1.1 Square Numbers and Area Models Discuss with students the difference between a rectangle and a square.

Have students work through investigation on page 6. Notes When you multiply a number by itself you are squaring the number. Ex ) Square the following numbers: 1) 5 2) 8 5 squared = 52 = 55= 25 8 squared = 82 = 88 =64

A square number or perfect square number is the answer you get when you multiply a number by itself. Square numbers can be modeled by drawing squares. Ex) Which of the following numbers are square numbers? Explain using diagrams, symbols and words. 1) 49 49 is a square number since 7 multiplied by itself is 49 or 72 = 49. A square can also be drawn with an area of 49 as shown. 2) 32
7 units 7 units

32 is not a square number since no number multiplied by itself will give you 32 (52=25 & 62=36). Also you cannot draw a square with an area of 32. You can find the perimeter of a square if you know the area. Ex) A square garden has an area of 36 m2. How much fencing is needed to completely fence the garden? Note: Fencing is the same as perimeter.
6m 36 m
2

6m

The side length of the garden is 6 m since 6 = 36. Therefore the amount of fence needed is 46 =24 m. You will need 24 m of fencing to completely fence the garden.
6m

6m

Assign page 8-10 #s 1-19

1.2 Squares & Square Roots Have students work through investigation 1.2 on page 11. Notes Square number is the answer you get when you multiply a number by itself. The first twelve square numbers are: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144 Square numbers can be modeled by creating squares. Square numbers also have an odd number of factors. (A factor is a number that divides exactly into another number) Ex) Determine if the following numbers are square numbers by listing the factors:
1)

32 132 216 48

{1,2,4,8,16,32}

Since 32 has an even number of factors it is not a square number

2)

36 136 218 312 49 66

{1,2,3,4,6,9,12,18,36}

Since 36 has an odd number of factors it is a square number. When you square a number you multiply it be itself. The inverse of this is finding the square root of a number. The square root is the number you multiplied by itself to get the given number. Ex) The square root of 9 is 3 since 3 3 9 .

Symbol for square root is Ex)

16 4

Since 44=16

Assign pages 15-16 #s 5-22

Methods for finding square roots Note: The easiest way to determine the square root of a number is to determine what number multiplied by itself results in the given number. When doing questions, you may use any preferred method unless a particular method is specified.
1)

Using squares or grid paper Draw a square with an area of the number given. The side length of the square is the square root of the number. Ex) Use grid paper to find the square root of 49.
49 cm
2

49 7
7 units

7 units

2)

Listing factors List all the factors of the number in ascending or descending order. The square root is the middle number. Ex) Determine the square root of 36 by listing factors. The factors of 36 are {1, 2, 3, 4, 6, 9, 12, 18, 36}. The middle number is 6 so 36 6 .

3) Prime factorization Write the prime factorization of the number given (factor tree) and pick out the pairs that you see. The square root is the product of these pairs. Ex ) Find 576
576 using prime factorization.

= 2288 = 22144 =221212 =224343 =22223223 = (2223)(2223)

576 2 2 2 3 24

1.3

Measuring Line Segments Have students work through Investigation 1.3 page17.

Notes Remember the formula for the area of a triangle is:

Area base height 2

Height

Base

Finding the area of squares on grid paper is easy if the squares are not tilted. To find the area of these squares you can count the blocks. Areas of tilted squares are more difficult because they contain partial squares. To find the area of tilted squares, you break the square up into smaller triangles and squares. Ex) Find the area and side length of the following square:

Find the area of the outside square and subtract the area of the four outside triangles: The area of the outside square is:
A 10 10 100 square units

The area of the triangle is:

A base height 8 2 8 square units 2 2

The area of the tilted square is:

A 100 4 8 68 square units

The side length is

68 units

Assign pages 20-21 #s 1-9

Finding lengths of line segments You can apply the concept of finding the area of tilted squares to find the area of line segments. To find the length of a line segment, draw a tilted square using the line segment as the side of the square. The length of the line segment will be the square root of the area of the square. Ex) Find the length of the line segment below: Notice this line segment starts at a point and then goes up 5 and right 3. Continue this pattern to draw a square with this segment as the side.

