RIGHT TRIANGLES & THE PYTHAGORAS THEOREM

1. Introduction:

This unit overturns the traditional process of giving students the math content first and then having them apply it to solve problems. By following an inquiry
based process, it guides the students to:
first -- discover and explore the underlying mathematical relationships and concepts to establish a strong platform of understanding of the theorem
then -- solve traditional problems using the formula
finally -- apply the theorem in other settings (real and mathematical)

2. Inquiry process skills, abilities, and understandings

The students will learn through this process that they can develop ideas about how to solve problems and apply mathematical knowledge. Rather than always
having to come up with the one right answer following the one right procedure, there are many different approaches that can work. Their claims may not
always prove out, but disproving bad claims -- even one that seemed promising and had some basis in their mathematical knowledge -- is one way of adding to
what they know.

Abilities
Conduct investigations using a variety of tools and techniques to collect
information , test possibilities, or solve problems.
Develop answers to questions, solutions to problems, explanations or
processes by testing and finding evidence.
Propose and analyse alternative processes.
Ask more questions or speculate about what else might work.
Communicate procedures and explanations verbally, pictorially, and
mathematically.
Understandings
Current knowledge and understanding guide investigations.
Explanations require evidence and make logically consistent arguments
which relate to mathematical relationships.
New knowledge advances through speculating about what might work.
Evidence that disproves a claim or solution is important learning.
Investigations can result in new methods of solving problems and in a better
understanding of math.

Inquiry abilities that should develop over the course of this unit -- the students will:
ask more questions -- both investigable and non-investigable
share ideas and listen to others
ask questions to guide each other’s inquiries rather than give solutions away
effectively discuss claims, plans for testing, and suggest alternatives when initial claims are not borne out
use their mathematical knowledge as a tool to help guide their speculations, make predictions, and test claims
show awareness that there may be many processes that will work to solve a problem and learn to determine which are the most effective
understand the difference between extrapolating from examples and proof; know the limitations and the usefulness of the each
recognize that conclusions are tentative unless they can be expressed as a proof
develop more stamina for ambiguous questions which will require that they do the work of finding the answer
3. UNIT overview -- each “LESSON” is in a different colour. Lessons will require from 1 to 3 days.

Note: the lesson plan for this assignment comes in part 2 (purple).

Right Triangle Concepts Associated Concepts Facts and Definitions

LESSON 1: IT’S NOT ‘GREEK’ TO ME

1) a2 + b2 = c2
2) This relationship does not hold
true for all triangles.
3)The Pythagoras theorem always
works.
4) It is convenient to label the sides
of a triangle with letters.
5) The truth of a mathematical
relationship cannot be proved by an
infinite number of specific examples,
but it can be disproved by only 1.
a) A right triangle has one 90o angle.
b) The hypotenuse lies across from the right angle (and converse).
c) A square can be built on the side of each right triangle.
(Connection to other math learning: this will have been learned in an earlier unit or grade
so may now be accepted as a fact.)
d) a2 = a × a  Squaring a number means multiplying the number by itself.
(Connection to other math learning: this will have been learned in an earlier unit or grade
so may now be accepted as a fact.)
e) The area of a square = side x side.
(Connection to other math learning: this will have been learned in an earlier unit or grade
so may now be accepted as a fact.)
f) The name of this mathematical relationship (a2 + b2 = c2) is the Pythagorean theorem.
g) The common labels of the sides of a right triangle are a, b, and c.
h) The hypotenuse is generally uses led c.
i) The PT applies only to right triangles.
j) The PT applies to all right triangles. No counterexample will disprove the PT.
http://www.youtube.com/watch?v=Szy0MFjo3sc&feature=related
k) There is an algebraic proof for the PT.

