Using GeoGebra to develop a famous theorem

Hyunji Mun

First, I opened up GeoGebra and inserted 3 points that would make a right-angled triangle.

Then I made three squares stuck to each sides of the triangle using the regular polygon tool.

The areas of the three squares were Poly 1 = 36 Poly 2 = 64 Poly 3 = 100

When I saw the area of the three squares, I noticed that the sum of two smaller squares area equals to the larger squares area.

I tried re-sizing the triangle to see if the relation ship still applies when they have different lengths. The lengths of the sides increase in same ratio when I re-size the triangle and the relationship that I noticed in question 4, still applies.
SS1 (Small side of the triangle 1) 2 3 4 3 6 SS2 (Small side of the triangle 2) 3 4 4 6 8 LS Area SS1 (Hypotenuse) (Small square 1) 3.61 4 5 9 5.66 16 6.71 9 10 36 Area SS2 (Small square 2) 9 16 16 36 64 Area LS (Large square) 13 25 32 45 100

I created a table and recorded the hypotenuse, area of the three squares whenever I changed the length of the two small sides of the triangle. I notice that the sum of the area of small square 1 and small square 2 equals to the area of larger square.

The rule that connects the two shorter sides of a triangle and the hypotenuse is

a2 + b2=c2
My rule will only work on the right angle triangle. Equilateral triangles have all same sides. For example: if one side of the equilateral triangle is 3, and other side is 3, and you use the Pythagoras theorem. 32 + 32 = Square root of 18 which is not 3. But if the equilateral triangle

has a 90 degrees angle, it will work. Any other types of triangles will not work unless it has a right angle.

In this diagram, the corner has to be a 90 degrees angle. But how do I know where to place the third stake so the corner makes a right angle? You can use the formula a2+b2=c2. One of the Pythagorean triples is 3,4 and 5. So if the distance between the corner and the second stake is 3, the second longest distance, which is between the corner and the third stake, should be 4 meters and the hypotenuse should be 5. So to find where to place the third stake to make a right-angle corner, you have to measure 4 meters away from the corner and 5 meters away from the corner and find the point where those two lines meet. To prove the formula I found works, I will use this diagram.

a) b) c)

The area of the large square - (a+b)2 = a2+2ab+b2 The area of the four right-angled triangle and the smaller square c2+2ab The area of the large square is same as the area of 4 right-angled triangles plus the small squre. So a2+2ab+b2 = c2+2ab. You can cancel out the 2ab and that lefts a2+b2=c2, which is the formula in question 7. So I can say that my formula works.

An investigation using Geogebra into a famous relationship between the sides of rightangled triangles Descriptors

Level

Indicators You did not do any of the things described below.

You have attempted to construct the triangle and squares for question 1 and 2 and to find a pattern for the areas of the 3 squares. You have successfully constructed the triangle and squares for question 1 and 2. Found the areas in question 3 and suggested a relationship for the areas of the 3 squares. You have successfully constructed the triangle and squares for question 1 and 2 and found the areas in question 3. You developed the correct relationship for the areas of the 3 squares and then completed the table in question 6 to develop the general rule for question 7. You have considered if your rule will work for triangles that are not right angles and used your rule to solve question 10. The student selects and applies, You have successfully achieved the indicators mathematical problem solving techniques in level 6 and provided a convincing proof for to recognize patterns, describes them as your rule in question 11. 7-8 relationships or general rules, draws conclusions consistent with findings and provides justifications or proofs. Student Comments and Self Assessment I think I will get 7 because I described the relationships and proved the formula I found. Criterion B Investigating Patterns

The student does not reach a standard 0 described by any of the descriptors given below. The student applies, with some guidance, 1 2 mathematical problem solving techniques to recognize simple patterns. The student selects and applies, mathematical problem solving techniques 34 to recognize patterns, and suggests relationships and general rules. The student selects and applies, mathematical problem solving techniques to recognize patterns, describes them as relationships and general rules, and draws 5 6 conclusions consistent with findings.

Teacher Comments and Level

Indicators You failed to submit work or submitted work but it did not reach any of the standards stated below. You have used some correct mathematical language, notation and diagrams. You are trying to show your explanations/workings. Some of your diagrams are clear. The student shows sufficient use of You have used generally used correct mathematical language and representation. mathematical language, notation and The lines of reasoning are clear though not diagrams. Your explanations/workings, 3 4 always logical or complete. The student diagrams are clear but not always moves between different forms of complete. representation with some success You are able to move between diagrams, calculations and words with some success. The student shows good use of mathematical You have used correct mathematical language and representation. The lines of language, notation and diagrams reasoning are concise, logical and complete. throughout your work. Your workings and 5 6 The student moves effectively between diagrams are clear, logical and complete. different forms of representation. You are able to move between diagrams, calculations and words effectively. Your work 'flows' really well. Students Comments and Self Assessment I think I will get 3 4 because I used some mathematical language and used a table and a diagram to show the relationship. Criterion C COMMUNICATION

Level

Descriptors The student does not reach a standard 0 described by any of the descriptors given below. The student shows basic use of mathematical language and/or representation. The lines of 1 2 reasoning are difficult to follow.

Teacher Comments and level