1.
Geometry
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Geometry is a branch of mathematics concerned with questions of shape, size, relative position of figures, and the properties of space. A mathematician who works in the field of geometry is called a geometer, Geometry arose independently in a number of early cultures as a practical way for dealing with lengths, areas, and volumes. Geometry began to see elements of mathematical science emerging in the West as early as the 6th century BC. By the 3rd century BC, geometry was put into a form by Euclid, whose treatment, Euclids Elements. Geometry arose independently in India, with texts providing rules for geometric constructions appearing as early as the 3rd century BC, islamic scientists preserved Greek ideas and expanded on them during the Middle Ages. By the early 17th century, geometry had been put on a solid footing by mathematicians such as René Descartes. Since then, and into modern times, geometry has expanded into non-Euclidean geometry and manifolds, while geometry has evolved significantly throughout the years, there are some general concepts that are more or less fundamental to geometry. These include the concepts of points, lines, planes, surfaces, angles, contemporary geometry has many subfields, Euclidean geometry is geometry in its classical sense. The mandatory educational curriculum of the majority of nations includes the study of points, lines, planes, angles, triangles, congruence, similarity, solid figures, circles, Euclidean geometry also has applications in computer science, crystallography, and various branches of modern mathematics. Differential geometry uses techniques of calculus and linear algebra to problems in geometry. It has applications in physics, including in general relativity, topology is the field concerned with the properties of geometric objects that are unchanged by continuous mappings. In practice, this often means dealing with large-scale properties of spaces, convex geometry investigates convex shapes in the Euclidean space and its more abstract analogues, often using techniques of real analysis. It has close connections to convex analysis, optimization and functional analysis, algebraic geometry studies geometry through the use of multivariate polynomials and other algebraic techniques. It has applications in areas, including cryptography and string theory. Discrete geometry is concerned mainly with questions of relative position of simple objects, such as points. It shares many methods and principles with combinatorics, Geometry has applications to many fields, including art, architecture, physics, as well as to other branches of mathematics. The earliest recorded beginnings of geometry can be traced to ancient Mesopotamia, the earliest known texts on geometry are the Egyptian Rhind Papyrus and Moscow Papyrus, the Babylonian clay tablets such as Plimpton 322. For example, the Moscow Papyrus gives a formula for calculating the volume of a truncated pyramid, later clay tablets demonstrate that Babylonian astronomers implemented trapezoid procedures for computing Jupiters position and motion within time-velocity space
2.
Hexagon
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In geometry, a hexagon is a six sided polygon or 6-gon. The total of the angles of any hexagon is 720°. A regular hexagon has Schläfli symbol and can also be constructed as an equilateral triangle, t. A regular hexagon is defined as a hexagon that is both equilateral and equiangular and it is bicentric, meaning that it is both cyclic and tangential. The common length of the sides equals the radius of the circumscribed circle, all internal angles are 120 degrees. A regular hexagon has 6 rotational symmetries and 6 reflection symmetries, the longest diagonals of a regular hexagon, connecting diametrically opposite vertices, are twice the length of one side. Like squares and equilateral triangles, regular hexagons fit together without any gaps to tile the plane, the cells of a beehive honeycomb are hexagonal for this reason and because the shape makes efficient use of space and building materials. The Voronoi diagram of a triangular lattice is the honeycomb tessellation of hexagons. It is not usually considered a triambus, although it is equilateral, the maximal diameter, D is twice the maximal radius or circumradius, R, which equals the side length, t. The minimal diameter or the diameter of the circle, d, is twice the minimal radius or inradius. If a regular hexagon has successive vertices A, B, C, D, E, F, the regular hexagon has Dih6 symmetry, order 12. There are 3 dihedral subgroups, Dih3, Dih2, and Dih1, and 4 cyclic subgroups, Z6, Z3, Z2 and these symmetries express 9 distinct symmetries of a regular hexagon. John Conway labels these by a letter and group order, r12 is full symmetry, and a1 is no symmetry. These two forms are duals of each other and have half the order of the regular hexagon. The i4 forms are regular hexagons flattened or stretched along one symmetry direction and it can be seen as an elongated rhombus, while d2 and p2 can be seen as horizontally and vertically elongated kites. G2 hexagons, with sides parallel are also called hexagonal parallelogons. Each subgroup symmetry allows one or more degrees of freedom for irregular forms, only the g6 subgroup has no degrees of freedom but can seen as directed edges. Hexagons of symmetry g2, i4, and r12, as parallelogons can tessellate the Euclidean plane by translation, other hexagon shapes can tile the plane with different orientations
3.
