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Dr Math Introduces Geometry Learning Geometry is
Easy Just ask Dr Math 1st Edition The Math Forum
Drexel University Digital Instant Download
Author(s): The Math Forum Drexel University, Jessica Wolk-Stanley
ISBN(s): 9780471225546, 0471225541
Edition: 1
File Details: PDF, 3.24 MB
Year: 2004
Language: english
Dr. Math Introduces
®
GEOMETRY
Learning Geometry Is Easy! Just Ask Dr. Math!
GEOMETRY
Learning Geometry Is Easy! Just Ask Dr. Math!
Limit of Liability/Disclaimer of Warranty: While the publisher and the author have used
their best efforts in preparing this book, they make no representations or warranties with
respect to the accuracy or completeness of the contents of this book and specifically dis-
claim any implied warranties of merchantability or fitness for a particular purpose. No war-
ranty may be created or extended by sales representatives or written sales materials. The
advice and strategies contained herein may not be suitable for your situation. You should
consult with a professional where appropriate. Neither the publisher nor the author shall
be liable for any loss of profit or any other commercial damages, including but not limited
to special, incidental, consequential, or other damages.
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Care Department within the United States at (800) 762-2974, outside the United States at (317)
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Wiley also publishes its books in a variety of electronic formats. Some content that appears
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ucts, visit our web site at www.wiley.com.
Dr. Math introduces geometry : learning geometry is easy! just ask Dr. Math! / the Math
Forum @ Drexel.
p. cm.
Includes index.
ISBN 0-471-22554-1 (pbk. : alk. paper)
1. Geometry—Study and teaching—Juvenile literature. 2.
Geometry—Miscellanea—Juvenile literature. I. Title: Dr. Math introduces
geometry. II. Math Forum @ Drexel.
QA445.D7 2005
516—dc22 2004002220
10 9 8 7 6 5 4 3 2 1
To Sarah Seastone (1937–2003),
who loved to play with geometry,
and who gave countless hours to Ask Dr. Math
as editor, archivist, and Math Doctor.
Contents
Acknowledgments vii
Introduction 1
1
PART Introduction to Two-Dimensional (2-D)
Geometric Figures 3
2 1.
2.
Points, Lines, and Planes 4
Angles 10
3 3.
4.
Triangles 31
Quadrilaterals 42
41 Resources on the Web 47
PART5
2 Areas and Perimeters of Two-Dimensional (2-D)
Geometric Figures 49
3 1. Area and Perimeter 50
2. Units of Area 67
41 3. Areas and Perimeters of Parallelograms
and Trapezoids 72
52 Resources on the Web 84
3 Circles1. and Pi
PART 87
Pi, Circle Parts, and Circle Measurements 88
4 Resources on the Web 104
5
v
2
3
4 Introduction
PART to Three-Dimensional (3-D)
Geometric Figures 105
1
5 1.2. Polyhedra 106
3 4. Volume 122
5. Nets of Solids 129
4 Resources on the Web 133
Glossary 171
Index 177
vi Contents
Acknowledgments
vii
Joe Wallace, Peter Wang, Robert L. Ward, Martin Weissman, John
Wilkinson, and Ken Williams.
Drexel University graciously hosts and supports the Math
Forum, reflecting its role as a leader in the application of technol-
ogy to undergraduate and graduate education.
viii Acknowledgments
Introduction
A B
H ere’s a square. If you tell me its sides meas-
ure 2 units long, I can tell you its diagonal (the
distance from corner A to C or B to D) is about
2. But
2.828. Is it exactly 2.828? No, it’s exactly 2√
the diagonal is precisely 2√ 2 only if the sides
measure exactly 2. There isn’t a ruler in the world
that can measure that precisely—there’s some
D C amount of uncertainty in all measurements.
Think about this page of your book: Are the cor-
ners dog-eared yet? Are they perfectly square
even if you look at them under a microscope? Do the sides meet in
a perfect right angle? Imagine being able to see the atoms in the
paper: do you think they line up exactly? Our rulers aren’t fine-
grained enough for us to make that kind of measurement, and our
world doesn’t have neat enough edges.
Maybe you’re wondering, then how do we ever build things or
make machines that work if we can’t measure things precisely? The
answer is that we can usually find a way to measure precisely
enough. If my ruler says a piece of paper is 6 inches long and I fold
it in half, I know the result will be about 3 inches. A tape measure
will tell a good carpenter enough to make a porch that looks square,
even, and level, without the carpenter’s knowing its measurements
to an accurate hundredth of an inch.
But what if perfect forms existed that we could measure pre-
cisely? They do in our minds. These are what we study in geometry.
Geometry has applications in the physical world, and its principles
have made it possible for us to build amazing things from our imper-
fect materials and measurements.
