The Pythagorean Theorem Truszcienski

Nicole Truszcienski

Prof. Flores

May 16th 2017

Final paper

The Pythagorean Theorem:

The History of the Theorem & The Importance of the Theorem in the Classroom

The Pythagorean Theorem is used to find the length of a side in a right triangle. The

popular equation is " + " = " where a and b are the two line segments that create the right

angle of the triangle and c is the hypotenuse, the line segment opposite of the right angle in a

right triangle. While the Pythagorean Theorem is taught in schools, the history of the

Pythagorean Theorem is not. Memorization is often the way that the Pythagorean theorem is

remembered and taught but looking at the history of how this theorem was developed, can bring

the subjects of history and math together. There are also many different activities that teachers

can do with their students to teach the theorem and connect the Pythagorean theorem to other

areas of mathematics. Like all theorems in mathematics, the Pythagorean Theorem is more than

just an equation.

The History of the Pythagorean Theorem

The theorem is said to have been developed around 500 BC and is credited to Pythagoras

but the theorem was actually named after a semi-religious group called the Pythagorean

Brotherhood (Chapter1 Introduction). Some scholars believe that Pythagoras himself was not an

active mathematician, but he was the founder of the Pythagorean Brotherhood (Berlinghoff

2004). The Pythagorean Brotherhood was a society full of philosophers, located in southern

Italy. While the name alludes to the idea that only men were a part of this society, women were

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equally involved, though not recognized. They had many rules that they followed such as, not

eating meat, only wearing white, and only using white bed linens (Berlinghoff 2004). The

Pythagoreans exercised together, meditated together, and studied mathematics together. They

mainly studied ratios and whole numbers, but in geometry, they are famous for the Pythagorean

Theorem (Berlinghoff 2004).

While Pythagoras and the Pythagoreans are credited for developing this theorem, there is

evidence that the Pythagorean theorem was understood well before their time. A whole number

triplet was found on an ancient Babylonian tablet (Berlinghoff 2004). A whole number triplet is

important for right triangles and the Pythagorean Theorem because triplets will always end up

being easy, whole numbers to use and teach the Pythagorean Theorem. For example, the whole

number triplet 3, 4, 5 is popular and perfect for practicing the use of the Pythagorean theorem. If

3 is assigned to side a, and 4 is assigned to side b, you can see that the sum of their squared

numbers (9 + 16) equals 25. The square root of 25 equals 5 which would be assigned to side c,

the hypotenuse. The Babylonian tablet contained the whole number triplet of 119, 120, 169

(Berlinghoff 2004). Around 1000 BC in India, a text called the Sulbasutras was written with the

explanation that the diagonal of a rectangle, which would be the hypotenuse of the two equal

right triangles that it creates, produces as much as its produced individually by the two sides

(Berlinghoff 2004 p. 139). This means the Pythagorean Theorem must have been known by

mathematicians all around the ancient world before Pythagoras and the Pythagoreans, but the

Pythagorean Theorem is still credited to Pythagoras.

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The Pythagorean theorem seems like a random equation that is memorized and just

assumed true but the Chinese actually developed a simple diagram to prove that the Pythagorean

theorem is, and always will be, true which is why we are able to assume that it will always work

today. They used a diagram of a square with all sides labeled as c and then attached 4 congruent

right triangles to each of the 4 sides creating a larger square, as pictured to the left. They proved

the Pythagorean Theorem by writing 2 separate equations to

find the area of the larger square and setting them equal to

one another and simplifying. One equation to find the area

of the larger square was + " . This equation can be

rewritten as " + " + 2. The second equation to find the

area of the large square is " + 2. They add 2ab because

* *
the they know the area of a triangle is and there are 4 triangles and 4 = 2ab. If you set
" "

these two equations equal to each other the 2ab can be subtracted from both equations to simplify

and reveal the Pythagorean theorem, " + " = "

(Berlinghoff 2004). The triangles can be rearranged in the

same size square and proven using the image to the right.

These are not the only proofs for the Pythagorean Theorem.

Around 800 AD, the Thabit ibn-Qurra of Baghdad (present

day Iraq) created a proof for the theorem and 1000 years

later, President Garfield also developed his own proofs to the Pythagorean Theorem (Berlinghoff

2004).

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One of the most famous proofs, however, is found in a book titled Elements by Euclid.

