DOCUMENT RESUME

SE 019 4614.

ED 108 963
AUTHOR
TITLE
INSTITUTION

Olson, Alton T.
Mathematics Through Paper Folding.
National Council of Teachers of Mathematics, Inc.,
Washington, D,C.

PUB DATE
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Activity Learning; *Geometric Concepts; *Instruction;

*Laboratory Procedures; *Manipulative Materials;
Mathematical Enrichment; Mathematics Education;
Secondary Education; *Secondary School Mathematics

ABSTRACT

This booklet is a revised edition of Donovan

Johnson's "Paper Folding for the Mathematics Class" (ED 077 711). It
begins with directions for folding basic constructions such as as a
straight line, the line perpendicular to a given line passing through
a given point, and the bisector of an angle. Subsequent chapters
cover concepts related to reflections, circle relationships, star and
polygon constructions, symmetry, conic sections, algebra by paper
folding, polygons constructed by typing paper knots, and recreations
such as the Mobius strip and pop-up dodecahedra. Appendices list
theorems that can be demonstrated by paper folding and display
large - scale figures related to some constructions. (SD)

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144 (OPYure,T ONN4

Mathematics

through
Paper Folding

ALTON T. OLSON

University of Alberta
Edmonton, Alberta

,I

NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS

Copyright 1975 by

THE NATIONAL COUNCIL OF ThriellElls

MATHEmATICS, INC.

1906 Association Drive, Reston, Virginia 2:...'091

All rights reserved

Library of Congress Cataloging in Publication Data:

Olson. Alton T
Nlatheiaties; through paper folding.
Bibliography: p.
1. MathematiesStudy and teachingAudio-visual

auk. 2. Paper work. I. Title.

5l6'.2

W19.1'31038

75-16M5

rx

Printed in the United States of America

Contents
INTRODUCTION

1. HOW TO FOLD THE BASIL CONSTRUCTIONS

Folding a straigtit, line A. straight line through a given point

A line perpendicular to a given straight line The perpendicular
to a line at a point on the line A line perpendicular to a given
line and passing Through a given point P not on the line The
perpendicular bisector of a given line segment A line parallel to
a given straight line A line through a given point and parallel to
a given straight. line The bisector of a given angle The location
of equally spaced points along a line The formation of a right
angle
2. GEOMETRIC CONCEPTS RELATED TO REFLECTIONS ILLUSTRATED
BY PAPER FOLDING

Vertical angles The inidpoint of the hypotenuse of a right angle

The base angles of an isosceles triangle The intersection of the
angle bisectors of a triangle The intersection of the perpendicu-

lar bisectors of the sides of a triangle The intersection of the

medians of a triangle The area of a parallelogram The square
on the hypotenuse is equal to the sum of the squares on the two
other legs of a right triangle The diagonals of a parallelogram
The median of a trapezoid The diagonals of a rhombus A line
midway between the base and vertex of a triangle The sum of
the angles of a triangle The area bf a triangle The interscRion
of the' altitudes of a triangle
3. CIRCLE RELATIONSHIPS SHOWN BY PAPER FOLDING

The diameter of a circle The center of a circle The center of a

circle of hich only a portion i that includes the center) is available
Equal chords and equal arcs in the same circle A diameter
perpendicular to a chord A radius that bisects the angle between
two radii Arcs of a circle intercepted by 'parallel lines The
angle inscribed in a semicircle A tangent to a circle at a given
point on the circle

iii

15

18

v4. ALGEBRA BY PAPER FOLDING

(ax + by)

dy) Multiplication and division of a and b

q = 0, p and q integers

(cx

Solving .r2

23

5. STAR AND POLYGON CONSTRUCTION

Regular hexagon, equilateral triangle, and threeTriangle

pointed star Equilateral triangle Isosceles triangle hexagon
Regular octagon, square, and four-pointed star Rectangle
Square Other relationships, in the square derived by refiectiong
Octagon Regular decagon, regular pentagon, and five-pointed
star Six-pointed star, regular iexagon, and regular dodecagon
6. POLYGONS CONSTRUCTED BY TYING PAPER KNOTS

Square

Pentagon

Hexagon

Heptagon

29

Octagon
31

7. SYMMETRY

Line symmetry

Line and point symmetry

Symmetrical design
33

8. CONIC SECTIONS

Parabola Ellipse
transformations

Hyperbola

Similarity and enlargement'

37

9. RECREATIONS

Approximating a 60 angle
Hexaflexagon
Miibius strip
'Trisecting an angle Deagon curves Proof of the fallacy that
every triangle is isosceles Cube A model of a sphere Pop-up
dodecahedron Patterns for polyhedrons
APPENDIX A: Plane Geometry Theorems and Related Exercises
APPENDIX B:

Some Additional Theorems That Can I3c Demonstratcd by Paper Folding

45

47

48

APPENDIX C: LargC-Scale Figures

iv
k.)

Introduction
If mathematics educators and teachers had to choose the single most
important principle for the learning of mathematics, they Iouhl probably

allude to the importance of "active mathematical experiences." One

intriguing \\ay of adding an CI UllCIlt of actil e expel ienee to a mathematics
class is to fold paper. Forming straight lines by folding creases in a piece
of paper is an haul esting 1 ay of disc o\ cling and denanistrating rchition-

sbips among lines and tingle:. Once a itlationship has been silibwn by
folding paper, formal Iork on it later does nut seem so foreign. Paper
folding not only simplifies tile learning of mthematicsit also builds an
experiential base necessary for further learning.

The concepts and ideas of /notion, or transformation, geometry arc

becoming standard fare for the mathematics curl 4:ilium. Paper folding
offers many upshot tunnies [O illustrating these ideas. Folding a paper ill
)alf and making the hall es coincident is an excellent physical model for a
line reflection.

The exercises in this publication are appropriate at many different

grade levels. Sonic exercises eau otabl'y be done by students at a rdatively adlanced lel elthe entire section on conics, for example, is adapted

for senior hiA school students. Other exercises, the simpler ones. have
been enjoyed 'by elementary school pupils. Most of the introductory
exercises 1 wild probably be appropriate for junio, high school students.
[any of the exercises are 11( ..reational and are of an enrichment nature.
A few exercises are of a pattern type, such as the "dragon curves."
The only materials needed for pa pui-folding exercises arc paper, felt pen,

straightedge, and scissors. Although any type of paper may he used,

1 axed paper has a number of advantages. a crease becomes a distinct
ti line line, and the transparency helps students "sec" that in folding, lines
and points are inade coincident by placing one on the other.
Although paper folding is easy, it is not always easy to give clear
instructions to students eithei orally or in lriting. It is helpful to supple-

ment demonstrations ill directions and diagrams. In the text that

folltms, the diagrams arc numbeled itl reference to the related exercise.
They are not numbered conseentivelY. As the descriptions are read, the
described folding should be pc' formed. After these fohling have been

practiced. it is likely that the method can be extended to many more

complex construct ions.
1

iake curtain basic assumptions on Mhich we

In mathematics
build a inathematual stlucturt . In papj'r folding 55c assuna the following
postulates:
Paper can he folded so that the crease formed is a straight line
Paper can be folded so that the (Teas, passes through one or t"0 given
points.

'

Paper cat be folded so that a point can be niade coincident with

another point on the same sheet.
Paper can be folded so that a point'on the paper can be made coincident %% ith-a line on the sanw ,Beet ands the resulting crease can pass
through a second given point.,

Paper can be folded :-o that straight lines on the same :AIM can be
made coincident.
Lines and angles are said to lie congruent %%heti they can he made *.tp
coincide by folding the paper.

