Tag: geometric construction

  • Ruler and Compass Construction: Perpendicular Bisector

    Ruler and Compass Construction: Perpendicular Bisector

    I started the ruler and compass series a while ago and am just now getting back to it. Here is my construction of a perpendicular bisector of a given line segment.

    First, I drew a line segment:

    Using my compass (which quickly gave out on me), I made two big fat arcs. They have the same radius — this is important.

    Where those two cross, I drew a line. That line is the perpendicular bisector of the original segment (which means it makes a 90° angle and splits it into two equal parts):

    Why does it work?

    Well, that’s a great question. I’m sure there’s some proof of why this actually results in splitting the original line segment in half with a perpendicular line. I’ll have to think on it more.

    But intuitively it totally feels right.

    Now that’s a bad way to proceed with math, but it’s a great first start!

    How about you?

    Do you like to play with ruler and compass constructions? Do you know why this works?

    Oh — and if you don’t have one, buy a compass here (that’s the one I just bought to replace my junky one).

    And I also ordered this cool book about Compass Drawings — I’m so excited!

    Share your thoughts in the comments or on twitter/x.

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  • Math Teacher Interview Questions

    Math Teacher Interview Questions

    At 8:30 PM CST tonight, October 20, 2011, Natural Math is hosting a presentation about a new book called Modern Math for Elementary Schoolers by Oleg Gleizer. It’s a Creative Commons book on advanced math for elementary school children! (So it’s free! Get it here.)

    Gleizer’s inspiration is from a similar situation in which I currently find myself: To what school should I send my child? Of course my answer is The Bon Crowder School at Home. Alas, Husband believes there’s no reason to fully homeschool if there great schools out there.

    So are there great schools out there?

    I started reading the book and stopped on page 4. Gleizer is explaining his method of finding math teachers. He asked math teachers of potential schools these two questions in the interviews:

    1. Given a straight line and a point away from it, how would you draw another straight line passing through the point and parallel to the original line, using a compass and straightedge as tools?
    2. How would you draw a four-dimensional (4D) cube?

    Of course, I immediately began to wonder if I was good enough to answer these questions myself!

    I got the answer to #1 after some thought, and am pondering #2. I’m refraining from reading on, as I want to come up with my own answer before I read anything else. But I’ll be attending the presentation this evening.

    What about you? Can you join us?

    P.S. I’ll  have to wait to post the answer to #1 tomorrow, as I have discovered that I don’t have a compass. How on earth can you teach math without that?! How embarrassing! So I’m off to Walmart right now to get one.

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