Mathematics portfolio assignment year 2 | Pythagoras theorem proof | Stefano Zuccherini

Pythagoras theorem

2 2 2
a + b =c

c
b

Table of contents
Table of contents ……………………………………………………………………………………………………………….2

Solution to exercise 4 | page 49 | book 2 ……………………………………………………………………3/4/5

Picture of the coloured drawing ……………………………………………………………….………………………..6

Pythagoras theorem in daily life ………………………………………………………………………….………7/8/9

Self-evaluation …………………………………………………………………………………………………………………..10

Sources……………………………………………………………………………………………………………………………….11

2
 Solution to exercise 4 | page 49 | book 2

Before I start, I have to make sure to you, that my answers on exercise 4 are based on figure
5. 125 in the book, and my drawing is based on itslearning.
|4| The big square ABCD in figure 5.125 was created by taking a right-angled triangle with
sides a, b and c and rotating it a quarter turn three times and putting the points of the
triangles together.

a Explain why ∠ N 1 +∠ K 1= 90° and show that KLMN is a square

All angles of a triangle added are always 180° , so also Δ A K 1 N 1= 180°

∠ A = 90° , because it takes part of square ABCD and an angle of a square is always
90° , so we know that ∠ A+∠ N 1 +∠ K 1= 180° gives

90° +∠ N 1 +∠ K 1= 180°
- 90° - 90°

∠ N 1 +∠ K 1= 90°

Calculating backwards, we know ∠ N 1 +∠ K 1= 90° and explaining:

we know that ∠ A=90 °, and to come to a total of 180° , an angle of 90° is needed. 180° is
the amount of degrees that every triangle has. So ∠ A+∠ N 1 +∠ K 1has to be in total 180° .
∠ N 1 +∠ K 1are left, knowing that ∠ N 1 +∠ K 1+ 90° (∠ A ¿ has to be in total 180° ,because all
angles of a triangle added together is always 180° . How can I get from 90° to 180° ?simple, it
is 180° - 90° which is 90° , Now I know for sure, ∠ N 1 +∠ K 1= 90°

KLMN is a square, because KN (which is the hypotenuse of ΔAKN) = KL, because KL is the
hypotenuse of ΔBKL which is the same as the hypotenuse of ΔAKN, which is KN.
LM = KN, because also LM is the hypotenuse of Δ CLM, which is the same as the hypotenuse
of Δ AKN, which is KN.
I know that the hypotenuses/sides of the square are all the same, because I know that the
square is created by rotating a triangle, in this case triangle AKN a quarter turn three times,
so all triangles have the same measurements the same length and the same area.
(ΔAKN = ΔBKL = ΔCLM = ΔDMN) with it we know that the hypotenuses have to be the same,
calling them c and the c are the sides of the square, the hypothenuses are the sides of the
square and knowing that these hypothenuses are the same and that these are the sides of
the square and that these are of the same length, we know a property of a square: all sides
are the same.
There is another property of a square: all apart angles are 90° , all angles added is 4 × 90° =
360° .
This part of this exercise, I found it difficult, so I have changed some names
and added some things, the picture is from internet.

3
 Solution to exercise 4 | page 49 | book 2

Just to make it simpler, let’s call angle K 1: β and angle N 1: α. Knowing that α + β = 90° , to
close the half-circle of 180° , we are left with an angle of 90° , (180-90=90) which is angle N2
or angle K2 of the figure in the book.. This is the case, which is happening at all sides of
square ABCD and at the angles of KLMN:
All angles, ∠ K , ∠L , ∠ M , ∠ N are touching with the half circle of 180° and to close the half
circles of 180° an angle of 90° is needed: All angles are 90 degrees.
Now that I understand a little more, I can explain it also without changing the names:
If ∠ N 1 +∠ K 1= 90° , then also ∠ N 3 +∠ M 1=90 ° Now, I know that that ∠ N 3=∠ K 1 and
∠ M 1=∠ K 3, so it follows that also
∠ K 1 +∠ K 3 = 90° .
(Imagine as follow: if a + b = 90° , and a= c, and b = d, then also c + d = 90° )
∠ K 1 +∠ K 3 +∠ K 2 has to be 180° , because the rule is that a straight line (segment) is always
180° . To show that ∠ K 2 = 90° , I formed and solved the following equation.
∠ K 1 +∠ K 3 +∠ K 2 = 180°

