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Pythagorean Theorem Lesson Design

Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms

Classroom and Student

Classroom

8th Grade

25-30 students

Diverse group of students

Rural community

Classroom and Student

Classroom and Student

Student

“Jessica”

Attitude: Eager to learn, defensive (doesn’t like to be shown more than once), takes her work seriously, confidence driven, easily

Aptitude: Capable, shown strong improvement, homework nut, has a strong drive

Classroom

8th Grade

25-30 students

Diverse group of students

Rural community

Content Standards Applied

Common Core Standard

Main standard:8.G.7

(Will lead into CCS 8.G.8)

Auxiliary Standard: 6.EE.2c

“Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.”

Content Standards Applied

Prior Student Knowledge

Prior Student Knowledge

Pythagorean Theorem

Prior Student Knowledge

Pythagorean Theorem

𝑎2+𝑏2=𝑐2

Prior Student Knowledge

Pythagorean Theorem

𝑎2+𝑏2=𝑐2Right Triangle

Prior Student Knowledge

Right Triangle

Pythagorean Theorem

𝑎2+𝑏2=𝑐2

90⁰ Angle

Prior Student Knowledge

Pythagorean Theorem

𝑎2+𝑏2=𝑐2Right Triangle

90⁰ Angle

Hypotenuse

Learning Objectives

Learning Objectives

At the end of the lessons students should be able to:

Learning Objectives

At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem

Learning Objectives

Recall (Bloom’s 1) the Pythagorean Theorem

At the end of the lessons students should be able to:

Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

Learning Objectives

At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem

Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

Learning Objectives

At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem

Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.

Learning Objectives

At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem

Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.Apply the concepts(Bloom’s 4) of the Pythagorean Theorem.

Learning Objectives

At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem

Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.Apply the concepts(Bloom’s 4) of the Pythagorean Theorem.

Connect(Bloom’s 4) the formula they learned to real- world problems and understand their relationship.

Opener

Opener

Pre-Assessment:

Opener

Pre-Assessment:

Opener

Pre-Assessment:

Opener

Pre-Assessment:

Opener

Pre-Assessment:

Opener

Pre-Assessment:

Introduction

Introduction

𝑎2+𝑏2=𝑐2

Introduction

𝑎2+𝑏2=𝑐2

Introduction

𝑎2+𝑏2=𝑐2

Informal Assessment

Transition - 2 Minutes

Student Worksheet

Student Worksheet

Student Worksheet

Real-World Problem

Real-World Problem

“Uh-oh! Don’t tell the boss I lost another tape measure!!!”

You and your group are members of the Ole Miss IT team and you have been asked to fix the Wi-Fi Router located in a classroom. When you get there you notice that all it needs is a new cable to be connected to an outlet at the base of the wall. Unfortunately, you can’t find a tape measure, but you do have a rope of known length and you know each tile on the floor is one foot wide. Using the rope and the tiles on the floor, determine exactly how long your cord would need to be to go from the router to the ground.

Real-World Problem

“Uh-oh! Don’t tell the boss I lost another tape measure!!!”

Closer/Homework

Closer/Homework

Closer/Homework

Ladder10 feet

a

Closer/HomeworkHome Plate

1st

2nd

3rd

60 feet

Ladder10 feet

a

Assessment Strategy

Assessment Strategy

Pre-assessment

Assessment Strategy

Informal Assessment

Pre-assessment

Observation and Dialogue

Informal Assessment

Pre-assessment

Assessment Strategy

Assessment Strategy

Rubric

Observation and Dialogue

Informal Assessment

Pre-assessment

Assessment Strategy

Pre-assessmentInformal Assessment

Observation and Dialogue

Rubric

Homework

Description of Flow

Description of Flow

Opener - 5 minutes

Description of Flow

Introduction – 10 minutes

Opener - 5 minutes

Description of Flow

Opener - 5 minutes

Introduction – 10 minutes

Student Worksheet – 15 minutes

Transition – 2 minutes

Student Worksheet – 15 minutes

Description of Flow

Opener - 5 minutes

Introduction – 10 minutes

Student Worksheet – 15 minutes

Real-World Problem – 15 minutes

Closer/Homework – 5 minutes

Transition – 2 minutes

Where does this lesson fit into the curriculum?

How Does it Relate to “Jessica”?

How Does it Relate to “Jessica”?

Attitude: Eager to learn, defensive (doesn’t like to be shown more than once), takes her work seriously, confidence driven, easily discouraged

Aptitude: Capable, shown strong improvement, homework nut, has a strong drive