Lesson One:

Name of Teacher Candidate: Raven Holden Grade Level: 8th In this column, identify which of the

Lesson Title or Topic: Monday, Pythagorean Theorem Introduction ● Science and Engineering Practices
● Standards of Mathematical Practice
Curriculum Areas Addressed: 8th grade math – Unit 8 Pythagorean Theorem Time Required: 1 day, 45 minutes and
● Cross Cutting Concepts
Instructional Groupings:
For this lesson, students will look at a picture of a Theodorus Spiral and write their observations down individually. They will then be
Are applicable in this lesson
able to share their observations with the class. I will then prompt them to search and record any math-related principles or shapes that
they see and discuss with a partner. They will then measure various examples of a Theodorus Spiral in groups of 4 and discuss with their
group any new observations that they found.
Standards: SMP:
MGSE8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical 2. Reason abstractly and quantitatively.
problems in two and three dimensions. 3.Construct viable arguments and critique the
MGSE8.EE.2 Use square root and cube root symbols to represent solutions to equations. reasoning of others.
5.Use appropriate tools strategically.
As a result of this lesson students will…
Cross Cutting Concepts:
Learning Objectives: Students will be able to record observations and work collaboratively in a respectful manner. Students will be able - properties of similarity, congruence, and right
to identify properties of triangles and give real-world examples. Students will be able to measure and record lengths of the sides of triangles.
triangles and learn how to use the Pythagorean Theorem. - measuring length.

Essential Question(s)
- What type of triangles are there?
- What are the properties for different types of triangles?
- Where have you seen triangles in the real-world?
- Where have you seen triangles in nature?

Support for Academic Language

Language Function: Students will communicate information regarding the Theodorus Spiral and then construct arguments to support Note: Not all demands can be met in a single
their observations to their group and to the class. lesson, but over the course of a unit all
demands should be supported so that the
Language Demands: Develop learning tasks that align with the standard so that by succeeding at the task, the learner is meeting the student can be successful in meeting these
demands of the function. Three main demands are vocabulary, discourse, and syntax. demands of the function.
Vocabulary: Right Triangle, Measurements, Spiral, Triangle, Trend, Square, Square Root, Radical, Pythagorean Theorem
Discourse: Students will observe and record their observations individually and then verbally present their findings to the class.
Students will also work with a partner and a group, sharing ideas and working collaboratively with others.
Syntax: Students will write observations on paper during the warm-up. They will record their measurements during the class activity
as well.

Language Supports: Students will use team norms to discuss with their group. They will also use presentation skills by presenting their
rationales and reasonings to the class.
Assessment: Writer’s Notebook – students will record their observations from the warm-up in their notebook as well as the
measurements from the class activity. Think-Pair-Share – students will be given time to think about the Theodorus Spiral, discuss with a
partner and then share their ideas to the class.

Assessment Strategy: The assessment used will be used as an informal pre-assessment to determine if any of the students notice the
principles of the Pythagorean Theorem without being prompted.

Steps in the Lesson (Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including Identify the inquiry components: (Not all of
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.) the Es will be in every lesson, but engage,
explore, and explain form the backbone of
Activate learning (Hook): I will engage the students by showing them a picture of a Theodorus Spiral and have them make observations the science lesson.)
about it. They will record these observations in their notebook and have the opportunity to share their ideas during a class discussion. I
will monitor students and make note of various observations that they describe while they look at the Theodorus Spiral. I will then
select students who have observed different things and choose the sequence, or order, that I want them to explain their observations
to the class. (PowerPoint slide 1)

