Lesson Planning Sheet Title: Calculating a Shorter Side in a Right Angled Triangle Learning Objectives: By the end of the

lesson: All students should be able to calculate either of the two short sides in a right-angled triangle using Pythagoras Theorem Most students should be able to calculate the perpendicular height of an isosceles triangle when given its hypotenuse and base. Some students should be able to calculate the area of an equilateral and isosceles triangle by calculating either its base or perpendicular height. Keywords: Pythagoras Theorem, Hypotenuse, Isosceles, Equilateral Learning Activities Starter/Introduction A UK Maths Challenge question reviews using Pythagoras Theorem to solve complex abstract problems. Using the theorem is not immediately obvious since a right-angled triangle has to be constructed with its hypotenuse forming a section of perimeter for a larger shape. Encourage students to persevere by creating jottings for ideas. Development It is important for the students to understand that Pythagoras Theorem does not simply allow the calculation of the hypotenuse side but by rearranging the formula any side can be calculated when the other two are known. Work through the derivation of this by rearranging to make either or . Use the interactive Microsoft Excel file to work through a few examples with the class then have them attempt some on miniwhiteboards for assessment and feedback. Students should be able to work through the problems on the third slide independently. It is important to sketch and annotate the diagrams for each problem since multiple lines of working are required. Once the problems on the third slide are completed the class could work in pairs or small groups to attempt the jigsaw activity. Plenary The plenary is intended to consolidate and assess the learning by posing a fairly open question associated to right angle triangles. Students need to consider that the hypotenuse is the longest side in a right angle triangle so there are therefore two possible lengths. Have the class work in pairs to attempt this to aid mathematical discussion. Differentiation More able: Students could solve problems in 3D grids. Less Able Students may need to spend one lesson working with traditional problems involving triangles and progress onto solving problems in context in the next. Resources: Mini-Whiteboards Interactive Microsoft Excel file. Jigsaw activity