Lesson 7 Square Roots and Pythagorean Relationship

Students must be able to model and link various representations of square roots of numbers, recognize perfect squares automatically between 1 and 144, and apply patterns related to them. As well, they must distinguish between an exact square root of a number and its decimal approximation, and find the square root of any number, using an appropriate method. (N1, N2) As an application of square roots, students will demonstrate an understanding of the Pythagorean relationship using models, and apply the Pythagorean relationship in problem situations. (SS1) Instructions Day 1 1. Begin with a discussion about what is a square root and a perfect square.
In the figure below, students should be encouraged to view the area as the perfect square (6 x 6 = 36 square units), and any dimension of the square (6) as the square root (

36 ).

Tell students that a dance floor is square and has an area of 81 m . What are its dimensions?
2

Students should know that the square root of 22 is between 4 and 5 because 22 is between 16 and 25, and that the square root is closer to 5 since 22 is closer to 25. Therefore, 4.7 would be a good approximation for

22 rather than 4.2.

Have students explain why 97 is not a perfect square.

2 2 2

The conventional formula for the Pythagorean relationship, c = a + b , should be developed through investigations. It is also important for students to recognize that the Pythagorean relationship can be labelled differently from the conventional a, b, c. The hypotenuse, or the longest side, is c and two shorter sides, or legs, are a and b.

r s

In this example, p = s + r , where p is the hypotenuse. The focus of solving for the length of an unknown side should be investigated by finding the area of the squares on the sides of the triangle. The two smaller squares will be equal to the area of the square on the longest side.

2. Students complete Practice Sheet Day 1. Use answer key attached to correct as a group when they have completed. 3. Formative Assessment #1 sheet is to be completed before students leave the session for day 1. This assignment is to be collected and corrected so that it may be returned to the student and discussed during the session for day 2. Day 2 1. Return Formative Assessment #1 and discuss questions that need to be reviewed based on student need. 2. Students complete Practice Sheet Day 2. Students could be grouped so the teacher can work with a group. Correct and discuss if time permits or it may be collected and used as a summative assessment for this topic.

Item Bank Complete these additional example questions with students who still require more support with their algebraic thinking skills. The items could be completed: As homework for individuals who need extra practice In small groups In extra help sessions

Practice Sheet Lesson 1. Find the square root of each of the following. a. 121 b. 4 c. 64 d. 100

Day 1

2. Order from least to greatest. a) 36 , 36, 4, 9

b)

400 ,

100 , 19, 15

c)

81 , 81,

100 , 11

d)

49 ,

64 ,

36 , 9

3. What is the length of each side of the large square in the following diagram?

D 4 cm

7 cm.

H'' H

4. A kite is flying 5 m. above the ground. The distance between the person flying the kite and the point on the ground directly below the kite is 12 m. How long is the kite line?

A 5 m.

B 12 m.

Formative Assessment

Day 1

1. Which two consecutive whole numbers is each square root between? How do you know? a. 5 b. 11 c. 57 d. 38 e. 171 2. A square garden has an area of 138 m2. a. What are the approximate dimensions of the garden? b. About how much fencing would be needed to go around the garden? 3. Find the length of the unmarked side in each right triangle: a.
A G 7 cm B 3 cm

b.

A 25 cm

D 15 cm B

4. Sandra wishes to construct a triangle with side lengths of 3 cm., 5 cm., and 7 cm. Before she constructs the triangle, how can she tell if the triangle will be a right triangle? Explain.

Practice Sheet Lesson

Day 2

1. Which number is indicated by the letter A on the number line?

8 A

10

11

a.

8 .5

b.

70

c.

49

d.

81

2. True or False. a. 17 is between 16 and 18. b. 5 + 5 is equal to 10 . c.

131 is between 11 and 12.

3. Between which pair of numbers is a. 16 and 18 b. 12 and 15

17 ?

c. 8 and 10

d. 4 and 5

4. What is the area of the square on the third side of the triangle?

?
A 40 sq. cm.

60 sq. cm.

5. Which is not a perfect square? a. 144 b. 121 Item Bank

c. 136

d. 64

1. In each pair, is the given whole number greater than less than, or equal to the square root? a. 7, 14 b. 8, 60 c. 11, 121 d. 12, 150

2. Which is not a perfect square? a. 18 b. 36 c. 64

d. 169

3. Which set of the following numbers are Pythagorean Triples? a. 16, 30, 34 b. 6, 8, 9 c. 15, 39, 36 d. 16, 65, 63

4. What is the length of the ladder in the diagram shown?

Ladder

Wall: 2.4 m.

1.4 m.