## Welcome

This is your starting point, complete with descriptions of each page so that you don’t waste your time reading irrelevant material. To give you a sense of what I was thinking when I came up with this project and how it might look when actually implemented in the classroom, start with the project basics. The curriculum section lists materials in the order of delivery that makes the most sense to me, with each topic followed by bullet points signifying student research tasks. And, to wrap everything up, you can check out my thoughts on where this project may be going next.

## Project Basics

How To Use This Project: Explore my thoughts on the best way to work through this material, but also feel free to choose your own adventure.

Introduction/Rationale: Get a sense of my motivations for “completing” this project with the understanding that it’s still a work in progress.

Routines/Frameworks: Rather than simply printing materials and handing them to students, you will find the guiding frameworks and routines for effectively engaging students in mathematical thinking.

Resources: list of sources, software, and other useful material with brief descriptions.

## Curriculum

The Need for a Coordinate System: Ultimately, a coordinate system is about establishing a point of reference by which the position of all other objects are established. The focus here is on the x, y, and z-axes.

• Seven Bridges: Explore the problem solved by Euler and move into a bit of graph theory.
• Graph Coloring: Connect students to one of the open problems in mathematics.
• How Many Paths?: Research a problem that will inspire the need for factorials.

The Infamous Pythagorean Theorem: Most people can recite the PT by memory, but explore a proof for why it works.

• Midpoints: With the PT, there is an opportunity to develop the strategies to find the midpoints of line segments and verify results.
• From Pythagoras to Fermat: Fermat’s Last Theorem was only recently solved and is a logical extension from the PT.
• Traveling Salesman: Another open-ended problem, this can inspire some unique strategies with a wide range of applications.

Area and Perimeter: Area and perimeter seem are often the easiest to design applications for, therefore this section focuses on understanding what these terms actually represent and the derivation of various formulas.

• Irregular Features: Not all shapes are circles or polygons, therefore students will be challenged to find methods for approximating area. Google Earth has an interesting tool for students to play with.
• Gauss Circles: Moving beyond applications, here is a pure mathematics investigation into another open problem.

Degrees Versus Radians: Degrees and radians are compared in a way that explains when one may be more useful than the other.

The Rules of Traditional Trigonometry: This dives into the geometric definitions of sine and cosine, then derives the law of sines and law of cosines.

• Triangulation: Trigonometry is a powerful tool for establishing the position of an object when two other points are known. Students are challenged to prove a couple of formulas, then explain the elements of a proof.

Trilateration-How GPS Works: Triangulation is a useful tool, but modern GPS technology sends out transmissions, records distances, then locates position utilizing circles. Check this page out for a mathematical explanation.

Polar and Spherical Coordinates: The Cartesian Plane is great, but sometimes it is much easier to think in terms of angles and radii.

• Conversions: Research methods for converting between cartesian and polar coordinates, then use Desmos and Geogebra to verify results. Then move onto conversions between coordinates in (x, y, z) format to spherical coordinates. Finally, what might a cylindrical coordinate system look like?

Spherical Trigonometry: What if, rather than a traditional plane, the plane is the surface of a sphere? The law of sines and the law of cosines must be adjusted to conform to this new reality.

• Changing Relationships: Shockingly, a spherical triangle has angles that can add up to more than 180 degrees. Have students investigate some of the changing relationships.

Producing Figures in 3-Dimensional Space: Building upon the equations for ellipses, parabolas, and hyperbolas, this page will explain how to derive the formulas for their 3-D counterparts.

Communicating Topography: Topographical maps have to communicate three dimensions on a two-dimensional surface. Read this page to find out how this is done.

• Build the Landscape: Given a topographical map, students will be asked to reconstruct the landscape in Geogebra.

Parametric Equations: Rather than describing curves in terms of x, y, and z, we can actual use trigonometric functions, radii, and angles. Here, we will investigate how this works, including a discussion of parameters.

• Creating Planet Earth: Research the building of a spherical planet with latitude and longitude using Geogebra. However, Earth technically isn’t a sphere…

The Power of Tangency: Although the Earth is a sphere, 2D maps of a region are a good approximation thanks to the powerful mathematical concept of tangency.

Map Projections: Portraying a spherical planet on a two-dimensional world map is an interesting mathematical pursuit. Find an exploration of the popular Mercator projection and a method for communicating distortions.

• Other Projection Methods: Students will investigate other types of projections, including their strengths and weaknesses.

Finding Latitude: Latitude is fairly simple to find while on the open ocean. Learn the basics of navigating by the stars.

• Finding Longitude: While finding latitude is fairly straight-forward, the story of longitude is not. Explore the challenges and final solution to the longitude problem.

## Final Thoughts

Conclusion/Next Steps: Although this project is far from finished, you will find some of my concluding thoughts as well as a copy of my final presentation to Fulbright NZ.