
Demonstrate The Pythagorean Theorem By Folding A Circle
Origami Christmas  How to Make the Origami Sacred 1
Demonstrate The Pythagorean Theorem By Folding A Circle
Autor: wholemovement
Category: Education
Published: 20110923
This How to make an Origami Demonstrate The Pythagorean Theorem By Folding A Circle Model was made on 20110923 by wholemovement. In this section you will find a Video Tutorial published on YouTube, about how to fold an origami model or the step by step instructions to make it. I hope you found the instructions clear and I hope you enjoy folding It.
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Christmas Video Gallery > Sacred 1 > Demonstrate The Pythagorean Theorem By Folding A Circle
Frédéric yargui [20Dec2014] In a first approch i would say that you'd better upload this video on april fool's day.you may hurt people's logic with all those 'non sequitur's (the only logical thing that is answered in the comments zone is the sound of the marker.) yet, i encourage everyone here to take a look at your website, you've done terrific creations with your 'vision'. ? 
Ralph schraven [19Dec2014] Sadly this video does not show the pythagorean theorem at all; let alone by folding a circle. the circle draws unnecessary attention in that it is merely used to draw straight lines: any irrelevant context is usually left out, thus lines that are independent of their environment are usually drawn on a background that is only rectangular because of shipping purposes. note that when one would want to construct a 90 degree angle, using circles is very effective, but usually this is learned to children separate from the pythagorean theorem. now for the explanation of the sides of the triangle and its area, i think you imagine the separate areas of the rhomboid to represent a^2, b^2 and c^2 correspondingly, but this is not true: all those areas are equal. you should have shown us that these triangles, which all have area a*b/2, equate to a^2 + b^2, and also equate to c^2, thus completing the proof of the pythagorean theorem. instead, from time to time there were surprising conclusions based off of ab/2 = ab/2 = ab/2, that apparently a^2 + b^2 = c^2. also note that expanding the triangular grid simply creates more of these identical triangles that thus also have identical areas, and identifying different kinds of identical triangles is by definition of identity impossible. there's no such thing as righthanded and lefthanded triangles, unless they form vector quantities, which would make the 'sides' not actually sides but vectors. all these irrelevant things, such as orientation of triangles, folding circles to create lines, expanding a grid, names of shapes (rhomboid), are distracting and confusing for those who wish to see a demonstration of the pythagorean theorem.? 
Moose man [19Dec2014] Mixing vector notation and lengths is misleading. i love circles but this is an exercise in misdirection rather than a proof.? 
Animimm [19Dec2014] Alzheimer's effect? 
John lokiju [18Dec2014] Pure delirium. this not a demonstration at all. it is a long litany of nonsense.? 
Abhinav vats [18Dec2014] Good:)? 
Lauren case [18Dec2014] Thankyou! this helped :)? 
Mario g. cardiel [17Dec2014] I guess this is a joke...? 
Kshitij shekhar [17Dec2014] Nice video? 
Teacher emily [16Dec2014] My 8th graders are having difficulty understanding pt. i was hoping a hands on activity would help them. i think as a linear thinker mathematician, you have made assumptions about base knowledge and skipped steps/explanations that are clear to you. i'm a global thinker and i don't see a whole picture here, therefore don't understand. i doubt my students will either. too bad.? 
Ciokas [16Dec2014] The idea of using circles, folding them and looking for patterns is very nice and very thought provoking actually, but the maths you do with the circles is wrong. you could use such methods to prove that a^3 + b^3 = c^3 given 3 right triangles, which we know is not right, hence your methods are not correct.? 
Sindhu [16Dec2014] I like dis n its v.tough? 
Janell evans [15Dec2014] Your thinking process is difficult to follow. i understand that in the first part of the explanation you are showing how area 1 and area 2 combine to make area 3, which demonstrates what you are going to do with the pythagorean theorem. but when you begin your explanation of the pythagorean theorem, i do not understand how the areas relate to a^2 + b^2 = c^2 equation. also, when does c = square root of 2 come from? this is very unique and i'd really like to understand your explanation! 
Sukant mallik [15Dec2014] thanks but your marker disturbs you 
Wholemovement [15Dec2014] Touching any 2 points on circumference is a right angle function forming a kite, rhomboid as shown, 4 rts. fold opposite points to get a square, 8 rts, 2 diagonals, 1 diameter is square root of 2. one diameter root of circle. fold 3 diameters a hexagon, 7 points show 36 306090 triangles 3 interrelated sizes in hexagon star. the circle is context; right angle fundamental to all circle does 2d '3d. we are confined to 2d circles to explain formal relationships when circle shows much more. 
Jerry lou [14Dec2014] Hate to say, but you are wrong! 
Dyme maclaine [14Dec2014] Hate the marker sounds 
Janell evans [14Dec2014] Would you elaborate? thanks! 
Wholemovement [13Dec2014] Sorry the marker disturbs you. one of the draw backs of not hearing well is those things go unnoticed until someone mentions it. 
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Pythagoras in 60 Seconds