Hagel 1

Kayla Hagel
11/20/14
MTH 462
Unit Plan
Lesson Plan #2
7-3 Part B: Pythagorean Theorem Exploration
Teacher: Kayla Hagel
Topic: The Pythagorean Theorem
Length of Lesson: 50-60 minutes
Goals and Objectives
Mathematical Goals:
o Students will be introduced to acute, obtuse, and right triangles.
o Students will be able to classify triangles based on the relationships between their
side lengths.
o Students will understand and properly use the following vocabulary terms:
Pythagorean Theorem
Acute triangle
Obtuse triangle
Right triangle
Converse
Hypotenuse
Leg
Mathematical Objectives:
o Students will determine that a right triangle exists when the sum of the areas of
the squares built in the short sides is equal to the area of the square built on the
longest side.
o Students will construct viable arguments and critique the reasoning of others
(CCSS Mathematical Practice).
o Students will look for and make use of structure (CCSS Mathematical Practice).
Previous Knowledge:
Students have previous experience using TI-Nspire calculators.
Students are familiar with acute, obtuse, and right triangles.
Students can identify the hypotenuse and legs of a triangle.
Students can find the area of a square.
Materials:
TI-Nspire calculators one for each student
Pythagorean Relationships Student Activity Worksheet one for each student
Pencil (or pen) one for each student
Notebooks or paper for note taking purposes
Textbook pages 502-506 OPTIONAL!

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Anticipatory Set (Launch):

Before beginning the activity, a brief review will be conducted including the following
concepts: (This could be considered a mini-lesson; however, the students should already
be familiar with the following ideas. This is just a short review.)
o Definition of hypotenuse: the longest side of a triangle
o Definition of leg: the two shortest sides of a triangle
o Definition of acute triangle: a triangle that has only angles measuring less than 90
degrees.
o Definition of obtuse triangle: a triangle that has an angle measuring more than 90
degrees.
o Definition of right triangle: a triangle that has a 90 degree angle.

Information and Modeling: (Explore)

Teacher
Pass out a TI-Nspire calculator
and Student Activity Worksheet
to each student. (Transfer the
Pythagorean
Relationships
Activity to all of the calculators
if not done so already.)

Student

Rationale

Ask the students to work in pairs Students should work in pairs Students are to complete
to complete questions 1 and 2 on and complete Trials 1-4 on questions 1 and 2 in pairs so
their worksheets.
that they can compare and
the worksheet. (Trials 1-4)
contrast
each
others
responses and see if any
patterns occur among their
The teacher will walk around the
results. It is beneficial for
classroom observing student
students to compare and
responses and being available for
contrast
their
responses
questions/help.
because hearing different
explanations about how to
solve a problem will show the
students that there may be
more than one way to solve a
problem.

After each pair is finished with

question 1 and 2, ask each pair
of students to team up with
another pair of students (who are
done with 1 and 2) to complete
questions 3 through 5 on the
worksheet.

Each pair of students should

find another pair of students to
team-up with to complete
questions 3-5.

Students may have technology

issues or questions regarding
the worksheet. The teacher
should be available to help, so
the activity can continue
smoothly. The teacher should
also take this time to

Hagel 3

summatively
assess
the
students understanding of the
activity.

After all of the students have

completed the worksheet, the
teacher should regain the
students attention and conduct a
class discussion including the
following questions and topics:

Students are asked work in

groups of 4 for questions 3-5
because these questions are
collaborative and challenging.
The students should share
their results of the activity and
describe any patterns they
noticed while answering the
questions. Sharing results and
identifying patterns will allow
the
students
to
make
connections from how they
solved the problems to how
other students in their class
solved the problem. They will
also be able to connect these
patterns to future assignments
and exercises.

1. Describe the relationship

between the values of a,
b, and c and the figure(s)
you see on the screen.

1. The values of a, b, and

c represent the side
lengths of the squares
used to create the
triangle.

Its important for the students

to
understand
that
a
relationship exists between the
values generated and the
figure on the screen.

2. Ask students to share

some of the results they
came up with for the
activitys trials.
Record/display the trials
at the front of the room
for all students to see.
Continue this until one of
each
triangle
is
represented on the board.

2. Students should share

the dimensions/areas in
the trials that resulted
in acute, obtuse, right,
and no triangles.

Its beneficial to have multiple

representations of the 4
different cases for triangles
displayed for the students
because it will help support
the rest of the activity.

3. When comparing the

areas of the 3 squares in

3. Students
that :

should see The main goal is to have the

students see the relationships

Hagel 4

the figure, what did you

notice about their areas?
Did you recognize any
relationships of patterns?

At this point the teacher should

share the formal explanation of
the Pythagorean Theorem.

4.

Using what you know

now
about
the
relationship of the area of
squares and triangle

The sum of the areas

of the two smaller
squares is greater than
the area of the largest
square
for
acute
triangles.
(a^2 + b^2 > c^2)
The sum of the areas
of the smaller squares
is less than the area of
the largest square for
obtuse triangles.
(a^2 + b^2 < c^2)
The sum of the areas
of the two smaller
squares is equal to the
area of the largest
square
for
right
triangles.
(a^2 + b^2 = c^2)
The sum of the areas
of the two smaller
squares is less than the
area of the larger
square, and the sum of
the side lengths of the
two smaller squares is
less than the length of
the side of the larger
square for no triangle
to be formed.

for acute, obtuse, and right

triangles. As long as they see
that, we do not need to worry
about the relationship for the
case when no triangle is
created.