Introduction: After we discuss as a class, students will be prompted to search for math-related principles and discuss their ideas with a Engage (Initiate here, carry through the
partner. We will then have a class discussion where they share their ideas and I ask questions about properties of right triangles and lesson.)
what we know about triangles from previous units. I will engage the students by showing them a
picture of a Theodorus Spiral and have them
make observations about it, prompting them
to record anything they see.
Work Session (Body of Lesson) Instructional Strategies: The work session will include a hands-on activity. The students will be in Explore (initiate here, may repeat throughout
groups of 4, and each group will be given an example of a Theodorus Spiral. Each member of the group will take turns measuring the lesson.)
various triangles, with all members of the group recording the measurements for each triangle in their notebook. The students will Then they will have the opportunity to further
hopefully see some type of trend, and some may recognize the Pythagorean Theorem. I will monitor students throughout the activity explore the principles of the Pythagorean
and make note of various observations that they record and describe when working in groups and measuring the Theodorus Spiral Theorem by measuring examples and
triangles. I will then select students who have observed different things and choose the sequence, or order, that I want them to explain discussing with their group any new
their observations to the class. observations that they have found.

Closure/Summarizing/Wrap up: Explain, Evaluate

One student from each group will share their findings with the class, I will sequence the order of group presentations so that each After students have measured their Theodorus
presenter leads us closer to the Pythagorean Theorem. I will introduce the Pythagorean Theorem by connecting their measurements Spiral and explain their findings to the class, I
and observations. (PowerPoint slide 2-7) will then be able to connect their ideas and
explain the relation to the Pythagorean
Theorem.
Modifications/Differentiation: This lesson offers individual and group work and thought processes, allowing students to ask for Explain, Evaluate
feedback and support from their peers and the teacher.

Instructional Supports

Resources and Materials Used to Engage Students in Learning

Theodorus Spiral PowerPoint Presentation Created by Ms. Holden
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
Theodorus Spiral Resources online and YouTube Videos
Other Relevant Information
Absent/virtual/quarantined students will be able to log into their Google Classroom account to follow along with us in class.
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Cognitivism Theory/ Student-centered
Connections to Technology and/or the Arts:
Students will observe a picture and record their observations.

Lesson Two:
Name of Teacher Candidate: Raven Holden Grade Level: 8th In this column, identify which of the
Lesson Title or Topic: Tuesday, Pythagorean Theorem Practice
● Science and Engineering Practices
Curriculum Areas Addressed: 8th grade math – Unit 8 Pythagorean Theorem Time Required: 1 day, 45 minutes ● Standards of Mathematical Practice
and
Instructional Groupings:
● Cross Cutting Concepts
For this lesson, students will work independently to answer problems written on the board in the warm-up. Then, they will be able to
collaborate and complete a worksheet together.
Are applicable in this lesson

Standards: SMP:
MGSE8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical 1. Make sense of problems and persevere in
problems in two and three dimensions. solving them.
MGSE8.EE.2 Use square root and cube root symbols to represent solutions to equations. 2.Reason abstractly and quantitatively.
MGSE8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 4.Model with mathematics.
As a result of this lesson students will… 7.Look for and make use of structure.

Learning Objectives: Students will be able to use the Pythagorean Theorem to solve problems involving right triangles. Students will be Cross Cutting Concepts:
able to explain the Pythagorean Theorem and differentiate between right, acute, and obtuse triangles. Students will be able to use - properties of similarity, congruence, and right
their knowledge of exponents and square roots to determine missing side lengths of a triangle, distinguish between rational and triangles.
irrational numbers. - write a decimal approximation for an
irrational number to a given decimal place.
- find square roots of perfect squares
Essential Question(s)
- What are the properties of a right triangle?
- What are the properties of an acute triangle?
- What are the properties of an obtuse triangle?
- How can we find the length of the hypotenuse of a right triangle?
- How can we find the length of a side of a right triangle?
Support for Academic Language

