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1
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2
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3
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4
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What does the Pythagorean
Theorem represent?
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Student recites formula
only.
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Student recites formula
and indicates it is used to find the unknown side of
a right triangle.
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Student demonstrates
understanding that the theorem represents the relationship
between the legs and the hypotenuse of a right triangle
but does not specify details of the relationship.
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Student demonstrates
understanding that the theorem represents the relationship
between the legs and the hypotenuse of a right triangle;
specifically that the sum of the squares of the two
legs equal the square of the hypotenuse.
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Give two different
examples of how the formula could be used.
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Two different examples
given. Error made in solving one or both of the problems.
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Two different examples
given but unknown side is not clear in problem. Both
problems solved completely and correctly.
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Two different examples
given (both clearly indicate unknown side) but both
examples involve finding only the hypotenuse. Both problems
solved completely and correctly.
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Two different examples
given(both clearly indicate unknown side): one to find
hypotenuse and other to find a leg. Both problems solved
completely and correctly.
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What does the converse
of the Pythagorean Theorem mean?
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Student transposes
theorem and its converse.
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Student draws in arrow
notation used in class the converse of the theorem but
offers no further explanation.
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Student demonstrates
understanding that the converse of the theorem states
that if the relationship exists between the legs and
the hypotenuse (in other words a^2+b^2=c^2) then the
triangle MUST be a right triangle.
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Give an example
of how the converse of the theorem could be used.
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Student gives three
sides of a triangle and uses the converse but incorrectly
determines whether the sides form a right triangle or
not.
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Student gives three
sides of a triangle and correctly uses the converse
to accurately determine whether the sides form a right
triangle or not.
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Total---->
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