5C

Central Focus:

• The purpose of this lesson is for students to be able to understand and apply the
Pythagorean Theorem. Students will use problem solving and reasoning to develop a
conceptual understand of the Pythagorean theorem by exploring the relationship between
the sides of a right triangle. They will then develop procedural fluency by using the equation
for the Pythagorean Theorem to solve for the unknown side of a right triangle.

Learning Objectives:

Content Learning Objective:

• Given the lengths of two legs of a right triangle, the student will explain a proof the
Pythagorean theorem using diagrams drawn on grid paper.

Process Learning Objective:

• Students will reason abstractly and quantitatively to develop an argument for a proof of the
Pythagorean theorem by noting patterns and structures in models drawn on grid paper.

Language Functions:

• Explain: The student will have the opportunity to both explain their understanding of the
Pythagorean theorem and listen to others explain their own understanding during group
work time and during in class discussions.
• Reason abstractly and quantitatively: The student will participate in tasks that require them
to reason abstractly using patterns and structures in models independently, with small
groups and during whole class discussions. Reasoning in small groups and in whole class
discussion requires both listening and participating in discussions giving students the
opportunity to use receptive listening and reading skills, as well as, productive speaking and
writing skills.

Vocabulary:

Different meanings across subjects: Mathematical use in bold.

• Converse
o Conversation/ social interaction
o Something reversed in order
• Leg
o Limb of an animal used for supporting the body and for walking.
o A pole or bar used to support an object
o A side of a right triangle that is not hypotenuse, also a side of an isosceles triangle
that is not the base.
• Area
 o Surface included within a set of lines
o The scope of a concept, aperation or activity: Field
o A particular extent of space or surface or one serving a special function
• relationship
o the relation connecting or binding participants in a relationship
o romantic attachment
• Square
o A rectangle with all four sides equal
o The product of a number multiplied by itself
o An open place or area formed at the meeting of two or more streets
o A person who is conventional or conservative in taste or way of life.
• Table
o A piece of furniture consisting of a smooth flat slab fixed on legs
o A systematic arrangement of data usually in rows and columns for ready reference

Subject-specific vocabulary:

• Square root
o a factor of a number that when squared gives the number
• Pythagorean Theorem
o A theorem in geometry: the square of the length of the hypotenuse of a right
triangle equals the sum of the squares of the lengths of the other two sides.
• Right triangle
o a triangle having a right(90-degree) angle
• Hypotenuse
o The side of a right angled triangle that is opposite the right angle

Definitions from Merriam-Webster’s online dictionary.

Syntax:

• Tables
• 𝒂𝟐 = 𝒂 × 𝒂.
• √𝒂𝟐 = 𝒂
• Expression of the Pythagorean theorem as 𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐 , where a and b are the lengths
of the legs of a right triangle and c is the length of the hypotenuse.
• Students have already learned the syntax involved in using tables, squared quantities and
taking square roots. Students will derive an equation like 𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐 using their
observations of data from the tables in the activity. Once, they have established the
relationship between the areas of the squares of a right triangle and re-discovered an
equation that expresses this relationship, I will name the relationship and give them the
formal definition.

Discourse:

• The students will use discourse during the lesson by participating in discussions with the
teacher, with group members and with the whole-class. During the launch discussion, students
 will talk about what they notice with a right triangle with squares on each side. The students will
share what they see while I make a list of their observations. I will press students to explain
what they mean and use their ideas to draw attention to vocabulary used to describe parts of a
right triangle and the terms square and square root. During the summary, students will be
encouraged to use academic vocabulary and to explain what it means while they reason a proof
of the Pythagorean theorem. Then I will name the Pythagorean theorem and provide a formal
definition to their proof.
• I will use precise academic language when discussing mathematics with students and set the
expectation that they will do the same at the beginning of the year. I can reinforce this by
asking: What word we have learned that represents their idea? Is there a more precise word for
that idea? I will add words to the word wall as we move through units so that they can draw
from those words when formulating an explanation.