TEACHER: D.

Francis
GRADE: 9
UNIT (S): Geometry
TOPIC: Trigonometry
DATE: JAN 28 – FEB 01, 2019
DURATION: One Week
STANDARDS:
 Explore paths, geometric shapes and space and make generalization about geometric
relationships within the environment

GENERAL OBJECTIVES:
Students should be able to:
 Understand the use of Pythagoras’ Theorem in everyday life

SPECIFIC OBJECTIVES:
Students should be able to:
 State Pythagoras Theorem.
 Identify professions to which Pythagoras’ Theorem is applicable.
 Prove Pythagoras’ Theorem by suitable method
 Use Pythagoras’ Theorem to solve right angled triangle problems.

KEY SKILLS:
 Investigate shapes, Construct triangles, Proof, Identify, Explore trigonometric ratios

KEY VOCABULARY:
 Pythagoras’ Theorem, Opposite, Adjacent, Hypotenuse, right angle

RESOURCES:
 Teacher- Worksheet with pictures of right angled triangles, 1 cm grid paper/graph paper.

PRIOR LEARNING:

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Check that students can:
 Identify a right-angled triangle and its properties;
 Measure angles;
 Construct triangles using geometric instruments.

LEARNING OUTCOME:
Students will be able to:
 Find the length of the hypotenuse using Pythagoras’ Theorem
 Find the length of any of the shorter sides of the triangle using Pythagoras’ Theorem.

TEACHING/LEARNING ACTIVITY:
Use square papers to demonstrate Pythagoras’ Theorem.

Students will be placed in groups where they will be given squares to put together to
demonstrate Pythagoras’ Theorem with the assistance of the teacher.
Through further discussion students will be guided to discover how to find any of the other
side’s using the squares.

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 a2 = b2 + c2
b2 = a2 – c2
c2 = a2 – b2
C
Hypotenuse
Opposite to the right
angle or the longest side

A B
a2 = b2 + c2
a2 = 32 + 42
a2 = 9 + 16
a2 = 25
√ a2= √25
a=5
In groups of three students will be given a map, they will be guided to use Pythagoras
theorem to calculate the distance of flights from one airport to another.

ASSESSMENT

 Students will be given questions on worksheet and questions from textbook.

e.g.
1. H 8 cm
C B
Find HJ
5 cm
6 cm
Find AC
I J
6 cm A

Students will be given questions on real life situations.

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 2. How long is a ladder that reaches 8 m up the side of a wall and stands 6 m from the base
of the wall?
3. Kevin walked 900m south and 1200m east to get to school. His brother David walked
directly to school. How many meters does David walk. N.B. sketch the problem

EXTENDED LEARNING:
Challenge students to:
 Investigate and explain the relationship between the lengths of the sides of triangles that
are not right angled and determine the criteria for the measures of the lengths of lines
needed to form a triangle.

LINKS TO OTHER SUBJECTS:

Science:
 Kinetic energy
Geography:
 Calculating bearings
Social Studies:

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REFLECTION
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