Math C&I for Majors Unit Plan Template

Title of Unit Pythagorean Relationship Grade Level 8

Subject Mathematics Time Frame 16 lessons
Developed By Brianna Nolan

Stage 1 - Identify Desired Results

Learning Outcomes
Number
 GLO: Develop number sense.
 SLO:
1. Demonstrate an understanding of perfect squares and square roots, concretely, pictorially and symbolically (limited to whole
numbers).
[C, CN, R, V]
2. Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
[C, CN, ME, R, T]
[ICT: P2-3.4]

Shape and Space: Measurement

 GLO: Use direct and indirect measurement to solve problems.
 SLO:
1. Develop and apply the Pythagorean theorem to solve problems.
[CN, PS, R, T, V]
[ICT: P2-3.4]

Big Mathematical Ideas

 Numbers (perfect squares, square roots)

 Properties (Pythagorean Relationship, relationship between a perfect square and a square root)
 Estimation (square roots)
 Variables (Pythagorean Relationship)

Essential Question(s)
 1. How can you relate squares and triangles?
2. How do squares relate to the Pythagorean theorem?

Knowledge: Skills:
Students will know... Students will be able to…
 Previously:  Previously:
o Strategies for multiplying 2-digit by 2-digit numbers in o Multiply 2-digit by 2-digit numbers in a problem-solving
problem-solving contexts context
o Strategies for dividing 3-digit by 1-digit numbers in o Divide 3-digit by 1-digit numbers in a problem-solving
problem-solving contexts context
 Key terms including prime factorization, perfect square, square  Find squares and square roots of whole numbers
root, hypotenuse, and Pythagorean Relationship  Estimate square roots of whole numbers
 The relationship between perfect squares and square roots  Determine if a triangle is a right-angle triangle
 Strategies for finding a square root of a non-perfect square  Apply the Pythagorean Relationship to find missing sides of a
 The relationship between right-angle triangles and the Pythagorean right-angle triangle
Relationship  Apply the Pythagorean Relationship in a problem-solving
 How the Pythagorean Relationship works context

Stage 2 – Assessment Evidence

 Stage 2: Assessments
Discussion/In- Note Textbook Challenge
Title Class Package Homework Worksheets Quiz 1 Quiz 2 in Real Life Unit Test
Learning Outcomes Participation Checks Checks Assignment
Type (Formative/Summative) Formative Formative Summative Formative Summative Summative Summative Summative

Weighting N/A N/A 20% N/A 15% 15% 20% 30%

Demonstrate an understanding of perfect
squares and square roots, concretely,
pictorially, and symbolically (limited to X X X X X X X
whole numbers.
[C, CN, R, V]
Determine the approximate square root
of numbers that are not perfect squares
(limited to whole numbers). X X X X X X X
[C, CN, ME, R, T]
[ICT: P2-3.4]
Develop and apply the Pythagorean
theorem to solve problems.
X X X X X X X
[CN, PS, R, T, V]
[ICT: P2-3.4]

Assessment Tool Brief Description Assessment FOR Learning Assessment OF Learning

 Throughout the series of lessons, students will be participating in activities
Discussion/In-Class in class to help them grasp the concepts of each topic presented. As
X
Participation students participate in discussions and activities involving the use of
concrete materials, the teacher will monitor student understanding.
Throughout the lessons in the unit, the teacher will ask to see student
note packages. This is just to ensure that students are keeping up with the
material during their center activities. One section that will be checked
Note Package Checks fairly regularly will be the Essential Question Connections that take place X
during center rotations. These note checks will be very informal and
happen usually at the beginning of class or the end of class, depending on
time.
For some of the lessons, students will be assigned a few homework
questions to complete and hand in. For these small assignments, students
Textbook Homework will not know which question is being marked, so will need to attempt
X
Checks each question. Items for marking criteria will be mostly completion based,
but students will receive feedback on one question. To get full marks,
students must attempt each question.
For some of the lessons in the unit, students will be asked to complete a
worksheet as a part of center rotations that will occur. Each student will
complete a worksheet that will be handed in to the teacher for a formative
Worksheets check-in with each student to gain an understanding of where students X
are. The worksheets will be given at least 2 classes before the quiz, and in
the class following the center rotations, students will apply their
corrections while in class to confirm their understanding.
This quiz will evaluate student learning of the first two outcomes – those
Quiz 1 that relate specifically to square roots and perfect squares. There will be X
10 questions, and students will have 30 minutes to complete the quiz.
This quiz will evaluate student learning of the third outcome – that that
Quiz 2 relates specifically to Pythagorean relationship. There will be 10 questions, X
and students will have 30 minutes to complete the quiz.
The students will be assigned the ‘Challenge in Real Life’ scenario from the
textbook chapter. The expectation will be that students complete the
Challenge in Real Life
questions in order. The final form of this assignment can be on paper, X
Assignment
digitally, or in any other form that students may find comfortable. This
assignment will be due by the start of class 18.
This test will be given on the last day of the unit and will evaluate student
Unit Test learning of all three outcomes. Students will have the whole class to write X
this test.
# Lesson Title Lesson Activities
Outcome(s):
 GLO: Develop number sense.
 SLO: Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically (limited
to whole numbers).

