Published on July 15, 2018
The Pythagorean Theorem: The Pythagorean Theorem Unit Plan by Jeremy Hook EDSC 304 Content Standards Addressed: Content Standards Addressed 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Big Ideas/Unit Goals and 21st Century Skills: Big Ideas/Unit Goals and 21 st Century Skills Big Ideas/Unit Goals The Pythagorean Theorem is a powerful formula that can be proven in a multitude of ways. Together students will conduct research and share forms of proof with the other students. I want students to see how there is more than one way to an answer. 21 st Century Skills Students will use the internet and other technological resources to conduct research on the various proofs on Pythagoras’s Theorem. Students will create a presentation on their selected proof using powerpoint . Student Learning Objectives and Assessments: Student Learning Objectives and Assessments Learning Objectives Explain multiple proofs of the Pythagorean Theorem. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles. Assessments Entry-Level: Anticipation Guide - Students will be given a worksheet with provided examples. They will be asked to think critically and try and figure out the pattern in the triangles. After working independently, students will be separated into groups of 5. They will discuss within their groups about the patterns they noticed. Summative: Exit Card - Before the end of class, the teacher will pass out exit cards that can be solved easily if they use the concepts learned in the lesson. Two Different Learning Activities: Two Different Learning Activities Group Project Students will remain in their assigned groups of 5. There should be a total of 4 groups present. Each group will be assigned one of the 4 proofs for Pythagorean’s Theorem that include information on its origin and creator. Each group will be asked to make a short PowerPoint to explain their proof to the classroom. Students not presenting will be asked to take notes. Each group will be given a feedback sheet with corrections and commentary on their presentation. After each group presents we will discuss each proof again to reinforce information. If groups struggle or give false information, the teacher should correct the students when their presentation concludes. Anticipation Guide Students will be given a worksheet with provided examples. They will be asked to think critically and try and figure out the pattern in the triangles. After working independently, students will be separated into groups of 5. They will discuss within their groups about the patterns they noticed. If students do poorly, the teacher may provide hints and guide them in the right direction. If students do well, you can proceed to proving Pythagorean’s theorem. Why I chose this topic.: Why I chose this topic. I choose this topic because I think as mathematicians, it’s important to learn where our theorems come from. I feel as though any student can remember the simple equation c 2 = a 2 + b 2 . Learning where equations come from and why they work is an important skill for students to learn and carry into their college career. I also want my students to realize there’s more than one way to draw a conclusion. By conducting research and using technology they should find that there’s over 300 ways to prove this theorem. This is the fun part about math! It’s a giant puzzle where you have multiple ways to get the same picture.