Lesson
Plan­
Pythagorean
Theorem
 
 
 
 Emily
Plunkett


National
and
NC
State
Objectives:

 


National:

 Use
visual,
spatial
reasoning,
and
geometric

modeling
to
solve
problems


NC
State:
 Algebra:
2.01
Find
the
lengths
and
midpoints
of

segments
to
solve
problems

Outcomes:


1. Students
will
understand
the
proof
of
the
Pythagorean

theorem.

2. Students
will
have
discovered
the
Pythagorean
theorem

and
have
developed
a
working
relationship
of
the
side

lengths
of
a
right
triangle.

3. Students
will
be
able
to
use
the
Pythagorean
theorem
to

find
missing
side
lengths
of
a
right
triangle
and
apply
it
to

word
problems



Anticipatory
Set:

Students
will
work
with
partners
to
try
to
manipulate
the
proof

of
the
Pythagorean
theorem.


Students
will
not
know
they
are

proving
the
theorem,
but
will
be
trying
to
solve
the
problem
of

fitting
the
pieces
into
the
square
with
out
the
pieces

overlapping.

After
we
review
the
correct
arrangement
for
the

pieces,
I
will
tell
them
that
“you
have
just
proven
a
very

important
theorem,
the
Pythagorean
Theorem.”



Statement
of
Objective
and
Purpose:

Students
will
understand
the
proof
and
the
uses
of
the

Pythagorean
theorem.

Students
need
to
gain
a
working

understanding
of
the
relationship
between
the
sides
of
a
right

triangle
to
help
develop
skills
to
solve
world‐based
problems.



 1

Instructional
Input:


 Part
1:

Investigation.




With
the
same
partners
as
before:
Pass
out
Pythagorean
Theorem

Investigation
worksheet.

Explain
what
a,
b,
and
c
are
and
go
through
first
row.


Then
let
partners
finish
the
chart
and
questions
2‐3.




 After
groups
have
had
time
to
finish
the
investigation
and
discuss
the

findings,
bring
the
class
back
together
for
a
class
discussion
of
questions
2
and
3.



Part
2:
Direct
Instruction



 Go
over
definitions:

1. Hypotenuse‐
longest
side
of
a
right
triangle
and
is
opposite
the
right
angle

2. Leg‐
there
are
two
and
they
form
the
right
angle.

3. Pythagorean
Theorem‐
describes
the
relationship
of
the
lengths
of
the

sides
of
a
right
triangle.

a. Let
students
attempt
at
a
relationship
from
investigation
and

finally
confirm:
a2
+
b2
=
c2

b. Review
how
anticipatory
set
proves
the
Pythagorean
theorem.



Modeling:

Go
through
examples:

1.

Find
the
missing
side
length.



 



9
cm











 
 
 
 





12
cm


 
 



 2



2.

Find
the
missing
side
length.



 




 
 







5
ft 
 
 
 
 







 
 
 
 
 8
ft




3. Find
c
given
a=
6
cm
and
b
=
8
cm.









4. Given
that
the
sides
of
a
triangle
are
5
cm,
6
cm,
and
8
cm,
is
this
a
right

triangle?








5. A
fire
truck
parks
beside
a
building
such
that
the
base
of
the
ladder
is
16

ft
from
the
building.

The
ladder
is
30
ft
and
extends
from
the
top
of
the

fire
truck
that
is
10
ft
high.

If
the
ladder
just
extends
to
the
top
of
the

building,
How
tall
is
the
building?




 3

Check
for
Understanding:

Students
will
first
do
question
5
on
their
own
while
I
circulate
to
help
students.



After
most
students
have
finished,
we
will
then
go
step
by
step
over
how
to
find
the

solution
to
question
5.

I
will
assess
to
see
if
the
students
understand
by
asking
them

what
the
next
step
is
and
by
looking
to
see
how
each
student
is
working
while

circulating.

If
I
find
there
is
a
problem,
I
will
give
more
examples.

Once
question
5
is

complete,
question
6‐8
will
be
done
in
the
same
manner.


6.




Find
b.




 











4
cm
 9
cm
 
 





 b



7. 
Find
c
given
a=
8
mi
and
b
=
15
mi.













8. 
Given
that
the
sides
of
a
triangle
measure
5
ft,
12
ft,
and
13
ft,
is
this
a
right

triangle?

Justify
your
answer.









9. Televisions
are
categorized
by
the
length
of
their
diagonal.

For
example
a
20

inch
television
means
that
the
diagonal
length
of
the
television
is
20
inches.

If

the
diagonal
length
of
a
TV
is
50
in
and
the
width
of
the
TV
is
30
in,
what
is
the

length
of
the
TV?







 4

Guided
Practice:

Have
students
do
both
problems
at
seat
while
I
walk
around
to
check
for

understanding
and
help
students
who
are
struggling.

Review
answers
when

everyone
is
finished.



10. Find
a
given
b
=
12
cm
and
c=
13
cm.







11. Find
b
given
a
=
5
m
and
c
=
9
m.







12. 
Can
the
lengths
12
cm,
13
cm,
and
18
cm
make
a
right
triangle?

Justify
your
answer.




Independent
Practice/Homework:

Handout
13‐1
all
problems.

Those
who
finish
can
work
in
their
textbook
(Prentice

Hall
Mathematics,
Algebra
1,
2004).

Do
problems
10,
12,
13,
14,
16,
and
37.

The

bookwork
not
completed
in‐class
is
homework.




Artful
Ending:

Asking
the
class
to
describe
the
Pythagorean
theorem
in
their
own
words.

I
am

looking
for
something
stating
the
equation
and
also
that
it
describes
the
relationship

between
the
sides
of
a
right
triangle.





 5