Overview: This lesson has been designed to introduce grade 8 students to the concepts of squares and square roots including
the relationship between them. The focus of this lesson is for students to understand the key terms of square and square root,
and that they can start thinking about the relationship that occurs between them. To begin, students will be led through a
presentation that presents these key terms and concepts. At the end of the presentation, students will discuss in small groups
Introduction to
the two important key terms from the presentation (perfect square, square root), and fill in an organizer (pg. 77) for each term.
Perfect Squares
1 Discussing in small groups will spark questions among students that can be addressed in a closing class discussion. By the end of
and Square
the lesson, students should understand the terms and concepts of squares and square roots.
Roots
Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson will include direct instruction (teacher-led)
and discussions (student-led).

Notes: Assessments for this lesson will be formative and include observations during the period of direct instruction as well as
during the small group discussions.

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, paper, note-taking booklets
2 Outcome(s):
Exploring  GLO: Develop number sense.
Perfect Squares  SLO: Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically (limited
to whole numbers).

Overview: This lesson has been designed to help grade 8 students develop and expand their knowledge of perfect squares. The
focus of this lesson is for students to show a greater understanding of perfect squares and demonstrate that understanding
through activities. To begin, students will be led through a short presentation that reviews their learning from the previous class
(specifically relating to perfect squares) and introduces the process of prime factorization. Following the presentation, students
will split into center groups for center rotations. Center 1 will be key term charts (prime factorization), Center 2 will be Essential
Question Connections, Center 3 will be the ‘Math Link’ exploration (pg. 87), and Center 4 will be a worksheet. After the center
rotations, students will have the opportunity to ask questions or finish up anything that is unfinished. By the end of the lesson,
students should understand the term prime factorization and be able to identify perfect squares.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include direct instruction (teacher-led) and
center rotations (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions, as well as by collecting the worksheet. Feedback will be given to the students on their worksheet in
 the next lesson (practicing perfect squares).

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, paper, note-taking booklets, matching cards, perfect square worksheet
Outcome(s):
 GLO: Develop number sense.
 SLO: Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically (limited
to whole numbers).

Overview: This lesson has been designed to help grade 8 students clarify and strengthen their knowledge of perfect squares. The
focus of this lesson is for students to show a deeper and more confident understanding of perfect squares and to demonstrate
that through the completion of textbook questions. To begin, students will be led through a short presentation that reviews their
learning from the past two lessons including the terms squares, perfect squares, and prime factorization. Following the
presentation, students will be handed back their worksheet from the day before and be asked to correct their mistakes on a
separate piece of paper and to have it checked by the teacher. Once given approval from completing and correcting the
Practicing worksheet, students will have a list of textbook problems from pg. 85-87 to complete. Once completed, students will hand them
3
Perfect Squares in and find a quiet center activity/game to play. By the end of the lesson, students should be comfortable completing questions
relating to the concepts of prime factorization, squares, and perfect squares.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include direct instruction (teacher-led) and
independent study (student-led).

Notes: Assessment for this lesson will be formative and summative. Completing and applying corrections to their worksheet is
formative but completing the textbook questions will be summative. If students do not finish the textbook questions in class, it
will be their responsibility to finish before the next class.

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, paper, note-taking booklets, completed worksheets
4 Outcome(s):
Exploring  GLO: Develop number sense.
Square Roots  SLO: Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically (limited
to whole numbers).