Language Function: Students will communicate informally with a partner to see if they can come up with a way to solve for the length Note: Not all demands can be met in a single
of a side of a right triangle when given the Pythagorean Theorem. lesson, but over the course of a unit all
demands should be supported so that the
Language Demands: Develop learning tasks that align with the standard so that by succeeding at the task, the learner is meeting the student can be successful in meeting these
demands of the function. Three main demands are vocabulary, discourse, and syntax. demands of the function.
Vocabulary: Right Triangle, Length, Triangle, Square, Square Root, Radical, Pythagorean Theorem, Acute, Obtuse
Discourse: Students will work individually to solve the first few problems on the board. They will then be able to discuss with a
partner and determine a formula for finding “a” or “b” from the Pythagorean Theorem.
Syntax: Students will write their warmup answers on their paper and will work together to determine how to find side values rather
than the hypotenuse.
Language Supports: Students will use team norms to discuss with their partner. They will also use presentation skills by presenting their
rationales and reasonings to the class.
Assessment: Pythagorean Theorem and Its Converse Worksheet – students will complete the worksheet with a partner

Assessment Strategy: The assessment used will be used as an informal assessment to see if students fully understand how to use the
Pythagorean Theorem to find the length of the hypotenuse of a right triangle. It will also be used to assess their understanding of its
converse.
Steps in the Lesson (Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including Identify the inquiry components: (Not all of
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.) the Es will be in every lesson, but engage,
Activate learning (Hook): I will remind the students of the Pythagorean Theorem and demonstrate an example on the board. We will explore, and explain form the backbone of
also go over how to square a number and take the square root of a number by using a calculator. I will then give them two examples the science lesson.)
where they must solve for the value of the hypotenuse of a right triangle, they must complete this individually. I will walk around and
monitor their progress to ensure that all of the students understand how to use the Pythagorean Theorem and that they are
completing their warm-up activity. I will select two students to give their answer to the class. I will then give the students an example
where they must determine the length of a side of a right triangle when given the hypotenuse and the other side value. Students will
discuss briefly with a partner to determine what they think they should do to solve for “a” or “b” rather than “c.”
Introduction: As students collaborate ways to find the value of “a” or “b” of a triangle, I will walk around and monitor their discussions Engage (Initiate here, carry through the
and make a mental note of students who are guiding themselves towards the correct answer. Students will share their ideas for lesson.)
determining the value of a side when given the value of the other side and the hypotenuse for a right triangle. I will then explain to
them the correct answer and connect it to the formula used for the Pythagorean Theorem. I will show them the rest of the PowerPoint
from yesterday (slides 8-10) as I explain the converse rules as well as how the Pythagorean Theorem is used for acute or obtuse
triangles.
Work Session (Body of Lesson) Instructional Strategies: After the PowerPoint, students will be given a worksheet that allows them to Explore (initiate here, may repeat throughout
practice finding “a”, “b”, or “c” values of a right triangle. The worksheet will also assess their knowledge on determining if a given the lesson.)
triangle is a right, acute, or obtuse triangle. This will allow them to practice applying their knowledge to find solutions to problems and Students will be given various triangles and
prepare them for the project that they will start in tomorrow’s lesson. I will anticipate students to struggle when given triangles with a must try to find the measurement of the third
missing value of “a” or “b”, rather than “c” as they work on the Pythagorean Theorem Worksheet. I will monitor their strategies and missing side using the Pythagorean Theorem. I
2 2 2 will explain how the Pythagorean Formula is
make notes on common misconceptions. For example, many students use the 𝑎 + 𝑏 = 𝑐 formula but accidentally plug in the wrong
values for “a,” “b,” and “c,” giving them the wrong answer. Many students also will forget to take the square root at the end to find their used to find the missing length if you are given
final answer. I will point these errors out as I monitor the students, and I will also cover common misconceptions on the board two other lengths (making the connection that
periodically that way students can look at their work and make changes if necessary. you can still use it, even if you are looking for
“a” or “b”, rather than “c”in the formula.
Closure/Summarizing/Wrap up: Explain, Evaluate
I will have students volunteer to share their answers for various questions on the worksheet and have them explain their work process, Students will explain their work process to the
I will the connect their explanations to vocabulary, examples in class, connections to previous units, or to the PowerPoint that we class when solving different problems from the
looked at previously. Students will be asked probing questions throughout the lesson to encourage high-level thinking. For example, worksheet, I will ask them probing questions
students will be encouraged to determine if answers are rational or irrational, and why. to guide their answers and encourage them to
dig deeper.
Modifications/Differentiation: This lesson offers individual and group work, allowing students to ask for feedback and support from Explain, Evaluate
their peers and the teacher. Students who need time extensions will be told to do only the odd numbers of the worksheet so that they
still get to practice all the concepts learned in class.

