The Geometers Sketchpad

Port Dickson Workshop

September 1923, 2005

Presented by Key Curriculum Press

in cooperation with
the Curriculum Development Centre,
Ministry of Education of Malaysia

Presenters:
Scott Steketee, Senior Technology Editor, Key Curriculum Press
Paul Kunkel, Author of Exploring Precalculus with The Geometers Sketchpad
and Exploring Algebra 1 with The Geometers Sketchpad
Dr. Cheah Ui Hock, Director of Mathematics, RECSAM
Mr. Simon Teoh, Experienced Sketchpad teacher and trainer
The Geometers Sketchpad Port Dickson Workshop

This workshop is presented pursuant to the agreement between Key

Curriculum Press and the Ministry of Education of Malaysia granting a
Sketchpad license covering every student, educator, and educational facility
under the authority of the Ministry.
Key Curriculum Press and The Geometers Sketchpad are registered
trademarks of Key Curriculum Press, Inc.
Sketchpad is a trademark of Key Curriculum Press, Inc.
All other registered trademarks and trademarks in this guide are the property
of their respective holders.

2005 by Key Curriculum Press, Inc. All rights reserved.

Key Curriculum Press grants teachers who have attended the The Geometers
Sketchpad Port Dickson Workshop the right to reproduce activities presented
here for use in Malaysian professional development sessions and with
Malaysian students. Other unauthorized copying of these materials is a
violation of Malaysian and international law.
Time Tuesday Wednesday Thursday Friday
Math Algebra Geometry: Euclidean, Early and Advanced Calculus
Transformational,
Non-Euclidean
GSP Using Tools, Drag Test, Compass & Straightedge, Presentation Techniques Iteration
Tracing/Locus, Creating Tools
Pedagogy Focusing on Math, Proof, Conjecturing, Lab vs. Presentation Multiple Representations
Manipulate vs. Construct Multiple Approaches
8:00 Session 1 Fundamental Operations Triangle Centers Transformations and Young The value of e,
Algebraic Expressions Project Work Learners, Derivative and Antiderivative
Shape Makers, Project Presentations
Project Work
10:00 Break
10:30 Session 2 Ratios and Exponents, Constructing the Construct Dynagraphs: Closing
Solving Equations Menu, Function Composition,
Project Discussion Transformations Function Inverses,
Exterior Angle Demo Graphical Representation
Project Work Demo
Project Presentations
12:30 Lunch
14:00 Session 3 Slope, The Pythagorean Theorem, Project Presentations,
Graphing Equations, Project Work Discussion of Pedagogy and
Project Planning Role of Sketchpad
16:15 Dinner
20:00 Session 4 Algebra Tiles, Proof and Sketchpad, Trigonometry,
Dynagraphs, Non-Euclidean Geometry, Radian Measurement Demo,
Project Work Project Work Fractals,
Project Presentations
Overview

Welcome to the The Geometers Sketchpad Port Dickson Workshop . In the

next four days youll look at ways in which exciting activities with The
Geometers Sketchpad enhance students understanding of the concepts in
Malaysias adopted mathematics curriculum.
This workshop assumes that youve learned the basics of using Sketchpad,
either by participating in a previous workshop or through self-study, and that
youve made some use of Sketchpad activities with your students. Although
you will look at several elementary-school activities, this workshop assumes
that you are comfortable with mathematical topics through the high school
precalculus level.
The workshop has three particular objectives:
to expose you to the breadth and depth of the mathematical activities
that Sketchpad empowers students to explore
to expand your Sketchpad skills to include techniques such as
animation, tracing, presentation buttons, iteration, and using and
creating custom tools
to discuss and explore with your colleagues the best ways to use
Sketchpad in the classroom and the best ways to prepare other teachers
to make effective use of Sketchpad
The activities used in this workshop come from various Sketchpad
curriculum modules. In addition to the activities used in this workshop, the
modules include a wealth of other activities that will help you develop
student skills and understanding throughout the curriculum.
Through the use of Sketchpad activities, students
explore multiple representations and multiple approaches to a problem
drag, animate, and observe (looking at multiple cases quickly)
transform both geometric shapes and mathematical problems
investigate functional relationships in multiple ways
form and test conjectures
receive immediate feedback
are motivated to think mathematically and go beyond the specific
lesson

Our goal is to prepare you with a solid foundation in how to use Sketchpad
and where it best fits into Malaysias mathematics guidelines. We appreciate
the commitment youve made in attending, and we ask you to give us plenty
of feedback throughout the workshop.
The Geometers Sketchpad Workshop

Tuesday Schedule
Todays Themes
Mathematics: Algebra
Techniques: Using Custom Tools; Drag Test; Using Traces and Loci
Pedagogy: Focusing on the Mathematics; Manipulation vs.
Construction

8:0010:00 Session 1: Fundamental Operations, Algebraic Expressions

10:0010:30 Break

10:3012:30 Session 2: Ratios and Exponents, Solving Equations,

Project Discussion

12:302:00 Lunch

14:0016:15 Session 3: Slope, Graphing Equations

Project Planning

16:1520:00 Break

20:0021:45 Session 4: Algebra Tiles, Dynagraphs

(Project Work)

21:4522:00 Debriefing and Evaluations

Session 1: Fundamental Operations and Algebraic
Expressions
Goals for this Session:
Manipulate and observe dynamic models of arithmetic operations and of
algebraic expressions.

Sketchpad Skills:
Start Sketchpad, open a file, use the Arrow tool to select and drag objects;
use custom tools to create new objects

Activities
o Subtracting Integers (Exploring Algebra 1 with The Geometers Sketchpad,
available September 2005)
o Multiple Models of Multiplication (Exploring Algebra 1 with The
Geometers Sketchpad, available September 2005)
o Equivalent Expressions (Exploring Algebra 1 with The Geometers
Sketchpad, available September 2005)

Project
During the week you will work with several other participants to create a
Sketchpad project that you can use with students. This project can be
either a student activity (with students working on computers in groups of
two) or a presentation (using a single computer and LCD projector to
present a topic and stimulate class discussion).
Subtracting Integers

In this activity youll subtract integers using an animated Sketchpad model.

INVESTIGATE
1. Open Subtracting Integers.gsp. The sketch models the subtraction problem
8 5.
2. Press the Present All button to see the model in action.

8 drag

5
drag

5 0 5 10

Q1 During the animation, what happens to the arrow for 5?

Q2 How does the final position of the bottom arrows show the answer for this
subtraction problem?
3. Press the Reset button, and then drag the circles to model 2 drag
2 6.
6
drag
4. This time, show the animation step by step: Press the Show
Steps button, and then press each numbered button in order.
Q3 Describe in your own words what the 3. Make Inverse
step does.
For each problem, Q4 Drag the circles to model two more subtraction problems that use positive
press the buttons to
show the result.
integers but have a negative result. Record each problem and its result.
Q5 If both numbers in a subtraction problem are positive, how can you tell if the
answer will be positive or negative?
Q6 Model 4 (3). Whats different about the 3. Make 4 drag
Inverse step this time?
3
Q7 Model two more problems in which the first number drag

is positive and the second number is negative. Record

each problem. What do these models have in common?
Q8 Model three problems in which the first number is negative and the second
number is positive. Record each problem. What do these models have in
common?

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Subtracting Integers
continued

Q9 Model the following eight problems. Record each problem and its answer.

7 4

4 7

5 0 5 5 0 5

10 5 0 0 5

2 (7) 2 7

For instance, Q10 For each subtraction problem above, write an addition problem that has the
7 (4) 11,
so fill in the blank:
same first number and the same answer. What do you notice?
7 ___ 11.

EXPLORE MORE
Q11 Model four subtraction problems for which the 3
difference is zero. Make the first number positive in two
problems and negative in two problems. Write down 3
the problems you used. What must be true about two
numbers if their difference is zero?
0 5

Q12 Model four subtraction problems in which the

difference is the same as the first number. What must be true of these problems?
Q13 Model four subtraction problems in which the difference is the same as the
second number. What must be true of these problems?
Q14 When you subtract two numbers, does the order matter? In other words, is
3 (5) the same as 5 (3)? Explain in terms of the model why your
answer makes sense.

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Subtracting Integers Activity Notes

Objective: Students use an animated Sketchpad model they made up. Its a big help to students if they can listen
for subtracting integers on the number line, and see the to, evaluate, and discuss the descriptions and conclusions
second number being flipped before its added to the first of their classmates.
number. Students investigate subtraction of two positive
numbers and various subtraction problems involving INVESTIGATE
negative numbers.
These notes sometimes use the terms minuend (first
Student Audience: Pre-algebra/Algebra 1 number) and subtrahend (second number), but these
Prerequisites: None. This will be review for most terms are not used in the student material. If you do use
Algebra 1 students. them with students, be sure to explain them carefully.

Sketchpad Level: Easy. Students manipulate a prepared The concept of additive inverse is not named, but it plays a
sketch. prominent role in the animation. You should discuss with
the class why the second number must be flipped, even if
Activity Time: 2030 minutes. You may want to combine
you dont give a name to that operation.
this activity and the Adding Integers activity in a single
class period. Q1 During the animation, the arrow for 5 flips from the
right to the left. This shows which way the second
Setting: Paired/Individual Activity (use Subtracting
arrow must go in order to subtract it from the first.
Integers.gsp) or Whole-Class Presentation (use
Q2 In their final positions, the flipped second arrow starts
Subtracting Integers Present.gsp)
from where the first arrow ends, and the answer (3)
Use this activity as an introduction to integer subtraction is at the end of the second arrow. Encourage students
for pre-algebra students, as a start-of-the-year refresher to be detailed and specific in their answer to this
for Algebra 1 students, or as a supplemental activity for question.
any student having difficulty with the topic. Its important
Q3 Answers will vary. Students should describe the arrow
for students to have a mental image of operations on
flipping from right to left; encourage them to explain
integers. Even strong students who rely on verbal rules
in their own words why it needs to flip in order to do
make careless mistakes that could be avoided by having an
subtraction.
internalized picture.
Q4 Answers will vary but should include only problems
The picture of subtraction presented here is a geometric
in which a positive minuend is smaller than a positive
model in which each number is represented by a vector.
subtrahend.
(The activity calls them arrows because students may not
Q5 If both numbers are positive, the result will be
be familiar with the term vector.) Vectors incorporate both
magnitude and direction (representing the absolute value positive if the first number (minuend) is larger, and
and the sign of the integer), so practice with this model negative if the second number (subtrahend) is larger.
helps students understand how the signs of the operands Q6 Some students will record direct observations, and
come into play. others will interpret those observations. Typical
answers will be similar to the following.
The questions are critical in encouraging students to
internalize the model presented in this activity. Make sure Observation: In this problem, 4 (3), the second
students write clear and detailed explanations (and use arrow starts out pointing to the left, so when it flips it
complete sentences) when they answer the questions; the turns around and points to the right.
extra time it takes them to do so is time well spent. Interpretation: The second number starts out negative,
If theres time and you have a presentation computer so when it flips it becomes positive.
with a projector, have different students use Sketchpad to Q7 The problems students create will vary. Because the
demonstrate to the class their observations or the problems first number is positive and the second negative, the

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Subtracting Integers Activity Notes
continued

models have in common that, after flipping, both WHOLE-CLASS PRESENTATION

arrows point to the right, and the result must be
Start the whole-class presentation by animating the
positive.
subtraction of two positive integers (Q1Q5 of the
Q8 Problems will vary. Because the first number is activity). Open the sketch Subtracting Integers
negative and the second positive, after flipping, both Present.gsp and press the step-by-step buttons one at
arrows point to the left, and the result is negative. a time, pausing between animations. Ask students to
Q9 As students model various problems, walk around the describe what they see as the animation progresses, and
room and observe them to make sure they can model be sure to get observations from several different students.
any problem they are given. Press the Reset button, change the problem by dragging
both circles (while leaving the numbers positive), and press
7 (4) 11 4 7 11
the step-by-step buttons again. Pay special attention to Q3
6 (2) 4 3 (6) 3 and Q5.
3 8 11 3 (8) 5 Next animate subtraction problems in which the first
2 (7) 9 2 7 9 number is positive and the second number is negative
(Q6Q7 of the activity). Press Reset, make the first number
Q10 Written as addition problems, these problems become positive and the second negative, and ask students to
7 4 11 4 (7) 11 predict what will happen now. Test their conjectures
using the step-by-step buttons. Repeat for several more
6 2 4 3 6 3
problems.
3 (8) 11 3 8 5
Animate subtraction problems like those in Q8 and
279 2 (7) 9 Q9, and record the answers for each of the problems in
In each case, to subtract you can change the sign of Q9. Ask students what patterns they see, and how they
the second number and add them. This is similar to could predict the answer from the two numbers being
the way the second arrow flips before the animation subtracted.
shows the answer. For Q10, ask students to make an addition problem for
each of the problems from Q9, and test their addition
EXPLORE MORE problems using page 2 of the sketch. Switching back
and forth between page 1 and page 2 will reinforce for
Q11 For a subtraction problem to have an answer of zero,
students the idea of using addition to rewrite a subtraction
the two numbers being subtracted must be the same.
problem.
Q12 To make the difference the same as the first number,
the second number must be zero. Continue the class discussion with as many of the Explore
More questions (Q11Q14) as are appropriate for the class
Q13 To make the difference the same as the second
and the available time.
number, the first number must be twice as big
as the second. For instance, 6 3 3, and Finish by having students summarize in their own words
8 (4) 4. the relationship between subtraction and addition.
Q14 The order does matter when you subtract numbers,
because only the second arrow is flipped. More
sophisticated students will observe that the order
matters only if the second number is nonzero,
because flipping zero has no effect.

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Multiple Models of Multiplication

What does multiplication mean? This question has many answers, because there are
many ways of thinking about multiplication. In this activity, youll compare four
such waysmultiplication as jumping, as grouping, as area, and as scaling.

MULTIPLICATION AS JUMPING
You can think of multiplication as jumping: Three
jumps of two units each could be described by the 0 5
multiplication problem 3 2. In this model, you
will experiment with setting the number of jumps
and the size of each jump.

1. Open Multiplication Models.gsp. Press the Jump! button to animate three

jumps of two units each.
2. Press the Reset button, drag the circles to represent two jumps of five units each,
and press the Jump! button again.
Q1 How many ways can you do jumps that end up at 6? Drag the green circles to
try each way, and write down all the ways you found.
Q2 Change the number of jumps so that its negative. What happens during the
jumping? Make the number of jumps positive again, and make the size of each
jump negative. What happens?
Q3 What happens if the number of jumps and the size of each jump are both
negative? How can you explain this logically?

MULTIPLICATION AS GROUPING
You can also think of multiplication as grouping: 3 2 means 3 groups
three groups of two things each. In this model, you will group drag
3
rectangles along a number line.
2 in each group
3. Go to the Grouping page. The objects in the sketch model drag
2
the sentence Put together three groups of two.
Q4 Drag the circles to model each sentence below. On your 0 5
paper, draw the bottom shape (the one on the number
line) and write its equation.
a. Put together four groups of 2. b. Put together three groups of 3.
c. Put together one group of 8. d. Put together eight groups of 1.

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Multiple Models of Multiplication
continued

How should you e. Take away two groups of 3. f. Take away one group of 5.
drag the top circle
to represent take g. Take away two groups of 3. h. Take away eight groups of 1.
away?.
Q5 Model the following sentences and write their equations. How are they similar
and how are they different?
a. Put together three groups of 4. b. Put together four groups of 3.
Q6 Using 4s and 3s, write and model two take away sentences whose product is
the same as the product in Q5.

MULTIPLICATION AS AREA
Another way to think about multiplication is in 3
drag
connection with the area of rectangles.
2

4. Go to the Area page. In this model, the height

1
and width can be either positive or negative. drag
When you start, both are positive.
2 4

Q7 Drag the width to model 3 2 = 6. What

happens to the rectangle when the width
becomes negative? What does this change indicate about the area?
Q8 Model seven different problems in which the area equals 6. Write the problems
on your paper.
Q9 Model and write down as many problems as you can in which the area equals 4.
Q10 The numbers 1, 4, 9, 16, . . . are called squares. Explain why this makes sense
given the area model of multiplication.

MULTIPLICATION AS SCALING
Whether youre drawing a scale model of your a = 3.00
0
room or scaling a recipe to serve more people,
5 10
youre using multiplication.

5. Go to the Scaling page. The scale factor (b)

is 2, so every number on the top axis maps
(corresponds) to a number twice as big on the 5 10
bottom axis. Point a is at 3 and maps to 6, so b = 2.00 ab
the equation for this problem is 3 2 6. (scale factor)

6. Drag a to model 3 2 6. Then drag b to

model 3 (2) 6.

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Multiple Models of Multiplication
continued

Q11 Describe what the gray mapping segments look like when:
a. b equals 1. b. b is between 0 and 1.
c. b equals zero. d. b is negative.
Q12 For each problem below, set the scale factor b as listed, and then drag a so
that a b 1. (For example, if b were 0.5, you would make a 2 because
0.5 2 1.)
a. b 4; a b 1; a ? b. b 0.5; a b 1; a ?
c. b 1; a b 1; a ? d. b 10; a b 1; a ?
Q13 Rewrite the answers to Q12 using fractions instead of decimals. What do
you notice?

SUMMING UP
Q14 List one strength of each of the four models, perhaps something that each shows
about multiplication better than the others.
Q15 Which of the four models do you think is most effective at showing why the
product of two negatives is a positive? Defend your choice.

EXPLORE MORE
To copy from Q16 The commutative property of multiplication says that it doesnt matter whether
Sketchpad into a word
processor, select the
you multiply 3 2 or 2 3; you get the same answer using either order. Set
objects you want up four pairs of multiplication problems, one for each model, to show this
to copy, and resize
the window to the property. Copy each of the eight problems and paste them into a word processor
desired size of your document. Which model do you think is most effective at showing why
picture. Then choose
EditCopy, and paste multiplication is commutative?
the result into your
word processor.

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Multiple Models of Multiplication Activity Notes

Objective: Students work with four different models of MULTIPLICATION AS JUMPING

multiplication and use each model to solve problems and
Q1 Jumps that end up at 6 include 3 2, 2 3, 6 1, 1 6,
investigate properties of multiplication. Students compare
3 (2), 2 (3), 6 (1), and 1 (6).
the four models, particularly with regard to how they make
sense of negative operands. Q2 When the number of jumps is negative and each
jump is positive, the rabbit faces right and jumps
Student Audience: Pre-algebra/Algebra 1 backward, moving to the left. When the number of
Prerequisites: None. This will be a review topic for most jumps is positive but each jump is negative, the rabbit
Algebra 1 students, though perhaps it presents things in a faces left and jumps forward, again moving to the left.
new way. Q3 When both the number of jumps and the size of each
Sketchpad Level: Easy. Students manipulate a pre-made jump are negative, the rabbit faces left and jumps
sketch. backward, moving to the right. He faces left because
the size of the jumps is negative, and he jumps
Activity Time: 4050 minutes backward because hes taking a negative number
Setting: Paired/Individual Activity or Whole-Class of jumps. By facing left and jumping backward,
Presentation (use Multiplication Models.gsp in either the rabbit moves in the positive direction along the
setting) number line.

This activity has two main purposes: to provide students

MULTIPLICATION AS GROUPING
with multiple models of multiplication and to give a
variety of justifications for the rules for multiplying Q4 a. 4 2 8 b. 3 (3) 9
negatives. c. 1 (8) 8 d. 8 (1) 8
By using multiple models of multiplication, students e. 2 3 6 f. 1 5 5
consider different ways of conceiving of this key operation
g. 2 (3) 6 h. 8 (1) 8
and gain perspective on its meaning and uses. For this
Q5 a. 3 (4) 12 b. 4 (3) 12
reason, dont allow students to do the problems in their
heads without modeling them in Sketchpadthat would These two results are similar in that they both give
defeat the purpose. the same negative answer, 12. In both cases, one
number is positive and one is negative. The biggest
As they work, students see how each model provides
difference is that the reason for changing direction,
justification for the rules for multiplying negatives. A
from positive to negative, is completely different in
mental image provides a more solid foundation than a
the two cases.
verbal rule for the idea that the product of two negative
numbers is positive. Q6 Take away three groups of 4 (3 4 12) and
take away four groups of 3 (4 3 12).
Keep in mind that these four models of multiplication
arent the only ones in this chapter. The Razs Magic
MULTIPLICATION AS AREA
Multiplying Machine activity provides yet another model
that challenges students to broaden their thinking about Q7 When the width becomes negative, the rectangle flips
multiplication and gives compelling reasons for the rules over horizontally, the squares change color, and the
for multiplying negatives. These two activities work area becomes negative. Some students may make a
especially well together. valuable logical connection between the flipping of
the rectangle and the area becoming negative.

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Multiple Models of Multiplication Activity Notes
continued

Q8 1 6 6 2 3 6 Q13 a. b 4; a 1/4 b. b 1/2; a 2/1

6 1 6 1 (6) 6 c. b 1/1; a 1/1 d. b 10; a 1/10
2 (3) 6 3 (2) 6 In each pair, the numbers are reciprocals of each
6 (1) 6 other. For example, in part a, b 4/1 and a 1/4.

Q9 1 4 4 224
SUMMING UP
414 1 (4) 4
Q14 There are many possible answers. We feel that
2 (2) 4 4 (1) 4 Jumping and Grouping are particularly effective
Q10 Every square number can be modeled with a square as an introduction to multiplication. They
in the area multiplication model. For example, 4 can correspond with most peoples basic conception
be modeled by 2 2 or 2 (2), both of which are of multiplication and so are a good place to
squares. start. Area is particularly effective at showing the
(A number such as 4 can also be modeled with dimensionality of multiplicationhow multiplying
squares, 2 (2) or 2 2. However, in these squares, two one-dimensional objects produces a two-
the base and height are not equal. This can be dimensional object. Scaling is good for showing
interpreted as a weakness of this model, or it might how multiplication affects an entire set of objects,
represent an opportunity for a sneak preview of including non-integers. It also serves as a great
imaginary numbers.) introduction to dynagraphs.
Q15 Jumping, Grouping (especially when using the terms
MULTIPLICATION AS SCALING put together and take away), and Scaling are
effective at demonstrating the rules of multiplication
Q11 a. The mapping segments point straight down,
for negatives. Area is less effective for this, in our
parallel to each other. Every number maps to
view, because there is no compelling reason why the
itself. For example, 2 1 2, 3 1 3,
rectangles in the first and third quadrants are blue
0 1 0, etc.
and those in the second and fourth quadrants are red.
b. The mapping segments point inward toward the
bottom. Every number maps to a number whose
EXPLORE MORE
absolute value is less than its own absolute value
(or equal to, in the case of 0), but whose sign is Q16 Students should model pairs of equations, such as
the same. For a scale factor of 0.5, for example, 2 (5) 10 and 5 2 10. Area may be
2 0.5 1, 3 0.5 1.5, 0 0.5 0, etc. especially useful for demonstrating commutativity
because its so easy to see that the two rectangles have
c. The mapping segments all point to zero, so every
the same area and sign.
number maps to zero. For example, 2 0 0,
3 0 0, 0 0 0, etc.
WHOLE-CLASS PRESENTATION
d. The mapping segments cross between the two
number lines. Every number maps to a number The whole-class presentation of this activity substantially
with the opposite sign (except for 0, which points follows the steps of the student activity sheet. Refer to the
to itself). For a scale factor of 2, for example, Presenter Notes for tips to follow and adjustments to make
2 (2) 4, 3 (2) 6, 0 0 0, etc. so that the presentation can be as useful to students as
possible.
Q12 a. a 0.25 b. a 2
c. a 1 d. a 0.1

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Multiple Models of Multiplication Presenter Notes

You can present any of the models in this activity independently, though its
valuable to present at least two models in succession. Students will get the greatest
benefit from this activity when they compare the behaviors of several different
models.

Follows the steps in the student activity sheet, with the adjustments described
below.

MULTIPLICATION AS JUMPING
Be sure to elicit When the rabbit first jumps, ask students how the rabbits motion illustrates the
answers from a
number of students.
multiplication problem shown before adjusting the numbers (leaving both positive)
and doing another example.

Before changing the number of jumps to be negative, ask students to predict what
the rabbit will do.

Be sure to make the Similarly, before making the size of each jump negative, ask students to predict
jumps value positive
again before you
what the rabbit will do. And ask again for predictions before making both numbers
make the units value negative at the same time.
negative.

MULTIPLICATION AS GROUPING
In the grouping part of the presentation, ask students to make up problems using
particular combinations of negative and positive (put together and take away)
rather than using the specific ones from Q4. Be sure to show how a put together
problem and a take away problem can give the same result.

MULTIPLICATION AS AREA
When presenting multiplication as area, you may want to emphasize that the color
of the rectangle indicates the sign of the result, without too much emphasis on the
idea of negative area. Dont let a discussion of negative area become a distraction.

MULTIPLICATION AS SCALING
Unlike the other models, the numbers dont need to be integers, so this model
shows a continuous model of multiplication.

CONCLUSION
Finish the class discussion by asking students to compare the various models,
particularly with regard to how they show the product of two negative numbers.

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Equivalent Expressions

In this activity you will investigate algebraic expressions that are equivalent.
Equivalent expressions look different but always have the same value.

EXPRESSIONS AND ALGEBARS

Algebars are bars that 1. Open Equivalent Expressions.gsp and press the Show Variables button. Two red
represent algebraic
quantities. Red bars
algebars appear representing the variables a and b.
represent variables;
green bars represent 2. Press the Show Algebars 1 button. Two green algebars appear, labeled with their
expressions. algebraic expressions: a
b and b
a.

1 0 1 2 3 4 5 6

a+b

b+a

If two bars are always Q1 Predict what will happen if you change a and b by dragging the tips of the red
equal in length, they
represent equivalent
algebars. Will the green algebars remain equal in length? Drag a and b to find
expressions. Try many out. Were you right? Are the two algebraic expressions equivalent? If so, write
values of the variables
before you decide that the result as an equation.
two expressions are
equivalent. 3. Press the Show Algebars 2 button. Two more green algebars appear, representing
two different algebraic expressions.
Use the indicator lines Q2 Drag a and b again. Are the new algebars always equal in length? Are there any
to estimate the values
of a and b.
positions for a and b that make these bars equal? Describe them. Are the two
algebraic expressions equivalent?
4. Press the Show Algebars 3 button. Two more green algebars appear, representing
two different algebraic expressions.
Q3 Drag a and b again. Are the new algebars always equal in length? Are the two
algebraic expressions equivalent? If so, write your result as an equation.
5. Press the Show Algebars 4 button. Two more green algebars appear without
their labels.
Q4 Drag a and b again. Are these bars always equal in length? If not, when are they
equal? Do you think the algebraic expressions for these two bars are equivalent?
Q5 Press the Show Expressions 4 button to see the labels for the last two bars. On
your paper summarize your conclusions by filling in the blanks in a sentence
like this: ____________  ____________ when ____________.

Exploring Algebra 1 with The Geometers Sketchpad 3: Algebraic Expressions 91

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Equivalent Expressions
continued

THE COMMUTATIVE PROPERTY

If an operation is Q6 Go to page 2. This page shows four possible 0 1 2 3

commutative, you can

perform it in either
commutative properties (for addition, subtraction, a
order (for instance, multiplication, and division). Predict which algebars b
a
b or b
a) and
get the same result. will stay the same length when you drag a and b. a+b

Q7 Drag a and b to test your prediction. Which pairs b+a

of algebars are always the same length? Write an ab

equation for each pair that matches. Which of the ba
four arithmetic operations are commutative? ab

ba
THE DISTRIBUTIVE PROPERTY a
b
6. On page 3, drag c and note how the bars change. b
a
Q8 Which two expressions are equivalent? Why?
Q9 Why is 2c
4 not equivalent to 2(c
4)?
Sabrina says that you can evaluate the expression 2(m
n) either the way its
written (add first, then multiply by 2) or by first multiplying the 2 by each of the
values in the parentheses and then adding the results.

7. On page 4 are the bars Sabrina created to test her rule. Press the Show Sabrinas
Algebars button to show them. The bottom two bars show the expression both
the original way and Sabrinas way: 2(m
n) and (2m)
(2n).
5 4 3 2 1 0 1 2

m
n
(m+n)
(2m)
(2n)
2(m+n)
(2m)+(2n)

Q10 Drag m and n back and forth. Are 2(m
n) and (2m)
(2n) equivalent? If so,
write your result as an equation.
Corey says that you can do something similar with the expression 2
(m n): You
can first add the 2 to both values in the parentheses and then multiply the results.

8. Press the Show Coreys Algebars button. The last two bars show the expression
both the original way and Coreys way: 2
(m n) and (2
m) (2
n).
Q11 Drag m and n. Are the expressions 2
(m n) and (2
m) (2
n)
equivalent?

