Pythagorean+Theorem

Return to Math


 * · Description:** students will be able to state whether a triangle is a right triangle by the use of Pythagorean theorem

swbat – define a right triangle, hypotenuse, leg of a right triangle swbat - formulate the Pythagorean theorem swbat – use the PT to find out whether a triangle is a right riangle
 * · Learning objectives:**


 * · Materials:** paper squares with dimensions 3*3, 4*4, 5*5,OHP, wooden square tiles,

a) mini lesson – students review their prior knowledge about he right triangle, identify hypotenuse, leg and right angle, give out their own definitions of these terms b) investigation – students investigate the objects gven to them (the paper squares 3*3, 4*4, 5*5) and create triangles, then they identify the right angle, and start counting the small squares in each one of the big squares, state their findings, and state their hypothesis c) summary – students summarize what their findings were, creating a poster d) share – students divided into groups present their posters an findings
 * · Step by step procedures:**


 * · Grade level:** 6-8

//http://www.associatedcontent.com/video/6274/how_to_use_pythagorean_theory.////[|html]// //http://www.learner.org/channel/courses/learningmath/geometry/session6/video.ht////[|ml]// //http://www.learner.org/channel/courses/learningmath/geometry/session6/index.ht////[|ml]//
 * · Web resources:**


 * · Related resources: [[file:iCreate - first presentation finalalfa.ppt]]· Title:**


 * · Rubric:**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Mathematical Concepts || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * Mathematical Reasoning || Uses complex and refined mathematical reasoning. || Uses effective mathematical reasoning || Some evidence of mathematical reasoning. || Little evidence of mathematical reasoning. ||
 * Explanation || Explanation is detailed and clear. || Explanation is clear. || Explanation is a little difficult to understand, but includes critical components. || Explanation is difficult to understand and is missing several components OR was not included. ||
 * Completion || All problems are completed. || All but 1 of the problems are completed. || All but 2 of the problems are completed. || Several of the problems are not completed. ||