Lesson Plan: Lesson plans were written by Maryland mathematics educators and could be used when teaching the

concepts.
Goal 2 Geometry, Measurement, And Reasoning
Expectation 2.1 The student will represent and analyze two- and three-dimensional figures using tools and technolog
when appropriate.
Indicator 2.1.2 The student will identify and/or verify properties of geometric figures using the coordinate plane an
concepts from algebra.
Lesson Content
The Pythagorean Theorem, the Distance Formula, and Slope
Objective
For the students to understand the connection between the Pythagorean Theorem, the distance formula, and slope.
Other Indicators Addressed
2.3.1 The student will use algebraic and/or geometric properties to measure indirectly.
Approximate Time
45-minute lesson plus 10 minutes in a subsequent lesson.
Prerequisite Concepts Needed
The Pythagorean Theorem can be instructed prior to the lesson or as part of the warm-up activity.
Materials Needed
 Worksheet/Answer Key: HSA Practice 1
 Worksheet/Answer Key: HSA Practice 2
 Overhead: Proving the Distance Formula 1
 Overhead: Proving the Distance Formula 2
 Overhead: Proving the Distance Formula 3
 Overhead: Proving the Distance Formula 4
Lesson Structure
Essential Questions
What is the connection between the Pythagorean Theorem and the distance formula?

How are the distance formula, the Pythagorean Theorem, and slope interrelated?
Warm-Up/Opening Activity
In their own words, have students write the Pythagorean Theorem. Discuss with the students what needs to be
stated in the Pythagorean Theorem (it must be a right triangle and the longest side is always the hypotenuse). This
pre-assessment can be used to determine the background knowledge of the students and what instruction may be
needed to begin the lesson.

Answer: The Pythagorean Theorem occurs only in a right triangle, the square of the length of the hypotenuse (the
longest side) is equal to the sum of the squares of the lengths of the legs of the right angle.
Development of Ideas
The distance formula is derived from the Pythagorean Theorem. What is the distance between points A and B? We
can use the Pythagorean Theorem to find the distance. Using an example of two points and then expanding to a more
generalized situation, students can see how the distance formula can be determined. What is the distance between
points A and B?

Overhead 1
One way to determine the distance from point A to point B is to use the Pythagorean Theorem. The point A is at (6,
4) and the point B is at (-3, -4). Drawing lines to create a right triangle gives us:

Overhead 2

With the creation of the right triangle, the length of the hypotenuse (AB) is the distance from point A to point B. The
length of AC is the difference in the y-coordinates of the points, or 4 – (-4), which is 8. The length of BC is the
difference in the x-coordinates of the points, or 6 – (-3), or 9. Using the Pythagorean Theorem, we get:
a2 + b2 = c2
92 + 82 = c2
81 + 64 = c2
145 = c2
so that c ≈ 12.04

So that the length of AB is 12.04, meaning that the distance from A to B is about 12.04 units.

We can now generalize this process for any two points. We can generalize the points A and B to be at any coordinate,
for example A can be at (x1,y1) and B can be (x2,y2).

Overhead 3
Since the points are identified in generic terms, we can see the legs of the right angle as changes in the arbitrary
coordinates, or y2 – y1 for the vertical length and x2 – x1.

Overhead 4

Now, using the Pythagorean Theorem,

(x2 – x1)2 + (y2 – y1)2 = (distance)2

Now, solving for distance by taking the square root of both sides,
distance = √(x2 – x1)2 + (y2 – y1)2
which is the distance formula for any two points in the coordinate plane.

Looking back at the earlier example, with point A at (6, 4) and point B at (-3, -4), then,
distance = √(–3–6)2 + (–4–4)2 = √(–9)2 + (–8)2 = √81 + 64 = √145 ≈ 12.04
Note that the distance is the same no matter the derivation.

In this first example, it is clear that the Pythagorean Theorem and the distance formula tell us only limited
information, the distance between the two points. We can gain additional information from these points, including the
slope between the points. Using the same points, the slope is
This indicates that the direction between these two points follows a line with a slope of and is a way that students
can see how the same idea, the difference of x and y coordinates can be used in different ways to find different
characteristics of two points. This connection between distance and direction can preview the study of vectors, which
give both direction and distance.

Worksheet: HSA Practice 1

Worksheet: HSA Practice 2

Follow-Up Activity
Discuss the worksheet with the students in the next lesson. Focus on student explanations of which process they feel
is best, not necessarily the selection.

Supplemental Activities
Please use the HSA public release items to share problems like these with your students.

Lesson Plan : Distance and Midpoint

Teacher
Name:
Emelie Day

Grade: Grade 9-10

Subject: Math
 Distance an Midpoint Formulas The student will learn to find the
Topic:
distance and midpoint between two points.
Distance Formula, Midpoint Formula, perimeter, area, ordered
Content:
pair, distance, midpoint
Students wills be able to identify which formula to use,
Goals:
distance/midpoint formula, to solve each word problem.
The student will learn how to use the distance and midpoint
formula and understand how to apply the formula to real
Objectives: situations. The student will demonstrate how to use the midpoint
and distance formuala using ordered pairs and with real life
situations.
Materials: Smartboard, dry erase board
I'm going to talk with the students about perimeter and area. I will
give them a scenario about a person walking around town and ask
them to tell me how to find the total distance the man walked.
Introduction: Given coordinates, define (x,y) and graph two pair of points on a
graph using a smart board. Review line segment notaion. Draw a
line between the two points. Discuss options on how to find the
length of the line.
I will introduce the Distance Formula and Midpoint formula and
give the definitions of what they are and why we would use it.
Have the class guess what they think is the length of the line and
Development: what they think is the midpoint. Write the formulas for midpoint
and distance on the board. Label each point and substitute values
into the formulas to reveal the answer for distance and midpoint.
Compare guesses to actual answers.
We will work on 2 examples that are simple calculations to make
sure they understand how to use the formula. Then we will move
onto 2 word problems and how to interpret them. I will show them
Practice:
how to find key words so they will know what to be looking for and
which formula to use. Put one on the board for students to work on
in pairs. Have one pair work the problem on the dry erase board.
When we are taking notes I like to provide a copy of all the
problems we do so all they have to do is copy down the work. This
way they can spend more time focusing on the material. Also when
it comes to groups, if I have students who need it, I will pick
Accommodations:
groups for the class. I will choose a student that can explain well
how to work on the problems. Students who learn slower should be
given a handout with the practice problem already on it with an
example of how to solve for distance and midpoint. Pair them with
 a student who can help walk them throught the problem.
At the end a student from each group will present their answer.
The students will have to create their own word problem or
Checking For
Understanding:
homework, draw a picture of it, and solve it. Have students work a
problem alone without a partner. Walk around while they work to
see who seems to be able to perform alone.
Discuss what jobs they think would use this information. Ask for
Closure: examples of how they can use the distance formula in an every day
situation.
-how groups worked (each class is different: some need to be
Evaluation:
picked for them)
- students needed one more practice example - not enough time
to do all of the presentations. I need to make either bigger groups
or cut back on some of the presentations. Having student go to the
Teacher
Reflections:
board and work problems is a good way to evaluate their
knowledge. It also gives me a chance to give someone-on-one
assistance and allows the student to verbally explainwhat they
have learned.

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