90° +∠ K 2 = 180°
∠ K2 = 90°

Until now, I have showed that ∠ K 2= 90° , so it is a right angle and that all the sides of
‘’square’’ KLMN are the same, but at the same time, I also showed that KLMN is a square,
because the properties to show that KLMN is a square are;
1. Every angle is 90°
2. There are 4 equal sides
I have showed and explained in the page before that all sides of KLMN are the same.
(because the hypotenuses of the triangles are the same: they all are part of triangle that, as I
explained, are equal to each other. These hypotenuses, which are equal to each other, are
the sides of KLMN, which means that those sides are equal, see previous page for the whole
explanation)

Plus, I showed in this page that ∠ K 2= 90° , and ∠ K 2is an angle of KLMN, so of KLMN I
know that one angle = 90° and that all 4 sides are equal. As I ‘’said’’, every angle of a square
has to be 90° . The thing is that I only need to show that one angle is 90 degrees, because if
all 4 sides of a ‘’square’’ are equal to each other and one angle of it = 90 ° , the others also
have to be 90 degrees, if it is not, then the sides would not be equal and it would led to a
contradiction. (I want to write a proof about this, but this document would be too long, so..)

I know that ∠ N 3=∠ K 1 and ∠ M 1=∠ K 3because if I put ΔAKN precisely on ΔBKL or on
ΔCLM or on ΔDMN, and you put sides a on sides a and sides b on sides b and sides c on sides
c, you can then see that ∠ N 3=∠ K 1 and ∠ M 1=∠ K 3. The mathematical proof for it is: a
triangle was rotated a quarter turn three times, and if you rotate it backwards a quarter
turn three times, ∠ N 3is precisely on ∠ K 1 , ∠ N 1is precisely on ∠ K 3 which means that
∠ N 3=∠ K 1 , and ∠ M 1=∠ K 3 . if you turn mentally those triangles, you can see it, or as I
did, you cut those triangles and put them precisely on each other.

4
b Explain why area ABCD = 4 ∙ area ΔAKN + area KLMN and investigate how you can
use this to prove that a 2+ b2=c 2
1
Area ΔAKN : ∙ base ∙ matchingheight =¿
2
1
∙ a ∙b=¿
2
1
ab
2
1
So, the area of 4 ∙ area Δ A KN = 4 ∙ a b=2 ab
2
Area KLMN = length ∙ width
=c∙c
= c²
So, area ABCD = 4 ∙ area ΔAKN + area KLMN
= 2ab + c²
= 2ab + c²

area ABCD = 4 ∙ area ΔAKN + area KLMN = 2ab + c², because within ABCD there is a
square called KLMN, plus there are 4 right triangles that are equal to each other, so it
is logic that area ABCD = the 4 triangles area added with the area of the inner
square= 4 ∙ area ΔAKN + area KLMN. Therefore to calculate an area, you can add the
areas within the area you are calculating,
This can be used to prove that a² + b² = c²
As I said, area ABCD = 4 ∙ area ΔAKN + area KLMN = 2ab + c²,
But area ABCD is also
(a + b) (a + b)=
a² + 2ab + b²
which gives the following equation:
a² + 2ab +b² = c² + 2ab
−¿ 2ab −¿
2ab
a² + b² = c².

5
Picture of the coloured drawing

6
 Pythagoras theorem in daily life

Pythagoras theorem is used to calculate an unknown side, which is mostly the hypotenuse:
the longest side. You can find it everywhere, like in the garden, if you have a ladder which is
attached to the walls:

It is a right-triangle

Or in a house at the wall attached to a shelf:

Why is this theorem a huge invention?

This theorem is a huge invention, because as I showed, you can find it everywhere and it is
useful. You can use this theorem to make sure the shelf is right angled so that the book or
whatever there is placed, does not fall.
It is also useful to:
Let’s imagine that I have to place a painting to the wall, knowing that the hypothenuse is 4 m
and the opposite side is 1 m wide, and that with my arms stretched I’m 2m heigh.
At a certain point I remember that I have to place the painting at a height of 6 metres,
unfortunately I forgot to measure the height and I don’t know if the ladder is heigh enough.

7
 Without the Pythagoras theorem I have to go back and measure, but with this very useful
theorem I can calculate whether the ladder is heigh enough with the Pythagoras theorem:

