G8 GamesActivities TE

Game 1.
3
Game
1.3
Root-O!
INSTRUCTIONS
Playing the Game

Objective
STEP 1 Choose one person to be the caller. The caller can be a teacher, or
Students will evaluate square roots, including students can take turns being caller. The caller gets a set of caller cards.
rational and irrational numbers. All the other players get a game card and some counters. The center is a
free space. Players should cover the center square before play begins.
Number of Players Rational Rational
Irrational
3 or more players
Irrational
Rational
12 Irrational 10≈8 Irrational≈ Ratio nal Irrational
114 Irrational ≈Irrati onal Rational
13 ≈ 12 3≈3 7 1
Rational Ratio Rational
≈ 13 ≈2 nal
____
9 3
√15 Irrational Irrational
Rational Irrational
__ Irrational ≈
12 Irrational 52 Irrational≈ 8 onalRational≈IrrationalonalRationalIrratiIrrational Irrational
≈ Irrati Irrati
√1 ≈ 11 ≈9 ≈ 10 ≈ 4 11 2≈2 ≈7 onal
Materials
Irrational ≈2 Irrational Irrational 4 ≈ 9 ≈ 9
Rational Rational
Irrational ≈2 Irrational≈
6 Rational≈ 125 12 RationalRational Irrational Rational
≈8 10 Irrational Irrational
2 13 ≈ 6 7≈ 13
• 1 Root-O! board per player _____ Rational
≈6
Rational Rational
√35 Rational 11
Rational
2 Rational6Rational Irrational
Irrational
7
Rational
Rational Rational
5 ≈3 1 6 ≈ 5 4 1 Rational8Rational Irrati onal
9 8 ≈4
Irrational ≈
• 1 set of caller cards
2 Rational Ratio nal
Irrational Irrational
10
Irrational 11≈
Irrational
Ratio
≈ nal
13
Irrational
10 Rational Irrational
Rational
≈ 10
Rational
3 3
Rational Rational
≈4 ≈7 Irrational
6 ≈ 11 813≈7 5
Counters
• 25 counters (or dried beans) per player Caller cards Game cards
• scratch paper STEP 2 The caller randomly draws a caller card and reads aloud the square-root
expression to the players.
Teacher Preparation STEP 3 Players write down the expression on a piece of scratch paper and
Print and cut out materials for the players. Printing determine the classification
Rational Irrational (rational orRational
Irrational irrational)Rational
and the equivalent or
the cards on cardstock is recommended. 10 integer
approximate ≈ 11value. If ≈the
3 same classification
1 3 and value appear
© Houghton Mifflin Harcourt Publishing Company
on a square of his/her game card, the player covers that square with a
counter.
24/Mar/2017 NA CC G8
Irrational Irrational Irrational Irrational Irrational
Game Resources ≈5 ≈8 ≈2 ≈7 ≈9
Go online to access all your
Irrational Rational Rational Irrational
game resources. ≈ 12 12 7 ≈6
• Root-O! boards Cover the
___Ir
rational
• Caller cards (with answers) Rational Rational Rational Rational Irrational square with
my.hrw.com √35 ≈
2
6
6 4 8 ≈4 a counter.
Rational Irrational Irrational Rational Rational

Key Concepts 11 ≈ 13 ≈ 10 13 5
This game reviews square root skills. Students will:
• evaluate the square root of a perfect square
Game 1.3 26A
• estimate the square root of a nonperfect square
number
• classify numbers as rational and irrational 8_MNLAESE761071_U1M01L3GA.indd 1 09/03/17 6:56 PM
Warm-Up Exercises
Encourage students to use the square root of
perfect squares to estimate the square roots of Classify each number as rational or irrational.
nonperfect squares. _
1. √
34     irrational
_
COMMON
8.NS.2 Use rational approximations of 2. √ 24  irrational
CORE
_
irrational numbers to … estimate the value of 3. √
16  rational
_
expressions… 4. √
8   irrational
26A Game 1.3