Overview: This lesson has been designed to help grade 8 students develop and expand their knowledge of square roots. The
focus of this lesson is for students to show a deeper understanding of square roots and to demonstrate that understanding
through activities. To begin, students will be led through a short presentation that reviews their learning of square roots from
previous lessons (specifically relating to square roots and prime factorization). Following the presentation, students will split into
center groups for center rotations. Center 1 will be Essential Question Connections, Center 2 will be matching (squares and
square roots), Center 3 will be the ‘Math Link’ exploration (pg. 87), and Center 4 will be a worksheet. After the center rotations,
students will have the opportunity to ask questions or finish up anything that is unfinished. By the end of the lesson, students
should understand the relationship between perfect squares and square roots.
 Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson will include direct instruction (teacher-led)
and center rotations (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions, as well as by collecting the worksheet. Feedback will be given to the students on their worksheet in
two lessons (practicing square roots).

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, race car game, matching cards, square root worksheet
Outcome(s):
 GLO: Develop number sense.
 SLO: Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).

Overview: This lesson has been designed to help grade 8 students develop and expand their knowledge of square roots. The
focus of this lesson is for students to recognize that non-perfect squares also have square roots and that they can be found by
knowing the square roots of perfect squares. To begin, students will be led through a presentation that reviews their learning of
square roots (specifically of perfect squares) and will be shown how they can use those square roots to estimate another square
root. Following the presentation, students will split into center groups for center rotations. Center 1 will be square roots on a
number line, Center 2 will be Essential Question Connections, Center 3 will be the ‘Math Link’ exploration (pg. 100), and Center 4
will be a worksheet. After the center rotations, students should be able to estimate the square root of a non-perfect square.
5
Estimating
Square Roots Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson will include direct instruction (teacher-led)
and center rotations (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions, as well as by collecting the worksheet. Feedback will be given to the students on their worksheet in
the next lesson (practicing square roots).

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, small number lines (laminated), dry erase markers,
matching cards, and estimating square roots worksheet
6 Practicing Outcome(s):
Square Roots  GLO: Develop number sense.
 SLO:
o Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically
(limited to whole numbers).
o Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).

Overview: This lesson has been designed to help grade 8 students clarify and strengthen their knowledge of square roots. The
focus of this lesson is for students to show a deeper and more confident understanding of square roots and to demonstrate that
through the completion of textbook questions. To begin, students will be handed back their worksheets from the previous two
lessons and be asked to correct their mistakes on a separate piece of paper and to have it checked by the teacher. Once given
 approval from completing and correcting the worksheets, students will have a list of textbook problems from pg. 85-87, 99-100
to complete. Once completed, students will hand them in and find a quiet center activity/game to play. By the end of the lesson,
students should be comfortable completing questions relating to the concepts of square roots (both of perfect and non-perfect
squares).

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include independent study (student-led).

Notes: Assessment for this lesson will be formative and summative. Completing and applying corrections to their worksheet is
formative but completing the textbook questions will be summative. If students do not finish the textbook questions in class, it
will be their responsibility to finish before the next class.

Resources:
 MathLinks 8 Textbook, pencils, paper, note-taking booklets, completed worksheets
Outcome(s):
 GLO: Develop number sense.
 SLO:
o Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically
(limited to whole numbers).
o Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).

Overview: This lesson has been designed to help grade 8 students to clarify, strengthen, and review the concepts of perfect
squares and square roots in preparation for a quiz. The focus of the lesson is for students to feel comfortable with each concept.
To begin, the teacher will lead students through an interactive game on the board. Students will be split into teams and be
‘competing’ against each other to get the most points. Questions in the game will be in the categories of prime factorization,
7 Review of perfect squares, square roots, and estimating square roots. After the game, students will have some time to review
Squares and independently and ask any questions they may have. By the end of the lesson, students should be comfortable with each
Square Roots concept and be prepared to write their quiz in the next lesson.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson will include interactive game (teacher-led)
and independent study (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions.

Resources:
 Interactive review game, MathLinks 8 Textbook, pencils, note-taking booklets
8 Introduction to Outcome(s):
Pythagorean  GL0: Develop number sense.
Relationship  SLO:
o Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically
(limited to whole numbers).
o Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
 Overview: This lesson has been designed to evaluate grade 8 students and their knowledge of perfect squares and square roots
(of perfect and non-perfect squares), and to introduce them to the Pythagorean Relationship. The focus of this lesson, after the
quiz, is to ensure students remember characteristics of right-angled triangles (90-degree angle) and for them to understand how
we can relate the knowledge of squares to a right-angle triangle. To begin, students will be given 30 minutes to write their quiz.
After the quiz, students will be led through a presentation that reviews the characteristics of right-angle triangles and introduces
the term hypotenuse. Following the presentation, students will be split into small groups and be given a bag of various triangles
to sort. Through this activity, students will be reviewing, and sorting triangles based on characteristics that were reviewed, thus
will be discussing and allowing questions to arise. By the end of the lesson, students should have a renewed understanding of
right-angle triangles and be prepared to start developing the Pythagorean Relationship.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include evaluation, direct instruction
(teacher-led), and discussions (student-led).