92 3: Algebraic Expressions Exploring Algebra 1 with The Geometers Sketchpad

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Equivalent Expressions
continued

OTHER EXPRESSIONS
9. On page 5, build your own algebars to test whether
x (y  z)  xy  xz. Start by constructing the expression
(y  z).
10. Press and hold the Custom tools icon and choose the (ab)
tool.
11. Click this tool on five objects: the top white point thats not
already used, the point at the tip of the y algebar, the caption
on the y algebar, the point at the tip of the z algebar, and the
caption on the z algebar.
12. To finish constructing x(y  z), choose the ab tool and click
it on five objects: the starting white point, the tip and caption
of the x algebar, and the tip and caption of the (y  z) algebar.
1 0 1 2 3 4 5

x
y
z
(yz)
x(yz)

Next construct the expression xy  xz. Start by constructing xy and xz.

13. Construct xy by using the ab tool on the x and y bars. Then construct xz.
14. Construct xy  xz by using the ab tool on your xy and xz bars.
Q12 Drag x, y, and z. How does your test turn out? Does x(y  z)  xy  xz?

EXPLORE MORE
To change the label Q13 On page 6, build the expressions below. Use the a^b tool to 0 1 2
of a variable, select
the point at the tip of
raise a value to a power. Which of the three are equivalent? a
the bar and choose Write your answer as an equation. b
DisplayLabel Point.
c
a cb c (a
b)c (ab)c ac
bc
Q14 Find values of a, b, and c that make all three of these
acbc
expressions equal. What values of the variables did you use?
How many sets of values can you find?
Q15 On page 7, test the following expressions to see if they are equivalent. Describe
your conclusions.
__ 2 __
y
2
y
  y

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Equivalent Expressions Activity Notes

Objective: Students compare algebraic expressions and Q4 These bars are the same length only when b 0.
explore the equivalence of those expressions by using Students must drag b to the left of 0 to discover that
algebars (a model that shows the changing value of an the two expressions are not equivalent.
__
algebraic expression by the varying length of a bar). Q5 ab  ab 2 when b 0.
Student Audience: Algebra 1 Q6 Answers will vary. The important thing is that
Prerequisites: Students should know the term expression students make a prediction.
and have experience with order of operations. Q7 The addition algebars are always the same length,
and so are the multiplication algebars. The equations
Sketchpad Level: Intermediate. The first part is easy, but
are a
b  b
a and ab  ba. The subtraction
students use challenging custom tools by the end.
and division algebars are sometimes not the same
Activity Time: 3040 minutes. Students can complete length. Therefore addition and multiplication are
the main part of the activity in the time allotted, but the commutative, and subtraction and division are not.
Explore More section may require a significant amount of
Q8 The expressions 2(c
4) and 2c
8 are equivalent.
additional time.
As an equation, 2(c
4)  2c
8. This is an example
Setting: Paired/Individual Activity (use Equivalent of the distributive property of multiplication over
Expressions.gsp) addition.
By manipulating and constructing algebars, students Q9 Answers will vary. Some students may describe the
explore the commutative and distributive properties and behavior of the bars; others may give a counter-
various rules involving exponents. Even more important, example; and others may give an algebraic argument
by dragging variables and observing the changes in the in terms of the distributive property. The important
expressions based on the variables, students get used to thing is to get students to think about the question.
the dynamic behavior that variables and expressions show. Q10 Yes, 2(m
n)  (2m)
(2n).
This sense that algebraic expressions are changeable, that
Q11 No, the expressions 2
(m n) and (2
m) (2
n)
they represent an entire range of possible values, is easier
are not equivalent.
for students to internalize when they can actually see the
values in motion. Q12 Yes, x(y  z)  xy  xz.

This activity is also valuable preparation for other activities

EXPLORE MORE
that use algebars (for instance, Undoing Operations and
Solving Linear Equations by Undoing). Q13 The expressions a cb c and (ab)c are equivalent because
exponents are distributive across multiplication, but
not addition.
INVESTIGATE
Q14 When c  0, all of the expressions are equal for any
Q1 Encourage students to make a prediction before
values of a and b. If c is any other value, then students
dragging. As students drag a and b, the green algebars
must experiment with values of a and b. A simple
remain the same length, because a
b  b
a is an
solution would be setting a  b  2 since 2 2 and
example of the commutative property of addition.
2
2 are equal. Other numerical values for a and b
Q2 As students drag a and b, these two bars are seldom make the expressions equal when a  b/(b  1).
equal in length. The expressions a  b
1 and
Q15 No two of these expressions are equivalent; all three
b  a
1 are not equivalent, except when a  b.
give different results when y  0.
Q3 As students drag a and b, these two bars are always
equal in length. The expressions are equivalent:
a  (b  a)  a
(a  b)

94 3: Algebraic Expressions Exploring Algebra 1 with The Geometers Sketchpad

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Session 2: Ratios and Exponents, Solving Equations
Goals for this Session:
Manipulate and observe dynamic models of exponents. Construct a
golden rectangle and estimate the golden ratio. Construct a golden spiral.
Solve simple equations by guess-and-check.

Sketchpad Skills:
Use custom tools to create new objects; use built-in tools and commands to
construct geometric shapes; create a custom tool. Use various commands
to construct linked number lines. Use translation to construct a line.

Activities
o Zero and Negative Exponents (Exploring Algebra 1 with The Geometers
Sketchpad, available September 2005)
o The Golden Rectangle and Ratio (Exploring Algebra 1 with The
Geometers Sketchpad, available September 2005)
o Approximating Solutions to Equations (Exploring Algebra 1 with The
Geometers Sketchpad, available September 2005)

Project
Decide on a general age level and area of mathematics for your project.
Share your preferences with other participants, and gather a group of
three to five participants to work on the project.
Zero and Negative Exponents

By now you should be comfortable doing calculations with exponents, as long as the
exponents are positive integers. From here, certain questions naturally arise. What if
the exponent is zero? What if it is negative? What if it is not an integer? This activity
explores the concept of zero and negative exponents. The question of non-integer
exponents will have to wait.

POSITIVE EXPONENTS
1. Open Zero Exponents.gsp.
The bar represents the number a. You can drag the marker to change its value. The
label on the bar is a 1, which is the same thing as a.

2. Start with a between 1 and 1.5. You can change it later. 3

a5
Now multiply a 1 by a. Press and hold the Custom tools a4

icon to display the Custom Tools menu. Choose the 2

a3
a2
Multiply By a tool. This tool works by itself, so there is a
a1
1
no need to click on anything.
Another vertical bar appears representing a 2. You get this
result because a 1 a a 2.

Q1 What is the result if you multiply a 2 by a?

3. Choose Multiply By a again. Use the tool several times and study the
progression.
Q2 Consider the number a n, where n is a positive integer. What happens when you
multiply the number by a? State a general rule. Explain why this is true.
Q3 As the exponents increase, do the heights of the bars increase by the same
amount each time? How can you tell? Explain your observations.

ZERO EXPONENT
4. Go to page 2. This is the same sketch. The progression of bars goes up to a 4.
5. Choose the custom tool Divide By a. It does just what the name says.
Q4 What is a 4 a? What happens when you 3

divide a n by a? Explain why this is true. a4

a3 a3
2
a2 a2
6. Use the Divide By a tool two more times, a1 a1
a a0
so that the progression runs down to a 1. 1 a-1
a-2
a-3
Dividing by a once more should give you
a 0. Try it.

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Zero and Negative Exponents
continued

Q5 What is the value of a 0? Drag the marker to test different values of a.

NEGATIVE EXPONENTS
Q6 At this point, a 0 should be the last number in the progression you are building.
Using your answer to Q3, what will be the result when you divide by a again?
Choose Divide By a and check your answer.
Q7 Starting with the number 1, if you divide by a three times, that is the same as
dividing by a3.
1 __
1 a a a 1 __ 1 __
1 __
1
3
a a a a
How can you write this same number with a negative exponent? Use the sketch
to check your answer.

EXPLORE DIFFERENT BASES

The point of this activity was to investigate zero and negative exponents, but you
may have noticed some interesting changes that occur when you change the base, a.
Drag the marker to change the value of a, and answer the following questions.

Q8 Start with a 1. If you keep multiplying the bar lengths by a, is there a limit to
how high the bars will go? If you keep dividing them by a, is there a limit to how
short the bars will become?
Q9 Pull the marker downward so that 0 a 1. What change do you see in the
pattern formed by the bars? Explain why this is.
Q10 As you change a, which bars do not change at all? Why?
Q11 When a is negative, you will see an entirely different pattern. Describe the
pattern, and explain why it looks this way.
2
a4 a4
a2 a2 a2
a0 a0
1 a-2 a-2
a-4 a-4

a-5
-1 a-3 a-3
a a-1 a-1
a1 a1 a1
a3 a3 a3
a5

Q12 Play the game on the Simplify page at least four times. Each time, write down
the original problem and the solution. Try writing the solution down before you

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Zero and Negative Exponents Activity Notes

Objective: Students create a sequence of bars to compare Q5 a 0 1. This follows from the fact that a 1 a 1.
various integer powers of a given base. From the pattern
formed, they learn to interpret zero and negative NEGATIVE EXPONENTS
exponents.
Q6 a 0 a a 1, using the rule from Q3.
Student Audience: Algebra 1
Q7 Since 1 a 0, dividing by a three times is equivalent to
Prerequisites: Students must understand the concept of dropping the exponent three times to a 3. Therefore,
raising a number to a positive integer power. Knowledge of 1/a 3 a 3.
zero and negative exponents is helpful, but not necessary.

Sketchpad Level: Beginner. Students use prepared custom

EXPLORE DIFFERENT BASES
tools. In this extension, students can use the same sketch to see
the effects of changing the base.
Activity Time: 3040 minutes
Q8 If a 1, higher exponents always correspond to
Setting: Paired/Individual Activity (use Zero
larger rectangles, hence, larger numbers. As you keep
Exponents.gsp) or Whole-Class Presentation (use Zero
multiplying, there is no limit to how high the bars will
Exponents Present.gsp)
go. Similarly, if you divide repeatedly, there is no limit
to how short the bars will become.
POSITIVE EXPONENTS
Q9 If 0 a 1, higher exponents correspond to smaller
2. The tools will work for any nonzero setting of a, but numbers. This follows from the fact that multiplying
the activity creates an exponential sequence, so the any positive number by a number greater than one
heights of the rectangles can get out of hand if a is increases it, while multiplying it by a number between
much more than 1.5. one and zero makes it smaller. In either case, the
Q1 a 2 a a 3 result is always positive.
Q2 Multiplying by a raises the power by one: Q10 As a changes, any bar with the value a 0 remains
a n a a n 1. This is true because a n a a a a, constant. This is because a 0 1.
where a appears as a factor n times. If you multiply Q11 When a is less than zero, the bars alternate between
this by one more a, there will be n 1 factors. positive and negative. The numbers with odd
Q3 As the exponents increase, the heights of the bars exponents are negative. Those with even exponents
do not increase by the same amount each time. are positive.
Provided a 1, they increase by more and more In each step of the activity, students formed the
each time. This is more obvious if you change the next number by either multiplying or dividing
scale by dragging one of the tick numbers on the by a negative number, a. Multiplying or dividing
axis. Students may use specific examples to explain: by a negative changes the sign, thus creating the
Multiplying 1 by 1.37 adds only 0.37 to the bar alternating pattern.
height, but multiplying 10 by 1.37 results in 13.7,
Q12 Problems and solutions to the Simplify game vary.
adding 3.7 to the original height.
(Both the activity document and the presentation
ZERO EXPONENT document have another custom tool, Measure Bar, which
was not used in the activity. Choose the tool and click on
Q4 a 4 a a 3, and generally, a n a a n 1. As in Q2, one of the bars. It will display the number represented by
a n = a a a a, where a appears as a factor n times. the bar.)
If you divide this by a, you cancel the last factor,
leaving (n 1) factors.

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Zero and Negative Exponents Presenter Notes

In this presentation students observe the visual pattern formed when an exponent
increases as a number is repeatedly raised to higher powers, and observe the related
pattern as the exponent is reduced first to zero and then to negative values.

Explain that the label 1. Open Zero Exponents Present.gsp. Drag the marker so students can see how it
on the bar is a 1, which
is the same thing as a.
changes the value of a. Return the marker to its original position.
2. To multiply the value represented by the first bar by a, press
and hold the Custom tools icon to display the Custom Tools
menu. Choose the Multiply By a tool. This tool works by
itself, so there is no need to click on anything.
Q1 Ask students what the new bar represents. Drag the marker
to change the value of a to 2, so that students can see the new bar has the
value 4. Return the marker to its original position before continuing.
Q2 Ask, What will be the result if we multiply a 2 by a?
3. Choose Multiply By a again. Use the tool several times.
Q3 Ask, As the exponents increase, do the heights of the bars increase by the same
amount each time? How can you tell?
4. Choose the custom tool Divide By a.
Q4 Ask students to explain why the new bar is the height that it is.
5. Use Divide By a several more times, until the progression runs down to a0.
Q5 Ask, What do you think is the value of a0? Drag the marker so that students
can see that the value of a has no effect on this bar.
Q6 Ask, What will happen if we divide by a again?
6. Choose Divide By a.
Q7 Discuss what the resulting bar represents. Choose Divide By a twice more
during the discussion. Try to get students to propose formulations like these:

a1 1 a __1a and 1 __
a3 1 a a a 1 __ 1 __
1 __
1
3
a a a a
Use the other numbered pages to create different patterns that involve both positive
and negative exponents.

Use the Simplify page to give students practice in manipulating expressions to

eliminate negative exponents.

84 2: Ratios and Exponents Exploring Algebra 1 with The Geometers Sketchpad

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The Golden Rectangle and Ratio

elongated square

The ratio of the width You can describe the shape of a rectangle using the ratio of its width to its height.
of a golden rectangle
to its height is called
The rectangle on the left has a ratio of about 5:1, and the square on the right has a
the golden ratio. ratio of 1:1. The shape in the middle is often considered to be more attractive and
has been called the golden rectangle. Paintings, photos, books, and magazines are
often made with proportions similar to the golden rectangle.

If you add a square to the long side of a golden rectangle, the

result is still a golden rectangle, oriented vertically rather than
horizontally. The new, larger rectangle still has its sides in the
same ratio as the original. Youll use this property to construct
a golden rectangle, determine its ratio of width to height, and
explore its characteristics.

SKETCH AND INVESTIGATE

Youll begin by constructing an adjustable rectangle.

1. In a new sketch, use the Segment tool to draw segment AB.

With the Arrow tool, 2. Construct two lines perpendicular to segment AB, one through point A and the
select the segment
and both points. Then
other through point B.
choose Construct
Perpendicular Lines. 3. Construct point C on the line through B.
D C
4. Construct a line parallel to segment AB through
point C. Construct intersection D.
A B

5. Hide the lines and construct segments to connect

the four points.
Select the points in 6. Construct the quadrilateral interior.
order and choose
Construct D C
Quadrilateral Interior.
A B

Choose Measure 7. Measure the lengths of segments AB and AD by selecting the m AB = 4.48 cm
Calculate to show the m AD = 1.66 cm
Calculator. Click the
segments and choosing MeasureLength. Calculate the ratio of m AB
= 2.70
measurements in the the width to the height. m AD
sketch to enter them
into the Calculator. Q1 What point must you drag to adjust the rectangles shape? Drag
that point to make the shape more attractive to you. Whats the ratio now?

Exploring Algebra 1 with The Geometers Sketchpad 2: Ratios and Exponents 61

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The Golden Rectangle and Ratio
continued

Now youll add a square above the rectangle.

Use the Transform 8. Mark point D as the center of rotation, and rotate point C by 90 about D. Label
menu to mark a center
and rotate a point.
the new point E.
9. Mark point E as the center of rotation, and rotate point D by 90. Label the new
point F.
10. You now have the four vertices of the added square. Construct the sides and
interior of the square.
To measure the 11. The original rectangle and the new square together make a larger E F
distance from A to
E, select the two
rectangle. Measure the longest side of this new rectangle. Then
points and choose calculate the ratio of the longer and shorter sides of the large D C
MeasureDistance.
rectangle. A B

Q2 How does this ratio compare to the ratio from the original
rectangle?
12. Adjust point C until the two ratios are as close to equal as you can make them.
The golden ratio is Q3 What are the ratios now? This is the value of the golden ratio.
often represented by
the Greek letter (phi). Q4 If you add another square on side AE to make a still larger rectangle, what do
you think will be the ratio of the sides of this rectangle?

A GOLDEN SPIRAL
By constructing an arc inside square CDFE and then adding more squares with arcs,
you can construct a golden spiral.

13. Select in order points D, C, and E. Choose ConstructArc On Circle.

14. Hide the labels of points C, D, F, and E.
Press and hold the 15. Create a tool to make it easy to repeat the process: Select
Custom tools icon to
show the Custom Tools
points C, D, F, and E, the segments connecting them, the
menu. square interior, and the arc. Then choose Create New Tool
from the Custom Tools menu, and name the new tool
Square With Arc.
To use the new tool, 16. Use the new tool on points A and E to add a new square.
choose it from the
Custom Tools menu. Q5 Measure the length and height of the new rectangle, and
calculate their ratio. What result do you get?
To make more squares, youll have to make the original
A B
shapes smaller.

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The Golden Rectangle and Ratio
continued

Make sure each new 17. Move A and B closer together, and use the new tool several times to add more
arc connects to the
previous arc. squares to the existing rectangles.

A B

Q6 How many rectangles did you make?

Q7 What do you think is the ratio of the sides of the largest rectangle you made?
Measure the distances and calculate the ratio to confirm your conjecture.
Q8 If your original rectangle was not a golden rectangle, what effect do you think
there would be on the ratio of the sides of the largest rectangle? Drag point C
to find out. What do you observe about the shape of the largest rectangle as you
change the shape of the smallest one?

EXPLORE MORE
Q9 Start a new spiral by using the Square With Arc tool twice at
the same size before you start adding larger squares. As the
rectangles get larger, what happens to the ratio of the sides?
Q10 If the first square has sides of length 1, so does the second. How
long are the sides of the third square? How long are the sides of
the fourth square, and the fifth? Write down the sizes of the first
10 squares. Have you ever seen these numbers before?

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The Golden Rectangle and Ratio Activity Notes

Objective: Students use a ratio to describe the shape of a Q4 Adding another square will produce a similar result to
rectangle. They construct a golden spiral and examine the adding the first square: The new, larger rectangle will
ratios of the rectangles in their construction. have the same shape as the smaller starting rectangle.

Student Audience: Algebra 1/2

A GOLDEN SPIRAL
Prerequisites: Students should be familiar with ratios from
other contexts. 13. The Arc On Circle command is available because
points C and E are equally distant from D, defining an
Sketchpad Proficiency: Advanced. Students use various implicit circle centered at D.
tools; use commands from the Construct, Transform, and
14. Its important to hide the labels so that the tool
Measure menus; and create and use a custom tool. The
students will make in step 15 does not clutter the
instructions for all of these steps are reasonably detailed.
sketch with labels every time it is used.
Activity Time: 3040 minutes
15. The tool will work correctly only in one direction, so
Setting: Paired/Individual Activity (no sketch needed) students will have to take care what point they click
or Whole-Class Presentation (use Golden Rectangle first. Fortunately, they can always use EditUndo.
Present.gsp) Q5 The new, larger rectangle also has its width and height
in the golden ratio.
SKETCH AND INVESTIGATE Q6 Answers will vary, but its best if students make at
If students are new to the tools, identify the Segment tool, least four or five new rectangles.
the Point tool, the Text tool, and the Custom tools icon. Q7 Each new rectangle is golden, with its sides in the
Students must use the Text tool in several places in the golden ratio.
activity in order to show, hide, or change point labels.
Q8 Even if the original rectangle is not golden, successive
2. Students can construct the perpendiculars one at a rectangles become closer and closer to golden in
time by selecting segment AB and one point before shape.
choosing the command, or they can construct both at
once by selecting segment AB and both points before EXPLORE MORE
choosing the command.
Q9 As the rectangles get larger, the ratio becomes closer
4. To construct intersection D, students can use the and closer to the golden ratio.
Point tool or the Arrow tool, or they can select the
Q10 The sizes of the first 10 squares are 1, 1, 2, 3, 5, 8, 13,
two lines and choose ConstructIntersection.
21, 35, and 56. These are the Fibonacci numbers.
6. This step assumes that students can find Construct (The ratio between successive Fibonacci numbers gets
Quadrilateral Interior once they have selected the closer and closer to the golden ratio.)
four points.
Q1 Drag point C to change the shape of the rectangle. WHOLE-CLASS PRESENTATION
Dragging points A and B changes the size of the
Use the Golden Rectangle Present.gsp sketch to
rectangle but not its shape.
demonstrate golden rectangles and golden spirals.
Q2 Answers will vary, depending on the shape of the
Page 1 allows you to show the steps of the construction
original rectangle.
through step 12. After clicking the buttons, drag point C to
Q3 Students will not be able to get the two ratios exactly make the ratios equal.
equal due to limitations of dragging points on
the screen, but they should get an answer slightly Page 2 allows you to use a tool to build the first golden
greater than 1.6. When the ratios are equal, they are spiral, covering steps 13 through 16.
approximately 1.618. This is the golden ratio (). Page 3 is for the Explore More construction.

64 2: Ratios and Exponents Exploring Algebra 1 with The Geometers Sketchpad

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Approximating Solutions to Equations

Before you try to find an exact solution to a problem, you may find it helpful to
first approximate a solution. In real life, approximations may be good enough. For
instance, if you are driving to Yellowstone National Park, you may be glad to know
that you will be there in approximately 3_12 hours. It may not be possible to know
exactly how long it will take you, but knowing the approximate time will help
you plan.

SKETCH
Begin by creating two number lines. You will do this by creating two sets of
coordinate axes, and then hiding the y-axis.

1. In a new sketch, choose GraphDefine Coordinate System. Then choose

GraphHide Grid.
Click the Text tool 2. There are two points shown on the screen, one at the origin and another one
on a point to show
its label, or select
defining the unit distance on the x-axis. Show the point labels. The labels should
the point and choose be A and B. Select both points and choose MeasureDistance.
DisplayShow Label.
3. Construct a point C on the negative y-axis. Hide the y-axis.
4. To create the second number line, select point C and distance measurement AB.
Choose GraphDefine Unit Distance. A message will appear warning you that
you are creating a second coordinate system. Click Yes. Hide the new grid and
the new y-axis.
2
A B 5

AB = 1.00 cm

A B 5
C 5

-2
C

Q1 You should now have two number lines. What happens when you drag the unit
point B on the upper number line?
To change a label, 5. Construct a point on the upper number line. Select the point and choose
double-click it with the
Text tool.
MeasureAbscissa (x). Change the measurement label to x, and change the
label of the new point to x also.
The point and measurement correspond to the variable x. You will use them to
build both sides of this equation:

3x 8 2x

Exploring Algebra 1 with The Geometers Sketchpad 4: Solving Equations and Inequalities 123
2006 Key Curriculum Press
Approximating Solutions to Equations
continued

When you need 6. Choose MeasureCalculate. Compute the value of the expression 3x 8. Then
to enter x into the
expression, click on
repeat the process to calculate the value of the expression 2x. Arrange these
the measurement x in calculations side-by-side, with the first on the left and the second on the right.
the sketch.
7. Choose GraphNew Parameter. Change the name to zero, and change the value
to 0.
8. Select in order the left calculation (3x 8) and the parameter zero. Choose
GraphPlot As (x,y).
Q2 This last step created a new point on the lower number line. If it is not in view,
drag point x across the screen until you see it. What does the number line value
of the new point represent?
9. Change the label of the new point to left. x = 2.00
x
Use the procedure from step 8 (but using -5 A B 5

the calculation 2x) to create another point

on the lower line. This one represents the left right
C
right side of the equation. Label it right. -5 5

3x-8 = -2.00 2x = 4.00

Q3 Drag point x until you see points left and
right come together. When the points
meet, what is the value of x? What is the solution to the equation?

OTHER EQUATIONS
You can edit the calculations in order to solve other equations. Double-click
a calculation with the Arrow tool to get back to the Calculator window. After
changing a calculation, you may need to adjust the scale to see the corresponding
point.

Q4 Solve these equations:

15(x 3)
a. 31 3x 2(x 26) b. _______
4
40 7x
Q5 Change the equations so that no matter where you drag x, there is no solution.
Q6 Change the equations so that no matter where you drag x, left and right are
always equal.
Q7 So far, all of the equations have been linear, but this approximation method can
work with any equation with one variable. Approximate the solutions to these:
__
a. x 2 5x 3 2x 13 b. 3
x 2x 6

124 4: Solving Equations and Inequalities Exploring Algebra 1 with The Geometers Sketchpad
2006 Key Curriculum Press
Approximating Solutions to Equations Activity Notes

Objective: Students plot points on a number line to Q7 a. x 5 or 2 b. x  6.96

represent the left and right sides of an equation. They then The equation in part a is a quadratic equation with
drag a point to change the value of x and approximate the two solutions. If this is something new for students,
solution to the equation. ask them to explain why there are two answers.
Student Audience: Algebra 1 For the equation in part b, ask why the left-side
calculation is undefined when x is dragged to the
Prerequisites: Students should understand what it means
negative end of the number line.
to solve an equation with one variable.

Sketchpad Level: Intermediate. Students construct the VARIATIONS

sketch from scratch, using detailed directions. They also
You may wish to challenge students with other equations.
use the Calculator to build expressions.
Even if the solution is near zero, the expressions on each
Activity Time: 2030 minutes side of the equation may have very large magnitudes,
Setting: Paired/Individual Activity (start with a new sketch making this model unwieldy. It is not actually necessary to
or use Approximating Solutions.gsp, which has steps 14 see points left and right since you can see the calculations
already constructed; you can save time by having students they represent. You can make this easier by subtracting one
open this sketch and start with Q1) or Whole-Class calculation from the other and finding the value of x for
Presentation (use Approximating Solutions Present.gsp) which the difference is zero.

This activity anticipates Dynagraph activities, in which

WHOLE-CLASS PRESENTATION
independent and dependent variables are graphed on
parallel number lines. In this presentation students will observe how dragging a
point on a number line can quickly generate many values
to substitute in a simple equation, making it easy to find an
SKETCH
approximate solution to the equation.
Q1 If the construction is correct, the unit point B on the
There are different ways to solve an algebraic equation in
upper number line should control the scale of both
one variable: by algebraic manipulation, by graphing each
lines. Confirm that this is working before moving on.
side of the equation as a function and finding the point of
Q2 The number line value of the new point should match
intersection, and by substituting different values for the
the calculation on the left, 3x 8. unknown to get closer to the answer. In this activity you
Q3 When the points left and right come together, the will be demonstrating the last of these, by dragging a point
left and right sides of the equation are equal for that along a number line to change the value of x continuously.
value of x. This happens when x 8, and that is the This makes it easy to find approximate solutions quickly,
solution to the equation. even for equations that are quite difficult or impossible
Some students may make the mistake of saying that to solve analytically.
16 is the solution, because that is what appears on You will use the first page of the presentation sketch
both sides. Check for understanding. to solve the equation 3x 8 2x. The values of the
expressions on the left and right sides of the equation
OTHER EQUATIONS correspond to two points labeled left and right. As you
Q4 a. x 16.6 b. x  2.67 move x along the top number line, points left and right
move accordingly along the bottom number line. Students
The precision of students answers will depend on the
look for the value of x that makes left and right coincide.
scale they choose.
To present this activity to the entire class, follow the
Q5 Answers will vary. An equation like x x 1 works.
Presenter Notes and use the sketch Approximating
Q6 Answers will vary. An equation like 2x x x works. Solutions Present.gsp.

Exploring Algebra 1 with The Geometers Sketchpad 4: Solving Equations and Inequalities 125
2006 Key Curriculum Press
Approximating Solutions to Equations Presenter Notes

Use these steps and questions to present this topic to the class.

1. Open Approximating Solutions Present.gsp x = 2.00 3x 8 = 2x

x
and use it to introduce the presentation. 5 0 5

2. Go to page 2. Press the Show Equation button. left right

5 0 5

Define the term 3. Explain that solving an equation means finding 3x 8= 2.00 2x = 4.00
substitute if students
dont already know it.
the value of x that makes the two sides of the
equation equal.
4. Press the Show x button. Drag point x left and right to show how the value
changes. Emphasize that x is a variable.
5. Press the Show Left Side button to show a point labeled left, corresponding to
the value of the left side of the equation.
6. Drag x again so students can see how changing x changes the position and value
of point left.
Have several students Q1 Ask students how dragging x relates to trying different numbers for x. (One of
answer the questions
in their own words.
their observations should be that dragging makes it easy to try a lot of numbers
for x very quickly.)
Q2 Leave x someplace other than 2, and ask students if they can tell you where point
left will go if you move point x to 2. (Answer: 3x 8 3 (2) 8 2.)
7. Press the Show Right Side button, and drag x again. Avoid emphasizing the
solution for the time being, and leave x at a value for which the equation is false.
Consider calculating Q3 Ask students whether the equation is now true or false. Then ask what they
the difference between
the left- and right-
would expect to see if the equation were true. (Students should expect two
side values. Students things: The values will be equal, and points left and right will coincide.)
should predict that
left right 0 at 8. Drag x left and right. Ask whether each direction moves you closer to an answer
the solution.
or farther away. Ask if left will always be to the left of right. Drag x again until
the points coincide.
Q4 Have students verify that this value of x does indeed give an approximate
solution to the equation.
After changing the Use the remaining pages of the sketch to try different equations. Alternatively,
equation, you may
need to change
double-click the existing calculations on page 2 to change the left and right
the scale to see expressions to solve any equation.
the solution.