Students should record this in

their notes for future use.
The Pythagorean Theorem: If
a triangle is a right triangle
with legs of length a and b
and hypotenuse of length c,
then a^2 + b^ 2= c^2.

The formal explanation of the

Pythagorean Theorem will be
used for lessons in the future,
so the students should have a
firm understanding of it.

4. 1in^2, 2 in^2, 3 in^2

1 in^2, 3 in^2, 4 in^2
1 in^2, 4 in^2, 5 in^2
2 in^2, 3 in^2, 5 in^2

Exploring the reverse of the

trials conducted in class
introduces the students to the
idea that the converse of the

(If they do see this

relationship,
the
triangle
inequality theorem can be
discussed.)
Students should record these
relationships in their notes for
future use.

Hagel 5

types, what combinations

of area would create right
triangles on #4?

The two smaller areas Pythagorean Theorem is also

add to the largest area. true.

At this point the teacher should

share the formal explanation of
the Converse of the Pythagorean
Theorem.

Students should record this in

their notes for future use.
The
Converse
of
the
Pythagorean Theorem: If a
triangle has side lengths a, b,
and c and a^2 + b^2=c^2,
then the triangle is a right
triangle.

5. If a, b, and c are the

lengths of the 3 sides of a
triangle and c the longest
side, which of the
following will be never
true, sometimes true, and
always true?

5. Students should use

what
they
have
observed in the activity
to
justify
their
reasoning.

a. a^2 + b^2 = c^2

b. a+ b = c

c. a + b > c
d. c^2 a^2 = b^2

The formal explanation of the

Converse of the Pythagorean
Theorem will be used for
lessons in the future, so the
students should have a firm
understanding of it.

The answers for parts B and C

will tell you whether or not the
students have grasped the idea
of triangle inequality.
These statements are included
because students often miss
the area relationships in the
Pythagorean Theorem and try
Sometimes true; when the to infer a relationship between
triangle is a right triangle, then the linear measures.
the sum of the areas of the two
smaller squares will equal the The statement in part A allows
area of the largest square.
for a discussion about when
the Pythagorean relationship
Never true; in this case a holds.
triangle cannot be formed.
Some students may think this
true for all triangles.
Always true; in this case a Statement D allows you to see
triangle can be formed.
if students recognize an
equivalent form of the
Sometimes true, because this Pythagorean relationship.
says that the difference
between the area of the largest
square and the area of one of
the others is equal to the area
of the third. This is the same
as saying the sum of the areas
of the two smallest squares is
equal to the area of the largest
square, which only happens if
it is a right triangle.

Hagel 6

Checking for Understanding: (Explore/Summarize)

The teacher should observe the students as they work with their partners (and their
groups) to see if they are using the technology appropriately (i.e. using the technology
effectively to complete the activity as opposed to performing random computations) to
create the different cases of triangles and complete the Pythagorean Relationships
Worksheet.
o The teacher should be available for questions during the activity.
o The teacher should keep an eye out for confused looks, or incorrect responses that
could potentially lead to learning barriers in the activity.
o The teacher should also be looking for student responses or ideas that can
contribute to the activitys summarization.
Have the students share their ideas with the rest of the class, so they can
see that there are many ways to think about or solve the problem(s) posed
in the activity.
Provide appropriate visual aids that demonstrate specific ideas about the
activity that help to meet the objectives of the lesson.
The majority of the checking for understanding will take place during the class
discussion after the groups have completed the activity and their worksheets. During this
class discussion the teacher will be able to:
o Check student responses for correctness and accuracy.
o Record student(s) responses on the board so they can be used as a visual aid
during the rest of the discussion.
o Use student responses to demonstrate patterns and relationships related to the
Pythagorean Theorem and the Converse of the Pythagorean Theorem.
o Evaluate student responses based on the goals and objectives of the lesson.
Closure: (Summarize)
The teacher will review the following ideas (in class-discussion form) in order to
complete the activity/lesson:
o The Pythagorean Theorem: If a triangle is a right triangle with legs of length a
and b and hypotenuse of length c, then a^2 + b^ 2= c^2.
o The Converse of the Pythagorean Theorem: If a triangle has side lengths a, b, and
c and a^2 + b^2=c^2, then the triangle is a right triangle.
o a^2 + b^2 > c^2 for acute triangles.
o a^2 + b^2 < c^2 for obtuse triangles.
Formative Assessment:
The teacher should collect each of the students worksheet after completing the activity
and grade them accordingly.
o The students had an opportunity to correct their mistakes during the class
discussion, so this assignment will be graded for correctness as opposed to
completion.
The following exercises should be completed outside of class and returned at the
beginning of the following class period:
o Page 506 #1-9, 12, and 14
The objectives of this lesson will also be revisited and reevaluated during the Final Exam.