtheLookingGlass Acuteangle–ananglethatmeasureslessthan90degreesAcutetriangle–atrianglewiththreeacuteanglesAdjacentangles–twonon-overlappinganglesthatshareavertexandacommonrayAlternateexteriorangles–twonon-adjacentanglesformedbyatransversalofapairoflines
thatlieoutsidethelinesandonoppositesidesofthetransversalAlternateinteriorangles–twonon-adjacentanglesformedbyatransversalofapairoflines
thatliebetweenthelinesandonoppositesidesofthetransversalAngle–thefigureformedbytworayswithacommonendpointAnglebisector–thelinethroughthevertexofananglethatdividestheangleintotwo
congruentanglesApex(ofapyramid)–thecommonpointofthenon-basefacesofapyramidApex(ofacone)–thecommonpointofthelinesegmentsthatcreateaconeArc–thesetofpointsonacirclebetweentwogivenpointsofthecircle(Thereareactuallytwo
arcsbetweenanytwogivenpoints;theshorteroneiscalledtheminorarcandthelongeroneiscalledthemajorarc.)
Area–thequantityoftwo-dimensionalspaceenclosedbyaclosedplanefigureAttribute–apropertyofageometricobjectthatcanbemeasured(suchaslength)or
categorized(suchascolor)Axiom–astatementthatweagreetoacceptastruewithoutproofAxiomaticsystem–asetofundefinedterms,definitions,axioms,andtheoremsthatcreatea
mathematicalstructure
213
Axis(ofacone)–thelinejoiningtheapextothecenterofthe(circle)baseAxisofsymmetry–alineinspacearoundwhichathree-dimensionalobjectisrotatedBargraph:adatadisplayinwhichtheverticalaxisrepresentsacount(frequency)orapercent(relativefrequency)andthehorizontalaxisrepresentsvaluesofacategoricalvariable(likecolors),valuesofanumericdiscretevariable(likeshoesize),orvaluesofacontinuousvariable(likeheights),groupedintointervals.Baseangles(ofanisoscelestriangle)–theanglesthatareoppositethecongruentsidesofan
isoscelestriangleBilateralsymmetry–anobjecthasbilateralsymmetrywhenithasexactlyonelineof
reflectionalsymmetryBisect–todivideageometricobjectsuchasalinesegmentoranangleintotwocongruent
piecesBoundary–thesetofpointsthatseparatetheinsideofaclosedplanarobjectfromtheoutsideCategoricalData:Dataforwhichitmakessensetoplaceanindividualobservationintooneofseveralgroups(orcategories).Census:Anydatacollectionmethodinwhichdataiscollectedfromeachandeverymemberofthepopulation.Center(ofacircle)–thepointthatisequidistantfromallpointsonthecircleCentralangle–ananglewhosevertexisacenterofageometricobjectChord–alinesegmentwhoseendpointsaredistinctpointsonagivencircleChanceError:Errorinsamplingduesimplytothefactthatasampleisnotexactlythesameasapopulationduetochancealone.Circle–thesetofallpointsintheplanethatarethesamedistancefromagivenpoint,called
thecenterCircumference–thecircumferenceofacircleisitperimeterCircumscribedcircle–thecirclethatcontainsalltheverticesofapolygonClosedcurve–acurvethatstartsandstopsatthesamepoint
214
Clustersampling:Randomsamplinginstages.Coincide–twoobjectsaresaidtocoincideiftheycorrespondexactly(areidentical)Collinearpoints–pointsthatlieonthesamelineCompass–aninstrumentusedtoconstructacircleComplementaryangles–twoangleswhosemeasuressumto90degreesConcavepolygon–apolygonforwhichatleastonediagonalliesoutsidethepolygonConcurrentlines–threeormorelinesthatintersectinthesamepointCone(circular)-athree-dimensionalgeometricobjectconsistingofalllinesegmentsjoininga
singlepoint(calledtheapex)toeverypointofacircle(calledthebase)Congruentobjects–twogeometricobjectsthatcoincidewhensuperimposedConjecture–aguessorahypothesisContrapositive(of“IfA,thenB.”)–“IfnotB,thennotA,”whereAandBarestatementsConverse(of“IfA,thenB.”)–“IfB,thenA,”whereAandBarestatementsConvexpolygon–apolygonallofwhosediagonalslieinsidethepolygonCoordinateplane–aplaneonwhichpointsaredescribedbasedontheirhorizontalandvertical
distancesfromapointcalledtheoriginCoplanarlines–linesthatlieinthesameplaneCorrespondingangles-twoanglesformedbyatransversalofapairoflinesthatlieonthe
