Robert Chasse

MAT 411
LEARNING EXPERIENCE FORMAT

Topic/Title: Proof of the Pythagorean Theorem using the Mean Proportional

Grade Level: Geometry 1 40-45 minute class period

Materials:

Strands Content Strands

Geometry Strand
G.G.45 Investigate, justify, and apply theorems about similar triangles

G.G.46 Investigate, justify, and apply theorems about proportional

relationships among the segments of the sides of the triangle, given
one or more lines parallel to one side of a triangle and intersecting the
other two sides of the triangle

G.G.47 Investigate, justify, and apply theorems about mean

proportionality:
o the altitude to the hypotenuse of a right triangle is the mean
proportional between
the two segments along the hypotenuse
o the altitude to the hypotenuse of a right triangle divides the
hypotenuse so that
either leg of the right triangle is the mean proportional between the
hypotenuse and segment of the hypotenuse adjacent to that leg

Process Strands

Problem Solving
G.PS.1 Use a variety of problem solving strategies to understand new
mathematical content

G.PS.2 Observe and explain patterns to formulate generalizations

and conjectures

G.PS.3 Use multiple representations to represent and explain

problem situations (e.g., spatial, geometric, verbal, numeric,
algebraic, and graphical representations)

G.PS.4 Construct various types of reasoning, arguments,

justifications and methods of proof for problems

Reasoning and Proof

G.RP.1 Recognize that mathematical ideas can be supported by a
variety of strategies

G.RP.2 Recognize and verify, where appropriate, geometric

relationships of perpendicularity, parallelism, congruence, and
similarity, using algebraic strategies

G.RP.5 Present correct mathematical arguments in a variety of forms

G.RP.7 Construct a proof using a variety of methods (e.g., deductive,

analytic, transformational)

G.RP.8 Devise ways to verify results or use counterexamples to refute

incorrect statements

Communication
G.CM.1 Communicate verbally and in writing a correct, complete,
coherent, and clear design (outline) and explanation for the steps
used in solving a problem

G.CM.2 Use mathematical representations to communicate with

appropriate accuracy, including numerical tables, formulas, functions,
equations, charts, graphs, and diagrams

G.CM.3 Present organized mathematical ideas with the use of

appropriate standard notations, including the use of symbols and
other representations when sharing an idea in verbal and written
form

G.CM.5 Communicate logical arguments clearly, showing why a

result makes sense and why the reasoning is valid

G.CM.6 Support or reject arguments or questions raised by others

about
the correctness of mathematical work

G.CM.7 Read and listen for logical understanding of mathematical

thinking shared by other students

G.CM.8 Reflect on strategies of others in relation to one’s own

strategy

G.CM.9 Formulate mathematical questions that elicit, extend, or

challenge strategies, solutions, and/or conjectures of others

G.CM.10 Use correct mathematical language in developing

mathematical questions that elicit, extend, or challenge other students’
conjectures
 G.CM.11 Understand and use appropriate language, representations,
and terminology when describing objects, relationships, mathematical
solutions, and geometric diagrams

Representation
G.R.1 Use physical objects, diagrams, charts, tables, graphs,
symbols, equations, or objects created using technology as
representations of mathematical concepts

G.R.2 Recognize, compare, and use an array of representational

forms

G.R.3 Use representation as a tool for exploring and understanding

mathematical ideas

G.R.7 Use mathematics to show and understand social phenomena

(e.g., determine if conclusions from another person’s argument
have a logical foundation)

G.R.8 Use mathematics to show and understand mathematical

phenomena (e.g., use investigation, discovery, conjecture, reasoning,
arguments, justification and proofs to validate that the two base
angles of an isosceles triangle are congruent)

Anticipatory Set
Discussion
Students will be asked to define the Pythagorean
theorem. Does anyone else know any other ways of
deriving the formula? Can someone please define the
mean and what a proportion is? After working through these words
and everyone's definitions, ask someone to please
come to the board to draw a right triangle and the
Pythagorean theorem.

Learning Activity

The lesson will then begin with definitions given to a, b, and c. We will then
give a formal definition to the mean proportional which is, “The mean
proportional of two positive numbers a and b is the positive number x such that
. When solving for x, .” One thing to notice is that our x variable appears twice in
our proportion, which is the mean, this will help us derive the Pythagorean
theorem. Using the projector, draw figures to represent the mean and
extremes.

The first theorem to help us states that we can drop a perpendicular

bisector from our triangle at point C which will intersect perpendicular on the
segment AB which is our hypotenuse. This altitude is the mean proportional
between two new segments created on the hypotenuse. Using the overhead
projector, draw a right triangle ABC and then drop a perpendicular bisector to
create point D. From here we can see three separate triangles, are there
any clues as to if these triangles are similar? How many of us have seen a
two-column proof? Once assessed, do a quick reminder of where we take simple
statements and give them reasons.

