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THIRD TERM
WEEKLY LESSON NOTES
WEEK 7
Week Ending: 11-08-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Geometry & Measurement

Class: B8 Class Size: Sub Strand: Pythagoras Theorem

Content Standard:
Indicator:
B.[Link] Apply the Pythagoras theorem, Lesson:
B8.[Link] Establish the relationship between
the primary trigonometric ratios and
the hypotenuse ‘c’ and the two other sides ‘a’
the formulas for determining the area of 2 of 2
and ‘b’ of a right-angled triangle.
a circle to solve real problems
Performance Indicator: Core Competencies:
Learners can establish the relationship between the hypotenuse Communication and Collaboration (CC)
‘c’ and the two other sides ‘a’ and ‘b’ of a right-angled triangle Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 143

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Ask learners if they know what a right-angled triangle is and if they Geometric
LEARNING have heard of Pythagoras Theorem. shapes or
cutouts of right-
Explain that a right-angled triangle has one angle measuring 90 angled triangles
Rulers
degrees, and Pythagoras Theorem is a fundamental mathematical
concept used to find the relationship between the sides of such
triangles.

Present the Pythagoras Theorem formula: c2 = a2 +b2

Explain that in a right-angled triangle, 'c' represents the length of the

hypotenuse (the side opposite the right angle), and 'a' and 'b'
represent the lengths of the other two sides.

Emphasize that this theorem applies only to right-angled triangles

and allows us to calculate the length of any side if we know the
lengths of the other two.

Provide each learners or group with a right-angled triangle cutout or

draw right-angled triangles on the board.

Instruct learners to measure the lengths of 'a' and 'b' using rulers and
record the values.

Guide the learners through the process of calculating the length of

the hypotenuse 'c' using Pythagoras Theorem.
 Have learners share their findings with the class and compare
results.

Discuss some practical applications of Pythagoras Theorem in real

life, such as measuring distances, calculating diagonals in rectangular
fields, or determining cable lengths in electronics.

Let learners construct squares on the three sides of a right-angled

triangle in a square grid and compare the area of the square on the
hypotenuse to the squares on the other two sides to state the
relationship between the hypotenuse ‘c’ and the two other sides ‘a’
and ‘b’ of a right-angled triangle i.e. a2 + b2 = c2

Learners in groups use a pair of compasses and ruler, construct

squares on the three sides of a right-angled triangle and measure the
area of the square on the hypotenuse and compare to the squares
on the other two sides to state the relationship between the
hypotenuse ‘c’ and the two other sides ‘a’ and ‘b’ of a right-angled
triangle i.e. a2 + b2 = c2

Encourage learners to use Pythagoras Theorem to find the unknown

side lengths.

Review the solutions as a class and address any questions or

challenges that learners may have encountered.

Assessment
Solve problems involving the Pythagoras theorem.
i. Determine the missing side marked h in the figure.
ii. Find the height AB.

PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 11-08-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Geometry & Measurement

Class: B8 Class Size: Sub Strand: Pythagoras Theorem

Content Standard:
B.[Link] Apply the Pythagoras theorem, Indicator: Lesson:
the primary trigonometric ratios and B8.[Link] Use the Pythagorean theorem to
the formulas for determining the area of solve problems on right-angled triangle 2 of 2
a circle to solve real problems
Performance Indicator: Core Competencies:
Learners can establish the relationship between the hypotenuse Communication and Collaboration (CC)
‘c’ and the two other sides ‘a’ and ‘b’ of a right-angled triangle Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 143

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Draw a right-angled triangle on the board and label its sides as a, b, Counters,
LEARNING and c (with c being the hypotenuse, the side opposite the right bundle and
angle). loose straws
base ten cut
square, Bundle
Explain the Pythagorean theorem: a2 + b2 = c2
of sticks
Discuss how this theorem can only be applied to right-angled
triangles, where one angle measures 90 degrees.

Provide learners with problems to solve. Demonstrate the process

of using the Pythagorean theorem to solve a problem step-by-step,
guiding the learners through the calculation.

Example 1:
A right-angled triangle has one side measuring 5cm and another side
measuring 12cm. Find the length of the hypotenuse.
Solution:
Let's label the sides of the triangle as follows:
Side a = 5cm
Side b = 12cm
Side c (hypotenuse) = ?

Using the Pythagorean theorem:

a2 + b2 = c2
52 + 122 = c2
25 + 144 = c2
169 = c2

Taking the square root of both sides:

c = √169
c = 13 units

Therefore, the length of the hypotenuse is 13 units.

Example 2:
A ladder is leaning against a wall. The base of the ladder is 6 meters
away from the wall, and the ladder itself is 8 meters long. How high
does the ladder reach on the wall?
Solution:
Let's label the sides of the triangle as follows:
Side a (base) = 6 meters
Side b (height) = ?
Side c (ladder) = 8 meters

Using the Pythagorean theorem:

a2 + b2 = c2
62 + b2 = 82
36 + b2 = 64
b2 = 64 - 36
b2 = 28

Taking the square root of both sides:

b = √28
b ≈ 5.29 meters

Therefore, the ladder reaches a height of approximately 5.29 meters

on the wall.

