Students Should Already Have An Understanding On Right Triangles
Students should already have an understanding on right triangles. Explain a proof of the Pythagorean Theorem and its converse. b. Students should be able to solve two-step equations. c. Students should be able to calculate and estimate square roots. d. Students should be able to evaluate expressions or equations with single digit exponents
Students should already have an understanding on right triangles. Explain a proof of the Pythagorean Theorem and its converse. b. Students should be able to solve two-step equations. c. Students should be able to calculate and estimate square roots. d. Students should be able to evaluate expressions or equations with single digit exponents.
After discussing the guiding questions …show more content…
Some guy back in about 500 BC proved mathematically that there is a relationship here, and that it is true for all right triangles. This was roughly 800 years before Algebra was established. This guy was the Greek philosopher Pythagoras of Samos. Ever since, his name has been associated with this theorem. Technically, someone else figured this whole thing out hundreds of years before him. What this theorem states is that the sum of the squares of the two legs of a right triangle is equal to the square of the hypotenuse. a^2 + b^2 = c^2 Well, sometimes it is easy to measure two lengths of a right triangle, and not so easy to measure the third length. Using the Pythagorean Theorem, we could calculate the third length. Suppose I wanted to know the length of the diagonal of a standard sheet of loose leaf paper. The teacher will ask the class what are the dimensions of a standard piece of loose leaf. Then the teacher will ask the class could the Pythagorean Theorem be used to find the length of that diagonal. The teacher would ask the following questions: 1. If one leg is 8.5 inches and the other leg is 11 inches, what do I do to figure out what the diagonal …show more content…
The problems will include missing lengths such as the hypotenuse and leg. The teacher will incorporate a strategy called think-pair-share. The teacher will give the students a problem to work independently for 3 - 4 minutes. The students will share their results with their shoulder partner. After some discussion, the teacher will choose a couple of students to share their work out to the rest of the class. Then the students will work in groups -- aiding and helping each other with the calculations and solving the equations. The worksheet will consist of problems of different triangles with missing lengths as well as problems without a picture. The students will work independently for 10 minutes. After ten minutes, the students will get in their assigned groups. The students will discuss their answers and connect their results to the guiding questions. The guiding questions are
Students should already have an understanding on right triangles. Explain a proof of the Pythagorean Theorem and its converse. b. Students should be able to solve two-step equations. c. Students should be able to calculate and estimate square roots. d. Students should be able to evaluate expressions or equations with single digit exponents.
After discussing the guiding questions …show more content…
Some guy back in about 500 BC proved mathematically that there is a relationship here, and that it is true for all right triangles. This was roughly 800 years before Algebra was established. This guy was the Greek philosopher Pythagoras of Samos. Ever since, his name has been associated with this theorem. Technically, someone else figured this whole thing out hundreds of years before him. What this theorem states is that the sum of the squares of the two legs of a right triangle is equal to the square of the hypotenuse. a^2 + b^2 = c^2 Well, sometimes it is easy to measure two lengths of a right triangle, and not so easy to measure the third length. Using the Pythagorean Theorem, we could calculate the third length. Suppose I wanted to know the length of the diagonal of a standard sheet of loose leaf paper. The teacher will ask the class what are the dimensions of a standard piece of loose leaf. Then the teacher will ask the class could the Pythagorean Theorem be used to find the length of that diagonal. The teacher would ask the following questions: 1. If one leg is 8.5 inches and the other leg is 11 inches, what do I do to figure out what the diagonal …show more content…
The problems will include missing lengths such as the hypotenuse and leg. The teacher will incorporate a strategy called think-pair-share. The teacher will give the students a problem to work independently for 3 - 4 minutes. The students will share their results with their shoulder partner. After some discussion, the teacher will choose a couple of students to share their work out to the rest of the class. Then the students will work in groups -- aiding and helping each other with the calculations and solving the equations. The worksheet will consist of problems of different triangles with missing lengths as well as problems without a picture. The students will work independently for 10 minutes. After ten minutes, the students will get in their assigned groups. The students will discuss their answers and connect their results to the guiding questions. The guiding questions are