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Converse of the Pythagorean Theorem and “Leg Day”

Unit: Pythagorean Theorem
Lesson: Converse of the Pythagorean Theorem, Solving for one leg

Goals/Standards/Mathematical Objective:

CCSS.MATH.CONTENT.8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse.
CCSS.MATH.CONTENT.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in
real-world and mathematical problems in two and three dimensions.

Understandings:

Students will understand…
…what the converse of the Pythagorean Theorem is
…what the converse of the Pythagorean Theorem enables us to do
…how to find the length of a leg given the length of one leg and the hypotenuse
…real-world examples of right triangles related to the body

I. Engagement Block (Launch)- 10 minutes

Overview:
In this block, the teacher will set-up the context, which is the Pythagorean Theorem and
right triangles in exercises, for the work that the students will be doing throughout the day.

The teacher will begin by having the visual projected of several different exercises. She will
ask the question:

Teacher: What does exercising have to do with the Pythagorean Theorem?
Possible student responses:
a. Student: There are right triangles in the exercises!
T: Can you tell us or show us what you mean?
S: Explains or comes up to show on the board
T: Where is the hypotenuse of the right triangle in this exercise? What about the
“legs” of the right triangle?
S: Shows or tells
T: Do several more examples with the pictures from the Power Point

b. S: Student gives an answer relating to yesterday’s lesson or another use of the
Pythagorean Theorem
T: That’s a great example! Can anyone think of another example?
 T: If students continue in this way, prompt to relate to picture: what do you think the
exercises in this picture have to do with the Pythagorean Theorem?

c. S: Nothing.
T: I can think of several examples…can any of you think of one?
S: No one says anything or another negative response is said.
T: What about in the exercises in this picture? Can you see any right triangles in this
picture? Point out if still no response

T: If at any time a student points out that the exercises may not be exactly a right
triangle, the teacher can share that: today, we are actually going to see a way if a
triangle is a right triangle or not.

T: Why is it important for us to see that there are right triangles in exercises?
T: (If no immediate responses) what use could we get out of knowing this?
T: (if still no response) what about in sports?
T: (if no response) Discuss form of arm when throwing a ball/frisbee, “following through,”
swinging a golf club, batting, etc. depending on known sport interest of the students in the
class
T: How about physical therapy or in creating artificial limbs? How could the Pythagorean
Theorem or right triangles be a part of this?
T: (if no response) Our joints have a certain angle range that they move in; when creating
artificial limbs the bio-mechanists have to know these and make sure that the limbs operate
correctly based on the angle measures and length related to the pressure put on the limb at
certain points. Physical therapists or doctors have to know the different angle measure range
joints and limbs should be able to move in; if an athlete is injured, the joint often has a limited
range of motion.
T: Does anyone have any other ideas of how right triangles are related to exercising, sports,
or rehabilitation? (if no other ideas, move on)

If a student asks if
-the triangles we make will really be right triangles
-the angles we will make will actually be right angles, or 90 degree angles

Or brings up that
-the triangles made while exercising will not actually be a right triangle
-the angles will not actually be 90 degrees, which constitutes a right angle

Then:
T: There is actually a way that we can determine if these are (right triangles/the triangles
have 90 degree/right angles) using the Pythagorean Theorem! We will explore this after
we do the activity.

Teacher Role:
-Set context for the day
-Engage students so that they will see this as useful and interesting
-Show applications of right triangles in sports, bio-mechanics, physical therapy, and other
body-related fields

Student Role:
-Listen attentively
-Contribute to conversation

Materials:
-Whiteboard
-Projector


II. Investigation Work Block- 15 minutes

Overview:
T: Now we are going to do an activity. You are going to find exercises with right angles and
take some measurements of the legs and hypotenuse of the triangle. These can be any
exercises that you can think of and that someone in your group can and is willing to do. Feel
free to use ones discussed in class, those you saw on the PowerPoint, or ask me for help
thinking of more.