samesideofthetransversalandalsolieonthesamesideofthepairoflinesCorrespondingpoints–apairofpoints,oneofwhichistheoriginalpointandtheotherof
whichistheimageofthatpointunderatransformationCounterexample–anexamplethatdemonstratesthatastatement(conjecture)isfalseCurve–asetofpointsdrawnwithasinglecontinuousmotion
215
Cylinder(circular)–athree-dimensionalgeometricobjectconsistingoftwoparallelandcongruentcircles(andtheirinteriors)andtheparallellinesegmentsthatjoincorrespondingpointsonthecircles
Data:AnyinformationcollectedfromasampleDecagon–apolygonwithexactlytensidesDeductivereasoning–theprocessofcomingtoaconclusionbasedonlogicDegree–aunitofanglemeasureforwhichafullturnaboutapointequals360degreesDiagonal–thelinesegmentjoiningtwonon-adjacentverticesofapolygonDiameter–alinesegmentthroughthecenterofacirclewhoseendpointslieonthecircleDilation(withcenterPandscalefactork>0)–amotionoftheplaneinwhichtheimageofPis
PandtheimageA’ofanyotherpointAisontherayPAsothatthedistancePA’isktimesthedistancePA.
Dimension(ofarealspace)–thenumberofmutuallyperpendiculardirectionsneededto
describethelocationofthesetofpointsinthatspaceDistance(onacoordinateplane)–thesizeoftheportionofastraightlinethatliesbetweenthe
twopointsonthecoordinateplaneasmeasuredbythedistanceformula:22 bad += ,whereaisthehorizontaldistancebetweenthepoints(asmeasuredon
thex-axis)andbistheverticaldistance(asmeasuredonthey-axis)Distinct(geometricobjects)-twoobjectsthatdonotsharealltheirpointsincommonDistributionofdata:adisplaythatshowsthevaluesthedatatakesalongwiththefrequency(orrelativefrequency)ofthosevaluesDisjoint(events):TwoeventsaredisjointiftheyhavenooutcomesincommonDodecagon–apolygonwithexactlytwelvesidesEdge–thelinesegment(side)thatissharedbytwofacesofapolyhedronEndpoint(ofalinesegment)–oneoftwopointsthatdeterminesalinesegmentEquiangularpolygon–apolygonallofwhosevertexanglesarecongruent
216
Equallylikelyoutcomes:Alltheoutcomesofarandomexperimentaresaidtobeequallylikelyif,inthelongrun,theyalloccurwiththesamefrequency(theyallhavethesameprobabilityofoccurring)
Equilateralpolygon–apolygonallofwhosesidesarecongruentEvent:anysubsetofthesamplespaceofarandomexperiment Example(ofadefinition)–ageometricobjectthatsatisfiestheconditionsofthedefinitionExperimentalprobabilitiesareprobabilitiesthatarebasedondatacollectedbyconducting
experiments,playinggames,orresearchingstatisticsExteriorangle–theangleformedbyasideofapolygonandtheextensionofanadjacentsideFace–apolygon(withinterior)thatformsaportionofthetwo-dimensionalsurfaceofa
polyhedronFirstquartile(Q1):themedianofthedatapositionedstrictlybeforethemedianwhenthedataisplacedinnumericalorderFiveNumberSummary:ofnumericaldataconsistsofthefollowingfivestatistics:Minimumvalue,Q1,Median,Q3,MaximumvalueFixedpoint–apointwhoselocationremainsthesameunderatransformationGeneralization–theextensionofastatement(aboutapattern)thatistrueforspecificvalues
ofn(anaturalnumber)toastatement(aboutthatpattern)thatistrueforallvaluesofnGeoboard–amanipulativetypicallycomposedofaboardwith25pegsarrangedina5x5
squarearrayGeoboardpolygon–apolygonwhoseverticesareallpoints(pegs)onageoboardHeight(ofatriangle)–lengthofthelinesegmentfromavertexperpendiculartotheopposite
side.ThislinesegmentisoftencalledthealtitudeofthetriangleHeptagon–apolygonwithexactlysevensidesHexagon–apolygonwithexactlysixsidesHistogram:Adatadisplayinwhichtheverticalaxisrepresentsarateandthehorizontalaxisisactuallythex-axis-inotherwords,itisacontinuouspieceoftherealnumberlineandassuchitcontainsallrealnumbersinaninterval.Valuesofthevariablearebrokenintointerval
217
‘classes.’(Note:manytextsusetermshistogramandbargraphinterchangeably.Wewillnotdosointhistext.)Homogeneous(verticesinatessellation)–verticesthathaveexactlythesamepolygons
meetinginexactlythesamearrangementHomogeneous(verticesinapolyhedron)–verticesthathaveexactlythesamepolygonfaces