If these assumptions are accepted, then iLiz, possible to perform all the
constructions of Blaine Euclidean geometry by folding and creasing.

Patterns for folding a great variety of polyhedra can be found in the

following publi.cat ions:

Cundy. II. M,, and A. P. Rollett..lf otheniutical Models. 2d ed. London:

Oxford University Press, 1961.

Hartley, Miles C. Patterns of Polyhedrons. Chicago: The Author,

1945. I No longer in print.)

Stewart, 13. M. Adventures among the Torools.

Author, 1970.

The

References on paper folding:

13arnett, I. X., "Geometrical Constructions Arising from Simple Algebraic Identities.- School Science and Mathematics 38 (1938) : 521-27.

Betts, Barba a B. "Cutting Stars and Regular Polygons for ?Yew:ations." School Science and Mathcniatics 50 (19501: 645-49.

Chandler. and Donald Knuth. "Number Representations and

Dragon CurvesI." Journal of liccrcationl Mathematics 3 (April
19701: 66-81.

Joseph, Margaret. Alexaliexaflexagrams." Mathematics Teacher 44

(April 19511: 247-48.

Leeming, Joseph. Fun with Papa-. Philadelphia: .1 P. Lippincott Co.,

1939.

Pedersen, Jean .1. "Some Whimsical Geometry.",.1fathcmaties Teacher

65 (October 19721: 513-21.

.no,

T. Sundara, linnetrie k.rercises in Paper Folding. Rev. ed.

Edited by W. W. Beman and D. E. Smith. Gloucester, Alass.: Peter

Smith, 1958.

Rupp, C. A. "On a Transformation by Paper Folding." American

Mathematical Monthly 31 (November 1924) : 432-35.
Stwe. Ethel. "Simple Paper lodels of the Conic Sections." Mathe-

maticsTeach6 48 (January 1955): 42:-44.

b)." Matheb) 1a
Uth,,Carl. "Tc,aching Aid.for Developing la
matics 'Teacher 48 (April 1955) : 247-49.
Yates, Robert C. Geometrical Tools. St. Louis: educational Publishers,
1949. (Np longer in print.)
Since this publication is a revised edition of Dono an .Johnson's classic

Paper Folding for the Mathematics Close. a great deal of credit must go to
him for pro\ idiug su much of the inspiration and information that went.`
into the making of this publication.

How to Fold the Basic Constructions

-r

A variety of geometric figures and relationship:3 can be demonstrated,,

by using the following directions. If you have a supply of waxed paper and
reouple of felt marking pens, you are all set for a new way of learning
some mathematics.
1.

Folding a straight line

Fold over any point P of one portion

of 'a sheet of paper and hold it coincident

with any point Q of the other portion.

While these. points are held tightly to:

'6

goiter by the thumb and forefinger of one

hand, crease the fold with the thumb and

forefinger of the &her hand. Then extend the crease in both sfireetions to form

ti straight line. From any point on the

crease the distances to P and to Q are
Fig. I

equal. Why must the crease form a

.

straight line? (Fig. 1.)

Mathematically, the point P is called
the image of point Q in a reflection in the
line formed by the crease. Conversely, Q
is the image of 1' in the same reflection.
2. A straight line through a given point

Carefully form a short crease that

passes through the given point. Extend
the crease as described previously. (Fig.
Fig. 2

2.

3. A line perpendicular to a given

straight line

Fig. 3

Fold the sheet over so that a segment

of the given line AR is folded over onto
itself. Holding the lines together with tl*
thumb and forefinger of one hand, form
the crease as in exercise 1. (Fig. 3.)

Tim. line AB is reflected onto it .elf by a reflection in the line formed by

the crease.' Why is the straight angle formed by the given line AB bisected
by the crease CD?

4. The perpendicular to a line at a poirit

on the line
Fold the paper so that a segment of the

given line All is folded over onto itself

and so dint the' crease passes through the
given point P. t Fig. 4.1

Again the line AB is reflected onto

itself in a reflection in the line funned by
the crease. The point /' is its own linage
in this reflection. Why is the fold through
P perpendicular to :1/3?

Fig.

. ..

5.

Ai line perpendicular to a given line

a given point P
and passim
not on the line

jilt . ---7
\

\\

se the same method. of folding as

['se
outlined in exercise 4. (Fig. 5.1

v
,

Fig. 5

6. The perpendicular bisector of a given

line segment
Fold the t=aper so that the endpoints of
the given tine :1/3 are coincident. Why is
the crease CD the perpendicular bisector
of .413? Locate any point on the perpen-

dicular bisector. Is this point equally

distant from A and B? (Fig. 6.)
What is the image of the line (nu a

Fig. 6

point on the perpendicular bisector to :1,

when it is reflected in the perpendicular
bisector?

7. A line parallel to a given straight .

line

First fold the perpendicular EP to the

given line .18 as in exercise 3. Next fold

EN

A,

a perpendicular to EP. Why s this last

crease CD parallel to the given line AB?
(Fig. 7.)
5

%,

-PD

C
.

Fig. 7

/9. A line through a given point and

parallel to a given straight line

First fold a line EF through the given

point P perpendicular to the given line
All as in exercise 5. lii a similar way,
Fig. 8

fold a line ('1) through the given point P

and perpendicular to thee crease EF
-formed by the first fold. Why does this
crease provide the required line? (Fig. 8.)
9. The bisector of a given angle

Fold and crease the paper so that the

legs CA and CD of the given angle ACII,

coincide. Why must the crease pass

through the vertex of the angle? Ho
can you show that the angle is bisected?
(Fig. 9.) An angle is reflected onto itself
in a reflection in its bisector.
10. The location of equally spaced
points along a line

Establish any convenient length as the

unit length by folding a segment 41 the
line onto itself. Form several equal and
parallel folds by folding back and forth
and creasing to form. folds similar, to
those of an :accordion. (Fig. 10.)
11. The formation of a right angle

Any of the previous constructions involving perpendiculars can be used

to produce right angles. See exercises 3, 4, 5, and 6.

.a.

Geometric Con.Cepts Related to Reflections

Illustrated by Paper Folding

--e
12. Vertical angles

AB and CD are 60 lines,that intersect at 0. Fold and crease the paper

through vertex 0, placing BO on CO. Do .40 and DO coincide? Are
vertical angles congruent? (Fig. 12A.)

Fig. 12A

With different-colored felt pens draw

the lines AB and CD intersecting at q.
\For convenience, make each of a pair cif
vertical angles less than 45. Fold twi)

creases EF and Gil in the paper so that

they are perpendicular at 0. Nei'her of
these creases should be in the interiors of
the vertical angles. (Fig 12B.)

Fold the paper along lineEF. Follow

t'is by folding along line Gil. Now du
vertical angles should coincide{, Line AB

should coincide with itself, and line CD

should coincide with itself. cYliat differ-

\ ences,do you see between the results of

Fig. 1213

figures 12A and 12B?

Mathematically, one of the vertical angles in figure 12B has been

rotated 180 with 0 as the center, Also, in the pair of vertical angles, one.
of the angles is the image of the other after a reflection in 0.
The mulpoent of the hypotenuse of a right triangle
The

a) Draw any right triangle ABC (fig. 13).

br Find the midpoint a.of hypotenuse AB by folding. Fold the fine

from the midpoint D to C.
7

A
de

Fig. 13

C--

.13

c) Compare CD and BD by folding the angle bisector of BDC. What

is the image of CD in a reflection in this angle bisector?
14. The base angles of an isosceles triangle

The isoscAles triangle ABC is given with AB congruent to BC. Fold line

BD perpendicular to AC. Compare LA and LC by folding along BD.

