Lesson plan

Class: 8
Topic

Date: 21.04.2016 Period 1

Start 9:10
Finish 9:50
Establish Pythagoras' theorem as the relationship between the lengths of the sides
of a right-angled triangle (MA4 M/G Rt angled triangles 1st outcome, 2nd dot
point)

Outcomes
(things that
students should
be able to do
after the class)

1. Express and communicate about Pythagoras theorem, apply it in classroom

questions and in practice (using appropriate terminology, drawing and symbol).
After the class, they should be able to:
_ State condition for the theorem: right-angled triangle
_ Explain relevant background concept: right-angled triangle, hypotenuse, length,
square.
_ Create a drawing and illustrate the theorem with the drawing.
_ State and explain the formula in symbols.
_ State and explain the Theorem in wordings. Terminology: side, length, square,
right-angled triangle, area. Verbal or in writing.
_ Combine all the mentioned means to deliver a clear explanation of Pythagoras
theorem.
_ Briefly describe some actual applications in real life (optional). Actual application
may facilitate understanding.
2. Applies Pythagoras theorem to calculate hypotenuse length in right-angled
triangles (optional). This is a preparation for later classes of more complicated
problem solving.

Link with
previous
learning

Resources

Context:
25 - 35 students of year 8 and stage 4.
The last lesson was about right-angled triangle and hypotenuse.
It can be indicated from the context that the students should have learnt the
compulsory prior knowledge below. The teacher should check their understanding
and then restate the knowledge during the lesson.
_ Right-angled triangle, hypotenuse: students are able to define, identify, sketch
Right-angled triangle: triangle in which one angle is a right angle (90-degree)
Hypotenuse: In a right-angled triangle, the side opposite to right angle; longest side.
_ Length of sides of triangle and square; area of a square.
_ Congruent triangle; Translation, rotation, reflection of shapes in 2-dimensional
space, especially triangles and squares. These are to understand the proof of the
theorem.
_ Power of 2 and square root
_ Hardware: PC, projector, whiteboard marker, whiteboard, scissor, colourful paper
sheets, rulers
_ Software: presentation slide, online video for visual illustration
https://www.youtube.com/watch?v=uaj0XcLtN5c

Assessment

https://upload.wikimedia.org/wikipedia/commons/9/9e/Pythagoras-proof-anim.svg)
1. Formative assessment:
_ Walk around, observe the activities and question.
_ Question students to gauge understanding (of prior knowledge and the lesson),
encourage deeper learning and encourage discussion. The question can be for the
whole class or group or individual; during or after activity/explaining. Ask students
to write answers to these question in a sheet, which will be collected after class: no
marking are given to these papers but some prizes will be given.
_ Homework (to be given at the end of the lesson:
You may be required to submit your homework for marking. Prizes are available.
Describe Pythagoras theorem and find 1 example in your daily life.
Determine the minimum length of ladder below. Distance from the window to the
ground is 3m. Distance from ladder feet to the wall is 1m. Show your calculation
and drawing.

Optional homework (reward for those doing it): Based on the process of today
lesson, discuss the process of finding what is true. You can do this homework alone
or in a group.
There will be a quiz next time on Pythagoras theorem.
2. Summative assessment: quiz
_ Sketch a right-angled triangle
_ State the formula and wording description of Pythagoras theorem and illustrate it
on your drawing, using the concept of area.
_ Calculate length of hypotenuse of the following triangle

Stage
1

Minutes
10 mins

Activity
Activities to remind prior knowledge and propose existence of a rule
between length of hypotenuse and length of other 2 sides in rightangled triangle:
_ Divide the class into groups of 5 students.
_ For each group:
Each student writes the definition of right-angled triangle, using words,
drawings, and symbols.
The teacher asks one student to verbally state the answer and
ask if others have anything to add or change. The teacher draws
one right-angled triangle on board.
The teacher restates the definition right-angled triangle is a
triangle in which one angle is a right angle (90-degree).
Anybody has any question? Is there anything not clear?
Create a right-angled triangle (part A: one side length):
1-2 students per group sketch on paper: Length of a side adjacent to
right angle is 3cm.
1-2 students per group sketch on board: Length of a side adjacent to
right angle is 3dm.
1-2 groups cut out from papers: Length of a side adjacent to right angle
is 3 inches.

Timing
9:10-9:20
9:10:00
9:10:20

9:12:00

9:13:30
The teacher asks students to define hypotenuse and identify the
hypotenuse in their drawing.
The teacher asks one student to answer and show his drawing.

The teacher asks if anyone has a different answer.

