Pythagorean Theorem rewritten for a short leg

I.

Otten 2014

Standards
CCSS.MATH.CONTENT.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. CCSS.MATH.CONTENT.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

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Behavioral Objective Given the hypotenuse of a right triangle, the learner will be able to find the distance of the other legs.

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Anticipatory Set Can we rewrite the Pythagorean Theorem in terms of finding a leg of the triangle that isn't the hypotenuse? Work in pairs and try to do so, or show me that it is impossible.

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Objective/Purpose We have been working extensively to find the hypotenuse of triangles when we know the length of the other two legs. But what if we knew the hypotenuse but wanted to find the legs? Today we will try and find out if the Pythagorean Theorem is useful in this way too.

V.

Input a. Task Analysis i. Anticipatory set, walk around and ask if they think it is possible to rewrite the P.T. in terms of finding one of the shorter legs of the triangle. ii. Gather class's attention and have each group share what they talked about for the anticipatory set.

Pythagorean Theorem rewritten for a short leg

Otten 2014

iii. Have students guide me in writing the Pythagorean Theorem on the board but in terms of finding one of the smaller legs of a triangle. iv. Once all students can agree on a rewritten Theorem, have them use it on Maps of America that show C.C.'s explorative routes. I walked around observing. v. (Ten min. later) Gather class, ask how our rewritten theorem is working? Select groups to share based off my observations during group work. vi. First group to share should be one of mostly success but a minor issue. Last group to share should be one of high success. vii. Allow students to continue to work if not done with map, if they are done they may work to compare their distances calculated today with the distances of C.C's travels that they calculated yesterday. viii. Before students leave, they must reflect in their journals about their learning today and any difficulties they had while rewritten the theorem, or using the new theorem. b. Thinking Levels i. Application Learners apply their newly formed but related theorem to find length of shorter legs of a triangle. ii. Analysis learners break down the Pythagorean Theorem iii. Synthesis Learners reconstruct the Pythagorean Theorem in terms of finding one of the shorter legs. c. Learning Styles and/or Accommodations i. Intrapersonal - groups work together to answer challenging problems and they share ideas with the entire class. ii. Interpersonal - Students may work individually if they want. iii. Logical - Rewriting a proof takes some logical reasoning.

Pythagorean Theorem rewritten for a short leg

iv. Students are allowed to use Geogebra online if they need the accommodation. d. Method and Materials i. Methods

Otten 2014

1. Class Discussion - Groups participate in discussions to share ideas and strategies they used to solve the problem. 2. Discovery Learning - students work to answer the essential questions of the lesson. I allow them to work through and discovery their own mistakes and solutions. ii. Materials Journals, pencils, rulers, maps of areas traveled by C.C. VI. Modeling None, the students know the Pythagorean Theorem. VII. Checking for Understanding a. Walking around classroom during anticipatory set asking about their thinking on how to rewrite the Pythagorean Theorem. b. Listen to groups share during class discussions. c. Check journals for problems students had with the days lesson. VIII. Guided Practice Students tell me how to rewrite the theorem on the board, I guide them to see errors, if any, in the new theorem. IX. Independent Practice Students work in groups using the rewritten theorem with no assistance given. X. Closure Students reflect in their journals about their learning today and any difficulties they had while rewritten the theorem, or using the new theorem.