Euclid was a Greek mathematician who is often referred to as the Father of Geometry. Second

only to the Bible, Elements is the most translated and circulated book of all time (EUCLID, The

Elements). Euclid wrote this book around 300 BC and it is still

a well known text in todays classroom (EUCLID, The

Elements). In this book, Euclid uses the area of squares to

prove the Pythagorean Theorem but he uses them quite

differently than the Chinese. His diagram, pictured to the left,

shows a right triangle with the hypotenuse positioned

horizontally as the bottom of the triangle(ACB). He then attaches three squares to each side of

the right triangle so each square shares one side with the triangle. Following that, he draws a line

segment(CN) that is perpendicular with the hypotenuse, starting with one endpoint being on the

vertex of the right angle of the triangle(ACB) and the other endpoint falling along the opposite

side of the square; attached to the hypotenuse(FG). From there, Euclid proves that square EDCA

and rectangle AMNF will have equal areas while square CKHB and rectangle MBGN will also

have equal areas. If line segment AC is labeled side a, line segment CB is labeled side b and line

segment AB is labeled c, from Euclids proof and diagram, its apparent that " + " = "

(Euclid's Proof of the Pythagorean Theorem).

Thanks to many mathematicians throughout ancient time, the Pythagorean Theorem was

not only discovered, but also proven in multiple ways. Teaching the history of this theorem and

using the proofs developed so many years ago will give students more meaning behind the use of

the Pythagorean Theorem by showing them how and why the theorem is true. Using historical

proofs can enhance students conceptual understanding and using the history of the theorem will

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teach students that, although this theorem is normally credited to Pythagoras, it was a theorem

that developed through time by many mathematicians.

Biographical sketches

When teaching the Pythagorean theorem, studying people who have had an impact on the

theorem is a good way to blend mathematics and history. Although the theorem is simple and

easy to use, there are a multitude of different explanations and proofs to prove this theorem to be

true. As stated before, Pythagoras, a Greek philosopher, credited with the development of the

Pythagorean Theorem, but as we explore history we learn that he only influenced the

development of the Pythagorean Theorem and had many non mathematic philosophies. More

relevant to todays time period and the American culture, President James Garfields proof of the

Pythagorean Theorem called the Garfield Proof. These two historical people have different

impacts on the development of the Pythagorean Theorem. Learning about these two men help us

to better understand the importance and reasoning behind the Pythagorean Theorem.

Pythagoras

While the Pythagorean Theorem was not developed by Pythagoras himself, his name is

often credited for the right triangle theorem, therefore he had a significant role in the

development of the theorem. Pythagoras was a pre-Socratic Greek philosopher and the founder

of a semi-religious society called the Pythagorean brotherhood (Internet Encyclopedia of

Philosophers). Although he is often thought of as a mathematician, there is little evidence that he

was actually involved with the study of mathematics (Berlinghoff, 2004). However, its common

for there to be contradicting records of Pythagoras (Koertge, 2008). Pythagoras was born in

Somos around 570 B.C. (Age-of-the-Sage). It is suggested that his mother came from amongst

the colonial Greeks of Samos but that his father was a Phoenician craftsperson from Tyre who

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worked with precious metals and who had been granted citizenship rights after bringing corn to

Samos at a time of famine (age-of-the-sage). Pythagoras was influenced by a number of people

through his life including Thales, Anaximander, and mystically inclined Magi (followers of

Zoroaster) Priesthood (age-of-the-sage).

Pythagoras was believed to be divine because of a large birthmark found on his thigh

(Age-of-the-Sage). He developed a religion based off the idea of transmigration of souls. This

means that our souls are immortal but temporarily trapped inside of our current physical bodies

which are mortal (personal.Kent). This theory is similar to the idea of reincarnation. According

to Pythagoras, the only way for your soul to be set free is for you to achieve purity but until then,

your soul will be passed from body to body. Some souls will even end up in animal bodies. This

religious belief formed by Pythagoras is what the Pythagorean Brotherhood believed and based

their entire life off.

