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A Grand Tour of Geometry

(Material for teachers)

Overview
We come across various concepts of geometry in our daily life. There are objects and actions that
have direct and indirect connection with geometry. These objects or actions have geometrical
properties, functions and applications. We would like to invite you to find geometry and its
application from our daily life and link them with classroom teaching of geometry.

Geometry in our houses inside rooms, kitchen, roof and artifacts such as doko, nanglo, plates,
cooking pots, ghum, spade, halo (plough) and so many others depict rich sources of geometry
and its application in our daily life to classroom. From this discussion you will start a practice of
bridging the informal geometrical practices in home or culture into classroom teaching so that
students not only enjoy the learning but also explore geometry and its application from their
daily life.

Part One

Objectives

In this part we aim to assist you in

• developing a sound understanding of concept of lines of different types, angles and

some geometrical figures from local practices;
• exploring different types of geometrical ideas from local and cultural practices and link
them with classroom teaching of geometry.

Concept of Geometry in Our Daily Life

We perform different works in our daily life. These works demand some ideas of points, lines,
angles, and shapes. People are engaged in farming, cooking, washing, constructing and cleaning
where there is application of geometry in known form or unknown form. So, what profession we
have or what works we do for our livelihood, there is connection of geometry. Now I would like
to invite you to explore geometry from the life of people.
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Geometry in doko
Tok bahadur ghlan is an ex-army man. He lives at Bajrayogini. He makes nice bamboo baskets
(dokos) during his leisure time (look at the figure below). He was busy in preparing a doko from
bamboo when I met him last on March 2007.

Look at the doko. What different geometries can you see? Yes, there are lines. Some lines are
straight and some are curve. Some of the pairs look parallel and some others look intersecting.
Some lines are horizontal, some are vertical and some are at a slope with horizontal. There are
geometrical shapes of triangles, quadrilaterals, pentagons, hexagons. There are some squares and
some figures are rectangles and parallelograms. The doko itself as a whole forms a pyramid.
What a surprise? Every part of doko is concerned with geometry and it represents a unique
geometrical shape in our culture.
Geometry in halo (plough)
Now look at the figure below. It is a very popular artifact in rural Nepal especially for farmers.
What geometry do you find in it? If you say lines and angles, you are right. The different part of
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a plough represents lines and they make different angles. What are the different angles? Yes,
acute angle, straight angle and obtuse angle.
So, just taking halo, we can explore the concept of intersecting lines and angle between them.
Also we can see the effect of changes in the angles between the lines. This provides a practical
application of concept of angle and its size in our daily life. Did we ever think of what should be
the angle between fali and harish of a halo? What is the effect of increasing or decreasing the
angle?
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The wooden plough in the above figure was pictured in Gopali community. This also carries a lot
of geometrical meanings that can provide rich context in the classroom teaching and learning of
geometry.

Geometry in a house

This is a house in Bajrayogini (figure below). You can see different geometrical entities in the
house. The geometry of wall, the geometry of roof and the geometry of doors and windows. The
wall is made up of clay bricks and it is rectangular in shape. The roof has a slope at an angle with
the horizontal line or surface. The pattern of tiles on the roof shows a great cultural application of
geometry in Tamang community. Students can explore angles, patterns and shapes at the
different part of the house together with their measurements. This way you can engage students
in the discovery of geometrical application in the lives of people in rural areas.

Geometry in Children’s Game/Play:

Children in the villages were found to play different games/play after or before school in groups.
When I reached Nhul Gaun in Chitlang last year, some children were playing Ladain (fight) on a
geometrical pattern. That showed application of geometry in children’s games/play. There were
various geometrical concepts such as lines, parallels, perpendiculars, squares, rectangles,
parallelograms, triangles etc. in the frame they used for playing.
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The figure below shows the net that children used to play ladain (fight) that has interesting
geometrical pattern. The play ladain is not physical play but a mental play like chess. It can help
a lot in the teaching and learning of mathematics (geometry) in the classroom. The small circles
represent pebbles or grains.

Fig 3. Net of Ladain (A Chidren's Game)

Charimaya and her brother playing ladain.

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Geometry in Dali (a typical Nepali basket)

Dali is a bamboo basket found in both Gopali and Tamang community. It has four vertical
bamboo rods as support and looks pyramid from outside, the top end is circular. The pattern of
weaving dali shows a great geometrical application of lines, parallels, triangles, quadrilaterals
and so on. Its unique pattern of weaving the bamboo pieces gives a beautiful image. It can be
helpful to teach geometrical transformations such as rotat ion and reflection. It is equally helpful
to teach line symmetry in grade seven.
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Geometry in Nanglo

Nanglo is a popular artifact in every rural Nepali house not only in Gopali and Tamang
community. As a whole it is circular disc, inside it there are various geometrical patterns and
forms. It not only supports teaching simple geometry of lines, angles, triangles, rectangles but
also it supports teaching coordinate geometry too. The horizontal and vertical intersecting lines
can be regarded as two perpendicular axes. The beautiful patterns form images around a fixed
line as a line of reflection. Also it can be useful in teaching line symmetry and point symmetry.

