Line at Infinity (Or Ideal Line) of the Plane
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A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected]
Ursinus College Digital Commons @ Ursinus College Transforming Instruction in Undergraduate Pre-calculus and Trigonometry Mathematics via Primary Historical Sources (TRIUMPHS) Spring 3-2017 A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected] Follow this and additional works at: https://digitalcommons.ursinus.edu/triumphs_precalc Part of the Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, and the Science and Mathematics Education Commons Click here to let us know how access to this document benefits oy u. Recommended Citation Otero, Danny, "A Genetic Context for Understanding the Trigonometric Functions" (2017). Pre-calculus and Trigonometry. 1. https://digitalcommons.ursinus.edu/triumphs_precalc/1 This Course Materials is brought to you for free and open access by the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) at Digital Commons @ Ursinus College. It has been accepted for inclusion in Pre-calculus and Trigonometry by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact [email protected]. A Genetic Context for Understanding the Trigonometric Functions Daniel E. Otero∗ July 22, 2019 Trigonometry is concerned with the measurements of angles about a central point (or of arcs of circles centered at that point) and quantities, geometrical and otherwise, that depend on the sizes of such angles (or the lengths of the corresponding arcs). It is one of those subjects that has become a standard part of the toolbox of every scientist and applied mathematician. It is the goal of this project to impart to students some of the story of where and how its central ideas first emerged, in an attempt to provide context for a modern study of this mathematical theory. -
Letter from Descartes to Desargues 1 (19 June 1639)
Appendix 1 Letter from Descartes to Desargues 1 (19 June 1639) Sir, The openness I have observed in your temperament, and my obligations to you, invite me to write to you freely what I can conjecture of the Treatise on Conic Sections, of which the R[everend] F[ather] M[ersenne] sent me the Draft. 2 You may have two designs, which are very good and very praiseworthy, but which do not both require the same course of action. One is to write for the learned, and to instruct them about some new properties of conics with which they are not yet familiar; the other is to write for people who are interested but not learned, and make this subject, which until now has been understood by very few people, but which is nevertheless very useful for Perspective, Architecture etc., accessible to the common people and easily understood by anyone who studies it from your book. If you have the first of these designs, it does not seem to me that you have any need to use new terms: for the learned, being already accustomed to the terms used by Apollonius, will not easily exchange them for others, even better ones, and thus your terms will only have the effect of making your proofs more difficult for them and discourage them from reading them. If you have the second design, your terms, being French, and showing wit and elegance in their invention, will certainly be better received than those of the Ancients by people who have no preconceived ideas; and they might even serve to attract some people to read your work, as they read works on Heraldry, Hunting, Architecture etc., without any wish to become hunters or architects but only to learn to talk about them correctly. -
Geometric Exercises in Paper Folding
MATH/STAT. T. SUNDARA ROW S Geometric Exercises in Paper Folding Edited and Revised by WOOSTER WOODRUFF BEMAN PROFESSOR OF MATHEMATICS IN THE UNIVERSITY OF MICHIGAK and DAVID EUGENE SMITH PROFESSOR OF MATHEMATICS IN TEACHERS 1 COLLEGE OF COLUMBIA UNIVERSITY WITH 87 ILLUSTRATIONS THIRD EDITION CHICAGO ::: LONDON THE OPEN COURT PUBLISHING COMPANY 1917 & XC? 4255 COPYRIGHT BY THE OPEN COURT PUBLISHING Co, 1901 PRINTED IN THE UNITED STATES OF AMERICA hn HATH EDITORS PREFACE. OUR attention was first attracted to Sundara Row s Geomet rical Exercises in Paper Folding by a reference in Klein s Vor- lesungen iiber ausgezucihlte Fragen der Elementargeometrie. An examination of the book, obtained after many vexatious delays, convinced us of its undoubted merits and of its probable value to American teachers and students of geometry. Accordingly we sought permission of the author to bring out an edition in this country, wnich permission was most generously granted. The purpose of the book is so fully set forth in the author s introduction that we need only to say that it is sure to prove of interest to every wide-awake teacher of geometry from the graded school to the college. The methods are so novel and the results so easily reached that they cannot fail to awaken enthusiasm. Our work as editors in this revision has been confined to some slight modifications of the proofs, some additions in the way of references, and the insertion of a considerable number of half-tone reproductions of actual photographs instead of the line-drawings of the original. W. W. -
