Virtual Learning Center Unit/Lesson Planning Template Modified

Grade/ Grade Band: 8th Topic: Pythagorean Theorem Teacher Name: Krystal Summers
Brief Lesson Description: This lesson for eight grade students will introduce the students to Pythagorean
Theorem . Students will learn how to find the leg of a right triangle by using the other two
measurements of the triangles legs that are given.

Overall Performance Expectation(s)/Standard: Once the students complete this lesson they should
know and explain properties of a right triangle. Applying to the real world scenarios using their new
knowledge on the Pythagorean Theorem. (7)  Expressions, equations, and relationships. The student
applies mathematical process standards to use geometry to solve problems. The student is expected to:
(A) solve problems involving the volume of cylinders, cones, and spheres; (B) use previous knowledge of
surface area to make connections to the formulas for lateral and total surface area and determine solutions
for problems involving rectangular prisms, triangular prisms, and cylinders; (C) use the Pythagorean
Theorem and its converse to solve problems; and (D)  determine the distance between two points on a
coordinate plane using the Pythagorean Theorem

Specific Learning Outcomes:

Center 1: Students will explore the Pythagorean Theorem and learn how to apply it to a right triangle.

Center 2: Students will take their newly learned Pythagorean Theorem and apply it to higher thinking
problems building on their knowledge of The Pythagorean Theorem.

Center 3: Students apply their understanding of the Pythagorean Theorem and use it to play a game that
engages them to want to extend their knowledge on the Pythagorean Theorem.

Narrative / Background Information

Prior Student Knowledge: Students will need to know how to square numbers also be able to know how
to square root numbers. They should have an understanding that the hypotenuse is the longest side of a
right triangle. Also that the hypotenuse is the opposite of the largest angle.
Mathematical Practices: Make Disciplinary Core Ideas: Cross-curricular Concepts:
sense of problems and persevere MA. 8.G.2.4. Validate and apply Students will work in groups
in solving them, reason abstractly Pythagorean Theorem to find researching Pythagoras and will
and quantitatively, Construct distance in real world situations create a PowerPoint presentation
viable arguments and critiques or between points in the that will highlight five facts about
the reasoning of others, model coordinate’s plane. the philosopher. This aligns with
with mathematics, and use world history the studying of
appropriate tools strategically. philosophers.
Possible Preconceptions/Misconceptions:
Students often memorize formulas not really understanding how they are properly used so when trying to
find a short leg on right triangle students may have difficulty trying to calculate it.
Students make struggle with labeling the leg as the hypotenuse because it’s hard for them to see which leg
is the longest. Students should be reminded that the hypotenuse is opposite of the right angle.
CENTER LESSON PLANS – 5-E Model

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ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Center 1: The teacher will get the students excited to explore Pythagorean Theorem by communicating
some real-world scenarios. The teacher will show video reminding the students of the different parts of
the right triangle. https://youtu.be/l8-bnZh8Zuc

Center 2: The Teacher will have the student log into Kahoot and answer the question. The question are
what shape is this? What is the name of this leg? Using the legs of a right triangle you can find the
hypotenuse? What is the Pythagorean Theorem formula?

Center 3: Teacher will review the rules of how the Pythagorean Theorem game board. The students will
watch and listen to how the game is played.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Center 1: Students will take this worksheet https://www.slideshare.net/allez29/pythagorean-
worksheet1 along with graph paper where they will draw out the problems on. They will investigate to
discover that the legs of the right triangles area are equal to the area of squares of the hypotenuse.

Center 2: The students will be in groups of three or four where they will work on different problems that
are posted on large paper around the classroom. Students will get time to solve and discuss their
answer. As students shift to the right they will take more of a teacher’s approach of looking at how the
other group solved the problem. If the students had made a mistake making correction. The teacher will
move around the room as a facilitator.

Center 3: The students will be broken up into groups of two or three. They will discover the rules of the
game help the students to use the Pythagorean theorem to solve problems so they can win the game.
http://www.glencoe.com/sec/math/t_resources/gamezone/pdfs/mac3_04/class_ch03.pdf
EXPLAIN: Concepts Explained and Vocabulary Defined:
Center 1: Students will individually review their notes and have access to this slide show for reminder
https://slideplayer.com/slide/9162085/. They will then have time to go back and review their problems
and make adjustments to their work. The students will review parts of a right triangle such as the legs
and hypotenuse. Also they will review how they can use tile squares to find the area of square and side
length. The students will write on their paper their answer and description of these terms and
explanation

Center 2: As a class the teacher will lead the discussion reviewing over each problem. Asking different
students in the classroom to explain how and why solving these problems worked. The teacher will ask
the question and have the students raise their hand randomly calling on students with the hand raised. If
the teacher has students that are not raising their hand make sure that she is allowing enough wait time
for students to collect their thoughts. The teacher wants to make sure that everyone has a chance to
explain the way they may have solved the problem. The teacher can ask the students if they were given
a different problem but similar what steps they would take to solve this problem. The students will be
able to explain from their desk or if they need to draw it out on the board they are able to go to the
board to explain.

Center 3: Students will discuss their findings in the problems that they used in the game with their group
and then the class will discuss. The students will go over the problems that many students had struggled
with. The student will work through the problem with each other using the Pythagorean theorem.

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ELABORATE: Applications and Extensions:
Center 1: Class will use the Pythagorean theorem on white board to practice finding the missing side of a
right triangle.

Center 2: Have the students create their own Pythagorean Theorem problems three or four problems.
Then have their partner switch papers and solve each other’s problems. The teacher will be moving
around the classroom asking question and answering questions.

Center 3: The students will take graph paper drawing out the problems that they found most difficult.
Then write descriptive steps of how they solve the problem as if they were going to teach it someone
else.

EVALUATE:
Center 1:

Formative Monitoring (Questioning / Discussion):

Students will complete a K-W-L chart That will have what I know, what I want to know, and what I
learned.
Center 2:

Formative Monitoring (Questioning / Discussion):

The students will be asked to file out an exit ticket where they will write two things that they have learned
and one thing they need to learn more about.

Center 3:

Formative Monitoring (Questioning / Discussion):

Give the students a posted have them write their name on the posted and answer what they have learned?
Then once the students have finished place the posted on the board under the question what have I
learned.

Elaborate Further / Reflect: Enrichment:

Students that have finished their work faster than other students or seem to know the material can look up
facts about Pythagoras. Once the students have gather enough information about him they can present to
the class their finds and knew knowledge of Pythagoras to the class.
Students will be allowed to use the internet and the sites https://plato.stanford.edu/entries/pythagoras/ ,
https://www.ancient.eu/Pythagoras/ and
https://www.math.tamu.edu/~don.allen/history/pythag/pythag.html

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 Materials Required for This Lesson/Activity
Center 1:
Quantity Description Potential Supplier (item #) Estimated Price
25 Copy of worksheet Fedex 1.25
25 Pencil Office depo(12) three packs 3.00
25 Graph paper Office depo(80) 2.49
25 Dry erase marker Office depo(8) 12.99
25 KWL copy fedex 1.25

Center 2:

8 pages Easel Paper Office depo(30) 28.99

25 pencil Office depo (12) 3.00
25 Exit ticket copy fedex 1.25

Center 3:

25 Copy game Fedex 1.25

25 posted Office depo 7.99
25 pencil Office depo 3