Melody Casey
Material Type:
Lesson Plan
Middle School
  • GEDB
  • Global Education
    Creative Commons Attribution Non-Commercial

    Education Standards

    GEDB Pythagoras and His Theorum (Lesson 6 of 6)

    GEDB Pythagoras and His Theorum (Lesson 6 of 6)


    Students will use what they have learned to answer word problems related to the Pythagorean Theorem. This lesson was developed by Michael Tinker as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan


    Students will use what they have learned to answer word problems related to the Pythagorean Theorem.


    Learning Targets and Criteria for Success


    Students will take the information they have gathered in the prior lessons and will make calculations based on real world applications.

    Learning Tasks and Practice

    Lesson Procedures: 

    Various word problems will be posed to the students to get them thinking of ways to use the theorem.  For example, so and so has a garden shaped like a wedge.  They know the length and width and they want to know how much fencing it will take to go around it.  For most of us this is a pretty easy problem.  What if they don’t know what a wedge is?  Now change it so that one side of the garden is the wall of a building.  You still need the theorem but you won’t count that side in the fencing calculation.  Now let’s change it to finding out how much mulch you would need to cover this piece of property if you were given the height or width and the hypotenuse.  Area doesn’t have a thing to do with the Pythagorean Theorem except that you need it to find the other leg’s measure which you need to find the area.  Next we move on to a cone and you need to find its volume given the diameter or radius and the slant height.  The radius is a leg and the slant height is the hypotenuse and these will help you get to the height of the cone.  Have they even heard of “slant height“ before?  Once they get a look at it and it sinks in that it is really the hypotenuse, then they are set to complete that type of problem.  And the fact that the critical information is embedded in a lengthy word means that they have to “sift through the crud and find the nuggets of information”.  

    Collecting and Documenting Evidence of Learning


    Students will be assigned a number of real world problems where they have to sift through the question to find the pertinent information, use this information to see what they are looking for and to go back and make sure they have given the answer as directed by the question.