(Fig. 14.)

The image of LA is LC in a reflection in BD. What is the image of

LC? Are angles A and C congruent?
B

Fig. 14

AZ
15. The intersection of the angle bisectors of a triangle

Fold tiLe bisectors of each angle of the given triangle. Do the bisectors
intersect in a common point? What is the point of intersection of the angle
bisectors call2d?1,Fold the perpendiculars from this point of intersection

to each of the sides of the triangle. Compare ID, IE, and IF by folding.
(Fig. 15.)

ID is the image of IF in a reflection in IC. What is the image of IE in a'

reflection in /B? What conclusions can be made about ID, IE, and IF?
8

16. The intersection of the perpendicular bisectors of the sides of a

triangle
Fold the perpendicular bisectors of each side of the given acute triangle.
What is the common point of intersection of these lines called? Fold lines
from this point to each vertex of the triangle. Compare these lengths by
folding. (Fig. 16.)

Fig. 16

AN is the image of CX in a reflection in ND. What is the image of NB

in a reflection in NE? What conclusions can be made about AN, RN, and
NC?
14,

17. The intersection of the medians of a triangle

Bisect the three sides of the given triangle. Fold lines from the midpoint

of each side to the opposite vertex. What is the point of intersection of

these lines called? Try balancing the triangle by placing it on a pin at the
intersection of the medians. NVhat is this point called?

Fold a line perpendicular to BE through G. E' is the point on -the

median that coincide., w ith B when the triangle is folded along this perpendicular line. E' is the 'Rage of B in a reflection in the line perpendicular to

BE through G. If another line perpendicular to BE is folded through E',

then what is the image of B in a reflection in this line? (Fig. 17.)
A

F/2. - _ _
.

D
Fig. 17

Repeat this same procedure for the other two medians. What can be
concluded about the position of G on each of the three medians?
9

18. The area of a parallelogram

Cut out a trapezoid with one side CB perpendicular to the parallel sides.

Fold the altitude DE. Fold CF parallel to AD. For convenience the
trapezoid should be cut ,o that the length of EF is greater than the length

of FB. Fold FG perpendicular to -IL After folding triangle FBC over

line FG, make another fold at IIJ so that B coincides with E and C coincides with D. Does F coincide with A? Are triangles ADE and PCB congruent? (See fig. 18. Figure 18 aryl others so noted are included. in

Appendix C, where they appear large enough for ditto masters to be

made from them.)

Fig. IS

Mathematically, the result of reflecting triangle PCB in FG and then

in IIJ is a slide, or translation, in the direction of B to E. Why is this
terminology appropriate?

When triangle PCB is folded back, ADCF is a parallelogram. When

triangle ADE is folded back, DCBE is a rectangle. Is rectangle BCDE
equal in area to parallelogram ADCF? What is the formula for the area
of a parallelogram?
19.

The square on the hypoterwse is

equal to the sum of the squares on

the two other lags of a right triangle

Br- E

//

,i

Cse a given square ABCD. Make a

crease ER perpendicular to sides AD and

1,,

sy

/IC

BC. Fold diagonals AC and BD. ASee

fig. 19A. Also, see Appendix C loran enlarged model of figure 19A.I. Fold along
diagonal AC. Crease the resulting double

thickness along GI and GE (fig. 1981.

When the square is opened flat, the line
III will have been formed (fig. 19C). III
is the image of FE in a reflection in AC.
10

H/
A v--

26
1

E-

Fig. IDA

Folding along the diagonal BD will form

the lines JK and 1,31.

Fold lines EK, KM, 3111, and HE.

Let the measure of EK = c, E(' = a.

('K = b. Then equate the area of

EKM 11 to the sum of the areas of .VOPG
and the four triangles EN K, OKM,

MPH, and HGE. If this equation is

written in terms of a, b, and c, then what
is the result?
L

E
t
Fig. 198

C
K

V ;F

Pf s

I
Fig. 19C

20. The diagonals of a parallelogram

Iv)

Fold the diagonals of a given parallelogram. Compare the lengths of BE

and AE by folding the bisector of angle BEA. Are the diagonals equal in
length? Fold a line perpendicular to BD through E. Compare the lengths
of EB and ED by folding along this perpendicular line. What is the image
of I) in a reflection in this perpendicular line? Repeat the same procedure
for the other diagonal AC. Do the diagonals of a parallelogram bisect each
other? (See fig. 20. Also, see Appendix C for an enlarged model of figure
20.)

Fig. 20

21. The median of a trapezoid

Fold the altitudes at both ends of the shorter has( of the trapezoid

ABCD. Bisect each nonparallel side and connect these midpoints with a
crease EP. Compare 1)0 and CH with 01 and 11J respectively by folding
along ER. What are the images of DG and (71 in a reflection in EF?
11

What is the image of CD in this same reflection? Fold lines perpendicular

to AB through E and F. What are the images of A and B in reflections

in these respective perpendicular lines? How does the sum of CD and AB
compare witli the median EF? (See fig. 21. Also, see Appendix C fei. an
enlarged model of figure 21.)
C

II

J
Fig. 11

,
22. The diagonals of a rhombus

Fold the diagonals of a given rhombus ABCD. Compare AO and BO

to OC and OD respectively by folding along the diagonals. What is the
image of AO in a reflection in BD? What is the image of angle .4BD in a
reflection in BD? What conclusions can you make about the diagonals of
a rhombus? Is triangle ABD congruent to triangle CBD? (See fig. 22.
Also, see 4pendix C for an enlarged model of figure 22.)
At`

//\B

s.
....

s.

\
D

/I

/
//CP, \

//

\
\\

//

\ \..
C

Fig. 22

23. A line midway betweeniheitase and vertex of a triangle

-1-

Bisect two sides of the triangle ABC (fig. 23). Fold a line EP' through
the midpoints. Fold the altitude to the side that is not bisected. Compare
BG and GD by folding along line EF. What is the image of BG in a reflec-

tion in EF? Bisect GD. Fold a line perpendicular to BD through H.

12

i1

.
1I

\/

A'

What is the image of EF in a reflection in this perpendicular line? Is EF

parallel to AC? Fold lines perpendicular to AC through E and through F.
What are the images of .4 and of C when reflected in El and FJ respectively? How does the length of EF compare with the length of AC?

24. The sum of the angles of a triangle

a
a1

Fold the altitude BD of the given

triangle ABC (fig. 24A).
Fig. 24A

b) Fold the vertex B onto the base of

the altitude, D (fig. 24B). ,How is
line EP' related to line AC? how
are AE and EB related?
Fig. 2413'

e) Fold the base angle vertices A and

C to the base of the altitude, D (fig.
24C). Does the -sum of LA, LB,
and LC make up a 'Straight angle?
13

Fig. 24C

25. The area of a triangle

In figure 24C, the rectangular shape has

sides whose measures are equal to onehalf the base AC of triangle ABC and
one-half the altitude BD (fig. 25). What
is the area of the rectangle? How are the
areas of this rectangle and the original
triangle related? What is the area of the

ih
b

Fig. 25

triangle?
26. The intersection of the altitudes of
a triangle

Fold the altitudes to each side of the

given triangle"(fig. 26). Do they intersect

in a common point? What is the inter-.-

-- .......

