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The Pythagorean Theorem

Rationale: Students will understand


and apply the Pythagorean theorem,
2 + 2 = 2

Submitted by: Bibi Bhangar


Algebra I__
Assignment #2 for Grade Level 9

Objectives:

Materials/Equipment: Pencil, Paper,


Graph Paper, Calculator.

TEKS Achieved:
(8) Congruence and the geometry
of size. The student uses tools to
determine measurements of
geometric figures and extends
measurement concepts to find
perimeter, area, and volume in
problem situations. (Topics A-D)
(11) Similarity and the geometry of
shape. The student applies the
concepts of similarity to justify
properties of figures and solve
problems. (A-D)

Blooms Taxonomy:
Knowledge
Comprehension
Application

Analysis
Synthesis
Evaluation

Differentiated Learning:
Auditory

The students will develop, apply, and justify triangle similarity


relationships, such as right triangle ratios, trigonometric ratios, and
Pythagorean triples using a variety of methods
The student will verify theorems about the relationships in
triangles, including proof of the Pythagorean Theorem, the sum of
interior angles, base angles of isosceles triangles, and apply these
relationships to solve problems
The student will apply the relationships in special right triangles
30-60-90 and 45-45-90 and the Pythagorean
theorem, including Pythagorean triples, to solve problems.
The student will use the Pythagorean Theorem and special righttriangle relationships to calculate distances

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. A rope will be taped to the wall of the class room and the floor,
students will guess the length of the rope, students who guess
correctly will receive a piece of candy.
Process:
1.
2.
3.
4.
5.
6.
7.

Visual/Spatial
Logical/Math

Verbal/Linguistic

Procedures and examples of the equation will be introduced.


Real life equations will be introduced and practiced in class.
Students will discuss as a class why this equation is useful and how it could be
used in real life.
Students will be paired up and compose 4 word problems using the equation.
Students will be quizzed using the word problems students composed.
Quizzes will be reviewed during class to help prepare for the test.
A gallery walk will be used to help students solve different problems throughout
the classroom.

Accommodations:
1. Student with special needs like dyslexia will be given a partner to help understand
equation concepts.

Classroom Strategies:
Cooperative Groups
Centers
Independent Activities
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Hands-On

information is retained.

Simulation
Lecture
Whole-group
Pairing

Assessment/Evaluation:

Curriculum Integration:
Math
Science
Writing

Reading
Art

2. Students who will struggle with English will be given teacher time to make sure

1.
2.
3.
4.

Students
Students
Students
Students

will
will
will
will

be
be
be
be

graded on problems developed in groups.


graded on how well they solved the problems
evaluated on their gallery walk
graded on their test scores.

References:
Chapter 111. Subchapter C. (n.d.). Retrieved November 12, 2014,
from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111c.html