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Try to approach the problem systematically.

As you go along try to understand why the graph takes the shape that it does:

  • by relating it to the rolling polygon and the journey of the red dot
  • by trying to predict what will happen before you set the polygon rolling

Could the dot have been on the centre of a polygon?
Try for each of the polygons.

Could the dot have been on the centre of the base of a polygon?
Try for each of the polygons.

Could the dot have been on the centre of one of the sloping sides of a polygon?
Try for each of the polygons.

Could the dot have been on the centre of a side opposite the base of a polygon?
Try for each of the polygons.

Could the dot have been on a vertex opposite the base of a polygon?
Try for each of the polygons.

Could the dot have been on a vertex on the base of a polygon?
Try for each of the polygons...

Alternatively...

  • try all possible positions of the dot in a triangle,
  • and then in a square,
  • and then in a pentagon,
  • and then in a hexagon...

Related Collections

  • Functions and Graphs - Stage 3

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N people visit their friends staying N kilometres along the coast. Some walk along the cliff path at N km an hour, the rest go by car. How long is the road?

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The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

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