Instructional Supports

Resources and Materials Used to Engage Students in Learning

Theodorus Spiral PowerPoint Presentation Created by Ms. Holden
Kuta Software – Infinite Geometry Worksheet “The Pythagorean Theorem and Its Converse”
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
Kuta Videos
Other Relevant Information
Absent/virtual/quarantined students will be able to log into their Google Classroom account to follow along with us in class.
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Cognitivism Theory/ Student-centered
Connections to Technology and/or the Arts: Google Classroom will have lesson PowerPoint and the worksheet for missing students to use and answers to check their work.

Lesson Three:
Name of Teacher Candidate: Raven Holden Grade Level: 8th In this column, identify which of the

Lesson Title or Topic: Wednesday, Theodorus Spiral Project ● Science and Engineering Practices
● Standards of Mathematical Practice
Curriculum Areas Addressed: 8th grade math – Unit 8 Pythagorean Theorem Time Required: 1 day, 45 minutes and
● Cross Cutting Concepts
Instructional Groupings:
For this lesson, students will work independently to complete a short project where they are given a set of instructions and must use
Are applicable in this lesson
those directions to complete a Theodorus Spiral of their own.

Standards: SMP:
MGSE8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical 4.Model with mathematics.
problems in two and three dimensions. 5.Use appropriate tools strategically.
MGSE8.EE.2 Use square root and cube root symbols to represent solutions to equations. 6.Attend to precision.
7.Look for and make use of structure.
As a result of this lesson students will… 8.Look for and express regularity in repeated
reasoning.
Learning Objectives: Students will be able to use the Pythagorean Theorem to solve problems involving right triangles. Students will be
able to use their knowledge of exponents and square roots to determine missing side lengths of a triangle. Students will work with Cross Cutting Concepts:
radical expressions and approximate them as rational numbers. - write a decimal approximation for an
irrational number to a given decimal place.
- measuring length
Essential Question(s)
- find square roots of perfect squares
- What are the properties of a right triangle?
- How can we find the length of the hypotenuse of a right triangle?

Support for Academic Language

Language Function: Students will work individually to complete their Theodorus Spiral Project; they may ask for peers or the teacher to Note: Not all demands can be met in a single
check their work. lesson, but over the course of a unit all
demands should be supported so that the
Language Demands: Develop learning tasks that align with the standard so that by succeeding at the task, the learner is meeting the student can be successful in meeting these
demands of the function. Three main demands are vocabulary, discourse, and syntax. demands of the function.
Vocabulary: Right Triangle, Length, Triangle, Square, Square Root, Radical, Pythagorean Theorem, Spiral
Discourse: Students will work individually to create their Theodorus Spiral.
Syntax: Students will create their Theodorus Spiral with a given piece of construction paper. They will also record their values for “a”,
“b”, and “c” for each of the 11 triangles they measure.

Language Supports: Students will raise their hand and wait patiently for the teacher if they need assistance. Students will respectfully
assist others if needed and ask for help if needed.
Assessment: Short Project – students will begin the Theodorus Spiral Project

Assessment Strategy: The assessment used will be used as a summative assessment to determine the standings of the student’s
knowledge regarding the Pythagorean Theorem and right triangles.

Steps in the Lesson (Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including Identify the inquiry components: (Not all of
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.) the Es will be in every lesson, but engage,
explore, and explain form the backbone of
Activate learning (Hook): I will remind the students of the Pythagorean Theorem and show them the Theodorus Spiral from Monday’s the science lesson.)
lesson (slide 1). I will prompt them to recall their observations.