126 4: Solving Equations and Inequalities Exploring Algebra 1 with The Geometers Sketchpad
2006 Key Curriculum Press
Session 3: Slope, Graphing Equations
Goals for this Session:
Develop an intuitive feel for slope. Explore a family of linear graphs.

Sketchpad Skills:
Use sliders and tracing to investigate behavior of a graph.

Activities
o The Slope Game (Exploring Algebra 1 with The Geometers Sketchpad,
available September 2005)
o More Slope Games (Exploring Algebra 1 with The Geometers Sketchpad,
available September 2005)
o The Slope-Intercept Form of a Line (Exploring Algebra 1 with The
Geometers Sketchpad, available September 2005)

Project
Your team should decide on a specific mathematical topic for your project.
Try to make your topic fairly specifica topic that is too general will be
difficult to do in the time available.
The Slope Game

Imagine a game that combines the best elements of laser tag, Doom, and chess. This
is not that game, but it is still a fun math game thats good for solidifying your sense
of slope. The game works best with a partner (this is how its described), but you
can also play it alone if you hide the labels and cover the slope measurements before
dragging the lines.

PLAYING THE SLOPE GAME

1. In a new sketch, press and hold the Straightedge tool in the
Toolbox. Choose the Line tool from the menu that pops out.
Click and release only 2. Draw five different random lines in your sketch.
in blank space so that
none of the lines are 3. Measure the slopes of the five lines by selecting all of them at
attached to each other.
once and choosing MeasureSlope.
An easy way to select 4. Create a Hide/Show action button by selecting all the points and choosing
all the points is to
choose the Point EditAction ButtonsHide/Show.
tool and then choose
EditSelect All 5. Press the button to hide the points. Slope AB = 1.77
C 4
B
Points. Slope CD = -1.40 I
6. Challenge your partner to match each
Slope EF = undefined E
2
measured slope with a line. Your partner Slope GH = 1.16 H

must drag each measurement on top of Slope IJ = 3.42

the line it matches. -5 5

Hide Points D
G
A
7. When your partner has finished -2
F
J
guessing, press the button again to show
the points. Your partner receives one
point for each correctly matched slope.
You can scramble the 8. Switch roles. While you look away, your partner will scramble the lines and hide
lines automatically by
selecting them and the points. Now its your turn to match the slopes with the lines.
making an Animation
button. Press the 9. After a round or two, you can add more lines to make the game more
button to start
scrambling the lines;
challenging.
press it again to stop.

Exploring Algebra 1 with The Geometers Sketchpad 5: Coordinates, Slope, and Distance 175
2006 Key Curriculum Press
The Slope Game Activity Notes

Objective: Students construct and play a game in which PLAYING THE SLOPE GAME
one player rearranges lines on the screen and the other
2. This step says to draw five different random lines.
player tries to match each line with its slope measurement.
The lines should not be attached to each other. In
Student Audience: Pre-algebra/Algebra 1 other words, students should click or release only in
blank space when constructing the lines so that all the
Prerequisites: Students should have had an introduction
control points are independent points.
to slope, though it isnt necessary for them to know the
rise/run definition yet.
AFTER PLAYING
Sketchpad Level: Easy. Students draw, drag, and measure
the slopes of lines. The More Slope Games activity contains four different
ready-made slope games that can be played in a variety of
Activity Time: 515 minutes. This activity works well as a ways. They can be played immediately after this game, but
follow-up to the Slope of a Line activity. we recommend spreading them out over several days or
Setting: Paired/Individual Activity (no sketch needed) weeks, letting students play each one for 515 minutes as
time permits.
This simple, unassuming game has been a favorite in
classrooms and workshops for years. Students really do
enjoy trying to trick each other with lines that are very
close to each other in slope, or the opposite of each other,
and this represents a good learning opportunity.

176 5: Coordinates, Slope, and Distance Exploring Algebra 1 with The Geometers Sketchpad
2006 Key Curriculum Press
More Slope Games

Nothing improves your skills like practice. Open

More Slope Games.gsp. The document contains
four games designed to improve your understanding
of slope. You can set the games up for one player
or two.

GUESS THE SLOPE

Start the game with the Play button. You will see a random line. Edit the parameter
Guess Slope by double-clicking it, making your best guess for the slope of the line,
and pressing OK. Press the Enter button to see your score. You get one point if your
line is within 10 of the correct slope and two points if you are within 5. Be careful
to get the sign of the slope right. Get it wrong and you will lose one point, no
matter how close your guess is.

GUESS THE LINE

This is the same game in reverse. When you press Play, you will see a slope. Try to
make the line match that slope by dragging the points. Scoring is the same as in
Guess the Slope.

MATCH THE SLOPE

This game gives you five lines and five slopes. Drag the slope measurements onto
their corresponding lines. You must place the center of the measurement on (or
very close to) the line to get credit. This game is best if you play it as part of a two-
person team competing against another two-person team.

SLOPE ARCHERY
The red point is an archers shooting position. When you press Play, the target will
move to a new random location on the border of the range. Change the Guess Slope
parameter to match an imaginary line between the archer and the target. Press Enter
to shoot. A hit scores one or two points. There is no penalty for misses, no matter
how bad.

Exploring Algebra 1 with The Geometers Sketchpad 5: Coordinates, Slope, and Distance 177
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The Slope-Intercept Form of a Line

The slope-intercept form of a line, y mx b, is one of the best-known formulas

in algebra. In this activity youll learn about this equation first by exploring one line,
then by exploring whole families of lines.

SKETCH AND INVESTIGATE

Choose GraphDefine Youll start this activity with m 2 and b 1 as you explore the line y 2x 1.
Coordinate System.
To hide the points, 1. In a new sketch, define a coordinate system and hide the points (0, 0) and (1, 0).
select them and
choose DisplayHide
Points.
Q1 For y 2x 1, what is y when x 0? Write your answer as an ordered pair.
Choose GraphPlot 2. Plot this point. Why does it make sense to call this point the y-intercept?
Points. Enter the
coordinates in the Plot Q2 You found that the y-intercept of y 2x 1 is 1. What is the y-intercept of
Points dialog box, click
Plot, then click Done. y 3x 7? Explain why the y-intercept of y mx b is always b.
Youve learned that slope can be written as rise/run. The slope of the line
y 2x 1 is 2, which you can think of as 2/1 (rise 2 and run 1).

3. Translate your plotted point using this slope. Choose

TransformTranslate, use a rectangular translation
vector, and enter 1 for the run (horizontal) and 2 for
the rise (vertical).
To measure the Q3 What are the coordinates of the new point? Substitute
coordinates,
choose Measure
them into y 2x 1 to show they satisfy the
Coordinates. equation.
Q4 Translate the new point by the same rise and run values to get a third point.
Find the coordinates of this third point, and verify that it satisfies the equation
y 2x 1.
4. Select any two of the three points youve plotted, and choose ConstructLine.
What youve done so far is one technique for plotting lines in the form y mx b:

Plot the y-intercept (0, b).

If m is a decimal such Rewrite m as rise/run (if necessary).

as 1.5, write it as a
fraction such as 3/2. Find a second point by translating the y-intercept by rise and run.
If its a whole number
such as 3, write it as a
fraction such as 3/1. Connect the points to get the line. Plot a third point to check the line.

Q5 Using the method just described, plot these lines on graph paper.
a. y 3x 2 b. y (2/3)x 2
c. y 2x 1 d. y 2.5x 3

Exploring Algebra 1 with The Geometers Sketchpad 6: Variation and Linear Equations 201
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The Slope-Intercept Form of a Line
continued

EXPLORING FAMILIES OF LINES

Now that youve plotted a line, focus on how m and b affect the equation.

5. Open Slope Intercept.gsp. y = 2.00x + 1.00 2

The graph of y 2x 1 is already plotted. You m = 2.00

b = 1.00
can change m and b by adjusting their sliders.
scale

To adjust a slider, drag Q6 Adjust slider m and observe the effect.

the point at its tip.
Describe the differences between lines with
2

m 0, m 0, and m 0. What happens to

the line as m becomes increasingly positive?
Increasingly negative?
Q7 Now adjust slider b. Describe the effect this value has on the line.
6. Select the line and choose DisplayTrace Line.
Q8 Adjust m and observe the trace pattern that forms. Describe the lines that
appear when you change m. What do they have in common?
To erase traces left Q9 Erase the traces and adjust b. How would you describe the lines that form when
by the line, choose
DisplayErase
you change b? What do they have in common?
Traces.
7. Turn off tracing by selecting the line and choosing DisplayTrace Line again.
Erase any remaining traces.
Q10 For each description below, write the equation in slope-intercept form. To check
your equation, adjust m and b so that the line appears on the screen.
a. slope is 2.0; y-intercept is (0, 3)
b. slope is 1.5; y-intercept is (0, 4)
c. slope is 3.0; x-intercept is (2, 0)
d. slope is 0.4; contains the point (6, 2)
e. contains the points (3, 5) and (1, 3)

EXPLORE MORE
Q11 Attempt to construct a line through the points (3, 0) and (3, 3) by adjusting
the sliders in the sketch. Explain why this is impossible. (Why cant you write its
equation in slope-intercept form?)
Q12 Can you construct the same line with two different slider configurations? If so,
provide two different equations for the same line. If not, explain why.

202 6: Variation and Linear Equations Exploring Algebra 1 with The Geometers Sketchpad
2006 Key Curriculum Press
The Slope-Intercept Form of a Line Activity Notes

Objective: Students explore the effects of intercept and Q4 The third point is (2, 5). This point satisfies the
slope on the position of a line. They practice writing equation because y 2(2) 1 5.
equations in point-slope form and visualizing the graph Q5 The lines are shown below with several integer points
when given the equation in point-slope form. plotted.
Student Audience: Algebra 1 a. 6

Prerequisites: Students need to be familiar with the

3
y-intercept and the rise/run definition of slope.

Sketchpad Level: Intermediate. Students plot and translate 10 5 5 10

points and construct a line. 3

Activity Time: 2535 minutes. The second part, Exploring 6

Families of Lines, can be done on a different day, as Q5 is a
good stopping point.
b. 6
Setting: Paired/Individual Activity (use Slope
3
Intercept.gsp) or Whole-Class Presentation (use Slope
Intercept Present.gsp)
10 5 5 10
The value m is the slope of the line, and b is where the 3
line crosses the y-axis. (This formula can also be written
y a bx, using a and b instead of b and m. Some 6

students may be more familiar with this form.)

c. 6
SKETCH AND INVESTIGATE
3
1. Hiding the unit point (0, 1) reduces the chance that
students will change the scale of the coordinate 10 5 5 10
system. Sketchpad measures coordinates in graph 3
units but does translation in distance (cm) units.
6
When the coordinate system is defined, those units
agree. If the points in Q3 and Q4 do not have integer
values, the student has probably changed the scale by d. 6
dragging the unit point or the tick numbers on the
3
axes.
Q1 When x 0, y 1. The point is (0, 1). It makes sense 10 5 5 10
to call this the y-intercept because its the point where
3
the line crosses the y-axis.
6
Q2 The y-intercept of y 3x 7 is 7. When you
substitute 0 for x in y mx b, you get
Q6 Lines with a positive m go up to the right and down
y m(0) b, or y b.
to the left, lines with a negative m go down to the
Q3 The coordinates of the new point are (1, 3). This right and up to the left, and lines with m 0 are
satisfies the equation because y 2(1) 1 3. horizontal. As m becomes increasingly positive or
(See the note for step 1 if students get non-integer negative, the line becomes steeper.
coordinates when they measure them.)

Exploring Algebra 1 with The Geometers Sketchpad 6: Variation and Linear Equations 203
2006 Key Curriculum Press
The Slope-Intercept Form of a Line Activity Notes
continued

Q7 As b becomes increasingly positive, the line is shifted Q12 No, its not possible. The reason is that every line has
(translated) up. As b becomes increasingly negative, a unique y-intercept, so theres only one value for b
the line is shifted (translated) down. When b 0, the for a particular line. Similarly, each line has a unique
line goes through the origin. slope, so theres only one value for m.
Q8 The slopes vary, but the traces always pass through
the same y-intercept. The result looks like an infinite WHOLE-CLASS PRESENTATION
asterisk. Use the sketch Slope Intercept Present.gsp to help
Q9 This family can be pictured as the infinite set of lines students visualize the graph of a line from an equation
in a plane that are parallel to a given line. They all written in slope-intercept form. You will need to discuss
have the same slope. how the y-intercept is found by substituting 0 for x,
which always yields y b for an equation in the form
Q10 a. y 2x 3 b. y 1.5x 4
y mx b. Then the slope can be applied to find one
c. y 3x 6 d. y 0.4x 0.4 or two more points and graph the line.
e. y 0.5x 3.5
Use page 2 to further explore the effects of m and b. This
sketch is set up with sliders for m and b. You can use this
EXPLORE MORE sketch to explore Q6Q12 with the whole class.
Q11 This line is parallel to the y-axis, so it has no
y-intercept and the slope is undefined. The line can
be expressed with the equation x 3, but thats not
in slope-intercept form.

204 6: Variation and Linear Equations Exploring Algebra 1 with The Geometers Sketchpad
2006 Key Curriculum Press
Session 4: Algebra Tiles, Dynagraphs
Goals for this Session:
Use custom tools to model algebraic expressions as line segment lengths
and rectangle areas. Use dissected rectangles to see the equivalence of
expressions in factored and expanded form.

Sketchpad Skills:
Use custom tools to create algebra tiles, either separately or connected.

Activities
o Algebra Tiles (Exploring Algebra 1 with The Geometers Sketchpad,
available September 2005)
o Introducing Dynagraphs (Exploring Algebra with The Geometers
Sketchpad, 2001)

Project
Your team should decide whether to do a student activity or a teacher
presentation, describe your topic in writing, and begin the actual design.
(Dont worry if you dont yet know everything you need to know in order
to complete the project. Youll have ample opportunity during the week to
learn more and to refine your design.)
Algebra Tiles

In the development of mathematics, geometry came long before algebra. Scholars

valued geometry because they could see it and draw it. Numbers by themselves were
hardly more than rumors. Today, we use numbers (including variables) much more
freelybut do not dismiss the lessons of the ancients. Geometry still provides us a
means to lay the numbers out before our eyes. In this activity, you will use algebra
tiles to model numbers as segment lengths and rectangle areas.

LINE SEGMENT TOOLS

1. Open Algebra Tiles.gsp.
2. Press and hold the Custom tools icon to display the Custom Tools menu.
Choose the Unit Segment tool. Click several times on the screen. Then choose
the Arrow tool.
Q1 Each of these new line segments represents the unit value (1). Describe in detail
what you see. Drag the endpoints and describe the resulting behavior.
3. Choose the Unit Segment tool again. Construct one unit
segment. With the tool still active, click the black endpoint.
Then click the black endpoint of the second segment.
Q2 You should now have three unit line segments end-to-end. At
first, it is nothing but a scribble, with no particular number
association. Drag the black points to align the parts into a single
line segment, oriented vertically or horizontally. What number
does its length represent?
4. Choose the x Segment custom tool. Click in several places on
the screen. Choose the y Segment custom tool and create several of those
segments.
Q3 Describe the similarities and differences between the line segments on your
screen.
Q4 Use the tools to construct a horizontal line segment of length 2x
3. Construct
another one of length x
3y
1. Sketch and describe the images on paper.
x x
Start at the lower left, Q5 Construct a rectangle like the one shown here. What is the
and attach segments 1 1
to each other by
area of the rectangle?
1 1
clicking the black
endpoint of an existing Q6 Drag the point at the end of the x slider. What happens in 1 1
segment. the sketch? Does the figure hold together? x x

Exploring Algebra 1 with The Geometers Sketchpad 3: Algebraic Expressions 105

2006 Key Curriculum Press
Algebra Tiles
continued

AREA TOOLS
When you multiply the lengths of adjacent sides of a rectangle, the product is
the area of the rectangle. You have been using line segment lengths to represent
numbers. Now you will use rectangle areas to represent products of numbers.

5. Go to page 2. Choose the x Rectangle custom tool. Create a rectangle on

the screen. Drag the black point so that it is in the lower right vertex of
the rectangle.
Q7 What are the width, height, and area of this rectangle? What happens when you
drag the black point?
Each rectangle side 6. There are other tools, named y Rectangle, xy Rectangle, Unit Square,
and interior has a
hidden label indicating
x^2 Square, and y^2 Square. Try each of them at least once.
its value. You can show
these labels by clicking
the object with the
Text tool.

EXPRESSIONS FOR AREA

The rectangle on the right is formed by linking y x x 1

line segments end-to-end. Its height is y
2, and 1 1

its width is y
2x
1. That makes its area 1 1

(y
2)( y
2x
1).
y y
Below that is the same rectangle again. This
time its interior is tiled with smaller rectangles. y x x 1
By adding the areas of each of the smaller
rectangles, you can get another expression for the y x x 1

area: y 2
2xy
3y
4x
2. y x x 1

These are two ways of expressing the area of the

y2 xy xy y
same rectangle, so the expressions must be equal.
That fact leads to this equation:

(y
2)(y
2x
1)  y 2
2xy
3y
4x
2
Q8 Go to page 3. You will see four composite rectangles. For each rectangle, write
an equation showing the area as the product of its height and width (factored
form), and as the sum of the areas of the interior rectangles (expanded form).
Q9 Page 4 contains four more rectangles, but the interiors are not yet filled. Use the
custom tools to tile the interiors. For each rectangle, write an equation with the
factored and expanded forms of the area.

106 3: Algebraic Expressions Exploring Algebra 1 with The Geometers Sketchpad

2006 Key Curriculum Press
Algebra Tiles Activity Notes

Objective: Students use custom tools to model expressions The task in Q5 gives students a chance to get used to
as line segment lengths and rectangle areas. They then use the tools. The best way to construct this rectangle is
dissected rectangles to see the equivalence of expressions in to begin at the lower-left vertex, attaching each new
factored and expanded form. segment to the endpoint of a previously constructed
segment. First work your way across the bottom and
Student Audience: Pre-algebra/Algebra 1
up the right side. Then go back to the starting point
Prerequisites: Students should learn symbolic expansion and go up the left side and across the top. Straighten
before doing this activity, but factoring is not a the sides by dragging the black points.
prerequisite.
Q6 When students drag the x slider, the lengths of the
Sketchpad Level: Intermediate. The activity involves x segments change. If students have attached the
extensive use of several custom tools. segments to each other, the figure holds together.
Activity Time: 4050 minutes
AREA TOOLS
Setting: Paired/Individual Activity (use Algebra Tiles.gsp)
Q7 The width is x and the height is 1. The black point
or Whole-Class Presentation (use Algebra Tiles
Present.gsp) rotates one side of the rectangle through 90. If the
black point is moved to the top of its path, the width
You may consider creating your own activities by using the becomes 1 and the height x. Even as the rectangle
custom tools in Algebra Tile Tools.gsp. rotates, the lower left vertex stays in place.

LINE SEGMENT TOOLS EXPRESSIONS FOR AREA

Q1 All the unit line segments have the same length. Q8 a. 3(y
1)  3y
3
Dragging the white endpoint translates the segment.
b. (x
2)(x
y)  x 2
xy
2x
2y
Dragging the black point rotates it between vertical
and horizontal orientations. c. (2y
1)(y
x
2)  2y 2
2xy
5y
x
2
d. (x
y)(3x
1)  3x 2
3xy
x
y
Q2 When the three line segments are in alignment, the
figure represents the value 3. Q9 a. (2x
1)(3
x)  2x 2
7x
3

Q3 The x line segments are blue. They are equal to b. (y
x
1)(2y
x)  2y 2
3xy
x 2
2y
x
each other in length, but longer than the unit line c. (1
2x)(3x
2y)  6x 2
4xy
3x
2y
segments. The y line segments are longer still. They
d. (2
x)(4
y)  xy
4x
2y
8
are red and are equal to each other in length. All of
the line segments have the translation and rotation In Q9, students should start the constructions in the
properties described in the answer to Q1. lower-left corner and work their way up and right.
The rectangles will fit better (perfectly, in fact) if you
Q4 To model 2x
3, construct two x segments and three
click on an existing point when constructing each
unit segments end-to-end. To construct x
3y
1,
new rectangle. However, it is possible to construct
do the same with one x segment, three y segments,
each part independently and drag them into their
and one unit segment. In both cases, the component
approximate places. Two rectangles will fit together
line segments must be collinear.
only if their common sides have the same color,
x x 1 1 1 hence, the same value.

x y y y 1
WHOLE-CLASS PRESENTATION
Q5 The area of the rectangle is 6x. To present this activity to the whole class, use the Presenter
Notes and the sketch Algebra Tiles Present.gsp.

Exploring Algebra 1 with The Geometers Sketchpad 3: Algebraic Expressions 107

2006 Key Curriculum Press
Algebra Tiles Presenter Notes

In this presentation youll show your class how dynamic algebra tiles work and use
algebra tile diagrams to write two different expressions for the same area.

1. Open Algebra Tiles Present.gsp. The sketch is empty except for sliders
representing 1, x, and y.
The lengths of the sliders will be used as the dimensions of the algebra tiles. Because
the sliders are adjustable, the tiles will also be adjustable in size.

2. Press and hold the Custom tools icon to display the Custom Tools menu. Look
at the list of tools with your students, and ask them to guess what the various
tools might do.
3. Choose the Unit Segment tool and click several times on the screen.
Q1 Choose the Arrow tool and drag a segment, first by one endpoint and then by
the other endpoint. Ask students what they observe about the segments.
4. Demonstrate the use of a different segment tool, one of the rectangle tools, and
one of the square tools.
5. Show how to use the Arrow tool to drag the black vertex of a rectangle tile to
orient the tile either horizontally or vertically.
6. Change the lengths of the unit, x, and y. Ask students to describe the effect in
the sketch as you change these lengths.
7. On page 2 of the sketch are several constructions in which tiles have been
assembled into rectangles. Press the Show a button to see the first rectangle.
Q2 Ask, What is the height of this rectangle? Does the height use unit distances,
x distances, or y distances? What is the width? Encourage discussion. (The
rectangle is 3 units high and y
1 units wide.)
Q3 Ask students to use the height and width to write a formula for the area.
Q4 Ask, What is the area of each small green square? And what is the area of each
pink rectangle? Ask students to add the areas to find the area of the rectangle.
Q5 Ask students what the relationship is between the two expressions for the area.
Look at Q8 and Q9 in Q6 Show figure b and have students find its area, both by multiplying and counting.
the Activity Notes for
the answers to these
Make an equation from the two expressions. Do the same for the remaining
area problems. problems on page 2, and then do the animated problems on page 3.
Have students summarize their conclusions about the two ways in which they
found the areas of the rectangles.

108 3: Algebraic Expressions Exploring Algebra 1 with The Geometers Sketchpad

2006 Key Curriculum Press
 Representing Functions Dynamically:
Introducing Dynagraphs Name(s):
Knowing lots How many ways are there to represent a function?
of representations
is great, but only if
you keep in mind Perhaps youve encountered verbal representations of functions or
what they have in functions presented as arrows connecting the elements of two sets. You
common: namely,
what makes a may have seen them displayed using tables or even equations. Here we
function a function.
explore a useful new way of representing functions: dynagraphs.

A
f(A)

B
g(B)

C
h(C)

D
i(D)

Sketch and Explore

Q1 Spend a few moments reviewing with your group or on your own
what a function is.
Based on what youve learned so far in your math life, how would
you describe functions to someone who isnt familiar with them?

1. Open the sketch Dynagraphs.gsp from the folder 4_Functions.

Youll see four dynagraphs. Each consists of two axes: an input axis and
an output axis. Segments connect points on the input axes to points on
the output axes.
input
A
f f(A) output

2. Using the Arrow tool, drag each of the four input pointers (pentagons)
to get an idea of how dynagraphs work.

104 Chapter 4: Functions Exploring Algebra with The Geometers Sketchpad

2002 Key Curriculum Press
 Introducing Dynagraphs (continued)
Q2 Based on your understanding of functions, do these four dynagraphs
represent functions? Explain.

Q3 Heres a description of dynagraph f:

When the input is at the origin, the output is also at the origin.
When the input is right of the origin, so is the output, but the
output is always about twice as far away. When the input is on
the left side, its a mirror image of when its on the right. When the
input is dragged steadily from left to right, the output also moves
steadily in the same direction, only faster.
You dont have to
copy whats in our Write descriptions for the other three dynagraphs.
description. Just be
as observant and Dynagraph g description:
detailed as you can.
You might imagine
youre describing
the dynagraphs
to someone who
cant see them.

Dynagraph h description:

Dynagraph i description:

Numbers, Numbers, Numbers

You may have suspected (correctly) that the input and output axes in
a dynagraph are number lines. But without any tick marks other than
the origin, its impossible to assign numbers to positions, such as an
input of 3 gives an output of 5.
In this section, youll explore four new dynagraphs, first without
numbers, then with.
3. Go to page 2 of Dynagraphs.gsp. Youll see four new dynagraphs.
Explore them by dragging their input pointers.
Q4 On a separate piece of paper, write descriptions of the four functions
represented by these dynagraphs, just as in the previous section.
Exploring Algebra with The Geometers Sketchpad Chapter 4: Functions 105
2002 Key Curriculum Press
 Introducing Dynagraphs (continued)
4. Scroll down a bit and press the Show axes button.
You now see that the dynagraphs axes are indeed number lines.
5. Drag ts input control to 4.
The arrow should point to an output of 5, A 5
t(A)
as shown at right. Thus, an input of 4
maps to an output of 5. Using functional
notation, t(4) = 5, or t of four equals five.
Hint: The answers
to all but three of Q5 Solve for the unknown as indicated.
these questions
are single integers.
The answer to
one question is
t(1) = y, y= v(4) = b, b=
undefined, and
one question has
several answers. t(5) = n, n= v(4) = d, d =

t(x) = 5, x= v(r) = 3, r=

u(1) = ?, ? = w(2) = z, z=

u(3) = p, p= w(4) = s, s=

u(m) = 8, m= w(a) = 0, a=

Explore MoreAbsolute Maximums and Minimums

A function is said to have an absolute maximum if there is a biggest
output valueone the function can take on but can never exceed.
Similarly, a function is said to have an absolute minimum if there is a
smallest output valueone the function can take on but can never
go below.
1. Of the eight functions on pages 1 and 2, one has an absolute
maximum and two have absolute minimums. Determine which
functions these are. Also determine what the maximum/minimum
output values are and for what input values they occur.

106 Chapter 4: Functions Exploring Algebra with The Geometers Sketchpad

2002 Key Curriculum Press
The Geometers Sketchpad Port Dickson Workshop

Tuesday Feedback and Evaluation

We ask that you provide feedback on the workshop at the end of each day so
we can continually improve our professional development offerings. Please
write below your impressions of the day and any questions you may have,
and return this form to the presenters before leaving today.
The Geometers Sketchpad Port Dickson Workshop

Project Plan

Please fill out and turn in only one copy of your plan. You should also keep a
copy of this plan for your own use in the coming days.

Topic:

Age Level:

Student Activity or Class Presentation?

Team Members:

Notes or Questions:
The Geometers Sketchpad Port Dickson Workshop

Wednesday Schedule
Todays Themes
Mathematics: Euclidean, Transformational, and Non-Euclidean
Geometry
Techniques: Compass and Straightedge; Creating Custom Tools
Pedagogy: Conjecturing and Proof; Multiple Approaches to a Problem

8:0010:00 Session 5: Triangle Centers

(Project Work)

10:0010:30 Break

10:3012:30 Session 6: Constructing the Construct Menu, Transformations,

Exterior Angle Presentation
(Project Work)

12:302:00 Lunch

14:0016:15 Session 7: The Pythagorean Theorem

(Project Work)

16:1520:00 Break

20:0021:45 Session 8: Proof and Sketchpad, Non-Euclidean Geometry

(Project Work)

21:4522:00 Debriefing and Evaluations

Session 5: Triangle Centers
Goals for this Session:
Construct two of the classical triangle center points.

Sketchpad Skills:
Change Sketchpad preferences; use the Segment tool and various
Construct menu commands; create a custom tool.

Activity
o Triangle Centers (The Geometers Sketchpad Workshop Guide)

Project
Work with your team on your project.
 Tour 4: Investigating Triangle Centers
In this tour, youll continue honing your skills at geometric construction by
constructing a triangles centroid and other classical triangle centers. Then youll
harness Sketchpads power in two important new ways: first, by turning your
constructions into custom tools, then by making a multi-page document.

