Assignment 1 Reflection

I really enjoyed this project as it was an interesting look at how ancient Egyptians likely solved mathematical problems. It demonstrates that there are different methods to solve a single problem, and limited by techniques developed at the time, we can see that it is still possible to solve this problem using the same method they solved in the past. I can see this activity be incorporated in a classroom learning about surface area and volume, which can teach students to think creatively “outside the box” when determining frustum volumes by separating the frustum into different three-dimensional shapes.

I am a very visual learner. I like to visualize how we can “cut” shapes into other familiar shapes. Visualizing the frustum as a pyramid with a “smaller top pyramid” cut off allows me to easily understand the shape of a frustum. Alternatively, I learned another way to construct a frustrum through adding a cube, four smaller corner pyramids, and four triangular prisms. This example alone demonstrates that there are multiple ways to visualize the same shape. For the non-visual and pure math learners, this exercise of calculating the volume of a frustum through similar triangles was another approach that demonstrates different methods arriving at the same solution. Ultimately, it demonstrates how there is no definitive method to solving mathematical problems. As an educator, it is my job to present several possible ways to solve problems to students, and allow them freedom and flexibility to choose which method works for them!