.....

,.....

--

I
I

,
I

Fig. 26

section point of the altitudes called? Are

\\

there any relationships among the distances from the point of intersection of
the altitudes to the vertices and bases of
the triangle? Repeat this exercise for an
obtuse triangle.

14

Circle Relationships Shown by Paper Folding

27. The diameter of a circle

Feld the circle onto itself (fig. 27).

Does the fold line AB bisect the circle?
What name is given to line AB? What is
the image of the circle when it is reflected
in line AB? The circle is said to have line

Fig. 27

symmetry with respectto line :1B.

28. The center of c; circle

Fold two mutually perpendicular diameters ( fig. 28) . Are the diameters
bisected? At what point do the diameters intersect? What is the image of
AO in a reflection in CD?
D

A,

Fig. 28

29. The center of a circle of which only a portion (which includes the
center) is available

Fold a chord AB and a chord BC (fig. 29). Fold the perpendicular bisector of AB. From any point on this perpendicular bisector, the distance
to :1 is the same as the distance to B. Ifow-eould-thiS be shoeiiTTold the
perpendiculti bisector of BC. It intersects the other perpendicular bisector

at M. What is true of All, MB, and MC? Why IS M the center of the
circle?
_

_13

A.

Fig. 29

15

30. Equal chords and equal arcs in the

same circle

Locate the center 0 of the circle by

folding two ,Allinneters. Fold the circle
\
AL--."""----.5-- -JD
Fig. 30A

Fig. 30B

along a diameter AD. From some point

(

fold the semicircle along CO (fig.

30A). This forms two radii, CO and 130

(fig. 30131. How does arc AC compare
with arc .113? What is the image of arc
AC in a reflection in AD? Fold cho'als
All and AC. How does chord AC coin, pare ivithchord All? How does central
angle COA compare with central angle
AOB? Fold lines through 0 perpendicular to AC and to AB. By folding, compare AE with EC and AF ah F13. What
is the imag.e of EC in a reflection in ED?
Answer the same question for a reflection
in :11). Compare E0 with FO by fe!.!ing
along AD. What generalizations can be
made about equal chords and equal arcs
of the same circle?

31. A diameter perpendicular to

chord

Fold any chord AB (fig. 31). Fold a

diameter Cl) perpendicular to this chord.

Compare the segments .11s and EU of

the given chord. Compare the subtended
arcs AC and CB.

FiD
g. 31 31

32. A radius that bisects the angle between two radii

A.;

ri'
O

Fold any two radii, AO and BO (fig.

32). Fold the chord AB. Fold the bisector OC of the angle between the radii
AO and /30. How is the bisector of angle
AO/3 related to the chord AB? What is

the image of arc AC in a reflection in

Fig. 32

angle bisector CO?

16
t

33. Arcs of a circle intercepted by

parallel lines

E,--;"-.F
1

Fold any diameter .1Wof circle 0 (fig.

33). Fold two chords, each perpendicular
to AE. What are the images of E and l'
in a reflection in AE? Compare arc EP
to arc CD by folding.

i'\

I-

Fig. 33

Fold diameter .4B (fig. 34). Fold a

chord AC. Extend AC. Likewise, fold
CB and extend it. What is the image of
CE is a reflection in AC? What is the size

by the chords AC
Fig. 34,

35. A tangent to a circle at a given

point on the circle

Fold the diameter of the given circle

passing through toe given point P on the

circle (fig. 35). At P, fold the line perpendicular to the diameter. Why is this
perpendicular line tangent t.o the circle?
If this perpeildicular line passed thri3ugh
another point Q on the circle, then what

would be true of the image of Q in a

reflection in the diameter?

17

1
1

34. The angttinscribed in a semicircle

of the angle Form

and EC?

I\
.
\
Ak:____-4)B
__

0
Fig. 35

Algebra by Paper Folding

36. (ax 4- by)

(cc

dy)

a) Let any rectangular sheet of paper represent a rectangle with (lineny (fig. 36A).
sions x and x
S

x
X +"

Fig. 36A

b) To determine y, fold the upper left-hand vertex down to the bottom

edge (fig. 36B). Fold along VU. The measures of RT and LIZ are x

and y respectively. Fbld Z to point TV on UV. Fold along

In.

(Fig. 36C.)

z
Fig. 36C

Fig. 3613

c) Unfold and return to the original rectangle. RTVU is a square x

units on each side. LTSZ is a rectangle with dimensions x and y.
UWLZ is a square y units on each side. (Fig. 36D.)
V

Z
Fig. 361)

18

d) Cut out severadtmodel rectangles with sides x and y and seeral

squares with sides of x and of y. These will be needed in the following exercises. For convenience, color one face of the model rectangles

red, blue, or some other bright color, and leave the opposite face
white.

e) Label the rectangle and squares as in figure 36E. The square formed
y on a side. Its area is lx y) (x
y) .
bY M, N, N, and Q is x
Since the areas of .11,N, and Q are x2, x y, and y2, respectively.,
we have (x y) lx + y)' = x2
xy xy
y2 = x2 2xy
y2.

Y!

x.

Fig. 36E

f) Mathematically, the area of the rectangle in figure 36F is (2x -I- 3y)
y1. Summing the areas,of the 3f-s, Ns, and Qs, respectively,
(2x
4x2
82.y,+ 3y2.
we obtain 12x + 3y) (2x yl

----

itY

M
N

N N Iv

N N N

0 0 0

Fig. 36P
,)

g) Assume that the product (3x 2y1 (2x y) is to be found. Arrange

the various rectangles and squares so that they make up a rectangle

that is 3x -I- 2y on one side and 2x + y on 'an adjacent side. To

begin with, all the rectangles should be white side up. To represent
3x
2y, turn rectangles 4,5,9, and 10 and squares 14 and 15 over,
C+

exposing the colored side. To represent 2x 4-7 y, turn rectangles 11,

12, and 13 and squares 14` and 15 over in the same manner. Now
squares 14 and 15 have been turned over twice, again exposing the
white sides. (Fig. 36G.)
X

J
z

4,

,
o.

14

"12

15

Fig. 360

The squares, 1, 2, 3, 6, 7, 8, 14, and 15 represent'positive products.

The rectangles 4, 5, 9, 10, 11, 12, and 43 each represent the ptbduct

x y. Thus, (3x

2y) (2x

y) = 6x2 7xy 2y2.

y) (x y) is to be found. In a,man-

h) Assume tliat the product (x

ner similar to that of the preceding exercise, arrange the squares and
rectangles in such a way that they make up a square that is x -F
on a side.-All the rectangles and squares should'be white side up.
y, turn rectangle 2 and square 4 over'. Sinee'recTo represent x
y) (x y)
tangles 2 and 3 represent products of different sign, (x
y2 = x2 y2. .(Figf381-1.)
= x2 xy xy

Fig. 36H

20

37. Multiplication and division of a and b

Fold two perpendicular lines, X'X. and VIA','intersecting at 0. Fold a

.
. series of equally spaced points on the two lines. Be sure to include 0 in

the points. These folded points will form a coordinate system for the
plane of the piper.
Let OU be +1. Defilie'OA and OB as directed line segments, representing a and b respectively (fig. 37A)'. Join U to A by folding a line through
these two points. Through B fold a line parallel to AU and let P be the
point of intersection of this line and X'X. Now OPrepresents the product
of a and b in magnitude and sign. In figure 37A, a was positive and b was
negative.,

X
a

P
A

.9
Fig. 37A

- Fold a line passing through A and B. Fold a line passing through U

parallel to AB. Let Q be the point of intersection of this line and X'X.