The teacher states In a right-angled triangle hypotenuse is the
side opposite to the right angle. It is also the longest side.
Anybody has any question? Is there anything not clear?
Then each student amends his/her answer if needed and
measures the hypotenuse.
Group members exchange their result of measurement.
The teacher asks if they arrive at different results.
Create a right-angled triangle (part B: two side lengths):
1-2 students per group sketch on paper: Lengths of two side adjacent to
right angle are 3cm and 4cm.
1-2 students per group sketch on board: Lengths of two side adjacent
to right angle are 3dm and 4dm.
1-2 groups cut out from paper: Lengths of two side adjacent to right
angle are 3 inches and 4 inches.

9:14:40
9:15:00

9:16:30
9:18:00
Group members exchange their result of the measurement.
Students discuss the difference between part A and part B.
The teacher asks one group to state the answer and asks if other
group agrees or wants to add/change anything.
The teacher concludes Through the activity, we can
hypothesize that in a right-angled triangle if lengths of both
sides adjacent to the right angle are pre-determined, length of
the hypotenuse is fixed. However, if length of only one side
adjacent to the right angle are pre-determined, there will be
many possible hypotenuse lengths.
* Hypothesis: proposed statement made on basis of limited evidence
as a starting point for further investigation
Hypothesize: propose a hypothesis
The teacher asks about part B: Is the hypotenuse length of 5 affected
by whether the triangle was sketched or cut; whether who sketch/cut it;
whether the sides are 3-4 cm or 3-4 dm or 3-4 inch?
One student to state the answer. Ask if other students agree or
want to add/change anything.
The teacher concludes Through the activity, we can
hypothesize that in a right-angled triangle if lengths of both
sides adjacent to the right angle are pre-determined, the length

9:19:00

of the hypotenuse is fixed. Its true regardless whether we

sketch on paper or sketch on board or cut out; regardless
whether its in cm or dm or inch
anybody has any question? Is there anything not clear?

10 mins

* Materials:
_ Rulers: 15 rulers of 20cm length to use on paper, 10 rulers of 50cm
length to use on the whiteboard. Longer ones are ok.
_ Whiteboard and 10 whiteboard markers.
_ 15 right-angled rulers/protectors to use on paper. 10 right-angled
rulers/protectors to use on the whiteboard.
_ Colourful paper: 20 pieces. A3 size. If A3 are not available, A4 size
is ok.
_ Scissors: 10 pieces
Let student investigate the relationship further by studying more cases
of right-angled triangle: derive the expression
Group of 5 students each.
_ each student will choose one set of 2 lengths (a and b) and sketch one
right-angled triangle; then measure the hypotenuse.
5,12,13
7, 24, 25,
8, 15, 17

9:20-9:30
9:20

The teacher asks students about the results.

9:22
2

_ Each student does calculation of a , b , c , a + b and complete the

following table with groupmate:
a=
b=
c=
a2
b2
c2
a 2 + b2
length of length of length of
Adjacent Adjacent hypotenu
side 1
side 2
se
3
4
5
5
12
13
7
24
25
8
15
17
Remind students about power of 2 (square) by verbal communication

and written text on whiteboard: a2 = a x a. Similarly for b2, c2

_ Ask students to check if your group have the same result as shown on
the board. Any different opinion?

9:26

Highlight column of c2, a2 + b2 and ask what they can propose about
lengths of sides of a right-angled triangle.
Students should be able to state that c2 = a2 + b2
The teacher restates the proposed hypothesis in wording and in
formula: In a right-angled triangle, square of hypotenuse is equal to
square of two other sides.
c2 = a2 + b2

10 mins

Visual illustration of the relationship:

_ Draw on board: right-angled triangle a-b-c
_ Draw the a2 square and ask student what the area of that square is
Remind them of the formula: area of a square = square of side length.
_ Draw the b2 and c2 square

9:27:45

_ Show them the video (first 52 seconds only):

https://www.youtube.com/watch?v=uaj0XcLtN5c

9:28:30

_ State to the students In a right-angled triangle, area of the square

built upon the hypotenuse is equal to sum of area of 2 squares build
upon the other 2 sides
anybody has any question? Is there anything not clear?