Example 3:
In a triangle with sides measuring 9 cm, 12 cm, and x cm, the longest
side (hypotenuse) measures 15 cm. Find the value of x.
Solution:
Let's label the sides of the triangle as follows:
Side a = 9 cm
Side b = 12 cm
Side c (hypotenuse) = 15 cm

Using the Pythagorean theorem:

a2 + b2 = c2
92 + 122 = 152
81 + 144 = 225
225 = 225

Therefore, the value of x is 15 cm.

Have learners work individually or in pairs to solve the problems.

Circulate the classroom to assist learners and clarify any doubts they
may have.

Review the solutions to the problems as a class, either by having

learners present their answers or by going through the solutions on
the board.
 Briefly discuss real-life scenarios where the Pythagorean theorem is
applied, such as measuring the distance between two points in a grid,
calculating the diagonal of a rectangular room, or finding the distance
traveled by a hiker on a zigzag path.

Assessment
1. A right-angled triangle has one side measuring 6 units and
another side measuring 8 units. Find the length of the
hypotenuse.
2. A square garden has sides measuring 10 meters. A diagonal path
cuts across the garden. Find the length of the diagonal path.
3. An isosceles triangle has equal sides, 6cm long and a base of 4cm
long. Find the altitude of the triangle.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 11-08-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Geometry & Measurement

Class: B8 Class Size: Sub Strand: Pythagoras Theorem

Content Standard:
B8.3.1.2 Demonstrate the ability to
Indicator: Lesson:
perform geometric constructions of the
B8.[Link] Use the Pythagorean theorem to
angles (75˚, 105˚, 60˚, 135˚ and 150˚),
solve problems on right angled triangle. 1 of 2
and construct triangles and find locus of
points under given conditions
Performance Indicator: Core Competencies:
Learners can use the Pythagorean theorem to solve problems Communication and Collaboration (CC)
on right angled triangle. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 127-132

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Gide learners to use a pair of compasses and a ruler to construct an Counters,
LEARNING equilateral triangle when a side is given and justify why it is an bundle and
equilateral triangle loose straws
base ten cut
square, Bundle
 Draw a straight line segment to serve as the base of your triangle. of sticks
Label the endpoints as points A and B.
 Use a ruler to measure the length of the given side. Let's say the
length is "a". Mark a point C on the line segment AB, at a distance of
"a" from point A.
 With a compass, set the width to the length "a". Place the compass
tip on point C and draw an arc that intersects the line segment AB.
Label the intersection points as D and E.
 Without changing the compass width, place the compass tip on point
D and draw another arc that intersects the arc drawn in the previous
step. Label the intersection point as F.
 Draw a straight line connecting point C and point F.
 Draw a straight line connecting point F and point B.

Guide learners to use a pair of compasses and a ruler to construct

an equilateral triangle
 Draw a straight line segment to serve as the base of your triangle.
Label the endpoints as points A and B.
 Use a ruler to measure and mark a second point, C, on the same line
but at a different distance from point A than point B. This will
determine the length of one side of the triangle.
  With a compass, set the width to the length of the second side of the
triangle. Place the compass tip on point B and draw an arc that
intersects the line segment AB.
 Without changing the compass width, place the compass tip on point
A and draw another arc that intersects the line segment AB.
 Label the intersection point of the arcs as point D.
 Draw a straight line connecting point C and point D. This will be the
second side of the triangle.
 Draw a straight line connecting point C and point B. This will be the
third side of the triangle.

Using a pair of compasses and a ruler, guide learners to perform

geometric construction of an isosceles right-angled triangle when the
base line is given.

1. Draw a straight line segment to serve as the base of your triangle. Label
the endpoints as points A and B.
2. Use a ruler to measure and mark a point C on the line segment AB.
This will be the midpoint of AB.
3. With a compass, set the width to the length of AC. Place the compass
tip on point C and draw an arc that intersects the line segment AB. Label
the intersection points as D and E.
4. Without changing the compass width, place the compass tip on point D
and draw another arc that intersects the arc drawn in the previous step.
Label the intersection point as F.
5. Draw a straight line connecting point C and point F.
6. Draw a straight line connecting point F and point B.

Assessment
1. Use a pair of compasses and a ruler to perform geometric
construction of an isosceles triangle when all the sides are given.
2. Use a pair of compasses and a ruler to perform geometric
construction of an isosceles triangle when the base angles and base
side are known
3. Use a pair of compasses and a ruler to construct acute-angled
triangles, obtuse-angled triangles and right-angled triangles when a
side and two angles are given
4. Use a pair of compasses and a ruler to construct triangles when all
the sides are given.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.