Introduction: Students will be prompted to think about where they have seen the Theodorus Spiral in nature, they may share ideas to Engage (Initiate here, carry through the
the class, and I will show them ideas as well. This will allow them to see examples before determining what they want to create their lesson.)
Theodorus Spiral into. I will introduce the project and go over the worksheets and criteria. (PowerPoint slides 11-13) The students will be able to see examples of
the Theodorus Spiral in nature to help give
them ideas for what they want their
Theodorus Spiral to be at the end, they can
brainstorm and share their ideas with the
class.
Work Session (Body of Lesson) Instructional Strategies: I will anticipate common errors for today’s project and will strive to explain the Explore (initiate here, may repeat throughout
directions carefully and clearly and try to cover any misconceptions prior to students starting their Theodorus Spiral. I will then give the the lesson.)
students their measurement document and the construction paper, along with rulers and other necessary materials. I will then allow The student will be able to create and explore
the students to begin their projects while I consistently monitor students and give them feedback if they are doing their calculations the Theodorus Spiral first-hand by creating
incorrectly. For the project, students must start by drawing a 1-inch line horizontally in the middle of their paper, and then connect a one.
vertical 1-inch line above to create a right angle. Students will then attach the two sides by drawing a line to create the hypotenuse of
the triangle. Students will use their knowledge of the Pythagorean Theorem to determine the most exact answer for the length of their
first triangle’s hypotenuse and they will record these calculations on their Triangle Measurement document. Then, the hypotenuse that
they drew becomes the base for their next triangle. They will draw a 1-inch line from the base to create a 90-degree angle. They will
then repeat the previous steps until they have a spiral of 11 triangles.
Closure/Summarizing/Wrap up: Explain, Evaluate
I will have students clean up and put their project documents in their bag. I will then lead a discussion on possible irregularities and
human error when creating the Theodorus Spiral. I will also encourage the students to think about why the right triangles created by
the students create a spiral rather than a circle.
Modifications/Differentiation: This lesson is an individual short project. Students who need further assistance will go into Ms. Bush’s Explain, Evaluate
room for small group assistance.

Instructional Supports

Resources and Materials Used to Engage Students in Learning

Theodorus Spiral PowerPoint Presentation Created by Ms. Holden
Adapted Version of Theodorus Spiral Documents – created by other teachers, modified by Ms. Holden
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
Theodorus Spiral Resources online and YouTube Videos
Other Relevant Information
Absent/virtual/quarantined students will be able to log into their Google Classroom account to follow along with us in class.
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Cognitivism Theory/ Student-centered/ Project-based learning
Connections to Technology and/or the Arts: Google Classroom will have the Theodorus Spiral PowerPoint and the project rubric and outline for missing students to use and answers to
check their work.

Lesson Four:
Name of Teacher Candidate: Raven Holden Grade Level: 8th In this column, identify which of the

Lesson Title or Topic: Thursday, Theodorus Spiral Project and Presentation ● Science and Engineering Practices
● Standards of Mathematical Practice
Curriculum Areas Addressed: 8th grade math – Unit 8 Pythagorean Theorem Time Required: 1 day, 45 minutes and
● Cross Cutting Concepts
Instructional Groupings:
For this lesson, students will work independently to finish the Theodorus Spiral Project that they started in class yesterday. Students will
Are applicable in this lesson
then be selected to present, and some will be given the opportunity to volunteer to present.

Standards: SMP:
MGSE8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical 3.Construct viable arguments and critique the
problems in two and three dimensions. reasoning of others.
MGSE8.EE.2 Use square root and cube root symbols to represent solutions to equations. 4.Model with mathematics.
5.Use appropriate tools strategically.
As a result of this lesson students will… 6.Attend to precision.
7.Look for and make use of structure.
Learning Objectives: Students will be able to use the Pythagorean Theorem to solve problems involving right triangles. Students will be 8.Look for and express regularity in repeated
able to use their knowledge of exponents and square roots to determine missing side lengths of a triangle. Students will work with reasoning.
radical expressions and approximate them as rational numbers.
Cross Cutting Concepts:
- write a decimal approximation for an
Essential Question(s)
irrational number to a given decimal place.
- What are the properties of a right triangle?
- measuring length
- How can we find the length of the hypotenuse of a right triangle?
- find square roots of perfect squares
- What are presentation norms?
- express solutions using correct terminology
and mathematical practices.
Support for Academic Language