Playing the Game
STEP 4 Caller will then draw another caller Rational
STEP 1
Irrational
card to continue the game. 10 ≈ 11
Irrational
≈3
Rational
Rational
Determine who will be the caller. The
1
STEP 5 Continue the game in this way until
Irrational
≈5
Irrational
Irrational
3 caller can be a teacher, or students
≈8
can take turns being the caller. The
Irrational
≈2
a player covers five squares in a row Irrational
≈7
Irrational
≈9
horizontally, vertically, or diagonally, ≈ 12
Rational
caller gets a set of caller cards. All the
12 Rational
and calls out “Root-O!” 7
Irrational
Rational
Rational
≈6 other players get a game card and
2 6
Rational
Rational
4
Rational
8
Irrational
≈4
counters. The center is a free space.
11
Irrational
≈ 13
Irrational
≈ 10
Rational
Rational
Players should cover the center
13 5 square before play begins.
STEP 2 The caller randomly draws a caller
STEP 6 The prospective winning player will then check with the caller to verify
that the squares covered on his/her game card correspond to cards card and reads aloud the square root
that have been called. If there is a discrepancy, the player’s game card is expression to the players.
corrected and the game continues.
STEP 3
!
Players write down the expression on
Winning the Game scratch paper and determine the
A player who covers five squares in a horizontal, vertical, or diagonal classification (rational or irrational)
row wins.
and the equivalent or approximate
integer value. If the same
classification and value appears on a
square of his/her game card, the
player covers that square with a
counter.
STEP 4 The caller will then draw another
caller card to continue the game.

STEP 5 The game continues clockwise until
a player covers five squares in a row
horizontally, vertically, or diagonally,
and calls out “Root-O!”
STEP 6 The prospective winning player
should verify with the caller that the
winning squares covered on his/her
game card correspond to cards that
have been called. If there is a
discrepancy, the player's game
card is corrected and the game
26B Unit 1 continues.
Winning the Game
8_MNLAESE761071_U1M01L3GA.indd 2 09/03/17 6:57 PM A player who covers five squares in a horizontal,
VARIATIONS vertical, or diagonal row wins.
• Longer Variation Instead of covering five squares in a row, have players cover squares in
the patterns below to win.
Letter T Letter I Letter X
Letter N Letter Z Four Corners
Root-O! 26B
10 ≈ 11 ≈3 1 3
≈5 ≈8 ≈2 ≈7 ≈9

≈ 12 12 7 ≈6
Rational Rational Rational Rational Irrational
2 6 4 8 ≈4
11 ≈ 13 ≈ 10 13 5
Module1, Game 1.3 | Root-O!

© Houghton Mifflin Harcourt Publishing Company 1 of 24
Rational Irrational Rational Irrational Rational
12 ≈8 4 ≈3 9
Irrational Rational Irrational Irrational Irrational
≈ 12 2 ≈4 ≈2 ≈9

≈6 5 13 ≈ 13
Rational Rational Rational Rational Rational
11 7 6 1 8
Rational Irrational Rational Irrational Irrational
10 ≈ 10 3 ≈ 11 ≈7

Rational Irrational Irrational Irrational Rational
13 ≈ 13 ≈2 ≈ 12 7
Irrational Irrational Irrational Rational Rational
≈ 11 ≈9 ≈ 10 11 4
≈8 10 2 ≈6
5 ≈3 1 ≈5 9
Irrational Irrational Rational Rational Rational
≈4 ≈7 3 6 8

Rational Irrational Irrational Rational Irrational
9 ≈5 ≈ 12 10 ≈3
3 2 4 8 7
Irrational Irrational Rational Rational
≈ 10 ≈ 11 12 1
Irrational Irrational Irrational Irrational Rational
≈4 ≈5 ≈6 ≈ 13 13
≈2 ≈7 ≈9 ≈8 ≈6

Irrational Rational Rational Rational Rational
≈ 11 9 7 2 12
6 ≈9 4 ≈ 13 ≈ 12
Rational Rational Irrational Rational
8 13 ≈7 10
Irrational Rational Rational Irrational Irrational
≈2 3 1 ≈ 10 ≈5
Irrational Rational Irrational Rational Irrational

≈3 5 ≈6 11 ≈8

≈ 13 ≈3 ≈9 1 4
13 ≈8 ≈2 9 12
Rational Rational Rational Rational
2 6 7 8
Irrational Irrational Irrational Rational Irrational
≈ 11 ≈4 ≈6 10 ≈5
Rational Irrational Rational Rational Irrational
5 ≈ 12 11 3 ≈7

Rational Irrational Irrational Irrational Irrational
10 ≈ 12 ≈5 ≈6 ≈ 10
5 ≈ 13 1 ≈7 ≈ 11
Rational Rational Irrational Irrational
13 4 ≈4 ≈8
8 7 12 9 6
Irrational Irrational Rational Rational Irrational
≈2 ≈9 11 3 ≈3