Octagon
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In geometry, an octagon is an eight-sided polygon or 8-gon. A regular octagon has Schläfli symbol and can also be constructed as a truncated square, t. A truncated octagon, t is a hexadecagon, t, the sum of all the internal angles of any octagon is 1080°. As with all polygons, the external angles total 360°, the midpoint octagon of a reference octagon has its eight vertices at the midpoints of the sides of the reference octagon. A regular octagon is a figure with sides of the same length. It has eight lines of symmetry and rotational symmetry of order 8. A regular octagon is represented by the Schläfli symbol, the internal angle at each vertex of a regular octagon is 135°. The area of an octagon of side length a is given by A =2 cot π8 a 2 =2 a 2 ≃4.828 a 2. In terms of the circumradius R, the area is A =4 sin π4 R2 =22 R2 ≃2.828 R2. In terms of the r, the area is A =8 tan π8 r 2 =8 r 2 ≃3.314 r 2. These last two coefficients bracket the value of pi, the area of the unit circle. The area can also be expressed as A = S2 − a 2, where S is the span of the octagon, or the second-shortest diagonal, and a is the length of one of the sides, or bases. This is easily proven if one takes an octagon, draws a square around the outside and then takes the corner triangles and places them with right angles pointed inward, the edges of this square are each the length of the base. Given the length of a side a, the span S is S = a 2 + a + a 2 = a ≈2.414 a. The area is then as above, A =2 − a 2 =2 a 2 ≈4.828 a 2, expressed in terms of the span, the area is A =2 S2 ≈0.828 S2. Another simple formula for the area is A =2 a S, more often the span S is known, and the length of the sides, a, is to be determined, as when cutting a square piece of material into a regular octagon. From the above, a ≈ S /2.414, the two end lengths e on each side, as well as being e = a /2, may be calculated as e = /2. The circumradius of the octagon in terms of the side length a is R = a
4.
Manipulative (mathematics education)
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In mathematics education, a manipulative is an object which is designed so that a learner can perceive some mathematical concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts through developmentally appropriate hands-on experience, the use of manipulatives in mathematics classrooms throughout the world grew considerably in popularity throughout the second half of the 20th century. Mathematical manipulatives are frequently used in the first step of teaching mathematical concepts, the second and third step are representational and abstract, respectively. Mathematical manipulatives can be purchased or constructed by the teacher, examples of teacher-made manipulatives used in teaching place value are beans and bean sticks or bundles of ten popsicle sticks and single popsicle sticks. Virtual manipulatives for mathematics are computer models of these objects, notable collections of virtual manipulatives include The National Library of Virtual Manipulatives and the Ubersketch. Multiple experiences with manipulatives provide children with the foundation to understand mathematics at a conceptual level and are recommended by the NCTM. Some of the manipulatives are now used in subjects in addition to mathematics. For example, Cuisenaire rods are now used in arts and grammar. Mathematical manipulatives play a key role in young children’s mathematics understanding and these concrete objects facilitate children’s understanding of important math concepts, then later help them link these ideas to representations and abstract ideas. Here we will look at pattern blocks, interlocking cubes, and tiles and this is by no means an exhaustive list, rather, these descriptions will provide just a few ideas for how these manipulatives can be used. Base Ten Blocks are a way for students to learn about place value in a spatial way. The units represent ones, rods represent tens, flats represent hundreds, and their relationship in size makes them a valuable part of the exploration in number concepts. Students are able to physically represent place value in the operations of addition, subtraction, multiplication, pattern blocks consist of various wooden shapes that are sized in such a way that students will be able to see relationships among shapes. For example, three green triangles make a red trapezoid, two red trapezoids make up a yellow hexagon, a rhombus is made up of two green triangles, three blue rhombi make a yellow hexagon, etc. Playing with the shapes in these ways help children develop an understanding of how shapes are composed and decomposed. Pattern blocks are used by teachers as a means for students to identify, extend. A teacher may ask students to identify the pattern, hexagon, triangle, triangle, hexagon, triangle, triangle. Students can then discuss “what comes next” and continue the pattern by physically moving pattern blocks to extend it and it is important for young children to create patterns using concrete materials like the pattern blocks
5.
