Lessons Integrating Information and Communication Technology within a Curriculum Area
Author 
Cara Mac Lean 

Title 
Pythagorean Theorem
***Though the instructions are given in English, student sheets are also available in French 

Grade Level 
8 

Subject Area 
Mathematics 

Overview of unit/lessons/activities (assumptions of prior knowledge/learning) 
1. Introduction: Students will draw right triangles and identify the parts of a right triangle: right angle, interior and exterior angles, hypotenuse and legs. They will also try to predict and identify any relationships that exist between the sides of a right triangle. 2. Students will visit a website with a java applet that allows them to prove the relationship between the sides of right triangles. 3. They will then try some sample problems on the same website, and selfevaluate. 4. Students will fill out a concept frame of their understanding of the Pythagorean theorem. 5. To apply this knowledge, students will use dot paper in graphics software to draw three connecting right triangles. Using the side lengths of the first triangle, students calculate the length of the hypotenuse of the largest triangle. 

Correlations to ICT and curriculum outcomes 
Math Outcomes: D9 demonstrate an understanding of the Pythagorean Theorem using models D10 apply the Pythagorean theorem in problem situations ICT Outcomes: PTS 9.2 explore curriculum concepts under study using specialized software; measuring, sampling and recording equipment; and computerbased simulations, with teacher assistance PTS 9.3 explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select PTS 9.6 use information and communication technology to explore increasingly complex numerical and spatial situations for the purpose of developing and testing conjectures 

Projected timeline for preparation and for carrying out activities 
2 or 3 1hour periods 

Equipment Requirements: (computers, software, etc) 
A computer for each student or pair of students MS Paint Internet access 

Teaching materials provided (Blacklines, worksheets, templates, teacher materials) 
Several student worksheets and teacher masters are included:


Resources available for teacher/student use (websites, references, etc) 
http://www.pbs.org/wgbh/nova/proof/puzzle/theorem.html applet to prove the theorem http://www.pbs.org/wgbh/nova/proof/puzzle/use.html problems to solve http://mathkang.org/swf/pythagore2.html French video of Proof 

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) 
1. Distribute Pythagorean Relationship – Parts of a Right Triangle. Have students draw and label a right triangle, and try to think about the relationships that might exist between the lengths of the sides. 2. Now that they have made their own predictions about the relationship between the lengths of the sides of the right triangle, introduce the relationship a^{2} + b^{2} = c^{2}. Invite them to go to http://www.pbs.org/wgbh/nova/proof/puzzle/theorem.html to see a proof, and follow the directions to see the relationship. Another way to show the relationship is to draw a right triangle on chart paper, and cut out squares with side lengths equal to the lengths of the sides of the triangle, and then cut up the two smaller squares so they cover the larger one. 3. After they have seen and understood the relationship between the sum of the squares of the lengths of the shorter sides (legs) and the square of the hypotenuse, try the sample problems here: http://www.pbs.org/wgbh/nova/proof/puzzle/use.html 4. Once they have tried all the problems, and feel they understand the Pythagorean Relationship, show them the sample concept frame, and have them open the template in MS word and complete their own. 5. After they have completed their frame and had it checked, have them open the dot paper template in MS Paint. Show them the example of the connected triangles. Then have them make three connected triangles, and use the Pythagorean Relationship to calculate the length of the hypotenuse of the largest triangle. 6. In order to evaluate their work, it might be easiest if they copy and paste their connected triangles into Ms Word and show their work there, as shown in the connected triangles example. This also forces them to redraw two of the triangles from another perspective. 

Student products expected 


Samples (include teacher notes, assessment information, student work if available) 


Logistics (organization, grouping, management issues, access to technology) 
Students can work individually or in pairs. 

Assessment information (e.g., rubrics for products and/or process) 


Possible extensions 
Students could be asked to find examples of right triangles where is not possible to measure one side, but it is possible to measure the other two, and then calculate the missing side using the Pythagorean Relationship. 

Adaptations for students requiring additional support 

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