Then. OQ represents the quotient a/b in magnitude and sign (fig. 37B).

Y
Fig. 37B

21

It

I
3$. Solving x2

px + q = 0, p and q integers

Fold two intersecting lines, X'X and Y'Yt intersecting at 0. Coordinatize.each of the lines by folding equally spaced points. Let OP and CV2
represent p and q respectively. Fold perpendiculars to X'X and Y'Y at
P and Q, intersecting at M. Folfl a line determined by M and U. OU is
the line representing +1. NoW find the midpoint of UM by folding. Let
T be thismidpoint. Now U is reflected in some line that passes through T
so that the image of U is on X'X. There will be two such points if x2 ---i'
px --I q = 0 has two real, unequal roots. If these two points are R and S,
then OR and OS represent the roots in both niagnitude and sign. (Fig. 38.)
.,...+-

//

OD

11

..-

Fig. 38
r

To find R and S, fold the liaper, witlzut creasing, along lines ti.at pass'
through T. By adjusting the fold, it is possible to make U coincide with
X'X at R and S. The procedure is illustrated below using the equation
5x + 6 =-. 0. Notice that OR = 2 and OS = 3 in measure.
x2
A eircle.can be drawn through Q, U, R, and S. How ean.you show this?
Why must OR and OS be representations of the roots of the equation?

92

Star and Polygon Construction

39. Triangle

Fold any three nonparallel creases that will intersect on the sheet
(fig. 39).

40. Regular hexagon, equilateral triangle, and three-pointed star

--.1

Fold and crease 'a piece of paper. This crease is shown as AB in figure

40A. From some point 0 on AB, fold 08 to positim 08' so that angle
.108' ..... angle B10E. The congruent angles are molt easily obtained by
means of a protractor. They can also be approximated by judicious folding. Crease OB so that OA falls on OE (fig. 40B.). In figure 40B, ..YZ is
perpendicular to OE, and the measures ofIbX and OW are equal. Cutting
along X117 .results in a regular hexagon. An equilateral triangle iesulk
when a cut is made along X.Z. Cutting along XY results in a three-pointed
star.

EC
B'

Fig. 408

Fig. 40A

41.

Equilateral triangle

a) Fold the median EF of rectangle ABCD (fig. 41).

b) Fold vertex A onto EF so that the resulting crease, GB, passes

through B. Denote by J the position of A on EF. Return to original
position by unfolding. Fold line GJ, extending it to H.
23

, Fig. 41

c) By folding, show that BJ is perpendicular to GH.

d) What is the image of anglothl/ in a reflection in BJ? What is the
image of angle ABG in a reflection in BG?
e) Fold the angle bisector of angle BGH and of angle GHB. What conclusions can be made after reflections in these angle bisectors?
*f) Why is triangle BOR an equilateral triangle?
42. Isosceles triangle

Fold the perpendicular bisector of side AB of rectangle ABCD. From

any point P on the perpendicular bisector, fold lines to vertices A and B.
What conclusions can be made after a reflection in this perpendicular?
(Fig. 42.)
Why, is triangle ABP an isosceles,triangle?

D
IP

/ / I \\ \\
/ //\
I

//

\\
\B

Fig. 42

43. Hexagon

Fold the three vortices of an equilateral triangle to its center (fig. 43).
How is this center found?

Fig. 43

24

Is the hexagon DEFGIII equilateral? How does the area of triangle

ABC compare with that of hexagon DEFGIII?
44. Regular octagon, square, and four-pointed star

Fold a piece of paper in half and crease. Call the resulting line AB.
Fold the perpendicular bisector of AB. Call this OE. (Fig. 44.) Fold
OA and OB over so that they coincide with OE and crease OF. Mark point

W so 'that triangle OXIV is isosceles, and mark point Z so that Kris per-pendicular to OF. Cutting along .XTV will result in a regular octagon. A

square results from a cut along XZ. Cutting Along XI' gives a four-

'

pointed star.

45. Rectangle

Fold any straight line AB. At points D and F on AB, fold lines per-

pendieulat to AB. At point G on line CD, fold a line perpendicular to CD.

This perpendicular line intersects EF at H. (Fig. 45.) Show by folding
that Gil is perpendicular to EF. What is the image of EF in a reflection
in GH?
C
G

1K
i

..

IE
111
I

.1-1

Alb

II1

IL

1---B

iF

Fig. 45

Bisect side EF by folding. Fold a line perpendicular to I IF through

midpoint I. By reflecting rectangle DFIIG in the line JI, what relationships among lines and angles appear to be true? Fold a line perpendicular
to GH through midpoint K. Reflect the rectangle DFHG in KL and note
what relationships appear to be true.

9-0

.. ,

46. Square

Fold a rectangle so that one of the right angles is bisected (line BE).
Fold FE perpendicular to AD (fig. 46). Why is ABFE a square? What is
the image of F in a reflection in BE? What is the image of C in a reflection
in BD?

B
*;

\
jD

Fig. 46

47., Other relationships in the square derived by reflections

Find the midpoints of the sides of ABCD by folding. Fold the diagonals
AC and BD. Fold all possible lines determined by midpoints E, F, G, and
H. (See fig. 47A. Also, see Appendix C for an enlarged model of figure
47A.)

B.

..

\/

../ . . .
\\

\V

// / \
/
t

//

F
. 1\
1

/
//

i
I

/1

I
I

I/

,I

//

\,,

//

..

\\//
,/\ \
e

//

\\

Fig. 47A

.0

a) What are the images of 13, F, and C in a reflection in EG? From this
result, what line segments are congruent?

b) What is the image of angle BOF in a reflection in EG? Consequently, what angles are congruent?
c) What is the image of angle FOC in a reflection in AC? In EG? In
BD? In FH?
d) What is the image of C in a reflection in FG?
e) What lines can be shown to be perpendicular by folding?

1) How does the area of inscribed square EMI compare with the
original square ABCD?
26
f

If the area of the original square ABCD is I square foot, what are the
areas of the other squares formed by folding the corners to the center?
(Fig. 47B.)

Fig. 47B

48. Octagon

Fold a square ABCD to obtain the midpoints E, F, G, and H. Fold the

inscribed square EFGH. By folding, bisect the angles formed by the sides
of the original square and the sides of the inscribed square EFGH (fig. 48).
Fold the various diagonals AC, BD, EG, and FR. What are the images4.of
HI, EI, EJ, and JF in a reflection in line FH? What are the images of the
Why
sides of octagon EJFKGLHI in reflections in lines AC, BD, and EG?
is EJFKGLIII a regular octagon?

,--",/
.1_---,
,

.,....

I\
1
1

/
1

//

E (.
\

\\

\ //`
/\
// \

\ , //
\\ ../..\
\\.
I' &

I./

--_,

/C

\N4
/ \\ \'\
/
/
5\

/ 4/ \ \

\ --,/

,-......

\ \ / //

11

Fig. 48

,)./\

s/,
/ //
,

-\ )1 .
IL.

49. Regular decagon, regular pentagon, and five-pointed star

Fold a piece of paper in half and crease. Call this line AB. If 0 is the
midpoint of AB, fold and crease along line OE so that angle AOB equals
one-half of angle BOE in measure (fig. 49A). This angle relationship can
be assured by using a protractor or can be approximated by careful folding. Fold OE over so that it coincides with OB. Crease line OF (fig. 49B) .
Crease along OE so that OA falls along OF (fig. 49C). Triangle OXIV is
an isosceles triangle. Triangle OXZ is a right triangle. Cutting along XW
results in a regular decagon. Cutting along XZ results in a regular pentagon. A five-pointed star is produced when a cut is made along XY.

