Difference between revisions of "Axiom 5: The whole is greater than the part"

Revision as of 07:53, 24 April 2019

Name of the activity

Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this idea and based on which the activity was developed)

Objectives

To demonstrate the whole is greater than the part

Estimated Time

15 minutes

Prerequisites/Instructions, prior preparations, if any

Prior knowledge of points, lines and shapes

Materials/ Resources needed

Digital : Computer, geogebra application, projector.
Non digital : Worksheet and pencil
Geogebra files : “Axiom-5.ggb”

Download this geogebra file from this link.

Process (How to do the activity)

The files demonstrate Euclid's fifth axiom.
With the two sliders in initial position – it can be seen that there is a larger square and a small square.
Change in position of first slider moves the super imposed square.
The second slider fits the small square into part to make it a whole.

Evaluation at the end of the activity

If a part is taken from a whole what will remain.

@@ Line 14: / Line 14: @@
 * Digital : Computer, geogebra application, projector.
 * Non digital : Worksheet and pencil
-* Geogebra files : “Axiom-5.ggb”
+* Geogebra files : “[https://ggbm.at/m7mhxv8b Axiom-5.ggb]”
 *
-{{Geogebra|w5abppzb}}
+{{Geogebra|m7mhxv8b}}
 ===Process (How to do the activity)===
-* The  file demonstrates the  first Euclid's  axiom.
+* The files demonstrate Euclid's fifth axiom.
-* The  measures of all the lines corresponds to the distance between 0 of  x-axis to point F.
+* With the two sliders in initial position – it can be seen that there is a larger square and a small square.
-* If  the distance of point F from 0 is increased or decreased the  lengths of all the lines also varies accordingly this can be done  by using the slider '''Distance'''.
+* Change in position of first slider moves the super imposed square.
-* Since  all the lines measure the same distance (0 to point F), the lines  are equal to each other.
+* The second slider fits the small square into part to make it a whole.
-* Record  the segment lengths in the worksheet
+:
-: {| class="wikitable"
-|Position   of Distance
-|0   - Point F
-|Length   BC
-|Length   GH
-|Length   DE
-|Length   IJ
-|-
-|.
-|
-|
-|
-|
-|
-|-
-|.
-|
-|
-|
-|
-|
-|}
 '''Evaluation at the end of the activity'''
-* Can you conclude if all the lines are equal to a measure on x- axis then they are equal to one another.
+* If a part is taken from a whole what will remain.