Irrational Rational Rational Irrational Rational
≈2 3 8 ≈7 2
5 ≈ 13 ≈3 4 ≈6
Rational Irrational Rational Rational
10 ≈ 12 6 7
11 ≈4 12 ≈5 13
≈ 10 1 ≈ 11 ≈8 ≈9

≈ 11 ≈ 10 ≈7 ≈4 ≈9
2 ≈5 ≈6 13 4
≈ 13 12 10 ≈2
Irrational Irrational Rational Rational Rational

≈ 12 ≈8 3 9 5
≈3 1 6 8 11

Irrational Rational Irrational Rational Rational
≈6 12 ≈7 1 6
Rational Rational Rational Irrational Irrational
8 9 10 ≈8 ≈9
11 3 7 13
≈2 4 2 ≈4 ≈ 10
Irrational Irrational Rational Irrational Irrational

≈ 11 ≈ 12 5 ≈5 ≈3

Irrational Rational Rational Rational Irrational
≈5 3 11 7 ≈4
Rational Rational Rational Irrational Rational
13 6 1 ≈2 5
≈7 4 8 ≈ 12

≈8 9 10 ≈3 ≈6

≈ 10 ≈ 13 ≈9 2 12

≈8 ≈9 ≈ 12 5 ≈ 10
8 2 6 3 1
Rational Irrational Irrational Rational
11 ≈4 ≈ 11 7
Rational Irrational Irrational Irrational Rational
4 ≈3 ≈5 ≈7 10
Rational Rational Irrational Irrational Irrational
13 9 ≈ 13 ≈2 ≈6

Rational Rational Irrational Irrational Rational
9 4 ≈8 ≈9 6
13 ≈7 ≈2 5 ≈ 11
Irrational Irrational Rational Rational

≈5 ≈3 11 2
≈ 10 ≈ 12 ≈ 13 ≈6 12
≈4 3 8 7 10

Rational Rational Irrational Rational Rational
11 3 ≈ 12 1 5
9 ≈2 12 ≈ 11 8
Rational Irrational Rational Irrational
13 ≈7 10 ≈6
7 ≈9 4 ≈5 ≈ 13

≈8 ≈3 ≈4 6 2

Rational Rational Irrational Irrational Irrational
12 6 ≈9 ≈2 ≈5
Rational Irrational Rational Rational Rational
3 ≈3 1 8 5
Rational Rational Irrational Irrational
9 7 ≈ 11 ≈8
2 4 ≈ 10 ≈4 13
≈7 11 ≈ 13 ≈6 ≈ 12

Irrational Rational Irrational Irrational Rational
≈ 13 13 ≈8 ≈7 10
1 ≈9 12 ≈ 11 ≈2
Irrational Rational Rational Rational

≈ 12 6 3 9
5 2 ≈5 ≈4 4
Rational Rational Irrational Rational Irrational
11 7 ≈6 8 ≈3

5 2 ≈ 13 ≈6 4
Rational Rational Irrational Rational Rational
13 11 ≈ 11 9 6
Rational Rational Rational Irrational
1 10 8 ≈5
Irrational Irrational Rational Irrational Rational

≈ 10 ≈7 12 ≈8 3
≈4 ≈9 ≈3 7 ≈ 12

Irrational Irrational Rational Irrational Irrational
≈ 12 ≈7 12 ≈4 ≈9
Irrational Rational Irrational Rational Rational

≈ 13 5 ≈ 10 10 11
Rational Rational Irrational Rational
2 1 ≈ 11 6
Rational Rational Rational Irrational Irrational
7 9 8 ≈2 ≈8
4 ≈6 13 ≈3 ≈5

Irrational Rational Rational Irrational Rational
≈6 8 7 ≈4 4
Rational Rational Irrational Rational Irrational
12 2 ≈9 11 ≈ 12
5 10 9 3
≈3 ≈7 ≈8 ≈ 13 1
Rational Irrational Irrational Irrational Irrational
6 ≈ 10 ≈ 11 ≈5 ≈2

5 ≈ 13 4 ≈8 ≈5
3 9 1 8 7
Irrational Rational Irrational Rational
≈6 6 ≈ 11 12
≈ 10 ≈ 12 ≈3 ≈9 10
Irrational Rational Irrational Irrational Rational
≈2 13 ≈7 ≈4 2

__ __
√ 1  √4 
Rational 1 Rational 2
__ __
√5  √ 9 
Irrational ≈2 Rational ≈3
___ ___
√ 10  √ 15 
Irrational ≈3 Irrational ≈4
___ ___
√ 16  √ 24 
Rational 4 Irrational ≈5

__ ___
√25  √35 
___ ___
√36  √ 49 
___ ___
√ 50  √ 64 
Irrational ≈7 Rational 8

___ ____
√65  √80 
___ ___
√81  √ 99 
____ ____
√ 100  √ 120 

____ ___
√121  √144 
____ ____
√145  √ 168 
____
√ 169 
Rational 13

6.2
6.2
Activity
Activity
How Many Squares?