What You Will Learn

How to change Sketchpads Preferences
How to construct a triangles centroid and
at least one other classical triangle center
How to turn a construction into a custom
tool and how to use that tool to quickly
reproduce the construction
How to show the Script View of a custom
tool and how to step through a script
How to create a multi-page Sketchpad
document

Constructing a Centroid
Presenter: Allow 15 minutes for the first two sections.

1. Set up Sketchpad so that points are automatically labeled when constructed.

To do this, choose Preferences from the Edit menu, go to the Text panel, and
check For All New Points. Before clicking OK, you may want to explore
what other options are available in Preferences.
2. Use the Segment tool to construct a triangle.
A shortcut: With the 3. Construct the midpoints of the three sides.
Segment tool active,
A
choose Select All 4. Use the Segment tool to construct just two
Segments from the of the triangles three medians. (A median
Edit menu. Then
choose Midpoints connects a vertex with the midpoint on the
from the Construct opposite side.) E D
menu; all three
midpoints are 5. Using the Point tool or the Selection Arrow
tool, click at the intersection of the two Centroid
constructed at once.
medians. This constructs the point of
intersection. B F C

6. Label the intersection point Centroid.

Before clicking OK, check Use Label In
Custom Tools. (Youll see why soon.)
7. Construct the third median.
Youre ready to make a conjecture: The
You can also select three medians in a triangle intersect in a
the entire figure and single point. But is that true in all triangles?
choose Animate
Objects from the 8. Use the Drag Test to test your
Display menu. conjecture.

2002 Key Curriculum Press The Geometers Sketchpad Workshop Guide 11

 Turning It into a Custom Tool
It doesnt take too long to construct a centroid, but if you needed to construct a
lot of them for different triangles, it would be nice to do so quickly. Custom tools
allow you to do just that, as youll see in the next section.
9. Select the entire figure. (Either choose Select All
from the Edit menu or use a Selection Rectangle.)
10. Choose Create New Tool from the Custom Tools
menu (the bottom tool in the Toolbox). Name the
tool Centroid and click OK.
11. Click on the Custom tools icon to choose your
new tool. Now click three times in the sketch
plane. You should get a construction just like the original one.
12. Use the tool a few more times, clicking sometimes in blank space and other
times on existing points or segments. Choose Undo Centroid and then Redo
Centroid from the Edit menu and notice that these undo and redo the entire
construction at once. Notice also that while most of the points are given new
labels, the centroid is always labeled Centroid. This is because of what you
did in step 6.
13. Choose the Selection Arrow tool and
click in blank space to deselect all objects.
Then choose Show Script View from the
Custom Tools menu. Youll see a window
called Centroid Script. This is a readable
description of the construction performed
by the custom tool Centroid. Take a
moment to look through the script and
see how it relates to the construction.
14. Move the Script View window off to the
side (by dragging it by its title bar) but
dont close it. Select three points in the
sketch. All three Givens should be
highlighted in the Script View window
and you should see two new buttons at
the bottom of the window.
15. Click on the Next Step button as many
times as it takes to get through the entire
script. Stepping through a script is a great
way to understand how an unfamiliar tool works or to check student work.

Presenter: Stop here and answer questions. You may wish to demonstrate what would
have happened if participants had constructed all three medians before constructing the
intersection point in step 5. (Namely, if you click with the Arrow tool, you cant tell to
which two segments the intersection belongs; with the Point toolor selecting two
segments and using the Intersection commandyou can). You may also wish to
briefly introduce the concepts of givens, intermediate objects, and results and perhaps
demonstrate what happens when you create a centroid tool with fewer objects selected
(just the vertices, sides, and centroid).
Allow as much time as you can for the next section. The more time, the more triangle
centers/custom tools each participant will be able to make.

12 The Geometers Sketchpad Workshop Guide 2002 Key Curriculum Press

 Creating a Multi-Page Document
When you visit a web site, its rare to see all the content on one pageits usually
distributed over many linked pages. Similarly, in Sketchpad, you can create
multi-page documents with several pages of related content. Students can use
multi-page documents to create portfolios of their Sketchpad work.
16. Clean up your sketch a bit, perhaps by Undoing back to the point at which
there was just one triangle with its medians and centroid.
17. Choose Document Options from the
File menu. In the dialog box that appears,
choose Blank Page from the Add Page pop-
up menu, then click OK. Youll now be on
page 2 of a two-page Sketchpad document.
18. Click on the tab marked 1 at the bottom
of the window to go back to the previous
page, then return to the new, blank page.
19. Choose one of the three remaining classical
triangle centers listed below. Construct it on page 2 of your document using
the Toolbox tools and Construct menu commands. Then turn your
construction into a new custom tool, just as you did with the centroid.
Circumcenter: The point of concurrency (intersection) of the perpendicular
bisectors of the three sides of a triangle.
Incenter: The point of concurrency of the three angle bisectors in a triangle.
Orthocenter: The point of concurrency of the three altitudes in a triangle.

Presenter: Stop here and answer questions. You may wish to demonstrate how to use
Document Options to add a duplicate page and to rename and reorder pages.

Further Challenges
The centroid divides each median into two smaller subsegments. Use
measurements to explore the length ratio of any pair of subsegments.
The three medians of a triangle divide it into six smaller triangles, each
defined by one vertex of the original triangle, one midpoint of an original
side, and the centroid. Construct these six interiors, then measure their areas.
What do you notice? Why is this true?
If you constructed a circumcenter in step 19, use it to construct the circumcircle
of its trianglethe unique circle that perfectly circumscribes the triangle.
If you constructed an incenter in step 19, use it to construct the incircle of its
trianglethe unique circle that perfectly inscribes the triangle.
If you constructed an orthocenter tool in step 19, use it to explore the
following question: Where is the orthocenter of any triangle defined by two
of the vertices and the orthocenter of another triangle? Why?
Continue adding pages and tools to your document until there are four pages
and four toolsone for every classical triangle center.
Once youve completed the previous challenge, apply each of the four tools
to a single triangle. Three of the four centers will lie along the same segment,
called the Euler segment. Which three centers are these? Use measurements to
explore the distance relationships between these three centers.

2002 Key Curriculum Press The Geometers Sketchpad Workshop Guide 13

Session 6: Constructing the Construct Menu,
Transformations
Goals for this Session:
Use Euclids collapsible compass and straightedge to create assorted other
constructions. Use transformations to explore the sum of the exterior
angles of a polygon and to tessellate the plane.

Sketchpad Skills:
Practice using Sketchpads Compass and Straightedge tools. Turn your
constructions into custom tools. Use Sketchpads transformational tools
and commands.

Activity
o Constructing the Construct Menu (Advanced Tools and Topics,
Sketchpad Summer Institute 2005)
o Presentation: Exterior Angles in a Polygon (Exploring Geometry with The
Geometers Sketchpad)
o Tesselations That Use Rotation (Exploring Geometry with The Geometers
Sketchpad)

Project
Work with your team on your project.
Constructing the Construct Menu

The Greek mathematician Euclid wrote his book The Elements sometime around 300
B.C. The Elements has formed the basis for geometry books ever since. Euclids
method of systematically presenting constructions in propositions, then proving
geometry theorems using logic, has influenced how mathematics is done, perhaps
more than any other work.

Everything in The Elements is built upon the most basic principles; Euclid used no
shortcuts to show something was true. He starts with just a handful of postulates and
axiomsthings which are taken for granted as trueand a very few basic
constructions upon which all subsequent, more complicated theorems and
constructions are based.

The only constructions allowed to start with are to construct a straight line, to extend
a straight line, and to construct a circle given a center point and a radius endpoint.
The tools with which you do these constructions are a compass and straightedge, but
youre limited with what you can do with your compass: you must have two points to
define your compass settingyou cant construct a circle or arc, pick up your
compass keeping the same setting, and construct a second circle with the same radius
somewhere else. This makes some otherwise simple constructions, such as
duplicating a line segment, surprisingly complex! For example, to duplicate a line
segment with a modern compass, all you need do is open the compass to the length of
the given segment, pick up the compass, and transfer that length to any place in your
construction. With Euclids compass, once you pick up the compass, youve lost your
given length. To duplicate a segment requires the construction of nine intermediate
objects: points, rays and circles, before youve duplicated your given segment. Then
to figure out why the segments are congruent is complicated enough in itself.
Sketchpads freehand circle tool works like Euclids collapsible compasstheres no
way (without using the Construct menu) to preserve a radius once you move on to
another center point. The object of these activities is to use Sketchpad to perform
some of Euclids constructions the way he did them: using only freehand tools.

The Circle By Center+Radius command in Sketchpads Construct menu gives you

your modern, fixed-radius compass. The Construct menu makes things a whole lot
easier than if you had to do everything using freehand tools. After you do these
activities, you should have a sense of satisfaction every time you use the Construct
menu because you can tell yourself, I know how to do this with Euclids collapsible
compass.

Advanced Tools and Topics 1: Day 1 1

2006 Key Curriculum Press
Activity Title
continued

Open the document Constructions.gsp. The introduction page, shown below, has
buttons that link to pages where you can try the constructions. Click (just once!) the
equilateral triangle button to go to the first challenge.

Introduction

This sketchbook contains the following construction challenges. They should be

done in order, using only freehand tools! Create a custom tool for each construction.
You may be able to use previously made tools in later constructions.

Construct an equilateral triangle . This is Euclid's Proposition 1.

Construct the perpendicular bisector of a segment.
Construct the midpoint of a segment.
Construct a line perpendicular to a given line through a given point.
Construct a line parallel to a given line through a given point.

Construct a line that bisects a given angle.

Super Challenges :

Construct a circle with a given center and a given radius.

Create a tool to measure angles from 0 to 360 .

When you succeed at a challenge, make a tool for it. To do this, follow these steps:

1. Select your entire construction. (Dont select any text or buttons that may
happen to be in the sketch but that are not part of your construction.)
2. Press and hold down the Custom tool icon. Choose Create New Tool from
the pop-up menu. Give your new tool a name and click OK.
3. To practice using the tool, press the Custom tool icon again and choose the
tool from the pop-up menu. Click and drag in the sketch to use the tool.
Custom tools are saved with sketch documents. The tools in all opened documents
will be available to any sketch in the Custom tool menu and can be copied from
document to document using the Tool Options command in the Custom tool menu
(or the Document Options command in the File menu).

2 1: Day 1 Advanced Tools and Topics

2006 Key Curriculum Press
 Exterior Angles in a Polygon Name(s):

An exterior angle of a polygon is formed when one of the sides is

extended. Exterior angles lie outside a convex polygon. In this
investigation, youll discover the sum of the measures of the exterior
angles in a convex polygon.
Do this investigation with a triangle, a quadrilateral, or a pentagon. Plan
together with classmates at nearby computers to investigate different
polygons so that you can compare your results. The activity here shows
a pentagon. Dont let that throw you if youre investigating a triangle or
a quadrilateralthe basic steps are the same.

Sketch and Investigate

Hold down the
mouse button on the 1. Use the Ray tool to construct a polygon with each side extended in
Segment tool, then one direction. Be sure to construct the polygon without creating any
drag right to choose
the Ray tool. extra points. Your initial sketch should have the same number of
points (vertices) as sides. If your polygon didnt end up convex, drag
a vertex to make it convex.

mBAJ = 71.4
mCBF = 82.6 J
mDCG = 57.8 F
B mEDH = 65.5 B
mAEI = 82.7
A
A
C I C

E E D
D

H
G

Step 1 Steps 2 and 3

To measure an
angle, select three
points, with the
2. Construct a point on each ray outside of the polygon so that youll be
vertex your middle able to measure exterior angles.
selection. Then, in
the Measure menu,
choose Angle. 3. Measure each exterior angle. Be careful to measure the correct ones!
Choose Calculate
from the Measure
4. Calculate the sum of the exterior angles.
menu to open
the Calculator. 5. Drag different vertices of your polygon and observe the angle
Click once on a
measurement to measures and their sum. Be sure the polygon stays convex.
enter it into a
calculation. 6. Compare your observations with those of classmates who did this
investigation with different polygons.

Exploring Geometry with The Geometers Sketchpad Chapter 5: Polygons 109

2002 Key Curriculum Press
 Exterior Angles in a Polygon (continued)
Q1 Write a conjecture about the sum of the measures of the exterior
angles in any polygon.

Double-click a
point to mark it
Follow the steps below for another way to demonstrate this conjecture.
as a center.
7. Mark any point in the sketch as a center for dilation.
In the Edit menu,
choose Select All.
Then click on each
8. Select everything in the sketch except for the measurements.
measurement to
deselect it. 9. Change your Arrow tool to the Dilate Arrow tool and use it to drag
Hold down the any part of the construction toward the marked center. Keep dragging
mouse button on until the polygon is nearly reduced to a single point.
the Arrow tool,
then drag right to
choose the Dilate Q2 Write a paragraph explaining how this demonstrates the conjecture
Arrow tool. you made in Q1.

Explore More
In the Edit
menu, choose 1. Investigate the sum of the exterior angle
Preferences and measures in concave polygons. For this
go to the Units
panel. In the Angle investigation, you may want to measure
Units pop-up menu, angles in directed degrees. The sign of an
choose directed
degrees. angle measured in directed degrees depends
on the order in which you select points.

110 Chapter 5: Polygons Exploring Geometry with The Geometers Sketchpad

2002 Key Curriculum Press
 Tessellations That Use Rotations Name(s):

Tessellations that use only translations have tiles that all face in the same
direction. Using rotations, you can make a tessellation with tiles facing in
different directions. The designs in a rotation tessellation have rotation
symmetry about points in the tiling.
Use a custom
tool (such as one
in the sketch Sketch and Investigate
Polygons.gsp) or
construct the
triangle from
1. Construct equilateral triangle ABC as shown below.
scratch.
If your custom tool 2. Construct two or three connected segments from A to B. Well call this
constructs an
interior, delete irregular edge AB.
the interior.
Double-click the
point to mark it as a 3. Mark point A as a center for rotation. Then rotate all the points and
center. Select the segments of irregular edge AB by 60.
segments and
points; then, in the
Transform menu, C C C
choose Rotate.

A B A B A B

Step 1 Step 2 Step 3

4. Construct midpoint D of side CB.

5. Construct two connected segments from B to D. Well call this
irregular edge BD.
6. Mark point D as a center for rotation. Then rotate the point and
segments of irregular edge BD by 180.
7. You have finished the edges of your tile. Drag points to see how they
behave. When youre done, make sure none of the irregular edges
intersect.

C C C

D D D

A B A B A B

Step 4 Step 5 Step 6

58 Chapter 2: Transformations, Symmetry, and Tessellations Exploring Geometry with The Geometers Sketchpad
2002 Key Curriculum Press
 Tessellations That Use Rotations (continued)
Select the vertices
in consecutive 8. Construct the polygon interior with vertices C
order; then, in the
Construct menu, along the irregular edges.
choose Polygon
Interior. 9. To begin tessellating, mark point A as a center
D
Change the color of and rotate the tile interior six times by the
your tiles using the
Display menu. appropriate number of degrees to surround
point A with tiles. Change the color of A B
alternate tiles.
10. Mark point D as a
center and rotate
the six tiles by 180.
Reverse their shading
as necessary to keep a
C
clear shading pattern.
Q1 Look at the tiles D
surrounding point A.
What kind of rotation A B
symmetry would the
completed tessellation
have about this point?

Q2 Look at the tiles surrounding point D. What kind of rotation

symmetry would the completed tessellation have about this point?

Q3 Look at the tiles surrounding points B and C so far. What angle of

rotation will you have to use to fill in tiles around these points?

11. Use the appropriate rotations to fill in tiles around points B and C. If
you choose an angle that doesnt work right, undo and try a different
angle. Change your answer to Q3, if necessary.
12. Drag vertices of your original tile until you get a shape that you like or
that is recognizable as some interesting form.

Exploring Geometry with The Geometers Sketchpad Chapter 2: Transformations, Symmetry, and Tessellations 59
2002 Key Curriculum Press
Session 7: The Pythagorean Theorem
Goals for this Session:
Explore the Pythagorean Theorem in several ways.

Sketchpad Skills:
Create and use custom tools. Use action buttons to create a presentation.

Activities
o A Right Triangle with Squares (Pythagoras Plugged In: Proofs and
Problems for The Geometers Sketchpad)
o Leonardo da Vincis Proof (Pythagoras Plugged In: Proofs and Problems
for The Geometers Sketchpad)

Project
Work with your team on your project.
 A Right Triangle
with Squares Name(s):

The basics for exploring the Pythagorean theorem are that you need to be
able to construct a right triangle and squares. There are many ways to
construct both these shapes. Here youll learn one way for each.
1. Construct segment AB. A
Select the segment
and the point,
2. Construct a line
then choose
Perpendicular
perpendicular to sAB
Line from the through B.
Construct menu.

3. Construct sAC, where B C

point C is on the
perpendicular line.

4. Construct sBC and hide the line.

This is just one of
many ways to
construct a right
triangle. Can you Experiment with dragging each of the three vertices of the triangle. Youll
come up with
others? find that they behave differently because theyre constructed with
different constraints.
Q1 Does your triangle always stay a right triangle? What step in your
construction guarantees this? Can your right triangle be every
possible size or shape?

Q2 Which two points behave the same? When you drag either of them,
how does the triangle change? Which point or points change the
The Text tool shape of the triangle when dragged?
Show or hide an
objects label by
clicking on the
object with the Text 5. Relabel the sides as a, b, and c, with a the shortest leg, b the longer leg,
tool. Double-click on and c the hypotenuse. Relabel the vertices opposite these sides as A, B,
the label to edit it.
The hand turns dark and C, respectively.
when positioned
over an object. The The diagrams in this book show the right triangle positioned and labeled
letter A appears
when its positioned in the two ways shown at the top of the next page. Practice manipulating
over a label.
and labeling your triangle so it matches the two diagrams.

Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad Chapter 1: The Theorem 3
2003 Key Curriculum Press
 A Right Triangle with Squares (continued)

The hypotenuse in a B C
right triangle is
opposite the right
angle. In this book, b
c a
the hypotenuse will a
usually be labeled c,
and the right angle
vertex opposite it will
be labeled C. C b A B c A

Can you come up with other ways to construct a right triangle?

The Square
6. Construct segment AB.
B' A'
To mark a point as
center, select it and
7. Mark point A as center, then rotate the
choose Mark segment and point B by 90.
Center from the
Transform menu.
The Rotate 8. Mark point B as center and rotate segment
command is also in AB and point A by 90.
the Transform menu.
9. Connect points A and B to complete
A B
your square.
10. Select the four vertices in consecutive order
and choose Quadrilateral Interior from the Construct menu.
11. Select the entire figure, then press and hold the Custom tools icon.
Choose Create New Tool from the Custom Tools menu. Name the
The Custom tool
new tool Square.
Making a tool of your
construction will Q3 How do different vertices behave when you drag them? Which
save you the work of
going through the vertices are most constrained and which are least constrained?
whole construction
next time you
want a square.

Q4 Does your square always stay a square? What is it about your

construction that guarantees your square will stay a square?

4 Chapter 1: The Theorem Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad
2003 Key Curriculum Press
 A Right Triangle with Squares (continued)
12. Experiment with using your new Square B' A'
tool. Choose it from the Custom Tools
menu. Click, move the mouse from left to
right, and click again. Try to construct a
second square below the first, using the
same two points your tool started with, but
go from right to left.
A B
It will be important for you to be able to
construct a square on either side of a segment
when you explore the Pythagorean theorem.

A Right Triangle with Squares on the Sides

Youre now ready to construct squares on the B' A'
sides of a right triangle.
13. Construct a right triangle ABC, either from
If one of your scratch or by using a tool.
squares overlaps the
triangle, dont worry: 14. Use your Square tool on the endpoints of each side of the triangle.
Just undo and try
applying your tool to
the two triangle Once you have a right
vertices in the triangle with squares on the
opposite order.
sides, you have a geometric
illustration of the
Pythagorean theorem.
15. Measure the areas of each
of the interiors and the B
lengths of each side.
a c
16. Do a calculation on each
side length that gives you
a value equal to the area C b A
of the corresponding
square.
To calculate with
measures, choose
17. Perform a calculation
Calculate from the with areas of two squares
Measure menu. Click
on the measures in that gives you a value
the sketch to enter equal to the area of the
them in a
calculation. third square.
Q5 Drag different vertices of the triangle and observe the calculations.
Write an equation in terms of side lengths a, b, and c that describes the
relationship you observe.
Q6 Does what youve done in this activity qualify as a proof of the
Pythagorean theorem? Discuss this question with your classmates.

Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad Chapter 1: The Theorem 5
2003 Key Curriculum Press
 A Right Triangle with Squares (continued)
The Converse
The converse of the Pythagorean theorem states that if the sum of the
squares of two sides of a triangle is equal to the square of the third side,
then the triangle is a right triangle. Follow the steps below to investigate
the converse.
18. Use the Segment tool to draw an
arbitrary (nonright) triangle.
19. Construct squares on the sides of this
triangle.
20. Measure the areas of the three squares
and calculate the sum of two of them.
21. Drag a vertex until the sum equals the
area of the third square.
Q7 What kind of triangle do you have
when the sum of the areas of the two
smaller squares is equal to the area of
the larger square? Measure an angle to
confirm your conjecture.

6 Chapter 1: The Theorem Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad
2003 Key Curriculum Press
Activity Notes
A Right Triangle with Squares than consecutive vertices. (They may involve the
center of the square, for example.) Its important in
Another way to construct a right triangle is to
the activities that students have a tool that can
construct a circle and its diameter and inscribe a
construct a square given the endpoints of a side.
triangle in a semicircle. That construction is used
in the activity The Ann Condit Proof. A Right Triangle with Squares on the Sides

Students will need to construct a right triangle in Whether or not students construct a square that
most activities in this book, so its important that goes the wrong way in this activity, make sure
they be able to do it correctly. Students new to they understand the Undo command. Being able
Sketchpad often construct figures that are either to back up an unlimited number of steps is
under-constrained or over-constrained. An under- extremely useful in complicated sketches. Its
constrained right triangle would fail to remain a worth pointing out the keyboard shortcuts:
+Z
right triangle when dragged. A right triangle (Mac) or Ctrl+Z (Windows). Redo is
+R (Mac) or
whose shape you couldnt change would be over- Ctrl+R (Windows). Suggest students undo one or
constrained. In the activity, dragging either A or B two steps too many until they know for sure
changes the size of the triangle, and dragging C where they are, then redo to the point where they
changes the shape. Step 2, in which students want to continue sketching.
construct a perpendicular line, guarantees the Many activities in the book begin with a right
triangle will stay a right triangle. triangle with squares on the sides. Students will
The Text tool can be tricky for students. You have a tool for constructing squares, but it may
might need to demonstrate its use. Students save even more time if they save a sketch of a right
shouldnt get too hung up on labels, though. triangle with squares on the sides.
Students labels might not correspond to the Its important for students to recognize that
labels in the diagrams, but rather than spending Sketchpads measurements do not constitute a
time changing labels, students might be better proof. Emphasize that there are reasons for doing
off not displaying labels in their sketches at all. proofs besides verifying the truth of a theorem.
They should still be able to follow directions and Otherwise, people would have stopped bothering
tell which points in their sketch to use. with the Pythagorean theorem long ago. A proof
The Square should show a chain of reasoning that explains
why a theorem is true. A good proof can lead to
Like right triangles, squares appear in virtually
new insights into a theorem, and completing a
every activity, and students will need to construct
proof can give the satisfaction that comes from
even more of them. For that reason, students are
accomplishing something challenging.
instructed to make a tool of a square construction.
If you havent used custom tools before, this The Converse
would be a good place to start. Make sure you Students arent asked to prove the converse of the
allow students time to become comfortable Pythagorean theorem, but they should discover
creating and using tools. that in every case in which the theorem works, the
Check that students square constructions are triangle is a right triangle. If they construct an
properly constrained. Students simply looking at arbitrary triangle with squares on the sides, the
the diagrams may draw, as opposed to construct, sum of two areas wont equal the third until an
a figure that just looks like a square. angle becomes a right angle.

The rotations preserve side length, which, The proof of the converse uses the theorem itself.
combined with the 90 angles formed, guarantees Given a triangle ABC in which a2 + b2 = c2,
the construction will stay a square. construct another triangle FED, this one a right
triangle, with sides a, b, and d. By the Pythag-
Encourage students to come up with other ways
orean theorem, a2 + b2 = d2. But it was given that
for constructing a square. Tools for different
constructions may have as givens points other a2 + b2 = c2, so d must equal c. By SSS, the triangles
are congruent, so mC = mD = 90.

Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad Activity Notes 67
2003 Key Curriculum Press
 Leonardo da Vincis Proof Name(s):

Leonardo da Vinci (14521519) was a great Italian painter, engineer, and

inventor during the Renaissance. He is famous for, among other things,
painting the Mona Lisa. He is also credited with the following proof of the
Pythagorean theorem.

Sketch and Investigate

In this figure, you
dont have to
1. Construct a right triangle and
B
construct the square squares on the legs.
on the hypotenuse.
2. Connect corners of the squares to c
a
construct a second right triangle
congruent to the original. A
C b
3. Construct a segment through the
D
center of this figure, connecting
far corners of the squares and
passing through C.
4. Construct the midpoint, D, of this
segment.
The Action Button Hide Reflection
submenu is in the
5. This segment divides the figure
Edit menu. into mirror image halves. Select
all the segments and points on one side of the center line and create a
Hide/Show action button. Change its label to read Hide Reflection.
6. Press Hide Reflection. You should now see half the figure.

c
a
A
C b

Show Reflection

26 Chapter 2: Proofs and Demonstrations Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad
2003 Key Curriculum Press
 Leonardo da Vincis Proof (continued)
7. Mark D as center and rotate the entire figure (not the action button)
180 around D.
8. Select all the objects making up the rotated half of this figure and
create a Hide/Show action button. Relabel the button to read Hide
Rotation, but dont hide the rotated half yet.

c
a
A
C b

Show Reflection
Hide Rotation

9. Construct xAB and xBA. Do you B

see c squared?
c
10. Construct the polygon interior of
a
BABA and of the two triangles
A
adjacent to it.
C b
11. Select xAB, xBA, and the three D
polygon interiors and create a
Hide/Show action button. Name A'
this Hide c squared.
Going through this construction
may give you a good idea of how B'
da Vincis proof goes. Show Reflection
Hide Rotation
12. Press each of the Hide buttons,
then play through the buttons in Hide c squared
this sequence: Show Reflection,
Show Rotation, Hide Reflection,
Show c squared.
You should see the transformation from two right triangles with squares
on the legs into two identical right triangles with a square on their
hypotenuses.

Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad Chapter 2: Proofs and Demonstrations 27
2003 Key Curriculum Press
 Leonardo da Vincis Proof (continued)
Q1 Explain to a classmate or make a presentation to the class to explain
da Vincis proof of the Pythagorean theorem.
Q2 Da Vincis is another of those elegant proofs where the figure tells
pretty much the whole story. Write a paragraph that explains why the
two hexagons have equal areas and how these equal hexagons prove
the Pythagorean theorem.

28 Chapter 2: Proofs and Demonstrations Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad
2003 Key Curriculum Press
Leonardo da Vincis Proof
Sketchpad Proficiency: Intermediate. The
construction itself isnt difficult, but careful
selection is required to make the action buttons
work properly.
Example Sketch: Leonardo.gsp
Sketch and Investigate
Look at the example sketch in advance of
assigning this activity so that you can see how the
sketch is supposed to work and be prepared to
troubleshoot student sketches.
The initial figure shows two identical right
triangles with sides a, b, and c, and two squares
with side lengths a and b. None of the transform-
ations performed change the area of the figure. In
the final figure, we have two triangles identical to
the two triangles in the initial figure, and between
them we have a square with side length c.
Therefore, the sum of the areas of the two squares
in the initial figure (a2 + b2) must equal the area of
the square in the final figure (c2).

74 Activity Notes Pythagoras Plugged In: Proofs and Problems for The Geometers Sketchpad
2003 Key Curriculum Press
Session 8: Proof and Sketchpad; Non-Euclidean
Geometry
Goals for this Session:
Use logical reasoning to explain observations about isosceles trapezoids.
Explore the Poincar disk model of hyperbolic geometry.

Sketchpad Skills:
Use the Construct and Transform menu to create an isosceles trapezoid.
Use custom tools to model hyperbolic geometry.
(Bonus: Use animation and tracing to explore cycloids and related curves.)

Activities
o Isosceles Trapezoids (Rethinking Proof with The Geometers Sketchpad)
o Exploring Non-Euclidean Geometry with the Poincar Disk (from a
workshop presented by Nick Jackiw)

Bonus Activity
o Cycloids and Epicycloids (Key Curriculum Press Summer Institutes 2005)

Project
Work with your team on your project.
Name(s): Isosceles Trapezoid

In this activity, you will construct an isosceles trapezoid.

