Introduction the Pythagorean Theorem

Jayse Van Rooyen and Tanner Willgress

Grade 8
Mathematics
Lesson #1
October 19th/2017

Rationale:
To understand mathematical concepts, students must learn Pythagorean Theorem. Pythagoras
introduces how to calculate a right triangle, helps differentiate between different types of
triangles, and also allows us to discover different paths and distances we can take using the
formula a2 + b2 = c2 . Students will learn and be able to represent the pythagorean theorem
through different symbolic form and activities.

Curriculum Connections: https://curriculum.gov.bc.ca/

Big Ideas:
Number represents, describes, and compares the quantities of rations, rates, and percents.

Curricular Competency:
Represent mathematical ideas in concrete, pictorial, and symbolic forms.
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and
problem solving.

Content:
Modelling the Pythagorean theorem
Finding a missing side of a right triangle
Deriving the Pythagorean theorem
Constructing canoe paths and landings given current on a river
First people constellations
Learning Intentions: Activity: Assessment:
-To be able to identify a right -Giving lecture on Pythagorean In the 80 minute lesson there
angle triangle theorem would be 4 different times we
would be able to assess their
-To be able to employ the -Students will complete simple work
pythagorean theorem to right example questions (from the
triangles. powerpoint) in pairs and report - We will open the class with what
out answers. a right angle triangle is and then
-Relating pythagorean theorem ask the class how they would find
to everyday tasks and first -Pair and share using measuring right angles around them
peoples history tapes to measure each other's arm
- During their pair and share,
-to have the ability to use -Using examples with caramels measuring their partners arm, we
a2 + b2 = c2 effectively in would check for understanding
measuring right angle triangles -Bringing it back to first peoples
and recognizing right angles in constellations and let them do the -We will hand out a worksheet for
the world around us worksheet everyone to use their knowledge
of pythagorean theorem and find
the length of constellations of first
people

-We will have small group

discussions of how we can apply
pythagoras theorem to everyday
things and how it relates to what
we love to do

Prerequisite Concepts and Skill :

- Knowing basic shapes and numbers
- understanding line segments and degrees
- understanding basic formulas
- Understanding of square roots
- Having knowledge of equations and what you do to one side you do to the other
Materials and Resources with References/Sources

For Teacher For Students

Caramels or starbursts Paper

Piece of paper with squares drawn on them Pencil
Powerpoint Calculator
Elmo/ document projector Ruler
Worksheets for assessment; have one page
for documenting partnered results with the
dab example and a more basic outline to Inuit
Constellations with thorough instruction (of
Inuit constellations)
Measuring tapes

Differentiated Instruction (DI):

We would use math app/ pythag online in order to accommodate people with any kind of
mobility issues. Also there would be additional questions that are more advanced for students
that have completed their work early.

Organizational/Management Strategies:

Hand out a small treat/the squaramel at the end of class as students exit the class.
Wait to hand out the measuring tapes until they need them. Also, ensure that they are
collected once they are done with them.
Students may be disruptive and might have a hard time with this new lesson, we are going to
be using imagination, fun, and games to help the learning process.
For distracted students or IEP learners that are having a difficult time with the lesson we will
circulate through the crowd during their 2 minutes with a partner to check in and observe their
skill.
Possible Aboriginal Connections / First Peoples Principles of Learning
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf
- Using constellation worksheet to tie in first peoples culture
- We have created constellation charts to incorporate first peoples history

Lesson Activities:
Teacher Activities Student Activities pacing

Introduction (hook/motivation/lesson - Questions and answering topics 15

overview) regarding triangles and
- Introduce shapes and ask the class pythagorean theorem.
questions about what they know - Example: How many sides does
- Review what we learned last class a triangle have?
- What shape is the pythagorean
theorem used for?
- Explain what a right triangle is
- Introduce who Pythagoras was
and what contributions he made
to math.
- Play a video with pythagoras
music and the other contributions
he made to mathematics

Body (lesson flow/ management)

- Present pythagorean theorem - starbursts/caramels and paper 35
slideshow to show how the pythagorean
- Explain what pythagorean theorem works
theorem is - Have the students use the
- Show example questions formula and complete pair and
- Engage students with practicing share activity to work on simple
their shapes by using right angles examples.
in everyday life - Have students work in pairs to
- Have a discussion with students measure their arms while
about real world connections to dabbing (like shooting an arrow)
 Pythagoras and his theorem to calculate the length of the
hypotenuse. Students will then
measure the hypotenuse to test
Closure ( connections within lesson or if they are the same. 25
between lessons, sharing successes,
summaries)
- Go over examples of finding
constellations and using right - Use scaffolding
angles to identify different stars - Once students have shown they
and the distance between them can use the pythagorean
- Have students test assessment theorem have them work in
with a worksheet on aboriginal pairs to find the angles of
constellations constellations
- Allow students 25 minutes for this
activity. They will work in pairs.
Teacher will be assessing as they

Allow 5 minutes at the end for ticket out - Students will complete a ticket 5
the door and the students collecting their out the door and get their candy
SQUAREMEL! to end the lesson

Conclusion:
Students will be able to recognize right angle triangles. With the many examples given,
they had the opportunity to explore different ways to represent the Pythagorean theorem. At
the beginning of the next lesson we will review pythagorean and start to learn how to discover
the other angles in a triangle.

Reflection:

TANNER: I was nervous to begin this presentation, especially as I do not feel comfortable
teaching mathematics. However, I became more comfortable as the lesson progressed. I think
our lesson ended up being fun and energetic because Jayse and I both enjoyed our lesson, and
this enjoyment was translated to our students. There were many small things that we could
have improved upon during our lesson. For example, we have to be more aware of our we
organize the board and our we interact with it so as not to block the information. The lesson
overall felt very rushed, but this makes sense as it was meant to be an 80 minute lesson that we
had to work through in just 20 minutes. If we had more time we would have given more
instruction for each activity, as well as go through some examples on the board. In the future
we will ensure that we use our time wisely so that we can engage the class in more discussion,
and give them more instruction for any assignments provided. Overall, I was happy with the
lesson that Jayse and I put on.

JAYSE: Tanner and I were really happy with how our presentation went. Although we were
both nervous, we felt like we put those nerves aside and had a really fun and energetic lesson
for everyone. Our lesson was planned as an 80 minute lesson. This made it feel very rushed. We
wanted to incorporate different ideas for our fellow EDPB students to show there are many
ways to express mathematical equations, give visuals that will be engaging and interesting to
students, as well as use real life applications to relate to Pythagoras.

If Tanner and I had more time we would have included a couple different discussions and more
background knowledge. This was feedback we had received from our peers and we wish we
had made time for that. Such as:
- Having a discussion about real world connections. Having students identify where they
can find right angle triangles before the body of the lesson started. Then at the end of
the lesson ask the students where and how they could use this in other subjects or
everyday life.
- If we had time we would have loved to talk about the History of Pythagoras; his
different discoveries in mathematics and music

A few things I want to personally work on is:

- Proofreading the work before I give it to the students - whoopsy
- Having more organization on the whiteboard/chalkboard

I feel like Tanner and I are a really good team and had a chance to incorporate aspects of math
that were important to us, branch out by teaching a subject we never taught before, and having
a super fun presentation with good energy :)