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The Pythagorean Theorem - Educational Outreach

The Pythagorean Theorem - Educational Outreach

The Pythagorean Theorem - Educational Outreach

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We close this section with a complete restatement of the<strong>Pythagorean</strong> <strong>The</strong>orem as found in Chapter 2, but now withthe inclusion of the converse relationshipA2 B2 C2 900. Euclid’s subtle proof of the<strong>Pythagorean</strong> Converse follows (Book 1 of <strong>The</strong> Elements,Proposition 48).<strong>The</strong> <strong>Pythagorean</strong> <strong>The</strong>orem and<strong>Pythagorean</strong> ConverseSuppose we have a triangle with side lengthsand angles labeled as shown below.<strong>The</strong>n: CA B A2 B2 C2Figure 2.12 on the next page shows Euclid’s originalconstruction used to prove the <strong>Pythagorean</strong> Converse. <strong>The</strong>shaded triangle conforms to the hypothesisA2 B2 C2whereby design. From the intentional design,0one is to show or deduce that 90 in orderto prove the converse.Note: the ancients and even some of my former public-schoolteachers would have said ‘by construction’ instead of ‘by design.’However, the year is 2008, not 1958, and the word design seems tobe a superior conveyor of the intended meaning.42

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