meetinginexactlythesamearrangementHypotenuse–thesideofarighttriangleoppositetherightangleImage(ofatransformation)–thesetofpointsthatresultfromthemotionofanobjectbya
translation,arotation,orareflectionIndependent(events):Twoeventsaresaidtobeindependentifknowingthatoneoccurs(orknowingitdoesnotoccur)doesnotchangetheprobabilityoftheotheroccurringInductivereasoning–theinformalprocessofcomingtoaconclusionbasedonexamplesInscribedpolygon–thepolygoninsideacirclewhoseverticesalllieonthecircleInteriorangle–anyoneofthealternateinterioranglesformedbyatransversaltotwolinesInter-QuartileRange(IQR)=Q3–Q1.ItisthespreadofthemiddlehalfofthedataIntersection(oftwolines)–thepointthelineshaveincommonIntersection(oftwosets)–thesetofelementsthatarecommontobothsetsIsosceles–havingatleastonepairofcongruentsidesJustification–anargumentbasedonaxioms,definitions,andpreviouslyprovenresultstoshow
thataconjectureistrueLawoflargenumbers:Inrepeated,independenttrialsofarandomexperiment,asnumberoftrialsincreases,theexperimentalprobabilitiesobservedwillconvergetothetheoreticalprobability. Inotherwords,theaverageoftheresultsobtainedfromalargenumberoftrialsshouldbeclosetotheexpectedvalue,andwilltendtobecomecloserasmoretrialsareperformed.Leg–asideofarighttriangleoppositeanacuteangleLength–thedistancebetweentwopointsonaone-dimensionalcurve
218
Line–anundefinedone-dimensionalsetofpointsunderstoodcovertheshortestdistanceandtoextendinoppositedirectionsindefinitely
Lineofreflection–thelineaboutwhichanobjectisreflectedtoformitsmirrorimageLinesegment–thesetofallpointsonalinebetweentwogivenpointscalledtheendpointsMass–aconceptofphysicsthatcorrespondstotheintuitiveideaof“howmuchmatterthereis
inanobject;”unlikeweight,themassofanobjectdoesnotdependupontheobject’slocationintheuniverse
Mean:Themean(oraverage)valueofasetofnumericdataisthesumofallthevaluesdividedbythenumberofvaluesMeanAbsoluteDeviation(MAD):MAD=!
-𝑥! − 𝑥 + 𝑥" − 𝑥 + 𝑥% − 𝑥 +⋯+ 𝑥- − 𝑥 ,
whichgivestheaveragedistancebetweenthemeanandeachofthendatapoints.Measure–todeterminethequantityofanattribute(orofafundamentalconceptsuchastime)
usingagivenunitMedian:Themedianofasetofnumericvaluesisthemiddlevaluewhenthedataisplacedinnumericalorder.Inthecasewheretherearetwo“middle”values,themedianistheaverageofthetwoMetricsystemofmeasurement–thesystemofmeasurementunitsinwhichthereisone
fundamentalunitdefinedforeachquantity(attribute)withmultiplesandfractionsoftheseunitsestablishedbyprefixesbasedonpowersoften
Midpoint–thepointonalinesegmentthatdividesitintotwocongruentlinesegmentsMode:thevaluethatoccursmostfrequentlyModel–arepresentationofanaxiomsysteminwhicheachundefinedtermisgivenaconcrete
interpretationinsuchawaythattheaxiomsallholdMultiplicationprinciple:IfyouhaveAdifferentwaysofdoingonethingandBdifferentwaysofdoinganother(andonechoicedoesnotaffecttheother)thenthetotalnumberofwaystodobothAandBisA×BNet–atwo-dimensionalfigurethatcanbefoldedintoathree-dimensionalobjectNonagon–apolygonwithexactlyninesides
219
Noncollinear(points)–asetofpointsnotallofwhichlieonthesamelineNon-example(ofadefinition)–anexamplethatdemonstratemostoftheconditionsofa
definitionbutthatfailstosatisfyatleastoneconditionNonresponsebias:BiasedinformationthatresultsfromthefactthatsomegroupsinthesampleweremorelikelytorespondthanothersNon-standardunitofmeasure–aunitofmeasurewhosevalueisnotestablishedbyreference
toanacceptedstandard;forexample,ablockNumericalData:numberdataforwhichitmakessensetoperformarithmeticoperations(suchasaveraging).Obliqueprism(pyramid,cylinder)–aprism(pyramid,cylinder)thatisnotrightObtuseangle–ananglewithmeasuregreaterthan90degreesObtusetriangle–atrianglewithoneobtuseangleOctagon–apolygonwithexactlyeightsidesOrder(ofarotationalsymmetry)–thenumberofdifferentrotationsthatareasymmetryofan
objectOrientation–thedirection,clockwiseorcounterclockwise,ofthereadingoftheverticesofa
