THE ROLE OF GEOMETRY

Why we should learn geometry?

TEACHING • Geometry has intuitive appeal

at simple level.
AND • Geometry are concerned with
LEARNING naming, describing, classifying
and making links to
GEOMETRY measurement, positioning and
movement.

• Demanding requirements of
defining and deducing.
Draw quadrilateral • Mark midpoints of the edges and then to join those
four points to form another quadrilateral.

Quadrilateral is any 2D shape with 4 side

Name
Comparing many examples that are produced Title Title
suggest that the result always parallelogram.

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Geometric problem

• Geometrical problem can be approached in a variety ways: it can be an

experimental, practical subject where problems are solved by measurement and
calculation , but to a mathematician geometry is essentially a deductive subject
which either uses purely geometrical reasoning embraces algebraic procedures as
well.

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3 broad reasons for including geometry can
be identified
• To extend spatial awareness – idea concerned with our ability to perceive and manipulate geometrical
object.

• To develop the skills of reasoning –the constant urge to pose and solve problems, to seek patterns, to
note links and connection and above all to prove conjectures.

• To stimulate, challenge and inform – this embraces the idea that geometry is an intrinsically
interesting subject.

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 Solve using geometry x+y=a, y+z=b,z+x=c.
• construct the bisectors of two of the angles of the Adding,
triangle
2 (x + y + z ) = a + b +c x +y + z = 1/2 (a + b + c) = s
• From their point intersection, drop a
extra,
perpendicular to one of the sides of the triangle.
x=s-b, y=s-c,z=s-a.
• Draw the two circles that touch at that point.

• Construct the third circle

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 GEOMETRY CURICULUM

• Different countries have greater contrasts in content and emphasis with geometry curriculum
than are to found with arithmetic and algebra

• Netherlands where geometry is linked strongly to the real world but France, Japan and
Singapore where there little emphasis on the real world.

• There are also significant differences between countries in the relative emphasis given to
transformations, vectors and coordinate geometry as compared to synthetic geometry in the
style Euclid.
Objects upon which the study geometry is based are listed below
T H E P R O P E RT I E S O F P O LY G O N
• Polygon and their properties, giving
particular emphasis to triangles,
quadrilateral and regular polygons.
• Circle and their properties related to
chords, tangents and angles.
• Threee-dimensional figures such as
polyhedra and sphere, cylinder and
cone.
• Other curves, such as parabola and
ellipse and their properties.
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I D E A S U S E D I N L O O K I N G AT T H E I R P R O P E RT I E S
A N D R E L AT I O N S H I P S W I T H S I M I L A R
VA R I AT I O N S
• Measurement and calculation of the length, angle, area and
volume.
• Symmetry and transformations.
• The use of algebra
• The theorem of Pythagoras and trigonometry
• Congruence and similarity
• Coordinates and equations of straight lines, curve and surface.
• Matrices and vector
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Solve using geometry
• Point P is variable point on diagonal
AC of rectangle ABCD.
• Line EG and FH through P are
drawn parallel to the side of
rectangle.
Just math
Q U E S TI O N I S W H Y A RE A BEP H
A N D D FP G A R E S A M E?
• Rectangle BEPH = ∆ABC - ∆AHP - ∆PEC
• Rectangle DFPG = ∆ADC - ∆AGP - ∆PFC
• AG/PF = GP/FC AG*FC = PF*FG
• AG = HP , FC = PE ,
• AG*FC = BEPHθ
• PF*FG = DFPG
• a/b = b/d ad = bc
• A tan õ = a/b =b/d ad = bc
• Sides of Rectangle BEPH = p sin θ and q cos θ
• Sides of Rectangle DFPG = q sin θ and p cos θ
• Last answer pq sin θ cos θ
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Teaching and learning geometry Determine angle between two polygon using geometry?

• Octagon and hexagon which share the edge

• Using interior angles

• 360°- (120° + 135°) = 105°

• Using exterior angles

• 60° + 45° = 105°

• What do you need tov find?

• What do you know about finding

angles polygons

• Using LOGOS

• 105°
conclusion
• Another approach to the problem of helping the student to see a strategy, assuming an earlier familiarity

• To learn geometry successfully requires a knowledge of facts, an ability to reason and less definable ability of
seeing the essential features of configuration that provide clues to solving a problem or proving theorem.

• Secret success is choosing good problems offer intrinsic motivation and using as focus to understanding ,
fluency and thinking skills can be developed together.

• Factual knowledge, conceptual understanding and thinking skills and strategies that required develop good
mathemathician’s “habits of mind”.

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