At this point, I announce that I’d like to use the remainder of the class period to pull together all of the special right triangles: the common Pythagorean triplets, the triangles, and the 45o, 45o, 90o triangles. To this end, I hand out the Practice with Special Right Triangles worksheet, and ask that the students work in their groups to fill in the lengths of the missing segments. I suggest, as in a previous lesson with special right triangles, that they attempt to do the problems without doing any work (i.e. without solving for sides using the Pythagorean Theorem). They should instead try to rely on their knowledge of the special right triangles.
I pass out a “ticket out the door” on which I ask:
1. What is meant by the term “Pythagorean triplet”? What triplets do you know?
2. What facts do you know about all triangles?
3. What facts do you know about all isosceles right triangles?
The students’ answers to these questions will be the basis of the beginning of the next day’s lesson.