Do you tell students that the connection between areas of squares on a right-triangle also holds for any shape – as long as the shapes on all sides are similar? If not, why not? If so, when and how do you have them engage with this idea – in a unit on similar shapes or during a Pythagoras unit? How might you utilise cell 1 to interleave/review areas of different shapes?
Could Cell 2 and Cell 3 increase transfer with science? Could science complete the experiments in an inter-disciplinary unit on Pythagoras?
How and when might you discuss cell 4? Before A-Level/during A-Level? during a unit on 3-D coordinates?
Dan Pearcy 