The Pythagorean Project 2016 17epoulton.weebly.com/uploads/2/5/5/8/25585786/the... ·...
Transcript of The Pythagorean Project 2016 17epoulton.weebly.com/uploads/2/5/5/8/25585786/the... ·...
Name: _______________________________________ Block: ____________ Date: _________________________
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Math 8: The Pythagorean Theorem Project (TPTP)!
In this project you will learn about one of the most famous theorems know to ancient civilizations… The Pythagorean Theorem! You need to complete the following three parts. You are given Parts 1 and 2 in this booklet. You will need to attach Part 3.
Part 1: Applying the Pythagorean Theorem Part 1 DUE:
Complete questions 1 through 6 in the packet to demonstrate how you can use the Pythagorean Theorem to find a missing length through real-‐world applications. Answer the following questions as you explain the process of finding the answer:
1. How is the right triangle formed? In other words, describe the lines that make leg “a” and leg “b” and the hypotenuse “c” of the right triangle. 2. What is the missing length? Is it one of the legs or is it the hypotenuse? 3. How do you find the missing length?
Part 2: Pythagorean Theorem in your life.
Part 2 DUE:
Describe how you may use the Pythagorean Theorem in your life. You need to give at least 2 examples and “math class” cannot be one of them. Part 3: The ‘interesting’ information
Part 3 DUE:
This is not included in your attached packet. You will need to attach it before handing it in. You must include:
1. A picture of Pythagoras 2. A definition of the Theorem 3. A ‘Pythagorean Tree’ like you made in Activity #1: Cut and paste… 4. An example of how to apply the Theorem 5. One extra piece of ‘interesting’ information about Pythagoras and/or his theorem.
*Make sure you include your all of your sources (e.g. the name and link for a website that is NOT Wikipedia).
Name: _______________________________________ Block: ____________ Date: _________________________
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Criterion A: Knowing and Understanding – Part 1 (0) Beginning (1-‐2) Developing (3-‐4) Accomplished (5-‐6) Exemplary (7-‐8)
I have not achieved a standard described by any of the descriptors to the right.
I am able to: select appropriate mathematics when solving simple problems in familiar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly.
I am able to: select appropriate mathematics when solving more complex problems in familiar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly.
I am able to: select appropriate mathematics when solving challenging problems in familiar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly.
I am able to: select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly.
Criterion C: Communicating – Part 1, 2, 3 (0) Beginning (1-‐2) Developing (3-‐4) Accomplished (5-‐6) Exemplary (7-‐8)
I have not achieved a standard described by any of the descriptors to the right.
I am able to: use limited mathematical language use limited forms of mathematical representation to present information communicate through lines of reasoning that are difficult to interpret.
I am able to: use some appropriate mathematical language use different forms of mathematical representation to present information adequately communicate through lines of reasoning that are able to be understood, although these are not always clear adequately organize information using a logical structure.
I am able to: usually use appropriate mathematical language usually use different forms of mathematical representation to present information correctly move between different forms of mathematical representation with some success communicate through lines of reasoning that are clear although not always coherent or complete present work that is usually organized using a logical structure.
I am able to: consistently use appropriate mathematical language use different forms of mathematical representation to consistently present information correctly move effectively between different forms of mathematical representation communicate through lines of reasoning that are complete and coherent present work that is consistently organized using a logical structure.
Criterion D: Applying Mathematics in Real-Life Contexts – Part 1, 2, 3 (0) Beginning (1-‐2) Developing (3-‐4) Accomplished (5-‐6) Exemplary (7-‐8)
I have not achieved a standard described by any of the descriptors to the right.
I am able to: identify some of the elements of the authentic real-‐life situation apply mathematical strategies to find a solution to the authentic real-‐life situation, with limited success.
I am able to: identify the relevant elements of the authentic real-‐life situation select, with some success, adequate mathematical strategies to model the authentic real-‐life situation apply mathematical strategies to reach a solution to the authentic real-‐life situation describe whether the solution makes sense in the context of the authentic real-‐life situation.
