This lesson is designed for mathematics students at Key Stage 3. It fuses the study of Pythagoras’ Theorem with the study and design of the stylobates - or floor plans - of several Classical temples. The Theorem is approached in an easy to understand step-by-step way . Pythagorean triples are introduced through the medium of a plan of the Classical temple stylobate. The teacher and student are then guided through the process of drawing a floor plan using Ancient Greek units using a pair of compasses, pencil and ruler. The lesson also includes information on the siting and development of the Classical temple.

This lesson is suitable for students at Key Stage 3. It comprises an experiment to determine a figure for π, and Archimedes’ calculation of the area of a circle. There is an historical component on the importance of the arch in Roman architecture along with illustrated and easy-to-follow instructions on how to draw a Roman arch and brace using a pair of compasses, a protractor, ruler and pencil. A suitable follow-on lesson is the horseshoe arch and / or the Norman or Romanesques arch.

The volute is the principal distinguishing feature of the Ionic order, the spiral located on either side of the capital of a column, School Curriculum: Mathematics at Key Stages 2,3 & 4. Drawing a volute with semicircles will enable students at Key Stages 2 & 3 to create a pattern with repeating shapes in different sizes and orientations. In doing so, students will become familiar the the properties of a circle (circumference, radius, diameter). The drawing will also provide a visual element for the calculation of the perimeter of a semicircle. At Key Stage 4 drawing a volute with quadrants will facilitate the calculation of arc length subtended by those quadrants. There is also a brief history of the Ionic volute and its symbolism.

This lesson is suitable for older students at Key Stage 2 and all students at Key Stage 3. It looks at the design of the Doric Temple of Concorde in Agrigento through the eyes of Classical philosophers exploring number theory. While Pythagoras may have thought that the perfect number system was fourness, other mathematicians may have considered it to be fiveness, reinforced by our having five fingers and so enabling us to count in groups of five. Sixness was another idea: six can be made up of components that all agree in their ratios with the number six, i.e. a sixth of six equals one, a third equals two, a half is three. Adding a sixth, a third and a half of six together equals six. Furthermore Greek mathematicians noted that the length of a man’s foot was a sixth of his height. Ancient Greeks applied sixness to the construction of many Doric columns, which were in height six times greater than their diameter. In the case of the Doric Temple of Concorde in Agrigento , builders chose a hexastyle temple, i.e. one with six columns at the front and back and thirteen on the sides. Illustrated easy-to-follow instructions for students on how to draw the front of the Temple are available on the following pages.

This lesson is designed for mathematics students at Key Stage 3. It fuses the study of Pythagoras’ Theorem with the study and design of the stylobates - or floor plans - of several Classical temples. The Theorem is approached in an easy to understand step-by-step way . Pythagorean triples are introduced through the medium of a plan of the Classical temple stylobate. The teacher and student are then guided through the process of drawing a floor plan using Ancient Greek units using a pair of compasses, pencil and ruler. The lesson also includes information on the siting and development of the Classical temple.

Studying the geometry of a Classical Ionic column can be undertaken with satisfying results at Key Stage, 2, 3 & 4. At Key Stage 2 & Drawing a volute with semicircles enables students to create a pattern with repeating shapes in different sizes and orientations. Students will thereby become familiar with the properties of a circle (circumference, radius & diameter). At Key Stage 4 drawing a volute with quadrants will facilitate the calculation of arc length subtended by those quadrants.

The lesson examines the history, purpose and construction of the Roman arch, and how it was developed through mathematics developed by Archimedes in his experiments to measure pi (π). Students will conduct experiments to ascertain a measurement of π, and are provided with illustrated instruction in the drawing of a `Roman arch and brace.

This lesson is suitable for more able pupils at Key Stage 2 and most pupils at Key Stage 3. It is an exercise in drawing the frontal elevation of a Classical Doric temple. It reinforces skills in measuring, the accurate drawing of straight lines, and using a protractor. Drawing a Doric temple supports the teaching of 2-D shapes in a novel and imaginative way, and covers the definitions and properties of rectangles and isosceles triangles.

The lesson introduces the study of Pythagoras through the medium of the Classical Temple. At Key Stage 3 & 4 drawing the stylobate - or floor plan - of a Classical temple is an appropriate way to introduce Pythagoras’ Theorem, which provides an insight into the importance of number theory and geometry to architects in antiquity. The lesson defines Pythorean triples with several examples taken from measurements of ruined stylobates of Classical temples. The lesson provides instruction to teacher and student through geometric drawings to enable each to produce a stylobate of satisfying quality.