The Pythagorean brotherhood was formed in Kroton (modern day Italy). Their society

had many rules to attempt to achieve purity. Along with their religious beliefs, formed by

Pythagoras, this group focused their minds on studying mathematike, That which is learned

(Berlinghoff, 2004). As stated previously, the Pythagrean Brotherhood mainly studied pure, or

whole, numbers and ratios but are famous in geometry for the development of the Pythagorean

theorem (Berlinghoff, 2004). The Pythagoreans also attempted to develop an astronomical theory

based off the idea that all things are numbers (Koertge, 2008).

Many people were jealous of Pythagoras for forming the Pythagorean brotherhood. This

forced Pythagoras to flee to Metapontio where he eventually died in 495 B.C. (Internet

encyclopedia of philosophy). Thanks to Pythagoras philosophies and followers, we now have

the Pythagorean Theorem.

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James Garfield

James Garfield was the twentieth president of the United States of America. He was born

in Cuyahoga County, Ohio, in 1831. President Garfield developed a mathematical proof for the

Pythagorean theorem using a trapezoid and its area and dividing the trapezoid up into right

triangles. According to Math Through the Ages: A Gentle History for Teachers and Others, he

once said his mind was Unusually clear and vigorous when it came to mathematics.

As a child, Garfield enjoyed driving canal boat teams. Although his father left him at the

age of 2, he was able to afford an education that took him a long way (Whitehouse.gov). He

graduated from Williams College in Massachusetts in 1856. Garfield then became a classics

professor back in his home state of Ohio at Hiram Ecelectic Institution. This is where he met his

wife Lucretia Roudolph. She was a student at the school where Garfield taught and worked as a

student editor. Lucretia later left Ohio and became a teacher at Williams college in

Massachusetts, where Garfield had previously graduated from. James Garfield and Lucretia send

letters back and forth over the distance until they Married On November 11th 1858

(History.com). Together they had seven children, Eliza Arabella Garfield, Harold Augustus

Garfield, James Rudolph Garfield, Mary Garfield Stanley Brown, Irvin McDowell Garfield,

Abram Garfield, and Edward Garfield (us-first-ladies.insidegov.com). Unfortunately, one of their

children died in 1863, just one year into his career as a U.S. Congress man. (History.com).

President Garfield was elected into the U.S. House of representatives as a republican in

1862 thanks to his fellow Ohioans (Whitehouse.gov). During the secession crisis, he advocated

coercing the seceding states back into the Union. (Whitehouse.gov). He served as a U.S House

of Representatives for nine terms, and was sworn in as President of the United States in 1881.

Unfortunately, his presidency only lasted 200 days due to assassination. Charles Guiteau shot

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President Garfield on July 2nd 1881 (americanhistory.si.edu). Garfield survived for a few weeks

after the initial fatal shot by Charles Guiteau. Alexander Graham Bell, the inventor of the

telephone, attempted to locate the bullet using his invention of an induction-balance electrical

device. Unfortunately, Alexander Graham Bells invention failed and President James Garfield

later died on September 19th 1881 from infection in his wound.

Garfields Proof of the Pythagorean Theorem uses three right triangles to form a shape

and, like Euclids proof, sets different equations to find the area of the shape equal to one another

and simplify to " + " = " . The diagram to the right

shows the shape that Garfield created using three right

triangles. Notice, two of the three right triangles are

congruent. If you rotate this photo 90, you see that you

now have a trapezoid. Shown below the first image is the

trapezoid Garfield uses to prove the Pythagorean theorem. The area of the
*
trapezoid is + . Therefore, the area
"

* *
of this trapezoid is + + which can simplify to (" + 2 +
" "

" ). The area of the whole trapezoid can also by found by finding sum of
* * *
all the areas of the three triangles, + + " simplified to
" " "

*
2 + " . Garfield then set these two equations to find the area of the
"

* *
trapezoid equal to each other, " + 2 + " = 2 + " , and simplified, " + " = "
" "

(Ellermeyer). Through this proof, we can see that President James Garfield was, indeed,

mathematically inclined, like he claimed to be. Thanks to Garfield, we have an additional proof

to use in the classroom to understand why the Pythagorean theorem will always work.

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Studying both Pythagoras and Garfield provide us with more information and

understanding of the Pythagorean theorem. Pythagoras helps us to understand how it was

developed while Garfield helps us to understand why it works. Their impact on the Pythagorean

theorem is still relevant today and can be used in teaching the Pythagorean theorem, especially in

middle school when the Pythagorean Theorem is taught.

