What is the formula for calculating the perimeter of a right triangle in Vietnam? When do students in Vietnam learn about the formula to calculate the length of sides of a right triangle?

What is the formula for calculating the perimeter of a right triangle in Vietnam?

The formula for calculating the perimeter of a right triangle:

Perimeter (P) = a + b + c

*Where:

a and b are the lengths of the two legs of the right triangle.

c is the length of the hypotenuse (the side opposite the right angle).

*Example:

If a right triangle has two legs measuring 3cm and 4cm respectively, and the hypotenuse measures 5cm, the perimeter of that right triangle will be:

P = 3cm + 4cm + 5cm = 12cm

*Note:

To calculate the perimeter of a right triangle, you need to know the lengths of all three sides.

If you only know the lengths of the two legs, you can use the Pythagorean theorem to calculate the length of the hypotenuse before calculating the perimeter.

Pythagorean theorem: In a right triangle, the square of the length of the hypotenuse equals the sum of the squares of the lengths of the two legs.

Formula: c² = a² + b²

*Example:

Given a right triangle with two legs measuring 6cm and 8cm. Calculate the perimeter of the right triangle.

Step 1: Calculate the length of the hypotenuse: c² = 6² + 8² = 36 + 64 = 100 => c = √100 = 10cm

Step 2: Calculate the perimeter: P = 6cm + 8cm + 10cm = 24cm

In summary:

To calculate the perimeter of a right triangle, you need to know the lengths of its three sides. If you don't know the length of the hypotenuse, use the Pythagorean theorem for calculation.

*Note: The information regarding the formula for calculating the perimeter of a right triangle is for reference only./.

How to Calculate the Perimeter of a Right Triangle? Calculating the lengths of sides in a right triangle is content of which grade’s math curriculum? (Image from the Internet)

When do students in Vietnam learn about the formula to calculate the length of sides of a right triangle?

According to Section 5 of the Mathematics General Education Curriculum issued with Circular 32/2018/TT-BGDDT:

Pythagorean Theorem

- Explain the Pythagorean theorem.

- Calculate the length of a side in a right triangle using the Pythagorean theorem.

- Solve some practical problems using the Pythagorean theorem (e.g., calculating the distance between two locations).

Thus, students in grade 8 will study the formula to calculate the length of sides of a right triangle

View the Mathematics General Education Curriculum issued with Circular 32/2018/TT-BGDDT: Download.

What are the assessment forms in grade 8 Mathematics in Vietnam?

Based on Section 7 of the Mathematics General Education Curriculum issued with Circular 32/2018/TT-BGDDT, the assessment of educational results in general or in Grade 8 Mathematics is as follows:

The objective of assessing educational outcomes in Mathematics is to provide accurate, timely, valuable information on the development and progress of students based on requirements in each class and grade; adjust teaching activities, ensure the progress of each student and improve the quality of education in Mathematics in particular and education in general.

Apply a combination of multiple assessment forms (process assessment, periodic assessment), multiple assessment methods (observation, documentation of the process, oral questioning, objective testing, written tests, practical exercises, projects/products of study, execution of practical tasks, etc.) and at appropriate times.

The process assessment (or frequent assessment) is organized by the subject teacher, combined with the assessment of teachers of other subjects, the self-assessment of the assessed student, and the peer assessment in the group, in the class, or assessment of parents. Process assessment accompanies the student's learning activities, avoiding the separation between teaching and assessment, ensuring the assessment objectives for student progress.

Periodic assessment (or summary assessment) primarily aims to assess the accomplishment of learning objectives. The results of periodic and summary assessments are used to certify levels of learning, recognize student achievements. Periodic assessment is organized by the educational institution or through national examination and assessment cycles.

Periodic assessment is also used for the management of teaching activities, ensuring quality at educational institutions, and serving the development of the Mathematics syllabus.

Assess student competence through evident expressions of achievements in actions. The assessment process includes basic steps such as determining the assessment purpose; identifying necessary evidence; selecting appropriate assessment methods and tools; collecting evidence; interpreting evidence and providing remarks.

Emphasize selecting methods and tools to assess components of mathematical competence. Specifically::

- Assess thinking and mathematical reasoning competence: methods and tools such as questions (spoken, written), exercises, which require students to present, compare, analyze, aggregate, systematize knowledge; apply mathematics to explain, reason.

- Assess competence in mathematical modeling: choose real-life situations that arise mathematical problems. Require students to identify mathematical models (including formulas, equations, tables, graphs, etc.) for situations emerging in real problems; solve the mathematical issues in the established model; express and evaluate solutions in a realistic context and improve the model if approaches are inadequate.

- Assess competence in solving mathematical problems:

+ Use methods like asking learners to identify situations, detect, and present problems to be solved; describe, explain initial information, objectives, wishes of the problem situation under consideration;

+ Gather, select, arrange information, connect with existing knowledge; use questions (may require oral or written answers) demanding learners apply knowledge to solve problems, especially practical issues; utilize observation methods, observe learners in the problem-solving process; evaluate learners through practical products; reasonably address task-integrated assessment.

- Assess competence in mathematical communication: use methods asking learners to listen, comprehend, document (summarize), analyze, select, extract fundamental, core mathematical information in spoken or written texts; use mathematical combined with ordinary language in presenting, expressing, questioning, discussing, debating mathematical content, ideas, solutions in interaction with others.

- Assess the capacity to use tools, means to study mathematics: use methods requesting learners to recognize names, uses, specifications, maintenance ways, advantages, and limitations of mathematical tools, means; present reasonable usage of tools, means for studying to perform learning tasks or illustrate mathematical arguments, proofs.

When planning lessons, teachers should establish criteria and assessment methods to ensure that by the end of each lesson, students achieve the basic requirements based on set criteria before engaging in the following learning activities.