LESSON PLAN

PTYHAGOREAN THEOREM, GRADE 9

Date : April 5, 2019

Teacher(s) Name : Mr. Unal
Lesson Plan Type : Direct Instruction Lesson Plan
Grade :9
Lesson : Pythagorean Theorem
Content Area : Mathematics – Geometry

Timeline of Lesson: Two 50-minute periods or one 90-minute period (block lesson).

TEKS Objectives: 8.7 The student uses geometry to model and describe the physical world.
The student is expected to use pictures or models to demonstrate the Pythagorean Theorem.
8.9 The student uses indirect measurement to solve problems. The student is expected use the
Pythagorean Theorem to solve real-life problems.

Lesson Objectives: Students will able to;

a) identify and apply the Pythagorean Theorem to find the missing hypotenuse of a triangle.
b) identify and apply the Pythagorean Theorem to find the missing leg of a triangle.
c) look for and regularity in repeated reasoning.
d) Identify the relationship between the sides and the angles in a right angled triangle
e) apply the Pythagorean Theorem to word problems.

Prerequisite Knowledge: The students should have the basic understanding of working with
squared numbers and students should understand that the hypotenuse is the longest side in a right
triangle.

Teacher Materials: Computer, Projector, White Board, Markers.

Student Materials: Graph paper, whiteboard, markers, eraser, and ruler.

Introduction

• Set Induction/Anticipatory Set:

Teacher enters the classroom with a bunch of word-search puzzle papers. Students’ attention
is attracted. Then teacher asks a couple of questions regarding the previous lesson. After
doing a mini revision, now teacher distributes the word-search puzzle as a warm-up activity.

Word-Search Puzzle
Then the teacher asks the whole class that what we mean when we talk about a TV of 21
inches. After showing that it is the length of the diagonal of the screen, then the teacher asks
how we calculate the diagonal of the screen of any TV.

• Specific Content to be taught:

The teacher explains the lesson by investigating Pythagorean Theorem; which states that:
“In any right angled triangle, the square on the hypotenuse is equal to the sum of the square
on the two other sides”. The teacher will instruct the students to draw a triangle with base
4cm and height 3cm on a graph sheet. The students will use the grids on the graph paper to
help then form squares on each of the three sides of the triangle. They will then count the
number of squares and confirm Pythagoras claim.

Step1: The teacher will have students identifying the relationship between the angles and
sides of a triangle.
Step 2: Have students recognize that the hypotenuse is the longest side of a right triangle.
Step 3: The teacher will demonstrate an example on the board by eliciting pertinent
information from the students.
Step 4: The teacher gives some of the Pythagorean Triples.

The teacher lists the most commonly used Pythagorean Triples .

Instructional Activities and Procedures

Teacher shows the following videos links below,

https://www.youtube.com/watch?v=elr2w5jrFbQ
https://www.youtube.com/watch?v=uthjpYKD7Ng

A) Guided Problem Solving

The teacher reads the first problem out loud to the students.
Let a = 24 and c = 25, find the other leg of the triangle, b.

a2 + b2 = c2

242 + b2 = 252

576 + b2 = 625

b2 = 49

b=7

B) Lecture Recitation
The teacher asks the questions below to help build students’ understanding by guiding them
through and questioning them.

1. Finding the length of any of the legs of a right-angled triangle.

a) 62 + b2 = 102
36 + b2 = 100
b2 = 64
b=8
 b) 92 + B2 = 152
81 + B2 = 225
B2 = 144
B = 12

2. Finding the length of hypotenuse of a right-angled triangle.

a) C2 = 52 + 122
C2 = 25 + 144
C2 = 169
C = 13

b) Y2 = 72 + 242
Y2 = 49 + 576
Y2 = 625
Y = 25

C) Discussion
The teacher forms homogenized discussion groups and asks each group to find at least two
real life use of Pythagorean Theorem. When all the groups are ready each group will explain
their daily uses of the theorem then the teacher gives some of the real life uses of the
theorem.
 a. Architecture and Construction
Given two straight lines, the Pythagorean Theorem allows you to calculate the length
of the diagonal connecting them. This application is frequently used in architecture,
woodworking, or other physical construction projects. For instance, say you are building
a sloped roof. If you know the height of the roof and the length for it to cover, you can
use the Pythagorean Theorem to find the diagonal length of the roof's slope. You can use
this information to cut properly sized beams to support the roof, or calculate the area of
the roof that you would need to shingle.

b. Navigation
The Pythagorean Theorem is useful for two-dimensional navigation. You can use it
and two lengths to find the shortest distance. For instance, if you are at sea and navigating
to a point that is 300 miles north and 400 miles west, you can use the theorem to find the
distance from your ship to that point and calculate how many degrees to the west of north
you would need to follow to reach that point. The distances north and west will be the
two legs of the triangle, and the shortest line connecting them will be the diagonal. The
same principles can be used for air navigation.

c. Surveying
Surveying is the process by which cartographers calculate the numerical distances
and heights between different points before creating a map. Because terrain is often
uneven, surveyors must find ways to take measurements of distance in a systematic way.
The Pythagorean Theorem is used to calculate the steepness of slopes of hills or
mountains. A surveyor looks through a telescope toward a measuring stick a fixed
distance away, so that the telescope's line of sight and the measuring stick form a right
angle. Since the surveyor knows both the height of the measuring stick and the horizontal
distance of the stick from the telescope, he can then use the theorem to find the length of
the slope that covers that distance, and from that length, determine how steep it is.
D) Cooperative Learning
The teacher let the students work together in mixed-ability groups on task to complete the
given handout.
Differentiating Instruction

Adaptation 1: Some students will easily complete the introductory activity while others will
struggle or be slow to start their work. At this case, hand out the following enrichment activity to
those students and expect them to finish before the class ends giving the ones who finish an extra
100 if they finish on time. (ENRICHMENT)
Adaptation 2: The teacher reteaches for the Students who score fewer points. (RETEACHING)

Question 1:
Question 3: Question 4:

Question 5:
Evaluation

Following lesson quiz which aligns with the objectives will be performed for student evaluation
and decide differentiated student needs.

LESSON QUIZ NAME: ___________________________

1. The formula for finding one side of a right triangle when the other two sides are known
is a2+b2=c2 where a and b represent the lengths of the legs of the triangle and cc represents the
length of the hypotenuse. Suppose the hypotenuse of a right triangle measures 15 cm and one leg
measures 9 cm. What is the length of the other leg?

2. A right triangle has a hypotenuse of length 17. If one side has a length of 15, what is the length
of the third side?

a. 2
b. 5
c. 8
d. 11

3. A sailboat has a right angle sail that is 12 ft wide and 18 ft on the hypotenuse. How high is the
sail? What is the area of the sail? Round to the nearest tenth.

4. Determine whether the given length can be sides of a right triangle:

a. 6, 8, 10
b. 4, 4, 8
c. 10, 24, 26

5. Find the length of the hypotenuse of a right triangle with legs of 3 inches and 5 inches.

6. If the legs of an isosceles right triangle are 6 units long, find the length of the hypotenuse.

7. A 6-ft ladder is placed against a wall with its base 2 ft from the wall. How high above the
ground is the top of the ladder?
Closure
The teacher gives students to work out the following exit ticket.

Homework Worksheet