T: There are several different measurements you are going to take. When you come up with
each exercise, first identify the right angle in it. Then, identify what is the hypotenuse of the
right triangle; remember from class discussion earlier this week that the hypotenuse is the
side opposite of the right angle. It is also the longest side of the right triangle. Once you
identify the hypotenuse on the right triangle made with your exercise, identify the legs of
the triangle. Draw a stick figure diagram to help you. Make sure to label the right angle; it
may also be helpful for you to indicate which side is the hypotenuse by putting a star next
to it or circling it.

T: There are two parts to the worksheet: these are explained at the top, so you do not
forget. For Part 1, you are to measure all three sides of the right triangle, which are the
hypotenuse and the two legs. This is different than Part 2! In Part 2, you need to measure
the hypotenuse and one of the legs; these are two sides. You do not have to measure the
other leg. You do not need to measure both of the legs; pick one leg to measure.

T: So Part 1, what are you measuring?
S: Responds correctly or teacher asks again
T: So Part 2, what are you measuring?
S: Responds correctly or teacher asks again
T: If you do not remember this, look at the top of your worksheet; if you are confused, ask
me.

T: To talk about measuring for just a minute, there will be rulers, meter sticks, and yarn for
you to use to measure. We are going to measure in centimeters. When you measuring, it is
crucial to make sure that all of the sides of the triangle are connected; if you are measuring
the length of someone’s arm and the fist is the endpoint for the hypotenuse, make sure to
include the fist when measuring the leg!

T: You are going to work with a group of 3 or 4. Assign or let students choose groups. You
have about fifteen minutes before we come back together. I will now pass out the
worksheet. Does anyone have any questions about what you have to do?

Teacher roles:
-Pass out worksheets
-Have students get into groups of three or four (or five); arrange students if necessary
-Okay groups by distributing rulers, meter sticks, and string to each group
-Help groups with exercises as needed, answer questions, look for possible error, such as
students measuring in incorrect units
-Watch the time; if running short on time, have the students only complete two of the
triangles instead of three.
-Make sure to clear up any confusion students have with the activity. Students may be
confused about the two parts of the activity; clarify directions for both parts.
-Observe group discussion about: triangles, right triangles, whether or not a triangle is a
right triangle, sides of a triangle, the Pythagorean Theorem
Possible student questions to listen for: what is the hypotenuse? Where is the hypotenuse
in this exercise? Where is the leg in this exercise? Does this make a right angle? How do we
tell if it is a right angle?

-When observing, also look for anticipated student responses and issues:

Part 1:
-Students use Pythagorean Theorem to find the third side (a leg or the hypotenuse) of the
triangle instead of measuring
T: Remind students that they are to measure all three sides; they will have a chance to use the
Pythagorean Theorem to find the third side in part 2.

Part 2:
-Students measure both legs instead of the hypotenuse and the leg
T: Ask students if they understand what the hypotenuse is in the triangle they are measuring;
correct misconceptions and explain again what the hypotenuse is in general and in this
specific right triangle.

Either Part:
-Student does not measure entire side length
T: Ask students where the triangle is that they are measuring and to point out the vertices;
remind them that they need to measure all the way to the vertex.
-Students measuring in inches instead of in centimeters
T: Teacher can correct this if he or she feels it is necessary; it is important that students know
which units they are measuring in and that it is consistent, so the teacher should point it out
to the students.
-Students are not attempting to make right triangles, just any triangle
T: Ask students where the right angle is in their exercise; if their right angle is very far from a
right angle, the teacher may choose to ask them to try a different exercise that more closely
resembles a right angle.
-Student stick figure diagrams are drawn or labeled incorrectly (hypotenuse as a leg, two
legs and no hypotenuse, no apparent right triangle, etc.)
T: Ask students to tell you aloud what each side of the triangle is

Student roles:
-Find right triangles in exercises
-Measure different parts of a right triangle using a variety of strategies
-Problem-solve for how to measure different sides in different positions
-Cooperative group work
-Record measurements for triangles

