Geometry Question?

Question

If you were the teacher of a 5th grade classroom. How would you teach them the Pythagorean Theorem concept to students?
What type of manipulatives would you use ?

Answer 1

At that age, I'd probably start by describing right triangles and showing a few examples of right triangles with integer sides (search for "Pythagorean Triples" if you don't have any ideas other than 3-4-5). Then, go on to say that there is an equation to calculate the length of one side of such a triangle from the lengths of the other two sides. Then, show them the theorem and explain how it works. After that, emphasize that it is one of the most important equations in mathematics and it has applications in almost every field of study. Make up some realistic examples or get them from the book. I suggest something involving the cost/length of a triangular fence and another involving the distance between two points, at the very least. Another good one would be about the height of a ladder leaned against the side of a building. You might also give them several different questions about a project involving a step ladder (which should approximate an isosceles triangle), or the cost of shingles for a slanted roof. Good night!

Answer 2

basically, the only thing that i can find in common with sacred geometry and alchemy is that they both deal with types of spirituality. Sacred geometry deals with the use of geometric patterns and shapes in the design and architecture of churches, temples, mosques or any place of spiritual gathering. These specific shapes mean certain things, depending on the religion or belief system. For example, the pentagram in Christianity refers to the five senses. In Catholicism, it can sometimes refer to the Devil, or the Evil One. Alchemy deals with the process of turning metals into gold, using chemicals and science. However, Alchemy is also a belief in finding the ultimate wisdom through chemistry. Therefore, alchemy is a spirituality all its own. All in all, the only thing that I can see in common between the two is that they both deal with a type, or types, of spirituality.

Answer 3

You could draw a right triangle on the board, and then ask students to tell what it is. they would, if they dont, explain. then talk about the right angle and the hypotenuse-very important. then give a brief history of pythgoras the genius to invoke their interest. then assign arbitrary values (say 3,4,5) to the triangle sides on the board, and give the pythgorean theorem. tell them about its importance in advanced mathematical applications. you can even tell them how pythagoras arrived at it (search the net).

regards,

The Boss.

Answer 4

Simple. Use words in the places of notations you tend to use or which are given in the books. Like, "the sum of the squares of the two shorter lengths of a right angled triangle will be equal to the square of the length of the longest side."
OR
"Sum of squares of the sides opposite to the two acute angles in a right angled triangle will be equal to square of the side opposite to the 90-degree angle". Avoid using tech terms in the beginning...

Answer 5

Get them to make a string triangle with sides of 3, 4 and 5 cms. precisely.

Then they can see what a good right angle triangle it is by using it to check table corners, room corners and things.

Then talk about why it works and work out the relationship.

They should evolve P.T. for themselves.

Answer 6

I would give them cardboard squares with side lengths that match the sides and hypotenuses of right triangles and protractors and have them find the right combinations of squares to place corner to corner to make right triangles. They would verify the angle opposite the hypotenuse was 90 degrees with the protractor.