Pythagorean Theorem Hands-On Activity Discovery Lesson
Rise over Run
23.9k Followers
Grade Levels
8th
Subjects
Resource Type
Standards
CCSS8.G.B.6
CCSS8.G.B.7
CCSSMP5
CCSSMP6
CCSSMP7
Formats Included
- Zip
Pages
4 Student Pages + PowerPoint + Lesson Guide + Answer Keys
Rise over Run
23.9k Followers
What educators are saying
Students loved this hands on way to learn the formula for Pythagorean Theorem. They were much more engaged than if I gave them the formula itself.
This resource was a wonderful introduction to actually understanding the pythagorean theorem...and where it is derived from! SO clearly illustrates!
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Description
In this inquiry lesson, students draw, measure, and use area models to discover the Pythagorean Theorem for themselves.
Students play the role of real mathematicians, finding patterns and discovering a mathematical rule. This activity has helped my own students understand the concept and remember the formula.
In this lesson pack, you will receive:
• 4 pages of student friendly handouts outlining important terms, guiding students through an experiment with right triangles, and giving students practice (PDF and word doc)
• Lesson Guide for the teacher (PDF)
• Answer key for handouts (PDF)
• PowerPoint highlighting key points of the lesson (PPT)
I love discovery learning, and I hope this lesson will be as successful for your students as it has been for mine. Here is what other teachers are saying...
"Fantastic lesson. Students were engaged and I was very impressed by their observations."
"Highly interactive, easy to follow, and engages students."
Thank you for your interest in this product by Rise over Run. Reviews are greatly appreciated!
Common Core Standards:
CCSS.Math.Content.8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse.
CCSS.Math.Content.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Total Pages
4 Student Pages + PowerPoint + Lesson Guide + Answer Keys
Answer Key
Included
Teaching Duration
90 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse.
CCSS8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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