polygoninalphabeticalorderOutcome:Anyonethingthatcouldhappeninarandomexperiment.Outlier:aspecificvaluethatlieswelloutsidetheoverallpatternofthedata.Parallellines–coplanarlineswithnopointsincommonParallelogram–aquadrilateralinwhichbothpairsofoppositesidesareparallelParameter:Somenumericalinformationthatisdesiredfromanentirepopulation.Usuallyaparameterisanunknownvaluethatisestimatedbyastatistic.Partition–adivisionofageometricobjectintoasetofnon-overlappingobjectswhoseunionis
theoriginalobjectPentagon–apolygonwithexactlyfivesides
220
Percentile:Ascoreinthenthpercentilemeansthat“npercent”ofthepeoplewhotookthetestscoredatorbelowthatscorePerimeter(ofaplaneobject)–thelengthoftheboundaryoftheobjectPerpendicularbisector–thelinethroughthemidpointofalinesegmentthatisalso
perpendiculartothelinesegmentPerpendicularlines–twolinesthatintersecttoformfourrightanglesPi(p)–theexactnumberoftimesthediameterofacirclefitsintoitscircumference(orthe
ratioofthecircumferenceofacircletoitsdiameter);thisratioisanirrationalnumberthatisconstantforallsizecirclesandisapproximatelyequalto3.14159
Planarcurve–acurvethatliesentirelywithinaplanePlane–anundefinedtwo-dimensionalsetofpointsunderstoodtobe“flat”andtoextendinall
directionsindefinitelyPlaneofsymmetry–aplaneinspaceaboutwhichathree-dimensionalobjectisreflectedPlatonicsolid–aregularpolyhedronplusitsinteriorPoint–anundefinedzero-dimensionalobject;alocationwithnosizePolygon–afinitesetoflinesegmentsthatformasimpleclosedplanarcurvePolyhedron(plural:polyhedra)–afinitesetofpolygon-shapedfacesjoinedpairwisealongthe
edgesofthepolygonstoencloseafiniteregionofspacewithinonechamberPopulation:thelargestgroupaboutwhichtheresearcherorsurveyorwouldlikeinformationPrism–apolyhedroninwhichtwoofthefaces(calledthebases)arecongruentandlie on parallel
(non-intersecting) planes andtheremainingfacesareparallelogramsProbability:referstotheproportionoftimesaneventwouldoccuriftherandomexperimentwasperformedaverylargenumberoftimesProof–adeductiveargumentthatestablishesthetruthofaclaimProtractor–aninstrumentusedtomeasureanglesPyramid–apolyhedroninwhichonefaceiscalledthebaseandalloftheremainingfacesare
trianglesthatshareacommonvertex(calledtheapex)
221
Pythagoreantriple–threepositiveintegersthatsatisfythePythagoreantheoremQuadrilateral–apolygonwithexactlyfoursidesQuantifier(inlogic)–awordorphrase(suchas“all”or“atleastone”)thatindicatesthesizeof
thesettowhichthestatementappliesRadius(plural:radii)–thelinesegmentjoiningapointonacircletothecenterofthecircleRandomExperiment:anyexperimentwheretheoutcomedependsonchanceandcannotbeknownbeforehand.Whileinarandomexperiment,thespecificoutcomecannotbeknown,thereisnonethelessaregulardistributionofoutcomesafteraverylargenumberoftrials.Range=maximumvalue–minimumvalueRay–thesetofpointsonalinebeginningatagivenpoint(calledtheendpoint)andextending
inonedirectiononthelinefromthatpointRectangle–aquadrilateralwithfourrightanglesReflection–(inalinel)isatransformationoftheplaneinwhichtheimageofapointPonlisP,
andifAisapointnotonlandiftheimageofAis 'A ,thenlistheperpendicularbisectorof 'AA
Reflectionsymmetry(2-dimensional)–areflectioninalineinwhichtheimageoftheobject
coincideswiththeoriginalobjectReflectionsymmetry(3-dimensional)–areflectioninaplaneinwhichtheimageoftheobject
coincideswiththeoriginalobjectRegularpolygon–apolygonwithallsidescongruentandallvertexanglescongruentRegularpolyhedron–apolyhedronwhosefacesareeachthesameregularpolygonwiththe
samenumberoffacesmeetingateachvertexRegulartessellation–atessellationthatcontainsonlyoneregularpolygonResponseRate:Theratioofthenumberofrespondents(peoplewhoactuallytookpartinthestudy)tothenumberwhowereinvitedtoparticipate.Responsevariable:avariablewhosevariationisexplainedbyanothervariable(calledanexplanatoryvariable).
