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# Mathematics Matters Lesson Accounts 34 - Using Pythagoras' Theorem

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Created on 28 May 2008 by ncetm_administrator
Updated on 16 June 2008 by ncetm_administrator
 Mathematics Matters Lesson Accounts A collection of memorable mathematics lessons that conference and colloquia delegates had observed or taught which they felt were successful.  Each account refers to one or more of the values and principles in the report.

# Lesson Account 34 - Using Pythagoras' Theorem

 Written by Murphy Organisation Unknown Age/Ability Range Unknown

(a) What was the mathematical task(s)?
Context – Medium-high ability Y8, two lessons after being introduced to, use and proved, Pythagoras’ Theorem.

Given approximately 15 diagrams, each containing 2 sizes of circles, asked to find radius of larger, given radius of smaller = 1. Tackle in any order.
For example:

Initially competitive. When individual problems solved, student demonstrated to class (if they wanted to listen). Occasional applause for some. I saw others applying techniques they’d seen others use. Debate over one or two – presenter had made assumptions which weren’t true, for example, about symmetry. Impressive creative thinking (eg adding lines to the diagram). Real sense of students appreciating each others ideas

(c) How could you tell that the task(s) achieved the intended purposes? Do you have any evidence?
All students were building on the work of others. Those who said it was ‘hard’ also said they followed others’ work and had a sense of awe: “How did he think to do that?” Genuine joy in other students’ ideas

No - but the 15 diagrams are taken from a ‘Mathematics in School’ Article January 1999

(e) Can you say why you chose this example? What criteria were in your mind?
First and foremost the appreciation students showed for each others work; a sense of achievement and desire to prove; enjoyment of running with one idea (Pythagoras) and creative thinking.

## Values & Principles

 Strategies for investigation and problem solving Encourages reasoning rather than ‘answer getting’

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