The Pythagoras' Theorem
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Arxiv:Math/0701554V2 [Math.HO] 22 May 2007 Pythagorean Triples and a New Pythagorean Theorem
Pythagorean Triples and A New Pythagorean Theorem H. Lee Price and Frank Bernhart January 1, 2007 Abstract Given a right triangle and two inscribed squares, we show that the reciprocals of the hypotenuse and the sides of the squares satisfy an interesting Pythagorean equality. This gives new ways to obtain rational (integer) right triangles from a given one. 1. Harmonic and Symphonic Squares Consider an arbitrary triangle with altitude α corresponding to base β (see Figure 1a). Assuming that the base angles are acute, suppose that a square of side η is inscribed as shown in Figure 1b. arXiv:math/0701554v2 [math.HO] 22 May 2007 Figure 1: Triangle and inscribed square Then α,β,η form a harmonic sum, i.e. satisfy (1). The equivalent formula αβ η = α+β is also convenient, and is found in some geometry books. 1 1 1 + = (1) α β η 1 Figure 2: Three congruent harmonic squares Equation (1) remains valid if a base angle is a right angle, or is obtuse, save that in the last case the triangle base must be extended, and the square is not strictly inscribed ( Figures 2a, 2c ). Starting with the right angle case (Figure 2a) it is easy to see the inscribed square uniquely exists (bisect the right angle), and from similar triangles we have proportion (β η) : β = η : α − which leads to (1). The horizontal dashed lines are parallel, hence the three triangles of Figure 2 have the same base and altitude; and the three squares are congruent and unique. Clearly (1) applies to all cases. -
The Theorem of Pythagoras
The Most Famous Theorem The Theorem of Pythagoras feature Understanding History – Who, When and Where Does mathematics have a history? In this article the author studies the tangled and multi-layered past of a famous result through the lens of modern thinking, look- ing at contributions from schools of learning across the world, and connecting the mathematics recorded in archaeological finds with that taught in the classroom. Shashidhar Jagadeeshan magine, in our modern era, a very important theorem being Iattributed to a cult figure, a new age guru, who has collected a band of followers sworn to secrecy. The worldview of this cult includes number mysticism, vegetarianism and the transmigration of souls! One of the main preoccupations of the group is mathematics: however, all new discoveries are ascribed to the guru, and these new results are not to be shared with anyone outside the group. Moreover, they celebrate the discovery of a new result by sacrificing a hundred oxen! I wonder what would be the current scientific community’s reaction to such events. This is the legacy associated with the most ‘famous’ theorem of all times, the Pythagoras Theorem. In this article, we will go into the history of the theorem, explain difficulties historians have with dating and authorship and also speculate as to what might have led to the general statement and proof of the theorem. Vol. 1, No. 1, June 2012 | At Right Angles 5 Making sense of the history Why Pythagoras? Greek scholars seem to be in Often in the history of ideas, especially when there agreement that the first person to clearly state PT has been a discovery which has had a significant in all its generality, and attempt to establish its influence on mankind, there is this struggle to find truth by the use of rigorous logic (what we now call mathematical proof), was perhaps Pythagoras out who discovered it first. -
HISTORY of MATHEMATICS 1 Pythagorean Triples
HISTORY OF MATHEMATICS Summer 2010 Pythagoras and Fermat 1 Pythagorean Triples A Pythagorean triple is a triple of positive integers (a; b; c) such that a2 +b2 = c2. The simplest such triple is (3; 4; 5). Here are some facts about these triples. Since this is a math course, proofs are provided. I'll abbreviate Pythagorean triple to pt. 1. If (a; b; c) is a pt, then so is (ma; mb; mc) for any positive integer m (mul- tiples of pt's are pt's). In fact, (ma)2 + (mb)2 = m2a2 + m2b2 = m2(a2 + b2) = m2c2 = (mc)2: As an example, from the triple (3; 4; 5) we get the triples (6; 8; 10), (9; 12; 15), (12; 16; 20), etc. 2. If (a; b; c) is a pt and if the positive integer d divides a; b, and c, then (a=d; b=d; c=d) is a pt. In fact, ( ) ( ) ( ) a 2 b 2 a2 b2 a2 + b2 c62 c 2 + = + = = = : d d d2 d2 d2 d2 d Because of these two first properties, the basic pt's are those in which a; b; c do not have a common divisor other than 1. We make the following definition: A pt is said to be primitive, or to be a primitive Pythagorean triple if the greatest common divisor of a; b; c is one. Every Pythagorean triple is either primitive or a multiple of a primitive one. Let's continue with the properties 4. If (a; b; c) is a ppt, then c is odd and a; b have opposite parity; that is, one of a; b is odd, the other one even. -
