Why do this problem?
The stimulus for the problem is the
engaging context of the construction of the solid. Is this really
a regular dodecahedron and how can we be sure?
Possible approach
Without discussing how or why the pentagon is regular,
encourage learnersto make pentagons and put them together to
make a dodecahedron.
Then challenge them to examine whether the pentagons are
actually regular or not.
Key Questions
- How do you know this is a regular pentagon?
- What would have to be the case for the pentagon to be
regular (all sides and all angles equal)?
- What do we know?
- What mathematics do you know that might be useful?
Support
Making this and other solids in similar ways, see the
article on constructing platonic solids . The focus for the
learners is on reading and following written instructions as
much as on gaining greater familiarity with 3D shapes.
Extension
The A4 paper part of theproblem.