Language Function: Students will work individually to finish their Theodorus Spiral Project; they may ask for peers or the teacher to Note: Not all demands can be met in a single
check their work. Students will then be selected or volunteer to present, and students will give feedback. lesson, but over the course of a unit all
demands should be supported so that the
Language Demands: Develop learning tasks that align with the standard so that by succeeding at the task, the learner is meeting the student can be successful in meeting these
demands of the function. Three main demands are vocabulary, discourse, and syntax. demands of the function.
Vocabulary: Right Triangle, Length, Triangle, Square, Square Root, Radical, Pythagorean Theorem, Spiral
Discourse: Students will work individually to finish their Theodorus Spiral. Students will use presentation norms when presenting
and when watching presentations.
 Syntax: Students will finish their Theodorus Spiral. They will then take turns presenting their project to the class, being respectful
when receiving and giving feedback.

Language Supports: Students will use presentation norms and be polite and respectful when giving and receiving feedback.

Assessment: Short Project – students will finish the Theodorus Spiral Project. Students will also present their work and demonstrate
their knowledge on the concepts, students and the teacher will ask probing questions for each student to expand on their thinking.
Students will also have to write a paragraph explaining their reasonings and rationales for their Theodorus Spiral calculations.
Assessment Strategy: The assessment used will be used as a summative assessment to determine the standings of the student’s
knowledge regarding the Pythagorean Theorem and right triangles.

Steps in the Lesson (Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including Identify the inquiry components: (Not all of
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.) the Es will be in every lesson, but engage,
explore, and explain form the backbone of
Activate learning (Hook): I will show the students the rubric for the Theodorus Spiral project, encouraging them to check and make the science lesson.)
sure that they are completing everything correctly.

Introduction: Students will be told that they have a limited time in class to finish their projects, and to add any touches needed before Engage (Initiate here, carry through the
presentations. lesson.)

Work Session (Body of Lesson) Instructional Strategies: Students will be able to work on their projects for the first 15 minutes of class, Explore (initiate here, may repeat throughout
then we will have students present during the remaining 30 minutes. While they are finishing up their projects, I will monitor their the lesson.)
progress and select some to present that used various creative ideas. I will also allow students to volunteer and show their work for .
random triangles from their Theodorus Spiral. I will ask students questions that allow them to prove their understandings of the
Pythagorean Theorem and I will connect their knowledge to what we discussed in class.
Closure/Summarizing/Wrap up: Students will collaborate and have an informal group discussion based off the presentations from Explain, Evaluate, Elaborate
today’s class. I will guide them with questions like – what was the most difficult part of this project? Why do you think I assigned this The students will have to explain their
project? How do you think this concept applied to the real world in other ways than the Theodorus Spiral? They will then write a one project’s relation to the Pythagorean Theorem,
page paragraph explaining their thought process. and common misconceptions they had. They
will also be asked probing questions for them
to elaborate on concepts and terminology.
Modifications/Differentiation: This lesson is an individual short project. Students who need further assistance will go into Ms. Bush’s Explain, Evaluate
room for small group assistance.

Instructional Supports

Resources and Materials Used to Engage Students in Learning

Adapted Version of Theodorus Spiral Documents – created by other teachers, modified by Ms. Holden
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
Theodorus Spiral Resources online and YouTube Videos
Other Relevant Information
Absent/virtual/quarantined students will be able to log into their Google Classroom account to follow along with us in class.
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Cognitivism Theory/ Student-centered/ Project-based learning
Connections to Technology and/or the Arts: Google Classroom will have the Theodorus Spiral PowerPoint and the project rubric and outline for missing students to use and answers to
check their work.