## Trying to find math inside everything else

### Potluck Math

I was talking to one of my co-workers about a “Friendsgiving” she is holding, and how the food bill is getting up there as more people are invited. But some of those people are also bringing food – and everyone is worried about having enough.

I realized this is a very common problem with potluck meals. Everyone wants to make sure they have enough food, so the more guests, the more they make. But think about this –

At a 4-person meal, each person makes a dish that feeds 4. (4 servings). So each person then eats 4 servings of food. (Which seems like a normal amount.)

Now it’s a 20 person meal, and each person makes a dish that feeds 20. So now each person eats 20 servings? That seems unlikely – it’s much more likely that people eat 3-6 servings, for 60-120 servings eaten, leaving 80 servings of food left over.

The problem here is that each attendee is treating the problem linearly, when it would better be modeled quadratically. Of course, this is complicated by the one hit dish that every eats a full serving of, and that other dish that no one eats, and everyone wanting to try a little of everything, so figuring out how much to cook can get complicated pretty quickly.

### Building Quadrilaterals and Their Diagonals

I wanted a lesson to explore the properties of the diagonals of different types of quadrilaterals, but the curriculum map I was following just lead to Khan Academy, and that’s not really my speed. And some scanning through MTBoS resources didn’t find me what I wanted, but chatting out my half-formed ideas with Jasmine in the morning focused the idea into what I did in class today.

I started by having the students draw 6 triangles: 3 scalene, non-right triangles; 1 isosceles non-right triangle; 1 scalene right triangle; and 1 isosceles right triangle. Then we used each of those figures to create a quadrilateral by making some sort of diagonal. Each time, I asked them to identify the quadrilateral and what they noticed about the diagonals.

First, take one of the scalene triangles and reflect it over one of its sides. Thus we created a kite – which we know because the reflection creates the congruent adjacent sides. Then we can use the properties of isosceles triangles – we know the line of reflection is the median of the isosceles triangles because of the reflection, so it is also the altitude, meaning the diagonals are perpendicular.

Then, take another scalene triangle and reflect is over the perpendicular bisector of one of the sides. This makes an isosceles trapezoid – we know the top base is parallel to the bottom base because they are both perpendicular to the same line, and it’s isosceles because of the reflected side of the triangle. Then we notice the diagonals are also made of a reflected side of the triangle – and so we can conclude that the diagonals of an isosceles trapezoid are congruent.

For the third one, I asked them to draw a median and then rotate the triangle 180°. The trickiest bit here is to prove that this is a parallelogram – previously we had classified the quadrilaterals by their symmetries, so using the symmetry definition we could say any quad with 180° rotational symmetry is a parallelogram. Or we can use the congruent angles to prove the sides are parallel. Once we did that, we saw that, because we used the median, that the intersection of the diagonals is the midpoint of both – and thus the diagonals bisect each other.

I then tasked them to figure out how to make a rhombus, rectangle, and square out of the remaining triangles using the triangles. Because we proved the facts about the diagonals of the parent figures, we could then determine the properties of the diagonals of the child figures.

I think it went pretty well – the students performed the transformations and easily saw the connections between the diagonals. Tomorrow I think we’ll do something about whether or not those diagonal properties are reversible – if every quad with perpendicular diagonals is a kite, for example.

### Crossing the Transverse

Oh my god, I haven’t blogged since August! This has been a hell of a year, let me tell you. But maybe I’ll tell you in another post, because this one is about the new game I made in my Geometry class. (My first non-Algebra game!)

So the game is called Crossing the Transverse. The goal of the game (pedagogically) is to help identify the pairs of angles formed by lines cut by a transversal, even in the most complex of diagrams. The goal of the game (play-wise) is to capture your enemy’s flagship.

Here’s the gameboard:

I printed out the board in fourths, on four different pieces of card stocked, and taped them together to make a nice quad-fold board. Then I made the fleet of ships out of centimeter cubes I had, by writing in permanent marker on the pieces the letter for each ship.

Here’s the rules.

In the game, each type of ship moves a different way, which makes it feel a lot like chess – trying to lay a trap for the enemy flagship without being captured yourself.  Many of my students really enjoyed it when we played it yesterday. Today, though, to solidify, I followed up with this worksheet where they had to analyze the angles of a diagram much like on the game board. They did pretty well on it, so I’m satisfied!

## Materials

Crossing the Transverse Rules

Printable Map (Prints on 4 pages)

No Stars Printable Map (If printing the background galaxy is not for you, here’s a more barebones version.)

Zip File with Everything, including Pages, Doc, and GGB files