Compass-and-straightedge construction
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The idealized ruler, known as a straightedge, is assumed to be infinite in length, and has no markings on it and only one edge. The compass is assumed to collapse when lifted from the page, more formally, the only permissible constructions are those granted by Euclids first three postulates. It turns out to be the case that every point constructible using straightedge, the ancient Greek mathematicians first conceived compass-and-straightedge constructions, and a number of ancient problems in plane geometry impose this restriction. The ancient Greeks developed many constructions, but in cases were unable to do so. Gauss showed that some polygons are constructible but that most are not, some of the most famous straightedge-and-compass problems were proven impossible by Pierre Wantzel in 1837, using the mathematical theory of fields. In spite of existing proofs of impossibility, some persist in trying to solve these problems, in terms of algebra, a length is constructible if and only if it represents a constructible number, and an angle is constructible if and only if its cosine is a constructible number. A number is constructible if and only if it can be using the four basic arithmetic operations. Circles can only be starting from two given points, the centre and a point on the circle. The compass may or may not collapse when its not drawing a circle, the straightedge is infinitely long, but it has no markings on it and has only one straight edge, unlike ordinary rulers. It can only be used to draw a segment between two points or to extend an existing segment. The modern compass generally does not collapse and several modern constructions use this feature and it would appear that the modern compass is a more powerful instrument than the ancient collapsing compass. However, by Proposition 2 of Book 1 of Euclids Elements, although the proposition is correct, its proofs have a long and checkered history. Eyeballing it and getting close does not count as a solution and that is, it must have a finite number of steps, and not be the limit of ever closer approximations. One of the purposes of Greek mathematics was to find exact constructions for various lengths, for example. The Greeks could not find constructions for these three problems, among others, Squaring the circle, Drawing a square the same area as a given circle, doubling the cube, Drawing a cube with twice the volume of a given cube. Trisecting the angle, Dividing a given angle into three smaller angles all of the same size, for 2000 years people tried to find constructions within the limits set above, and failed. All three have now been proven under mathematical rules to be generally impossible, the ancient Greek mathematicians first attempted compass-and-straightedge constructions, and they discovered how to construct sums, differences, products, ratios, and square roots of given lengths. They could also construct half of an angle, a square whose area is twice that of another square, a square having the same area as a given polygon
6.
Pattern Blocks
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Pattern blocks are a type of mathematical manipulatives, developed in the 1960s by the Elementary Science Studies. They allow children to see how shapes can be decomposed into other shapes and introduces them to tilings, the standard pattern blocks are divided into two different sets. In the first set, the shapes can all be out of the green equilateral triangle. A lot of graphic designers use pattern blocks for artistic purposes, the best part was the gratification I received when my creation was complete. Though individually boring, collectively these blocks produced a masterpiece that brought art and math, big-picture and detail. A number of shapes that extend pattern blocks are commercially available. Two sets of Fractional Pattern Blocks exist, both with two blocks, the first has a pink double hexagon and a black chevron equivalent to four triangles. The second has a brown half-trapezoid and a pink half-triangle, another set, Deci-Blocks, is made up of six shapes, equivalent to four, five, seven, eight, nine and ten triangles respectively. Pattern Block Templates, Printable Worksheets for Pattern Blocks Flash Pattern Blocks for web, eTA/Cuisenaire, Educational manipulatives & supplemental materials for grades PreK-12. Background on the Elementary Science Study Educational and supplemental materials for K-12
7.
Regular polygon
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In Euclidean geometry, a regular polygon is a polygon that is equiangular and equilateral. Regular polygons may be convex or star, in the limit, a sequence of regular polygons with an increasing number of sides becomes a circle, if the perimeter is fixed, or a regular apeirogon, if the edge length is fixed. These properties apply to all regular polygons, whether convex or star, a regular n-sided polygon has rotational symmetry of order n. All vertices of a regular polygon lie on a common circle and that is, a regular polygon is a cyclic polygon. Together with the property of equal-length sides, this implies that every regular polygon also has a circle or incircle that is tangent to every side at the midpoint. Thus a regular polygon is a tangential polygon, a regular n-sided polygon can be constructed with compass and straightedge if and only if the odd prime factors of n are distinct Fermat primes. The symmetry group of a regular polygon is dihedral group Dn, D2, D3. It consists of the rotations in Cn, together with reflection symmetry in n axes that pass through the center, if n is even then half of these axes pass through two opposite vertices, and the other half through the midpoint of opposite sides. If n is odd then all pass through a vertex. All regular simple polygons are convex and those having the same number of sides are also similar. An n-sided convex regular polygon is denoted by its Schläfli symbol, for n <3 we have two degenerate cases, Monogon, degenerate in ordinary space. Digon, a line segment, degenerate in ordinary space. In certain contexts all the polygons considered will be regular, in such circumstances it is customary to drop the prefix regular. For instance, all the faces of uniform polyhedra must be regular, for n >2 the number of diagonals is n 2, i. e.0,2,5,9. for a triangle, square, pentagon, hexagon. The diagonals divide the polygon into 1,4,11,24, for a regular n-gon inscribed in a unit-radius circle, the product of the distances from a given vertex to all other vertices equals n. For a regular simple n-gon with circumradius R and distances di from a point in the plane to the vertices. For a regular n-gon, the sum of the distances from any interior point to the n sides is n times the apothem. This is a generalization of Vivianis theorem for the n=3 case, the sum of the perpendiculars from a regular n-gons vertices to any line tangent to the circumcircle equals n times the circumradius
8.