Properties of Equidiagonal Quadrilaterals (2014)
Forum Geometricorum Volume 14 (2014) 129–144. FORUM GEOM ISSN 1534-1178 Properties of Equidiagonal Quadrilaterals Martin Josefsson Abstract. We prove eight necessary and sufficient conditions for a convex quadri- lateral to have congruent diagonals, and one dual connection between equidiag- onal and orthodiagonal quadrilaterals. Quadrilaterals with both congruent and perpendicular diagonals are also discussed, including a proposal for what they may be called and how to calculate their area in several ways. Finally we derive a cubic equation for calculating the lengths of the congruent diagonals. 1. Introduction One class of quadrilaterals that have received little interest in the geometrical literature are the equidiagonal quadrilaterals. They are defined to be quadrilat- erals with congruent diagonals. Three well known special cases of them are the isosceles trapezoid, the rectangle and the square, but there are other as well. Fur- thermore, there exists many equidiagonal quadrilaterals that besides congruent di- agonals have no special properties. Take any convex quadrilateral ABCD and move the vertex D along the line BD into a position D such that AC = BD. Then ABCD is an equidiagonal quadrilateral (see Figure 1). C D D A B Figure 1. An equidiagonal quadrilateral ABCD Before we begin to study equidiagonal quadrilaterals, let us define our notations. In a convex quadrilateral ABCD, the sides are labeled a = AB, b = BC, c = CD and d = DA, and the diagonals are p = AC and q = BD. We use θ for the angle between the diagonals. The line segments connecting the midpoints of opposite sides of a quadrilateral are called the bimedians and are denoted m and n, where m connects the midpoints of the sides a and c. -
Downloaded from Bookstore.Ams.Org 30-60-90 Triangle, 190, 233 36-72
Index 30-60-90 triangle, 190, 233 intersects interior of a side, 144 36-72-72 triangle, 226 to the base of an isosceles triangle, 145 360 theorem, 96, 97 to the hypotenuse, 144 45-45-90 triangle, 190, 233 to the longest side, 144 60-60-60 triangle, 189 Amtrak model, 29 and (logical conjunction), 385 AA congruence theorem for asymptotic angle, 83 triangles, 353 acute, 88 AA similarity theorem, 216 included between two sides, 104 AAA congruence theorem in hyperbolic inscribed in a semicircle, 257 geometry, 338 inscribed in an arc, 257 AAA construction theorem, 191 obtuse, 88 AAASA congruence, 197, 354 of a polygon, 156 AAS congruence theorem, 119 of a triangle, 103 AASAS congruence, 179 of an asymptotic triangle, 351 ABCD property of rigid motions, 441 on a side of a line, 149 absolute value, 434 opposite a side, 104 acute angle, 88 proper, 84 acute triangle, 105 right, 88 adapted coordinate function, 72 straight, 84 adjacency lemma, 98 zero, 84 adjacent angles, 90, 91 angle addition theorem, 90 adjacent edges of a polygon, 156 angle bisector, 100, 147 adjacent interior angle, 113 angle bisector concurrence theorem, 268 admissible decomposition, 201 angle bisector proportion theorem, 219 algebraic number, 317 angle bisector theorem, 147 all-or-nothing theorem, 333 converse, 149 alternate interior angles, 150 angle construction theorem, 88 alternate interior angles postulate, 323 angle criterion for convexity, 160 alternate interior angles theorem, 150 angle measure, 54, 85 converse, 185, 323 between two lines, 357 altitude concurrence theorem, -
Lesson 19: Equations for Tangent Lines to Circles
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 M5 GEOMETRY Lesson 19: Equations for Tangent Lines to Circles Student Outcomes . Given a circle, students find the equations of two lines tangent to the circle with specified slopes. Given a circle and a point outside the circle, students find the equation of the line tangent to the circle from that point. Lesson Notes This lesson builds on the understanding of equations of circles in Lessons 17 and 18 and on the understanding of tangent lines developed in Lesson 11. Further, the work in this lesson relies on knowledge from Module 4 related to G-GPE.B.4 and G-GPE.B.5. Specifically, students must be able to show that a particular point lies on a circle, compute the slope of a line, and derive the equation of a line that is perpendicular to a radius. The goal is for students to understand how to find equations for both lines with the same slope tangent to a given circle and to find the equation for a line tangent to a given circle from a point outside the circle. Classwork Opening Exercise (5 minutes) Students are guided to determine the equation of a line perpendicular to a chord of a given circle. Opening Exercise A circle of radius ퟓ passes through points 푨(−ퟑ, ퟑ) and 푩(ퟑ, ퟏ). a. What is the special name for segment 푨푩? Segment 푨푩 is called a chord. b. How many circles can be drawn that meet the given criteria? Explain how you know. Scaffolding: Two circles of radius ퟓ pass through points 푨 and 푩. -