Then you will discover some of the properties of this
special quadrilateral and explain why an isosceles A
quadrilateral has these properties. C C

CONJECTURE

In a new sketch, construct a vertical line AB.

Construct any two points C and D not on the line. D D

To reflect points across Reflect C and D across the line.

a line, double-click on
the line to mark it as B
a mirror. Then select
Connect points C, D, C, and D to form a quadrilateral.
both points and choose
Reflect from the Measure the lengths of all four sides of your isosceles
Transform menu. trapezoid.
1. Drag any point in your sketch. What do you observe about the sides of
an isosceles trapezoid?

To measure an angle, Measure all four angles of your isosceles trapezoid.

select three points on
the angle, making sure
your middle selection is
2. What do you observe about the angles of an isosceles
the angles vertex. Then trapezoid?
choose Angle from the
Measure menu. A
D D
Construct the trapezoids diagonals: CD
JJ and J
DC
J.
Select both diagonals, and in the Display menu, change
Line Width to Dashed. C C

Measure the lengths of the diagonals. B

3. Drag any point in your sketch. What do you observe about
the diagonals of an isosceles trapezoid?

Chapter 1: Proof as Explanation Rethinking Proof 45

2003 Key Curriculum Press
Name(s): Isosceles Trapezoid
(continued)

4. A crossed quadrilateral has two intersecting sides. As you

may have already noticed, you can turn your isosceles
quadrilateral into a crossed quadrilateral. Which, if any,
of your observations from Questions 13 still hold for C C

crossed isosceles trapezoids?

5. What do you notice about the Sketchpad measures of a

D D
crossed isosceles trapezoid that is not always true for
a convex isosceles trapezoid?

EXPLAINING
Next, you will explain why your conjectures are true.
6. First, explain your conjectures in Questions 14 above. (Hint: Think
about the way you constructed the isosceles trapezoid and its axis of
symmetry.)

7. Now explain your conjecture from Question 5. (Hint: Look at the

four triangles created by the four sides of the quadrilateral. Hide
the diagonals if they get in your way.)

46 Rethinking Proof Chapter 1: Proof as Explanation

2003 Key Curriculum Press
Name(s): Isosceles Trapezoid
(continued)

Further Exploration
1. Drag your isosceles trapezoid so that all four of its angles are equal,
but it is still convex. Is it still an isosceles trapezoid? Explain.
2. This time make all four sides equal. Is your quadrilateral still an
isosceles trapezoid? Explain.
3. Can you drag your isosceles trapezoid into all the possible shapes
of a parallelogram? How about a kite? Explain.
4. Can you construct a circle that always passes through all four vertices
of your isosceles trapezoid? (Hint: Construct the perpendicular
bisectors of all four sides of your isosceles trapezoid.) Explain your
construction in terms of symmetry.

Chapter 1: Proof as Explanation Rethinking Proof 47

2003 Key Curriculum Press
 1 Proof as Explanation Teacher Notes

ISOSCELES TRAPEZOID (PAGE 45) EXPLAINING

6. All the properties follow directly from the line of
This activity provides students with the opportunity to
symmetry, G.AB CD
JK maps onto C JJ
D, and therefore one
explore visually (as well as by measurement) the properties
pair of opposite sides are equal. Angles C and D
of an isosceles trapezoid, and to logically explain these
respectively map onto angles C and D, and therefore
properties in terms of line symmetry. On a conceptual
two pairs of adjacent angles are equal. CCJJand DDJJare
basis, it is therefore intended as an exploratory activity at
both perpendicular to the line of symmetry and are
van Hiele Level 1 (visualization) and van Hiele Level 2
therefore parallel to each other. CD
JJ, upon reflection
(analysis). Since it is assumed here that students are not yet
over AB maps onto C
G, JJD , and therefore the diagonals
at van Hiele Level 3 (which involves the logical ordering of
are equal.
the properties of a concept as well as its hierarchical
classification), a formal, economical definition of isosceles 7. From symmetry, it follows that both triangles OCC 
trapezoids should not be given to the students at this stage. and ODDare isosceles triangles (C JO maps to CO
J JJ , and
It will be dealt with later on. so on). But since vertical angles COC and DOD are
equal, the corresponding base angles of these two
Prerequisites: Knowledge of line (bilateral) symmetry.
isosceles triangles must be equal.
Sketch: Isosceles Trapezoid.gsp. This sketch is not
required.

C C
CONJECTURE
O
1. The isosceles trapezoid has one pair of equal opposite
sides and one pair of parallel sides.
2. It has two pairs of equal, adjacent angles.
3. The diagonals are equal. D D

4. All of the above statements apply to the crossed

isosceles trapezoid.
5. Sketchpad shows all four angles equal for any crossed
isosceles trapezoid. (However, the interior angles of Further Exploration
a crossed isosceles trapezoid CDDC  can be defined 1. Students should observe that they can obtain a general
as shown in the figure. See the activity Crossed rectangle with all angles equal, but not necessarily with
Quadrilateral, in which the interior angles of a crossed all sides equal. The question of whether it is still an
quad are discussed in more detail.) isosceles trapezoid is bound to create problems with
C C some students who are at van Hiele Levels 1 and 2 and
who might not want to perceive a rectangle as a special
case of an isosceles trapezoid. (For example, some
might say that a rectangle has all its angles equal, but
an isosceles trapezoid does not.) On the other hand,
some might say that a rectangle is a special case, since
it has all the properties of an isosceles trapezoid
discovered in Questions 13; it is special simply
D D
because it has an additional property (all angles equal).

160 Rethinking Proof Teacher Notes

2003 Key Curriculum Press
Teacher Notes Proof as Explanation
1
The first view is called a partition view; the second, The perpendicular bisector of J AB
J intersects the axis of
a hierarchical view. It is important that you, as the symmetry at point O. But since J AB
J maps onto DC JJ
teacher, do not show a particular bias toward either around the axis of symmetry, its perpendicular bisector
view, but try to remain neutral in the student must also map onto the perpendicular bisector of DC JJ
discussion. The purpose of this question at this point is (and vice versa), implying that these two perpendicular
merely to stimulate discussion among students, not to bisectors must intersect each other at point O. Since
lead to a complete resolution. In fact, you should not the perpendicular bisectors are concurrent, there exists
attempt to fully resolve this issue until the majority of a point equidistant from all four vertices, and a circle
the students have reached at least Van Hiele Level 3 can be drawn with point O as center and J AO
J as radius
and they have begun the treatment of a formal (see the Water Supply activities, earlier on).
definition for an isosceles trapezoid (see Chapter 5).
2. Students will observe that they can make all sides
equal, thus obtaining a square. A discussion similar to
that in Question 1, around a partition view and a
hierarchical view, is likely to occur here.
3. This question is intended to assist students in
developing a more complete conceptualization of
an isosceles trapezoid and its relationship to other
quadrilaterals. For example, here they will notice that
while an isosceles trapezoid can be dragged into the
shape of a rectangle or a square, it cannot be dragged
into the shape of a (general) parallelogram, a (general)
rhombus, or a (general) kite.
4. The perpendicular bisectors of the sides are concurrent,
and therefore the isosceles trapezoid is cyclic (since the
point of concurrency is equidistant from all four
vertices). This can be logically explained as follows.

A D

B C

Consider the isosceles trapezoid shown here. From

symmetry, it follows that the perpendicular bisectors
of both J
AD
J and BC J coincide with the axis of symmetry.
J

Teacher Notes Rethinking Proof 161

2003 Key Curriculum Press
 Modern Geometry Workshop:

Exploring Non-Euclidean Geometry

with the Poincar Disk

Nicholas Jackiw
KCP Technologies, Inc.
[email protected]

Overview. The study of hyperbolic geometryand non-euclidean geometries in

generaldates to the 19th centurys failed attempts to prove that Euclids fifth postulate
could be derived from the other four postulates. Lobachevsky, Bolyai, and Gauss all
independently conceived a geometry in which the 5th postulate is broken by allowing
many linesrather than just oneto be defined as parallel to a given line through a point
not on that line. The resulting hyperbolic geometry can be made particularly vivid by
Henri Poincars remarkable disk model, which allows that geometry to be
visualizedand, in Sketchpad, manipulatedwithin the Euclidean plane. In this
workshop, well examine the implications of breaking the 5th postulate by constructing
and exploring hyperbolic geometry, using Poincars disk model of the hyperbolic plane.

Contents

1. Poincar disk model & disk tools

2. Lines and angles
3. Length, shape, congruence, and similarity
4. Regular tessellation
5. Teacher Notes
the Poincar disk model & disk tools 1

In Poincars model, the hyperbolic plane is seen as the interior of a Euclidean circle.
(The hyperbolic plane does not include this fundamental circle itself, only its interior.)
Since youll be fitting all of infinite hyperbolic space into a (relatively tiny!) single circle,
expect to encounter distortion! Hyperbolic lines appear in the model as Euclidean arcs,
running from one edge of the disk to another.
1. Choose Open from the File menu and navigate to, and
then open, the Poincare Disk starter sketch. This will be
inside your Sketchpad folder, probably at:

Windows:
My Computer/ Program Files/ Sketchpad/ Samples/
Sketches/ Investigations/ Poincare Disk.gsp

Macintosh:
Hard Disk: Applications: Sketchpad: Samples:
Sketches: Investigations: Poincare Disk.gsp

2. To work with Poincars model in Sketchpad (which

knows nothing, by itself, of hyperbolic geometry), use the
custom tools attached to this document. These are found
in the menu attached to the bottom tool of the Toolbox. To
use a Poincar Disk tool, choose it from this menu, then
click one or more times inside your sketchs Disk.

For example, to create a Hyperbolic Segment, choose the Hyperbolic

Segment custom tool, and then click twiceor click and dragin
your disk to create the segments two endpoints. (This is very similar
to using Sketchpads built-in segment tool, to construct a Euclidean
segment.)

3. Experiment with each of the Poincar disk tools to get a

feel for how they work. If you have trouble understanding
how a specific tool works, ask a neighbor. (Or choose
Show Script View from the Custom Tools menu after
activating the tool. A detailed description of the tool will
appear, with comments about how to use it.)

To start fresh, close the document (dont save changes!)

and reopen it a second time.

Once youve explored the tools, try answering the

questions on the next page.
lines and angles 2

Construct a hyperbolic line through A and B. Then drag

A or B.

A1. What happens to the line AB when A or B leaves the

Poincar Disk?

A2. What do you notice about how each end of line

AB meets the fundamental circle surrounding the disk?

A3. What other special cases do you notice?

Remember: The curved appearance of lines in the Disk model are an

effect of the model, not of hyperbolic geometry. In the hyperbolic
plane, these lines are still straightthey only appear curved in this
Euclidean model of that non-Euclidean place.

B. Recall that the 5th postulate of Euclidean geometry

claims that through any point not on a given line, there is
exactly one other line that is parallel toi.e. that does not
crossthe given line. Construct a demonstration that this
postulate does not hold in the hyperbolic geometry of the
Poincar Disk.

(If handing this in, draw your construction in the Disk at right and
write a statement describing how your construction contradicts the 5th
postulate.)

Construct a hyperbolic triangle ABC, and then use the

Hyperbolic Angle tool to measure its angles. (Click three
times to determine an angle.) Use Measure | Calculate
to sum the three angles.

C1. As you drag A, B, and C, what do you notice about

the angle sum?

C2. What is its largest apparent value? When does this

happen? Can you find another triangle that produces this
value?

C3. What is its smallest apparent value? When does this

happen?
length, shape, congruence, and similarity on the Poincar disk 3

Euclids first proposition describes the construction of an

equilateral triangle as shown to the left. Two circles AB
and BA are constructed with equal radii (AB = BA). A
point of their intersection C is clearly on both circles,
meaning that AC = CB = AB. Equilateral means all sides
equal, so QED.

Now interpret this construction hyperbolically. Use the

hyperbolic tools to perform the same construction and to
produce a corresponding hyperbolic triangle on the
Poincar disk.

Once youve constructed your triangle, answer these questions without using hyperbolic
measurement tools:

D1. Is your hyperbolic triangle equilateral? What is the

largest possible length of any side? The smallest?

D2. Is your hyperbolic triangle equiangular? What is the

largest possible interior angle at any vertex? The smallest?

D3. The second point of intersection of your two

circleslets say Dforms a second triangle whose base
is AB. Construct this. What is the relationship between
ABC and ABD?

If you were uncertain of any of your answers, explore and confirm them now using the
Hyperbolic Length and Hyperbolic Angle tools to measure your triangles.

Start with a new Poincar Disk. Can you construct

E1. a hyperbolic square?

E2. a hyperbolic triangle congruent to another arbitrary hyperbolic triangle?

E3. a hyperbolic triangle similar but not congruent to another hyperbolic triangle?
regular tessellations on the Poincar disk 4

Youve established that, in hyperbolic geometry, the angles of a regular polygon vary
from some upper limit down to almost 0, as a function of the polygons size. In this
activity, youll exploit this property to find a sizeand therefore, an angleat which a
regular triangle tessellates the hyperbolic plane.
1. Construct a hyperbolic equilateral triangle centered at the
disks center. One way to do this is to use Euclidean rotation to
locate the vertices, since the hyperbolic triangles vertices will
coincide with a Euclidean triangles if it is centered at the disk
center.

Place point A in the disk, then rotate it (around the disks center)
by 120 to A', and again to A''.

2. Connect the vertices with hyperbolic

segments. Then use the Hyperbolic Point
Reflection tool to reflect each vertex over
the opposite edge (as B, left, is the
reflection of A over segment A'A'').

3. Construct the hyperbolic triangles that

reflect your original triangle (right).

4. Repeat for a second generation of

reflected triangles, and a third or even
fourth (left).

5. Finally, drag A to resize your

trianglebigger or smalleruntil your
reflected triangle tessellates precisely (or
almost precisely).

F1. How many triangles meet at a vertex in your tessellation?

F2. Look for other tessellations by dragging A. What is the maximum number of triangles
that can meet at a vertex? The minimum? Why?

F3. Imagine a hyperbolic tessellation {n, k} of regular n-gons meeting k times at each
vertex. What is the internal angle of each n-gon in this configuration?

F4. For what integer values k>2 and n>2 is the hyperbolic tessellation {n, k} possible?
teacher notes 5

The Poincar disk offers an accessible and self-contained experience in non-Euclidean geometry for
students at many levels. Where explorations in spherical geometry provide a non-Euclidean counter-point
to traditional Euclidean investigations, the sphere remains a surface with which we are intuitively
comfortable. The hyperbolic surface modeled by the Poincar disk, on the other hand, is decidedly non-
intuitive on first encounter, and so provides a perhaps bolder contrast to the Euclidean plane.

These activities introduce the model and tools for working on it (page 1), and then establish some of these
non-intuitive hyperbolic properties (page 2 & 3), focusing on ones having counter-parts in Euclidean
geometry that should be familiar to high school geometry students. Finally (page 4) these results are put to
novel use, leading to the startling conclusion that any regular polygon can tessellate the hyperbolic plane in
an infinite variety of tessellations. The first three pages should be accessible to students with very little
experience with Sketchpad; the fourth page requires somewhat more Sketchpad experience as well as
acquaintance with the idea of tessellation. This entire sequence may be enhanced by use of the Full
Poincar.gsp sketch as a whole-class overhead. That sketch contains some historical background,
motivating detail, and clarifying examples relating to this sequence. If you dont have a copy, contact the
author ([email protected]). For additional background, there are many excellent introductions to
hyperbolic geometry on the web. Visit the Math Forum (www.mathform.org) for an accessible starting
point, or Math World (www.mathworld.com) for a more rigorous treatment.

specific activity notes

A. Emphasize that only the interior of the disk is consider hyperbolic in

this model.

B. The picture at right demonstrates four distinct hyperbolic lines passing

through C, all of which are parallel to the line AB (in the sense that they
never intersect it).

C. Students will find here that the larger a triangle is in hyperbolic terms, the smaller its angles, and vice
versa. The sum of the angles of a hyperbolic triangle will always fall between 0 and 180, but not reach
either limit. (At 0, the triangle could not exist; at 180, the triangle would be Euclidean, rather than
hyperbolic.) Its interesting to note that in spherical geometry, the angle sum would be larger than 180.
Thus Euclidean geometrywith its perfect 180 trianglesis the border between hyperbolic (smaller angle
sums) and spherical geometry (larger angle sums). A nice extension here is to revisit the Euclidean
proof that the angle sum is 180, to point out how by requiring the identification of a unique parallel this
proof depends on the 5th postulate.

D. Both triangles here are equilateral, equiangular, and congruentregardless of how their lengths appear
to be distorted by the disk model! Remember, they have been constructed as equilateral and congruentso
they are congruent by definition. (Also note that though lengths appear distorted by the disk, angles dont
suffer similar distortion.)

E. Since you cant build a square by compass-and-straightedge without

invoking the 5th postulates unique parallel, you cant have a hyperbolic
square (or, for that matter, any quadrilateral of four 90 angles). However,
you can construct a regular quadrilateral, with equal side lengths and equal
angles (though theyll be smaller than 90) The figure at right shows one
such construction. Use the Hyperbolic Segment tool to start with a
segment AB. Then construct its perpendicular bisector (Hyperbolic P.
Bisector), and their intersection C, which is the midpoint of AB. Then
construct a circle with center C passing through point A (Hyperbolic
Circle by CP). The resulting quadrilateral AEBD, with perpendicular
equal diagonals, is equilateral and equiangular.
F. The tessellation activity requires more time and a greater degree either of previous Sketchpad experience
or teacher support, since it assumes familiarity with Euclidean rotation (to generate the vertices of your
central triangle) and reflection (as a technique for tessellating the plane starting from a given tile).

Before starting this activity, it may be worth reviewing Euclidean tessellation, by reflecting a (Euclidean)
equilateral triangle over its own edges multiple times. The result is a tessellation of triangles (or 3-gons)
meeting six times at each vertex. This would be called the Euclidean {3, 6} tessellation. What other
Euclidean tessellations of regular polygons can students find? (There are only two others. Why?)

When you move to the hyperbolic plane, to perform hyperbolic reflections (step 2), youll need a
Hyperbolic Point Reflection tool, which is not part of the hyperbolic tools include in the Sketchpad
sample file named Poincare.gsp. Such a tool is provided in the Full Poincare.gsp document instead, and
you might want to have students switch to using that document before trying the tessellation activity.

(Where does that tool come from? Recall that in Euclidean geometry, you can construct the reflected image
of a point P over a line m by extending the perpendicular to m through P, and then finding the point equal
distance from m on the far side from P. Since this doesnt require parallels of any form, the same
construction could be used in hyperbolic geometry, so the idea of point reflection is well-defined in the
Poincar disk. At a more advanced level, if you research how Poincars disk model is actually synthesized
geometrically, youll discover that the reflection, in the disk, of point P through hyperbolic line m, is the
same as the Euclidean inversion of point P through the Euclidean circle of whose circumference m is part!)

As students explore their tessellating triangles, they should realize they can have four triangles meeting at a
vertex, or any number more than five, if they have enough reflections ({3, 4}, {3, 5}, {3, 6}). Though it
may appear as if they can also have {3, 3} if their triangles are sufficiently small, this is visual
approximation error. If three congruent triangles fit around a vertex, their external angles are each 120
(since 120 x 3 = 360), so the triangles in {3, 3} have internal angles of 60 each. That would mean their
angle sum is 180and thats a Euclidean triangle, not a hyperbolic triangle! This vividly demonstrates
that a very small locality of the hyperbolic plane closely resembles the Euclidean plane. As hyperbolic
triangles become larger, their deviation from Euclidean equivalents becomes more noticeable.

F3. To fit k times around a vertex (that is, around 360), a regular polygon would have to have angles each
of which was 360/k.

F4. Since a regular n-gon has n equal angles, each of which in a tessellation is 360/k, the sum of the angles
of the n-gon is n(360/k). A Euclidean convex n-gon has an interior angle sum of 180(n-2), so our
hyperbolic n-gon must have a smaller sum. Therefore n(360/k) < 180(n-2). Thus (expand and divide), a
hyperbolic tessellation {n, k} is possible only if (2/k) + (2/n) < 1.
Cycloids and Epicycloids

Imagine that a bug is clinging tightly to a bicycle wheel as the bicycle travels down the
road. What path does the bug travel? Is the path the same whether the bug is at the center
of the wheel or at its edge? Whats the path of the moon as it circles the Earth as it circles
the sun? In this activity, youll investigate those questions.

SKETCH AND INVESTIGATE

1. Open a new sketch.
2. Construct a short segment AB in the top corner. This will define the radius of a rolling
wheel.
3. Construct a long, horizontal segment in the center of the sketch. This will define the
path of the axle of your rolling wheel.
4. Construct a point C on the long segment. This will be the center of the rolling wheel.
5. Construct a circle with center C and radius AB. Select point C and
sAB, then, in the
Construct menu,
6. Construct point D on this circle. choose Circle By
Center+Radius.

A B

7. Select points C and D and choose Edit | Action Button | Animation. In the animation
dialog, with the first Animate statement highlighted, change the direction from
bidirectional to forward. Highlight the second Animate statement and change the
direction from counter-clockwise to clockwise. Click OK.
8. Select point D and choose Trace Point in the Display menu.
9. Click once on the Animate button to start the animation and observe the path of point
D. This path is called a cycloid.
Unless you got lucky, your cycloid traces probably dont trace over each other. You can
make the traced point start in the same place every time by making the segment length a
multiple of the circles circumference. Follow the steps that follow.
10. Measure the long segments length and the circles circumference.
11. Drag point B to make the circumference a convenient number (such as 5 cm or 2 in.),
then drag an endpoint of the long segment to make the segments length as close as
you can to twice the circumference.
Point D should trace two cycles of the cycloid curve, then return to the start of the
segment and trace over these cycles again. (Dont worry if its off just a bit.)

12. If you havent stopped the animation already, click the button again to stop it.
13. Construct rCD and point G on the ray. Trace this point. Run the animation and
observe the path of point G. Try placing point G outside the circle and inside the
circle.
Q1 In the space below, sketch what the cycloid looks like when point G is inside the circle,
on the circle, and outside the circle.

Inside the circle On the circle Outside the circle

14. Adjust your sketch so that point G traces three cycles of the curve.

Q2 How are the circumference of the circle and the length of the segment related when
point G traces three cycles?

Q3 Because the cycloid curve repeats itself, it is called periodic. The distance from a point
on one cycle to the corresponding point on the next cycle (for example, the distance
from a peak to a peak) is called the period of the curve. What would be the period of
the curve if the circle had a radius of 1 cm?

Q4 Is the period different if point G is outside the circle instead of inside or on the circle?

In the Display menu, choose Show Motion Controller and experiment with changing the
speeds of animations.
Next, youll investigate the path of a point on your wheel as the wheel revolves around
another circle.
15. In the File menu, choose Document Options. Add a page by duplicating the first
page. When you click OK, the sketch will appear unchanged, but youll be working in
a second page identical to the first.
16. Select point C and choose Split Point From Segment in the Edit menu.
17. Delete the segment.
18. Construct a large circle.
19. Select the large circle and point C and choose Merge Point to Circle in the Edit menu.
Now instead of thinking of the point on the wheel as a bug, you can think of it as the
moon, and the wheel as the moons orbit around the Earth. Think of the large circle as the
Earths orbit around the sun.
This animation traces an epicycloid. Do some of the same experiments Select the Animate
button and choose
with the epicycloid that you did with the cycloid. Also experiment with Properties in the
Edit menu.
the properties of the Animate button, trying both animations going the
same direction or opposite directions.
Add pages to your sketchbook and experiment with other types of animations.
The Geometers Sketchpad Port Dickson Workshop

Wednesday Feedback and Evaluation

We ask that you provide feedback on the workshop at the end of each day so
we can continually improve our professional development offerings. Please
write below your impressions of the day and any questions you may have,
and return this form to the presenters before leaving today.
The Geometers Sketchpad Port Dickson Workshop

Thursday Schedule
Todays Themes
Mathematics: Early and Advanced
Techniques: Presentations
Pedagogy: Learning by Doing

8:0010:00 Session 9: Transformations and Young Learners, Shape Makers

(Project Work)

10:0010:30 Break

10:3012:30 Session 10: Composition and Inverses of Functions, Graphical

Representations Presentations
(Project Work)

12:302:00 Lunch

14:0016:15 Session 11: Discussion of Pedagogy, the Role of Sketchpad, and

Dissemination and Training in Malaysia
(Project Presentations)

16:1520:00 Break

20:0021:45 Session 12: Trigonometry, Radian Measurement Presentation,

Fractals
(Project Presentations)

21:4522:00 Debriefing and Evaluations

Session 9: Transformations and Young Learners,
Shape Makers
Goals for this Session:
Young learners explore interesting geometry and transformations. Use
quadrilateral shape makers and explore different types of quadrilaterals.

Activities
o RooBooGoo (Sketchpad for Young Learners)
o Similarity (Sketchpad for Young Learners)
o Kaleidoscope (Sketchpad for Young Learners)
o Quadrilateral Exploration (Shape Makers: Developing Geometric
Reasoning with The Geometers Sketchpad)

Project
Work with your team on your project.
To further research into Dynamic Geometry activity design for young learners, we would appreciate feedback on your experiences with
these activities. Please help us improve these materials by sharing your comments and suggestions at
www.kcptech.com/sketchpad/syl/feedback.htm. (New activities may occasionally be available at that address.) 2003 KCP Technologies.

RooBooGoo Interactive Sketchpad Exploration

Description The idea of this activity is to introduce students to some of the basic
transformational behaviors. The emphasis is less on properties than on
relationships between objects that have been reflected, rotated, or translated.

Grade 3, 4, or 5

Total Time 60 minutes

What You Need The sketch RooBooGoo.gsp

Standards Geometry
Investigate, describe, and reason about the results of subdividing, combining,
and transforming shapes; predict and describe the results of sliding, flipping,
and turning two-dimensional shapes.

Algebra
Describe, extend, and make generalizations about geometric and numeric
patterns

Problem Solving
Build new mathematical knowledge through problem solving.

Communication
Use the language of mathematics to express mathematical ideas precisely.

Sketchpad Skills This activity is suitable for first-time Sketchpad users. Students will be required
to:

Use buttons
Drag points

To press a button, click it once using the Arrow tool.

RooBooGoo Teacher Notes

These Teacher Notes describe a classroom in which students are at computers in groups of 23,
working semi-independently with frequent whole-class discussion and interaction. It is also quite
possible, with little adaptation required, to do the activity as a whole class, with one computer hooked
up to a projector and operated by the teacher or a volunteer.

RooBooGoo.gsp: First Page

Start by having students drag point Roo and observing the behavior
of Boo.

Question 1: Where can Roo catch Boo? Try to make Boo and Roo
walk together. This question focuses on the idea of the mirror line,
or the line of reflection. Many students will notice that Boo and Roo
can meet in one or two locations. Encourage the students to find as
many locations as possible so that they can identify the diagonal
mirror line. By pressing the A different kind of Boo button, students
will encounter a different, horizontal mirror line.

Question 2: Make a right-angle triangle with Roo. What does Boo do?
This question focuses on the relationship between the two shapes that Boo and Roo trace out.
Encourage students to articulate the differences between the two shapes and to create other shapes
with Boo and Roo. Challenge the students to create a shape that looks the same for both Roo and
Boo (this shape will have reflectional symmetry).

Question 3: Can you make Roo and Boo trace a heart out together?
This question leads students to think about shapes that have reflectional symmetry, such as a heart, a
tree, the letter A, or the number 8. Note that this will be easiest for most students when the line of
symmetry is vertical. (Press A different kind of Boo to rotate the line of symmetry.)

Question 4: Press the button A different kind of Boo. Compare the two Boos.
This question guides the students into discussing the similarities and differences between the two (or
more) Boos. If appropriate, you might ask them what other kinds of Boos they could imagine, and then
create these Boos by creating a new mirror line and using Sketchpads Reflect command under the
Transformation menu.

RooBooGoo.gsp: Second Page

Again, have students drag point Roo and observe the behavior of Goo.

Question 1: Where can Roo catch Goo?

This question draws attention to the fact that Roo and Goo can only meet in one locationthe center of
rotationunlike the previous page.

Question 2: Make Roo create a horizontal line. What happens to Goo?

Question 3: Make Roo go in a circle. What happens to Goo?

These questions help students think about the relationship between the motions of Roo and Goo: Goo
is rotated by 180 (half turn) around the center of rotation. You might also ask students what happens
when Roo makes a vertical or diagonal line, or draws a triangle.

Challenge the students to come up with many such shapes, including ones that do and do not have
reflectional symmetry. For example, a rectangle has half-turn rotational symmetry and reflectional
27
symmetry, but the letter S has half-turn rotational symmetry without having reflectional symmetry. (Point
out to students that when drawing an S with Roo starting from the top, Boo also draws an S, but
starting from the bottom!)

Question 4: Press A different kind of Boo. Compare the two Goos.

This question introduces a different kind of rotation, this one by 90. Encourage students to talk about
the similarities and differences between the two Goos.

