Pythagorean Theorem Introductory lesson

I. Standards CCSS.MATH.CONTENT.8.G.B.6 Explain a proof of the Pythagorean Theorem and its converse. CCSS.MATH.CONTENT.8.G.B.7

Otten 2014

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. II. Behavioral Objective The learner will explain why the Pythagorean Theorem works and be able to identify what is needed for the theorem to be used. III. Anticipatory Set Where have you heard of the word Pythagorean before? Does Pythagorean Theorem sound familiar? IV. Objective/Purpose Is C.C. a hero or a villain? This is an essential question, but before we dive into this question, let's think about a similar question about a mathematician. (Talk about Pythagoras and how he is credited for the Pythagoras Theorem when in reality it had been discovered way before his time.) Notice that people in history can be portrayed in a certain way depending on who is telling the story. V. Input a. Task Analysis i. Anticipatory set, try to tell the story in an interesting way as if the students are reliving the history, and relate it to Christopher Columbus's story. ii. Show students a right triangle and the names of the sides and angles. Students talk in pairs of two to get familiar using these terms and defining them. iii. Tell them the Pythagorean Theorem and ask if they believe you. If they say yes, ask why; if no then say why not? Either way you want them to get used to questioning everything, never assume anyone is correct, including the teacher. This class discussion could take a while; get them to want to know "why".

Pythagorean Theorem Introductory lesson

Otten 2014

iv. Show the students a fairly quick informal proof of Pythagorean Theorem to convince them that it is true. v. Now pass out worksheets for geogebra exploration of Pythagorean Theorem and triangles. vi. Give students a non-right triangle and have them use the Theorem in geogebra or on paper. Make sure students show work, and then have class discussion on why the Theorem doesnt work for this triangle when I just proved that it was true. vii. Most likely students will not have time to complete this final task on the why. Assign as homework and have the students explain in their journals what the Pythagorean Theorem means and can do. b. Thinking Levels i. Comprehension Learner can explain what the Pythagorean Theorem is about using mathematical terms. ii. Application Learner can apply the Pythagorean Theorem to find the hypotenuse of a right triangle. iii. Analysis Learner can dissect the Pythagorean Theorem and know why it works, and when it does not work. c. Learning Styles and/or Accommodations i. Intrapersonal - groups work together to answer challenging problems ii. Logical - Proofs use much logic to get to the conclusion d. Method and Materials i. Methods 1. Lecture - Modeling of writing an informal proof of the Pythagorean Theorem 2. Discovery Learning - students work to answer the questions and find the mistakes I purposefully give them

Pythagorean Theorem Introductory lesson

ii. Materials

Otten 2014

Journals, pencils, rulers. Geogebra, worksheets for geogebra VI. Modeling - informal proof of Pythagorean Theorem a. b. Show what I am assuming is true and what I want to get to Talk out loud about my thoughts and how to connect the two i. what do I know about triangles ii. Is there a relationship between their sides and the area? Angles? VII. Checking for Understanding a. Walking around classroom during group work and asking "what is the length of the hypotenuse?" b. c. VIII. If students got a wrong answer check work and check for correct steps Check Pythagorean theorem explanations in students journals

Guided Practice a. b. Students are working in pairs to talk about the terms of a triangle that will be used today. Students work in groups to solve Pythagorean Theorem problems.

IX.

Independent Practice Students go home to continue and think about the Pythagorean Theorem and why it did not work for the non-right triangle that I presented. They must also write and show any work that they use to try and answer this question.

X.

Closure At end of class, allow students to write in their journals about what the Pythagorean Theorem means and what it can do to help us in math or the world.