North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
EXPLORATION OF THE SIERPINSKI TRIANGLE WITH GEOGEBRA
Jenna Odom and Taylor Wood
Miami University
Abstract
In this paper, the authors explore using fractals in the classroom to teach more complex ideas.
In GeoGebra, the Sierpinski triangle is created using a combination of the midpoint and polygon
tools. Once created, the triangle can be used to explore the concept of limits by looking at the
decreasing area of the figure. Learners can then engage in open inquiry to find a pattern that
describes the decreasing area. After the pattern is found, learners can use the sequence function
to summarize their results. The variety of functions in GeoGebra allow fractals to be used in a
meaningful way in a high school classroom or any setting in which people are willing to learn
and inquire.
Keywords: GeoGebra, fractals, Sierpinski Triangle, inquiry, limits
1 I NTRODUCTION
The study of geometry in grades 6-12 is marked by exploration of common shapes - squares, circles,
triangles - and formulas to describe them. In the secondary curriculum, geometry is largely a study of
idealized shapes informed by the Platonic theory of Forms. However, nature is far more complex and
many objects are better described by fractals. For example clouds, mountains, coastlines, snowflakes,
and DNA. The more one looks, the more examples of fractals are found, yet fractals are not a central
part of the 6-12 mathematics curriculum. In particular, a search for “fractal” in the Common Core
State Standards for Mathematics yields no results.
This is unfortunate, for fractals are well-suited for exploration of various mathematical topics from
geometric measurement and numerical patterns to algebraic formulas and limits. These ideas extend
beyond geometry into algebra, precalculus, and calculus. The creation of fractals relies on repetition
and transformation of basic geometric shapes, therefore they are also suited to younger grades or as an
introduction to more advanced geometry. Technology expands the opportunities to create and explore
fractals even further. In this paper, we explore some of these connections using GeoGebra to solve
problems involving fractals using methods appropriate and accessible for grades 6-12.
1.1 What are fractals?
Fractals are geometric figures that are “self-similar,” meaning each small part looks the same as the
whole. Zooming in or out on a fractal does not change the image that one sees. Famous examples
of fractals include the Sierpinski Triangle, Koch?s Snowflake, the Hilbert Curve, the Cantor Set, the
Apollonian Gasket, and many more (see Figure 1). Because there are algorithms to generate fractals,
learners can easily create and explore.
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North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
Figure 1. Examples of fractals include (left) Koch’s Snowflake (“[Koch Snowflake]”, n.d.), (middle)
the Hilbert Curve (Jaffer, 2009), and (right) the Cantor Set (“[Cantor Set]”, n.d.).
1.2 Why study fractals?
Though fractals are not specifically included as content standards in the Common Core, their devel-
opment and patterns created may be used to motivate many standards. For instance, teaching topics
addressed in Common Core standards [Link].A.2, 7.G.A.1, and 8.G.A.4 (2010) such as geometric
sequences, scale drawings, and similarity can be viewed from this perspective. Working with frac-
tals also encourages the study of series, limits, and infinite sums since visual representation helps
make algebraic concepts more concrete for learners. Learners find fractals interesting because of
their puzzle-like nature and the creativity they allow, providing teachers with a more engaging way to
present this material (Reiter, Thornton, & Vennebush, 2014).
2 T HE S IERPINSKI T RIANGLE
2.1 By-Hand Construction
The Sierpinski Triangle is one of the most well-known fractals. It is created by “infinite repetition”
of the following steps: (1) for every filled equilateral triangle, locate the midpoints of each side, (2)
connect these midpoints to form a smaller triangle, and (3) remove that triangle. Figure 2 shows the
first four iterations of the algorithm.
Figure 2. Iterations 0-4 of the Sierpinski Triangle (Knowlton, 2015).
Midpoints of line segments are the only mathematical concept used in the creation. The first few itera-
tions can be done by hand, however, because the number of (filled) triangles grows exponentially with
each iteration, constructing subsequent iterations becomes tedious and time consuming. GeoGebra
offers an efficient, interactive way to construct stages of the triangle.
