Pythagoras

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Pythagoras

Calculating the Hypotenuse in a right-angled triangle

Students learn about calculating the hypotenuse in a right-angled triangle using Pythagoras' Theorem.  Using Py...

Finding any length of a Right-Angled Triangle

Key stage 3 mathematics for using Pythagoras' Theorem to calculate any length of a right-angled triangle.   Lea...

Lengths in Right-Angled Triangles

Students learn how to use Pythagoras' Theorem to calculate missing lengths in right-angled triangles.    As lea...

Pythagoras’ Theorem – Solving Complex Problems

Students learn how to use Pythagoras' Theorem to calculate unknown lengths in a range of problems involving rig...

Pythagoras’ Theorem in 3D

Students learn how to calculate unknown lengths in cuboids and other solids by applying Pythagoras' Theorem in ...

Pythagoras’ Theorem – Finding the Hypotenuse

Students learn how to derive and apply Pythagoras' Theorem to find the hypotenuse of right-angled triangles.  A...

Pythagoras’ Theorem – Shorter Sides

Students learn how to calculate a shorter side of a right-angled triangle using Pythagoras' Theorem.  As learni...

Introducing Pythagoras’ Theorem

Students discover Pythagoras’ Theorem through construction of Pythagorean triples.  As learning progresses stude...

Mr Mathematics Blog

Calculating the Volume of a Pyramid

When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh.  In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]

Solving 3D Problems using Trigonometry

When teaching solving 3D problems using trigonometry we begin the lesson with a recap of Pythagoras’ Theorem and the three trigonometric ratios.  We do this by matching the ratio and equations to the respective right-angled triangle.   Students are encouraged to work in pairs and to show the diagrams as part of the working out on […]

Rounding to a significant figure

When I teach rounding to a significant figure, I ask the class to discuss in pairs or small groups a definition for the word significant.  It is a word that all the students have heard before but not all are able to define. After 2 or 3 minutes of conversation I ask the students to […]