Reflection: Diverse Entry Points Pythagorean Theorem Converse - Section 1: Accessing Prior Knowledge


Open questions like today's Launch change the nature of the game in ways that can level the playing field in the classroom. There are so many possible answers that all students have the opportunity to participate. And, they sometimes tie-up the thinking of students who are very proficient with procedures and work more quickly than their peers.

As discussed in the narrative below this link, today's Launch question gives way to various correct answers. It´s quite important to change the notion in student´s minds that in math there is only one answer for everything and that either you get it or don´t get it. The type of questions asked can help change this idea and make it a ¨safer¨ atmosphere for participation.  

With this particular introduction question, I plan to accept all answers from the students, including those with no direct application to right triangles. An important goal is for students to communicate a way in which they understand the square root of 18 as a number.

As my students share, I will ask questions and make comments about my student´s contributions. I will encourage my students to do the same. For today, it´s not about students coming up with their own ideas and exposing them so that others can see and learn from how they think about numbers.

  Open questions to differentiate
  Diverse Entry Points: Open questions to differentiate
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Pythagorean Theorem Converse

Unit 9: The Pythagorean Theorem
Lesson 7 of 10

Objective: SWBAT apply the Pythagorean Theorem converse to determine if a triangle is a Right triangle.

Big Idea: Students use Geogebra to explore and find if given side lengths form right triangles or not.

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2 teachers like this lesson
Math, Pythagoras, Pythagorean Theroem, geogebra, pythagorean theorem converse, ELL students, Open questions, right triangle, hypotenuse, Pythagorean Triples
  60 minutes
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