The Pythagorean Theorem

Grade Level: 8
th

Time: 120 minutes
Learning Objectives
Students will understand the relationship between the sides of a right triangle
Students will solve problems using the Pythagorean theorem
Students will define mathematical terms both orally and in writing
TEKS
(1) Mathematical Process Standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to
(C) Use models and diagrams to explain the Pythagorean Theorem.
(7) Expressions, Equations, and Relationships. The student applies mathematical process
standards to use geometry to solve problems. The student is expected to:
(C) Use the Pythagorean Theorem and its converse to solve problems; and
(D) Determine the distance between two points on a coordinate plane using the
Pythagorean Theorem.
TAKS
(8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the
physical world. The student is expected to
(C) use pictures or models to demonstrate the Pythagorean Theorem;
(8.9) Measurement. The student uses indirect measurement to solve problems. The student is
expected to
(A) use the Pythagorean Theorem to solve real-life problems.
Materials and Resources
Computer
Geogebra Software
Projector
Activity sheets
Instructional Sequence
Introduction (15 minutes)
The teacher and students will read about the Pythagorean Theorem from the textbook. He or she
will then ask students to comment about the reading, giving them prompts if necessary, time to
reflect, and expanding on their answers.
Activities
Geogebra explanation (15 minutes)
The teacher will explain using a dynamic Geogebra file, where a big number of triangles can be
formed and the relationships among the sides observed. As he explains the relationships between
the sides of right triangles, it can be explained that as point C is rotated about the dotted line,
many triangles are thus forming. However, the relationship among the sides remain the same: if
you make a square on each of the sides, then the biggest square (BDEF) has the exact same area
as the other two squares (CDHG and BCJI) put together. See the examples below.

Collaborative learning (15 minutes)
The teacher will then form groups of three to four students and will ask the
following problem to be discussed collaboratively among the students.
What happens as point C approaches point D?
What occurs when point C gets inside BDEF?
What happens to the triangle?
Is the theorem still valid? Why?
Mathematical crossword (10 minutes)
This crossword will help students build their mathematical academic language by proding them
with a fun and informative way to learn definitions.

Problem solving (35 minutes)
The teacher will solve several problems using the Pythagorean Theorem; he or she will
encourage students to ask questions. Then, students will be given problems to solve, including
real life situational problems, for example:


Students will work collaboratively in their groups and the teacher will monitor their progress.
Each of the groups can present the solution to a problem by passing to solve it on the blackboard,
if time permits, or the teacher will write meaningful comments on students solutions after they
are turned in.
Assessment
The teachers will provide students three to five problems to be solved in teams in teams. See
examples below.

1)





2)





3)





The teacher will monitor students activity to see if they are solving the problems collectively.
He or she can go around the teams and give clues to students if they need them. Worksheets will
be collected and discussed in class the following day, at the beginning of the class during the first
10 or 15 minutes.