Title The Pythagorean Theorem Overview of Lesson Students will be introduced to the Pythagorean Theorem and discover context

of the proof in terms of its origin, application, and surrounding interest. Common Core State Standards Grade Level Content CCSS.Math.Content.HSG-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. CCSS.Math.Content.HSG-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures Mathematical Practices CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. Prerequisites Students will need to know the area of shapes (triangles, square, trapezoid) and be familiar with similar triangles. Additionally, students should recall Triangle Angle-Sum theorem and understand the Pythagorean Theorem. Learning Targets 1. Students will be able to write a proof of the Pythagorean Theorem in their own words. 2. Students will summarize and synthesize important ideas surrounding the history of the Pythagorean Theorem. 3. Students will apply the Pythagorean Theorem to a real-world problem. Time Required 50 minutes Materials Required Cut outs (one per group) Ruler Pencil Instructional Lesson Plan Launch: Review previous nights homework: Summarizing to Synthesizing Chart with Pythagoras Text Have students share their synthesis statements. Lead a discussion of how the discoveries of the Pythagoreans led to theorems that we can use to solve problems today. Squares of gold 5 min

A right triangle is drawn on the board with squares extending from each leg and hypotenuse. Tell the students that the squares are made of pure gold. As a refresher, represent the area of each square as the (side length)2. Then, present the choice: If the squares have the same thickness, and you could choose between the largest square and the two smaller squares combined, which would you prefer? Side 1 two smaller squares. Calculate when a = 3, b = 4. Side 2 larger square. Calculate when c = 5. Compare answers to lead into a discovery of why theyre equal. Plan: Jigsaw with proofs. Pythagoras is said to be the first to actually prove the relationship between a right-angled triangle and its side lengths. However, many other proofs have been created since. Today we will study 4 different proofs and become familiar with the numerous methods for proving the result that we know today as the Pythagorean Theorem. 1. Using cutouts, model the Pythagorean proof. This is the way that Pythagoras is said to have proved the relationship a2+b2=c2. We have two squares of equal area, divided up differently. On the left, we have a big square created by the area of 4 equal right triangles with height a and base b as well as a small square, whose area is a2 and a medium square, whose area is b2. On the right, we have a big square created by 4 equal right triangles with height a and base b as well as a square that is created by the length of the hypotenuse of the triangles, with area c2. The area of the first square is given by (a+b)2 or 4( ab) + a2 + b2. The area of the second square is given by (a+b)2 or 4( ab) + c2. Since the squares have equal areas we can set them equal and subtract equals. The first case is (a+b)2 = (a+b)2. We cant do much here. The second case is 4( ab) + a2 + b2 = 4( ab) + c2. By subtracting 4( ab) from either side, we are left with a2 + b2 = c2.

2. Name off predetermined Expert Groups and Home Groups 3. Provide each group with one set of cut outs for their proof. 4. Expert groups work together. 1s have Bhaskaras First Proof, 2s have Bhaskaras Second Proof and 3s have Garfields. a. Bhaskaras 2nd Proof is more advanced. Use for students who are ready for higher-level thinking. 5. Students in their expert groups can work together to create a proof with the information provided. 6. Students then should explain their proof to their Home Groups (#1,2,3). 7. Come back together as a class and go over the formal proofs (distribute a copy to each student). Source:http://jwilson.coe.uga.edu/EMT668/EMT668.Student.Folders/HeadAngela/essay1 /Pythagorean.html Close: Exit Slip What differences did you notice in the proof your Expert group wrote and the formal proof? Essential Questions a. What can we learn from the history of mathematics? b. When are symbols preferable over words for expressing relationships in math? c. What is the language of mathematics and when is it helpful to translate from symbols to the English language? Assessment Knowledge: Students will be able to make sense of a proof of the Pythagorean Theorem. Performance: Students will write proofs in their own words. Possible Extension From the book, The Pythagorean Proposition, select a proof of the Pythagorean Theorem and write it in your own words.