The 5E template which follows is the basis for LESSON 1 in the overall unit. It is assumed that the students are already familiar with writing explanations
having worked as a class through the Wix activity -- Investigations with Impact.
 Right Triangle Concepts
1) Right triangles have properties by which
they can be identified.
2) The PT can be used to determine if a
shape is a right triangle -- i.e. contains a
right angle.
3) The PT has applications in both the real
and mathematical worlds.
4) There are many historical and
contemporary applications of the PT. (10)
Associated Concepts
LESSON 2: BE SQUARE
3) In all triangles, the largest angle
lies across from the longest side.
4) The sizes of the angles of a
triangle are proportional to their
opposing sides.
Facts and Definitions
a) The hypotenuse of a right triangle is the longest side.
b) The angle across from the hypotenuse is the right angle.
c) If in a triangle a2 + b2 = c2, then one angle is a right angle.
d) The 3 angles in a triangle add to 180o.
http://www.youtube.com/watch?v=Z2Q8YXaUFFg&NR=1&feature=fvwp
e) The two other angles in a right triangle must add to 90 o.
f) The two other angles in a right triangle must be acute.
g) The Pythagorean relationship is used on construction sites to square up buildings.
~~ 5E PLAN for LESSON 2 ~~
This will require 2-3 or possible 3.5 days.
The concept of a “dependable mathematical relationship” developed in the first lesson, is now extended to:
determine other important relationships among the parts of triangles in general and of right triangles specifically
discover properties used to indentify right triangles
use the Pythagorean relationship to determine if a corner is square
apply this information in to a problem in carpentry
E INQUIRY QUESTIONS LEARNING ACTIVITIES (embedded technology)
Text questions or a question booklet are given out at the beginning of the unit. As the unit proceeds, students complete all questions they can answer each day.
Demonstration of specific examples is on an ad hoc basis. Completed work is date stamped daily. The teacher collects the questions of a portion of the class for
closer checking. Questions are covered in class the day after the pertinent class work has been done.
* How does the dependable mathematical *In groups the students will photograph or illustrate examples of right triangles from around the
E relationship expressed by the Pythagoras school and grounds. Each group will be asked to include at least one example which is not related to
N theorem make it useful in the real world? design of structures. The images will be uploaded to a class photo file accessible from home.
G
A
* If there were no Pythagoras Theorem (PT), *Each student will sign on to a class Google Doc presentation from home and contribute one slide
G there could be no right triangles. What would the answering the 2 questions at the left. The slide will have images and follow the guidelines for
E world be like if there were no right triangles? explanations (claim plus evidence). Their images can be the evidence they need.
(Scribe can embed the presentation in the blog.)
E What other relationships are there among the * The class will debrief using Google Doc as the starting point.
X sides and angles in a right triangle? *The students will watch videos and experiment with applets (collected for them in Jog the Web) to
P
determine these other relationships. (This is an video example of an applet.)
L
O * I would prefer to leave this activity unprompted, but it is possible to put up a master list of
R statements and ask the students to match relationship/resource.
E (Scribe will include these links.)
E Which of the above apply to all triangles? *Using a given collection of right triangles , the students will generate all possible data about them.
X
Which are special to right triangles? *The idea is for them to ask for measuring tools, whether they can use the PT, and so forth.
P
L *Individuals will summarize the properties of triangles and right triangles in a mind map on paper
A or using Bubbl.us or Exploratree.
I (Scribe will link to other students’ graphical summaries).
N
E How can you determine if a corner is square? *This will be a claims/evidence activity in which students speculate about how this could be
X accomplished, test their claims in pairs or groups, and explain their claims and evidence to the class.
P
*The class can then try to replicate each others’ findings.
L
A *The ‘last claim standing’ will be the one that works no matter where the corner happens to be.
I *Students will each develop a PPT slide to describe and illustrate this process. These can be
N compiled by the scribe poster for the day using Slideboom or Animoto.
E What does it mean when a carpenter says that a *The carpentry teacher and his class will be asked to frame mini-floor with two walls sets. These
L
building is ‘out of square’? need to be loosely framed so they are a bit wonky and the shape can be changed.
A
B How can builder ensure corners are square using *In the Woodwork room, the class will be asked to figure out how to assemble the 3 pieces to
O only a measuring tape and string? create a room with two perpendicular walls which are square to each other and to the floor.
R *The woodworking students can offer help with nailing and bracing and will judge whether the
A
products are square. As groups finish, then can fan out and give suggestions to those who are
T
E having more trouble.
How has your understanding of right triangles *The class will start with a debrief of the previous days learning activity. Each group will do a quick
and the Pythagoras theorem grown or changed poster and speak to the class.
E
by doing this lesson? *The teacher will take the opportunity to look back and look forward: where did we start? where
V
A are we now? where are we going?
L * Each student will update his/her own “Before & After” table (example below). Evidence of ‘math
U claims to fame’ can be in the form of:
A
LESSON 2 ASSESSMENT ~ summative will be done for the unit as a whole rather than on a lesson-by-lesson basis
1) Unit Test
2) Before and After/Claim to Learning Fame Summaries (see below) -- At the end of the unit, students summarize all lesson reflections in a way that
memorializes their new knowledge and shows change.