RooBooGoo.gsp: Third Page

Once again, have students drag point Roo and observe the behaviour of Moo.

Question 1: Where can Roo catch Moo?

This question draws attention to the idea that Roo can never catch Moo, unlike the previous cases. Ask
the students to explain why this is so.

Question 2: Make Roo create a horizontal line. What happens to Moo?

This question draws attention to the idea that Moo always traces the same kind of line as Roo, only in a
different position. You might follow this question up by asking if Roo and Moo can move along the same
line (they can if Roo moves straight toward, or away from, Moo).

Question 3: Make Roo go in a circle. What happens to Goo?

This question draws attention to the idea that Moo creates the same shape as Roo, only in a different
position. Challenge the students to create circles that are just touching. (This is tricky! The diameter of
such circles must equal the distance between Roo and Moo.)

By pressing the Show Boo and Goo too! button, students can compare the three types of
transformations.

28
To further research into Dynamic Geometry activity design for young learners, we would appreciate feedback on your experiences with
these activities. Please help us improve these materials by sharing your comments and suggestions at
www.kcptech.com/sketchpad/syl/feedback.htm. (New activities may occasionally be available at that address.) 2003 KCP Technologies.

Similarity Interactive Sketchpad Exploration

Description This activity introduces students to the important ideas of similarity and
congruence. Students create their own re-sizeable logos, which they then use
to construct similar shapes. Students can continue to use their logos as
signatures for further Sketchpad work, as well as other geometry
investigations.

Grade 3, 4, or 5

Total Time 60 minutes

What You Need The sketch Similarity.gsp

Standards Geometry
Explore congruence and similarity; make and test conjectures about geometric
properties and relationships and develop logical arguments to justify
conclusions.

Algebra
Describe, extend, and make generalizations about geometric and numeric
patterns

Problem Solving
Build new mathematical knowledge through problem solving.

Sketchpad Skills This activity is suitable for first-time Sketchpad users. Students will be required
to:

Use buttons
Use and create custom tools
Construct segments and polygons
Color segments and polygons

To press a button, click it once using the Arrow tool.

To use a custom tool, choose a tool from the Custom Tool menu (under the 'A'
in the Toolbox) and click twice in different places on the sketch. To create a
custom tool, select the geometric objects on the sketch and choose Create New
Tool from the Custom Tool menu.

To create a segment between two points, use the Segment tool in the toolbox
and click on the two points. To create a polygon interior, use the Arrow tool to
select the points that define the polygon, in order, and choose Polygon Interior
from the Construct menu.

To color an object, select it with the Arrow tool, then choose from the Display |
Color submenu.
Similarity Teacher Notes

These Teacher Notes describe a classroom in which students are at computers in groups of 23,
working semi-independently with frequent whole-class discussion and interaction. It is also quite
possible, with little adaptation required, to do the activity as a whole class, with one computer hooked
up to a projector and operated by the teacher or a volunteer.

Similarity.gsp: First Page

This page contains a star that has been constructed to always maintain its shape. Students will
construct their own such shapes, which can be thought of as their personal logos, on the following
page. In a whole-classroom context, drag the two points of the star and help students observe that
while the star changes in size, it always preserves its shape (angles between adjacent segments stay
the same, and the segments grow proportionately as either red point is dragged).

Invite students to experiment with the star in pairs, and to create more stars using the Star tool in the
Custom Tools menu of the Toolbox (the bottom tool in the Toolbox). (To use the Star tool, first choose
it from the Custom Tools menu. Then click twice in two different locations in the sketch window.)

Challenge students to make two stars that are exactly the same size. [This can be done by making an
upside-down star using the same two feet as the original star, as shown in the middle, below.
Students could also use the Circle tool to create a circle centered on one foot of the star with radius
point on the other foot of the star, and then use the center point and any other point on the
circumference of the circle for the other star, as shown below right.]

Similarity.gsp: Second Page

Students begin by creating their own Sketchpad logos using the included 8 unit tool custom tool, as
described in the sketch and on the student worksheet. Encourage students to think of these logos as
ways to sign their Sketchpad work. The logos can be used in a variety of different activities, but this
particular activity focuses on the ideas of similarity and congruence.

Students can follow the instructions on the Similarity worksheet. Begin by modeling these instructions,
showing students where to find custom tools and how to use the 8 unit tool to create a grid. Drag the
two white points to show how to resize the grid.

Once students have their grids, they can use the Segment tool to create designs. It is important that
the segments connect grid points, or other points constructed from the grid points (such as the midpoint
between two grid points). Introduce students to the Undo command from the Edit menu for when they
accidentally miss connecting to a grid point. If students misconnected points earlier and dont want to
undo all the back to that point, introduce them to the Merge command: select the grid point and the

36
point that missed the grid point, then choose Merge Points from the Edit menu. This will join the
points together.

After students have used segments to outline a design, they can add colors. First-time Sketchpad users
can be encouraged to color only the segments. These students can then return and improve their logos
once they learn how to create polygon interiors. (To construct a polygon interior, select all of the vertex
points in order, then choose Polygon Interior from the Construct menu.)

Once students have completed their designs, they should hide all the grid points using the button
provided. Then, they should select the entire logo including the two grid points (the easiest way is by
making a selection rectangle with the Arrow tool), then choose Create New Tool from the Custom
Tools menu in the Toolbox. After students have created their logo tools, they should experiment with
them by creating many versions of their logos, and dragging their control points to make them bigger
and smaller.

Once again, challenge the students to create two logos that are exactly the same size.

Similarity.gsp: Third Page

On this page, students will find instructions that invite them to consider the differences and similarities
between congruent and similar shapes. Guide students to notice and discuss notions such as shape,
size, angle, orientation, and length. In particular, the students should be able to articulate the following
ideas:

The logos on the small square are all congruent to each other, and they are similar to the logos on
the big square.
The logos on the big square have different orientations, and are rotations of each other (around a
point at the center of the square).
A logo on the big square will be four times as big, in terms of area, as a logo on the small square
(this can be verified by choosing Measure | Area). However, a particular side of a logo on the big
square will only be twice the length as the corresponding side of a logo on the small square (verify
by choosing Measure | Length). (This discrepancy between yhr length ratio and area ratio of
similar figures can be a tricky one for students to grasp. You might point out that the squares on
which the logos are built have lengths one and two, but that four smaller squares fit inside one
larger one.)
An angle between two segments of a logo on the small square will be the same as the
corresponding angle on the big square (verify by choosing Measure | Angle).

Once the students have discussed these ideas, challenge them to make a sequence of logos that grow
by the same amount. The grid lines will be helpful.

37
 Creating Your Own Logo

1. Click the Custom Tool icon in the Toolbox and choose the 8 unit tool. Play the tool
on the sketch by clicking once near the bottom left of the sketch and again near the bottom
right of the sketch. You should see this:

2. With the Segment tool , create a design by joining grid

points.

This is a sailboat logo.

3. Press the Hide red points button. Youll see just your logo and two white points.

4. Select your whole logo and the two white points. Then click the Custom Tool icon and
choose Create New Tool. Give your new tool a name and click OK.

5. Click the Custom Tool icon once again, then click in two different locations in your sketch to
create your logo again. Create many copies of your logo, some big and some small. Drag
white control points to change the logos size.

38
To further research into Dynamic Geometry activity design for young learners, we would appreciate feedback on your experiences with
these activities. Please help us improve these materials by sharing your comments and suggestions at
www.kcptech.com/sketchpad/syl/feedback.htm. (New activities may occasionally be available at that address.) 2003 KCP Technologies.

Making a Kaleidoscope Interactive Sketchpad Exploration

Description This activity has students create their own Sketchpad kaleidoscopes. In the
process, they learn about rotation and reflection, as well as gaining some skill
using Sketchpads transformation features.

Grade 3, 4, or 5

Total Time 45-60 minutes

What You Need The handout Making a Kaleidoscope: Student Blackline Master

Standards Geometry
Identify, compare, and analyze attributes of two- and three-dimensional shapes
and develop vocabulary to describe the attribute; classify two- and three-
dimensional shapes according to their properties and develop definitions of
classes of shapes such as triangles and pyramids.

Sketchpad Skills This activity is suitable for first-time Sketchpad users, though it might perhaps
be more appropriate for students with a little bit of Sketchpad experience.
Students start from a blank sketch, creating everything from scratch. All steps
are clearly written out on the Student BLM, with additional tips for especially
tricky steps in the Teacher Notes on the next page.

Mathematical Vocabulary
Background Students should know, or be introduced to, the following terms:
Quadrilateral/quadrilateral interior
Rotate/rotation
Reflect/reflection
Making a Kaleidoscope Teacher Notes

These Teacher Notes describe a classroom in which students are at computers in groups of 23,
working semi-independently with frequent whole-class discussion and interaction. An alternate way of
approaching this activity to the one suggested here would be to copy the Student Blackline Master
(BLM) onto a transparency instead of passing out a photocopy to each student. Display the
transparency on an overhead projector and lead students through the activity step by step. This might
help keep the class together and make whole-class discussion a bit easier, but would require less
reading and independent exploration on the part of students.

Introducing the Activity

A nice way to start this activity would be to pass around actual kaleidoscopes and ask
students to describe what they see. Some possible questions to ask are: How many copies
of each particular shape do you see? How are these copies the same and different? You may or
may not wish to discuss rotation and reflection before launching into the activity.

It also may help to go through the entire Sketchpad construction once on a computer
attached to an overhead projector so students will feel more comfortable working through
the BLM on their own.

Step 1
(Note that step 1 refers to the instructions included in the first row of the Student BLM.)
To construct the second and third circles so that they share centers with the first, make sure the center
point is highlighted before clicking with the Circle tool. If a student accidentally creates a new center
point, choose Edit | Undo Construct Circle.

Note that, depending on the setting in Preferences, its possible that points will label automatically and
students wont have to follow the instructions to label points. (Choose Edit | Preferences and go to the
Text panel to change label preferences.)

Note also that to select points, here and elsewhere in the activity, one must have the Arrow tool
activated. (This is also true for dragging points.)

You may wish to tell students that circles sharing the same center point are called concentric circles.

Step 2
To be sure a point will be constructed on the desired circle, the circle should be highlighted before
clicking.

Students may wonder why they needed to hide the three points in the previous step and then construct
three new ones in this step. The reason is that a circles radius point (such as those hidden in the
previous step were radius points) changes the size of the circle, whereas points constructed on a circle
like those in this step simply move around an existing circle without changing its size. You might show
students what would happen if they used the radius points to create their quadrilaterals (the animation
would look very different!).

Step 3 C
Depending on the locations of the three points constructed in the previous step, D
students may get crossed quadrilaterals in this step, as shown at right. (This
can also happen if the points seem to be arranged properly, but are chosen out
of order.) Technically, these arent quadrilaterals at all, but can easily be fixed B A
by dragging the points.
30
Step 4
You may wish to ask students why rotating by 90 three times results in four evenly spaced
quadrilaterals (90 x 4 = 360). You may also wish to ask how the four shapes are similar and how they
are different.

Step 5
Students may be surprised that the shapes change as they animate. You might ask the students why
they think this happens. The reason is that the three points animate at the same speed (linear speed,
not rotational speed!) along their respective circles, so a point on a smaller circle makes a full rotation
faster than one on a larger circle.

Step 6
Again, as in step 1, make sure the center point is highlighted before clicking the first time.

Step 7
Before starting the animation, you might ask students to compare each shape with its reflected image
(the other shape thats the same color). (Unlike rotated images, reflected images have opposite
orientations. In other words, tracing around one clockwise is the same as tracing around the other
counter-clockwise.) As the animation is going, you might ask how the movements of reflected objects
compares (one goes clockwise as the other goes counter-clockwise).

Further Ideas
Once students get the hang of it, it really doesnt take too long to create one of these kaleidoscopes.
Students may wish to create new kaleidoscopes with greater numbers of circles (and therefore greater-
number-of-sided polygons) and different numbers of degrees of rotation. Before the students being
creating their own variations, discuss these questions with them: How many shapes will you get if you
rotate by 60 instead of 90? By how many degrees should you rotate to get 8 shapes?

Students may also wish to alter existing kaleidoscopes by changing the settings in the Animation
Properties dialog box. Select the Animation button (by clicking on the black band on its left) and choose
Edit | Properties. Go to the Animate panel and choose different Speed and Direction settings for any
or each of the three animating points.

31
Making a Kaleidoscope Student Blackline Master

Use the Circle tool to construct three circles with

the same center.

To label an object, Label the center point A.

A
select it and choose Hide all the points except point A. (Select the points
Show Label from the
Display menu.
and choose Hide Points from the Display menu.)

Use the Point tool to put a new point on each circle. C

D
B
Label the points B, C, and D.
A

Select A, B, C, and D and choose Quadrilateral D

C
To change the color Interior from the Construct menu. B
of a quadrilateral,
select it and choose
Change the color of the quadrilateral. A
the Color submenu
from the Display
menu.
With the Arrow tool, Rotate the quadrilateral interior by 90 around C
double-click A to D
point A. B
make it the center of
rotation. With the With the new quadrilateral selected, rotate again.
interior selected, Then rotate one more time. A
choose Rotate from
the Transform menu. Make each quadrilateral a different color.
Press OK.

Select B, C, and D only and choose Action Buttons

and then Animation from the Edit menu. Press OK. Animate Points

Press the Animation button to see your kaleidoscope!

Press the Animation button again to stop the

animation.
Use the Segment tool to create a segment with one
endpoint at the center of the circles.

With the Arrow tool, Reflect each of the four interiors across the segment.
double-click the
segment to make it Press your Animation button again and watch your
the reflection mirror. new kaleidoscope!
Select the four
interiors and choose
Reflect from the
Transform menu.

32
NAME

MAKE YOUR OWN PICTURE

STUDENT
SHEET 1
Quadrilateral Exploration 1

Quadrilateral Makers.gsp

Use all seven of the quadrilateral Shape Makers to make a picture. Draw your picture
below. Label the part of the picture made by each Shape Maker.

Which Shape Maker can make the least number of different types of shapes?

Why?

Which Shape Maker can make the greatest number of different types of shapes?

Why?

STUDENT SHEETS Shape Makers 2003 by Key Curriculum Press l 153

NAME

CAN YOU MAKE IT? 1

STUDENT
SHEET 2
Quadrilateral Exploration 1

Can You Make It.gsp

Use all seven quadrilateral Shape Makers to make the picture below.

Tell which Shape Maker you used to make each shape and why you used it.

B C

D E

Shape Shape Maker Why?

154 l Shape Makers 2003 by Key Curriculum Press STUDENT SHEETS

NAME

CAN YOU MAKE IT? 2

STUDENT
SHEET 3
Quadrilateral Exploration 1

Can You Make It.gsp

Use all seven quadrilateral Shape Makers

to make the picture at right.
A
Tell which Shape Maker you used to make
each shape and why you used it.

Shape Shape Maker Why?

STUDENT SHEETS Shape Makers 2003 by Key Curriculum Press l 155

QUADRILATERAL EXPLORATION
1
Shape Maker Pictures

Summary
Students use quadrilateral Shape Makers first to make their own pictures, then to
copy pictures given to them on student sheets and computer screens.

Mathematical Objectives
Students explore the operation of the different quadrilateral Shape Makers, as well
as the kinds of shapes each Shape Maker will make. They start formulating rules that
the various Shape Makers follow. These activities help students refine their visual
knowledge of various types of quadrilaterals, laying the foundation for their formu-
lation of property-based knowledge of the shapes.

Quadrilateral Makers

Quadrilateral Exploration 1

Quadrilateral Makers.gsp

Can You Make It.gsp

Required Materials
Session Student sheet SS# Geometers Sketchpad sketch
1 Make Your Own Picture 1 Quadrilateral Makers.gsp
24 Can You Make It? 1 2 Can You Make It.gsp
Can You Make It? 2 3 Can You Make It.gsp

Make classroom charts for Can You Make It? 1 and 2. One way to make a large
copy of the student sheet pictures is to use an overhead projector to project them
onto large sheets of paper, then trace the projection.

QUADRILATERAL EXPLORATIONS Shape Makers l 19

SESSION 1
Explaining the Operation of the Shape Makers

Class Discussion

Explain the operation of the Shape Makers to students by using a computer

connected to an overhead display or by gathering all students around a single
computer.

Do not define the different types of quadrilaterals. Students will do this themselves
after much exploration with the Shape Makers. Here is how the Shape Makers
should first be introduced to students. (It is essential that students be told that, for
instance, the Rectangle Maker was designed to make rectangles and only rectangles.)
The Shape Makers can be used to make different shapes on the computer screen.
For instance, the Rectangle Maker can be used to make any desired rectangle
that fits on the computer screen, no matter what its shape, size, or orientation
but only rectangles. So any rectangle on the screen can be made by the Rectangle
Maker, and all shapes made by the Rectangle Maker are rectangles.
Similarly, any parallelogram on the screen can be made by the Parallelogram
Maker, and all shapes made by the Parallelogram Maker are parallelograms,
and so on for the other Shape Makers.

Illustrate making rectangles with the Rectangle Maker by dragging its control
points, represented by the little circles at its vertices.
I am dragging the Rectangle Makers control points using the Selection Arrow
toolthe little arrow that is moving around on the screen. I move the arrow by
moving the mouse. I move a control point by placing the arrow onto it, then
holding down the mouse button as I move the mouse.
You can move the Rectangle Maker from one screen location to another by
dragging its interior, the light yellow region inside it. To drag the interior, point
to it by moving the arrow onto it with the mouse, hold down the mouse but-
ton, then move the mouse. When the Shape Maker is in the desired position,
release the mouse button, move the arrow to a blank part of the screen, and
click once to deselect everything.
Seven types of Shape Makers make quadrilaterals: the Square Maker, Rectangle
Maker, Parallelogram Maker, Kite Maker, Rhombus Maker, Trapezoid Maker,
and Quadrilateral Maker.

Discuss the use of the Shape Maker control points.

Different control points do different things. [Illustrating with the control points
on the Rhombus Maker, ask questions such as] What does this control point
seem to do? How about this one?
What happens with the control points on one Shape Maker may be different
from what happens on another Shape Maker. So when youre trying to make a
shape with a particular Shape Maker, its important to try all the control points.
As you use the Shape Makers, you will gradually learn to effectively manipulate
them with their different control points.

Explain that certain rules must be followed when using the quadrilateral
Shape Makers:

20 l Shape Makers QUADRILATERAL EXPLORATIONS

 Rule 1. Vertices cant overlap.
Rule 2. Sides cant intersect, except at their endpoints.
Rule 3. No three vertices can lie on the same line.

If either of the first two rules is violated, the computer prints a message on the screen
to alert students that the figure formed by the Shape Maker is no longer a quadrilat-
eral. Ask students why rule 3 is necessary. (If three vertices lie on the same line, the
figure formed will be a triangle, not a quadrilateral.)

Explain opening and closing Shape Maker sketches (as described in Accessing
Shape Maker Files in the introduction).

Whenever students want to quit using a Shape Maker sketch, they should click on
the Close box of the sketch window and be sure not to save their work.

Activity: Make Your Own Picture

Use Student Sheet 1 and this sketch:

Quadrilateral Exploration 1

Quadrilateral Makers.gsp

Students Work in Pairs

Distribute the student sheet Make Your Own Picture to the class.

Students are to make a picture on the screen using all seven of the quadrilateral Shape
Makers. They should draw their final picture on their student sheet, label each part of
the picture with the name of the Shape Maker that was used to make it, then answer
the questions on the sheet. When they are done, they may make another picture.

Walk around the room and help students who are having technical difficulties.
Be sure they have opened the correct sketch and are able to manipulate the
Shape Makers.

Ask questions to see how students are thinking about the use of the Shape Makers.
Why did you use the Parallelogram Maker to make this shape? Could you have
used another Shape Maker?

Tell students that throughout the unit they should write any interesting obser-
vations, conjectures, and questions about their work with Shape Makers on a
Conjectures and Queries sheet (see page 220). Place an ample supply of copies
of this sheet in a convenient location in the classroom.

Also encourage students to write their conjectures and queries on a classroom

Conjectures and Queries chart.

Whenever they finish an Activity early, students should examine the chart and
investigate other students ideas. Periodically, you can summarize what is on the
classroom chart and distribute copies of the summary to the students.

QUADRILATERAL EXPLORATIONS Shape Makers l 21

 Conjectures and Queries
Emphasize to students that doing mathematics consists of inquiryposing problems,
devising and testing possible solutions to problemsnot just finding answers. For
example, one teacher emphasized this idea in this way:

Teacher: Lots of people disagree about whether the Trapezoid Maker can make this
shape. So thats something you all will have to check out.
Brenda: I think it might work, its my theoryIm not really sure about it.
Teacher: Are we done with this?
Students: No.
Teacher: Were only getting started. So its great to come up with conjectures
things you think might be trueand queriesquestions that you would
like to answer. Its okay to be puzzled, because well try to solve your
puzzles as we continue working.

Waiting for the Need

After students have gained enough experience with the Shape Makers, they often
start feeling a need to measure sides and angles. In fact, after a while you might even
see some students trying to use a ruler or protractor to measure parts of Shape
Makers. For instance, they might start believing that all the sides are equal in a
Rhombus Makerand use a ruler to verify their conjecture. This is great! But if they
want a better way to measure sides, tell them that one will be introduced in an
upcoming Exploration.

Students may also start talking about parallelism and symmetry. Dont mention these
concepts in class discussions until students seem to want to use them in communicat-
ing about shapes. Then ask students what they mean by these terms. Future
Activities will introduce students to specific computer tools for dealing with the con-
cepts of parallelism and symmetry.

Class Discussion

Have students discuss the questions on the student sheet: Which Shape Maker
can make the least number of different types of shapes? Why? Which Shape
Maker can make the greatest number of different types of shapes? Why?

Most students will see that the Square Maker can only make squares. At this point in
their exploration, however, they will probably not be familiar enough with the Shape
Makers to understand all the different shapes that each Shape Maker can make. That
is okay. The objective is to engage students in examining the Shape Makers and in
reflecting on how the Shape Makers operate.

Use of Language

To minimize confusion during discussion, be sure to explain to students the

difference between a Shape Maker and the shapes it makes.

See Teaching Note: Shapes Versus Shape Makers, on page 25. In all communica-
tions, it is essential for you and for students to distinguish between a Shape Maker
and a shape that it makes.

22 l Shape Makers QUADRILATERAL EXPLORATIONS

SESSIONS 24
Activity: Can You Make It?
Use Student Sheets 2 and 3 and this sketch:

Quadrilateral Exploration 1

Can You Make It.gsp

Students Work in Pairs

Distribute the student sheets Can You Make It? 1 and

Can You Make It? 2 to the class.

Explain that students should open the appropriate sketch and use the seven
quadrilateral Shape Makers to make the pictures that appear in the middle of
the screen (which are also shown on the student sheets).

Students make the shapes in the pictures by manipulating the Shape Makers, then
placing them on top of the given shapes. There are several different solutions for
both of these student sheets.

When students have completed a student sheet, have them list their answers
(letter of shape matched to Shape Maker) on a classroom chart, as shown in
the example here. Pairs of students can then attempt to validate or refute other
pairs answers.

Jon, Alex Brittany, Laura

Letter of shape in picture Letter of shape in picture
Square Maker D F
Rectangle Maker A A
Parallelogram Maker C B
Kite Maker G E
Rhombus Maker F D
Trapezoid Maker E C
Quadrilateral Maker B G

QUADRILATERAL EXPLORATIONS Shape Makers l 23

 As you walk around the room, notice what kinds of things students try and
how they are thinking about the Shape Makers and shapes.

See Teaching Note: Early Reasoning About Shape Makers, on page 26, for a more
detailed discussion of the different ways students will be reasoning. Also note what
kinds of errors students make and what types of difficulties they have. You might
observe students having manipulation and conceptual difficulties.

Manipulation Difficulties
Sometimes students have difficulty placing a Shape Maker on top of a shape it will
make. This often happens as students attempt to place a control point of the Shape
Maker on top of a vertex of the shape. They then try to place another control point
of the Shape Maker on top of another vertex in the shape, and so on. Although this
strategy sometimes works, it frequently fails because the control points of the Shape
Maker dont fit onto the vertices of the shape in the order in which the student is
attempting to make them fit. Alternately, the Shape Maker control points might not
move in the way the student is trying to move them.
If you see students having this difficultyif they cant get a Shape Maker to fit onto
a shape that you know it will makethere are a couple of suggestions you can offer:
1. Maybe that control point goes on one of the other vertices of the shape.
2. Put the Shape Maker next to the shape you are trying to make instead of on top
of it. Now try to make the shape. When you think you are really close, then put
the Shape Maker on top of the shape and make adjustments to make it fit.

It is useful to suggest the second strategy to the whole class.

Conceptual Difficulties
The activities in Can You Make It? are a little more difficult than the first activity
because students must choose wisely which Shape Maker to use for each shape in the
picture. For instance, if they use the Quadrilateral Maker to make a square, they will
not have it available for a shape that only the Quadrilateral Maker can make.

One difficulty students might encounter is assuming that a Shape Maker will fit on a
shape that it cannot make. Students do not yet understand the properties of the
Shape Makers and may think, for instance, that the Rectangle Maker can be used to
make shape C on Can You Make It? 1 or shape G on Can You Make It? 2.
They must try the Rectangle Maker for themselves to determine that it doesnt work.
As you walk around the room, if you see students doing something like this, be sure
to ask questions that encourage them to try to figure out why the Rectangle Maker
wont make these shapes:
Why wont the Rectangle Maker make shape G?

Student answers to such questions will vary considerably in sophistication. One stu-
dent might say that the Rectangle Maker wont make shape G because the Rectangle
Maker wont tilt correctly. Another student might say, It wont work because the
Rectangle Maker has square corners [right angles] and shape G doesnt. Accept var-
ious answers. But try to get students whose thinking is erroneous to see their
mistakes, not by telling them that their ideas are incorrect but by asking them to
explain how they got their answers and by posing variations in tasks that expose

24 l Shape Makers QUADRILATERAL EXPLORATIONS

 these errors to students. It is also important to get students to describe and reflect on
their findings. See Teaching Note: Nurturing Progress by Encouraging Reflection,
on page 27, for more discussion about what you should be looking for in students
work and how you can encourage reflection by asking questions.

Class Discussion

After students have completed both student sheets, have a discussion about
what they found.

Using the classroom charts you made for Can You Make It? 1 and Can You
Make It? 2, have pairs of students tell you which Shape Makers they used for each
shape, perhaps writing each pairs answer in a different color. Encourage students to
object if they dont believe that a given Shape Maker will make a given shape and to
clearly explain their reasoning. Have the class attempt to resolve discrepancies.

Another point that you might discuss with students in this lesson or a future one is
the implication of not being able to do something they are trying to do. See
Mathematical Note: I Cant Do It, or Is It Impossible? on page 29.

TEACHING NOTE
Shapes Versus Shape Makers
It is important for you to use, and encourage students to use, clear and precise lan-
guage; otherwise, the resulting conceptual confusion will inhibit learning. In particular,
it is especially important to use language that distinguishes between shapes and Shape
Makers. For instance, one student confused the Shape Makers with the shapes they
make, saying, You can make rectangles into squares, but you cant make squares into
rectangles. More accurately, this statement would be, You can make the Rectangle
Maker into a square, but you cant make the Square Maker into a rectangle. The term
rectangle should be used to refer to a specific type of shape; the term Rectangle Maker
should be used to refer to the dynamic computer object that can be used to make rec-
tangular shapes on the screen. An analogy might be useful here. A piece of wire can be
used to make various rectangular shapes. The Rectangle Maker, like the wire, is the
thing used to make particular rectangles. The Rectangle Maker, like the wire, is not a
rectangle; it can simply take on various rectangular shapes.

The use of precise language will help students eventually (after many explorations)
develop clear distinctions between three related but distinct concepts. First, there are
sets or classes of shapesfor example, the set of all rectangles. Second, there are
Shape Makers for sets of shapesfor example, the Rectangle Maker. Third, there are
examples of sets of shapesfor example, particular drawings of rectangles. These
three concepts are related in important ways. Because the Rectangle Maker can make

QUADRILATERAL EXPLORATIONS Shape Makers l 25

 all examples of rectangles and can make only rectangles, a shape is a rectangle if and
only if it can be made by the Rectangle Maker (within screen limitations). Students
who distinguish between and properly relate examples, sets, and Shape Makers
develop more powerful reasoning. For example, from their observation that the
Rectangle Maker can make any shape the Square Maker makes, such students gener-
ally conclude that all squares are rectangles. Because these students see the Shape
Makers as representations of classes of shapes, they can reflect on actions taken with
the Shape Makers and draw conclusions about properties of and interrelationships
between classes of shapes. However, students who think of a Shape Maker as a shape
may take the fact that the Rectangle Maker can make a square as meaning that a rec-
tangle is a square.