The area of the outside square is: A = 8 X 8 = 64 square units. The area of the outside triangles is:
A b h 3 5 7.5 square units 2 2

Area of tilted square: A = 64 4 7.5 = 34 square units. The side length or the length of the line segment is These line segments can also be linked with coordinate geometry. Ex) Plot the following points on a coordinate grid. Find the length of the line segment connecting the two points. ( 2, -5) and (-1, 1)
y 4 3 2 1 -3 -2 -11 -2 -3 -4 -5 -6 -7 1 2 3 4 5 6 7 8 x
4 3 2 1 -3 -2 -11 -2 -3 -4 -5 -6 -7 1 2 3 4 5 6 7 8 x y

30 units

Area of outside square: A = 9 9 = 81 square units Area of outside triangles:

A 3 6 9 square units 2

Area of tilted square: A = 81- 49 =45 square units The length of the line segment is
45 units.

Assign page 21 #s 10-12 1.4 Estimating Square roots

The square root of a square number will always be a whole number or an exact square root. Ex)
16 4 4 4

The square roots of numbers that are not square numbers will not be a whole number and must be estimated. Ex)
20 will result in an approximate square root.

To estimate square roots it helps to know the first 12 perfect numbers. 1, 4, 9, 16, 25, 36, 49, 64, 81. 100, 121, 144 Estimating square roots 1) Using a number Line: Determine which two consecutive squares numbers the number lies between. Using a number line determine which perfect square the number is closest to and estimate the square root. Ex) a) Estimate the following square roots:
45
36

45 is between the consecutive square numbers 36 and 49

45 49

45 is closer to 49, so the square root of 45 is closer to 49, so a good estimate would be 6.7

b)

20
16

20 is between the consecutive square numbers 16 and 25

20 25

20 is closer to 16, so the square root of 20 is closer to 16, so a good estimate would be 4.4

2) Using a calculator to guess and test Determine which two consecutive square numbers the number lies between. Estimate the square root. Use a calculator to guess and test your estimate. Ex)
93

Use guess and test to estimate each square root to two decimal places.
81 93 100

so

81 93 100

Use a calculator to guess and test your estimate Try 9.5: Try 9.6: Try 9.7: Try 9.65: Try 9.64: 9.59.5 =90.25 (too small) 9.6 9.6 = 92.16 (too small) 9.7 9.7 = 94.09 (too much) 9.65 9.65 =93.12 (too much but close) 9.64 9.64 = 92.93 (closest)

Therefore the estimate of the square root of 93 to two decimal places is 9.64. 3) Using square root button on a calculator The calculator will give you an approximate value of the square root of a number that is not square. Remember the number on the display is only an approximate value no matter how many decimal places you write down. Ex) Use a calculator to find
33 5.7445626 (Discuss different levels of accuracy)

Assign pages 25-26 #s 1-17

1.5 The Pythagorean Theorem Have students do one of the following two activities, Activity 1 Work through the Developing the Pythagorean Theorem Activity Handout. Activity 2 Work through the activity below: Recall the first 13 perfect squares: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 169 How many sets of three perfect squares can you find where one is the sum of the other two? What are they? Sets that work: 9 + 16 = 25 36 + 64 = 100 25 + 144 = 169

Have students cut out nine squares to represent these perfect squares. Arrange the three squares so that they share vertices to form a triangle. Have students glue these diagrams in their notebooks. They should get diagrams similar to the following: Ask students to find things similar about all three triangles. Things they should notice are: 1) They are all right triangles. 2) The longest side is opposite the right angle

3) The two shorter sides make up the right angle 4) The square on the longest side is equal to the sum of the squares of the two shorter sides

Ask students to write addition statements using the sides of the square.