Fig. 49A

Fig. 49C

Fig. 4913

50. Six-pointed star, regular hexagon, and regular dodecagon

Fold a piece of paper in half. Call this line AB. Fold A over on B and
crease along OE. Fold A and B over and crease along OF so that angle
EOA equals angle AOF in measure (fig. 50A). This angle congruence can
be assured by using a protractor or can be approximated by careful folding. Crease on OA, folding OF over to fall along OE (fig. 50B). Triangle
OXIV is isosceles. Triangle OXZ is a right triangle. Cutting
t, along XIV
XZ, and XY respectively will result in a regular dodecagon, regular hexagon. and a six-pointed star. Interesting snowflake patterns can be made by
cutting notches in the six-pointed sc r design.

0
Fig. 50B

Fig. 50A

28

Polygons Constructed by Tying Paper Knots

,
51. Square
Use two strips of paper of the same width.

a) Fold each strip over onto itself to form'a loop and crease. Why are
the angles that are formed right angles? (Fig. 51A.)

<-

Fig. 51A

b) Insert an end of one strip into the loop of the other so that the strips
interlock. Pull the stripstogether tightly and cut off the surplus. Why
is the resulting polygon a square? (Fig. 51B.),

Fig. 51B

52. Pentagon

Use a long strip of constant width. Tie an overhand knot (fig. 52A).
Tighten the knot and crease flat (fig. 52B). Cut the surplus lengths.
Unfold and consider the set of trapezoids formed by the creases. How
many trapezoids are formed? Compare the trapezoids by folding. What
_
conclusions can be made aboutthe_pentagon_obtained?--

Fig. 52A

Fig. 52B
...

; tj

29

53. Hexagon
Use two long strips of paper of equal width. Tie a square knot as shown
in figure 53A. Tighten and crease it fiat to produce a hexagon. It may be
easier to untie the knot and fold each piece separately according to figure
53B. After tightening and flattening, cut off the surplus lengths. Unfold
rand consider the trapezoids forined. How many trapezoids are formed on
each.strip? Compare the sizes of these trapezoids.

Fig. 53B

Fig.

54. Heptagon

Use a long strip.of constant width. Tie a knot as illustrated in figure

54A. Tighten and crease flat (fig. 54B). How many trapezoids are formed
when the knot is untied?

Fig. 54B

Fig. 54A

55. Octagon

Use two lonotrips of the same width.

First, tie a loose overhand knot with one

strip like that for the pentagon above.

-Figure-55 slieWs-tlii-S tie with the shaded

strip going from 1-2-3-4-5. With the

second strip, start at 6, pass over 1-2 and
under 3-4. Bend up at 7. Pass under 4-5
and 1-2. Bend up at 8. Pass under 3-4
and 6-7. Bend lib at 9. Pass over 3-4,

under 7-8 and 4-5, emerging at 10.

Tighten and crease flat. Cut surplus
lengths 1, 5, 6, and 10 (fig. 55).
30

Fig. 55

This constriction is not easy. Another tack might be to analyze the

knots and their trapezoids to determine the lengths and the sizes of angles
involved. Using a protractor, a ruler, and the obtained information would
make the constructions considerably easier.

Symmetry
56. Line symmetry

Fold a line in a sheet of

Cut, out a kite-shaped figure
to
figures 56A and 56B. Fold this figure along any other line. What differences do you note between the foldings in the two lines? The first fold is
a symmetry line for the figure. What is the image of the figure in a reflection in the first fold line?

57. Line and point symmetry

Fold two perpendicular creases. Keeping the paper folded, cut out a
plane curve with a scissors (fig. 57A).

Fig. 57A

31
e

What are the images of the figure when they are reflected in AB and in
CD? Line EF is drawn so that it passes through 0 and is different from
AB and CD. (Fig. 57B.)

Fig. 57B

Is EF a line of symmetry for the figure? How can you show this? How
is 0 related to EF? Answer these quebtions for various positions of EF.
Point 0 is a point of symmetry for the figure. Can you see why?
58. Symmetrical design

Fold two perpendicular creases, dividing the paper into quadrants. Fold
once more, bisecting the folded right angles. Keep the paper folded. Trim
the edge opposite the 45 angle so that all folded parts are equal. While
the paper remains folded, cut odd-shaped notches and holes. Be sore to
rwive parts of the edges intact. Fig. 58A.) When the paper is unfolded,
7",r)
11 symmetrical design is apparent (fig. 58B).

Fig. 58B

Fig. 58A

32.

-Conic Sections

'

59. Parabola

Draw any straight line in as a directrix. Mark a point k not on the

given line as the focus. Fold a line perpendicular to line in. Mark the.
''.point of intersection of line m and the line perpendi ular to in. Call it
point G. Fold the paper over so that point F coinclOs with point G and
crease. Call the point of intersection of this crease and the perpendicular
line N. (Fig.'59.) Repeat this operation twenty to/thirty times by using
different lines perpendicular to m. The point H will/be on a parabola with
focus F and directrix in. The creases formed by folding point F onto point

G are tangents to the parab

The tangents are said to "envelop" the

parabolic curve.
m

\
JFig. 59

W hat is the i is 7,e of FR when r eflected in the crease formed y the

coine4denee of

ana G? What geometric facts concerning to g its to

parabola can la' obtained from this?

Imagine that the inside of the parabolic curve is a mirrored urface.
Rays of light, v ich are parallel to the lints perpendicular to In, .s rike the
mirror. Where/are these rays of light reflected after t,triking th mirror?
60. Ellipse

Draw a circle with center O. Locate a point F inside the circle. Mark a
point X on the circle. Fold the point F onto X and crease. Fold the diameter that passes through X. The point of intersection of this diameter and
33

OM.

the crease is called P. Repeat this procedure twenty to thirty times by choosing different locations for X along the circle. Each crease is tangent to an

ellipse with foci F and 0. (Fig. 60.) What is the image of PX under a
reflection in ZY? Show how the measure of FP plus the measure of PO is
equal to a constant. Thus, P is on the_ ellipse, with 0 and F as foci.
Imagine that ZY is a mirror. Why would a ray of ligqt passing through F
and,P be reflected through 0? Let R be any point along ZY other than P.

Show that the sum of the measur"g of FR and RO is greater than the sum
of the measures of FP and P0.
'Repeat this experiment by using various locations for F. What. effect
-does this have on the resulting ellipseg?

Fig. 60

61. .Hyperbola

Draw a circle with center 6. Locate a point F outside the circle. Mark
a point X on the circle. Fold F onto X and crease. This crease is tangent

to a hyperbola with 0 and F as foci. Fold a diameter through X. The

point of intersection of the diameter and tq crease is called P. (Fig. 61.i

_
I

1--

F4
0

Fig. 61
3

What is the image of FP in a reflection in YiT Show that the measure of

FP minus the measure of PO equals a constant. Thus, point P is on the

hyperbola with foci F and 0. citipeat this procedure twenty to thirty

times by choosing different locations for X along the circle.

