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2015
PERAK STATE
ADDITIONAL MATHEMATICS
PROJECT WORK
Disediakan oleh :
PERAK CEMERLANG
2015
It is nice to explore and wise to study geometry. The following quotation says it all beautifully.
Geometry enlightens the intellect and sets ones mind right. All of its proofs are very clear and
orderly. It is hardly possible for errors to enter into geometrical reasoning because it is well arranged
and orderly. Thus, the mind that constantly applies itself to geometry is not likely to fall into error. In
this convenient way, the person who knows geometry acquires intelligence.
Ibn Khaldun [1332 1406]
After reading this inspirational quotation, you are now ready to begin this project work by expressing
creatively the beauty of geometry related to triangles.
On a piece of A4 paper, design a birthday gift wrapper. Your design should be based on various types
of triangles: equilateral, isosceles, scalene and right-angled triangles.
Use colour to enhance the beauty of your design.
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c
a
Diagram 1
Make a suitable conjecture about the lengths of the three sides of the triangle.
Test your conjecture by carrying out Exploration 1.
EXPLORATION 1
Materials required
Drinking straws of lengths 5 cm, 6 cm, 7 cm, 11 cm, 12 cm and 15 cm.
[Any other suitable materials like cardboard / plastic strips and satay sticks can be used.]
Procedure
1.
Record systematically, in the form of a table, all the possible values of a, b and c that can be
chosen from the six lengths of drinking straws that you have prepared.
You are encouraged to create this table by using ICT. Label it as Table 1.
2.
For each set of values of a, b and c, try to use drinking straws of lengths a, b and c to form a
triangle. Can you always form a triangle?
Record your findings in Table1.
Conclusion
1.
2.
State clearly the conclusion that can be drawn from your exploration on the relationship
between the lengths of the three sides of a triangle.
Prove the relationship.
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Diagram 2 shows a triangle ABC with two sides and one included angle given. [ a , b and C ]
This is Case 2: SAS.
A
b
C
a
Diagram 2
Prepare Table 2 by choosing at random the values of a, b and C. Include all types of angles
in your exploration.
a
Table 2
2.
Conclusion
State clearly the conclusion that can be drawn from your exploration.
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B
Diagram 3(a)
C
2.
Diagram 3(b)
By using one drinking straw at a time, try to form a triangle on Diagram 3(b).
Can you always form a triangle?
Record your findings systematically in Table 3.
b
12
Table 3
Conclusion
Based on your findings, make a conclusion about how the measures of two sides and one nonincluded angle can be used to determine the number of triangles possible.
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If three sides [Case 1: SSS] or two sides and one included angle [Case 2: SAS] of a triangle
are given, then the remaining side and angles are usually calculated by using a certain
formula.
State and prove the formula.
2.
Show how you can use that formula only to solve the following two triangles.
(a)
(b)
12 cm
12 cm
10 cm
R
5 cm
3.
60o
9 cm
The diagram below shows a quadrilateral ABCD and an arc BFE of a circle with centre A. The
length of arc BFE is 8 cm.
B
6 cm
11 cm
F
A
C
E
7 cm
2 cm
D
Calculate the length, in cm, of diagonal AC.
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1.
If two sides and a non-included angle [Case 3: SSA] of a triangle are given, then the
remaining side and angles are usually calculated by using a certain formula.
State and prove the formula.
2.
Show how you can use that formula only to solve the following two triangles.
A
(a)
(b)
P
40o
6 cm
5 cm
8 cm
C
6 cm
75o
R
B
3.
The diagram below shows a quadrilateral ABCD. AEC is a sector of a circle with centre A.
A
30o
50o
C
7 cm
10 cm
D
Given that the perimeter of sector AEC is 1.5 + 18 cm, calculate the value of in radian.
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base height is a formula that is used to calculate the area of a triangle given the base
and height of the triangle.
Derive a formula that can be used to calculate the area of a triangle given two sides and the
included angle of the triangle.
2.
Show how you can use the formula to calculate the areas of triangles in each of the following
cases.
Case 1: SAS
A
(a)
(b)
8 cm
8 cm
30o
10 cm
Case 2: SSS
6 cm
R
4 cm
5 cm
6 cm
Case 3: SSA
3.
2.09 rad.
(a)
(b)
The diagram below shows a sector OAB with centre O and radius 16 cm. AM = 14 cm and
AOB =
1
3
radian.
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1
3
rad.
Mission 3
Ah Chong was asked to construct a triangle PQR with an area of 36 cm2 . The lengths of PQ and PR
must be respectively 8 cm and 6 cm.
Mission 4
The diagram below shows two roads. KL = 8 km.
L
40o
An extra road, not more than 5 km long, is to be built from point L to a point M on the road KP.
Mission 5
A farmer would like to fence up a triangular region ABC as shown in the following diagram.
wall
150o
C
The farmer intends to use a 10 m fence and would like the area enclosed to be 6.5 m2.
Determine whether these five missions are possible or impossible to accomplish.
For Mission 5, use two methods.
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an arithmetic progression,
(b)
a geometric progression.
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AB = 50 m, AD = BC = 80 m
ABC = 60o , ADC = 30o
(a)
(b)
Arun found out that the piece of land he bought was smaller than the piece of land that Abil
bought.
(i)
(ii)
Construct, using a scale of 1 cm to 10 m, the two pieces of land that Arun and Abil
bought.
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