a² + b² = c²
1² + b² = 4²
1 + b² = 16
b² = 15
b = approximately 3, 87 m with a calculator and without a calculator approximately 3.9 m
I am with the arms stretched 2 m, so in total I can get until the height of 3. 87 + 2 = 5.87
Unfortunately the ladder is not heigh enough because 5. 87 < 6.
Conclusion: At all, less work is needed with the Pythagoras theorem, which makes it a very
useful theorem to know. Without knowing this theorem, I had to go back to take a measure
instrument and measure the height, which costs some time, much more than with knowing
an applying the theorem.
Another example of why the Pythagoras theorem is so important is because it can been
used for cartographers. Cartographers have to calculate different distances and heights
between different points before creating a map. They have to find ways to take
measurements of distances in a systematic way. The Pythagoras Theorem can be used to
calculate the steepness of slopes, hills or mountains. They look through a telescope
towards a measuring point, a precise fixed distance away, trying to form a right angle, so
the Pythagoras theorem can be applied. Since the cartographers know both the distance
until the measuring point and the horizontal distance of the stick from the telescope, they
can calculate further to find the height with the Pythagoras theorem
Conclusion: This theorem can be used to find the length of slopes with facility, because
from the two lengths that they know, the steepness can be determined, making it very
useful.
Finally, the Pythagoras theorem is also useful for the architecture. It is important to make
sure the walls are right angled. To make sure they are, this theorem can again being
applied:
Imagine there is a wall, that has the following dimensions:
Opposite side = 7 m
Adjacent = 4 m
Hypotenuse = 8. 062257748 m, So it seems a little like this:

C Θ Hypotenuse : 8. 062257748 D To know whether this wall is constructed in a

good way being right angled or not. That can be
de- determined with the Pythagoras theorem,
Adjacent : 4 applying it in this way:

8
 (see next page)

A Opposite side: 7 B
2 2 2 2
Α Β + Α C =7 + 4 =49+16=65 2 2 2
Α Β + Α C =B C , so ∠ A=90 °
2 2
BC =8. 06225774 8 =65
So angle A is right angled

Now we know ∠ A=90 ° and ∠C , ∠B¿ ∠D can be calculated in this same way, whether with
Pythagoras or with Tangent
Without the Pythagoras theorem, this would not have been possible to calculate and maybe
we would not have right angled walls, which makes the Pythagoras theorem a huge and very
useful invention. Imagine having not right angled walls !
Without the Pythagoras theorem, most of the trigonometry theorems would maybe not
have been invented.

9
 Self-evaluation

In my aspects, it was not really fantastic to work together, at least at the beginning. This is
because the group members with which I had to work with, were not really collaborating.
Not only, they were not collaborating, they also distracted me from your explanation, a very
useful explanation that would probably have helped me later on for this assignment.
Due to the distraction from those ‘’group members’’ I had to do almost all in my own, at
least that was what I thought.
Fortunately, I got some Kairos for improvement, the improvement that would led me to a
correction of behaviour of my group members. I said them; ‘’Work serious or leave this
group, you are behaving yourselves like fools’’ or something like that. Maybe, these were
not words to appreciate them, or to make compliments, but to correct someone, to save
someone from the foolishness, compliments are lies. Maybe, I acted wrongly, but this
helped. This helped me and it helped them.
However, this action led to a solution of exercise 4 and to a better collaboration.
Talking about improvement, I think that my greatest and most needed improvement is to
ask more question during the time in which we can work together, to ask more if they
understand or if I do not understand.
For me, it was relatively talking difficult to make this word document; I had to make
researches, to think, to try, to calculate, which lasted some time. I worked about 15 hours
for this personal assignment, which is not a lot, but it lasted some time. It was difficult to
make the mathematical signs in this word document and to explain exercise 4, because I
understand this exercise, but it remains difficult to explain.
The groupwork is the thing that I would do differently next time. I realised that working with
people who do not take serious those learning projects, is a waste of time, which is relative,
but…
I know, the problems to work together were solved almost immediately, but it is and
remains a need of attention, which is and remains a waste of time.
I learned a lot by making this assignment, this assignment made me curious about how the
Pythagoras theorem works. This assignment did not make me only curious to the Pythagoras
theorem, but also to other things it is related on. For example, I became curious how to
calculate an unknown angle of a right triangle, knowing only two sides. I learned that you
can use Tangent, opposite side divided by adjacent or Cosines, adjacent divided by
hypotenuse or sinus, opposite side divided by hypotenuse. I learned an ‘’ezelsbruggetje’’ ;
SOHCAHTOA, or for me simpler to remember: CAHSOHTOA. And that to calculate the angle I
have to use the inverse of tangent, or cosines, or sinus. A thing is that I don’t really
understand why you have to take the inverse, but it remains interesting. And I will discover
why.

10
To be honest, I did not expect that the Pythagoras theorem could be used for navigation in
every daily life, I knew it was useful for a lot of things, but not for the navigation.
Conclusion: This is assignment was really helpful for me.
Sources

How to Construct a Theodolite (sciencing.com)

Sine, Cosine, Tangent (mathsisfun.com)

Chapter seven of a mathematics book of year 3

11