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Geometry 1 1

1) The document introduces a geometry lesson that teaches students to recognize patterns, make conjectures using inductive reasoning, and verify or disprove conjectures. 2) Students will learn to describe visual and numeric patterns, make conjectures based on examples, and determine if conjectures are true, false, or unproven. 3) The lesson guides students through examples of finding patterns, making conjectures about sums of odd numbers and expressions with variables, and examining the famous but still unproven Goldbach's conjecture.

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81 views2 pages

Geometry 1 1

1) The document introduces a geometry lesson that teaches students to recognize patterns, make conjectures using inductive reasoning, and verify or disprove conjectures. 2) Students will learn to describe visual and numeric patterns, make conjectures based on examples, and determine if conjectures are true, false, or unproven. 3) The lesson guides students through examples of finding patterns, making conjectures about sums of odd numbers and expressions with variables, and examining the famous but still unproven Goldbach's conjecture.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Geometry: Section 1.

1
Objectives:
1. Students will be able to find and describe patterns
2. Students will learn how to use inductive reasoning to make real like conjectures.
Materials Needed:
1. Ziggi
2. Diagrams
Introduction:
Geometry, like mathematics and science, developed when people began recognizing and
describing patterns. In this course, you will study many amazing patterns that were discovered by people
throughout history and all around the world. You will also learn to recognize and describe patterns of your
own. Sometimes, patterns allow you to make accurate predictions.
Lesson:
A. Describing a visual pattern
1. Sketch pattern in example one on the board.
2. Explain to students that each figure in the pattern looks like the previous figure with another
row of squares added to the bottom.
B. Describing a Number Pattern.
1. Draw patterns of numbers given in example 2 (a. 1, 4, 16, 64 . . . , and b. 5, 2, 4, 13 . . . )
2. Have students try to figure out the next number in the pattern on their own paper. Once they
have done this, ask for students to give answers.
3. Explain how to find the next number in these particular patterns.
a. Each number is four times the previous number. The next number is 256.
b. You add 3 to get the second number, then add 6 to get the third number, then add 9 to
get the fourth number. To find the fifth number, add the next multiple of 3, which is 12.
13 + 12, or 25.
C. Using inductive reasoning
-Tell students to write down the following steps to help guide them in using inductive reasoning, and
explain that much of the reasoning in geometry consists of three stages.
1. Look for a pattern. (Show examples of diagrams and tables to discover patterns using a Ziggi)
2. Make a conjecture.
a.Instruct students to write down the definition of conjecture: an unproven statement
that is based on observations. Have students discuss the conjecture and modify if
necessary.
3. Verify the conjecture. Have students use logical reasoning to verify that the conjecture is true in
all cases.
-Explain to students that looking for patterns and making conjectures is a part of a process called
inductive reasoning.
D. Making a conjecture.
1. Have students work on their own paper to complete the conjecture: The sum of the first n odd
positive integers in __?
2. List examples given in book and look for a pattern.

3. Explain to students that you must prove a conjecture is true in all cases. To prove it is false you
need to provide a counterexample.
a. Instruct students to write down the definition of counterexample in their notes.
Counterexample = an example that shows a conjecture is false.
E. Finding a Counterexample.
1. Have students work on their own paper to prove the conjecture is false by providing a
counterexample: For all real numbers x, the expression x2 is greater than or equal to x.
2. Explain that the conjecture is false because of the counterexample (0.5)2 = 0.25, and 0.25 is not
greater than or equal to 0.5.Any number between 0 and 1 is a counterexample. \
3. Instruct students to write in their notes that not every conjecture is true or false. Ones that are
not true or false are called unproved or undecided.
F. Examining an Unproved Conjecture.
1. Instruct students to write in their notes that a Prussian mathematician named Goldbach
discovered that even number greater than 2 can be written as the sum of two primes.
2. Write specific cases from example in book on the board.
3. Show students that the conjecture = every number greater than two can be written as the
sum of two primes. This is known as Goldbachs Conjecture. This conjecture has never been
proved true or a counterexample found to prove it is false.
G. Using Inductive Reasoning in Real Life
1. Explain moon cycles and have students use inductive reasoning and the information given to
make a conjecture about how often full moons occur.
In 2005, the first six full moons occur on January 25, February 24, March 25, April 24,
May 23, and June 22.
2. Students should figure out that the conjecture is that full moons occur every 29-30 days and
that the conjecture is indeed true because it has been scientifically proven that the moon revolves
around the earth once every 29.5 days.
3. Instruct student to write in their notes that just because something is true for several specific
cases does not prove that it is true in general.
Homework:
A. Have students do questions 1-11 in Guided Practice, as well as the odd number questions in
Practice and Applications.
B. Assign powerpoint quiz game (made available online).

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