32 4 2 52 6 2 8 2 102
5 2 122 132

OR OR OR

52 32 4 2 102 6 2 8 2
132 5 2 122

Notes Right triangle - A triangle that contains a right angle (an angle measuring 90 )
A

The two shorter sides that make up the right angle are called the legs. Sides triangle ABC.

AC and BC are the legs of

The side opposite the right angle (the longest side) is called the hypotenuse. Side triangle ABC.

AB is the hypotenuse in

Pythagorean Theorem

3 1 2

In any right triangle the square of the hypotenuse is equal to the sum of the squares of the other two sides.

Area 1 + Area 2 = Area 3 Ex 1) For each triangle find the area of the square on the third side. A) 25 + 9 = 34 cm2 B) 120 40 = 80 cm2

25 cm

40 cm

9 cm

120 cm

Pythagorean Theorem In any right angle triangle, the square of the hypotenuse is equal to the sum of the squares on the other two sides.

c a

a +b =c

You can use Pythagorean theorem to find the missing side of a right triangle if you know the other 2 sides. Examples Find the missing side in each of the following triangles 1)
2)

12 16
25 7

x 2 16 2 12 2 x 256 144
2 2

x 2 25 2 7 2 x 2 625 49 x 2 576 x 576 x 24

x 400 x 400 x 20

Sometimes the sides do not work out to be whole numbers. You may need to round answers as indicated. Assign pages 34-35 #s 1-9

1.6 Exploring the Pythagorean Theorem The Pythagorean Theorem can help you determine if a triangle is a right triangle. In order for a triangle to be a right triangle, the sum of the squares of the two shorter sides must equal the square of the longest side. (a2 + b2 = c2) Ex)
1)

Are the following triangles right triangles?

Does 7 2 10 2 equal 12 2 ?
12

72 + 102 49 + 100 149

122 144 144

10

Therefore this is not a right triangle.

Does 9 2 12 2 equal15 2 ?

2)

12

92 + 122 81 + 144 225

152 225 225

Therefore this is a right triangle.

15

Pythagorean triplets Pythagorean triplets are three whole numbers that satisfies the Pythagorean Theorem. In other words the three numbers could be sides to a right triangle. (Remember the hypotenuse is the longest side) Ex) Which set of numbers is a Pythagorean triple? 1) 8, 10, 14 Does 82 + 102 = 142? 82 + 102 64 + 100 164 2) 10, 26, 24 Does 102 + 242 =262? 102 + 242 100 + 576 676 = 262 676 676 142 196 196

Therefore 8, 10, 14 are not a Pythagorean triplet.

Therefore 10, 26, 24 is a Pythagorean triplet.

Assign pages 43-45 #s 3-14 1.7 Applying the Pythagorean Theorem Discuss the investigation problem on page 46 with students. The Pythagorean Theorem can be applied to find many measurements in real life. Some things to keep in mind when solving word problems are: 1. 2. 3. 4. Ex) 1) The size of a television is measured by the length of its diagonal. Randy said he had a 45 inch screen TV. The television is 32 inches wide and 30 inches high. Is he correct?
32 inches

Be sure to draw a labeled diagram Solve for the unknown using Pythagorean Theorem. Be sure to answer each problem with a statement. Dont forget to include units when necessary.

d 2 302 322 d 2 900 1024

d 30 inches

d 2 1924 d 1924 d 43.9 inches

No, Randy is not correct. He screen in 43.9 inches, not 45 inches.

2)

An 8 m ladder leans against a building so that it reaches 6 m up the wall. How far is the base of the ladder from the wall.
x 2 82 6 2 x 2 64 36
8m 6m

x 2 28 x 28 x 5 .3 m
The base of the ladder is 5.3 m from the wall.

Assign pages 49-51 #s 4-22