Notes: Assessment for this lesson will be summative and formative. Students will be completing a quiz for the teacher to
evaluate their knowledge of squares and square roots. The quiz will be marked, and the score will be recorded before students
receive their quiz back to review for the unit test. Following the quiz, assessment will be formative and will include observation
of participation and contribution to class discussions.

Resources:
 Squares and square roots quiz, PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, bags of triangles
9 Exploring the Outcome(s):
Pythagorean  GLO: Use direct and indirect measurement to solve problems.
Relationship  SLO: Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to help grade 8 students develop an understanding of the Pythagorean theorem
through the exploration of the Pythagorean relationship. The focus of this lesson is for students to show an understanding of this
theorem through activities. To begin, students will be led through a presentation that reviews the previous lesson, but that also
introduces the Pythagorean Relationship. Following the presentation, students will split into center groups for center rotations.
Center 1 will be key term charts (hypotenuse, Pythagorean Relationship), Center 2 will be Essential Question Connections, Center
3 will be the ‘Math Link’ exploration (pg. 94), and Center 4 will be a worksheet. After the center rotations, students will have the
opportunity to ask questions or finish up anything that is unfinished. By the end of the lesson, students should understand the
terms hypotenuse and Pythagorean Relationship, and be able to demonstrate what the relationship is.

Teaching and/or Learning Strategies: Teaching and learning strategies include direct instruction (teacher-led) and center
rotations (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions, as well as by collecting the worksheet. Feedback will be given to the students on their worksheet in
the next lesson (practicing the Pythagorean Relationship).

Resources:
  PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, geoboards, exploring Pythagorean Relationship
worksheets
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to help grade 8 students clarify and strengthen their knowledge of the Pythagorean
Relationship. The focus of this lesson is for students to show a deeper and more confident understanding of the Pythagorean
Relationship and to demonstrate that through the completion of textbook questions. To begin, students will be led through a
short presentation that reviews their learning from the previous lesson. Following the presentation, students will be handed back
their worksheet from the day before and be asked to correct their mistakes on a separate piece of paper and to have it checked
by the teacher. Once given approval from completing and correcting the worksheet, students will have a list of textbook
Practicing the problems from pg. 91-94 to complete. Once completed, students will hand them in and find a quiet center activity/game to play.
10 Pythagorean By the end of the lesson, students should be comfortable completing questions related to the Pythagorean Relationship and be
Relationship ready to start applying it in problem solving contexts.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include direct instruction (teacher-led) and
independent study (student-led).

Notes: Assessment for this lesson will be formative and summative. Completing and applying corrections to their worksheet is
formative but completing the textbook questions will be summative. If students do not finish the textbook questions in class, it
will be their responsibility to finish before the next class.

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, completed worksheets
11 Exploring Uses Outcome(s):
of the  GLO: Use direct and indirect measurement to solve problems.
Pythagorean  SLO: Develop and apply the Pythagorean theorem to solve problems.
Relationship
Overview: This lesson has been designed to help grade 8 students develop an understanding of the ways the Pythagorean
Relationship can be used. The focus of this lesson is for students to show an understanding of these uses of the Pythagorean
Relationship through activities. To begin, students will be led through a presentation that introduces the ways the Pythagorean
Relationship can be used. Following the presentation, students will be split into center groups for center rotations. Center 1 will
be Essential Question Connections, Center 2 will be geoboards, Center 3 will be the ‘Math Link’ exploration (pg. 105), and Center
4 will be a worksheet. After the center rotations, students will have the opportunity to ask questions for finish up anything that is
unfinished. By the end of the lesson, students should understand the ways that the Pythagorean Theorem can be used.

