Building a Geometric ProofDate: 06/03/99 at 14:54:28 From: Karen Subject: Geometric proofs I'm homeschooled, and I use Abeka geometry books. They have many explanations to all of the proofs (two-column), but I still don't understand how the proofs work. Nothing that anyone has told me has helped me yet. Date: 06/03/99 at 16:39:26 From: Doctor Peterson Subject: Re: Geometric proofs Hi, Karen. I try to make sure I catch questions from homeschoolers, because I know from experience the value of having someone to talk to. Probably the best way to help you would be to go through one specific example that you don't understand; it's hard to talk about proofs abstractly. Since you've asked about proofs in general, I'm going to show you a question I got a couple of weeks ago and how I answered it. This may give you a start at understanding other proofs; or you may have more specific needs that this will help you express. Please write back with any further questions you have. You should also look through our FAQ on proofs, which talks about how to do a proof: http://mathforum.org/dr.math/faq/faq.proof.html Question: In my geometry class we are doing proofs and I just don't get them. I've tried and tried, and I can't figure it out. I have the first step, which is the given, and I don't know where to go from there. can you please help me with the problem? Given: Triangle ABC is a right triangle, with right angle 3. Prove: Angle A and angle B are complementary angles. Statement Reason 1) Triangle ABC is a right 1) Given triangle with right angle 3. Thank you, Veronica ========================== Proofs are probably something pretty new to you, and it does take time to get a feel for what makes a proof good enough and how you can find the way to prove something. It's really more like writing an essay than like the math you've done before now - more creative and less mechanical. That makes it harder, but also more rewarding and even fun. One thing that's important is not to sit staring at an empty two-column chart. Our goal is to make a proof, not to fill in two columns; if we think about the columns too early it can keep us from the goal. I like to think of a proof as a bridge, or maybe a path through a forest: you have to start with some facts you are given, and find a way to your destination. You have to start out by looking over the territory, getting a feel for where you are and where you have to go - what direction you have to head, what landmarks you might find on the way, how you'll know when you're getting close. In this case, what we start with is a right triangle; I suspect you were given a picture that shows that angle 3 is at vertex C, because that really should be stated as one of the "givens." Let's draw a picture to we see what we have: A + /| / | / | / 3| +----+ B C You have the structure built on one shore of the "river" we want to cross: Statement Reason --------- ------ Triangle ABC is a right Given triangle with right angle 3 We also know where we want to end up: Angle A and angle B are ? complementary angles Let's look around a bit. What does "complementary" mean? We want to show that A + B = 90 degrees. That tells us we want to work with the angles of this triangle. What do we know about angles of a triangle? You may have several theorems to consider; one that should come to mind quickly is that the sum of the angles is 180 degrees. What I've been doing here is looking at the tools and materials I have to build our bridge or path. So far I know I start with a triangle, one of whose angles is known; I want to get an equation involving the other two angles; and I have a theorem about all the angles of a triangle. That sounds promising! Let's lay out what we have as the beginning of a proof: Statement Reason --------- ------ Triangle ABC is a right Given triangle with right angle 3 . . . A + B + C = 180 Sum of angles theorem . . . Angle A and angle B are ? complementary angles Now what do we need to fill in the gaps? Well, let's rewrite the other statements in a way that looks more like the theorem we hope we can use: Statement Reason --------- ------ Triangle ABC is a right Given triangle with right angle 3 C = 90 Definition of right angle . . . A + B + C = 180 Sum of angles theorem . . . A + B = 90 ? Angle A and angle B are Definition of complementary complementary angles Do you see how we're working both forward and backwards? That's where my bridge-building analogy comes in: you can work on both ends of a bridge and let them meet in the middle. Okay, how can we show that A + B = 90? Since C is 90, we can just do some algebra, subtracting the equation C = 90 from A + B + C = 180. You've done the same sort of thing in algebra without having to write it as a two-column proof; here we have to be able to say briefly why this works, and you may have been given a list of basic facts about algebra that you can use as reasons. I'll just call it "Subtracting equals from equals." Now all that's left is to put it together into a coherent proof. That means we have to figure out how to state each step clearly; each step has to follow from steps that have already been written; and each step has to be small enough that we can give the reason without any huge leaps that would be hard to explain. Let's try: Statement Reason --------- ------ Triangle ABC is a right Given triangle with right angle 3 C = 90 Definition of right angle A + B + C = 180 Sum of angles theorem A + B = 90 Subtracting equals from equals Angle A and angle B are Definition of complementary complementary angles This could use some rewriting to make it clearer, perhaps, and you should use the correct symbolism for "the measure of angle C" rather than just say "C"; but it does the job. (You can leave the cleaning up to your editors when you publish your new theorem - that's their job!) A lot of students worry whether they have stated their reasons well enough, and usually most of the worries are about the most trivial steps - the facts we may not even be able to give a name to because they're obvious. That's why texts often spend a lot of time giving special names to obvious facts, like "Corresponding Parts of Congruent Triangles are Equal" - not because they're really important, but because the two-column format requires you to say something, and they don't want you to agonize over the wording. Real mathematicians don't worry about such details, as long as they know each step is true. The important thing for you is that you found a path. That's something to celebrate - don't they have a little party when they finish a bridge, and nail a tree to the top or something? Maybe you can draw a little tree on your proof, and take a break before making the final copy. It took a while to get this done, but it's rewarding to have explored a jungle like this (or is it a river?) and find that we know our way around well enough to build a path where there wasn't one before, just as it's rewarding to have written a paper that explained thoughts we didn't know we had, or facts we had to research. Or to explain to someone how to do something they didn't know how to do. I hope I've done that; feel free to write back for more help, because this is a Big New Idea that takes getting used to. - Doctor Peterson, The Math Forum http://mathforum.org/dr.math/ |
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