The Nanglo can be rotated about a fixed point at the center or origin and can be taught the
concept of rotation in geometric transformation. At the same time it can be helpful to teach
reflection about axes of x and y. There are two sides of the Nanglo. The first picture below is the
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front or ventral side and the next one below it is the opposite or dorsal side. The two sides are not
identical and both sides can be used for different purposes while teaching geometry with the help
of it.

Nanglo is used for the purpose of winnowing the rice and other grains to separate the impurities
from it.
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These are some of the examples to see how our life is deeply connected with geometry
knowingly or unknowingly. When we travel around a culture, we find wider varieties of
geometry and its application in our life. Whether is it dhiki or janto, nanglo or dali, mandro or
gundro, bina or chakati ….everything has a significant geometric properties that can be used in
the classroom teaching and learning.
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Making Sense of Different Types of Lines and Angles

Of course we come across different objects and activities that deal with various lines and angles.
But we do not see them geometrically in a conscious way. These objects and activities impart a
deep impression in the understanding of fundamentals of geometry if we dig them out
consciously from the perspective of geometry and its application.

Parallel and Perpendicular Line Segments

There are different objects around us that can depict the notion of parallel and perpendicular
lines. In a doko, you can see some parallel lines and some perpendicular lines and even some are
transversal lines, or intersecting lines. In a monkey climb (that lies outside of Ugra Tara School)
, there are parallels and perpendiculars. When two pillars support the roof of a house, these two
pillars are parallel and they are perpendicular to the ground.

In the figure below is a Nanglo. It has different kinds of lines (some are parallel, some are
perpendicular and some are intersecting).

Angles of different Types

When we look at a house, we can find different kinds of angles formed at different parts. In the
house below, we can see the acute angle (1) at the lower corners of the roof with a parallel side
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roof that form triangle at the face of a vertical wall. Then lower margin of the roof with the
corner line of the wall has made the right angle (2). The part at which left and right part of the
roof meet each other has formed the obtuse angle (3), the same angle when measured from up
(towards sky) gives rise to the value of reflex angle(4). The tokro in the second figure is also
useful to teach the concept of acute angle, right angle, obtuse angle, straight angle and reflex
angle.
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Reflection at This Stop

How did you feel after reading the above contexts? At this point you might have started thinking
about different lines and angles in our daily life. In a house you saw different angles, in a tree
with branches you can see different lines and angles, in an artifact such as doko or ghum you can
explore so many types of angles and lines. In this regard, we would like to invite you to consider
the local practices of geometry as a starting point for discussion of any geometry in the
classroom. This can help your students to develop conceptual understanding of lines, angles and
other sections of geometry from cultural background. They also start valuing their own practices
and informal experiences as a basis to learn geometry in the classroom.

Geometry of lines, angles, shapes around us can be a very powerful tool to teach geometry. We
hope at this point that you will start linking the local context to the classroom teaching of
geometry. You can think of and show various examples of geometrical structures while
discussing lines, angles and shapes in the classroom.

We would like to invite you to next section of this discussion in which you will review a sample
lesson plan to teach the concept of different types of angles in grade six.

Part Two

Objectives
This section aims to assist you in

• developing student friendly locally contextualized teaching- learning method on the

topic of types of angles.

Exemplar Daily Lesson Plan

When viewed carefully, there are different angles around us in different artifacts such as doko,
ghum, ping (swing) and houses. Here we have tried to help you to see the context of cultural and
daily life while teaching types angles in the class (grade six). This plan is only a model but not
the ultimate. It intends to contextualize teaching different types of angles with examples from
daily life and cultures. This focuses more on exploration by students rather than traditional way
of teaching by writing on the board. The lesson has five parts that flows in a sequence.
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Objectives of the day

By the end of this lesson, students will be able to

• Collect various examples of angles and their types from their local context.

• Classify the angles based on their size or measurement.

Materials

• Picture of house
• Doko
• Ghum
• Other artifacts as available in the local context
• Student reading material
Activities:
SN Student Activities Teacher Activities

1. The teacher enters the class and greets

students. Then he/she demonstrates a picture
Students reciprocate the greeting.
of a house. He/she asks them to guess what
Students then try to guess from the
they are going to discuss on that day.
picture about the day’s discussion.

