Lisa Holmes
003992351
ETEC 544 47
Pythagorean Theorem Graphic Descriptions
Below are my flowchart and graphic descriptions for my video tutorial on the Pythagorean Theorem. I
have added a few steps to help with explanation and review where necessary and to allow for more
opportunities for the learner to practice what they have learned. I also removed a few steps for the sake
of time, to eliminate confusion and because some were found unnecessary. The flowchart shown here
shows all of the steps, original and new. The new steps are yellow and the steps I have decided to
remove are black.
These decisions were made based on flowchart testing. I tested my flowchart several times myself and
had two other people, one who was familiar with the topic, and one who was not, test the flow as well.
The person who was not familiar with the topic was able to understand the topic up to the point of
solving the equations. This caused me to add the “Pre-requisite Skills Required” slide. I removed the
“History of Pythagorus” slide as suggested by both testers who felt it would take away from the purpose
of the tutorial, to learn how to solve the Pythagorean Theorem. The feeling was that the person
watching the video did not need that type of motivation because they were obviously already motivated
to learn if they were searching the tutorial website for this lesson. I did however add a different
motivational slide in its place that shows the learner ways they might use the Pythagorean Theorem in
the real-world so they could understand how what they learn might be applied in their every day lives.
Each box in my flowchart represents a frame in my slideshow and is represented in my graphics
description outline. The numbers in the flowchart boxes correspond to the numbers in the outline.
Boxes without a number are the steps I have deleted from the original flowchart and therefore will not
be included in the final product. Not all frames will have a graphic. It is also important to note that the
graphics are original and created using Microsoft Publisher and then copied into PowerPoint as a
picture.
Lisa Holmes
003992351
ETEC 544 47
Revised Development Project Flowchart:
1. Title
11. Self-check
12. Restate
Objective 2
Restate Objective 4
Explaint the
Geometric Model
History of
Pythagoras and
Theorem
10. Self-check
13. Provide
Algebraic Equation
and Explain
22. Self-check
Demonstrate the
Use of the
Geometric Model
2. Real-World Uses
of the Pythagorean
Theorem
9. Self-check 2
14. Explain the
relationship
between variables
and triangle
21. Demonstrate
the Use of the
Algebraic Model
Self-check
3. State Objectives
8. Self-check
15. Self-check
20. Restate
Objective 3
23. Closing
4. Pre-requisite
Skills Needed
7. Demonstation
and Definition of
Parts of a Right
Triangle
16. Self-check
19. Review
Algebraic Equation
5. Restate
Obejective 1
6. Provide Diagram
of Right Triangle
17. Self-check
18. Self-check
Lisa Holmes
003992351
ETEC 544 47
Graphic Descriptions:
1. Title Page
Purpose: Title frame that provides the title of the video tutorial and the name of the developer.
Text: Pythagorean Theorem and the name of the developer.
Image: A right triangle with the legs and hypotenuse labeled with the letters a, b and c; the
algebraic equation a2+b2=c2 is written above the right triangle; the letters a and b in the
equation, the letters a and b on the triangle and the legs of the right triangle are colored red;
the letter c in the equation, the letter c on the triangle and the hypotenuse of the right triangle
are colored blue.
History of Pythagoras and the Pythagorean Theorem
Slide removed after flowchart testing
2. Real World Uses of the Pythagorean Theorem
Purpose: To motivate the students by providing information on how they might use the
Pythagorean Theorem in their everyday lives.
Text: Real World Uses of the Pythagorean Theorem; Determining what size ladder to use when
painting a wall; Finding the shortest distance when traveling; Deciding what size television you
need or want to buy; Deciding what size computer monitor you would like to buy; Determining
arrow trajectory in archery in order to hit the target; Designing a new staircase.
Image: No image.
3. State Objectives
Purpose: To provide the learner with the learning objectives of the video tutorial so they know
what they can expect to learn.
Text: Learning objectives; By the end of the training video, given information on the
Pythagorean Theorem, trainees will be able to: Name and identify the parts of a right triangle,
Identify the algebraic equation of the Pythagorean Theorem; By the end of the training video,
given a demonstration and guided practice, trainees will be able to: Solve a problem using the
algebraic model of the Pythagorean Theorem.
