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This is an opportunity for the students to see interactive models and proofs of the Pythagorean Theorem. There some hands-on activities which help support learning. There are some additional classical proofs of the theorem which promotes deeper understanding.
Subject Mathematics
Seventh Grade 3.0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures: 3.3 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement. What is the side length of an
isosceles right triangle with To increase the depth of understanding of the Pythagorean Theorem through hands-on activities and viewing of classical proofs. Students will be able to draw a right triangle and show an example of how the Pythagorean theorem works. They will need scissors and ruler to complete this task. After viewing an animation of the Pythagorean Theorem as proofed by Euclid. For the more advanced students, they may want to view the proof by Leonardo Da Vinci. It may be an excellent time to inject humor into the lesson (joke). The joke reinforces the vocabulary used in the Pythagorean theorem. Students will be able to draw a right triangle and show an example of how the Pythagorean theorem works. They will need scissors and ruler to complete this task.
Students will be able to write, edit and revise their findings on the Pythagorean theorem using correct grammar, spelling and punctuation. Introductory Activity This is the opportunity to discuss with students the formula that they have learned to explain the Pythagorean Theorem. After writing the formula ask them to draw a graphic representation that supports the formula. Enabling Activity The
students will be given 1cm graph paper. They are to cutout squares that
are 3 squares on each side which
should total 9 squares, a square which is 4 squares
which total 16 squares and finally a square which is 5 squares on each side.
The students should form a right triangle using the squares. They should then be instructed to place the squares
from the legs into the square formed by the hypotenuse. They should fit
perfectly into the square.
Culminating Activity
The
students would be encouraged to find other triples which could be demonstrated
using the graph paper. They should share their finding with the class. They
should also be asked if they could find a rule of guessing triples.
Assessment
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Back to Top Introductory Activity Enabling Activity Culminating Activity
Andros
Karperos Middle School |
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