Geometry Course Outline
GEOMETRY COURSE OUTLINE Content Area Formative Assessment # of Lessons Days G0 INTRO AND CONSTRUCTION 12 G-CO Congruence 12, 13 G1 BASIC DEFINITIONS AND RIGID MOTION Representing and 20 G-CO Congruence 1, 2, 3, 4, 5, 6, 7, 8 Combining Transformations Analyzing Congruency Proofs G2 GEOMETRIC RELATIONSHIPS AND PROPERTIES Evaluating Statements 15 G-CO Congruence 9, 10, 11 About Length and Area G-C Circles 3 Inscribing and Circumscribing Right Triangles G3 SIMILARITY Geometry Problems: 20 G-SRT Similarity, Right Triangles, and Trigonometry 1, 2, 3, Circles and Triangles 4, 5 Proofs of the Pythagorean Theorem M1 GEOMETRIC MODELING 1 Solving Geometry 7 G-MG Modeling with Geometry 1, 2, 3 Problems: Floodlights G4 COORDINATE GEOMETRY Finding Equations of 15 G-GPE Expressing Geometric Properties with Equations 4, 5, Parallel and 6, 7 Perpendicular Lines G5 CIRCLES AND CONICS Equations of Circles 1 15 G-C Circles 1, 2, 5 Equations of Circles 2 G-GPE Expressing Geometric Properties with Equations 1, 2 Sectors of Circles G6 GEOMETRIC MEASUREMENTS AND DIMENSIONS Evaluating Statements 15 G-GMD 1, 3, 4 About Enlargements (2D & 3D) 2D Representations of 3D Objects G7 TRIONOMETRIC RATIOS Calculating Volumes of 15 G-SRT Similarity, Right Triangles, and Trigonometry 6, 7, 8 Compound Objects M2 GEOMETRIC MODELING 2 Modeling: Rolling Cups 10 G-MG Modeling with Geometry 1, 2, 3 TOTAL: 144 HIGH SCHOOL OVERVIEW Algebra 1 Geometry Algebra 2 A0 Introduction G0 Introduction and A0 Introduction Construction A1 Modeling With Functions G1 Basic Definitions and Rigid -
My Favourite Problem No.1 Solution
My Favourite Problem No.1 Solution First write on the measurements given. The shape can be split into different sections as shown: d 8 e c b a 10 From Pythagoras’ Theorem we can see that BC2 = AC2 + AB2 100 = 64 + AB2 AB = 6 Area a + b + c = Area of Semi-circle on BC (radius 5) = Area c + d = Area of Semi-circle on AC (radius 4) = Area b + e = Area of Semi-circle on AB (radius 3) = Shaded area = Sum of semi-circles on AC and AB – Semi-circle on BC + Triangle Area d + e = d + c + b + e - (a + b + c ) + a = + - + = = 24 (i.e. shaded area is equal to the area of the triangle) The final solution required is one third of this area = 8 Surprisingly you do not need to calculate the areas of the semi-circles as we can extend the use of Pythagoras’ Theorem for other shapes on the three sides of a right-angled triangle. Triangle ABC is a right-angled triangle, so the sum of the areas of the two smaller semi-circles is equal to the area of the larger semi-circle on the hypotenuse BC. Consider a right- angled triangle of sides a, b and c. Then from Pythagoras’ Theorem we have that the square on the hypotenuse is equal to c a the sum of the squares on the other two sides. b Now if you multiply both sides by , this gives c which rearranges to . a b This can be interpreted as the area of the semi-circle on the hypotenuse is equal to the sum of the areas of the semi-circles on the other two sides. -
Pythagorean Triples MAS 100 Concepts of Mathematics Sample Paper Jane D
Pythagorean Triples MAS 100 Concepts of Mathematics Sample Paper Jane D. Student September 2013 Everyone is familiar with the Pythagorean Theorem, which states that if a and b are the lengths of the legs of a right triangle and c is the length of the hypotenuse, then a2 +b2 = c2. Also familiar is the “3-4-5” right triangle. It is an example of three whole numbers that satisfy the equation in the theorem. Other such examples, from less familiar to downright obscure, are right triangles with side lengths 5-12-13, 35-12-37, and 45-28-53. Why are these interesting? Well, if you try to look for right triangles with whole number side lengths by trial and error, you will mostly be frustrated, since most of the time two whole number side lengths go with an irrational third side, like 1-1-√2. Is there a pattern to the whole number triples? If so, what is it? Problem A. Describe all possible triples (called Pythagorean triples) of whole numbers (a,b,c) which can occur as the lengths of the three sides of a right triangle. In other words, find all positive whole num- ber solutions to the equation a2 + b2 = c2. A complete solution was known to the Greeks by about 500 BCE ([3], p.37). Weisstein gives a thorough survey of solutions to this and related problems on his MathWorld website [4]. In this paper we describe a solution which uses a beautiful map called stereographic projection. Similar presentations can be found in [1] and [2]. -
Right Triangles and the Pythagorean Theorem Related?
