Learning Experience Plan (Questions, Cues)

Subject: Math Grade level: 8th grade

Unit: Geometry Length of LEP (days/periods/minutes): 25

minutes

Topic: Pythagorean Theorem

Content Standards: CCSS.Math.Content.8.G.B.7

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in

real-world and mathematical problems in two and three dimensions.

Literacy Standards: Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis,

dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

-Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Do Now
Students will use the Pythagorean Worksheet
Theorem in order to solve for the Guided Practice Activity
length of one side of a right triangle. Exit Slip
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching (ELLs) On-level Beyond
For approaching/ELL Because students are Two extra credit problems
students, one thing they given the option to have been assigned for
can do is represent their provide answers to homework. These problems
answers to questions in questions in written or are more challenging.
Students who are beyond
picture form. This is an picture form, giving the
should be able to use their
alternative way for students this option lets knowledge on the
students to show what them choose which way Pythagorean Theorem and
they know. they would like to direction to solve these
display the information problems.

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 they know.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
English Language Arts is brought into this lesson when students are required to
write a response in written form. Also English Language Arts is bought into this
lesson when students use visual displays to present information. The
Pythagorean Theorem formula can also be used in a science classroom.

Material Procedures/Strategies
s

-power Day 1 (add additional days as needed)

point
Sponge Activity (activity that will be done as students enter the room to get them into the
-dry mindset of the concept to be learned) The Do Now activity will be on a Power point
erase presentation for students. It will consist of four q uestions which students will
markers answer in their notes. Students can answer in written or picture form.
-
workshe 1) What is a right triangle?
ets 2) What do the a, b, and c represent in the formula for the Pythagorean Theorem?
3) What is the difference between the hypotenuse and the legs of a right triangle?
- 4) Why would it be useful to know the lengths of the sides of an object?
pencil/pe
n Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
-Easter
The focus questions that will get student thinking about the days lesson
eggs
are the do now questions. After completing the sponge activity (answering
the questions independently), students will be told to share their answers
with their peers in their group (at their table). Students will do this so that
when we go over the questions students will have had time to discuss their
answers with their peers so hopefully students will feel more confident
about sharing their answers afterwards.

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

After students have talked with their groups for 5 minutes about the do
now questions, I will ask one group to answer each question. Students can
come up to the board and draw a picture to answer these questions or tell
us their written response. This is assessing the literacy standards for this
lesson. These question are activating students prior knowledge on the
Pythagorean Theorem, triangles, and angles.

Direct Instruction (input, modeling, check for understanding)

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 Students will be given a worksheet. On this worksheet are many problems
to solve using the Pythagorean Theorem. The first worksheet will have
straight forward questions so the students get a strong understanding of
how to use the Pythagorean Theorem to get the length of one side of a
right triangle. The second worksheet will have real life word problems to
solve using the Pythagorean Theorem. These problems are more
challenging than the problems on the first page.

As a class we will complete numbers 1 and 2 on the worksheet. In

number 1 we will be solving for a leg of the right triangle and in
number 2 we will be solving for the hypotenuse. It is important to
do one of each so that the students can see the difference in solving
for the different parts of a triangle. Students will now be asked to
solve numbers 3 and 4 on their own. The odd number questions on
the rest of the handout including the next page will be homework.
We will do number 11 together so students see how to solve a word
problem. Students are required to draw a picture before doing the
problem to help them see what side of the triangle they are solving
for. (Students will be told that numbers 12 and 14 on the homework
they can try for extra credit. These problems are more challenging.)

Guided Practice (how students will demonstrate their grasp of new learning)

Because Easter is this weekend, students will have an egg hunt in

class. Students should get into groups of 3. A list of 10 numbers will
be written on the board. These numbers are the answers to
problems on the eggs. On each egg a triangle will be drawn with
one sides length missing. When students find an egg they have to
solve for its missing side and find the answer on the list of numbers
on the board and cross it out. When all the eggs are found (all the
numbers are crossed out on the board), the group with the most
eggs will get a small prize.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will complete a quick exit slip with a very general question on it:

What have you learned today?

I will collect this, but students will not receive a grade. I would just like to
see what students got from this lesson.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)

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 Students will be reminded to complete their homework. The homework is
explained in the direct instruction of this lesson plan. Students will be
directed to use the app Pythagorean Theorem Solver to check their
work. In this app you can enter any two sides of a right triangle and it will
give you the third side with a picture. This visual will be good for some
students. Students know that they are required to show all their work to
receive full credit on their homework. So if students were to just use this
app to get the answers, they know they will not receive full credit.

References: (e.g. Book, course packet, pg #, complete web address URL)

http://www.bevs.k12.oh.us/Downloads/WS%20-%20Pythagorean%20Theorem-
blizzard%20bag1.pdf (worksheet to go with direct instruction and homework is
connected to this link)

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