9:29:30

* Materials:
_ Rulers: 20 rulers of 30cm length, 20 rulers of 20cm length. Longer
ones are ok.
_ 20 right-angled rulers/protectors if possible.
_ 14 printed tables for students to fill in
* IT: visual illustration of Pythagoras theorem from youtube (first 52
seconds).
Proof and consolidation of the theorem
Activity:
_ State to the students that this is only a hypothesis from observations
and we need to prove it before confirming it is true for all right-angled
triangles.
_ Explain to students that we can add in lines and shapes to solve

9:30-9:40
9:30

difficult geometry problems. From the last visual illustration on board,

we can add 3 new a-b-c triangles to the square c2
_ Divide the class into groups of 5 students each
Task 1: cutting
_ One student from each group cut 4 small congruent right-angled
triangles;
_ Another student from each group write notation a, b, c on the
triangle. c should be the hypotenuse.
_ Another student from each group measure a, b
_ Another student from each group calculate a+b
_ Another student from each group cut 1 big square in which side
length = a+b
Task 2: Student arrange the triangles and the square such that they
arrive at the configuration below

9:31

9:33

9:33:30
_ Ask student what is the area of the white square in the middle. They
should be able to tell c2
Task 3: Rearranging
_ Each group re-arrange the triangles and the square so that there are a
square of area a2 and a square of area b2. They have 2 minutes.
_ Ask student why should we re-arrange to get a square of area a2 and a
square of area b2. Students should be able to tell: because we are trying
to prove c2 = a2 + b2. We have already got c2, so now we try to get a2
and b2. Then see whether it works.
_ At the same time, on board, develop the new arrangement from the
initial a-b-c triangle.
_ Ask students if any group managed to do it.
_ Show them the flash file of movement:
https://upload.wikimedia.org/wikipedia/commons/9/9e/Pythagorasproof-anim.svg

9:33:45

9:37:00
_ Show them this visual expression and explain how the conclusion of
c2 = a2 + b2 are reached by subtracting 4 small triangles from the area of
the big square
Expression are written in terms of area of the shapes

9:38
_ The teacher asks each student to help write the conclusion by filling
in the blank and replace ? with suitable shape and/or symbols.
Hint:

9:39

Then provide students the correct answer on screen. Restate it for

them. Tell them that Pythagoras proved it 2500 years ago so this
theorem was named after him.

In a right-angled triangle, the square of the hypotenuse (the side

opposite the right angle) is equal to the sum of the squares of the other
two sides.
_ Remind students that the theorem can also be understood as a
relationship between areas of squares built upon sides of a right-angled
triangle.
anybody has any question? Is there anything not clear?
* Materials:
_ Paper of 2 different colours. 7 pieces of each colour, A3 size. If A3
are not available, A4 size is ok.
_ Scissors: 7-14 pieces

10 mins

* IT: visual proof of Pythagoras theorem from Wikipedia; fill-in-theblank description of Pythagoras theorem on projected slides; visual
illustration of the proof on slides.
Practical applications of Pythagoras theorem.
Tell students that they do not have to memorize this part. Just to
understand the concept and application.
1. An example in construction: a sloped roof.
_ Show them the drawing
_ Tell them: If you need to build a sloped roof, the length of the sloped
roof (hence length of beams, amount of tiles) can be determined from
height elevation of the roof and the horizontal length it covers.
_ Show them the right-angled triangle. Tell them they can use
Pythagoras theorem because it is a right-angled triangle.
_ Show them the formula and steps of calculation to find c
a, b a2, b2 c2 c

9:40-9:50
9:40

9:42

anybody has any question? Is there anything not clear?

2. Screen size:
_ Explain to student Screen size of TV and phones, tablets are actually
the diagonal length of the screen. Not lengths of sides.
For example, 32-inch screen means that length of diagonal of the
screen is 32 inches.

How do we arrive at this number?

9:43

9:45

_ Similarly to the sloped proof, by applying Pythagoras theorem on this

right-angled triangle.
a, b a2, b2 c2 c
anybody has any question? Is there anything not clear?
Activity: each student finds screen size of the smart device of yours or
your mates by measuring 2 sides of your screen. Then counter-check
by measuring the diagonal.
3. To build a right angle in construction
_ Explain to students the problem of size. For activities of small sizes
(sketch on paper), you can use a right-angle ruler. However, when you
need to deal with sizes of m and km and more, its very difficult to find
such ruler. In these cases, we may use Pythagoras theorem as follows:
Lengths of a triangle satisfy Pythagoras theorem the triangle is a
right-angled triangle.
Heres an illustration video.
Show them the video
https://www.youtube.com/watch?v=hxF7bABNbLE
anybody has any question? Is there anything not clear?
Conclusion:

9:48:30

In a right-angled triangle, the square of the hypotenuse (the side

opposite the right angle) is equal to the sum of the squares of the other
two sides.
_ Remind students that the theorem can also be understood as the
relationship between areas of squares built upon sides of a right-angled
triangle.
anybody has any question? Is there anything not clear?
Homework and quiz next class:
Give them home work (described in Assessment section of the lesson
plan) and tell them that there will be a quiz next class. Focus of the
quiz will be statement of Pythagoras theorem by wording, symbols and
drawing.
* IT: youtube clip describing how to get a right angle in construction
by using Pythagoras theorem. Photos on projected slide with symbols
and question marks.
Self evaluation of the lesson