INSTRUCTIONS
STEP 1 How many squares (of all sizes) can you find in the 4 × 4
square grid?
Objective There are four different sizes of squares in the grid.
Students will create a function f(n) for the number
of different-sized squares that can be found in an
n×n square grid.
Grouping Count the number of each size square in the 4 × 4 square grid. The table
shows you how to find them all.
2–4 students per group (suggested)
Number of
Materials Size of square
squares
Identification of squares
• grid paper
4×4 1
Teacher Preparation
Make sure students have the required materials.
3×3 4
Key Concepts
This activity reviews perfect squares and
functions. Students will:
• recognize geometric patterns 2×2 9

• recognize number patterns and perfect squares
• write a function to describe the patterns
observed
1×1 16
• verify that a given function describes a given
pattern Total 30
Encourage students to describe the geometric The total number of squares in the 4 × 4 square grid is:
and number patterns observed and use inductive f (4) = 1 + 4 + 9 + 16 = 30
reasoning to extend the patterns to larger grid Notice the pattern. All the terms in f(4) are perfect squares:
f (4) = 1 + 2 + 3 + 4
2 2 2 2
sizes.
COMMON
CORE 8.F.1 Understand that a function is a rule Activity 6.2 166C
that assigns to each input exactly one output…
8_MNLAESE761071_U2M06L2ACT.indd 3 22/03/17 11:42 PM
Warm-Up Exercises
1. List the first six perfect-square integers. 1, 4, 9, 16, 25, 36
2. Write an expression for the first six perfect-square integers given n = 1.
n2, (n + 1)2, (n + 2)2, (n + 3)2, (n + 4)2, (n + 5)2
n(n + 1)(2n + 1)
3. Evaluate the function f(n) = ___________
  6
for n = 5. 55
166C Activity 6.2

2 2
STEP Draw a 5 × 5 square grid. Find the total number of different-sized
Instructions
squares in the grid to complete the table. Look for a pattern.
STEP 1 Working in small groups, students
Size of read through Step 1, which shows
5×5 4×4 3×3 2×2 1×1
square how to count all the different squares
Identification
in a 4 × 4 square grid.
of squares
STEP 2 Students draw a 5 × 5 square grid
Number of
1 4 9 16 25
and repeat the process of counting
squares squares in the 5 × 5 square grid.
The total number of squares in the 5 × 5 square grid is: STEP 3 Students repeat Step 2 with a 6 × 6
f (5) = 1 + 4 + 9 + 16 + 25 = 55 square grid and a 7 × 7 square grid.
STEP 3 Repeat with a 6 × 6 grid and a STEP 4 Students write a function for the total
7 × 7 grid. Verify the pattern.
number f(n) of different-sized squares
Check students’ work.
f (6) = 1 + 4 + 9 + 16 + 25 + 36 = 91 in an n × n grid.
f (7) = 1 + 4 + 9 + 16 + 25 + 36 + 49 = 140 STEP 5 Students are given an explicit
STEP 4 Use the pattern to write a function for the total number f (n) of formula for the number f(n) of
different-sized squares in an n × n grid. different-sized squares in an n × n
f (n) = 12 + 22 + 3 2
+ … + n2 grid and asked to verify that it works
for the 5 × 5, 6 × 6, and 7 × 7 square
STEP 5 The function for the total number f (n) of different-sized squares in an
n(n + 1)(2n + 1)
n × n grid can also be written f(n) = ____________ . Verify that this
grids.
6
function works for 5 × 5, 6 × 6, and 7 × 7 square grids.
5 ( 5 + 1)(2 × 5 + 1)

f (5) = __________________________
6
= 55
6 ( 6 + 1)(2 × 6 + 1)
f (6) = __________________________
6
= 91
7 ( 7 + 1)(2 × 7 + 1)
f (7) = __________________________
6
= 140
This function gives the correct totals for 5 × 5, 6 × 6, and

7 × 7 square grids.
166D Unit 2
TEACHER NOTES
• Discussion For Step 4, help students develop a function from the pattern.
n(n + 1)(2n + 1)
• Extension Challenge students to develop the function f(n) =  ___________
6
.
• Whole-Class Variation Work with the entire class together. Display the grids and count
squares together. Work through the reasoning to create the function together.
How Many Squares? 166D

Activity 7.4
Activity
7.4
Mathy Plants
INSTRUCTIONS
STEP 1 Solve each equation for the variable.

