Nicole Wittels

Pythagorean Theorem and Irrational numbers lesson #6

Topic, class, and level: Number Systems and Irrational numbers, 8th grade algebra,
honors
Date for implementation: Wednesday, January 28th, 2015
Conceptual Framework:
How can we apply the Pythagorean theorem?
Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
8.G.7 Apply the Pythagorean theorem to determine unknown side
lengths in right triangles in real-world and mathematical problems in
two and three dimensions.
Knowledge/Understandings: What should the students know and understand at
the end of this lesson?
Students will understand that given two side lengths of a right triangle, we
can use the Pythagorean theorem to find the length of the third side.
Students will know how to find the third side of a right triangle, given the
other two sides.
Students will know what a2+b2=c2 represents.
Skills: What will the students be able to do when this lesson is over?
Students will be able to find the third side length of a right triangle, given
the other two sides.
Students will be able to apply the Pythagorean theorem to real-world
examples.
Assessment.
Student participation during the lesson, classwork, and homework.
Instructional Approach: (Describe activities, allotted time, and closure)
Materials, preparation, and/or on-line resources to be used:
https://www.youtube.com/watch?v=XsZCTzYNBQE
Classwork sheet
Hook: What question or activity might spark student curiosity and motivation?
Show students YouTube video of the football play.
Activities: What question/s might encourage the student to explore and discover
the content? What will happen during the body of the lesson?

1. Start with the YouTube video. Have the class watch it twice to ensure
comprehension. (10 minutes)
2. Project the PowerPoint slides onto the board and have the class respond to
the questions. (20 minutes)
3. Give the class a worksheet, which will help them to solve the questions
about the Champ Bailey, Ben Watson play. They may work in pairs. (15
minutes)
4. Ask the class what answers they got, and have students explain how they
got their answers. (4 minutes)
5. CLOSURE: Remind the class that this theorem is very useful for finding
side lengths of right triangles and that tomorrow we will be proving why
the theorem is true. (1 minute)
Grouping:
I have the students working in pairs on the classwork sheet if they want to
compare ideas and methods for solving the problem.
Sponge activity: (to soak up extra time)
If the class finishes early, they can start coming up with ideas for their homework.
Homework when appropriate:
Find or create 3 right triangles in your house. Use a ruler to measure the sides of
the triangle and see if the Pythagorean theorem holds.
Wrap-up: How will you help students make meaning from the lessons
activities?
Using the Pythagorean theorem to solve a real-world question gives the theorem a
lot of meaning. In addition, the next class we will be proving why it is true.
Potential Pitfalls and Reflection: What difficulties can you predict that your students
may find challenging or have misconceptions about? How will you address those
confusions?
I do not foresee any troubles with the lesson.