With the information presented we can't prove that triangles ADC and CDB
are similar so we must prove that the other triangles are similar first. Now go
through the proof as to why the three triangles are true starting with triangles
ACB and ADC. After proving those two similar, we must prove that triangles
ACB and CDB are similar. Finally, we can show as to why triangles ADC and CDB
are similar.

Since these triangles (ACB and CDB) are similar, we can create proportions
using the sides from the altitude rule which states, “The altitude to the
hypotenuse of a right triangle is the mean proportional between the
segments into which it divides the hypotenuse.” Because of this rule, we
can create proportions using each section of the hypotenuse and the altitude.
This is useful when we know the length of the altitude.

The next theorem to prove is the leg rule which states, “Each leg of a right
triangle is the mean proportional between the hypotenuse and the projection of
the leg on the hypotenuse.” Proceed to draw a triangle on the projector with
the respected points and segments (A, B, C, H, a, b, c, d, e. Reminder, d+e=c).
We will then derive proportions from the triangles with cosine and sine for
the respected triangles. Finally, we will work through the reasoning and
trigonometry as to why these proportions are true i.e. a/c = e/a and b/c=d/b.
In case there is no altitude readily available to us, we can use the leg rule.

Did you forget about the Pythagorean theorem because here is the “a-ha”
moment. Take our proportions and set the cosines equal to each other as well
as the sines. The student will be asked to solve each proportion on their own
until they solve each set. Next, students will be asked to add their two
separate answers together remembering to substitute in values and remember
to simplify. Thus leading us to a^2+b^2=c^2 which is the Pythagorean theorem.
Remind students to ask questions along the way.

Finally, round up the lesson before the students practice some exercises.
Draw two triangles on the projector with some given lengths. Provide one
triangle with an altitude where they will need to use the altitude rule and the
other triangle only has one leg length which in turn makes them use the leg
rule. Triangle one has an altitude of 9 cm., the longest segment on the
hypotenuse is 18cm., and we want to find the final segment of the
hypotenuse. The second triangle will have one segment of the hypotenuse as
10 cm., the other segment will be 5 cm., and the leg of the triangle will be x.
Take any questions along the way. To finish off the lesson, hand one out to
each student.
 If there is time, allow students to work on the worksheet while taking
observations from walking around. Remind the students that what they don't
finish will be considered tonight's homework. If the students feel the need, they
may work with the person next to them. Finally, remind the students that
there will be a short quiz later on in the week covering the proofs and several
examples.

Provisions for Diversity

Gearing Down
For students who cannot see the overhead projector very well
because of the dim lights, extra copies of my notes will be readily
available for them. Also, students will know the times they can come
see me or we can arrange a time for if they need additional help.

Gearing Up

Questions for Understanding

Knowledge
Construct two column proofs.

What are the definitions of the mean and a proportion?

Comprehension
Write coherent two-column proofs with reasons.

Application
Reproduce the proofs for similar triangles.

What is the value of the altitude with the given hypotenuse lengths?

Analysis
What are the relationships between the altitude rule and leg rule?

How come we cannot prove triangles ACB and CDB similar right
away?

Synthesis
Do we notice anything about these values (in terms of the leg rule)
which seems familiar?

Evaluation
In what scenarios will you use the altitude and leg rules?

Is it possible to recreate the pythagorean theorem with evidence if

needed?

Practice
 Guided
Students work on some of the exercises on the worksheet
provided.

Independent

Technology Integration
Use of the overhead projector with volunteers to use it as well. Not
only does the projector help with legibility, but it draws interest in
rather than just using the blackboard. This should not be used
every time or relied upon because then it becomes monotonous. Also,
use of Pythagorean theorem manipulative on
http://nlvm.usu.edu/en/nav/category_g_4_t_3.html.

Closure
The Pythagorean theorem, like many other formulas, is derived
from something rather than nothing. Plus, the mean proportional
allows a deeper understanding of right triangles rather than
substituting in numbers. Has anyone seen other proofs relating to the
Pythagorean theorem? How many do you think are out there? If time
allows, introduce the website if there is a way to show that there are
other ways to derive the same formulas.

Assessment
Immediate
While students are working on their worksheets, observations will
be made from their work and responses. Also, if I feel they are not
using the lesson presented that day, simply plugging in, it gives me
an inclination as to if I didn't teach them the concept to my fullest
potential. No true grading will be accounted for, especially towards
their final grade, but simply a check plus, check, or check minus for
how their understanding of the material in my eyes. Also, students
coming to see me after class or so gives me reason to believe that
this student doesn't understand but still wants to learn, perhaps
because of my teaching or the lesson was too fast.

Long Range
The homework assigned will cover the concepts more than just exercises
which will allow me to see if the students understand. Also, grades for
homework will already be in the students' knowledge as well as how their
quiz grades will factor in. Just like homework, quizzes will cover content over
procedures.