Teacher Candidate:

Molly Frantz Subject: Math

Date: November 18th, 2010 Grade Level: 7th

Unit Title: Pythagorean Theorem

Essential Question(s): How are right triangles a part of daily life? How can we find the length of something without directly measuring it? Lesson Title/Number Lesson Question (s) Pythagorean Theorem Lesson 3 (Technology Integration) How do you use the Pythagorean Theorem to determine if a triangle is a right triangle?

State Standards and Performance Indicators

7.G.9 Determine whether a given triangle is a right triangle by applying the Pythagorean Theorem and using a calculator. 7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle 7.G.8 Use the Pythagorean Theorem to determine the unknown length of a side of a right triangle 7.G.6 Explore the relationship between the lengths of the three sides of a right triangle to develop the Pythagorean Theorem.

Lesson Objectives
(Blooms Taxonomy)

1. The student will be able to determine if a given triangle is a right triangle by applying the Pythagorean theorem and using a calculator.

---------------------Acceptable Evidence

----------------------------------------------------------------------------------1. Evidence that students have achieved the objective will come from the activity that they do on Geometers Sketchpad. They will complete the accompanying worksheet for the activity. The activity and worksheet will have problems that involve using the Pythagorean theorem to determine if the triangle is a right triangle.

Bell Ringer and Prior Knowledge Tap

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

The teacher will show a triangle with the lengths of all 3 sides labeled. The teacher will explain we are not sure if there is a 90 degree angle so we cannot say for sure that it is a right angle. The teacher will have the students think quietly for one minute about how they might be able to figure out if it is a right angle or not. After one minute, students will talk to the student seated next to them and share their ideas. The teacher will explain that we can figure out if it is a right triangle or not by using the Pythagorean theorem. ______________________________________________________ 1. The teacher will explain to the students that they will need to be taking notes in their notebook so they can use it as a reference in the future. (RBIS-Note taking) The teacher will show a triangle (not a right triangle) and give the lengths of all three sides. The teacher will then apply the Pythagorean theorem to show that it does not hold for this triangle and therefore it is not a right triangle. The teacher will give another example very similar to the first. Students will work on this problem individually and then the teacher will go over it with the entire class. A third example will be given but this time the Pythagorean Theorem will hold true and thus prove that it is a right triangle. (Auditory/Visual) 2. The Teacher will bring up Geometers Sketchpad and do an example problem on the program. The teacher will make sure to point out the basics to using Geometers Sketchpad such as constructing triangle, measuring the lengths and measuring the angles. This should be a review for them because they have used it in the past. (Visual) 3. The teacher will then hand out the worksheet for the Geometers Sketchpad activity and go over the directions. The teacher will ask two students to repeat the directions. This will assure the teacher that the students fully understand the directions. 4. The students will either have their own computer or may work with a partner to complete the activity. (RBIS-cooperative learning) The activity will have students create triangles and determine whether or not they are right triangles by using the Pythagorean theorem. (Kinesthetic) 5. The teacher will move around the room to assist when necessary and answer any questions. 6. Once the activity is complete, the teacher will lead the class in a discussion about the results. The class results will not be recorded

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

but only used for discussion purposes. The discussion will help the students understand results for the activity and it will assist them in answering more difficult questions. 7. The teacher will then hand out the homework sheet with practice problems and allow the students to work on their homework until class has ended. (RBIS-Homework and practice) 8. The teacher will have class time for review of the past few lessons about Pythagorean theorem. Students will be able to ask questions and see some example problems that will be very similar to the ones on their test. 9. The teacher will give the students at written test that encompasses the entire unit. 1. The teacher will check for understanding while the students are working on their example problems. The teacher will move around the room to observe the students work. These will not be collected and the students will keep them in their binder/notebook as a reference. (Content) 2. After explaining the directions for the Geometers Sketchpad activity, the teacher will check for understanding by asking two different students to repeat the directions. (Directions) 3. The teacher will check for understanding by observing the work and answers that the students get while completing the computer activity. (Content) 4. The teacher will check for understanding by looking at the homework that the students complete. (Content) 1. The students will have practice problems for homework. (Formative) 2. The students will complete the worksheet that goes along with the Geometers Sketchpad activity. (Formative) 3. The final unit test will be used for assessment. (Summative)

Checks for Understanding

Assessment

Closure

The teacher will give a brief review of how the Pythagorean Theorem helps determine if a triangle is a right triangle. The teacher will show the original triangle problem that was used in the anticipatory set. The class will lead the teacher through how to complete this problem.

Accommodations Activity Worksheet Geometers Sketchpad on Computers Homework worksheet

Materials Duration

3-4 days

Geometers Sketchpad Activity 1. First, construct a right triangle. Measure the angle to be sure that you have created at 90 angle. Then measure the lengths of the sides and use the chart to show that the Pythagorean theorem holds true. 2. Construct two more triangles (one acute and one obtuse). Measure the lengths of the sides and check the relationship between a2 + b2 and c2. 3. If you finish and have extra time, construct another triangle that is not a right triangle but that has an angle very close to 90. Measure the lengths and values just like the previous triangles.

Length of leg a

Length of leg b

Length of hypotenuse c

Value of a2 + b2

Value of c2

Right Triangle Acute Triangle Obtuse Triangle Other

What conclusions can you draw from your outcomes? Which triangles show relationships with the Pythagorean theorem?

Name________________________ Pythagorean Theorem Unit Exam 1. Label the right angles, legs and hypotenuses of the following triangles.

Date___________

2. Use the Pythagorean theorem to find the length of the missing side of the given triangle. (Make sure to show all work and include the formula)

12

20 1

3. If the legs of a right triangle are both 6 inches in length, what is the length of the hypotenuse? (Make sure to show all work and include the units of measure in your answer)

4. Use the Pythagorean theorem to find the length the missing leg of a right triangle that has a hypotenuse of 11 and a leg of 8.

5. Suppose there is a ladder leaning against a building. The bottom of the ladder is 6 feet away from the bottom of the building and the ladder reaches 8 feet up the side of the building. What is the length of the ladder?

6. A triangle has the following lengths: a=3 b=4 c=5 Is this a right triangle? Explain your answer.

7. A triangle has the following measures for its three sides: 5 inches, 4 inches and 10 inches. This is triangle a right triangle? Explain your answer.

8. In your own words, explain the reasoning behind the Pythagorean theorem. Include any diagrams or illustrations that you may need to explain. (Hint: Think back to our class presentations)

Name_________________________

Homework Assignment

1. A triangle has the following measurements for its three sides: 6 inches, 8 inches, and 10 inches. Use the Pythagorean theorem to prove that this is a right triangle.

2. Is this a right triangle? Explain your answer.

10 8