Geometry

These resources deal with geometric solids and the Pythagorean theorem, two topics covered in middle school classrooms. These topics can be enriched by introducing them in their historical contexts.

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Platonic Solids (Grades 6-8) http://nlvm.usu.edu/en/nav/frames_asid_128_g_3_t_3.html?open=instructions

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The Greeks saw the world of mathematics through geometry, through shapes and the relationships among them. Here students use a virtual manipulative to examine in detail the five Platonic solids. They can rotate each solid, view it from every angle, change its size, and then use the transparent mode to see only its skeletal structure. ( National Library of Virtual Manipulatives - MSP full record )

Geometric Solids and Their Properties http://illuminations.nctm.org/LessonDetail.aspx?ID=U122

Europeans examined three-dimensional geometric shapes and developed mathematical arguments about geometric relationships. In this lesson, students analyze characteristics and properties of several solids, counting the number of faces, edges, and vertices. Eventually, they discover Euler’s theorem for themselves. MSP full record

Pythagoras Theorem http://www.unisanet.unisa.edu.au/07305/pythag.htm

Images taken from ancient Chinese mathematics texts depict a proof of the Pythagorean theorem, as well as 3rd-century problems and solutions familiar to today’s older middle school students. ( From Ancient Chinese Mathematics - MSP full record )

The Pythagorean Theorem http://www.arcytech.org/java/pythagoras/index.html

This site invites learners to discover for themselves "an important relationship between the three sides of a right triangle." Five interactive, visual exercises require students to delve deeper into the mystery; each exercise is a hint that motivates and entices. The tutorial ends with historical information on Pythagoras of Samos and why a theorem known to the Chinese and the Babylonians centuries before his birth is named for him. MSP full record

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Copyright January 2008 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.