LESSON 2 ASSESSMENT ~ formative

1) Scribe posts from the students who are scribes for these days
2) Individual products -- Google Doc slides , mind map, PPT slides, questions
3) Participation and team work -- finding right triangles, testing for square corners , construction project
4) Quiz and individual quiz corrections
5) Before and After table (below) -- claims to learning fame supported with evidence in the form of questions, illustrations, examples, and data from quiz

a2+b2 = c2 BEFORE AFTER

Evidence to support my claims
What I didn’t know or misunderstood My claims to learning fame
Right triangles have properties by which they can be
identified.
The PT can be used to determine if a shape is a right triangle
-- i.e. contains a right angle.
In all triangles, the largest angle lies across from the longest
side.
The sizes of the angles of a triangle are proportional to their
opposing sides.
Scribe Posting: One form formative assessment to be used throughout course (from Darren Kuropatwa). Each day is reported by one student. The
expectations and elements for these math blogs are broad so posts can be done for all types of lessons. Technology tools:
blog -- Kidblog. Kidblog has the advantage that students do not need to register which makes it legal in Canadian schools. Wikis do not lend themselves as
easily to commenting although it is possible to embed a chatroom such as Chatterous or Twiducate widget on each wiki page . Individual student blogs
and posts will have to be linked to a central class blog and tagged so the information can be easily found.
equation editor -- students must be able to enter math equations so they appear in a form that is easy to read
tools to add graphics to blogs -- students
will use a variety of presentation tools to
ensure their blogs have illustrative
graphics such as Slideboom (to embed
PPT); scanning, uploading, and embedding
of images; or Voicethread if they want to
add verbal instructions to examples and
demonstrate with a moving pencil.
 Expectations
(1) Introduction: Scribe poster is
introduced;”words of wisdom” from
class are included; personal reflection
about the lesson is described.
(2) Report elements: see list above
(3) Writing skills: organization makes it
easier to understand and find
information. No serious mechanics
/spelling errors.
(4) Depth of detail -- addition and
selection of details enhances
understanding.
(5) Inclusion of graphics - graphics
contribute to readers’ understanding.
(6) Mathematical accuracy
(7) Colour use adds to the overall
organization and highlights key
content.
(8) Page layout and links
(9) Scribe Post Information
(10) Collection of feedback -- There is
evidence of feedback c0llected & used
to improve the post, but another
person’s writing was not part of this
post without permission.
Bonus Extras
Rubric for Scribe Posts:
Lesson 2 Materials:
Work Meets Criteria for
Excellence (A ~ 7)
Introduction includes all 3
elements and is brief but
engaging.
Original, innovative, unexpected
elements have been added to
(B)
Original organization & use of
subtopics improves
understanding. No serious
mechanics /spelling errors.
Choice of details makes for a
clear explanation which others
can easily follow. Original details
are present.
Original graphics show excellent
grasp of key skills/concepts.
All math examples are accurate.
Colour is used artistically to do
both.
Original page layout makes
information easy to find and
follow. All links work. Internal
links are present.
Lesson title, name of scribe
poster, date, tags, and citations
are all present.
Feedback from other math
teachers and students was
obtained and used. All writing is
original.
May be earned for innovative or creative uses of technology, for original presentations, for additional report elements that would
improve other students’ learning, for acting as a tech or content mentor with another student on their scribe post.
Strong Work
(B~6)
Introduction includes all 3
elements and is brief.
All applicable elements are
evident.
Organization follows an
exemplar that fits topic.
No serious mechanics
/spelling errors.
Choice of details indicates an
attempt to edit and
encapsulate content of the
class.
Complete set mixes original
with teacher-provided
graphics.
Both are evident.
Page layout follows
exemplar. All links work.
Internal links are present
Feedback from other math
teachers and students in the
class was used. All writing is
original.
Satisfactory Work
(C+~5)
Introduction includes all 3
elements but includes
information not pertinent to
the reader.
All elements covered in the
class are evident.
Post is divided into sections
that follow the steps of the
class. No serious mechanics
/spelling errors.
All details covered in class are
reported in the post as they
happened.
All graphics provided by
teacher are included.
One is evident.
Page layout follows exemplar.
Only external links but they all
work.
Feedback from the teacher
and students in the class was
used. 1 example used with
permission.
Work Meets Minimum
Expectations(C ~ 4)
Introduction does not have the
third element.
All elements needed to
understand the lesson are
evident.
There are no sections, but the
post follows the steps of the
class. No serious mechanics
/spelling errors.
Only key details are reported,
and only basic content is
reported.
Only graphics for key concepts
are included.
Colour is used artistically but
does not emphasize content.
There are some problems with
page layout Only external links
but they all work.
Feedback from only one
source was used to improve
the post. 2 examples used
with permission.
Needs More Work
(I)
Introduction is missing one of
the first 2 elements.
Report of the lesson is not
complete.
Post is confusing to the
audience.
More proofreading is needed.
Critical instructional or
investigative details are
missing.
No graphics in this scribe post
There is at least one math
error.
Some links do not work.
One or more of these pieces of
information is missing.
Student relied on another
person to help write the post.
Student cannot answer
questions related to content
independently.
  question list or booklet of questions that will be covered by these lessons
 class blog with student blogs linked on the main page
 digital cameras; class image file (accessible 24/7)
 access to computers in class and after school
 software: PowerPoint, equation editor, Google Docs, and other online Web 2.0 tools
 videos and online interactive animations
 right triangle manipulatives and printed sheet with right triangles of assorted shapes and sizes
 measurement tools (rulers, protractors, T-squares, measuring tapes, string)
 calculators
 help from Woodworking teacher and access to that workroom for one class
 quiz

