7-B-2 Archimedean Solids

Archimedean Solids

For the first shape, I started out with the Platonic solid – Tetrahedron.

Kris ' bday '13 (50) 008

When truncated, it became the Archimedean solid – Truncated Tetrahedron.

Kris ' bday '13 (50) 011

For the second shape, I went with the Platonic Solid – Octahedron.

Kris ' bday '13 (50) 017

When truncated, it became the Archimedean Solid – Truncated Octahedron

Kris ' bday '13 (50) 015

This would be a nice continuation of the Learning Activity 7-B-1.  After going over nets, vertices, faces, edges, and Euler’s Formula, Archimedean Solids are a natural progression when introducing the process of truncating a Platonic Solid.  If you used the same shapes from the previous activity, they can compare and contrast the nets of Platonic and Archimedean Solids.  After constucting the solids, again compare and contrast the 3-dimensional objects.

I do think the students will enjoy this activity.  The ones that enjoy the art side of mathematics will be especially drawn to it.  Some may get frustrated cutting, folding, and assembling, but with peer help they should be able at acheive this ok.  For the students with learning disabilities, they can stick with the basic solids like the Cube and Tetrahedron.  They also might benefit by working with a partner. The gifted/talented students can can assemble a more detailed Archimedean Solid like the Dodecahedron or the Icosahedron.


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2 Responses to 7-B-2 Archimedean Solids

  1. rwhelchel says:

    I would relate to those students that became frustrated with the cutting and coloring. It took all my will power to cut these figures out and put them together. However, you are right that this is great for those students that enjoy the art portion of math. Math is not just for those numbers people but for everyone. This is a great buy in for those students that don’t typically participate.

  2. mathjoseph says:

    Julie, your solids look a lot better than mine, I think their could be a certain amount of frustration with my students on this activity, but, I really believe your comments on the ‘art’ side of math. After all the numeration and vocabulary and content is important, but if we don’t match it with our imagination and creativity, what do we have? …..

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