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669-675

8. The movement was a 45 degree shift in the direction of right bottom corner. The movement would be a rotation. The positioning of the figure didn't alter, therefore it could not have been a reflection or glide reflection. A translation of the corner displaying the square to its image won't convert the other corners to their images, therefore it cannot be a translation. Consequently, it should be a rotation. 10. The movement was a translation to the upper right part of the figure. 24. a. This figure rotational symmetry by angles which are multiples of 45° (45°, 90°, 135°, 180°, 225°, 270°, 315°) b. This figure has rotational symmetry by angles which are multiples of 90° (90°, 180°, 270°)c. This figure has rotational symmetry by angles that are multiples of 15° (15°, 30°, 45°, 60°, 75°, 90°, 105°, 120°, 135°, 150°, 165°, 180°, 195°, 210°, 225°, 240°, 255°, 270°, 285°, 300°, 315°, 330°, 345°)d. 180° rotational symmetry. -

We understand since a plane is split into four rectangular regions about a point. in the event of the square. this figure features a 180° rotational symmetry. and 360/108 = 3. 686-690 4. Next. Exactly what characterizes these regular polygons is the fact that their interior angles are precise divisors of 360. Therefore the inner angle of the pentagon does not divide 360 equally. This figure features rotational symmetry by angles which are multiples of (360/5) = 72° (72°.2 pp. the inner angle is 60 and 360 / 60 = 6. in case we take into account the shade as being relevant. the inner angle is 120. 1 southeastern and 1 southwestern. the inner angle is 90. and 360/90 = 4. Section 11. - . in the event of the hexagon. and the pentagon can't tessellate the plane. But. - 10. In the event of the triangle. Just 3 regular polygons can tessellate the plane: equilateral triangle. this figure does not have rotational symmetry. 1 to the northeastern. square and hexagon. 288°) 38. and 360/120 = 3. f. In case we disregard the variations in shade (black and white).33. We can have 4 triangles: 1 the northwestern.e. 216°. the inner angle of the pentagon is 108. 144°.

. A regular tessellation utilizes just congruent regular polygons in which complete sides are shared between polygons. Let us consider the quotients which we get when dividing 360 by 60 (triangle). 90 (square). there's no finite n for which we can obtain an angle α =180. the plane cannot be tessellated by a polygon with over six sides. However we have that the interior angle α of a regular polygon is given by: α = (n-2) * 180 / n = 180 – 360/n Therefore. 4 (square).14. So. without reminder? This kind of interior angle must be 180. In the figure on the right. obviously. As shown in the earlier question. Due to this. our question is whether or not there's a polygon whose interior angle is such that the quotient of dividing 360 by that angle is 2. for a regular polygon to tessellate the plane. 22. the quantity of sides touching each vertex is either 3 (hexagon). we do not have complete sides being shared as a side of one square is shared with two other squares (fifty percent and fifty percent). the inner angle should divide 360 equally. Result is: the quantity of sides touching any vertex is 3 in place of 4. or 6 (triangle). and 120 (hexagon)… The quotients are: Triangle: 360 / 60 = 6 Square: 360 / 90 = 4 Hexagon: 360 / 120 = 3 Therefore.

edges and faces. 697-700 4. The Euler’s formula for convex polyhedra is: V–E+F=2 where V. - Section 11. F = 7. and the ratio of their length to the third side is the “golden ratio”: σ= 1+ 5 2 - Section 11. Therefore. It is a pentagonal prism: For a pentagonal prism. A golden triangle is an isosceles triangle in which the two lengthier sides are congruent (have identical length). E and F indicate vertices.4 pp.3 pp. 714-718 8. we have V = 10. V – E + F = 10 – 15 + 7 = 2 . and E = 15.This is not a regular tessellation.

