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ADDITIONAL MATHEMATICS

PROJECT 2018

OPTION 1: ORIGAMI AND MATHEMATICS

SCHOOL: SMK SUBANG JAYA


NAME: DANISH ISYRAQ
IC NUMBER: 010215-14-0561
CLASS: 5 SETIA
TEACHER: PUAN DING CHU CHAI
Table of contents

No. Title Page


1. TABLE OF CONTENTS 1

2. INTRODUCTION 2

3. OBJECTIVES 3

4. PART 1 4-7

5. Part 2 8-10

6. FURTHER EXPLORATION 11

7. REFLECTION 12

8. REFERENCE 13
Introduction

The art of origami or paper folding has received a considerable


amount of mathematical study. Fields of interest include a given
paper model's flat-foldability (whether the model can be flattened
without damaging it) and the use of paper folds to
solve mathematical equations.
Origami is the ancient Japanese art of paper folding. One uncut
square of paper can, in the hands of an origami artist, be folded into
a bird, a frog, a sailboat, or a Japanese samurai helmet beetle.
Origami can be extraordinarily complicated and intricate.
The art of origami has been going through a renaissance over the
past 30 years, with new designs being created at ever-increasing
levels of complexity. It’s no coincidence that this rise in origami
complexity has emerged at the same time scientists,
mathematicians and origami artists themselves have been
discovering more and more of the mathematical rules that govern
how paper folding works.
Reflection

While conducting this project, I have gained a lot of information. I


have learnt how origami correlates with mathematics.

Apart from that, this project encourages the student to enhance


their thinking in this course. It also encourages the student to gather
information from the internet, improve thinking skills and promote
effective mathematical communication.

Not only that, I have learnt some moral values which I have been
practicing. This project taught me to be responsible towards the
work that I was given. This project also made me feel confident in
carrying out more tasks and to not give up easily when a solution
could not be obtained. I also learned to manage my time well,
which I was given about a fortnight to complete this task before
handing it in to my teacher. I also enjoy this project because I spent
time with my friends in completing this project.

Last but not least, I suggest this project should be continued


because it brings a lot of moral values to the students and it also
tests the students understanding in Additional Mathematics.
Objectives

The aims of carrying out this project is:

- to apply and adapt a variety of problem-solving strategies.

- to improve thinking skills.

- to promote effective mathematical communication.

- to develop mathematical knowledge through problem solving


in a
way that increases students interest and confidence.

- to use the language of mathematics to express mathematical


ideas precisely.

- to promote a learning environment which stimulates and


enhances
effective learning.

- to develop a positive attitude towards mathematics.


Further Exploration

Semi perimeter = 15.811 + 14.142 + 15.811


2
= 22.882 cm

Area = √22.882 (22.882 – 15.811) (22.882 – 14.142) (22.882 – 15.811)

= √22.882 (7.071) (8.74) (7.071)

= √22.882 (436.992)

= √9999.242

= 99.996 = 100 cm²


Method I

Area of square = 15 x 15
= 225 cm²

Area of ΔADF = ½ x 5 x 15
= 37.5 cm²

Area of ΔABE = ½ x 5 x 15
= 37.5 cm²

Area of ΔFCE = ½ x 10 x 10
= 50 cm²

Area of ΔAFE = 225 – 37.5 – 37.5 – 50


= 100 cm²
Method II

Length of AF = √15² + 5²
= 15.811 cm

Length of EF = √10² + 10²


= 14.142 cm

∠ DFA = tan-1 (15/5)


= 71.57 ˚

∠ CFE = tan-1 (10/10)


= 45 ˚

Area of ΔAFE = ½ ab x sin c


= ½ x 15.811 x 14.142 x sin 63.43 ˚
= 99.992 cm²
= 100 cm²
Method III

Area of ΔAFE = ½ |0 15 5 0|
0 5 15 0

= ½ (225) – (25)

= ½ (200)

= 100 cm²
(i)

x 1 2 3 4

Perimeter 2 + √2 4 + 2 √2 6 + 3 √2 8 + 4 √2

Perimeter = 2x + √2 x
= ( 2 + √2 )x

d = (4 + 2 √2) – (2 – √2) d = (6 + 3 √2) – (4 + 2 √2)


= 2 + √2 = 2 + √2

Hence, it is an arithmetic progression.

Tn = a + (n - 1) d
= 2 + √2 + (n - 1) (2 + √2)
= 2 + √2 + 2n + √2 n – 2 - √2
= (2 + √2) n
(ii)

Sn = n/2 [ 2a + (n – 1) d ]
= n/2 [ 2 (2 + √2) + (n – 1) (2 + √2) ]
= n/2 [ 4 + 2 √2 + 2n + n √2 – 2 - √2 ]
= n/2 [ 2 + √2 + n (2 + √2) ]
= n/2 [ (2 + √2) (1 + n) ]
= n/2 (n + 1) (2 + √2)