Course Guide - USAID Teacher Education Project

c) Have students draw a right triangle with a base of 3 and a height of 4, then drawsquares on each side. Ask if they notice a pattern between their drawings. What is it?How can it be expressed using the terminology about squares and square rootspresented in the prior session?d) Suggest using symbolic notation for their discovery: that the square on the base +the square on the height equals the square drawn on the hypotenuse. Note that whilewe could write this as b (base) squared x h (height) squared = H (hypotenuse)squared, it is customary to label the base and the height A and B, and the hypotenuseC, leading to the formula A squared + B squared = C squared or A 2 + B 2 = C 2 .e) Note that students can use this formula along with what was learned in the Numberand Operations unit about “number families”: you can find any one of the three termsby using the two other terms (e.g., C squared - B squared = A squared).f) Tell students that this method of using squares drawn on a triangle's sides is onlyone method proving the Pythagorean Theorem. Distribute the handout showing thisdiagram and ask them to think through this particular proof.g) Ask students if they think the Pythagorean Theorem works for all triangles, notjust right triangles. How might they test this conjecture?5. Assignments (to be determined by instructor)Faculty NotesUnit 4 Information HandlingWeek # 1, Faculty Notes: Name?Weeklong OverviewSession 1: The Data Process, Reading Displays of Data (Information Design),Numerical vs. Categorical DataSession 2: Displaying Data in the Primary Grades: Tally Marks, Pictographs, LinePlots, Bar Graphs; the "Shape" of the Data