Word doc - Austega
... circles go to the section “Circles” Ancient Greeks What kinds of problems can be developed using Tales or Pythagorean theorems? The complexity and beauty of these problems will amaze us. Some are very old, some are more recent, but each gave the same happiness of understanding a little part of unive ...
... circles go to the section “Circles” Ancient Greeks What kinds of problems can be developed using Tales or Pythagorean theorems? The complexity and beauty of these problems will amaze us. Some are very old, some are more recent, but each gave the same happiness of understanding a little part of unive ...
Bank of Reason: Chapter 1
... B. Inequalities in Triangles: The largest angle of a triangle is opposite the ________________ side of the triangle. The smallest angle of a triangle is opposite the _______________ side of the triangle. List the angles of the triangle in order from smallest to largest: (not necessarily drawn to sca ...
... B. Inequalities in Triangles: The largest angle of a triangle is opposite the ________________ side of the triangle. The smallest angle of a triangle is opposite the _______________ side of the triangle. List the angles of the triangle in order from smallest to largest: (not necessarily drawn to sca ...
Maths Objectives – Shape
... (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line . ...
... (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line . ...
HS Geometry Curriculum - Magoffin County Schools
... G.CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent G.CO.7 Use the definition of congruence in terms ...
... G.CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent G.CO.7 Use the definition of congruence in terms ...
Polygons - Denise Kapler
... Polygons 1. 2-dimensional shapes 2. made of straight lines 3. Shape is "closed" (all the lines connect up). ...
... Polygons 1. 2-dimensional shapes 2. made of straight lines 3. Shape is "closed" (all the lines connect up). ...
Essentials of Geometry
... intersect in real life are represented by lines that appear to intersect at a point far away on the horizon. This point is called a vanishing point. The diagram shows a drawing of a house with two vanishing points. ...
... intersect in real life are represented by lines that appear to intersect at a point far away on the horizon. This point is called a vanishing point. The diagram shows a drawing of a house with two vanishing points. ...
Compass-and-straightedge construction
Compass-and-straightedge construction, also known as ruler-and-compass construction or classical construction, is the construction of lengths, angles, and other geometric figures using only an idealized ruler and compass.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, so may not be directly used to transfer distances. (This is an unimportant restriction since, using a multi-step procedure, a distance can be transferred even with collapsing compass, see compass equivalence theorem.) More formally, the only permissible constructions are those granted by Euclid's first three postulates. Every point constructible using straightedge and compass may be constructed using compass alone.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 some 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. Many of these problems are easily solvable provided that other geometric transformations are allowed: for example, doubling the cube is possible using geometric constructions, but not possible using straightedge and compass alone.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 written using the four basic arithmetic operations and the extraction of square roots but of no higher-order roots.