Right Triangle Concepts Associated Concepts Facts and Definitions

LESSON 3: TRIPLES (NOT TRIPLETS!)

1) Pythagorean triples are sets of
whole numbers that fit into the
Pythagorean theorem. (8)
2) If you enlarge or shrink a right
triangle, the side lengths of the new
object are proportional to the
original.
3) There is an infinite number of 3:4:5
& 5:12:13 triangles.
1) The measurement of the 3rd side of
a right triangle can be determined
given the measurements of the other
2 sides.
2) Pythagorean triples have an
alternative solution that also works.
4) Similar triangles are the same size
but different shapes.
5) Enlarging and shrinking shapes (here
right triangles) does not change the
angle sizes.
6) ‘Scale factor’ is a measure of
magnification or shrinkage.
7) Equivalent ratios can all be reduced
to the same lowest terms.
LESSON 4: FIND THE MISSING SIDE & SOLVE OTHER PROBLEMS
3) In a square, the length of one side =
the square root of the area.
a) A triangle with side length ratio of 3:4:5 is as right triangle.
b) A triangle with side length ratio of 5:12:13 is a right triangle. (8)
c) The ratio of corresponding sides of 2 triangles is called ‘scale factor’.
d) Multiplying or dividing all 3 sides of a triangle by one scale factor makes similar
triangles.
a) The labels of the a and b sides are interchangeable.
b) √ a2=a
c) c2 - a2 = b2
d) Given the 2 short sides of a right triangle, adding version is used to find the missing
side.
e) Given 1 long and 1 short side of a right triangle, the subtracting version is used to
find the missing side.
f) Given 2 sides of a Pythagorean triple, the third side can be found using the scale
factor.