Thus, in addition to promoting clear communication, forcing students to distinguish

between the terms they use for shapes and Shape Makers will regularly focus their
attention on the conceptual differences between the two. Whether or not they com-
pletely understand this conceptual distinction at first, the regular attention to
linguistic distinction will help students eventually come to a clear understanding of
these related concepts.

These ideas are discussed further in the Explorations dealing with classification of
quadrilaterals. But suffice it to say that encouraging the use of precise language in
early Activities will make it much easier for students to construct proper concepts in
subsequent Activities. Attention should be given to this important issue throughout
the Activities.

TEACHING NOTE
Early Reasoning About Shape Makers
The thinking and strategies that students first employ when dealing with the Shape
Maker tasks will vary greatly in sophistication. In this example, three students inter-
pret their manipulation of the Square Maker very differently.

Michael: I think maybe you could have made a rectangle [with the Square Maker].
Jon: No; because when you change [the length of] one side, they all change.
Eric: All the sides are equal.

Michael, Jon, and Eric have abstracted different things from their Shape Maker
manipulations. Michael found a visual similarity between squares and rectangles,
causing him to conjecture that the Square Maker could make a rectangle. Jon
abstracted a physical property: When one side changes length, all sides change. Eric
made a mathematical conclusion that the sides of the Square Maker are always equal
in length.

26 l Shape Makers QUADRILATERAL EXPLORATIONS

 Especially during early work with the Shape Makers, much of what students discover
will refer to their manipulation experiences. For instance, Manuel noticed that with
the Kite Maker, If I pull one end out, the other end goes out. After trying to make
the rectangle on Can You Make It? 2 with the Square Maker, he said that it
couldnt be done: The Square Maker would only get bigger and twist aroundso it
cant make a rectangle. Manuel was discovering properties or rules for the Shape
Makers, but these rules were not the typical mathematical properties of shapes.
Instead, his knowledge was visual-holistic and manipulation-based.

Similarly, Stefanie was considering whether the

Parallelogram Maker could be used to make the
trapezoid at right.

She did not know enough about the properties

of parallelograms to predict that this task was
impossible. However, as she manipulated the
Parallelogram Maker, she discovered something
special about parallelograms that enabled her to Parallelogram Maker
solve the problem.

Stefanie: [Pointing to the nonhorizontal pair of opposite sides] No, it wont work.
See this one and this one stay the same, you know, together. If you push
this one [side] out, this one [the opposite side] goes out . . . . This side
moves along with this side.

Like Manuel, Stefanie discovered something special about the characteristic move-
ment of a Shape Maker. This characteristic is a consequence of the constraint on the
Parallelogram Maker that its opposite sides stay parallel and congruent. However,
Stefanie did not conceptualize her discovery in terms of formal mathematical concepts
such as parallelism and congruence. Instead, she was thinking about constraints on
possible movements of the Parallelogram Maker. Eventually, she will elaborate on her
observations and come to think of this idea in terms of formal geometric concepts.

TEACHING NOTE
Nurturing Progress by Encouraging Reflection
Sustained growth of students mathematical ideas occurs in a nurturing environment
in which students ideas are always considered worthy of examination but are con-
stantly challenged and reflected upon. Often the most important role for a teacher is
to focus students attention and reflection on appropriate and potentially fruitful
ideas. In the episode below, the teacher is interacting with one student who happens
to be working at her computer alone because her partner is absent. She is working
on the student sheet Can You Make It? 1.

QUADRILATERAL EXPLORATIONS Shape Makers l 27

 A
B C
D E

Teacher: Tell me what youre working on.

Naomi: Im trying the Rhombus Maker on shape B. Its not working because its
leaning to the right and shape B is leaning to the left. Shape C leans to the
right, so Im going to try the Rhombus Maker there. [Putting the Rhombus
Maker on shape C and trying to pull it in different ways to make the
shape] I dont think that this is going to work.
Teacher: Why are you thinking that?
Naomi: When I try to fit the Rhombus Maker on the shape, and I try to make it
bigger or smaller, the whole thing moves. It will never get exactly the right
size. [While trying to make shape C with the Rhombus Maker, she makes a
shape that resembles a square.] Lets see if I can make a square with this.
[Doing so] Heres a square. I guess it could maybe be a square.
Teacher: What could?
Naomi: The Rhombus Maker. But Im not sure if this is exactly a square. [Pulling
the Rhombus Maker off shape C] I dont think it is exactly a square.
Teacher: Why?
Naomi: Its sort of leaning. The lines are a little diagonal. [Continuing in her
attempts to make a square with the Rhombus Maker and to make its sides
vertical and horizontal] Yeah, I think this is a square, maybe. [Taking the
square-shaped Rhombus Maker and dragging it over to shape E, adjusting
it to match] Yeah, it works for E.
Teacher: When you tried to fit the Rhombus Maker on C, did you notice anything
about it or about shape C?
Naomi: The Rhombus Maker could make the same shape pretty much, but if you
tried to make it small enough to fit on C, it would make the whole thing
smaller.
Teacher: You said the Rhombus Maker could make the same shape. What do you
mean by that?
Naomi: The Rhombus Maker could make this shape [C], the one with two diago-
nal sides and two straight sides that were parallel. I dont really know. It
could have been almost that shape [C], and it got so close I thought it was
that shape. See, it could make the same shape as that [shape C]. [Naomi
takes the Rhombus Maker off shape E and manipulates it to make rhom-
buses with nonright angles, then rhombuses with right angles, then

28 l Shape Makers QUADRILATERAL EXPLORATIONS

 rhombuses with nonright angles. She seems to be trying to get the
Rhombus Maker to make an elongated shape.]
Oh, I see why it didnt work! Its because the four sides [of the Rhombus
Maker] are even, and this [shape C] is more of a rectangle.
Teacher: How did you just think of that?
Naomi: All you can do is move the Rhombus Maker from side to side and up.
But you cant get it to make a rectangle. When you move it this way, it is
a square [moving one control point], and you cant move it up to make a
rectangle. And when you move this [other control point], it just makes a
bigger square.
Teacher: So what made you notice that?
Naomi: Well, I was just thinking about it. If it was the same shape, then there is
no reason it couldnt fit onto C. But I saw when I was playing with it
that whenever I made it bigger or smaller, it was always like a square,
but sometimes it would be leaning up, but the sides are always equal.

Analysis. This episode clearly shows how students manipulation of the Shape
Makers and their reflection on that manipulation can enable them to move from
thinking holistically about shapes to thinking about shapes in terms of interrelation-
ships between their parts, that is, their properties. By reflecting on why the Rhombus
Maker could not make shape C, Naomi increased her understanding of it, develop-
ing a property-based conclusion that the Rhombus Maker always has four equal
sides. The teacher played an important role in this episode by (a) encouraging Naomi
to investigate something that puzzled her and (b) encouraging Naomi to reflect not
just on what she was doing but also on what she was thinking.

MATHEMATICAL NOTE
I Cant Do It, or Is It Impossible?
It is common in mathematics to be stumped by a problemno matter how hard we
try, we cant find a solution. But what should we conclude from this? It is vital to
keep in mind that our failure may be due to one of two very different causes. On the
one hand, it may be that a solution is possible, but our approach to solving the
problem is wrong. On the other hand, it may be that there is no solution to the
problem. Unfortunately, we often dont know which situation we are in; just
because we cannot solve the problem doesnt mean that it is impossible to solve, as
many students conclude.

It is important to discuss these two possibilities with students. If they cant show that
one of their conjectures is true, they should ask themselves, Is this task possible?
and look for reasons why it might be impossible. On the other hand, just because
they cant show that one of their conjectures is true does not mean that it is false.
They may need to search for a different approach to the problem.

QUADRILATERAL EXPLORATIONS Shape Makers l 29

Session 10: Composition and Inverses of Functions
Goals for this Session:
Explore dynagraphs as a way of representing functions and exploring
composition and inverses of functions.

Sketchpad Skills:
Create a dynagraph by means of linked multiple coordinate systems.

Activities
o Composition of Functions (Exploring Precalculus with The Geometers
Sketchpad)
o Inverse Functions (Exploring Precalculus with The Geometers Sketchpad)
o Build Your Own Dynagraph (Key Curriculum Press Summer Institutes
2005)
o Graphical Representations of Functions (Presentation)

Project
Work with your team on your project.
Composition of Functions

When the output of one The increasing carbon dioxide concentration in Earths atmosphere is causing global
function is used as an
input for another
air temperatures to rise. Call this function f. The rising temperature (global warming)
function, the resulting in turn is causing Earths ice caps to melt. Call this function g. Mathematically, the
output defines a
composite function. melting rate of the ice caps is a composite function of the carbon dioxide concentration.

You can write this composite function as either y
g(f(x)) or y
(g
f )(x). Function
f(x) is called the inside function and function g(x) is called the outside function.

In this activity you will explore properties of composite functions.

EXPLORE COMPOSITE FUNCTIONS

A dynagraph lets you 1. Open Composition.gsp from the 1 Function Input
drag the input value of
a function on the upper
Transformations folder. The upper dynagraph CO2
axis and shows the on page 1 represents f, the function describing Output Temp
output value on the
lower axis. how temperature depends on CO2 concentration.
The lower dynagraph represents g, the function
Input
describing how the melting of the ice caps Temp
depends on temperature. Output Melting

2. Drag the point CO2 on the input axis for the first
dynagraph, and observe how CO2 concentration
affects air temperature. Then drag the point on the input axis for the second
dynagraph, and observe how temperature affects melting rate.
Q1 To observe the effect of CO2 on the melting of the ice caps, how must the input
of the second dynagraph relate to the output of the first dynagraph?
3. Press the buttons in the sketch to show the two hints. Follow the instructions to
connect the input of the second dynagraph to the output of the first.
4. On page 2 are dynagraphs for f(x), g(x), and h(x). Drag the input value for each
function and observe the functions behavior.
5. To investigate the composition of f(x) and g(x), you must attach the input of g to
the output of f. Press Show Construction 1 to transfer the output value for f to the
input axis for g. Point P is the desired input point for g.
6. To attach the input for g to point P, first select B and choose EditSplit Point
From Axis. Then select both B and P and choose EditMerge Points.
7. Drag the input for f, and observe the behavior of the linked dynagraphs.
Q2 Do these linked dynagraphs show f(g(x)) or g(f(x))? Justify your answer.

16 Exploring Precalculus with The Geometers Sketchpad Chapter 1: Function Transformations

2005 Key Curriculum Press
Composition of Functions
(continued)

To transfer the output 8. Similarly, attach the input of h to the output of g.

of g to the input axis
of h, press Show Q3 Drag the input for f, and observe the behavior of the composite function. Record
Construction 2.
your observations. Does the output value always exist? If not, what is the domain
for which it does exist?
Q4 Express symbolically the function represented by the linked dynagraphs. Write
your answer in both f(g(x)) and (f
g)(x) forms.
To edit a function, Q5 Edit the definitions of f(x), g(x), and h(x) to explore the composition of three
double-click the
Arrow tool on it.
different functions. Record the functions that you tried and your observations.

DOMAIN, RANGE, AND COMMUTATIVITY OF COMPOSITE FUNCTIONS

f(x) = 2  x 5 2.00
x
10.00
Q6 On page 3 are dynagraphs
of two functions with A 5 10
0
restricted domains. Drag f(A)
5 10
the input pointers of both 0

functions. What do you g(x) = 1 -4.00
x
4.00

x
think are the domain and
range of the composite B
0
5 10

function (g
f )(x)? g(B)

5 10
0
To use the Undo All 9. Choose EditUndo All to
command, press the
Shift key before pulling
return the input pointers to their original positions. To create the composite
down the Edit menu. function, press the Show Construction button to transfer the output value for f to
the input axis for g, and then split B from its axis and merge it to intersection C.
Q7 Drag the input pointer for f, and record the actual domain and range of the
composite function.
Q8 To investigate the composite function g
f for each pair of functions f and g
below, edit the function definitions and drag the domain end points. Determine
the domain and range of each composite function.

f(x)
x  3 for 2
x
7 and g(x)
2x  8 for 1
x
5

f(x)
5  x for 0
x
7 and g(x)
x 2 + 8x  4 for 1
x
6

Q9 Is composition of functions commutative? For example, does f(g(x)) behave the

same way as g(f(x))? Record your conjecture before testing it in the following steps.

Chapter 1: Function Transformations Exploring Precalculus with The Geometers Sketchpad 17

2005 Key Curriculum Press
Composition of Functions
(continued)

10. On page 4 of the sketch, the top group of axes shows the composite function
g(f(x)), and the bottom group shows j(h(x)). Edit the function definitions for h
and j so that j(x)
f(x) and h(x)
g(x).
Q10 Drag the input for each of the composite functions. Are the two composite
functions equivalent? Is function composition commutative? Justify your answer
in terms of your observations.

EXPLORE MORE
Q11 Is it possible to find two functions f(x) and g(x) such that f
g
g
f ? To
investigate, edit the function definitions on page 4 to match the functions below.
Then set the two input pointers to have the same value, drag both inputs, and
observe the results.

f(x)
0.5x and g(x)
x  2

f(x)
x 2 and g(x)
x 3
f(x)
x 2 and g(x)
x
x1
f(x)
2x 1 and g(x)
2

Q12 What can you say about the properties of the functions f and g when
f(g(x))
g(f(x))?

Now you will explore graphs of composite functions on the coordinate axes and
compare your observations with your previous results.
Choose GraphPlot 11. On page 5, plot the same two functions you investigated on page 3: f(x)
2x  5
New Function, and
click on the functions
and g(x)
x1 . Also plot the composite functions u(x)
f(g(x)) and v(x)
g(f(x)).
in the sketch. Make the plots of u and v thick, and color them with bright colors.
Q13 Compare plots of u(x) and v(x). How do your observations relate to your
conclusions from analyzing dynagraphs?
Q14 Page 6 uses Sketchpads Locus construction to construct geometrically the
graphs of two functions f and g. Follow the strategy suggested on this page
to construct the graph of the composite function g(f(x)).

18 Exploring Precalculus with The Geometers Sketchpad Chapter 1: Function Transformations

2005 Key Curriculum Press
Inverses of Functions

A function defines a mathematical relationship that allows you to find an output

for a given input. In many real-life applications we are faced with the opposite task:
we need to restore the input from the output. Doctors look at the symptoms to
determine the illness. Archaeologists research fossils to learn about life on Earth a
long time ago. By studying the radiation from distant stars, physicists learn about our
galaxy billions of years ago. Forensic scientists find criminals from the evidence left at
the crime scene. If you can restore the input from the output of the original function
uniquely, the mathematical relation is called the inverse of the original function.

In this activity you will determine when inverse functions exist and explore their
properties.

EXPLORE INVERSE RELATIONS

The inverse function g is If a function f has an inverse g, then g(f(x))
f(g(x))
x for all x in the domain of
often written as f 1(x ).
f. You will use your knowledge of function composition to explore inverse functions.
To show the composition 1. Open Inverse.gsp from the 1 Function Transformations folder. The first page
g(f (x)), the dynagraphs
are constructed so that
contains dynagraphs showing the composition g(f(x)).
the input of g is always
equal to the output of f. Q1 Drag x along the upper axis, and compare the x = -1.68

values of x and g(f(x)). Is g(f(x)) ever equal to x ?

If so, when? Is g the inverse of f ?
Q2 Press the Case 2 button to change the functions.
f(x) = 2.48
Drag x again. When (if ever) are x and g(f(x))
equal? Is g the inverse of f ?
Q3 Check the remaining cases to determine when
(if ever) x and g(f(x)) are equal and whether g
g(f(x)) = 1.74
is the inverse of f.
2. The second page of the document shows linked dynagraphs for f(x)
0.5x and
g(x)
2x  1. Drag pointer x along its axis.
Q4 Is function g an inverse of function f ? If not, can you think of a function g that
is an inverse of f ?
3. Edit g(x) according to your answer to Q4, and compare the values of x and
g(f(x)) now. Record the expressions for the two functions f and g.
To edit a function, 4. Edit f(x) to be the first function from the following list. Then try to edit g(x) so
double-click it with
the Arrow tool.
that its the inverse function for f(x). Test your result by dragging x, and revise g(x)

Chapter 1: Function Transformations Exploring Precalculus with The Geometers Sketchpad 19

2005 Key Curriculum Press
Inverses of Functions
(continued)

if necessary. For each function f, record the expression for g that is the inverse.

f(x)
2x  1
f(x)
x 2
f(x)
x 3

Recall that an inverse Q5 Were you able to find an inverse function for each of the three expressions of f ?
function exists only when
you can restore the input
If not, explain why not.
of the original function
from its output uniquely. Q6 Compare the domain and range of f and g for each case in which you were able
to find an inverse function.
Q7 Based on your observations, can you think of an algebraic method to determine
the inverse of a function from a given function? In other words, can you find an
expression for g if you know the expression for f ?

EXPLORE PLOTS OF INVERSE FUNCTIONS GEOMETRICALLY

Select point P, and 5. On page 3 of the document, plot the function f(x)
0.5x  1. Construct
choose Measure
Abscissa (x). Then
point P on the function plot, and measure its x- and y-coordinates. The value
select P again and of xP is an input for function f, and yP is an output.
choose Measure
Ordinate (y). Q8 Assume the inverse function g exists. If you use yP as input to g, what will be the
output? (To answer this question, consider the definition of inverse functions.)
Express your answer as an ordered pair.

By plotting this ordered pair, you will plot a point on the inverse function g.
Select points P and 6. Plot the point
yP , xP, and label it R. Drag point P, and observe the motion of
R, and choose
ConstructLocus.
point R. Point R traces out the inverse function g.
7. Construct the locus of R as P moves along the graph of f. Make it dashed.
Q9 Can you figure out an equation for the locus of point R? Explain your choice.
8. Plot the function you chose in Q9 to verify your equation. Label this function g.
Make the plots of f and g thick, and color them with bright colors.
Q10 Does the plot of g match the locus of R? If so, 2
g(x) is an inverse of f(x). If not, edit function g
y = g(x)
and try again.
9. Construct segment PR. Drag P, and observe R
M
the slope of segment PR. y = f(x)
P

20 Exploring Precalculus with The Geometers Sketchpad Chapter 1: Function Transformations

2005 Key Curriculum Press
Inverses of Functions
(continued)

Q11 What is the slope of this segment? How can you explain this observation?
10. Construct the midpoint M of segment PR, and turn on tracing for it. Drag P,
and observe the trace.
Q12 What is the equation for the trace of point M? Why does this make sense?
11. Construct the composite function f(g(x)), and compare the plot of the
composition with the trace of point M. Record your observations.
Q13 What is the geometric relationship between segment PR and the locus of M?
Q14 Looking at the plots of f and g and the locus of M, can you think of a geometric
transformation of the plot of f that will result in the plot of g? What is the role of
the locus of M in this transformation?
Q15 Check the generality of your answer by trying several of these functions for f.
Each time you edit f, you must also edit g to be the inverse of f.

f(x)
x  1 f(x)
2x  2 f(x)
x  2 f(x)
x 2

CONCLUSION
If the inverse of a function f is also a function, then f is called invertible. In this case
you can write the inverse function as g
f 1. You can use the vertical line test to
determine whether a mathematical equation describes a function.
Q16 Can you think of a test for the plot of the function f to determine whether the
inverse will be a function as well?
Press the Show Hint 12. To explore this question, go to page 4 of the document. This page contains a plot
button if you need help.
of f(x)
x 2 and the identity line. Construct a plot of the inverse of f using the
geometric transformation you discovered in this activity.
13. Construct a vertical line through a point on the plot of the inverse, and
determine whether the inverse of f is a function.
Q17 What would be the pre-image of this vertical line for the original function?
14. Construct this pre-image and test the original function. Check the generality of
your answer by trying several different expressions for function f.

EXPLORE MORE
Can you think of a function that is its own inverse? Explore this question using
Sketchpad, and record your observations. Try finding your own functions. The
Explore pages allow you to investigate families of linear functions and families
of rational functions.

Chapter 1: Function Transformations Exploring Precalculus with The Geometers Sketchpad 21

2005 Key Curriculum Press
Building a Dynagraph
In this activity you will construct your own dynagraph1. A dynagraph consists a pair
of horizontal axes in which the top axis is the input axis and the bottom axis is the
output axis. A marker on the input axis can be dragged to set the input value, and a
marker on the output axis moves accordingly to show the output value.

1. In a new sketch, define a coordinate system by using Graph | Define

Coordinate System. The horizontal axis of this coordinate system will be the
input axis, so label it input.

To construct the output axis, define a second coordinate system aligned with the first.

2. Construct the origin point of the second coordinate system by putting a point on
the negative y-axis.

3. To make the scales of the two coordinate systems match, you need to measure
the unit distance (the scale) of the first system. Measure the distance from the
origin to the unit point on the horizontal axis.

4. Hide the vertical axis, the grid, and the unit point.

5. To create the second coordinate system, select both the desired origin (the point
you constructed in step 2) and the desired unit distance (the distance you
measured in step 3). Then choose Graph | Define Unit Distance. You will
see a warning about creating a second coordinate system: Click Yes to create the
new system.

6. Hide the vertical axis and the grid of the new coordinate system. Label the
horizontal axis output.

7. Construct an input variable by using the Point tool on the input axis. Label the
point x.

8. Construct a function to connect the input and output by choosing Graph | New
Function. Define the function in any way you choose.

1 The term dynagraph was coined by Paul Goldenberg, Philip Lewis, and James OKeefe in their study
Dynamic Representation and the Development of a Process Understanding of Functions published by
Education Development Center, Inc., and supported in part by a grant from the National Science
Foundation.

KCP Summer Institutes 1: Exploring Precalculus with Sketchpad 1

2006 Key Curriculum Press
Activity Title
continued

To construct the output value, you first need to calculate the value of the function
given the current input value.

9. Measure the abscissa of the input value, xx.

10. Calculate the value of the function for this input value, f(xx).

To construct the output point, you need to plot (0, f(xx)) on the output axis. For this
purpose you need a parameter with a value of 0.

11. Construct a new parameter by choosing Graph | New Parameter. Make the
parameters label zero and make its value 0.

12. Plot the output point by selecting in order parameter zero and the calculated
output value f(xx), and then choosing Graph | Plot As (x, y).

13. Connect the input and output points with a segment.

14. Drag the input point to make sure the dynagraph functions correctly.

15. Hide the various measurements and calculations. You may want to hide the
function, or you may want to create a Hide/Show button for it.

You can create a marker above the input point to make it easier to see and drag.

16. Change the sketchs distance unit to pixels by choosing Edit | Preferences |
Units and changing the distance unit setting.

17. Construct two translated images of the input point, one by 10 pixels at 45 and
one by 10 pixels at 135.

18. Translate each of these images by 20 pixels at 90.

19. Construct a pentagon from the input point and all four translated images by
selecting them in order and choosing Construct | Pentagon Interior. Hide
the four translated image points.

20. Drag the pentagon to make sure it controls the input value correctly.

You can also create a marker below the output point to make it easier to see. Decide
on a shape and then use translations based on the output point to construct your
shape.

When youre finished, choose appropriate colors and line widths for the various parts
of your dynagraph.

2 1: Exploring Precalculus with Sketchpad KCP Summer Institutes

2006 Key Curriculum Press
Session 11: Discussion
Goals for this Session:
Discuss of Pedagogy, the Role of Sketchpad, and Dissemination and
Training in Malaysia
We will break into small groups. Each group should decide what they see
as the most important issues that lie ahead in using Sketchpad to improve
mathematics education in Malaysia. Of the issues, choose two or three to
discuss. In your discussion, talk about possible solutions and about what
is needed to make this effort a success. Prepare a brief report to present to
th4e entire group.

Project
Several teams will present their projects in progress.
Session 12: Trigonometry, Radian Measurement
Presentation, Fractals
Goals for this Session:
Explore some basic concepts in trigonometry. Explore the geometry of
fractals, and find connections between fractals and fractions.

Sketchpad Skills:
Construct a sine-wave tracer based on the unit circle.
Create a web page using JavaSketchpad.
Use iteration to construct fractals.

Activities
o Presentation: Introduction to Radians (Exploring Precalculus with The
Geometers Sketchpad)
o Trigonometry Tracers (Exploring Precalculus with The Geometers
Sketchpad)
o JavaSketchpad (Use the directions in Sketchpad Help to turn the
Introduction to Radians sketch into a web page)
o Length of the Koch Curve (Exploring Algebra 1 with The Geometers
Sketchpad, available September 2005)
o The Chaos Game (Exploring Algebra 1 with The Geometers Sketchpad,
available September 2005)

Project
Several teams will present their projects in progress.
Introduction to Radians

In this activity, youll use an eye-catching Sketchpad animation to learn about

radians and discover an interesting connection to estimating the value of
.

SKETCH AND INVESTIGATE

1. Open page 1 of Radians.gsp from the 2 Circular Functions folder.
2. Press the Animate Points button. Point A will travel along the circles radius, and
point B will move along the circles circumference.
When point A reaches the circles circumference, press the button again to stop
the animation. If your timing is off, you can press the Reset button and try again.
To measure the arc 3. Points A and B move at the same speed. Select the arc traced by point B, and
length, select Measure
Arc Length.
measure its length. It should be equal, or nearly so, to the radius of the circle.

To construct a radian, you sweep out an angle whose corresponding arc length is
equal to the radius of the circle. The angle is defined to be one radian.
4. Open page 2 of the sketch. Again, press the Animate Points button. This time, let
point B travel around the entire circumference of the circle. Stop the animation
when point B returns to Start.
Notice that point A leaves a trace of its path. Each trip that point A makes from
the center of the circle and back produces a petal.
Q1 How many petals are formed during point Bs journey around the circumference?
Q2 Let r be the radius of the circle. For each petal formed, how far does point B travel?
Q3 Based on your answers to Q1 and Q2, how many lengths of radius r
(approximately) are traced by point B as it moves once around the
circumference?
Q4 Explain why your answer to Q3 makes sense based on the circumference
formula, C
2
r.
5. Press the Reset button to return points A and B to
their original locations.
6. Start the animation again. This time, let the
animation run for a while, and watch as point A
traces a collection of petals. Stop the animation
when point A has filled the circle with evenly
spaced petals. Keep track of how many times
point B travels around the circle.

Chapter 2: Circular Functions Exploring Precalculus with The Geometers Sketchpad 25

2005 Key Curriculum Press
Introduction to Radians
(continued)

Q5 How many petals did point A trace? How many times did point B travel around
the circles circumference?
Q6 Based on your answer to Q5, fill in the blanks in the following statement
with integers:

__________ radii
______________________ circumferences

Q7 Put your statement from Q6 in equation form, letting r
radius and writing
circumference as 2
r. Isolate
on one side of the equation.
Q8 What fraction do you obtain for
? Is this an exact value of
? If not, where
might the inexactness have occurred?

26 Exploring Precalculus with The Geometers Sketchpad Chapter 2: Circular Functions

2005 Key Curriculum Press
Trigonometry Tracers

A periodic function is one that repeats itself over time. One way of creating a
periodic function is by measuring the motion of a point that goes around a circle.

In this activity you will create a point moving around a circle and define several
functions by measuring different characteristics of the point. The functions you will
define are sometimes called the circular functions because they are generated by a
point on a circle.

CONSTRUCT A MOVING POINT ON A CIRCLE

1. Start with a new sketch, and choose the Compass tool. Click in the middle of the
sketch, and construct a circle that fills most of the screen.
2. Use the Label tool to label the center point A and the radius point B.
3. Select the circle, and choose GraphDefine Unit Circle. A coordinate system
appears. Choose GraphHide Grid to hide the grid lines, leaving the axes.
4. Use the Point tool to construct two points: a point on the circle and the point
where the circle intersects the positive x-axis. Label these points C and D.
5. Select the circle, point D, and point C.
Choose ConstructArc On Circle to mDC = 0.27
radians
1

C
construct the arc from D to C. Make
the arc thick and red.
D
You will use the arc 6. Select the arc, and choose -2 A 2
angle to keep track of
how far around the
MeasureArc Angle. If the angle
circle point C is. comes out in degrees, choose B -1

EditPreferences and change the

angle units to radians.
7. Select point C, and choose EditAction ButtonsAnimation. Accept the values
in the dialog box that appears, and click OK.
8. Press the animation button that appears, to start C moving around the circle.

MEASURE THE POINT

By taking various measurements of the moving point, you can define certain circular
functions. You will use the angle of arc DC as the independent variable for these
functions. You will use the vertical position of C to define the first such function.
Press the button a 9. Stop the animation, select point C, and choose MeasureOrdinate (y).
second time to stop
the animation.

Chapter 2: Circular Functions Exploring Precalculus with The Geometers Sketchpad 27

2005 Key Curriculum Press
Trigonometry Tracers
(continued)

10. Select the two measurements in order: first the independent variable (the
arc angle) and second the dependent variable (the y-value of C). Choose
GraphPlot As (x,y).
Q1 A new point appears. Observe its behavior as you drag point C. How is its
horizontal position determined? How is its vertical position determined?
11. With this new point selected, choose DisplayTrace Plotted Point. Press the
animation button again to animate point C.
Q2 Describe the shape of the trace that results. Where does it start, and where does
it end? When is the value positive, and when is it negative? (You may have to
make the circle smaller, or move it to the left, to observe the entire trace. If you
do change the circle, use DisplayErase Traces to erase the old traces so that
you see only the traces that result from the new position.)