Teaching and/or Learning Strategies: Teaching and learning strategies include direct instruction (teacher-led) and center
rotations (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions, as well as by collecting the worksheet. Feedback will be given to the students on their worksheet in
 the next lesson (practicing the uses of the Pythagorean Relationship)

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, game materials (dice, board, scrap paper), geoboards,
Pythagorean theorem worksheet
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to help grade 8 students clarify and strengthen their knowledge of the ways the
Pythagorean Relationship can be used. The focus of this lesson is for students to show a deeper and more confident
understanding of the Pythagorean Relationship and to demonstrate that through the completion of textbook questions. To
begin, students will be led through a short presentation that reviews their learning from the previous lesson. Following the
presentation, students will be handed back their worksheet from the day before and be asked to correct their mistakes on a
Practicing Uses separate piece of paper and to have it checked by the teacher. Once given approval from completing and correcting the
of the worksheet, students will have a list of textbook problems from pg. 103-105 to complete. Once completed. Students will hand
12 Pythagorean them in and find a quiet center activity/game to play. By the end of the lesson, students should be comfortable completing
Relationship questions related to the uses of the Pythagorean Relationship.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include direct instruction (teacher-led) and
independent study (student-led).

Notes: Assessment for this lesson will be formative and summative. Completing and applying corrections to their worksheet is
formative but completing the textbook questions will be summative. If students do not finish the textbook questions in class, it
will be their responsibility to finish before the next class.

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, completed worksheets
13 Exploring the Outcome(s):
Applications of  GLO: Use direct and indirect measurement to solve problems.
the  SLO: Develop and apply the Pythagorean theorem to solve problems.
Pythagorean
Relationship Overview: This lesson has been designed to help grade 8 students develop an understanding of the ways in which the
Pythagorean theorem can be applied to solve problems. The focus of this lesson is for students to show an understanding of the
applications of the theorem through activities. To begin, students will be led through a presentation that reviews the previous
lesson, but that also goes through the way the theorem is used in a word problem. Following the presentation, students will be
split into center groups for center rotations. Center 1 will Essential Question Connections, Center 2 will be geoboards (problem-
solving), Center 3 will be the ‘Math Link’ exploration (pg. 111), and Center 4 will be a worksheet. After the center rotations,
students will have the opportunity to ask questions or finish up anything that is unfinished. By the end of the lesson, students
should able to apply the Pythagorean Relationship to word problems.

Teaching and/or Learning Strategies: Teaching and learning strategies include direct instruction (teacher-led) and center
 rotations (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions, as well as by collecting the worksheet. Feedback will be given to the students on their worksheets in
the next lesson (practicing the applications of the Pythagorean Relationship).

Resources:
 PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, geoboards, Pythagorean Relationship applications
worksheet
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to help grade 8 students clarify and strengthen their knowledge of the ways in which
the Pythagorean Relationship can be applied to word problems. The focus of this lesson is for students to show a deeper and
more confident understanding of the Pythagorean Relationship and to demonstrate that through the completion of textbook
questions. To begin, students will be led through a short presentation that reviews their learning from the previous lesson.
Following the presentation, students will be handed back their worksheet from the day before and be asked to correct their
Practicing the mistakes on a separate piece of paper and to have it checked by the teacher. Once given approval from completing and
Applications of correcting the worksheet, students will have a list of textbook problems from pg. 109-111 to complete. Once completed,
14 the students will hand them in and find a quiet center activity/game to play. By the end of the lesson, students should be
Pythagorean comfortable completing questions related to the applications of the Pythagorean Relationship.
Relationship
Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include direct instruction (teacher-led) and
independent study (student-led).

Notes: Assessment for this lesson will be formative and summative. Completing and applying corrections to their worksheet is
formative but completing the textbook questions will be summative. If students do not finish the textbook questions in class, it
will be their responsibility to finish before the next class.

Resources:
PowerPoint, MathLinks 8 Textbook, pencils, note-taking booklets, completed worksheets
15 Review of the Outcome(s):
Pythagorean  GLO: Use direct and indirect measurement to solve problems.
Relationship  SLO: Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to help grade 8 students to clarify, strengthen, and review the Pythagorean
Relationship in preparation for a quiz. The focus of the lesson is for students to feel comfortable with each concept. To begin, the
teacher will lead students through an interactive game on the board. Students will be split into teams and be ‘competing’ against
each other to get the most points. Questions in the game will be in the categories of facts, uses, and applications of the
relationship. After the game, students will have some time to review independently and ask any questions they may have. By the
end of the lesson, students should be comfortable with each concept and be prepared to write their quiz in the next lesson.
 Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson will include interactive game (teacher-led)
and independent study (student-led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation and
contribution to discussions.