Pythagorean Theorem in Middle School Classrooms

Middle school students may find interest in the Pythagorean brotherhood or the idea that

the wrong guy is getting all the credit for this theorem, and studying the the history can peak

interest in students who find low interest in mathematics. But whether students learn the history

of the Pythagorean theorem or not, its an essential theorem for students to understand by 8th

grade because one of the Common Core State Standards for 8th grade Geometry requires students

to understand and apply the Pythagorean Theorem (Council of Chief State School Officers &

National Governors Association Center for Best Practices, 2010). Under this standard, students

are expected to explain a proof of the Pythagorean Theorem and its converse, apply the

Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and

mathematical problems in two and three dimensions, and apply the Pythagorean Theorem to find

the distance between two points in a coordinate system (Council of Chief State School Officers

& National Governors Association Center for Best Practices, 2010). Middle school teachers need

to keep these standards in mind so that when their students complete 8th grade they know why

the Pythagorean Theorem works, how to use it, and how to apply it, specifically on a coordinate

plane.

Why the Pythagorean Theorem Works

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Begin teaching the Pythagorean Theorem by proving to students that it works. This can

be done by having students create their own proof, not just performing a demonstration on the

board. An easy way to do this is to first inform students that when this theorem was created, it

was thought of in terms of area, not length, then provide them with a diagram that is labeled with

a, b, and c. An example of a diagram that can be uses is the same diagram the Chinese used in

their proof, shown on the left (Chapter1 Introduction).

Using this diagram specifically, ask students to find the

area of the larger square using two different equations.

Then, have students set the two equations they create to

find the area equal to one another and use algebra to

simplify, therefore revealing the Pythagorean Theorem.

As a class, with teacher assistance, write out a formal

proof to prove that If a triangle is a right triangle, then the square of one side of the triangle is

equal to the sum of the squares of the other two sides. The converse of this statement would be If

the square of one side of a triangle is equal to the sum of the squares of the other two sides, then

the triangle is a right triangle (Pythagorean Theorem).

How to Use the Pythagorean Theorem

Once students know why the Pythagorean Theorem works, they need to learn how to use

it. Begin by giving students two-dimensional right triangles to practice using the Pythagorean

Theorem. Students should master this task quickly and be able to move on to more complex

problems. As the teacher, its important to use real world examples so students appreciate the

importance of whichever theorem they are using. Using a word problem such as If a wall is 12

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feet high and a ladder is 13 feet long, how far away from the wall does the bottom of the ladder

need to be in order to rest the top of the ladder at the top of the wall?

With this word problem, a diagram, such as the one pictured to the right

(Application of Pythagoras Theorem), would be appropriate to use.

Once students master this application of the Pythagorean Theorem,

they can be challenged to use the Pythagorean Theorem in three-

dimensional shapes. Asking students to find the height of a Pyramid

using a diagram such as the one pictured on

the left (Cones_Pyramids_and_Spheres), is a

good example of how to use the Pythagorean

Theorem in three-dimensional shapes. Once

students have mastered using the Pythagorean

Theorem, they are ready to apply the Pythagorean theorem on the coordinate plane.

Applying the Pythagorean Theorem on the Coordinate Plane

Teaching students to memorize formulas is not effective. Teaching students to understand

formulas is the best way to insure that your students will effectively use and remember them.

The distance formula is used to find the distance between two points on a coordinate plane. The

distance formula is 2 1 " + 2 1 " where 1 , 1 and 2 , 2 are the two points

on a coordinate plane in which you are calculating

the distance between. Students need to know that

this formula is an application of the Pythagorean

Theorem. Teachers can use the diagram to the right

(The Pythagorean Theorem Distance Formula) to

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move students from thinking of the sides of the triangle as side a, side b and side c to thinking of

the side of the triangle in terms of side x, side y, and the d, distance. An activity that teachers can

do to get the whole class involved is create a coordinate plane out of students desks to teach the

relationship between the Pythagorean Theorem and the Distance Formula. For a class of 25

students, the desks could be arranged in five rows of five. Then, each desk would be assigned as

a point on the coordinate plane as shown in the diagram below where each block represents a

desk.