This book will introduce you to the definitions and properties of
1
two-dimensional objects, including squares, rectangles, and cir-
cles. You’ll learn how to work with them and how changing one of
their dimensions changes other dimensions. You’ll also learn about
three-dimensional objects: what properties they have in common
with two-dimensional forms and what sets them apart. Finally, we’ll
talk about patterns on surfaces, specifically symmetry and tessel-
lations in two dimensions.
Before you know it, you’ll be seeing perfect geometry all around
you. Dr. Math welcomes you to the world and language of geometry!
2 Introduction
1 Introduction to
PART
Two-Dimensional (2-D)
2 Geometric Figures
3T wo-dimensional geometry, coordinate plane geometry, Cartesian
geometry, and planar (pronounced PLANE-er) geometry refer to the
5 left or right to go from the origin (the center point), and the second
number, y, tells you how far up or down to go. The y-axis is vertical
and the x-axis is
horizontal (like
the horizon).
3
You’ll see a lot more of the coor-
dinate plane in geometry, but
sometimes all that matters is know-
ing that a figure is in the plane or
two-dimensional without knowing
a precise address for it. This part
will introduce you to some of the
most common figures in two-
dimensional geometry and give
you some names for their parts and
ways to work with them.
In this part, Dr. Math explains
• points, lines, and planes
• angles
• triangles
• quadrilaterals
123456
Points, Lines, and Planes
Points, lines, and planes correspond to talking about no dimensions,
one dimension, and two dimensions in the coordinate plane. A line
is one-dimensional, since one number, the distance from zero, tells
you where you are. A plane is two-dimensional, since you need
x and y to locate a point. A point is dimensionless. It consists only of
location, so it’s only possible to be one place if you’re on a point—
you don’t need any extra numbers to tell you where you are. Points,
lines, and planes are the foundations of the whole system of
geometry.
But point, line, and plane are all undefined terms. How can that
be? Well, any definition we could give them would depend on the
definition of some other mathematical idea that these three terms
help define. In other words, the definition would be circular!
Dear Leon,
Your definition would require us to first define “ray” and “direction.”
Can you do that without reference to “point,” “line,” and “plane”?
Think of it this way: math is a huge building, in which each part
is built by a logical chain of reasoning upon other parts below it.
What is the foundation? What is everything else built on?
There must be some lowest level that is not based on anything
else; otherwise, the whole thing is circular and never really starts
anywhere. The undefined terms are part of that foundation, along
with rules that tell us how to prove things are true. The goal of math-
ematicians has not been to make math entirely self-contained, with
no undefined terms, but to minimize the number of definitions so
that we have to accept only a few basics, and from there we will dis-
cover all of math to be well defined. Also, the goal is to make those
terms obvious so that we have no trouble accepting them, even
though we can’t formally prove their existence.
To put it another way, these terms do have a definition in human
terms—that is, we can easily understand what they mean. They sim-
ply don’t have a mathematical definition in the sense of depending
only on other previously defined terms.
—Dr. Math, The Math Forum
Dear Lorraine,
The word “point” is undefined in geometry. But it is pretty easy for
us to describe a point, even though it can’t be defined. A point is an
entity that has only one characteristic: its position. A point has no
size, color, smell, or feel. When we talk about points, we are referring
to one specific location.
For example, along a number line the number 2 exists at just
one point. Points are infinitely small, which means the point
at 2 is different from the point at 2.000000001. Here’s a picture of a
number line:
Dear Leon,
In geometry, you can think of a line just like a normal straight line,
with a couple of special features. The things that make a line in
geometry different from a line in any other context—for example, art
class—are that it goes on forever in both directions, it’s perfectly
straight, and it’s not thick.
Mathematicians say that their lines have zero thickness, which
is pretty hard to imagine. When we draw lines on paper, they always
have at least a little bit of width. But when we study lines in geom-
etry, we think of them as having no width at all.
Here’s how a lot of people draw lines on paper. The arrows at the
ends mean that the line continues forever in both directions:
Rays and line segments are a lot like lines. A ray is like a line,
except that it only goes on forever in one direction. So it starts at one
point and goes on forever in some direction. You can think of the light
coming from the sun as an example of a ray: the starting point is at the
sun, and the light goes on forever away from the sun.
Here’s how we draw rays:
This line could also be called “line l”—lowercase letters are sometimes used for
this purpose.
123456
Angles
There are angles all around us—between the hands on a clock, the
opening created by a door, even the joints of your body. Any time two
lines or line segments or rays intersect, they make angles.
What makes one angle different from another? Angles differ in
how far open their “jaws” are. If you think of opening an angle start-
ing with two line segments on top of each other, you could open it a
little bit, or a pretty big amount, or a whole lot; you could bend it
back on itself until the line segments are almost on top of each other
again. We often measure angles in degrees to describe how far open
the angles are.
In this section, we’ll talk about the different kinds of angles and
the ways we measure them.
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