Resources:
 Interactive review game, MathLinks 8 Textbook, pencils, note-taking booklets
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to evaluate grade 8 students and their knowledge of the Pythagorean Relationship
including its uses and applications. The focus of this lesson, after the quiz, is to allow students time to work on their ‘Real-World
Connection’ assignment. To begin, students will be given 30 minutes to write their quiz. After the quiz, students will be given
time to work on their assignment (based off pg. 117). By the end of the lesson, students should have started their ‘Real-World
Connection’ assignment and be preparing for the unit test. The ‘Real-World Connection’ assignment will be due by the start of
the unit test (start of class 18).
Unit Review
16
and Work Time
Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include evaluation, direct instruction
(teacher-led), and discussions (student-led).

Notes: Assessment for this lesson will be summative and formative. Students will be completing a quiz for the teacher to
evaluate their knowledge of the Pythagorean Relationship. The quiz will be marked, and the score will be recorded before
students receive their quiz back to review for the unit test. Following the quiz, assessment will be formative and will include
observation of participation.

Resources:
 Pythagorean Relationship quiz, pencils, MathLinks 8 Textbook, note-taking booklets
17 Unit Review Outcome(s):
 GLO:
o Develop number sense.
o Use direct and indirect measurement to solve problems.
 SLO:
o Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically
(limited to whole numbers).
o Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
o Develop and apply the Pythagorean theorem to solve problems.

Overview: This lesson has been designed to help grade 8 students to clarify, strengthen, and review the concpets of perfect
squares, square roots, and Pythagorean theorem in preparation for their unit test. The focus of this lesson is for students to feel
 comfortable with each concept. To begin, students will be asked to review their quizzes and understand the feedback given to
them on questions that they got wrong. Once they understand where their quizzes lost marks, students will complete the
practice test on pg. 114-115 and hand it in to the teacher for review. Students will receive the feedback in the next lesson
(review/work period). By the end of the lesson, students should be comfortable with each concept and be prepared to write
their unit test in the next lesson.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson will include independent study (student-
led).

Notes: Assessment for this lesson will be formative and will include observations throughout the class of participation.

Resources:
 Marked quizzes, MathLinks 8 Textbook, pencils, note-taking booklets
Outcome(s):
 GLO:
o Develop number sense.
o Use direct and indirect measurement to solve problems.
 SLO:
o Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically
(limited to whole numbers).
o Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
o Develop and apply the Pythagorean theorem to solve problems.

18 Unit Test Overview: This lesson has been designed to evaluate grade 8 students and their knowledge from the unit including perfect
squares, square roots (of perfect and non-perfect squares), and the Pythagorean Relationship (facts, uses, and applications).
Students will have the whole class period to write this test. If students finish early, they can quietly work on other assignments or
homework they may have.

Teaching and/or Learning Strategies: Teaching and learning strategies for this lesson include evaluation.

Notes: Assessment for this lesson will be summative. The unit test will be marked, and the score will be recorded before
students review their test.

Resources:
 Unit test, pencils

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:  Alignment is found between outcomes
Is there alignment between outcomes, performance assessment and  Assessment comes after learning
learning experiences?

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum content (not
outcomes), instructional practices, and/or the learning environment
to meet the learning needs of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student-centered
instructional approaches?
FNM/I Content and Perspectives/Gender Equity/Multicultural
Education:
Have I nurtured and promoted diversity while honoring each child’s
identity?
 Learning experiences rotate between exploring and studying
 Center rotations help address the needs of all students – groups will be by
general math ability
 Work time is scheduled into lessons
 Hands-on activities are included
 Visual activities are included
 Study activities are included
 Direct instruction is teacher-directed
 Small group and class-wide discussions are teacher-directed but student-centered
 Center rotations are student-centered
 Independent study is student-centered
 Students are equally respected
 Content is not offensive
 Make-up lessons can be arranged if students need to miss school for a religious
holiday
RATIONALE
In essay format, elaborate on Stage 4 to link unit design to a comprehensive understanding of the theories/principles for mathematics teaching and learning. Be explicit
in your connections to all of your education coursework and readings, including Math C&I. (MAX 1 – 2 pages)

