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Activity Sheet Pythagorean

The document describes three activities exploring Pythagoras' theorem. Activity 1 asks students to try forming triangles with different side lengths, finding that some combinations do not form triangles. Activity 2 has students construct right triangles on a grid to see which side combinations are possible. Activity 3 has students draw right triangles, construct squares on the sides and hypotenuse, and observe that the square on the hypotenuse is always equal to the sum of the squares on the sides. Students are asked to generalize this relationship and deduce Pythagoras' theorem.

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Damion Kelly
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0% found this document useful (0 votes)
109 views2 pages

Activity Sheet Pythagorean

The document describes three activities exploring Pythagoras' theorem. Activity 1 asks students to try forming triangles with different side lengths, finding that some combinations do not form triangles. Activity 2 has students construct right triangles on a grid to see which side combinations are possible. Activity 3 has students draw right triangles, construct squares on the sides and hypotenuse, and observe that the square on the hypotenuse is always equal to the sum of the squares on the sides. Students are asked to generalize this relationship and deduce Pythagoras' theorem.

Uploaded by

Damion Kelly
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ACTIVITY SHEET

PYTHAGORAS’ THEOREM

Activity #1

Can you make a triangle with these sides: 6 units, 6 units, and 12 units?

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Try the same experiment with these lengths: 4, 5, and 12; 6, 7, and 12

Why some measurements were unable to form triangles while some weren’t?

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Activity #2

Using the gird below, can you make a right-angled triangle with sides of 3, 3, and 5 units?

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Can right-angled triangles be made from these combinations: 3, 4, 5; 6, 8, 10; 5, 12, 13.)
Activity #3

On the grid below


(i) Draw a horizontal line 3units
(ii) On one end of that line draw a second line 4units long perpendicular to first
(iii) Draw a third line to complete a right-angled triangle
(iv) Measure and state the length of the third line
(v) On each side of the triangle complete a square
(vi) Find the area of each square
(vii) Complete the same activity for 6 and 8 in which 6 is the horizontal line.

What do you notice about the way the squares on the sides are related to the squares on the
hypotenuse for each triangle?

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Do you think this is the same for all right triangle? Justify your answer

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Based on your observation what generalization can be made about the relationship between the
sides of a right triangle and its hypotenuse?

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