MAKE MORE MEASUREMENTS

12. Press the animation button to stop the motion, and measure the x-value
(abscissa) of point C.
13. Select the arc angle measurement and the abscissa measurement in order, and
plot the point determined by these measurements. Turn on tracing for the new
plotted point.
Q3 Press the animation button to animate point C. Describe the behavior of the
new plotted point. Where does it start, where does it stop, and how does it
behave in between?
To enter a value like xC 14. Choose MeasureCalculate, and compute the value of yC /xC .
into the Calculator, click
on the measurement in 15. Select the angle measurement and the new calculated value, and plot these
the sketch.
two values.
16. Instead of tracing, this time select C and the new plotted point in order, and
choose ConstructLocus.
Q4 How does this new point behave? Describe the behavior in detail.
Q5 This new point shows interesting behavior as point C gets close to the y-axis.
Stop the motion, and drag point C near the y-axis. Explain why the new plotted
point behaves the way it does.

EXPLORE MORE
Q6 Try the following calculations: 1/yC , 1/xC , and xC /yC . Plot each of these values as
a function of the position of C around the circle (as measured by arc angle).
Describe the behavior of each of these functions.

28 Exploring Precalculus with The Geometers Sketchpad Chapter 2: Circular Functions

2005 Key Curriculum Press
Length of the Koch Curve

When a fraction of If you magnify a small fraction of an ordinary curve such as a circle, the small
a shape is similar
to the entire object, fraction appears straighter than the curve as a whole. This isnt true of fractals.
the shape is called a For example, the Koch curve is always similarly bumpy, no matter how much you
fractal.
magnify it. In this activity, you will create a Koch curve and investigate its length.

WHAT IS THE KOCH CURVE?

The Koch curve The easiest way to describe a Koch curve is by using a recursive rulea rule that is
was first created
by Swedish
applied over and over again. Start with a segment (level 0) and divide it into thirds.
mathematician Helge Remove the middle third and replace it with two new segments, each equal in
von Koch (18701924).
length to the removed segment (level 1). Apply this rule again to each new segment
to see the next level of the Koch curve.
1 1
1 3 3 1
1 3 3

Level 0 Level 1 Level 2 Level 3

1. Open Koch Curve.gsp. This sketch already has the level 0 curve and the points
you need to make the level 1 curve.
To hide the long 2. Hide the level 0 curve (the long segment).
segment, select it and
choose DisplayHide 3. Construct the four segments of the level 1 curve by using the Segment tool.
Segment.
Q1 If the original level 0 segment is 1 unit long, how long is each level 1 segment?
Q2 How long is the entire level 1 curve?
Creating many levels by hand would be time-consuming and error-prone. Instead,
you will use Sketchpads iteration feature to produce the levels automatically.

This page gives you a 4. Go to the By Iteration page of the document.

fresh level 0 starting
place. 5. Select in order point A, point B, and parameter depth. Hold down the Shift key
and choose TransformIterate To Depth.

Exploring Algebra 1 with The Geometers Sketchpad 2: Ratios and Exponents 69

2006 Key Curriculum Press
Length of the Koch Curve
continued

6. In the dialog box that appears, specify the

endpoints of the first segment on which to iterate
the construction. Start with the segment on the
left, by clicking in the sketch on points A and C.
The points appear in the First Image column.
7. To apply the same construction to points C and
D, you must add a new map. Click the Structure
button in the dialog box. In the pop-up menu that
appears, choose Add New Map. Then click points C and D in the sketch.
8. Continue adding maps and mapping the points until you have done the
construction on all four segments.

Pre-Image To Map #4 Map #3 Map #2 Map #1

A E D C A
B B E D C

To change the 9. From the Display pop-up menu, choose Final Iteration Only. Then click Iterate.
parameter, select it
and press the + or 10. Press the Hide Level 0 button to hide the original segment and construction
key. Dont go past 6
or your computer will points. Change the depth parameter to see a higher level of the curve.
slow down.
Q3 How long is each segment of the level 2 curve? How long is this entire curve?
Q4 Does this curve get longer at each level? If you keep applying the rule, how long
will it eventually become? Will it run off the page?
Next you will compare the levels of the Koch curve.

Q5 On paper, make a table comparing levels of the curve from zero through four.
How many line segments are there on each level? How long is each of them?
What is the total length of the curve? Include this information in your table.
You can answer this Q6 What is the total length of this curve at level 10?
more easily using
exponents. Q7 Is there any limit to the length of this fractal?

70 2: Ratios and Exponents Exploring Algebra 1 with The Geometers Sketchpad

2006 Key Curriculum Press
Length of the Koch Curve
continued

EXPLORE MORE
Q8 On the Meander page is the setup for the meandering fractal below. This fractal
also starts with a segment that is 1 unit in length. For each level after level 0, you
replace each segment with three segments that are half as long. This iteration
requires three mappings. Do the construction and answer the same questions
Q1Q7 about its length.

1 1
1 1
2
2 2

Level 0 Level 1 Level 2 Level 3

Exploring Algebra 1 with The Geometers Sketchpad 2: Ratios and Exponents 71

2006 Key Curriculum Press
Length of the Koch Curve Activity Notes

Objective: Students build a Koch curve and investigate its Q6 The curve length at level 10 is (4/3)10, which is about
properties. They use fractions and exponents to calculate 18. The general formula for the length at level n is
its length at various depths, and they make conjectures (4/3)n.
about its overall length. Q7 There is no limit to the length of this fractal, which is
Student Audience: Algebra 1/2 interesting because the idea of a curve of unbounded
length within a bounded region is counterintuitive.
Prerequisites: Students will find this easier if they have
(Not all fractals have unbounded length. See the fence
seen recursive rules in other contexts.
post and rectangular spiral fractals in the activity
Sketchpad Level: Intermediate. This activity uses an Fractals and Ratios.)
iterated construction.

Activity Time: 2030 minutes. Related projects are EXPLORE MORE

optional. Q8 The length of the meander also grows at a geometric

Setting: Paired/Individual Activity (use Koch Curve.gsp) progression, but with ratio 3/2. At level n, the length
or Whole-Class Presentation (use Koch Curve of the fractal is (3/2)n. As with the Koch curve, its
Present.gsp) length is without limit, but its range is limited.

This activity reinforces and reviews various operations WHOLE-CLASS PRESENTATION

involving fractions and exponents while giving students a
chance to construct an interesting and beautiful fractal at Use the presentation sketch Koch Curve Present.gsp
the same time. You can use the activity during a review of to demonstrate the construction and characteristics of
fractions and exponents, as part of a unit on fractals, or as the Koch curve. Then develop the table for Q5 as a class
an engaging enrichment activity. activity.

WHAT IS THE KOCH CURVE? RELATED PROJECTS

Q1 Each level 1 segment is 1/3 unit long. P1 Research other fractals. Include in your report other
ways of describing fractals and pictures of interesting
Q2 The entire level 1 curve is 4/3 units long.
fractals that you find.
Q3 Each level 2 segment is 1/9 unit long. There are 16
P2 Research the history of fractals. When were fractals
such segments, so the entire curve is 16/9 units long.
first described, and by whom? How are they used
Q4 At this point students are making conjectures. Try in movies and other forms of computer-generated
to use the conjectures to get students to discuss and graphics?
explain their reasoning, without emphasizing the
P3 Find a picture of the Sierpinski triangle, and try to
right answers. (In fact, it does get longer at each
figure out how to construct it using Sketchpad.
level, and there is no limit to its length. There are
limits to its range: It would never outgrow the page.) P4 Find other fractals that can be constructed with
Sketchpad, construct them yourself, and present your
Q5 Segment Total constructions to your group or class.
Level # Segments Length Length
P5 Research the term fractal dimension, and determine
0 1 1 1
the fractal dimension of the Koch curve and of the
1 4 1/3 4/3
meander.
2 16 1/9 16/9
3 64 1/27 64/27
4 256 1/81 256/81

72 2: Ratios and Exponents Exploring Algebra 1 with The Geometers Sketchpad

2006 Key Curriculum Press
The Chaos Game

Patterns happen, often with no effort to make a particular

pattern. If you mow a lawn, you will likely end up with
a pattern in the grass. Bees have no notion of a hexagon
but create a hexagonal tiling when they nestle their wax
chambers as closely as possible. The Chaos Game is a study
of some patterns that result from random choices.

THE SETUP
1. Open Chaos Game.gsp. Triangle ABC C
k
is an equilateral triangle. Point P is an
independent point.
0 r 1
P
Q1 Drag point P across the screen. How is P'
r = 0.33
point P related to P? A B

Q2 Point r controls ratio r. What changes occur when you drag point r? Where is P
when r 0? Where is P when r 1? How is r related to the distance PP?
Q3 Drag point k. What effect does that have on the sketch? Describe it in detail.

THE GAME
The idea of the Chaos Game is to start P moving and guess where it will go. First
it goes to P. From there, it will use the same ratio, r, and go toward another vertex.
Which vertex? Thats the random part. It could be any of the three.

2. Set the parameter depth to 1 and r to 0.50. Select in order points P and k and
parameter depth. Hold down the Shift key and choose TransformIterate To
Depth. A dialog box appears asking where the two points should be mapped.
Answer by clicking the correct points. Map P to P, and map k to k. From the
Structure menu, choose To New Random Locations. Click Iterate.
To animate the 3. There is a new point on the screen. To see the C
parameter depth,
select it, choose
next point, increase depth to two. Animate
DisplayAnimate, the depth parameter and observe the path
and use the Motion
Controller to control as the point moves to new locations. This
the animation speed. path is called the orbit of the point. Run the
animation until depth is 1000 or more.
P
To change the 4. Select the orbit. Choose DisplayLine P'
parameter in one step,
double-click on the
WidthDashed. This will make the points A B
parameter and enter smaller so that the pattern is easier to see.
the value.

Exploring Algebra 1 with The Geometers Sketchpad 2: Ratios and Exponents 73

2006 Key Curriculum Press
The Chaos Game
continued

Q4 Describe the pattern made by the orbit when r 0.50. Drag point P. What effect
does that have on the pattern?
You can still change many of the conditions C

after you have plotted the orbit. Drag point B to

P P'
change the size of the triangle, drag r to change
the ratio, and place P anywhere you wish.
Following is a list of conditions that you can
create. In each case, describe what you see and
explain what causes the image to appear the way
it does.
A B
Q5 What does it look like when r 0? What
does it look like when r 1? Explain what causes these orbit patterns.
To see a different
random pattern, select Q6 Start with point P inside the triangle and r 0.50. There are many triangle
the orbit and press the
exclamation point (!) patterns in the orbit. Slowly decrease r. What is r when the triangle patterns
on your keyboard. disappear?
In order to make fine Q7 Start with point P inside the triangle. For what range of r does the orbit leave
adjustments to r, select
point r and use the left
the triangle?
and right arrow keys
on the keyboard. Q8 Drag point B so that the triangle is very small, only a few pixels across. Set r to
1.99, then 2.00, then 2.01. Describe the orbit.

EXPLORE MORE
So far, you have been working with an equilateral triangle. See what happens when
you use some other triangle.

5. Select point B. Choose EditSplit Point From Ray.

6. Select point C. Choose EditSplit Intersection From Circles.
Q9 Now all of the vertices are independent points. Go back through the previous
settings and see if your observations apply to other triangles.
Q10 In the same document, there are other pages with a square, a regular pentagon,
and a regular hexagon. The rest of the setup is the same. Perform steps 24
again on these pages and see what patterns you can find.

74 2: Ratios and Exponents Exploring Algebra 1 with The Geometers Sketchpad

2006 Key Curriculum Press
The Chaos Game Activity Notes

Objective: Students create a recursive point mapping using In general, the position of point P appears to affect
a ratio and a random component. They then vary the ratio the first few points of the orbit, but there is very little
and observe changes in the patterns. difference in the overall pattern. In fact, changing P
changes all the points, but the change is too small to
Student Audience: Algebra 1/2
notice in any but the first few iterations.
Prerequisites: Students should understand the concept of
Q5 When r 0, the pattern completely disappears. This
the ratio of two distances.
is because P is mapped to itself on every iteration. The
Sketchpad Level: Intermediate. Students perform an entire orbit is occupying only that one point.
iterated construction using objects in a prepared sketch. When r 1, the pattern disappears again, but for
Activity Time: 40 minutes+. This is the expected time different reasons. Point P is mapped to a vertex.
required for the guided construction and questions. There Throughout the orbit, it is jumping between the three
are two extensions that would require more time. vertices, but never anywhere else.

Setting: Paired/Individual Activity (use Chaos Game.gsp) Q6 As r decreases, the triangle patterns overlap and the
or Whole-Class Presentation (use Chaos Game open regions are covered. When r reaches 0.33 (1/3),
Present.gsp) all of the open regions are covered and the triangle
pattern is no longer visible.
Students should always be encouraged to explain their
Q7 When r 0 or when r 1, the orbit leaves the
answers, but many of the things they observe in this
triangle. At values slightly higher than 1, there is a
activity will be difficult for them to fully grasp. You should
pattern with rotational symmetry.
expect them to write (or draw) a clear description of a
pattern even if they are unable to explain why it appears. When r 2, the pattern changes. Point P essentially
jumps over the vertices and ends up farther away and
on the other side.
THE SETUP
Q8 When r 1.99, the orbit tends to stay near the
Q1 P is in line with P and one of the triangle vertices.
triangle, and it forms a pattern with something close
Q2 Dragging point r changes the ratio r. When r 0, to 180 rotation symmetry.
P is at P. When r 1, P is at one of the triangle
When r 2.00, the rotation symmetry is still there,
vertices. The distance PP is the distance from P to the
but the orbit does not seem to be either attracted or
vertex scaled by ratio r.
repelled by the triangle. Also, close inspection will
Q3 When you move point k, P and P align with a show that the points fall in a triangular grid, like
different vertex of the triangle. The path of k is a line isometric dot paper.
segment. The line segment is divided into thirds. Each
When r 2.01, the pattern diverges in two different
third corresponds to one vertex of the triangle.
directions.

THE GAME
EXPLORE MORE
2. Demonstrate this step if possible.
Q9 All of the observations from the previous sections
3. This step calls for a depth of 1000, which might be a hold true for any triangle.
bit conservative. Some computers are fast enough to
Q10 The instructions are the same. Look for the Koch
use much greater depth. (You can use EditAdvanced
snowflake that appears on the Hexagon page.
Preferences to change the upper limit.) See what your
computers can tolerate, and advise your students.
WHOLE CLASS PRESENTATION
Q4 The pattern is similar to that of a Sierpinski triangle,
which the students may have seen before. To present this activity to the entire class, follow the Pre-
senter Notes and use the sketch Chaos Game Present.gsp.

Exploring Algebra 1 with The Geometers Sketchpad 2: Ratios and Exponents 75

2006 Key Curriculum Press
The Chaos Game Presenter Notes

In this presentation students observe a process in which a point is repeatedly dilated

toward a randomly chosen point by a particular ratio. They see how such a random
process can sometimes generate a regular pattern, depending on the ratio used.

1. Open Chaos Game Present.gsp.

Have several students Q1 Drag point P across the screen. Ask, How is point P related to P?
answer each question
in their own words. Q2 Drag point r along its segment. Ask, How does the value of r affect the
relationship between P and P?
Q3 Drag point k. Ask What effect does k have on the sketch?
Q4 Ask, What do you think would happen if we repeated this process starting with
point P? Be sure to get several different predictions.
2. Press the Show Iterated Image (constant k) button to show the next image.
Q5 Ask, What would happen if we did this over and over again?
Use the + sign to 3. To test students predictions, select parameter depth and press the + sign on the
increase Depth, and
the sign to decrease
keyboard several times.
it.
4. Hide the iterated image by pressing the Hide Iterated Image (constant k) button.
Set depth back to 1 by pressing the sign or by double-clicking the parameter
and changing its value.
Q6 Ask, What would happen if we did the same thing, but chose a random vertex
at each step? Get several different predictions concerning the pattern.
5. Press the Show Iterated Image (random k) button to show the next image.
Increase the depth slowly, so students can observe how the next point goes
halfway toward a randomly chosen vertex at each step.
Q7 Ask, Can you see a pattern yet? Students may or may not be able to make a
prediction yet.
To stop the animation, 6. Press the Animate Depth button, and let the animation run for a while. Stop
press the Animate
Depth button again.
when a pattern begins to emerge.
Q8 Have students report the pattern that they see. The greater the depth, the clearer
the pattern will become. (Be careful increasing the depth; if you increase it too
much, your computer will slow down.)
Set depth to a value at Q9 Ask, What do you think will happen if r is greater than 0.5? What if r is less
which your computer
does not slow down
than 0.5? Drag r to investigate both situations. Ask students to explain the
too much. patterns they see based on the value of the ratio.
Use the remaining pages of the sketch to investigate patterns produced by similar
iterations involving different numbers of vertices.

76 2: Ratios and Exponents Exploring Algebra 1 with The Geometers Sketchpad

2006 Key Curriculum Press
The Geometers Sketchpad Port Dickson Workshop

Thursday Feedback

We ask that you provide feedback on the workshop at the end of each day so
we can continually improve our professional development offerings. Please
write below your impressions of the day and any questions you may have,
and return this form to the presenters before leaving today.
The Geometers Sketchpad Port Dickson Workshop

Friday Schedule
Todays Themes
Mathematics: Calculus
Techniques: Iteration
Pedagogy: Student Construction vs. Student Manipulation vs. Teacher
Presentation

8:0010:00 Session 13: The Value of e, Derivatives and Antiderivatives

10:0010:30 Break

10:3011:00 Closing
Session 13: The Value of e, Derivatives and
Antiderivatives
Goals for this Session:
Explore an exponential function and discover the surprising constant e.
Use Sketchpad to investigate some fundamental concepts of calculus.

Sketchpad Skills:
Use the Iterate to Depth command.

Activities
o Compound Interest (Exploring Precalculus with The Geometers Sketchpad)
o Slope Function Presentation
o Manually Probing the Antiderivative (Exploring Precalculus with The
Geometers Sketchpad)

Project
Several teams will present their projects in progress.
Compound Interest

Its impossible to pinpoint the moment of discovery of the constant e. Several

branches of mathematics converged on the number from different directions.
One of these was the applied mathematics of finance.

A SIMPLISTIC INVESTMENT
When an investment is compounded, the interest is paid periodically, and each time
the interest itself is invested so that it can start accumulating interest as well. The more
frequently the interest is paid and invested, the greater the advantage for the investor.

Depending on where Consider a very simple investment, one dollar at 100% interest for one year. Watch
you live, this interest
rate may be illegal (and
what happens when it is compounded.
is certainly unlikely).
1. Create a new sketch and make three parameters:

t
0 (the time in years)

P
1 (the principal)
k
2 (the number of compounding periods per year)

2. The length of each time period will be 1/k. Create a calculation to find the
beginning of the next time period, by adding the length of one period to the
original time t.
To set the precision, 3. The interest for the first time period is P/k, so the value of the investment at the
select the calculation
and choose Edit
end of this period will be P  P/k. Express this value in factored form, and create
PropertiesValue. a calculation for it. Set the precision of this calculation to hundred thousandths.
4. Plot these two points and connect them with a t + 1 = 0.50
2 k
line segment: t = 0.00
P = 1.00 ( )
P 1 + 1 = 1.50000
k
(t, P) [(t  1/k), P  (1  1/k)]

Q1 What do these points represent in terms of

the investment?
5. Hide the two points, leaving only the segment to show the growth.

The calculations you just completed follow the investment for only one of the k
compounding periods. You must repeat the calculations one more time to get to the
end of the year.
6. Calculate (k  1). Label the calculation depth.

Chapter 4: Other Functions Exploring Precalculus with The Geometers Sketchpad 59

2005 Key Curriculum Press
Compound Interest
(continued)

7. Select in order t, P, and depth. Press the Shift key

Pre-image First Image
and choose TransformIterate To Depth. Map
t t  1/k
the two parameters to their respective calculations
as shown in the table at right. P P  (1  1/k)

You may need to move Q2 Edit parameter k to change the number of compounding
2
the table so that you can
see the bottom row.
periods. The bottom row of the table shows the value of
the investment at the end of the year. What value must k=4

you use for k to compound the interest quarterly? What

is the value of the investment after one year if it is
compounded quarterly? Monthly? Weekly? Daily?
Q3 Increasing the compounding frequency always results in more money for the
investor, but, as you can see, there seems to be a limit. What appears to be the
limit of the value of the investment at the end of the year?

The value of this limit is known as the number e. Mathematically, you could express
the limit this way:


e
k
1
lim 1  k
k

A MORE REALISTIC INVESTMENT

As k grows, the investment modeled in the preceding example approaches what is
called continuous compounding. In practice, daily compounding comes so close that
the difference is negligible. Now, make some changes to your sketch and model a
more realistic investment. This time, it will be $100 at 8.5% over a term of 5 years.
8. Create these new parameters:

r
0.085 (8.5% interest, displayed to the thousandth)

term
5 (investment term in years)

9. Edit parameter P to make the starting principal $100 instead of $1. Set k to 12
for monthly compounding.
Is the graph off the
screen? Use GraphGrid 10. The interest for the first time period is (P  r)/k, so the value after the first time
Form to change the grid
form to Rectangular and period is P  (P  r)/k. Express this in factored form, and edit the existing
then rescale the axes.
calculation to match.

60 Exploring Precalculus with The Geometers Sketchpad Chapter 4: Other Functions

2005 Key Curriculum Press
Compound Interest
(continued)

11. The total number of periods should now be the number of periods in a year
multiplied by the number of years. Edit the depth calculation to achieve this.
Remember to subtract one, because youve already calculated the result for
one period.
Q4 What is the investment worth at the end of the term if the interest is
compounded annually? Daily?

The function being modeled by this iterated calculation is the compound interest
formula: A(t)
P(1  r/k)kt. The iteration involves repeatedly multiplying the
previous result by the same factor, (1  r/k). This is an exponential function, and
you write it using any base you choose. If you use e as the base, you could write it
as a  e bt.

P(1  r/k)kt
ae bt

Clearly, the coefficient a must equal P, but determining b is another matter.

Q5 Why must a equal P?
After setting the 12. Create new parameter b. Use EditPropertiesValue to set its precision to
keyboard adjustment,
you can select the
thousandths, and use EditPropertiesParameter to set the keyboard
parameter and press adjustments to 0.001.
the + or key on the
keyboard to change the 13. Define and plot the function A(x)
Pe bx. 200 b = 0.108
value of the parameter A(x) = P ebx
by the specified amount.
Q6 Set k to a very high number so that the iteration
approximates continuous compounding. Adjust the 100 P = 100.00
value of parameter b so that the function graph aligns r = 0.085
k = 365
with the iterated point plot. What function models
the current value of $100 compounded continuously 5
at 8.5%?
Q7 What is the general function for the value of an investment of principal P, at
interest rate r, compounded continuously for x years? Test your answer by
changing the equation for A(x) in the sketch. Make sure the graph of A(x) always
matches the iteration for different values of P and r.

Chapter 4: Other Functions Exploring Precalculus with The Geometers Sketchpad 61

2005 Key Curriculum Press
Manually Probing the Antiderivative

Youve already learned about the derivative of a function, and you know that the value
of the derivative is the slope of the line thats tangent to the graph of the function.

If g(x) is the derivative In this activity, youll reverse the process and start with the derivative function. Your
of f(x), then f(x) is the
antiderivative of g(x).
job is to find the original function for which the given function is the derivative.
This original function is called the antiderivative. Youll do this by building a probe
based on the relationship between a derivative and the slope of a tangent line.

CREATE THE FUNCTION

Use the Values pop-up 1. In a new sketch, choose GraphPlot New Function and graph the function
menu in the Calculator
to create parameters a,
f(x)
ax 3  bx 2  cx  d. Use these parameter values: a
0.05, b
0.10, c
1,
b, c, and d. and d
1. This function is the derivative of the function you want to find.
Q1 For what values of x is the value of the derivative positive? What does a positive
derivative tell you about the antiderivative?

BUILD THE PROBE

The probe will be a short segment pointing in the same direction as a tangent line to
the antiderivative. The slope of this tangent is equal to the value of the derivative.
Q2 When the derivative is positive, in what direction would you expect the probe to
point? In what direction would you expect it to point when the derivative is zero?
2. Construct independent point P, and measure its x- and y-coordinates. This is the
starting point of the probe. Calculate f
xp, the value of the function at P.
Q3 What is the relationship between the value of f
xp and the slope of the line
thats tangent to the unknown antiderivative function at xp?
8
To construct a line through P with the a = 0.05 xp = -5.23
correct slope, you need to find a second b = 0.10 yp = 2.51
c = -1.00 6
point on the tangent line. The first point f(xp) = -0.19
d = -1.00

(point P) has coordinates
xp , yp, so f( x ) = a x 3 + b x 2 + c x + d xp + 1 = -4.23

4 yp + f(xp) = 2.31
you can think of a second point as P Q

xp 
x, yp 
y. 2

Q4 Remember that you can express the

slope of a line as m

y/
x. If you -5 5

use 1 as the value of
x, what would -2

be the value of
y?

3. Calculate the two values xp  1 and yp  f
xp, and plot point Q at

xp  1, yp  f
xp. Construct a line through points P and Q.

Chapter 9: Introduction to Calculus Exploring Precalculus with The Geometers Sketchpad 155
2005 Key Curriculum Press
Manually Probing the Antiderivative
(continued)

4. Drag point P, and observe how the slope of the line depends on P.
Q5 For what values of x does the line point up to the right? For what values of x is it
horizontal? For what values does it point down to the right? Explain these
observations based on the behavior of the function f(x).

Although this line points Now youll use the line to construct a short probe.
in the correct direction,
its too long to make a 5. Create a parameter h
0.5 to determine the length of the probe segment.
good probe. A probe
should be a short 6. Plot point R at
xp  h, yp to create a point exactly 0.5 away from point P.
segment starting from
point P.
7. Construct a circle centered at P and passing through R, and construct the right-
most intersection S of the circle with the tangent line. Then hide the tangent
line, the circle, and points Q and R.
8. Finally, construct segment PS to be your probe. Drag point P around again, and
observe the behavior of the probe.

USE THE PROBE

Because point P snaps 9. Turn on tracing for the segment, and choose GraphSnap Points. Drag P all
to integer values, the
segments traces appear
around the screen, and observe the traces left behind.
at integer values on
the grid. Q6 What do the traces indicate about the function whose derivative is f(x)?

Now youll use the probe to trace a solution to the original problem.
10. Turn off Snap Points, drag P so that its x-coordinate is approximately 7, and
erase the existing traces.
11. Drag point P so that it follows the direction of the probe. In other words, if the
probe is pointing up and to the right, drag P up and to the right, trying to follow
the probe segment. As you drag, the slope of the probe will change; as the slope
changes, continue dragging P in the direction that the probe points.
12. Practice following the probe several times, erasing traces before each new
attempt. See how good you can get at following the traces accurately.
This second trace should 13. Once you have a good smooth trace, leave it on the screen, and quickly move the
start from the same
x-value as the original,
probe so that its directly above or below the starting point for the existing trace.
but start at a different Without erasing the original trace, make another trace.
y-value.
14. Make a third trace, starting at the same x-position but a different y-position.
Q7 What do you notice about the shapes of the three traces?
15. Save your finished sketch. Youll need it for the next activity.

156 Exploring Precalculus with The Geometers Sketchpad Chapter 9: Introduction to Calculus
2005 Key Curriculum Press
Session 14: Closing

Project
If time permits, several teams will present their projects in progress.

Summary
Assessment of the potential value of Sketchpad to students in Malaysia
and of the challenge of turning potential into reality.

Farewells
o Awarding of certificates
o Wheel of Fortune
The Geometers Sketchpad Port Dickson Workshop

Friday Feedback
We ask that you provide feedback on the workshop at the end of each day so
we can continually improve our professional development offerings. Please
write your impressions of the day and any questions you may have below,
and return this form to the presenter before leaving today.

Also please return your completed Workshop Evaluation Form before you
leave. Thank you for spending these days with us.
 The Geometers Sketchpad Port Dickson Workshop

Please take a moment to evaluate this workshop. Feel free to include an

additional page for your comments.
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2) To what degree were your expectations met?

3) Please rate the following questions on a scale of 110.

(10-Excellent, 5-Satisfactory, 1-Poor)
How would you rate the presenter? 1 2 3 4 5 6 7 8 9 10
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How would you rate the material? 1 2 3 4 5 6 7 8 9 10
How useful is the material for teacher training? 1 2 3 4 5 6 7 8 9 10
4) What did you most like about the workshop?

5) How well did this workshop prepare you to inform math coaches and teachers
about the usefulness of Sketchpad in supporting the NYC curriculum?

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math coaches and teachers?