The student will study the background to the Pythahorean Theorem and how it was proven. Included in this study will be of Pythagoras, the Babylonians, the Egyptians, the Chinese and of Olga Taussky-Todd. With this background, students will make the connection between the areas and the lengths of the sides of a right triangle. The student should be able to recognize the area formula for a square and a triangle. There will be a review of solving an algebraic problem involving radicals. This lesson will be on a web page. Students will work individually on the lessson.

Monitor and reflect on their mathematical thinking in solving problems Recognize reasoning and proof as essential and powerful parts of mathematics

The student should be able to recognize the area formula for a square and a triangle. There will be a review of solving an algebraic problem involving radicals.

This lesson is design to guide the student's learning on a web base lesson. Students will work individually on computers.

At the beginning of this lesson the teacher should give guiding questions that help students focus on the history and the development of the proof of the Pythagorean Theorem. In the last 20 minutes of class, there will be a teacher quided discussion on what the students discovered upon completing the lesson. Questions asked: a. Who was Pythagoras? b. What was the connection between the Babylonians, the Egyptians, the Chinese and the Pythagorean Theorem? c. Who can explain the Pythagoren Theorem? d. What is the connection between the areas and the lengths of the sides of a right triangle? The teacher will then demostrate the theorem by doing a few examples. Emphasis is given on vocations (Engineering, building construction, civil engineering) as areas that utilize the Theorem.

A web based lesson.

The computer is used to present the web based lesson.