Image: No image.
4. Prerequisite Skills Needed
Purpose: To inform the learners what skills they should already possess in order to satisfactorily
meet the learning objectives; gives them an opportunity to go back to the main website to view
other tutorials first.
Text: Required Skills; Before watching this video tutorial you should already have a good
understanding of: Right angles; Basic algebra including: Solving algebraic equations, Order of
operations, How to simplify squares, How to solve square roots.
Image: No image.
Lisa Holmes
003992351
ETEC 544 47
5. Restate Objective 1
Purpose: To remind the student of the first learning objective before this part of the lesson.
Text: Learning Objective 1; By the end of the training video, given information on the
Pythagorean Theorem, trainees will be able to: Name and identify the parts of a right triangle.
Image: No image.
6. Provide Diagram of Right Triangle
Purpose: To provide the learner a visual representation and a definition of a right triangle.
Text: Right Triangle; Definition of a Right Triangle; Right Triangle – a triangle that has a right
angle (90o)
Image: A picture of a right triangle with the header “Right Triangle” above it and a square in the
right angle of the triangle with the label “90 degree angle” next to the square.
7. Demonstration and Definition of Parts of a Right Triangle
Purpose: To provide the learner with a graphic depicting the parts of a right triangle and the
definition of the parts.
Text: Parts of a Right Triangle; Definitions; Leg(s) – the sides that form the right angle (shown
here in red); Hypotenuse – the side opposite the right angle in a right triangle (shown here in
blue)
Image: A picture of a right triangle with the header “Right Triangle” above it and a square in the
right angle of the triangle with the label “90 degree angle” next to the square. The legs of the
right triangle are colored red and there is a red arrow pointing to each red leg with the label
“leg” next to each arrow. The hypotenuse side is colored blue with a blue arrow pointing to it
with the label “hypotenuse” next to the blue arrow.
8. Self-Check Question
Purpose: Provides an opportunity for the learner to test their new knowledge, to see if they can
identify the leg of a right triangle.
Text: Self-Check Question; Question: Is the red arrow pointing to a leg or the hypotenuse?
Image: A picture of a right triangle with the header “Right Triangle” above it and a square in the
right angle of the triangle with the label “90 degree angle” next to the square. There is a red
arrow pointing to the vertical leg of the right triangle and the words “Hypotenuse or Leg?”
written underneath the right triangle.
9. Self-Check Answer
Purpose: To provide the learner with the correct answer from the previous problem: Is the red
arrow pointing to a leg or the hypotenuse?
Text: Self-Check Answer; Answer: LEG
Image: A picture of a right triangle with the header “Right Triangle” above it and a square in the
right angle of the triangle with the label “90 degree angle” next to the square. There is a red
arrow pointing to the vertical leg of the right triangle and the word LEG next to the arrow.
Lisa Holmes
003992351
ETEC 544 47
10. Self-Check Question
Purpose: Provides an opportunity for the learner to test their new knowledge, to see if they can
identify the hypotenuse of a right triangle.
Text: Self-Check Question; Question: Is the red arrow pointing to a leg or the hypotenuse?
Image: A picture of a right triangle with the header “Right Triangle” above it and a square in the
right angle of the triangle with the label “90 degree angle” next to the square. There is a red
arrow pointing to the hypotenuse of the right triangle and the words “Hypotenuse or Leg?”
written underneath the right triangle.
11. Self-Check Answer
Purpose: To provide the learner with the correct answer from the previous problem: Is the red
arrow pointing to a leg or the hypotenuse?
Text: Self-Check Answer; Answer: HYPOTENUSE
Image: A picture of a right triangle with the header “Right Triangle” above it and a square in the
right angle of the triangle with the label “90 degree angle” next to the square. There is a red
arrow pointing to the hypotenuse of the right triangle and the word HYPOTENUSE next to the
arrow.
12. Restate Objective 2
Purpose: To remind the student of the second learning objective before this part of the lesson.