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North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
2.2 Construction with GeoGebra
2.2.1 Building the First 2 Stages
The initial equilateral triangle (poly 1) is made using the regular polygon tool. With the
midpoint tool, select each side of this triangle and create a midpoint. Use the polygon tool again
to construct another equilateral triangle from these midpoints named poly2. GeoGebra creates this
new polygon on top of the initial. To help differentiate the new triangle, change its color by selecting
it, going to object properties, and then the color tab. These steps are summarized in Figure
3.
Figure 3. IIterations 0 and 1 of the Sierpinski Triangle are created in GeoGebra.
2.2.2 Creating an Automated Tool in GeoGebra
To automate the process, GeoGebra offers a Create new tool option found under the Tools
tab. After selecting this option, a pop-up will appear (see Figure 4). Select poly2, Point D,
Point E, and Point F as the output objects, and Point A and Point B as the input objects.
This tool produces a midpoint triangle by selecting the two bottom points of a triangle. A screencast
of this process can be found at the following link: [Link]
Figure 4. Input and output objects as shown will create a tool to quickly construct the fractal.
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North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
2.3 An Area Exploration
2.3.1 Posing the question
Now that the fractal is created, GeoGebra can also be used to explore area. Consider, for instance, the
following question.
Using the Sierpinski Triangle, find a pattern that describes the area remaining after each itera-
tion. What is the area for iteration 0? 1? 10? n?
Viewing the original triangle as a whole, and each new triangle created inside it as a piece being
removed, one can calculate the area remaining after each iteration. In Figure 3, the leftmost triangle
(Step 0) represents the original area; the medial triangle within the rightmost triangles (Step 1)
is removed. The Area tool (Figure 5) can be used to determine the area of the original equilateral
triangle (i.e., Stage 0).
Figure 5. The Area tool can be found with this drop-down menu.
Find the area of iteration 1 by applying the Area tool to the first blue triangle (poly2), then sub-
tracting this value from the area of the initial triangle (poly1). Figure 6 shows a table created by
following this procedure for the first 5 stages of a specific Sierpinski Triangle with initial area 163.65
square units.
Figure 6. Area remaining after each iteration of one Sierpinski Triangle.
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North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
2.3.2 Using the GeoGebra Sequence Tool
After calculating the area for a few iterations, look for patterns. We notice that the area decreases each
time, but by how much? Is there a set number to subtract off each time or is it a proportion? It may
be helpful to view the sample GeoGebra file [Link] which includes a
dynamic Sierpinski Triangle with area for iterations 0-4.
After exploration, it is seen that the area of the triangle decreases by one-fourth each time (in other
words, the area of the shape at a particular stage is three-fourths the area of the previous stage). Once
the pattern has been established, a formula can be created so the areas of multiple iterations can
be calculated at once. For this, we will use the GeoGebra sequence function, which is generally
used to compute lists of numbers that follow a set formula. By typing “sequence” in the input bar,
a few options should appear; choose Sequence[<expression>, <variable>, <start
value>, <end value>].
As noted before, each stage of the fractal is three-fourths that of the previous stage. So, our formula
n
will be modeled by 34 ¨area[poly1]. At the input bar, enter this formula, variable n, starting value
(0), and a “large” number for the end value (ideally infinity, but this is not allowed, so instead use 50
(see Figure 7)).
Figure 7. A sequence function to find area at each stage of the Sierpinski Triangle.
2.3.3 Using the GeoGebra Spreadsheet
After entering this expression, GeoGebra displays a list in the Algebra view (see Figure 8).
Figure 8. The list created by the Sequence command appears in the Algebra view.
In order to see all the values of a list, it is helpful to view them from the Spreadsheet view. Copy
the list to the spreadsheet view by dragging the list over to the spreadsheet while holding down
the shift key. A pop-up window will appear with an option to assign this list as a free object or
dependent object. Select dependent to continue updating the list as the triangle changes. Check the
transpose box so numbers are transferred from a horizontal list into a vertical column (see Figure 9
and [Link]
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North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
Figure 9. Transferring a list of numbers to the spreadsheet.
2.3.4 Conjectures with the Spreadsheet
Using the spreadsheet view, it is easy to identify the area of the original triangle (iteration 0), as well
as iterations 1, 10, etc. So what about stage n? As the number of iterations grow, we see the area
approaches zero, however as long as GeoGebra is set to display decimals to multiple places, the area
never equals zero. So as n approaches infinity, area approaches zero. While the idea of limits of
area approaching zero may be abstract, GeoGebra provides a visual representation that makes it more
concrete for students.
