# Letting them be kids with the Pythagorean Theorem

My slightly modified version of this Teaching Channel lesson on the Pythagorean Theorem started a bit slow but within 10 minutes it gained incredible momentum. By the end of the lesson students were set free to search the hallway for problems and gather anagram clues to solve a Who Done It.

Kids were in partners staring at this image from the SMARTboard file I created for the lesson. The rulers followed the directions on the left. The non-rulers followed the directions on the right.

At first the kids didn’t want to play with the numbers. I wasn’t about to lose at this waiting game so I announced, “Let’s push the pencil and those calculator keys.” One pair began working, then another, then another. Soon the entire class was engaged.

A few minutes went by and one boy asked, “Can the numbers be used more than once?”

“Great question! Yes!”

We had a great discussion on the operations needed to get 10. Not one mention of a formula.

I then asked, “How could we apply what we just learned to golf. How far would I need to hit my tee shot if I wanted to get a hole in one?”

It’s at this point where I tweaked the lesson to my personality. Sidebar: I love the Muppets!

Here is where the knowing the vocab came in handy. After pointing out the legs and hypotenuse, students then realized they would need to do something different to solve Question 3.

They practiced solving these:

Then it was time to set them free. The students got this handout.

The first two problems were done in class, but the other three created a mini scavenger hunt in the hallway. After correctly solving problems #3-5, each pair received a Who Done It clue. In the Teaching Channel lesson students received their clues in a text message. I chose human interaction because I prefer it.

Here are the anagram clues.

The lesson continued the next day exploring right, acute and obtuse triangles using perfect square cutouts from AIMS Education.