Objective A
-14 3a + 17 = -25
Students will solve multistep equations and use
the values of the variables to decode the answer B
0 2b - 25 + 5b = 7 - 32
to a riddle.
C
5 2.7c - 4.5 = 3.6c - 9
Grouping D 5
2 students per group (optional) 6 __
12
d + __16 d + __13 d + __
1
12
d=6
E
Materials -10 4e - 6e - 5 = 15
• student textbook F
© Houghton Mifflin Harcourt Publishing Company Photo credit: ©gmutlu/E+/Getty Images

17 420 = 29f - 73
Teacher Preparation G
Make sure students have the required materials. -16 2(g + 6) = -20
H
Key Concepts 9 2h + 7 = -3h + 52
This activity provides students with practice
-2 96i + 245 = 53
solving multistep equations. Students will:
J
• solve multistep linear equations 13 3j + 7 = 46
• solve linear equations with rational number K
2 1
__ k = __34 k - __12
coefficients 2
L
• solve linear equations whose solutions require 20 30l + 240 = 50l - 160
expanding expressions using the Distributive M
2 4m + __38 = __
67
Property 8
N
• solve linear equations whose solutions require -5 24 - 6n = 54
collecting like terms O
10 8.4o - 6.8 = 14.2 + 6.3o
Encourage students to discuss different methods
P
for solving an equation and decide which method -3 4p - p + 8 = 2p + 5
is most efficient.
COMMON
CORE 8.EE.7b Solve linear equations with rational Activity 7.4 220A
number coefficients, including equations whose
solutions require expanding expressions using the 8_MNLBESE761071_U3M07L4ACT.indd 1 2/15/18 7:42 PM
distributive property and collecting like terms. Warm-Up

InCopy Notes
Exercises InDesign Notes
1. This is a list 1. This is a list
Solve each equation.
1. 7a + 16 - 3a = -4 -5
2. __
7k
8
- __34 - __
5k
16
= __38 2
3. __12 (6x - 4) = 4x - 9 7
4. __3y + 11 = __2y - 3 84
220A Activity 7.4

Q
Instructions
-4 16 - 3q = 3q + 40
STEP 1 Students solve the equations.
R 18 4 + __13 r = r - 8
STEP 2 Students use the solutions to decode
S 12 the answer to the riddle.
2
__
3
s - __56 s + __12 = -__32
T -7 4 - 15 = 4t + 17
U 4 45 + 36u = 66 + 23u + 31
V -1 6v + 8 = -4 - 6v
W 15 4w + 3w - 6w = w + 15 + 2w - 3w
X 7
x + 2x + 3x + 4x + 5 = 75
Y -11 4-y 2 - 2y
____ = ____
5 8
Z 8
- 11 = 25 - 4.5z
STEP 2 Use the value of each variable to decode the answer to the riddle.
What happens to plants that live in a

math classroom?
T H E Y

-7 9 -10 -11
G R O W
-16 18 10 15
S Q U A R E
12 -4 4 -14 18 -10
R O O T S
18 10 10 -7 12
220B Unit 3
8_MNLBESE761071_U3M07L4ACT.indd 2 2/15/18 7:43 PM
TEACHER NOTES
InCopy Notes InDesign Notes
1. This is a list Bold, Italic, Strickthrough. 1. This is a list
• Discussion Discuss the methods students used to solve each equation. Find out if there
are different methods that students used to solve the same equation, and discuss why
students chose their method. Lead students to see that there are many methods that are
valid.
• Extension Have students work together in groups of four to write new equations for the
letters of the alphabet. Have each group write a message in code and trade equations
and messages with another group to solve.
• Variations Students can work independently or in groups.
Mathy Plants 220B

10.3
10.3
Activity
Activity
Copy-Cat
INSTRUCTIONS
STEP 1 Use tape to secure the

Objective tracing paper onto the
grid. Then trace the grid
Students will use properties of similar figures to lines onto the tracing
reproduce a dilation. paper.
Grouping
2 students per group (optional)
Materials
• 1 piece of tracing paper per student
STEP 2 Remove the tracing paper from the grid paper and securely tape the
• 1 original image for duplication per student tracing paper over the image that will be copied. Leave the tracing
paper attached when you submit your work.
• 1 large blank paper or poster board per student
© Houghton Mifflin Harcourt Publishing Company Photo credit: © Getty Images