3 E XTENSIONS
Once a visual has been created, the image lends itself to a discussion of its related mathematical
content. This content ranges from the complexity of calculus, with the use of sequences and limits
of area, to the simplicity of basic geometry, with the application of points and line segments. While
basic geometry is taught to children from a young age, higher-level thinking can be facilitated with
questions that encourage learners to think abstractly. Examples of these questions are: “How many
points will never be removed? How can we say that area is zero when an infinite number of points
still remain?” (Naylor, 1999, p. 362). These questions require basic definitions of geometry while
also synthesizing the information gained from this activity. Hopefully, the conclusion that the points
on the corners of every triangle will never be removed will be reached. Additionally, learners should
recognize that the area will never reach zero due to the fact that multiplying by 34 repeatedly will never
produce a product of zero. However, the area will decrease in size significantly with each multiplica-
tion, so the limit of the area as the number of iterations approaches infinity will be zero.
The Sierpinski Triangle can also be extended by using it in connection with Pascal’s Triangle or by
creating a 3D version in GeoGebra. Of course, while this problem focused on the Sierpinski Triangle,
there are many other fractals that can be explored. For example, Koch’s Snowflake is an example of
how as a limit goes to infinity, the area will converge to a finite number. Lastly, because of the use in
modeling real-world phenomena, fractals can be researched and explored in related scientific fields.
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4 C ONCLUSION
Due to their repetitive nature and many applications, fractals offer opportunities for learning that range
from the very simple to the abstract. The use of software such as GeoGebra allows automation of the
repetitive nature of the creation. In the context of the Sierpinski Triangle, GeoGebra can quickly
calculate the remaining area of the triangle and display this information in a spreadsheet. Further
inquiry into the changing area offers an opportunity to acknowledge and model patterns as functions.
Additionally, exploring the pattern lends itself to a discussion of limits. As shown by this one example,
fractals’ applications offer an enriched way to teach mathematical content. Further exploration into
other fractals will create additional opportunities for learning.
R EFERENCES
[Cantor Set]. (2015, May 9). Retrieved December 8, 2016, from [Link]
[Link]/2015/05/09/double-and-nothing-the-return-of-the-
cantor-set/
Jaffer, A. (2009). [Hilbert Curve]. Retrieved December 8, 2016, from [Link]
[Link]/jaffer/CNS/PSFCDR
Knowlton, B. (2015, December 15). [Sierpinski Triangle]. Retrieved December 6, 2016, from http:
//[Link]/kpis-and-the-sierpinski-triangle/
[Koch Snowflake]. (n.d.). Retrieved December 8, 2016, from [Link]
ca/˜cass/courses/m308-03b/projects-03b/skinner/ex-dimension-
koch_snowflake.htm
National Governors Association Center for Best Practices, Council of Chief State School Officers
(2010). Common Core State Standards - Geometry. Washington D.C.: National Governors Asso-
ciation Center for Best Practices, Council of Chief State School Officers.
Naylor, M. (1999). Exploring Fractals in the Classroom. Mathematics Teacher, 92(4), 360-366. Re-
trieved from [Link]
Reiter, H. B., Thornton, J., & Vennebush, G. P. (2014). Using KenKen to Build Reasoning Skills.
Mathematics Teacher, 107(5), 341-347. doi:10.5951/mathteacher.107.5.0341
Shiffman, D. (n.d.). [Sierpinski Triangle]. Retrieved December 10, 2016, from http://
[Link]/book/chapter-8-fractals/
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North American GeoGebra Journal Volume 6, Number 1, ISSN 2162-3856
Jenna Odom, odomjt@[Link], is a sophomore at Mi-
ami University majoring in Integrated Mathematics Education and
Mathematics. She has a passion for making math exciting for stu-
dents. She hopes to use interactive technology and manipulatives
in her classroom one day to inspire her students to love math!
Taylor Wood, woodtm@[Link], is a student at Miami Uni-
versity studying toward degrees in Integrated Mathematics Edu-
cation and Mathematics. She is an aspiring 7-12 grade educator
who plans in incorporate technology into the classroom as a way
to deepen understanding and engage students.
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