Text: Learning Objective 2; By the end of the training video, given information on the
Pythagorean Theorem, trainees will be able to: Identify the algebraic equation of the
Pythagorean Theorem.
Image: No image.
13. Provide Algebraic Equation and Explain
Purpose: To provide a visual representation of the algebraic equation of the Pythagorean
Theorem and to show a link between the equation and the right triangle.
Text: Algebraic Equation for the Pythagorean Theorem
Image: On the left side of the graphic, the words “Pythagorean Theorem Algebraic Equation” are
written above the algebraic equation “a2 + b2 = c2”. The letters a and b in the equation are red
and the letter c in the equation is blue. On the right side of the graphic, there is a right triangle
with the header “Right Triangle” above it and a square in the right angle of the triangle with the
label “90 degree angle” next to the square. The legs of the right triangle are colored red and
there is a red arrow pointing to each red leg with the label “leg” next to each arrow. The
hypotenuse side is colored blue with a blue arrow pointing to it with the label “hypotenuse”
next to the blue arrow.
Lisa Holmes
003992351
ETEC 544 47
14. Explanation of the Relationship between the Variables of the Equation and the Right Triangle
Purpose: To define the variables in the algebraic equation and show the connection between
the variables and the parts of the right triangle.
Text: Algebraic Equation Explained; a2 + b2 = c2; a=the length of one leg; b=the length of the
other leg; a and b are interchangeable; it does not matter which leg is labeled a and which leg is
labeled b; c=the length of the hypotenuse.
Image: There is a right triangle with a square in the right angle of the triangle. The legs of the
right triangle are colored red and there is a red arrow pointing to each red leg with a red letter
“a” next to the arrow pointing to the vertical leg and a red letter “b” next to the arrow pointing
to the horizontal leg. The hypotenuse side is colored blue with a blue arrow pointing to it with a
blue letter “c” next to the blue arrow.
15. Self-Check Question
Purpose: Provides an opportunity for the learner to test their new knowledge, to see if they can
label the legs of the right triangle with the correct variables from the equation.
Text: Self-Check Question; Label the legs of the right triangle using a, b and/or c; NOTE: There
are two possible correct answers.
Image: A right triangle with the legs colored red and the hypotenuse colored blue. There is a red
arrow pointing to the vertical leg with a red question mark next to it and a red underlined fill-inthe-black space next to the question mark. There is a red arrow pointing to the horizontal leg
with a red question mark under the arrow and a red underlined fill-in-the-blank space next to
the question mark.
16. Self-Check Answer
Purpose: To provide the learner with the correct answer from the previous problem: Label the
legs of the right triangle using a, b and/or c.
Text: Self-Check Answer; Correct Answers (above the graphic); REMINDER: a and b are
interchangeable; it does not matter which leg is labeled a and which leg is labeled b.
Image: Two right triangles with the word OR between them. Both triangles have red legs and
blue hypotenuses. The vertical leg on the triangle on the left has a red underlined “a” next to
the red arrow pointing to that leg. The horizontal leg on the triangle on the left has a red
underlined “b” underneath a red arrow pointing to that leg. The triangle on the right is identical
except that the “b” is next to the vertical leg and the “a” is next to the horizontal leg.
17. Self-Check Question
Purpose: Provides an opportunity for the learner to test their new knowledge, to see if they can
label the hypotenuse of the right triangle with the correct variable from the equation.
Text: Self-Check Question; Label the hypotenuse of the right triangle using a, b, and/or c.
Image: A right triangle with the legs colored red and the hypotenuse colored blue. There is a
blue arrow pointing to the hypotenuse with a blue question mark next to it and a blue
underlined fill-in-the-black space next to the question mark.
Lisa Holmes
003992351
ETEC 544 47
18. Self-Check Answer
Purpose: To provide the learner with the correct answer from the previous problem: Label the
hypotenuse of the right triangle using a, b and/or c.
Text: Self-Check Answer; Correct Answer (above the graphic); The hypotenuse is always labeled
“c”
Image: A right triangle with the legs colored red and the hypotenuse colored blue. There is a
blue arrow pointing to the hypotenuse with a blue underlined letter “c” next to the arrow.