Read Book Advanced Euclidean Geometry Ebook
ADVANCED EUCLIDEAN GEOMETRY PDF, EPUB, EBOOK Roger A. Johnson | 336 pages | 30 Nov 2007 | Dover Publications Inc. | 9780486462370 | English | New York, United States Advanced Euclidean Geometry PDF Book As P approaches nearer to A , r passes through all values from one to zero; as P passes through A , and moves toward B, r becomes zero and then passes through all negative values, becoming —1 at the mid-point of AB. Uh-oh, it looks like your Internet Explorer is out of date. In Elements Angle bisector theorem Exterior angle theorem Euclidean algorithm Euclid's theorem Geometric mean theorem Greek geometric algebra Hinge theorem Inscribed angle theorem Intercept theorem Pons asinorum Pythagorean theorem Thales's theorem Theorem of the gnomon. It might also be so named because of the geometrical figure's resemblance to a steep bridge that only a sure-footed donkey could cross. Calculus Real analysis Complex analysis Differential equations Functional analysis Harmonic analysis. This article needs attention from an expert in mathematics. Facebook Twitter. On any line there is one and only one point at infinity. This may be formulated and proved algebraically:. When we have occasion to deal with a geometric quantity that may be regarded as measurable in either of two directions, it is often convenient to regard measurements in one of these directions as positive, the other as negative. Logical questions thus become completely independent of empirical or psychological questions For example, proposition I. This volume serves as an extension of high school-level studies of geometry and algebra, and He was formerly professor of mathematics education and dean of the School of Education at The City College of the City University of New York, where he spent the previous 40 years. -
Elementary Calculus
Elementary Calculus 2 v0 2g 2 0 v0 g Michael Corral Elementary Calculus Michael Corral Schoolcraft College About the author: Michael Corral is an Adjunct Faculty member of the Department of Mathematics at School- craft College. He received a B.A. in Mathematics from the University of California, Berkeley, and received an M.A. in Mathematics and an M.S. in Industrial & Operations Engineering from the University of Michigan. This text was typeset in LATEXwith the KOMA-Script bundle, using the GNU Emacs text editor on a Fedora Linux system. The graphics were created using TikZ and Gnuplot. Copyright © 2020 Michael Corral. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.3 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Preface This book covers calculus of a single variable. It is suitable for a year-long (or two-semester) course, normally known as Calculus I and II in the United States. The prerequisites are high school or college algebra, geometry and trigonometry. The book is designed for students in engineering, physics, mathematics, chemistry and other sciences. One reason for writing this text was because I had already written its sequel, Vector Cal- culus. More importantly, I was dissatisfied with the current crop of calculus textbooks, which I feel are bloated and keep moving further away from the subject’s roots in physics. In addi- tion, many of the intuitive approaches and techniques from the early days of calculus—which I think often yield more insights for students—seem to have been lost. -
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar Ve Yorumlar
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar ve Yorumlar David Pierce October , Matematics Department Mimar Sinan Fine Arts University Istanbul http://mat.msgsu.edu.tr/~dpierce/ Preface Here are notes of what I have been able to find or figure out about Thales of Miletus. They may be useful for anybody interested in Thales. They are not an essay, though they may lead to one. I focus mainly on the ancient sources that we have, and on the mathematics of Thales. I began this work in preparation to give one of several - minute talks at the Thales Meeting (Thales Buluşması) at the ruins of Miletus, now Milet, September , . The talks were in Turkish; the audience were from the general popu- lation. I chose for my title “Thales as the originator of the concept of proof” (Kanıt kavramının öncüsü olarak Thales). An English draft is in an appendix. The Thales Meeting was arranged by the Tourism Research Society (Turizm Araştırmaları Derneği, TURAD) and the office of the mayor of Didim. Part of Aydın province, the district of Didim encompasses the ancient cities of Priene and Miletus, along with the temple of Didyma. The temple was linked to Miletus, and Herodotus refers to it under the name of the family of priests, the Branchidae. I first visited Priene, Didyma, and Miletus in , when teaching at the Nesin Mathematics Village in Şirince, Selçuk, İzmir. The district of Selçuk contains also the ruins of Eph- esus, home town of Heraclitus. In , I drafted my Miletus talk in the Math Village. Since then, I have edited and added to these notes. -
