Learner Outcomes:
1.  The student will know the Pythagorean theorem and be able to use the Pythagorean theorem to find missing sides of right triangles.
2.  The student will construct a right triangle using the Geometry's Sketchpad.
3.  The students will write a conjecture about the relationship between the sides of a right triangle.
4.  The student will develop notes with examples.

Duration of Lesson:  One or two fifty-minute class periods.

Materials:  Directions for Constructing a Right Triangle Using Geometer's Sketchpad Worksheet, Right Triangle Discovery Worksheet, Examples for Guided Practice Worksheet, Answers for Examples, calculators, and computers

Technology Tools/Courseware:  Internet, Geometer's Sketchpad software

Teacher Notes:
1.  Schedule the computer lab.
2.  If  you do not have a site license for Geometer's Sketchpad, go to Keypress and download a demonstration version.
3.  Check for proper forms on file for each student to use the computer and the internet.
4.   Decide whether writing activities will be done with paper and pencil or on the computer.
5.  Assess prior knowledge of squares, square roots, and simplest radical form.  Reteach if necessary.

 Procedures:
1.  Distribute the Directions for Constructing a Right Triangle Using Geometer’s Sketchpad copies and the Right Triangle Discovery Worksheets.
2.  Direct students to follow the steps and construct the right triangle.  Have them manipulate the triangle and respond to the questions on the Right Triangle Discovery Worksheet.
3.  Ask students to write a conjecture after they have completed the discovery exercises.
4.  Discuss the conjectures.
5.  Have students use their Internet browser to go to Nova and move the squares to show the illustration of the Pythagorean Theorem.
6.  Have students access Sunsite to see an animated proof and UTC to see a picture proof.
7.  Ask students to write the definition of the Pythagorean Theorem and examples in their notes.  This Theorem site states the definition and includes several proofs.
8.   Have students visit and observe the Navy illustration.
9.  Distribute Guided Practice Worksheets.  Work with students as they solve the five problems.  Students are to draw a figure for each problem, write the formula, substitute values, and solve.
10.  Assign the problems at PBS1, PBS2, and Dahlgren as independent practice.
 

Modifications:  The teacher should consult Individual Education Plans and 504 Plans and make indicated accommodations.  The teacher should give individual instruction to those students with skill gaps.  The teacher may assign preferential seating to encourage peer tutoring.

Enrichment Activities:  Students work in groups to tie twelve evenly spaced knots in a rope.  Have students use the rope to test for right angles in the classroom.  Ask students to write a paragraph about an ancient civilization that used this method and explain why the rope with knots works to determine a right triangle.

Evaluation/Assessment:  The teacher will observe individual student proficiency using the Geometer’s Sketchpad.   The teacher may use this  rubric to evaluate the conjecture and notes.  This  rubric is available to assess the guided practice problems.  Score independent practice based on percent accurate.

West Virginia IGOs:
         Mathematics:  7.40, 7.47, 8.36, AM1.9, Al.4, Al.18, and G.12.
         English/Language Arts:  7.57, 8.49, and 9.47.

National Standards:
       Mathematics:
          Uses a variety of strategies in problem solving process
          Understands and applies basic and advanced properties of the concepts of geometry
          Understands and applies basic and advanced properties of functions and algebra
       English/Language Arts:
          Uses the general skills and strategies of the writing process
          Uses grammatical and mechanical conventions in written compositions

Workplace process skills:   PW.2, PW.8, PW.9, PW.10, PW.27, PW.28, PW.36, and PW.44.
 Job/Career Cluster:   Engineering/Technical.

References:
Davis

Authors:  Dianne Smith
              Donna Pittman
              Teresa Lester
              Shady Spring Junior High School