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Introduction

 The Pythagorean Theorem - the goal of this lesson is for students to be able to calculate
the unknown side of a right triangle, given the lengths of the other two sides.
 Length of lesson: 45 minutes
 Related Virginia Standard of Learning:

Math 8.10

The student will:

a) verify the Pythagorean Theorem, using diagrams, concrete materials, and

measurement; and

b) apply the Pythagorean Theorem to find the missing length of a side of a right

triangle when given the lengths of the other two sides.

Learning Objectives

 The students will be able to describe and define the Pythagorean Theorem when asked
from memory.
 The students will be able to identify a right triangle and the corresponding sides that fit
the Pythagorean Theorem.

 The students will be able to recognize the Pythagorean Theorem and read it out loud
properly.

 The students will be able to identify the difference between the legs and hypotenuse of
the right triangle.

 Given two sides of the right triangle, the students will be able to solve the Pythagorean
Theorem for the missing variable.

 The students will be able to define and differentiate between when they are and are not
supposed to use the Pythagorean Theorem.

Teaching and Learning Sequence

 Display warm-up exercise on first slide of the power point presentation. Students will
complete these exercises while the roll is taken. http://docs.google.com/present/view?
id=dgfn4478_4fv853tgq
 Introduction/Anticipatory Set – Briefly explain that we are going to be discussing the
Pythagorean Theorem. To determine prior knowledge, ask students, “Tell me everything

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which is necessary in order to prepare the Pythagorean Theorem. (2-3 min) 2 . Have one student come up to the board and demonstrate how to do the problem. you think you might know about the Pythagorean Theorem – even if you’re not sure it’s correct”. they may find a side of the triangle to be a square root. b.  Read the first problem out loud to the students and allow time for them to calculate. c.  Read the third problem out loud and have them do it at their seats with other students. (1 min)  Make sure to let the students know that their answers aren't always going to come out to an exact number.google. (1-3 min)  Return to the slide with the Pythagorean formula. Let a = 4 and b = 5. Let a = 24 and c = 25. (1 min)  Read the second problem out loud. (6-8 min) http://docs. find the other leg of the triangle.com/present/view? id=dgfn4478_4fv853tgq  We will go through examples on the board of how to write numbers in radical form. (2-4 min)  We will go over where the square root key is on the calculator and how the students should use this key. (1-2 min)  Lesson Development  Start the PowerPoint slide show. (2-3 min) a2 + b2 = c2 42 + 52 = c2 16 + 25 = c2 41 = c2  Ask students if there are any questions. find the hypotenuse. a2 + b2 = c2. (2-3 min) a2 + b2 = c2 242 + b2= 252 576 + b2 = 625 b2 = 49 b=7  Ask students if there are any questions. Walk around and monitor to make sure that they all understand the concept. go through each slide in detail and explain the Pythagorean Theorem. of the triangle.

(1-3 min) o Distribute the homework handout and ask the students to put it away. Assessment 3 . and assigned as homework (Virginia Department of Education. modified. Have a student volunteer to come up to the board and complete the problem for everyone to see. and tell the students that they are going to have a worksheet to complete for homework on this material. find the hypotenuse of the triangle using the Pythagorean Theorem. Students will find the length of the missing side in examples provided on the worksheet. 2009).10 will be retrieved. (1 min)  Announce to students that they should try to complete the fourth problem on their own. Walk around the room and monitor to make sure that everyone understands the concept. a2 + b2 = c2 a2 + 52 = 132 a2 + 25 = 169 a2 = 144 a = 12  Ask the students if there are any questions. (1 min)  Closure o Ask if there are any questions. a2 + b2 = c2 32 + 42 = c2 9 + 16 = c2 25 = c2 5=c o Ask students if there are any questions. (2-3 min)  Problem number four: Let a = 3 and b = 4. (1-2 min) Homework A worksheet from the Mathematics Standards of Learning Enhanced Scope and Sequence for standard Math 8.  Problem number three: Let b = 5 and c = 13. find the other leg of the triangle using the Pythagorean Theorem.

the square of the measure of the hypotenuse equals the sum of the squares of the measures of the base and altitude. 1. for a right triangle. b = leg. (Answer: a = leg. c = hypotenuse) o Formally assess when grading homework handout.  Materials and Lesson Preparation  Chalkboard  Chalk  Erasers  Computer  Projector  Projector screen  Calculators for groups of students  Handout for homework  Confirm that there are an adequate number of calculators  Arrange desks so that all students can see the projector screen clearly  Get PowerPoint ready on the computer  Pull down the projector screen  Turn projector on 4 . o Transition: Have students clean up their tables and return to their regular seating arrangement. (1-3 min)  Ask the students again when they are allowed to use the Pythagorean Theorem? (Answer: only in right triangles) Appended Materials Content Organizer  Curriculum Framework Essential Understandings “All students should  Understand that. given the measures of the other two sides. o Ask for a student to volunteer to tell you what the parts of the right triangle are called. Understand that the Pythagorean Theorem is a tool to find the measure of any side of a right triangle.