Isotoxal figure
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In geometry, a polytope, or a tiling, is isotoxal or edge-transitive if its symmetries act transitively on its edges. The term isotoxal is derived from the Greek τοξον meaning arc, an isotoxal polygon is an equilateral polygon, but not all equilateral polygons are isotoxal. The duals of isotoxal polygons are isogonal polygons, in general, an isotoxal 2n-gon will have Dn dihedral symmetry. A rhombus is a polygon with D2 symmetry. All regular polygons are isotoxal, having double the symmetry order. A regular 2n-gon is a polygon and can be marked with alternately colored vertices. An isotoxal polyhedron or tiling must be either isogonal or isohedral or both, regular polyhedra are isohedral, isogonal and isotoxal. Quasiregular polyhedra are isogonal and isotoxal, but not isohedral, their duals are isohedral and isotoxal, not every polyhedron or 2-dimensional tessellation constructed from regular polygons is isotoxal. An isotoxal polyhedron has the dihedral angle for all edges. There are nine convex isotoxal polyhedra formed from the Platonic solids,8 formed by the Kepler–Poinsot polyhedra, cS1 maint, Multiple names, authors list Coxeter, Harold Scott MacDonald, Longuet-Higgins, M. S. Miller, J. C. P. Uniform polyhedra, Philosophical Transactions of the Royal Society of London, mathematical and Physical Sciences,246, 401–450, doi,10. 1098/rsta.1954.0003, ISSN 0080-4614, JSTOR91532, MR0062446
9.
Truncation (geometry)
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In geometry, a truncation is an operation in any dimension that cuts polytope vertices, creating a new facet in place of each vertex. The term originates from Keplers names for the Archimedean solids, in general any polyhedron can also be truncated with a degree of freedom as to how deep the cut is, as shown in Conway polyhedron notation truncation operation. A special kind of truncation, usually implied, is a uniform truncation, there are no degrees of freedom, and it represents a fixed geometric, just like the regular polyhedra. In general all single ringed uniform polytopes have a uniform truncation, for example, the icosidodecahedron, represented as Schläfli symbols r or, and Coxeter-Dynkin diagram or has a uniform truncation, the truncated icosidodecahedron, represented as tr or t. In the Coxeter-Dynkin diagram, the effect of a truncation is to ring all the adjacent to the ringed node. A truncated n-sided polygon will have 2n sides, a regular polygon uniformly truncated will become another regular polygon, t is. A complete truncation, r, is another regular polygon in its dual position, a regular polygon can also be represented by its Coxeter-Dynkin diagram, and its uniform truncation, and its complete truncation. Star polygons can also be truncated, a truncated pentagram will look like a pentagon, but is actually a double-covered decagon with two sets of overlapping vertices and edges. A truncated great heptagram gives a tetradecagram and this sequence shows an example of the truncation of a cube, using four steps of a continuous truncating process between a full cube and a rectified cube. The final polyhedron is a cuboctahedron, the middle image is the uniform truncated cube. It is represented by a Schläfli symbol t, a bitruncation is a deeper truncation, removing all the original edges, but leaving an interior part of the original faces. The truncated octahedron is a cube, 2t is an example. A complete bitruncation is called a birectification that reduces original faces to points, for polyhedra, this becomes the dual polyhedron. An octahedron is a birectification of the cube, = 2r is an example, another type of truncation is called cantellation, cuts edge and vertices, removing original edges and replacing them with rectangles. Higher dimensional polytopes have higher truncations, runcination cuts faces, edges, in 5-dimensions sterication cuts cells, faces, and edges. Edge-truncation is a beveling or chamfer for polyhedra, similar to cantellation but retains original vertices, in 4-polytopes edge-truncation replaces edges with elongated bipyramid cells. Alternation or partial truncation only removes some of the original vertices, a partial truncation or alternation - Half of the vertices and connecting edges are completely removed. The operation only applies to polytopes with even-sided faces, faces are reduced to half as many sides, and square faces degenerate into edges