2. He/she asks them some questions about

geometrical patterns that they can predict from
Students explore the different the picture of a house focusing more on
angles from the different parts of
angles.
the house.
He/she writes the major points told by
students on the chalkboard.

3. They start solving the problem He/she then gives them a task do in the class.
individually.
Note the different kinds of angles from the
Students observe the picture of a structure of the house in the picture and part of
house demonstrated by the teacher house where you find these angles.
and note the different parts with
corresponding angles.

Each of them make a list of part of

the house in the picture with
different angles (they can draw
figure too).
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4. Students then discuss about He/she tells them to discuss in group when
different kinds of angles with they finish their solution. The teacher asks
reference to different parts of the them the questions to groups:
(a) Which part of the house do you find
house.
acute angle?
Each group answers the question (b) Which part of the house do you find
obtuse angle?
posed by the teacher. When they
(c) Where do you see right angle?
can not tell the answer (d) What happens if these angles are
immediately, they seek some time changed (increased or decreased)?
for further thinking.

They talk in group about the effect

of changes in the angles at the
different parts of the house.

For example: when the wall makes

right angle with the surface floor,
then it can not be changed. If the
wall makes more or less than 90
degree angle with the floor the,
wall can fall down at any time and
the house is not safe … or like this.

5. The teacher gives a small model of a doko, ghum and kocro (chicken basket) in
groups of five or six. Then he/she asks them to find different kinds of angles at
different parts of these artifacts. He/she gives them a sign pen to mark the angles in
the artifacts.

6. Students make presentation of He/she encourages them to speak more to

their solutions group-wise. explain the findings from their observation on
those artifacts.
They will specifically name the
angles (a) acute angle (b) right
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angle (c) obtuse angle (d)

straight angle and (e) reflex
angle pointing from doko, ghum
and kocro.

7. The teacher summarizes the day’s lesson with explanation of different kinds of
angles from the objects around us.

Student Assessment: Generally you can assess students using a variety of techniques. For your
help, two modes of assessment have been suggested here:

In-class assessment:
a) You can ask some questions demonstrating the part of the house in the
picture you already demonstrated and ask them the question: What angle
does this part has? You can point at different part of the classroom and
repeat the same question.
b) You will assess individual students on the basis of your observation during
their activities in the class. The following table might be a help.
Draw circles around appropriate numbers

Name of Contributed ideas Participated Demonstrated Raised

student actively in the creativity questions
group work
1 2 3 1 2 3
1 2 3 1 2 3

1 = rarely; 2 = sometimes; 3 = always

b) Post-class assessment: You can assign some tasks which they bring into the next class. The
following can be an example:

•Identify acute angles, right angle, obtuse angle, straight angle and reflex angle
from the following context and make a chart of these angles.
v Observe an artifact at your home and discover different kinds of angles.
You can use the following rating scale for marking/grading your students’ task:

4- Excellent

3- Good

2- Satisfactory

1- Needs improvement
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Sample Student Project

Projects can be given to students in order to enrich their conceptual understanding of the
different kinds of angles and their application in our daily life. We would like to encourage you
to design and give projects to students to discover various types of angles from their local
context. The project work has been designed in a way to make it flexible enough so that it can be
modified in to a suitable from in any context.

Different Angles in a Temple or Gompa

Overview of the Project: This project intends to engage students in the rediscovery of
different kinds of angles from their cultural context. They will visit a temple or Gompa near by
their village. They will explore the existence of different types of angles in the different parts
of the temple. They will then write a report of their observation and findings and make a
presentation in the class. They will work in the groups of five or six. They will be involved in
the visit to different temples or gompas by each group. The final report will be published in the
school wall-magazine.

Objectives of the Project

As result of participation in the project, the students will be able to

• develop deeper understandings of the concept of angles;

• explore different types of angles by observing local temples and gompas;

Responsibilities of stakeholders

Students: Students will be responsible for the overall planning and implementation of this
project. Their major responsibilities are:

• planning of the project,

• visiting local temples and gompas as required,
• collecting information from the observation of the site,
• completing the assigned task,
• preparing a brief report, and
• making presentations
Teacher: Your role is very important in facilitating and helping students to progress well with
the project. Perhaps, you need to develop a view about your students as ‘young and
collaborating mathematicians’. On top of this, some of your major responsibilities are
mentioned below:

• facilitate students to get ready for the project,

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• provide timely and constructive feedback to their tasks,

• help identify possible sites to visit, and
• help make necessary arrangement for students’ field visit.

