[C, CN, PS, T, V]
(a) |
Model, including the use of drawing, concrete materials, and technology, the meaning, role, and use of the Pythagorean Theorem, using examples and non-examples. |
(b) |
Observe and analyze a set of triangles to judge if the Pythagorean Theorem could be used to determine an unknown side length and explain the reasoning. |
(c) |
Describe historical and contemporary applications of the Pythagorean Theorem, including the 3:4:5 ratio (e.g., Explain the relationship between a circle of string that has 13 equidistant knots or beads forming 12 spaces of equal length on it to the Pythagorean Theorem). |
(d) |
Relate, using examples, ratios equivalent to 3:4:5 and other Pythagorean Triples to the Pythagorean Theorem. |
(e) |
Develop, generalize, apply, and explain strategies to verify if a corner of a 3-D object is square (90°) or if a parallelogram is a rectangle. |
(f) |
Observe and analyze the lengths and intersections of diagonals of various quadrilaterals and draw conclusions. |
(g) |
Determine if given triangles are right triangles and explain the reasoning. |
(h) |
Create, solve, and verify the reasonableness of solutions to problems relevant to self, family, or community, for which the Pythagorean Theorem can be used. |
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