Front of Class
(0,4) (1,4) (2,4) (3,4) (4,4)

(0,3) (1,3) (2,3) (3,3) (4,3)

(0,2) (1,2) (2,2) (3,2) (4,2)

(0,1) (1,1) (2,1) (3,1) (4,1)

(0,0) (1,0) (2,0) (3,0) (4,0)

Once coordinates are assigned to each desks, the teacher selects two students to find the distance

between using students as the unit. For this example of a class with 25 students, select desk

(1,0) to represent 1 , 1 and desk (4,4) as (2 , 2). Have the students at these desks stand,

stretching a string from one student to the other as shown on the following page, where the red

line represents the string.

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The Pythagorean Theorem Truszcienski

Front of Class
(0,4) (1,4) (2,4) (3,4) (4,4)

(0,3) (1,3) (2,3) (3,3) (4,3)

(0,2) (1,2) (2,2) (3,2) (4,2)

(0,1) (1,1) (2,1) (3,1) (4,1)

(0,0) (1,0) (2,0) (3,0) (4,0)

Then, have students stand to form a right triangle and stretch the string from desk to desk to

create a right triangle out of the yarn as shown below.

Front of Class

(0,4) (1,4) (2,4) (3,4) (4,4)

(0,3) (1,3) (2,3) (3,3) (4,3)

(0,2) (1,2) (2,2) (3,2) (4,2)

(0,1) (1,1) (2,1) (3,1) (4,1)

(0,0) (1,0) (2,0) (3,0) (4,0)

Now students can see that 2 1 is 4 spaces 1 space = 3 spaces and that 2 1 is 4

spaces 0 spaces = 4 spaces. Now they have side a and side b or side x and side y of the

triangle and can apply the Pythagorean Theorem, therefore using the Distance Formula.

This activity is interactive and can be modified to fit any most classroom sizes or be

translated to floor tiles instead of desks. Its a good way to keep students active and involved in

their learning and helps them to discover the true meaning and understanding of the distance

formula on their own through performing a task instead of being taught to memorizing a formula.

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Summary

In conclusion, the Pythagorean Theorem is full of history for students to learn and is

essential for middle school students to master. Studying the history of the theorem and creating

various activities will help students learn where the theorem comes from, why the theorem

works, how to use the theorem, and how to apply the theorem in other areas of mathematics;

most of which is required of students to understand in 8th grade, according to the Common Core

State Standards. Beginning with a proof of the Pythagorean Theorem, moving to implementation

of the Pythagorean theorem in two-dimensional and three-dimensional shapes, applying the

Pythagorean Theorem to a coordinate plane to find the distance formula are all great ways to

insure students master the Pythagorean Theorem, but teachers should never hesitate in blending

mathematics with history and give students more information on the background of the theorem.

Personal Reflection

After taking a course on the history of mathematical ideas, Ive learned that teaching

students the history of a theorem or idea is a great foundation to use when teaching a theorem.

Mathematics build off itself, therefore, teaching the theorem from beginning to end is beneficial

to students. By studying the topic of the Pythagorean Theorem specifically, Ive learned that

thinking of a theorem in a different light may make more sense. With the Pythagorean Theorem,

area is used to prove the theorem but when I was taught the theorem, it was strictly about side

lengths. This course has inspired me to provide my students with more than just math. As I move

forward and become a teacher in the future, I plan to incorporate as much history as possible into

the classroom. After watching the various presentations in class, I also hope to incorporate more

games and tangible activates for my students. All teachers should consider the best way to

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present ideas to their students and how to incorporate the history of the ideas. After all, a

mathematical theorem is more than just an equation.

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and others. Oxton House .

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Cones Pyramids and Spheres (2011). Retrieved April 10, 2017, from

http://amsi.org.au/teacher_modules/Cones_Pyramids_and_Spheres.html

Council of Chief State School Officers & National Governors Association Center for Best

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http://www.corestandards.org/Math/

Ellermeyer, S. F. (n.d.). James Garfields Proof of the Pythagorean Theorem. Retrieved March 9,

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Pythagoras. (n.d.). Retrieved March 09, 2017, from

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Spector, L. (2107). The Pythagorean Theorem Distance Formula. Retrieved April 10, 2017, from

http://www.themathpage.com/alg/pythagorean-distance.htm

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U.S. First Ladies. (n.d.). Retrieved March 09, 2017, from http://us-first-

ladies.insidegov.com/q/21/1298/How-many-children-did-Lucretia-Garfield-have

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