Draw& circle that has OF as a diameter. Include the points of intersection of the two circles as choices for the location of X. The resulting
,creases are asymptotes for the hyperbola. 'What is the image of the
hyperbola in a reflection in OF? What is the image of the hyperbola in a
reflection in a line perpendicular to OF at the midpoint of OF?
34

62. Similarity and enlargement transformations

a) Draw a triangle ABC. Mark a point D outside the triangle. Fold

line AD. Fold point D onto A and crease. The point of intersection
of this crease and line AD is called A'. Repeat the same procedure
for points B and C in order to locate points B' and C' (fig. 62A).
\11'

-- /

//
A

Fig. 62A

How is triangle ABC relatetho_triangle_A'B'C'? How -do -the areas-of

these two triangles compare?

b) Draw a triangle ABC and point D outside this triangle. Reflect point
D in a line perpendicular to AD at point A. Call this image point A'.
Repeat the same procedure with points B and C in order to locate

points B' and C'. Do the same with point X. Where is the image
point X'? (Fig. 62B). How does triangle A'B'C' compare with
triangle ABC?
A

.EC

//

\\

------*6

B.

Fig 62B
ti

35

/
//

.,

s.

c) Draw st triangle ABC and points D and E outside this triangle. Use
the procedure from (a) with point D to locate triangle A'B'C'.. Repeat this procedure with triangle A'B'C' and point E to locate tri,angle A"B"C" (fig. 62C). How is triangle A"B"C". related to triangle ABC? How do their areas compare? Fold lines AA", BB",
and CC". What conclusions can be made after making these folds?

l\

AL--------C

Fig. 62C

*,

36
1,

N /...0

2'

Recreations
63. Mobius strip

Use a strip of paper at least 11/2 inches wide and 24 inches long. To
make a Nliibius strip, give one end a half-turn (180) before gluing it to
the other end (fig. 63). If you draw an unbroken pencil mark on the
strip, you will return to the starting point without crossing an edge. Thus,
this strip of paper has only one surface. Stick the point of a scissors into
the center of the paper and oft all the way around. You will be surprised

by the result! Cut the resulting band down the center for a different
result. After two cuts how many separate bands do you have?

Fig. 63

64. Hexaflexagon

The hexaflexagon requires a paper strip that is at least six times its
width in length.

a) First fold the strip to locate the center line CD at one end of the
strip (fig. 64A).
A

CFig. 64A

b) Fold the strip so that B falls on CD and the resulting crease AE

passes through A (fig. 64B). Where would the image of A be in a
reflection in BE? What kind of a triangle is ABE?
A

Fig. 6413

37

c) Fold the strip bark so that the crease EG forms along BE (fig. 64C) .
What kind of a triangle is EGA? Next fold forward along GA,
forming andther triangle. Continue folding back and forth until ten
equilateral trianglei have been formed. Cut off the excess of the
strip as well as the first right triangle ABE.

Fig. 64C

d) Lay the strip in the position shown in figure 64D and number the
triangles accordingly.

Fig. 64D. Front

e) Turn the strip over and -number as in figure 64E. Be sure that triangle 11 is behind triangle 1.
7\117/\13/\ 15 Asa 19,/\
V 12V14 V 16 \, 18 V20 \
Back

Fig. 64E

f) To fold the hexaflexagon, hold the strip in the position shown in

figure 64D. Fold triangle 1 over triangle 2. Then fold triangle 15
onto triangle 14 and triangle 8 onto triangle 7. Insert the end of the
strip, triangle 10, between triangles 1 and 2. if the folding now gives
the arrangements shown in figures 64F and 64G, glue triangle l' to
10. If not, recheck the directions given.

\.,

I
3
_1.

Fig. 64F

38

:.

The hexagon can be folded and opened to give a number of designs.

Two of these designs are given in figures 64F and 64G. The-designs open
easily by folding in the three single edges, thus forming a three-cornered

many different designs can be

star and opening Ott the center.

obtained?

65. Approximating a 60 angle

Cut a strip of paper two inches wide and about twenty inches long. Cut
one end of the strip off and label the line of cutting to. By folding, bisect
the angle formed by to and the edge of the strip. Label the bisector t1 and
the two.congruent angles formed xo. The line t1 intersects the other edge
of the strip at A1. By folding, bisect the obtuse angle foamed at Al by ti
and the edge of the strip. This procedure 13 continued until the lengths of
tk and tk,1 appear to be congruent and the angles Xk and X1,1 appear to be
congruent: These angles Xk approach 60 in measure. (Fig. 65.) It is
surprising' that no matter what angle Xo is used in the beginning, angles
Xk alWays approach 60 in measure.

. ,.X,

A5

As

A,
4x,

'xis,

4
As

44,'

\Xs ,

A5

A.

Fig. 65

66. Trisecting an angle

An interesting variation on exercise 65 takes place on a piece of paper

whose straight edges are not.parallel (fig. 66). In, this situation, angle Xk
approaches 0/3 in measure. Thus, we have a way of approximating the
trisection of angle 0. For convenience, choose Ao as far away from B as
possible. Also, to assure ti convenient convergence, choose to so that Xo
is approximately 0/3 in measure.
N

to

Fig. 66
A5

A0-9

4511X1

!xs"
X2
At

7/)&

A
39

A.

67. Dragon sums

Take a long strip of paper and fold it in half from right to left. When it
is opened, it has one crease, which pbints downward (fig. 67A). Fold the
paper in half two times from right to left. When it is opened, it has three
creases. Reading from left to right, the first two point downward and the
third points 'Upward (fig. 67B). For three folding-in-half operations, the
pattern of creases is (left to right) DDUDDUU, where D and U represent
creases that point downward and upward respectively.

Fig. 6711

Fig. 67A

Fig. 67C

After n folding operations, how many rectangles are formed and how
many creases are formed? Can you determine the sequence of Ds and Cs
for four folding-in-half operations from the sequences that result from
the first three foldings?
Modify the folding above by alternately folding the ends from left to
right and then from right to left. The formulas for determining the. number of areas and the number of creases formed after n foldings will not
change, but the sequence of Ds and Us used in describing the creases does
1 folds,
change. Can you figure out how to predict the pattern for n
knowing the pattern for n folds?
Another interesting modification is to use a trisecting fold rather than a
bisecting fold. Fold the strip so that the pattern after one trisection fold
is DU (fig. 67C).
How many areas and low many creases are formed after n trisectionfolding operations? Can you determine the sequence of Ds and Us for four
trisection foldings, knowing the sequence for three trisection foldings?
68. Proof of the fallacy that every triangle is isosceles

Fold tlw bisector of the vertex angle

and the perpendicular bisector of the

base (fig. 68). These creases will intersect outside the triangle, which contra-

dicts the assumption that these lines

meet inside the triangle.

40

Fig. 68

69. Cube'
a) Fold a piece of paper down to form a square and remove the excess
strip. The edge of the cube that will eventually be formed will be
one-fourth the side of this square (fig. 69A).
b) Fold the paper from corner to corner and across the center one way
through the midpoint of the sides (fig. 69B). The fold across the
center should be in the opposite direction to that of the corner-tocorner folds.

Fig. 69B

Fig. 69:1

c) Let the paper fold naturally into the shape shown in figure 69C.
d) Fold the front A and 13 down to point C (fig. 69D).

Fig. 69C

Fig. 691)

e) Turn it over and do the same for the back corners F and

smaller square will result (fig. 69E).

f) The corners on the sides D and E are now double. Fold the corners
D and E so that they meet in the center. Turn the square over and
do the same for the corners on the back side (fig. 69F).
O

Fig. 69F

Fig. 69K

41

g) One end of figure 69F will now be free of loose corners. Fold the
loose corners on the opposite end, 11 and K, outward on the front to
form figure 69G. Do the same for, the corresponding corners on the
back.

h) Fold points If and K inward to the center. Do the same with the
points on the back of the form (fig. 6911).