I am able to: identify the relevant elements of the authentic real-‐life situation select adequate mathematical strategies to model the authentic real-‐life situation apply the selected mathematical strategies to reach a valid solution to the authentic real-‐life situation describe the degree of accuracy of the solution discuss whether the solution makes sense in the context of the authentic real-‐life situation.
I am able to: identify the relevant elements of the authentic real-‐life situation select appropriate mathematical strategies to model the authentic real-‐life situation apply the selected mathematical strategies to reach a correct solution explain the degree of accuracy of the solution explain whether the solution makes sense in the context of the authentic real-‐life situation.
Name: _______________________________________ Block: ____________ Date: _________________________
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Part 1: Application of the Pythagorean Theorem Use the Pythagorean Theorem to solve the following problems
Sketch
Given lengths
Missing lengths
Rule
Using the rule
Answer
Explanation (explain the solution to the problem in words. Justify the steps).
1. To get from point A to point B you must avoid walking through a pond. To avoid the pond, you must walk 34 meters south and 41 meters east to the nearest meter, how many meters would be saved if it were possible to walk through the pond?
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Name: _______________________________________ Block: ____________ Date: _________________________
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Sketch
Given lengths
Missing lengths
Rule
Using the rule
Answer
Explanation (explain the solution to the problem in words. Justify the steps).
2. A baseball diamond is a square with sides of 90 feet. What is the shortest distance, to the nearest tenth of a foot, between first base and third base?
1 3 2
Name: _______________________________________ Block: ____________ Date: _________________________
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Sketch
Given lengths
Missing lengths
Rule
Using the rule
Answer
Explanation (explain the solution to the problem in words. Justify the steps).
3. In a computer catalog, a computer monitor is listed as being 19 inches. This distance is the diagonal distance across the screen. If the screen measures 10 inches in height, what is the actual width of the screen to the nearest inch?
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Name: _______________________________________ Block: ____________ Date: _________________________
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Sketch
Given lengths
Missing lengths
Rule
Using the rule
Answer
Explanation (explain the solution to the problem in words. Justify the steps).
4. Two joggers run 8 km north and then 5 km west. What is the shortest distance, to the nearest tenth of a kilometer, they must travel to return to their starting point? 4
Name: _______________________________________ Block: ____________ Date: _________________________
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Sketch
Given lengths
Missing lengths
Rule
Using the rule
Answer
Explanation (explain the solution to the problem in words. Justify the steps).
5. Seth made a small rectangular table for his workroom. The sides of the table are 36 cm and 18 cm. If the diagonal of the table measures 43 cm, is the table square? A table which is “square” has right angles at the corners.
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Name: _______________________________________ Block: ____________ Date: _________________________
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Sketch
Given lengths
Missing lengths
Rule
Using the rule
Answer
Explanation (explain the solution to the problem in words. Justify the steps).
6. You’re locked out of your house and the only open window is on the second floor, 25 feet above the ground. You need to borrow a ladder from one of your neighbours. There’s a bush along the edge of the house, so you’ll have to place the ladder 10 feet from the house. What length of ladder do you need to reach the window?
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Name: _______________________________________ Block: ____________ Date: _________________________
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Part 2: Pythagorean Theorem in your life.
Describe how you may use the Pythagorean Theorem in your life. You need to give at least 2 examples and “math class” cannot be one of them.
Part 3: The ‘interesting’ information *TO BE DONE ON THE FOLLOWING PAGE OR ATTACHED SEPARATELY You must include:
1. A picture of Pythagoras 2. A definition of the Theorem 3. A ‘Pythagorean Tree’ like you made in Activity #1: Cut and paste… 4. An example of how to apply the Theorem 5. One extra piece of ‘interesting’ information about Pythagoras and/or his theorem.
*Make sure you include your all of your sources (e.g. the name and link for a website that is NOT Wikipedia).
Name: _______________________________________ Block: ____________ Date: _________________________
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Part 3: The ‘interesting’ information