19. Review Algebraic Equation
Purpose: To provide an overview of the algebraic equation and review what was learned.
Text: Algebraic Equation Review; The algebraic equation used to solve the Pythagorean
Theorem is a2+b2=c2; “a” represents the length of one leg of the right triangle; “b” represents
the length of the other leg of the right triangle; “c” represents the length of the hypotenuse of
the right triangle; Thus, the formula can be understood to mean that the length of one leg
squared plus the length of the second leg squared equals the length of the hypotenuse squared.
Image: The algebraic equation a2+b2=c2 appears above a right triangle. The legs of the right
triangle are red and the hypotenuse is blue. There is a red arrow pointing to each leg and a blue
arrow pointing to the hypotenuse. A red letter “a” appears next to the arrow pointing to the
vertical leg and a red letter “b” next to the arrow pointing to the horizontal leg. There is a blue
letter “c” next to the arrow pointing to the hypotenuse. The letters “a” and “b” in the equation
are red and the letter “c” in the equation is blue to correspond with the colors in the triangle.
20. Restate Objective 3
Purpose: To remind the student of the third learning objective before this part of the lesson.
Text: Learning Objective 3; By the end of the training video, given a demonstration and guided
practice, trainees will be able to: Solve a problem using the algebraic model of the Pythagorean
Theorem.
Image: No image.
21. Demonstrate the Use of the Algebraic Model
Purpose: To demonstrate how to solve for the hypotenuse using the algebraic equation.
Text: Algebraic Model Demonstration; Solve for the hypotenuse: (above the graphic); Steps:;
Begin with the equation; a2 + b2 = c2 ; Plug in the values for a, b, and c based on the graphic
shown (a=3, b=4, c=?); (3) 2+(4) 2=c2; Solve the squares to simplify: (3) 2=9 and (4) 2=16; By
simplifying, the equation becomes; 9+16=c2; Add the values; 25=c2; - Simplify the equation by
finding the square root of both sides of the equal sign: √𝑐2=√25; Solve the equation; c=5;
Answer: The length of the hypotenuse is 5.
Image: A right triangle. The legs of the triangle are red and the hypotenuse is blue. There are red
arrows pointing to each leg with the number 3 next to the arrow pointing to the vertical leg and
the number 4 underneath the arrow pointing to the horizontal leg. There is a blue arrow
pointing to the hypotenuse and a blue question mark next to the blue arrow.
Lisa Holmes
003992351
ETEC 544 47
22. Self-Check
Purpose: To provide an opportunity for the learner to try to solve for the hypotenuse using the
algebraic equation.
Text: Self-Check(Pause at each step to test your knowledge); Solve for the hypotenuse: (above
the graphic); Steps:; Begin with the equation; a2 + b2 = c2 ; Plug in the values for a, b, and c based
on the graphic shown (a=5, b=12, c=?); (5) 2+(12) 2=c2; Solve the squares to simplify: (5) 2=25 and
(12) 2=144; By simplifying, the equation becomes; 25+144=c2; Add the values; 169=c2; Simplify
the equation by finding the square root of both sides of the equal sign: √𝑐2=√169; Solve the
equation; c=13; Answer: The length of the hypotenuse is 13.
Image: A right triangle. The legs of the triangle are red and the hypotenuse is blue. There are red
arrows pointing to each leg with the number 5 next to the arrow pointing to the vertical leg and
the number 12 underneath the arrow pointing to the horizontal leg. There is a blue arrow
pointing to the hypotenuse and a blue question mark next to the blue arrow.
Restate Objective 4
Slide removed after flowchart testing
Explain the Geometric Model
Slide removed after flowchart testing
Demonstrate the Use of the Geometric Model
Slide removed after flowchart testing
Self-Check
Slide removed after flowchart testing
23. Closing
Purpose: To congratulate the learner on the successful completion of the tutorial, to thank them
for viewing the video and to provide a link to the website and invite them to try more videos.
Text: End of Tutorial; Thank you for viewing this video tutorial about the Pythagorean Theorem;
View more video tutorials at www.mathtube.com.
Image: No image.