This unit has been scaffolded so that student learning builds naturally from one topic to the next and relates back to the essential questions of
the unit. For the unit, students will be provided with a booklet for notetaking which they will be expected to bring to each class. These booklets will be in
a format that is easy to follow – notes sections will be labelled as well as center activity sections. Throughout the unit, students are presented with
opportunities to work as a class, in small groups, partners, and as individuals. This variety helps them to work in and out of their comfort zones. At the
beginning of the unit, students will be presented with the essential questions – these questions will be at the beginning of their note-packages and will
be explored each time there are center rotations happening during class time. In their center groups, they will work together to relate that class’s
material to the essential questions.
Throughout the lessons, a steady alignment of curriculum, instruction, and assessment is found through a variety of strategies. For each concept
in the unit, students are given 2 lessons to develop an understanding before moving on to the next. Since the concepts are scaffolded, it is important
that students understand before moving on. In the first lesson of each concept, students are taught through direct instruction from the teacher to the
whole class. Throughout this time, students are expected to be paying attention and following along in their pre-made note packages. In the students’
note packages, the daily notes are laid out in a format that is easy to understand and apply. Following the period of direct instruction, students are split
into their center groups – groups of students who are of like ability – to rotate through the 4 center rotations. Each center rotation is designed to
reinforce the day’s concept through a different form. The worksheet station, one that remains the same throughout each day of centers, is where the
teacher will be stationed. This gives students the opportunity to ask questions if they are having trouble understanding any of the questions. Having the
students’ hand in their worksheet for feedback allows the teacher to understand where each student is at with the concept. The second lesson of each
concept generally starts with a short presentation to review key terms of the section and common mistakes that were noticed by the teacher while
reviewing student worksheets. Following the presentation, students receive their individual worksheets back, and are expected to correct their mistakes
by applying the feedback given to them. Once a student has completed the corrections for their worksheet, they get to move on to working on the
assigned textbook questions for that section. Having class time to work on these questions helps eliminate the need for homework every night – serves
as motivation for students to stay focused during class time. When the teacher reviews the students’ textbook work, they are mainly looking for an
appropriate attempt at each question, rather than just the answer. Thus, the textbook work is based on completion within reason. With each concept
getting each of these kinds of lessons (one as exploration, and one as practice), there is alignment between curriculum, instruction and assessment –
curricular concepts become summative assessments after they have been instructed through a variety of ways.
This unit is heavily dependent upon the MathLinks 8 textbook as in almost every lesson, there is a connection to the textbook. The first idea that
comes from the textbook is the use of the key term chart on page 77. The template for this chart will be included in the student note-packages for the
lesson it is intended for. The second idea that comes from the textbook is the use of the ‘Challenge in Real Life’ assignment that students will complete
as a summative assignment. This ‘real-world’ example may not be applicable to the future of every student, but some students may find this very
applicable to future career choices. Students will be given some work time during the end of the unit review periods as this assignment connects all of
the concepts from the unit together. The third idea that comes from the textbook is the inclusion of the ‘Math Links’ for each section as a center activity.
These ‘Math Links’ help students connect to the material in a different way than plain textbook questions allow them to connect. A fourth idea that
comes from the textbook is the use of questions to practice and develop understanding. These questions are used as a summative assessment as the
questions help ensure students are keeping up with each concept.
Throughout this unit, there is a variety of ways that differentiation is accounted for. One of the main forms of differentiation will happen in is
during center rotations. Students will be grouped with students of similar ability so that they can contribute to each other’s learning in meaningful ways
for all. Students who are more advanced may dive deeper into center activities, and those who are not as advanced can remain at a more general level
of involvement, but either way these center rotations allow all students to challenge themselves, individually, and as a group. Giving students pre-
arranged note packages also contributes to some differentiation because the packages are in an easy-to-follow format. Any center activities that require
writing, such as the key term charts, will have a section in their note packages to be filled out. With these notes, a teacher can help a student reflect if
they are missing important pieces of a concept by keeping them accountable to what they have written in their note package. Differentiation is seen
through the assessment forms that take place. There is a combination of formative and summative assessments that contribute to student learning.
Formative assessments include observation of class participation and discussion and center worksheets. Summative assessments include textbook
checks, quizzes, ‘Challenge in Real Life’ assignment, and a unit test. With the formative assessments, there are various opportunities for the teacher or
student to identify areas of weak understanding with time to fill in the gaps before it matters on a summative assessment. The summative assessments
are spread out through the unit, which allows for constant improvement of grades.