Geometry 2014

Instructor: Jonathan Choate, Groton School, Groton, MA

Reflective Summary by Diana Tunnell
6/22 Day 1:
A class of eleven students sit around a large table thumbing through the course binder provided by the
instructor, Jonathan Choate. A list of topics to cover in Geometry 2014 is outlined on the first page of the
binder, but not a syllabus. Mr. Choate explains that the course is intended to meet our learning goals and
interests and that the list of topics to cover is open to change.
There is a small tower of attached cubes in the center of the table (see handout for image) which Mr. Choate
calls to our attention. He asks the intriguing question, Following this pattern, how large a tower could we
make that would still fit on this table? He fields some questions from those of us around the table.
Discussion brews amongst neighbors. We are directed to determine a function that would neatly represent
the number of cubes based upon the height of the tower as constrained by the table dimensions. Pretty
quickly a large bin of Jovos manipulatives are dumped with a thunder onto the table and Mr. Choate says,
Play. Build cubes. After a few minutes the constructed cubes are collected in the center and as a group we
start to model relationships between the height and the necessary number of cubes.
It was helpful to work as a group in order to be efficient in cube making and to pool thoughts of creating the
function model. Mr. Choate moved us along with questions to consider. To create the model for a tower of
any height (x), we take the first difference the and the second difference of our models data (method of finite
differences). We learn that because our second difference is constant we are building a quadratic function. It
is also important to note that the 2
nd
difference is always equal to twice the leading coefficient in the quadratic
equation.
Height
(in cubes)
# Cubes
Used
First
Difference
2
nd

Difference
0 0
1 1 1 (1-0)
2 6 5 (6-1) 4 (5-1)
3 15 9 (15-6) 4 (9-5)
4 28 13 4
5 45 17 4

Quadratic Function Form Is f(x) = A x2 + Bx + C
Since 2A = 4 (from the constant 2
nd
difference value), A=2
Our constant value (C) is zero since that is the number of cubes needed when there is no height
So far we know f(x) = 2x
2
+ Bx + 0
Now, we need to find B by plugging data from the table into our known equation
For Height (1) => cubes needed (1)
2(1)
2
+ B (1) = 1 so B= -1

Test For Height (2) => cubes needed (6)
2(2)
2
+ B (2) = 6 so again B= -1

Our function is f(x) = 2x
2
+ (-1)x + 0 or 2x
2
1x
To determine the number of blocks needed to construct the largest tower possible on the table, we would
need to measure the greatest length (the diagonal) of the table, which we did not do. We would then divide
the length of the diagonal by the side length of our cubes to find the number of cubes that would fit across the
table. The height of the tower, following our pattern, is half the length. Once we know the height in number
of cubes ( our x value) which we substitute into our function above. The result provides the total number of
cubes needed to construct the tower.
The second part of the question asks us to determine the cost to paint a tower of any height X. We discussed
that we would not be painting the bottom surfaces (only the exposed sides or tops). Due to symmetry in our
tower pattern, we simplify the analysis to consider one wing. If we multiply the number of exposed surfaces
for one wing by 4 and then add 5, for the 5 exposed surfaces on the top block, we would have our result. We
repeated the process above, replacing # Cubes Needed in the table with # of Exposed Surfaces.
Height
(in cubes)
# Exposed
Surfaces

First
Difference
2
nd

Difference
1 5
2 21 16
3 45 24 8
4 77 32 8
5 45 40 8

Following the same methodology to find the function model, we obtained f(X) = 4x
2
+ 12x + 5

This was an engaging challenge, blending both geometric and algebraic concepts. The problem could be
augmented to use middle school math through higher level s of algebra. If the Jovos were not available, dice
would work well, too. Having the manipulatives to build the first few iterations of towers was helpful in
starting to comprehend the patterns involved. This was a fun challenge, which incorporated a nice application
of finite differences and quadratic function models.