222
Rhombus(plural:rhombi)–aquadrilateralwithfourcongruentsidesRightangle–ananglethatisexactlyonefourthofacompleteturnaboutapointRightprism(pyramid,cylinder)–aprism(pyramid,cylinder)inwhichthelinejoiningthe
centersofthebases(theapexofthepyramidtothecenterofitsbase)isperpendiculartothebase
Righttriangle–atrianglewithonerightangleRigidmotions-transformationsoftheplanethatpreservedistancesbetweenpoints(theydo
notdistorttheshapeorsizeofobjects)Rotation(aboutapointPthroughanangleq)–atransformationoftheplaneinwhichthe
imageofPisPand,iftheimageofAis 'A ,then PA@ 'PA and 'm APA =q.PointPiscalledthecenteroftherotation
Rotationsymmetry(2-dimensional)–arotationaboutapointinwhichtheimagecoincides
withtheoriginalobjectRotationsymmetry(3-dimensional)–arotationaboutanaxisofsymmetryinwhichtheimage
coincideswiththeoriginalobjectSample:asubsetofapopulationfromwhichdataiscollectedSamplebias:Biased(inaccurate)informationthatresultsfromapoorlychosensample.Samplingerror:thedifferencebetweenthevalueofaparameterandthevalueofthestatisticthatrepresentsit.Samplingerrorcanincludechanceerror,samplingbias,andnonresponsebias.Samplingrate:[(#inthesample)÷(#inthepopulation)]Samplespace:ThesamplespaceofarandomexperimentisthesetofallpossibleoutcomesScalefactor,avaluebywhichwemultiplyeachoriginaldimensiontofindthenewlengthsScalenetriangle–atrianglenoneofwhosesidesarecongruentScaling–atransformationoftheplanethatcauseseitheramagnificationorashrinkingofan
objectinwhichtheimageremainssimilartotheoriginalobjectScatterplot:Adisplaythatshowstherelationshipbetweentwonumericalvariablesmeasured
223
onthesamesampleofindividuals.Thevaluesofonevariableareshownonthehorizontalaxis,andvaluesoftheothervariableareshownontheverticalaxis.Eachindividualisplottedasapointrepresentinganorderedpair(variable1,variable2).
Secant–alinethatintersectsacircleintwodistinctpointsSector–theportionofacircleanditsinteriorbetweentworadiiSelf-selectedsample:asampleinwhichrespondentsvolunteeredtoparticipate.Semiregularpolyhedron–apolyhedronthatcontainstwoormoreregularpolygonsasfaces
whicharearrangedsothatallverticesarehomogeneousSemiregulartessellation–atessellationthatcontainstwoormoreregularpolygonsarranged
sothattheverticesarehomogeneousShearing–atransformationoftheplanethatchangestheshapeofanobjectSide–oneofthelinesegmentsthatmakeupapolygonSimilarobjects–objectswhereonecanbeobtainedfromtheotherbycomposingarigid
motionwithadilationSimplecurve–acurvethatdoesnotintersectitselfSimpleRandomSample(SRS):AsampleinwhicheverysubsetofthepopulationhasthesamechanceofbeinginthesampleasanyothersubsetofthesamesizeSkewedleft:AdistributionofdataisskewedleftifithasanasymmetrictailtotheleftSkewedright:AdistributionofdataisskewedrightifithasanasymmetrictailtotherightSlope(ofaline)–theverticaldistancerequiredtostayonalineforaoneunitchangein
horizontaldistanceSpace–anundefinedtermthatdenotesthesetofpointsthatextendsindefinitelyinthree
dimensionsSphere–thesetofpointsin(three-dimensional)spacethatareequidistantfromagivenpoint,
calledthecenterSquare–aquadrilateralwithfourrightanglesandfourcongruentsides
224
Standardunitofmeasure–aunitofmeasurewhosevalueisestablishedbyreferencetoanacceptedstandard;forexample,themeterisdefinedtobeoneten-millionthofthedistancefromtheequatortothenorthpole
