This activity can be used to introduce the concept of function. Click here to view post on teaching function using this activity.
Move C along GC. 1. Are there ways of predicting the values of the changing quantities if you know the lenght of GC? You may want to make a table of values for GC vs the changing quantity. 2. Write a formula for determining the values of the changing quantities if GC is known.
(If you want to view the grid, click the View button in the menu then check 'show grid'.)
Task Move F. Describe the path it traces. Explain or prove that the quadrilaterals formed have equal areas. Write a procedure for constructing quadrilaterals with equal area using compass and straight edge.
Adjust sliders r and n at the right hand slide of the GeoGebra applet window.
1.) What do you observe about the relationship between the area of the circle as n increases? 2.) Vary the values of n and r and observe what happens. Based on your observations, what conjecture can you make?
This is an introductory task for teaching squares and square roots. Click here to view the full sequence of the lesson.
The pentagon was constructed by clicking the regular polygon tool and then clicking on the grid twice. In the dialogue window, type the number 5 for the number of sides. In the dialogue window you will see information about the polygon.
Your task: Construct a few more regular polygons using the tool. Why is it that GeoGebra only needed to know two points and the number of sides to contruct the polygon?
Click the Play button located at the lower-left corner of the GeoGebra applet and watch the applet for a while.
1.)Pause the animation and refresh your browser. Click the Play button again. Click stop when Point C and point B' coincide. ?
2.) How many degrees has B' rotated the first time point B' and C coincide? Refresh the browser and repeat if necessary.
3.)How many petals are formed during the entire rotation of point B' along the circumference of the circle?
4.) Refresh your web browser and complete the petal. Count the number of rotations. What is the relationship between the the number of rotations and the number of petals. Make interpretation about this relationship.