Discovering the Theorem of Pythagoras

This is an assessed assignment based on Criterion A (Knowledge and Understanding) and Criterion B (Investigating Patterns).

Part I: Looking at Right Triangles

In Part I and Part II, you will be drawing using either paper, ruler and pencil, OR using Geogebra, your choice. You will be investigating patterns found when exploring the side lengths of right-angled triangles, and proof of why these patterns exist. What to do: 1. Draw a horizontal line of length 4 cm. At right angles, draw a vertical line of length 3 cm as shown: c 3c m 4c m

2. Complete a right-angled triangle by drawing in the hypotenuse. If the shorter sides have lengths a cm and b cm, then a = 3cm and b = 4cm. Let the hypotenuse have length c cm. Measure the hypotenuse and find c. 3. Copy and complete the first row of the following table.

a
1. 3 a 2. 6 3. 5 4. 4 5. 6.

b
4 b 8 12 7

c
c

a2
a2

b2
b2

c2
c2

a2 + b2
a2 + b2

4. Repeat the procedure above for three more right-angled triangles. The sides of length a and b are specified in rows 2-4 in the table above. 5. Look closely at the completed information in the table and describe any patterns that you notice. 6. Construct two more right-angled triangles with lengths a and b of your choosing. Do your patterns continue for these triangles? 7. Make a general statement about right-angled triangles from the pattern(s) you have identified. 8. Discuss how a builder could use this discovery to measure right angles in a building.

Part II: The Theorem of Pythagoras

9. Have a look at the following proof of the Pythagorean Theorem: http://www.slu.edu/classes/maymk/GeoGebra/Pythagoras.html 10. Now, use Geogebra or good old-fashioned pencil, ruler and paper to draw another right triangle, with side lengths of your choosing. 11. As shown in the proof on the link above, draw squares off of each of the sides of your triangle. 12. Using your diagram, in your own WORDS and DRAWINGS explain how, in a right triangle with sides a and b and hypotenuse c, a2+b2=c2. Grading Rubric for Pythagorean Theorem Patterning Assignment
MYP level
7-8

Descriptor for Criteria A: Knowledge and Understanding

The student consistently uses appropriate mathematical concepts and skills and selects and applies basic rules correctly to solve problems in both familiar and unfamiliar situations, including those in a variety of real-life contexts. The student generally uses appropriate mathematical concepts and skills and selects and applies basic rules correctly to solve problems in both familiar and some unfamiliar situations including those in some real-life contexts. The student sometimes uses appropriate mathematical concepts and skills and selects and applies basic rules correctly to solve problems in familiar situations. The student attempts to use appropriate mathematical concepts and skills and select and apply basic rules to solve problems in familiar situations. The student does not reach a standard described by any of the descriptors given below.

5-6

3-4

1-2

MYP level
7-8

Descriptor for Criteria B: Investigating Patterns

The student consistently selects and applies basic inquiry and mathematical problem-solving techniques to problems. The student describes simple patterns as relationships or general rules, arrives at a result and makes predictions consistent with findings. The student consistently explains simple mathematical relationships and general rules using logical arguments. The student generally selects and applies basic inquiry and mathematical problem-solving techniques to problems. The student describes simple patterns as relationships or general rules, arrives at a result and makes predictions consistent with findings on most occasions. The student explains simple mathematical relationships and general rules using logical arguments. The student occasionally selects and applies basic inquiry and mathematical problem-solving techniques to problems. The student generally describes simple patterns as relationships or general rules and arrives at a result. The student generally explains simple mathematical relationships and general rules, attempting to use logical arguments. The student attempts to select and apply basic inquiry and mathematical problem-solving techniques to problems with some guidance. The student attempts to describe simple patterns as relationships or general rules and attempts to explain simple mathematical relationships and general rules with some guidance. The student does not reach a standard described by any of the descriptors given below.

5-6

3-4

1-2