The Golden Ratio and the Diagonal of the Square
Bridges Finland Conference Proceedings The Golden Ratio and the Diagonal of the Square Gabriele Gelatti Genoa, Italy [email protected] www.mosaicidiciottoli.it Abstract An elegant geometric 4-step construction of the Golden Ratio from the diagonals of the square has inspired the pattern for an artwork applying a general property of nested rotated squares to the Golden Ratio. A 4-step Construction of the Golden Ratio from the Diagonals of the Square For convenience, we work with the reciprocal of the Golden Ratio that we define as: φ = √(5/4) – (1/2). Let ABCD be a unit square, O being the intersection of its diagonals. We obtain O' by symmetry, reflecting O on the line segment CD. Let C' be the point on BD such that |C'D| = |CD|. We now consider the circle centred at O' and having radius |C'O'|. Let C" denote the intersection of this circle with the line segment AD. We claim that C" cuts AD in the Golden Ratio. B C' C' O O' O' A C'' C'' E Figure 1: Construction of φ from the diagonals of the square and demonstration. Demonstration In Figure 1 since |CD| = 1, we have |C'D| = 1 and |O'D| = √(1/2). By the Pythagorean Theorem: |C'O'| = √(3/2) = |C''O'|, and |O'E| = 1/2 = |ED|, so that |DC''| = √(5/4) – (1/2) = φ. Golden Ratio Pattern from the Diagonals of Nested Squares The construction of the Golden Ratio from the diagonal of the square has inspired the research of a pattern of squares where the Golden Ratio is generated only by the diagonals. -
Chapter 12, Lesson 1
i8o Chapter 12, Lesson 1 Chapter 12, Lesson 1 •14. They are perpendicular. 15. The longest chord is always a diameter; so Set I (pages 486-487) its length doesn't depend on the location of According to Matthys Levy and Mario Salvador! the point. The length of the shortest chord in their book titled \Nhy Buildings Fall Down depends on how far away from the center (Norton, 1992), the Romans built semicircular the point is; the greater the distance, the arches of the type illustrated in exercises 1 through shorter the chord. 5 that spanned as much as 100 feet. These arches Theorem 56. were used in the bridges of 50,000 miles of roads that the Romans built all the way from Baghdad 16. Perpendicular lines form right angles. to London! • 17. Two points determine a line. The conclusions of exercises 13 through 15 are supported by the fact that a diameter of a circle is •18. All radii of a circle are equal. its longest chord and by symmetry considerations. 19. Reflexive. As the second chord rotates away from the diameter in either direction about the point of 20. HL. intersection, it becomes progressively shorter. 21. Corresponding parts of congruent triangles are equal. Roman Arch. •22. If a line divides a line segment into two 1. Radii. equal parts, it bisects the segment. •2. Chords. Theorem 57. •3. A diameter. 23. If a line bisects a line segment, it divides the 4. Isosceles. Each has two equal sides because segment into two equal parts. the radii of a circle are equal. -
Eureka Math Geometry Modules 3, 4, 5
FL State Adoption Bid #3704 Student Edition Eureka Math Geometry Modules 3,4, 5 Special thanks go to the GordRn A. Cain Center and to the Department of Mathematics at Louisiana State University for their support in the development of Eureka Math. For a free Eureka Math Teacher Resource Pack, Parent Tip Sheets, and more please visit www.Eureka.tools Published by WKHQRQSURILWGreat Minds Copyright © 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant to a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 license; for more information, go to http://greatminds.net/maps/math/copyright. “Great Minds” and “Eureka Math” are registered trademarks of Great Minds. Printed in the U.S.A. This book may be purchased from the publisher at eureka-math.org 10 9 8 7 6 5 4 3 2 1 ISBN 978-1-63255-328-7 ^dKZzK&&hEd/KE^ Lesson 1 M3 GEOMETRY Lesson 1: What Is Area? Classwork Exploratory Challenge 1 a. What is area? b. What is the area of the rectangle below whose side lengths measure ͵ units by ͷ units? ଷ ହ c. What is the area of the ൈ rectangle below? ସ ଷ Lesson 1: What Is Area? S.1 ΞϮϬϭϱ'ƌĞĂƚDŝŶĚƐ͘ĞƵƌĞŬĂͲŵĂƚŚ͘ŽƌŐ 'KͲDϯͲ^ͲϮͲϭ͘ϯ͘ϬͲϭϬ͘ϮϬϭϱ ^dKZzK&&hEd/KE^ Lesson 1 M3 GEOMETRY Exploratory Challenge 2 a. What is the area of the rectangle below whose side lengths measure ξ͵ units by ξʹ units? Use the unit squares on the graph to guide your approximation.