• 1 package of colored pencils per group
• grid paper
• tape
Teacher Preparation
Make sure that each student or group has the
required materials.
Key Concepts
This activity reviews dilations and similarity.
Students will:
• divide an image into parts
• create dilations of all the parts to create a
dilation of the whole
Encourage students to focus only on one square at
a time instead of watching the overall picture
develop. It may help to do the squares in random
order so that the squares are receiving the focus Activity 10.3 332A
instead of the overall image.
COMMON
8.G.4 Understand that a two-dimensional
CORE Warm-Up Exercises
figure is similar to another if the second can be 1. A photo is 12 inches wide by 18 inches tall. If the width is scaled down to 9 inches, how
obtained from the first by a sequence of rotations, tall should the similar photo be? 13.5 inches
reflections, translations, and dilations…
2. A picture of a school’s mascot is 18 inches wide and 24 inches long. It is enlarged
proportionally to banner size. If the width is enlarged to 63 inches, what is the length of
the banner? 84 inches
332A Activity 10.3

Instructions
STEP 3 Create a blank grid on your large blank piece of paper or poster board.
The blank grid should have the same number of squares as the grid on STEP 1 Students should use tape to secure
the tracing paper over the original image. The squares do not need to
be the same size as those on the tracing paper. the tracing paper on the grid, and
STEP 4 Copy exactly the appearance of each square from the original image
trace the grid lines onto the tracing
onto the corresponding square of the blank grid on the large piece of paper.
paper or poster board.
STEP 2 Students should remove the tracing
Be careful not to focus on the overall picture, only focus on one square
at a time. It may help to do the squares in random order so that the paper from the grid paper and
squares are receiving the focus instead of the overall image. securely tape the tracing paper over
the image that will be copied.
Remind students to leave the tracing
paper attached to the original image
when submitting their work.
STEP 3 Students should create a blank grid
on the large blank piece of paper or
poster board. Make sure the blank
grid has the same number of squares
as the grid drawn on tracing paper.
The squares do not need to be the
same size as those on the tracing
paper.
STEP 4 Have students copy exactly the
appearance of each square from the
original image onto the

corresponding square of the blank
grid on the large piece of paper or
poster board.
STEP 5 When you have copied all of the squares, the drawing on your finished
grid should look like a dilation or copy of the original image.
332B Unit 4
Teacher Notes
• Extension Let students explore how an overhead projector can be used to create similar
figures. Have them use an overhead projector to enlarge a drawing or picture for display
in the classroom.
Copy-Cat 332B
12.2
12.2
Game
Game
Triple Concentration
INSTRUCTIONS
Pythagorean Triples Worksheet A
Playing the Game

Find the missing third number in each Pythagorean triple to
complete the table. HINT: Multiples of Pythagorean triple are
also Pythagorean triples.
Objective
a2 + b2 = c2 a b c
2
32 + 4 2 = 3 4
STEP 1 Complete the Pythagorean Triples

Students will form a list of Pythagorean triples and
2
6 +
2
= 10 2
6 10
Worksheet to use as a reference for 2

+ 122 = 152 12 15
use the list in a game of concentration. Pythagorean triples throughout the 122 + 162 =
2
12 16
game.
2
52 + = 132 5 13
Number of Players
2
+ 242 = 262 24 26
2
72 + 242 = 7 24
2–4 players per game (recommended)

2
82 + = 172 8 17
Materials
• 1 Pythagorean Triples Worksheet per player
• 1 set of game cards per game
2 2
STEP Arrange the 24 game cards
Teacher Preparation randomly facedown in rows.
Print and cut out materials for each student or
group of students. Printing the cards on cardstock
is recommended.
24/Mar/2017 NA CC G8
Game Resources STEP 3 To start the game, each player turns

over one card. The player whose card 15
Go online to access all your
shows the largest number is Player 1,
game resources. and will go first. Players observe
13
the numbers showing, and then the
• Pythagorean Triples
cards are turned facedown again.
Worksheets A and B
my.hrw.com • Pythagorean Triples
Worksheets (with answers)
• Triple Concentration game
24
cards
This is Player 1.
Key Concepts
This game reviews Pythagorean triples. Students Game 12.2 386A
will:
• calculate Pythagorean triples
8_MNLAESE761071_U5M12L2GA.indd 1 09/03/17 7:07 PM
• form Pythagorean triples Warm-Up Exercises
• recognize Pythagorean triples
Find the third number in the given Pythagorean triple.
Encourage students to use the completed
worksheet to form Pythagorean triples during the 1. 6, 8, 10
Triple Concentration game. 2. 15, 20, 25
COMMON 3. 7 , 24, 25
8.G.7 Apply the Pythagorean Theorem to
CORE
determine unknown side lengths in right triangles …
386A Game 12.2