This axis provides rotational symmetry of (360°/4) = 90°. Additional axes each passes through the middle of a different rectangular face and the midpoint of the opposing side. a) This figure is a triangular prism with 4 axes of rotational symmetry. c) It is a square pyramid which has just one axis of rotational symmetry. a. and 3 axes of 4-fold. This axis provides rotational symmetry of (360°/5) = 72°. The axis passes through the vertex of the pyramid and the middle of the bottom. One of the axis travels through the centers of the equilateral bottoms. The regular octahedron features 13 axes of rotational symmetry: 6 axes of 2-fold. These axes have 180° rotational symmetry. . b) It is a pentagonal pyramid that has just one axis of rotational symmetry. Additional 6 planes of symmetry are orthogonal to the 2-fold axes. 4 axes of 3-fold. the 3 planes are mutually orthogonal. The regular octahedron additionally has nine planes of symmetry. 16. The axis passes through the vertex of the pyramid and the middle of the bottom. this axis features 120° rotational symmetry.And the Euler’s formula holds. Three of the planes are orthogonal to the three 4-fold symmetry axes. 14. Every one of these planes is parallel to and midway between two opposing faces.

Euler’s formula continues to hold. 720-721 10. the complete alteration in F is +1. and the complete alteration in V + F is +4. F = 8+1=9. the complete alteration in V is +3. . The evaluation is that the complete alternation in V F cancels out complete alternation in E. V = 6.b. χ = V – E + F = 9 – 16 + 9 = 2 c) Thus. They are the axes of rotational symmetry of a cube: 40. and get 4 edges. get 1 face. Therefore. now we have: V=6+3 = 9. Altogether. E = 12. d) The complete alteration in E is +4. - Chapter 11 Review pp. F = 8. χ = V – E + F = 6 – 12 + 8 = 2 b) In case a corner of the octahedron is chopped off. Therefore. a) For an octahedron. The cube and octahedron have same axes and planes of symmetry. Thus. Therefore. and E=12+4=16. the regular octahedron features 13 axes of rotational symmetry and 9 planes of symmetry. we get 3 vertices. c.

336°) 12. 144°. It has too 13 axes of rotational symmetry: 6 axes of 2-fold. The cube features a total of 13 axes of rotational symmetry: 6 axes of 2-fold: each passing through the centers of two opposing edges. and 3 axes of 4-fold. the left-50 % of the figure is the mirror image of the right-50 %. 4 axes of 3-fold.a) This figure has reflection (mirror) symmetry. 312°. 264°. . 48°. 3 axes of 4-fold: each passing through the centers of two opposing faces. 120°. 240°. 192°. 168°. and 4 axes of 3-fold: each passing through the centers of two opposing vertices. 96°. b) This figure has rotational symmetry by angles which are multiple of (360°/15) = 24° (24°. 216°. There are just three regular polygons which will tessellate the plane: a) equilateral triangle b) square c) hexagon d) 18. The octahedron is the dual of the cube. 288°. 72°.

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UsefulNot usefulCheckPoint: Ch. 11
Complete the following exercises.
Section of Mathematics for Elementary School Teachers (4th ed.)
Page Numbers
Exercises
Section 11.1
pp. 669–675
8, 10, 24, 38
Course Design Gu...

CheckPoint: Ch. 11

Complete the following exercises.

Section of Mathematics for Elementary School Teachers (4th ed.)

Page Numbers

Exercises

Section 11.1

pp. 669–675

8, 10, 24, 38

Course Design Guide

MTH/157 Version 2

14

Section 11.2

pp. 686–690

4, 10, 14, 22

Section 11.3

pp. 697–700

4, 12

Section 11.4

pp. 714–718

8, 14, 16, 40

Chapter 11 Review

pp. 720–721

10, 12, 18

Use the Equation Editor in Microsoft® Word to show your work.

Submit the Word document as an attachment.

Review the NCTM Principles and Standards Web site at http://standards.nctm.org/document/index.htm Include your response to the following question with your CheckPoint. What are two standards that relate to the content addressed this week? Discuss the ways in which this series of problems meets the standards.

Complete the following exercises.

Section of Mathematics for Elementary School Teachers (4th ed.)

Page Numbers

Exercises

Section 11.1

pp. 669–675

8, 10, 24, 38

Course Design Guide

MTH/157 Version 2

14

Section 11.2

pp. 686–690

4, 10, 14, 22

Section 11.3

pp. 697–700

4, 12

Section 11.4

pp. 714–718

8, 14, 16, 40

Chapter 11 Review

pp. 720–721

10, 12, 18

Use the Equation Editor in Microsoft® Word to show your work.

Submit the Word document as an attachment.

Review the NCTM Principles and Standards Web site at http://standards.nctm.org/document/index.htm Include your response to the following question with your CheckPoint. What are two standards that relate to the content addressed this week? Discuss the ways in which this series of problems meets the standards.

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