Activity Assess 9-6 EXPLORE & REASON Right Triangles and Consider △ ABC with altitude CD‾ as shown. the Pythagorean B Theorem D PearsonRealize.com A 45 C 5√2 I CAN… prove the Pythagorean Theorem using A. What is the area of △ ABC? Of △ACD? Explain your answers. similarity and establish the relationships in special right B. Find the lengths of AD‾ and AB‾ . triangles. C. Look for Relationships Divide the length of the hypotenuse of △ ABC VOCABULARY by the length of one of its sides. Divide the length of the hypotenuse of △ACD by the length of one of its sides. Make a conjecture that explains • Pythagorean triple the results. ESSENTIAL QUESTION How are similarity in right triangles and the Pythagorean Theorem related? Remember that the Pythagorean Theorem and its converse describe how the side lengths of right triangles are related. THEOREM 9-8 Pythagorean Theorem If a triangle is a right triangle, If... △ABC is a right triangle. then the sum of the squares of the B lengths of the legs is equal to the square of the length of the hypotenuse. c a A C b 2 2 2 PROOF: SEE EXAMPLE 1. Then... a + b = c THEOREM 9-9 Converse of the Pythagorean Theorem 2 2 2 If the sum of the squares of the If... a + b = c lengths of two sides of a triangle is B equal to the square of the length of the third side, then the triangle is a right triangle. c a A C b PROOF: SEE EXERCISE 17. Then... △ABC is a right triangle. -
Special Case of the Three-Dimensional Pythagorean Gear
Special case of the three-dimensional Pythagorean gear Luis Teia University of Lund, Sweden luisteia@sapo .pt Introduction n mathematics, three integer numbers or triples have been shown to Igovern a specific geometrical balance between triangles and squares. The first to study triples were probably the Babylonians, followed by Pythagoras some 1500 years later (Friberg, 1981). This geometrical balance relates parent triples to child triples via the central square method (Teia, 2015). The great family of triples forms a tree—the Pythagorean tree—that grows its branches from a fundamental seed (3, 4, 5) making use of one single very specific motion. The diversity of its branches rises from different starting points (i.e., triples) along the tree (Teia, 2016). All this organic geometric growth sprouts from the dynamics of the Pythagorean geometric gear (Figure 1). This gear interrelates geometrically two fundamental alterations in the Pythagorean theorem back to its origins—the fundamental process of summation x + y = z (Teia, 2018). But reality has a three dimensional nature to it, and hence the next important question to ask is: what does the Pythagorean gear look like in three dimensions? Figure 1. Overall geometric pattern or ‘geometric gear’ connecting the three equations (Teia, 2018). Australian Senior Mathematics Journal vol. 32 no. 2 36 Special case of the three-dimensional Pythagorean gear A good starting point for studying any theory in any dimension is the examination of the exceptional cases. This approach was used in eminent discoveries such as Einstein’s theory of special relativity where speed was considered constant (the exceptional case) that then evolved to the theory of general relativity where acceleration was accounted for (the general case) (Einstein, 1961). -
Pythagorean Theorem Word Problems Ws #1 Name ______
Pythagorean Theorem word problems ws #1 Name __________________________ Solve each of the following. Please draw a picture and use the Pythagorean Theorem to solve. Be sure to label all answers and leave answers in exact simplified form. 1. The bottom of a ladder must be placed 3 feet from a wall. The ladder is 12 feet long. How far above the ground does the ladder touch the wall? 2. A soccer field is a rectangle 90 meters wide and 120 meters long. The coach asks players to run from one corner to the corner diagonally across the field. How far do the players run? 3. How far from the base of the house do you need to place a 15’ ladder so that it exactly reaches the top of a 12’ wall? 4. What is the length of the diagonal of a 10 cm by 15 cm rectangle? 5. The diagonal of a rectangle is 25 in. The width is 15 in. What is the area of the rectangle? 6. Two sides of a right triangle are 8” and 12”. A. Find the the area of the triangle if 8 and 12 are legs. B. Find the area of the triangle if 8 and 12 are a leg and hypotenuse. 7. The area of a square is 81 cm2. Find the perimeter of the square. 8. An isosceles triangle has congruent sides of 20 cm. The base is 10 cm. What is the area of the triangle? 9. A baseball diamond is a square that is 90’ on each side. -
5-7 the Pythagorean Theorem 5-7 the Pythagorean Theorem
