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This problem offers an opportunity for clear cross-curricular work between maths and art. The mathematics behind the creation of anamorphic art is intriguing, and yet requires nothing more complicated than some simple ratio and similar triangle work.
Once learners have had a chance to explore the ideas behind anamorphic art informally, set them the challenge of creating an image of their own. To start, take a square grid and use similar triangles to calculate how the grid needs to be transformed to be visible from their chosen distance and height. Once they have worked out how to transform a grid, they can transfer an image from the square
grid to the anamorphic grid to create a picture that appears to be standing.
Looking at an anamorphic image from the "wrong" place, what do you notice?
Try out these techniques on a large scale using playground chalks on the school yard.
Start by transforming a single small square viewed from a particular point, and build this up to creating a square grid.
The largest square which fits into a circle is ABCD and EFGH is a square with G and H on the line CD and E and F on the circumference of the circle. Show that AB = 5EF. Similarly the largest equilateral triangle which fits into a circle is LMN and PQR is an equilateral triangle with P and Q on the line LM and R on the circumference of the circle. Show that LM = 3PQ
You are only given the three midpoints of the sides of a triangle. How can you construct the original triangle?