Maximum Project Members: There can be as many students as you can observe and provide
them with just- in-time support for their task. We suggest making relatively small groups not
exceeding five/six members in each.

Duration of the project: Generally, projects that can be accomplished in a short duration are
more appropriate because students at this level may not have patience to cope with the project
that has a long duration. For this project, I suggest the duration to be one week to two weeks.

Project Activities

1. Planning of the Project: Students together with their teacher plan their project on the
basis of following four questions:
• What is the major focus of the project? The major focus of this project is to find
out and record different types of angles in the different parts of temples or
gompas.
• Who will be involved in the project ? The project will be undertaken by the
students. Primarily students will take a lead whereas the teacher has to
provide them with necessary guidance, feedback and support.
• When to start and finish the project? In the case of this project, the time period
is one week to two weeks. However, you can adjust the total time period
according to the local needs and context.
• How to execute the project ? The starting point of the execution of this project is
forming a number of groups from the whole class. Each group can be a
maximum of five/six students. Having done this, the teacher and students
need to be clear about the source of informatio n and methods of obtaining the
required information for the project. In this project, students will seek
information from the local temples or gompas. In a nutshell, they will observe
different parts of the temple. Specifically, each group of students needs a clear
plan about where and when to go, and what and how to observe.
2. Fieldwork Activities: On the basis of their plan, students can start collecting
information. In the present project they will collect information regarding different
types of angles. While students are doing their fieldwork, it is better for you to organise
meetings with them and have discussions about issues that need to be resolved. In this
process you will actually know what is happening, and the kind of support they need
from you.
3. Organizing the Report: It is always good to have a record of what has been done. In
their reports, students can mention procedures, results, and their learning from the
project. In this process, teacher’s help is crucial because you need to help them to
finalise their report.
4. Publicizing the Report: Each group can make a chart explaining ‘what was the topic of
their project?’, ‘how did they undertake it?’, ‘who did they work with?’, ‘when did they
start and complete the project?’, and ‘what did they explore?’ and present it as part of
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the ‘wall magazine’ of their school.

Assessment Strategy

Such a project requires individual and collective efforts to accomplish it successfully.

Therefore, it is better to assess students on the basis of their group and individual performance.
It is also essential to make students aware of the assessment criteria before to starting the
project.

The following criteria can be useful to assess the group:

Planning Fieldwork Reporting

1 2 3 1 2 3 1 2 3

Group One

Group Two

Assessing the individual also requires a set of criteria. You can use the following table as a
basis:

Individual Individual Individual

contribution in contribution in contribution in
planning the Fieldwork reporting

1 2 3 1 2 3 1 2 3

Student 1

Student 2

Student 3

Note: 1 = needs improvement, 2 = moderate, 3 = excellent

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Geometry in our Daily Life

(Student Reading Material)

Objectives

Through this reading material we would like to help you in

• developing the conceptual understanding of an angle from the local context.

• searching different kinds of angles and geometrical shapes from the local context.
• create poems, stories and dialogues while learning geometry and demonstrate this in
classroom discussion on lines, angles, geometrical shapes etc.
Concept of Angle

You might have heard about angles in geometry. It can be frequently heard when people are
playing carom on a board. They talk about angle whe n they are going to build a house. They talk
about angle when they are going to build a road or canal at local level. Even it may come during
making of a doko, mandro or ghum.

What is an angle? How an angle is formed? Where an angle is formed? What is practical
significance of knowing angles and their properties? These are some of the questions that we
have to learn while discussing the concept of angle.

Following is a letter by Urmila to Sarita. She talks about how she could explore different kinds
of angles from a house during her local tour with her classmates and mathematics teacher.

Dear Sarita,

I am a student of grade six in Nateswar High School at Taukhel, Chitlang. Last time we went to
find angles and their types in our village. At first we were surprised to listen that we were going
to find geometry in our locality. I thought that geometry was in our mathematics book and how it
can be in our village. Lines, angles and shapes all are the subjects in our book but after this
geometrical tour, I am surprised.

Last week our mathematics teacher (……) took us to a house in our village. The house belongs
to a man who is a farmer. We observed the house from outside. We had camera to take
photographs, ropes to measure the length, protractors to measure the angles.

Oh! What a surprise! We found angles at each corner of the house. We found angles at the top
where two part of roof met each other. There was an angle where one wall met with next wall,
there was angle where a support beam met a parallel beam at the underneath of the roof.
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There was a ladder in the house to go up. We observed the ladder. There was one ladder at the
back of the house. We asked the house owner that what was the use of ladder outside at the back
of the house. He explained that he used the ladder for picking up vegetables, colour on the wall
and put maize at the parallel beams from outside. The ladder was good to explore parallel lines
and transversals. Also it could be placed at different angles to the wall and accordingly could be
climbed up and down easily.

