Group Members: Carly Orr, Min Jeong Kim, Erica Huang
|Bridge/Pretest||Review of different types of triangle and right triangles|
* Using a geoboard, review definition of a triangle: 3 points, 3 lines
* Ask if someone can define a “right triangle”.
* Ask one volunteer to come up, blindfold, and move one peg to create a “right triangle”.
* Review: right triangle 90 deg. angle.
Today we will focus on the right triangle, and learn an important property about it.
|3min||Boundary Board Game (geoboard)|
|Learning Objective(s)||PLO from Math 8 IRP: develop and apply the Pythagorean theorem to solve problems|
Note: We will only have time to address 1, 4, 5 but will mention that this only works for right triangles.
|Teaching Objective(s)||To get everyone involved in group activities|
|Participation||* put the class into 3 teams|
* each groups gets 6 pieces (1 green, 5 blue) of construction paper and an instruction sheet
* Race 1: put 5 pieces of blue paper to form one square (the side of the square is the same as the long side of the green right triangle)
* Race 2: use the same 5 pieces to form two squares (the sides of the squares are the same as the two legs of the green right triangle)
* what does it mean? (areas of 2 smaller squares add up to the big square)
* compare the triangles each team has – they are different in size
|6 min||puzzle pieces, instructions|
|Post-test/Summary||* Explanation of the Pythagorean theorem: First summarize what students learned in the previous activity, then start using examples with real numbers (eg. triangle with sides 3, 4, 5), and finally shows the formula and introduce the theorem. |
* Introduction of Pythagorean triples: students work on the worksheet individually, where they use the Pythagorean theorem to find out length of the missing side of a right triangle given two sides.
|6 min||visual displays of squares and a triangle as well as list of perfect squares for 1-20|
worksheet for Pythagorean triples