Playing the Game
STEP 4 Players take turns moving clockwise.
When it is your turn, flip over any three
STEP 1 Each player completes his/her own
cards, one at a time. Make sure that worksheet. This will serve as a
all players observe the cards. If the reference for Pythagorean triples
numbers shown form a Pythagorean
triple, then pick up the cards, keep
throughout the game.
them, and take another turn. If they
do not form a Pythagorean triple,
4
STEP 2 Students should arrange the game
then turn the cards facedown again in cards randomly face-down in rows.
their original positions, and continue 5 3
playing the game. STEP 3 To start, each player turns over one
Is this a Pythagorean Triple? card. The player whose card shows
the largest number is Player 1 and
STEP 5 Continue until all of the cards are removed.
will go first. Players observe the
! Winning the Game

The player with the most triples at the end of the game wins.
numbers showing, and then the
cards are turned face-down again.
STEP 4 Player 1 turns over any three cards,
one at a time. If the numbers on the
cards form a Pythagorean triple,
Player 1 keeps the cards and takes
another turn. If the cards do not form
a Pythagorean triple, they are turned
face-down in their original positions,
and play continues clockwise.
STEP 5 Play continues until all of the cards

are removed from the table.
Winning the Game

The player or team with the most triples at the
end of the game wins.
386B Unit 5
8_MNLAESE761071_U5M12L2GA.indd 2 09/03/17 7:07 PM
Teacher Notes
• Discussion Discuss with students how they know when they turn over three cards which
numbers to substitute for the variables in the Pythagorean theorem. Lead them to see
that the greatest length is always c, the hypotenuse. The lengths of a and b, the legs, are
interchangeable.
• Extension Have students find as many triples as they can.
• Differentiation Reserve the last three rows of cards containing Pythagorean Triples
9, 40, 41; 11, 60, 61; and 20, 21, 29 for advanced students. Worksheet B includes these
Pythagorean Triples, but Worksheet A does not include them.
Triple Concentration 386B

Find the missing third number in each Pythagorean triple.
HINT: Multiples of Pythagorean triples are also Pythagorean
triples.
a2 + b2 = c2 a b c
2
32 + 42 = 3 4
2
62 + = 102 6 10
2
+ 122 = 152 12 15
2
122 + 162 = 12 16
2
52 + = 132 5 13
2
+ 242 = 262 24 26
2
72 + 242 = 7 24
2
82 + = 172 8 17
Module 12, Game 12.2 | Triple Concentration

Pythagorean Triples Worksheet B
triples.
a2 + b2 = c2 a b c
2
32 + 42 = 3 4
2
62 + = 102 6 10
2
+ 122 = 152 12 15
2
122 + 162 = 12 16
2
52 + = 132 5 13
2
+ 242 = 262 24 26
2
72 + 242 = 7 24
2
82 + = 172 8 17
2
+ 402 = 412 40 41
2
112 + 602 = 11 60
2
202 + = 292 20 29

Answer Key
triples.
a2 + b2 = c2 a b c
2
32 + 42 = 5 3 4 5
2
62 + 8 = 102 6 8 10
2
9 + 122 = 152 9 12 15
2
122 + 162 = 20 12 16 20
2
52 + 12 = 132 5 12 13
2
10 + 242 = 262 10 24 26
2
72 + 242 = 25 7 24 25
2
82 + 15 = 172 8 15 17

Answer Key
Pythagorean Triples Worksheet B
triples.
a2 + b2 = c2 a b c
2
32 + 42 = 5 3 4 5
2
62 + 8 = 102 6 8 10
2
9 + 122 = 152 9 12 15
2
122 + 162 = 20 12 16 20
2
52 + 12 = 132 5 12 13
2
10 + 242 = 262 10 24 26
2
72 + 242 = 2 7 24 2
2
82 + 15 = 172 8 15 17
2
9 + 402 = 412 9 40 41
2
112 + 602 = 61 11 60 61
2
202 + 21 = 292 20 21 29