55-7-7 TheThe Pythagorean Pythagorean Theorem Theorem Warm Up Lesson Presentation Lesson Quiz HoltHolt McDougal Geometry Geometry 5-7 The Pythagorean Theorem Warm Up Classify each triangle by its angle measures. 1. 2. acute right 3. Simplify 12 4. If a = 6, b = 7, and c = 12, find a2 + b2 2 and find c . Which value is greater? 2 85; 144; c Holt McDougal Geometry 5-7 The Pythagorean Theorem Objectives Use the Pythagorean Theorem and its converse to solve problems. Use Pythagorean inequalities to classify triangles. Holt McDougal Geometry 5-7 The Pythagorean Theorem Vocabulary Pythagorean triple Holt McDougal Geometry 5-7 The Pythagorean Theorem The Pythagorean Theorem is probably the most famous mathematical relationship. As you learned in Lesson 1-6, it states that in a right triangle, the sum of the squares of the lengths of the legs equals the square of the length of the hypotenuse. a2 + b2 = c2 Holt McDougal Geometry 5-7 The Pythagorean Theorem Example 1A: Using the Pythagorean Theorem Find the value of x. Give your answer in simplest radical form. a2 + b2 = c2 Pythagorean Theorem 22 + 62 = x2 Substitute 2 for a, 6 for b, and x for c. 40 = x2 Simplify. Find the positive square root. Simplify the radical. Holt McDougal Geometry 5-7 The Pythagorean Theorem Example 1B: Using the Pythagorean Theorem Find the value of x. Give your answer in simplest radical form. a2 + b2 = c2 Pythagorean Theorem (x – 2)2 + 42 = x2 Substitute x – 2 for a, 4 for b, and x for c. x2 – 4x + 4 + 16 = x2 Multiply. -
Trees of Primitive Pythagorean Triples
http://user42.tuxfamily.org/triples/index.html Trees of Primitive Pythagorean Triples Kevin Ryde Draft 8, May 2020 Abstract All and only primitive Pythagorean triples are generated by three trees of Firstov, among which are the UAD tree of Berggren et al. and the Fibonacci boxes FB tree of Price and Firstov. Alternative proofs are oered here for the conditions on primitive Pythagorean triple preserving matrices and that there are only three trees with a xed set of matrices and single root. Some coordinate and area results are obtained for the UAD tree. Fur- ther trees with varying children are possible, such as ltering the Calkin- Wilf tree of rationals. Contents 1 Pythagorean Triples .......................... 2 1.1 Geometry .............................. 2 1.2 Primitive Pythagorean Triples .................... 3 2 UAD Tree ............................... 4 2.1 UAD Tree Row Totals ........................ 7 2.2 UAD Tree Iteration ......................... 9 2.3 UAD Tree Low to High ....................... 11 3 UArD Tree ............................... 12 3.1 UArD Tree Low to High ....................... 16 3.2 UArD Tree Row Area ........................ 17 3.3 UArD as Filtered Stern-Brocot ................... 19 4 FB Tree ................................ 20 5 UMT Tree ............................... 22 6 Triple Preserving Matrices ....................... 26 7 No Other Trees ............................ 30 8 Calkin-Wilf Tree Filtered ....................... 36 9 Parameter Variations ......................... 37 9.1 Parameter Dierence ........................ 37 9.2 Parameters Sum and Dierence ................... 38 References ................................. 40 Index ................................... 42 Copyright 2013, 2014, 2015, 2016, 2017, 2018, 2019 Kevin Ryde. Permission is granted for anyone to make a copy for the purpose of reading it. Permission is granted for anyone to make a full complete verbatim copy, nothing added, nothing removed, nothing overlaid, for any purpose. -
The Pythagorean Theorem and Area: Postulates Into Theorems Paul A
Humanistic Mathematics Network Journal Issue 25 Article 13 8-1-2001 The Pythagorean Theorem and Area: Postulates into Theorems Paul A. Kennedy Texas State University Kenneth Evans Texas State University Follow this and additional works at: http://scholarship.claremont.edu/hmnj Part of the Mathematics Commons, Science and Mathematics Education Commons, and the Secondary Education and Teaching Commons Recommended Citation Kennedy, Paul A. and Evans, Kenneth (2001) "The Pythagorean Theorem and Area: Postulates into Theorems," Humanistic Mathematics Network Journal: Iss. 25, Article 13. Available at: http://scholarship.claremont.edu/hmnj/vol1/iss25/13 This Article is brought to you for free and open access by the Journals at Claremont at Scholarship @ Claremont. It has been accepted for inclusion in Humanistic Mathematics Network Journal by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. The Pythagorean Theorem and Area: Postulates into Theorems Paul A. Kennedy Contributing Author: Department of Mathematics Kenneth Evans Southwest Texas State University Department of Mathematics, Retired San Marcos, TX 78666-4616 Southwest Texas State University [email protected] San Marcos, TX 78666-4616 Considerable time is spent in high school geometry equal to the area of the square on the hypotenuse. building an axiomatic system that allows students to understand and prove interesting theorems. In tradi- tional geometry classrooms, the theorems were treated in isolation with some of