C
Fig. 69G

0 Open folds D and E and tuck triangles 1.1131 and K.VP into the

pockets in D and E. Do the same with the points on the back (fig.

691).

J) Blow sharply into the small hold found at 0 and the cube will inflate.
Crease the edges and the cube is finished (fig. 69J).

0
N

Fig. 69J

Fig. 691

70. A model of a sphere

Cut three equal circles out of heavy paper. Cut along tl e lines as shown
in figures 70A, 70B, and 70C. Bend the sides of figure 70A toward each
C

E_
__1__ _t____ F
/

-4

H
1

C- 1 T
Elf

Fig. 70A

f-

-II

I")

Fig. 7011

4)
roj

Fig. 70C

other along the (lotted lines AB and CD and pass this piece through the
cut in the center of figure 7013. Open figure 70A after it has been pushed
through figure 70B.
Bend the sides of figure 70A along the dotted lines EF and Gil and bend

figure 70B along the dotted lines IJ and KL. Pass figures 70A and 70B
through the cross-shaped ,cut in figure 70C. This will form the sphere
model shown in figure 70D. This model is suitable for demonstrating
latitude and longitude, time zones, and spherical triangles. It can also be
used as a geometric Christmas tree decoration or in a mobile. If the model
is to be made out of cardboard, figures 70A and 70C should be cut into
two semicircles and fitted into figure 70B.

Fig. 70D

71. Pop-up dodecahedron

Cut two patterns as shown in figure 71A out of cardboard. Fold lightly
along the dotted lines. Place these patterns together as shown in figure
71B and attach with a rubber band. Toss the model into the air and it
will form a dodecahedron. If the first attempt is not successful, change the
rubber band or use a different type of cardboard.

Fig. 71B

Fig. 71A

72. Patterns for polyhedra

Cut the following patterns from cardboard. Fold along the dotted lines.
Use the tabs for gluing. (See Appendix C for enlarged models of figures
72A G.) '
43

e-

Stellated polyhedra can be made by

attaching pyramids to each face of these
regular polyhedra. Each pyramid should
have a base congrtfent to the face of the
polyhedron.

A less frustriiting alternative to the

"tab and glue" method of constructing
polyhedra is the "cardboard and rubber
band" method. To use this method, cut

Fig. 72A. Tetrahedron

out each face of a polyhedron separately.

On each edge of these pieces, cut a

narrow tab, notched at each end and
folded back. Fasten the pieces together
along matching tabs secured by rubber
bands. , Stretch the rubber bands along
the tabs and secure them in the notches.

Fig. 72B. Cube

Tabs one-fourth inch in width seem to be

best for securing the rubber bands.
,

Fig. 72C. Octahedron

Fig. 72D. Dodecahedron

///

2k-----

\
Fig. 72E. Icosahedron

Different polyhedra can be made by experimenting with regular polygons of three, four, five, and six sides. Obviously, all these polygons must
have edges that are of equal length (figs. 72F and 72G).

Fig. 72C

e4
....; .,,

z:

Appendix A
Plane Geometry Theorems and Related Exercises
In thrfollowing listing, certain theorems from plane geometry are given.
After each theorem, related exercises from this monograph are noted.
1-.

In a plane, through a given point on a given line, there is one and

only one line perpendicular to the given line. (Exercise 4)

It In a plane, there is one and only one line perpendicular to a given

line through a given point not on the line. (Exercise 5)
\\3. A segment has one and only one midpoint. (Exercise 6)
4: An angle has one and only one bisector. (Exercise 9)
5. rertical angles are congruent. (Exercise 12)

6. TI e measure of the median to the hypotenuse of a right triangle is

equayn measure to half the hypotenuse. I Exercise 13)
If two -idt, of a triangle are congruent, then the angles opposite these
sides are congruent. (Exercise 14)
8. The three lines shat bisect the angles of triangle ABC are concurrent
7.

at, a point / that is equidistant frond the lines AB, BC, and AC.
(Exercise

15)\

9. The three lines kat are in the plane of triangle ABC and are the perpendicular bisectors of the sides of the triangle are concurrent at a
point that is equidiStiint from the vertices A, B, and C. (Exercise 16)
10. The three medi,.ns of a triangle are concurrent at a point whose distance from any one of the vertices is two-thirds the length of the
median from that vertex' (Exercise 17)
11. The area of a parallelogram is the product of the measures'of a base
and the altitude to that base. (Exercise 18)
12. Tlir square of the measure of the hypotenuse of a right triangle is
equal to the sum of the squares of the measures of the other two sides.
(Exercise 19)

13. The diagonals of a parallelogram bisect each other. (Exercise 20)

14. The segment that joins the midpoints of the nonparallel sides of a
trapezoid is parallel to the bases, and its measure is one-half the sum
of the measures of the bases. (Exercise 21)

15. The diagonals of a` rhombus are perpendicular to each other.

(Exercise 22)

45

16. A diagonal of a rhombus bisects the angles formed at the relate4

vertices. (Exercise 22)
17. The segment joining the midpoints of two sides of a triangle is parallel
to the third side and is equal to one-half of its measure. (Exercise 23)
18. The sum of the measures cf the angles of a triangle is 180. (Exercise
24)

19. The area of any triangle is equal to one-half the product of the
measures of any one of its bases add- the altitude to that base.
(Exercise 25)

20. The three altitude lines of f. triangle are concurrent at a point.

(Exercise 26)

21. In a circle, the minor arcs of congruent chords are congruent.

(Exercise 30)

22. A diameter that is perpendicular to a chord bisects that chord.

I Exercise 31)
23. In a circle, congruent central angles intercept congruent minor arcs.

(Exercise 32)

If two parallel lines intersect a circle, then the intercepted arcs are
congiuent. (Exercise 33)
25. An angle inscribed in a semicircle is a right angle. (Exercise 34)
26. A tangent to a circle is perpendicular to the radius drawn to the point
of contact. (Exercise 35)
24.

27. If taco angles of one triangle are congruent respectively to two angles

of another triangle, then the triangles are similar. (Exercise 371

46
11

Appendix B
Some Additional Theorems That Can Be
, Demonstrated by Paper Folding
.

1. The median from the vertex of the angle included by the congruent
sides of an isosceles triangle bisects that angle.

2. The median from the vertex of the angle included by the congruent
sides of an isosceles triangle is perpendicular to the third side.
3. The bisector of the angle included by the congruent sides of an isosceles
triangle bisects the side opposite that angle.
4. Any two med. s of an equilateral' triangle are congruent.
5.

If two dis nct coplanar lines are intersected by a transversal that

makes a pair of alternate interior angles congruent, the lines are
parallel.

6.

If two distinct, coplanar lines are intersected by a transversal that

makes a pair of corresponding angles congruent, the lines are parallel.

47
r;c

tr.

Fig. 20

Fig. 21

\
//

\/ \

/
E -S-----/I\
\
1

/1

//
A

/
/
/

\/

I
I

\\

\I /

Fig. 47A

53

!ij

/
/

/
\/

./

\ /
/ /\ \

\\

Fig. 72A

54

0/

Fig. 72D

\ ----7\-\ /
\

\\

---/'

/
/

//
.

11MIN - - MONO - -I%

\
MMEMI

\ /

/
OMMMO MIMW

".

Fig. 72G

60