3 4 5
6 8 10

9 12 15
12 16 20

5 12 13
10 24 26

7 24 25
8 15 17

Include these cards for advanced players.
9 40 41
11 60 61

Include these cards for advanced players.
20 21 29

14.2
14.2
Activity
Activity
Prime Predictions
Recall that a prime number is a number that is
23 5 11
7
divisible by only 1 and itself. There are infinitely many
prime numbers, but there is no formula to find them.
In this activity, you will find prime numbers and attempt to predict prime numbers.
Objective
Students will plot a sequence of prime numbers in INSTRUCTIONS
the coordinate plane and use a trend line to
predict other prime numbers. STEP 1 Use a Sieve of Eratosthenes to find all prime numbers less than 50.
Grouping How to Create a Sieve of Eratosthenes

2–4 students per group (recommended) • Make a list of whole numbers in order from 1 to 50 in boxes of
grid paper.
• Cross off 1 because it is not prime.
Materials • The next number, 2, is prime. Circle it. Cross off all multiples
• 1 straightedge per group of 2 because they are not prime.
• Circle the next number on the list that is not crossed off, 3. It is
• grid paper prime. Cross off all multiples of 3 because they are not prime.
• Continue with the prime number 5 and its multiples.
Teacher Preparation • Repeat this process until all of the numbers are circled or
Make sure students have the required materials. crossed off. The circled numbers will all be prime numbers.
A partially completed Sieve of Eratosthenes is shown.
Key Concepts 1 2 3 4 5 6 7 8 9 10
This activity provides students with practice 11 12 13 14 15 16 17 18 19 20

identifying prime numbers and using trend lines
21 22 23 24 25 26 27 28 29 30
to make predictions. Students will:
31 32 33 34 35 36 37 38 39 40
• identify prime numbers from 1 to 50
• plot the sequence of prime numbers on a
STEP 2 Create a scatter plot of the first 15 prime numbers.
coordinate plane
Prime
• estimate a trend line for the data in the scatter 2 3 5 7 11 13 17 19 23 29 31 37 41 43 47
number, x
plot
Position in
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
• use their trend line to predict more prime sequence, y
numbers Use the prime numbers as the x-coordinates and their positions as the y-coordinates.
• evaluate how well the trend line serves as a
model for prime numbers
Encourage students to create the trend line based Activity 14.2 444A
only on the prime numbers less than 50. Then they
can see how well the model fits for prime numbers 8_MNLAESE761071_U6M14L2ACT.indd 1 09/03/17 7:08 PM
greater than 50. Warm-Up Exercises

COMMON 1. What is a prime number? What is a composite number? A whole number with factors of
CORE 8.SP.2 Know that straight lines are widely
only 1 and itself; any whole number that is not prime.
used to model relationships between two
quantitative variables… Also 8.SP.3 2. List the first five prime numbers greater than 1. 2, 3, 5, 7, 11
444A Activity 14.2

STEP 3 Estimate a trend line for your scatter plot.
Instructions
y
STEP 1 Students should create a Sieve of
30
28 Eratosthenes using the grid paper.
26
24 STEP 2 Have students create a scatter plot of
Position in sequence
22
20
the first 15 prime numbers, using
18 prime numbers as the x-coordinates
16
14 and their positions in the sequence
12 as the y-coordinates.
10
8
6 STEP 3 Students should estimate a trend line
4 for their scatter plot.
2
x
0
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 STEP 4 Have students use their trend line to
Prime number estimate the remaining prime
STEP 4 Use your trend line to estimate the remaining prime numbers less numbers less than 100.
than 100. Sample answers:
STEP 5 Students should use the Sieve of
Prime Eratosthenes to check their estimates
49 53 57 60 63 67 70 73 77 81 84 87 91 94 97
number
from the trend line, and describe how
Position in
sequence
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 their estimates compare to the actual
prime numbers.
STEP 5 Use the Sieve of Eratosthenes to find the actual remaining prime numbers
less than 100. How do your estimates compare to the actual prime
numbers?
Work Area

The actual remaining prime numbers less than 100 are:
53, 59, 61, 67, 71, 73, 79, 83, 89, 97.
Sample answer: I had many more estimates than there are
actual prime numbers. Only 4 of my estimates were actually
prime numbers.
444B Unit 6
Teacher Notes
• Discussion Discuss with students whether they think a trend line from a scatter plot is a
good way to estimate the prime numbers.
Prime Predictions 444B

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Game 1.

Playing the Game

Rational Irrational Irrational Rational Rational

26A Game 1.3

© Houghton Mifflin Harcourt Publishing Company

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