Materials:
-Exercise Triangle worksheet
-Rulers
-Meter Sticks
-String
-Scissors

III. Summary Block- 15 minutes
Overview:
T: So everyone just completed the exercise right triangle activity. How do we know if the
triangles we made with our bodies are actually right triangles?
Anticipated student responses:
S: Guess.
S: Measure using a protractor.
S: If it looks like a right triangle.
T: Call on several students; responses do not need to be addressed unless the teacher thinks so.
T: So we have heard many suggestions; how could we use the Pythagorean Theorem to
determine if a triangle is a right triangle?
T: Give several students a chance to attempt to explain this or add to what other students
have said
T: (whether or not students explain this well, the teacher should reiterate the concept here)
we know all three sides of the triangle, we can actually apply the Pythagorean Theorem, a2
+ b2 = c2, to the side lengths and see if it ends up being true. For example, if when we put in
our side lengths and a2 + b2 was equal to 13 but c2 was equal to 16, we know that the
triangle cannot be a right triangle, because ALL right triangles have side lengths that fit the
Pythagorean Theorem. We now have a technology component that will show us this; it will
give us the a2, b2, and c2 values and also the angle measurements of the triangle.

Teacher pulls up Geogebra Applet
T: As we can see, there is no right angle in this triangle. Let’s use the side values of the
triangle to show that a2 + b2 will not be equal to c2. Teacher demonstrates. We can try this
for any number of triangles. We see many more possibilities that we could test this on
using this applet. Another example is the triangles you all measured! Let’s do one example
with someone’s measurements- can I have a volunteer give me the measurements for one
of the triangles that they measured all of the sides for? Teacher demonstrates using the
Pythagorean theorem on this triangle. Draws a conclusion with the class whether or not this
is actually a right triangle.
This explanation will be longer than it appears here, as the teacher describes and
demonstrates as he/she teaches.

This example that we just did will be part of your homework; you will use the
measurements you took in part 1 and use the Pythagorean Theorem to determine whether
or not is a right triangle.

But you also had triangles in Part 2, which you only measured two sides: the hypotenuse
and one leg. Because we don’t know all three sides, we are going to assume that you all did
the exercises perfectly and the rest of your triangles had 90 degree angles. I know that
yesterday you all practiced with using the Pythagorean Theorem with knowing both legs
and finding the hypotenuse. We began our discussion yesterday of how to solve for the
other leg when you already know one leg and the hypotenuse; we will discuss this further
today. We can still use the same formula. Let’s do one together first: can someone give me
their measurements for one of their triangles that they measured only two sides for?
Teacher demonstrates using the Pythagorean Theorem on this triangle.

Teacher Role:
-Explain the converse of the Pythagorean Theorem and demonstrate using it
-Use technology (Geogebra applet) to show and explain converse
-Connect converse to the worksheet
-Explain and demonstrate how to use the Pythagorean Theorem to find the length of an
unknown leg when the hypotenuse and one leg are known

Student Role:
-Listen attentively
-Ask questions if unsure
-Contribute to the conversation when applicable

Materials:
-Completed worksheets
-Whiteboard
-Projector
-Geogebra applet



IV. Application/Extension/Practice Block- Remaining Time

Overview:
T: Now for practice, we are going to go back through the worksheet and apply the
Pythagorean theorem to the three triangles in Part 1 and see if they are actually right
triangles. For the triangles in Part 2, we are going to assume that triangles are right and
solve for the other leg using the Pythagorean Theorem. You will have some time in class to
work on this. Finish the rest for homework. I will pass out a sheet to remind you of the
directions. Does anyone have any questions about the assignment?
Answer questions about the assignment if students have them; if the questions are on the
mathematics, then go to the individual student.

Teacher Role:
-Explain next step clearly to students so they can do this on their own if completing at
home
-Pass out directions sheet
-Help students in classroom with time left
-Observe student work, correct misconceptions

Student Role:
-Engage in completing assigned task at school and/or at home
-Ask questions if unsure

Materials:
-Worksheet filled in with data from the investigation block