We went to see a temple in the village. There were different kinds of angles at the meeting point
of two roofs, two pillars and beams. We were very much excited to know that there were
different kinds of geometrical objects in the different parts.
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Then we went to visit a gompa near our school. We had not noticed that the gompa and temple
can be an object of mathematics. Since our last visit to them I am very happy to find various
kinds of angles in the houses, temples and gompas. This tour became a very helpful for us to find
the value of knowing mathematics, how to explore geometry from our own life and practices.

Now the letter became a bit longer. I hope you enjoyed reading it.

Looking forward to receive your letter,

Sincerely Yours

Urmila Gopali

Nateswar High School

Taukhel, Chitlang

Tasks for You

Now discuss in pair with your friend on the following questions.

1. What are different objects have been discussed in the above letter?
2. What kind s of angles have been explored by the students when they went to see a house
in the village?
3. Write a letter to your friend about different kinds of angles that you explored during a
tour to a carpenters shop in your village.
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Exploring Different Geometrical Shapes

We see different kinds of objects around us. These objects or artifacts have geometrical shapes
such as lines and segments (curve and straight), parallel and perpendiculars, intersecting lines,
triangles, quadrilaterals of different kinds, polygons and circles. The series of photos from one to
ten depict the existence of geometrical ideas and concepts in our daily life consciously or
unconsciously.

When you open your book to study lines (curves and straight), then you might have drawn such
lines with pencil, scale and compass. We can find the notion of such lines in the artifacts such as
monkey climb, slide, swing, doko, nanglo, dali and other different artifacts that we use at home.

Now, we would like to invite you in a picture show in which you will indentify different
geometrical concepts that are linked with our mathematics textbook or curriculum. The
following pictures demonstrate the possibility of exploring geometrical ideas from our home and
community. Will you please go through each picture or photo and note what geometrical
concepts you find that you have already studied or are studying at the moment or will be helpful
for future study.

You can share your ideas with your friends in group and finally you can share in the whole class.

Photo 1
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Photo2

Photo3
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Photo4

Photo5
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Photo6

Photo7
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Photo8

Photo9 (a)
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Photo 9 (b)

Photo 10
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Reflection

As you saw different geometrical shapes from the above photos and also you read a letter from
Urmila to Sarita, you might have come to realize geometry from our local context. It is not that
we are leaving our textbook but we are trying to connect it with our local context of learning
geometry through examples and practices from our culture and daily life.

Now perhaps you have started viewing geometry in most of the things directly or indirectly. It is
now time to think how to link our classroom practices with such daily life events and objects.

Conclusion

This is the end of the grand tour of geometry. This grand tour might have he lped you to
understand the concept of lines, angles, and different geometrical shapes. In fact, the photos of
artifacts have created context of searching geometry from around our house and culture. Your
own family and home provides wider opportunities to learn geometry and its application.

Slide in the first photo provides context of learning lines, slopes and their effects in the slide and
its functioning. The second photo of monkey climb can be helpful to learn about parallel and
perpendicular lines and their application in our life. The third photo shows construction of a
building in Ghumarchowk in Bajrayogini. It has again the parallels and perpendiculars. The
fourth photo is of beams and support from below the roof of Ugra Tara Lower Secondary School
at Bajrayogini. The concept of acute angle and right angle and their application can be taught
with such examples. The fifth and sixth photos depict how geometry comes in application while
making a doko from bamboo pieces. You may notice lines, angles, tria ngles, rectangles,
parallelograms and polygons such as pentagons and hexagons. The seventh photo is a kocro in
which chickens have been kept. There are beautiful geometrical patterns of hexagon in it. The
eighth photo is a bamboo support for the scoosh (squash) plant. There are also concepts of
parallels and perpendiculars in it. The nineth pair of photos is the collection of nanglos
(Winnowers) and these are very famous artifacts not only in Gopali and Tamang communities
but every house in the rural Nepal. These nanglos at a glance gives us the concept of circles.
When we observe them deeply, they have great geometrical significance.

Finally the tenth photo is of a chakati (mat) made of cover of maize. This has a circular shape but
its structure shows that people weave it with unconscious application of geometry starting from
four quadrants (cross section of two threads).

In this way you can see geometry in different kinds of artifacts at home and in your community.
You can see people using geometry in a way different from what we discuss in the classroom
and what is discussed in the textbooks. The connection of geometry in our daily life with
classroom mathematics can be fruitful for us as it helps us to see direct application of geometry
in our life.
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