Straightangle–ananglethatmeasureshalfaturn(ortworightangles)Straightedge–aninstrumentusedtoconstructlinesegmentsStatistic:Anynumericalinformationcomputedfromasample.(Forexample,ameancalculatedfromasampleisastatistic,whichcanbeusedasanestimateforthepopulationmean,whichwouldbeaparameterStemandleafplot(orsimplystemplot):alistingofallthedatatypicallyarrangedsothetensplacemakesthestemandtheonesarethe‘leaves.’Supplementaryangles–twoangleswhosemeasuressumto180degreesSurface–thesetofpointsthatformtheboundaryofasolidthree-dimensionalobjectSurfacearea–thesumoftheareasofthefacesofaclosed3-dimensionalobjectSurvey:Anydatacollectionmethodinwhichdataiscollectedfromjustasubsetofthe
populationSymmetricDistribution:Adistributionthatissymmetricaboutthemedian.Symmetry(ofanobject)–atransformationoftheobjectinwhichtheimagecoincideswiththe
originalTangent(toacircle)–alinethatintersectsacircleinexactlyonepoint Tessellation–anarrangementofpolygonsthatcanbeextendedinalldirectionstocoverthe
planewithnogapsandnooverlapsinsuchawaythatverticesonlymeetotherverticesTheorem–astatementthathasbeenproventrueTheoreticalProbabilities:probabilitiesassignedbasedonassumptionsaboutthephysicaluniformityandsymmetryofanobject(suchasadieorcoinorbagofcandies).Thirdquartile(Q3):themedianofthedatapositionedstrictlyafterthemedianwhenthedataisplacedinnumericalorder.Tiling–anarrangementofpolygonsthatcanbeextendedinalldirectionstocovertheplane
withnogapsandnooverlaps
225
Time–ameasurablepartofthefundamentalstructureoftheuniverse,adimensioninwhicheventsoccurinsequence
Transformation–amovementofthepointsofaplanethatmaychangethepositionorthesize
andshapeofobjectsTranslation(byavectorAA’)–arigidmotionoftheplanethattakesAtoA’,andforallother
pointsPontheplane,PgoestoP’wherevectorPP’andvectorAA’havethesamelengthanddirection
Translationsymmetry–atranslationoftheplanesuchthattheimagecorrespondstothe
originalobjectTranslationvector–anarrowthatgivesthedirectionanddistance(itslength)thatapointis
movedduringatranslationTransversal–alinewhichintersectstwoormorelinesTrapezoid–aquadrilateralwithexactlyonepairofparallelsidesTriangle–apolygonwiththreesidesTrivialrotation–therotationof360°;itisarotationalsymmetryofeveryobjectUndefinedterm–atermwhichhasanintuitivemeaning,butnoformaldefinitionUnion(ofsets)–thesetcontainingeveryelementofeachsetUnitofmeasure–anobjectisusedforcomparisonwithanattributeUnitsquare–asquarethatisoneunitbyoneunitandthushasanareaofonesquareunitUnitcube–acubethatisoneunitbyoneunitbyoneunitandhasavolumeofonecubicunitVenndiagram–apictureinwhichtheobjectsbeingstudiedarerepresentedaspointsona
planeandsimpleclosedcurvesaredrawntogroupthepointsintodifferentclassifications.Venndiagramsareusedtovisualizerelationshipsamongsetsofobjects.
Vertex(plural:vertices)–thecommonendpointoftwoadjacentsidesofapolygonVertexangle–theangleformedbyadjacentsidesofapolygonVertex(ofapolyhedron)–theintersectionoftwoormoreedgesofapolyhedron
226
Verticalangles–anonadjacentpairofanglesformedbytwointersectinglinesVolume–ameasureofthecapacityofa3-dimensionalobjector,alternatively,thequantityof
spaceenclosedbya3-dimensionalobjectWeight–ameasureoftheforceofgravityonanobject;oftenusedinterchangeablywithmass;
differencesinthemeasuresofweightandmassarenegligibleatsealevelonearth
227
GraphPaper
228
229
Tangrams
230
PatternBlocks
231