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Unit Plan—Geometry 1. Unit Topic: The Pythagorean Theorem 2.

Lesson Topics: Radicals, Pythagorean Theorem, Altitude to Hypotenuse Theorem, Distance/Midpoint Formulas, Special Right Triangles, 3-D Pythagorean Theorem 3. Core Standards     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. 8. G. 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. N-RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents. G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

4. Big Idea: (To what big idea or enduring understanding does this lesson connect?) Students review and explore the Pythagorean theorem and its application in right triangles. They will be able to review the radicals and apply previous knowledge of Pythagorean theorem to determine side lengths and side ratios in a special right triangle. The Pythagorean theorem is also the fundamental knowledge to understand the altitude to hypotenuse theorem, distance and midpoint formula, and find missing sides in solid figures. In addition, understanding the relationship between two sides in a special right triangle will become the fundamental knowledge in topic of trigonometry in the future. 5. Essential Questions:  How can the Pythagorean Theorem be used to find the missing side of a right triangle?  triangles interrelated?  and 30 used more than other triangles?  How to use Altitude on Hypotenuse Theorem to find the missing side of a right triangle?  How to use the Distance Formula to find the distance between two points?  How to use Midpoint Formula to find the midpoint of two points?  How to apply the Pythagorean theorem to solid figures? 6. Objectives a. Knowledge Outcomes

Students will be able to understand the relationship among and between sides of special right triangles.  Students will be able to understand  Student will be able to determine the ratios between sides in right triangles.  Student will be able to use trigonometric ratios to solve problems. b. Skill Outcomes: (What skills do you intend students learn or practice?)     Use Pythagorean theorem to find the missing sides in 2D and 3D figures Use altitude to hypotenuse theorem to find the missing sides in right triangles Find the missing points and the distance between them through midpoint and distance formula Apply Pythagorean theorem to solve real world problems

7. Assessment (How will you determine what the students have learned during and as a result of the lesson? What evidence from the lesson supports your beliefs about student learning?) a.       Formative assessments: Student comments/questions during group activity Classwork/group activities Use exit ticket to check students’ understanding Homework quality Group quizzes (Pythagorean theorem, distance formula, midpoint formula) Quizzes (Radicals; Pythagorean theorem and Parachute Pete; Special right triangles)

b. Summative assessment:  Unit Tests 8. Sequence of the lessons a. What’s the hook to make the lesson interesting? How will you open the lesson? Use YIELD Sign to demonstrate the special right triangle issue: the teacher will show a YIELD sign, and ask students what is it; then, ask students if I only know the length of the altitude, can we calculate out the side length of this yield sign? (generally, for non-special triangle, you will not be able to calculate the length of side out if you only know the length of altitude). Then, tell students as soon as we review the Pythagorean theorem and radicals, we will learn the knowledge to solve YIELD sign problem. b. Activities (The body of the lesson step by step with directions and your key questions. Include plans for each transition within the lesson. Indicate how long each section will take. )  Guided practice with teacher 1) -

2) Use computer-assisted software to learn student find the distance and midpoint formula 3) Introduce Parachute Pete to set up proportional equation 4) Lead students to fold a pyramid to visualize a 3D figure 5) Introduce Parachute Pete to show how altitude to hypotenuse theorem works Group activity

1) Draw a YIELD sign with an altitude of 4√ inch 2) Rotating station group activity (finding the missing side by using Pythagorean Theorem) 3) Matching activity (altitude to hypotenuse theorem) 4) Raffle box activity (distance formula) 5) Group activity on special right triangles 6) Stations activities: use special relationship to find the missing sides 7) Folding 3-D pyramid activity 8) Group work: find the missing sides of prism, cube, and pyramid. c. Materials       24 Rulers, blank papers, group activity worksheets 24 Whiteboards, erasers, marks 25 unfolded pyramid card stack, scissors, tapes 25 raffle ticket sheets with 30 problems on each sheet, a raffle box, and some small prizes. Topic related worksheets and handouts 24 Station activity worksheets, and 30 problems

 24 rotation station activity worksheets, and 12 problems d. Sponge Activity (What will students do if they finish early?) Work on the Dragon Puzzle; do more activities problems (raffle box, matching activity, station activity, rotating station activity, whiteboard activity), response questions, peers’ discussion based on the materials. e. Wrap-Up (How will you pull things together, have students process what they’ve learned, pose a question for further consideration?) This is the sense-making phase of your lesson. e.g. share learnings/ products from students, and/or you have the last word, ask a question… connect to previous lesson, comment on insight that occurred during lesson, preview how this activity connects to future lesson…) Short review of the unit, and take the unit test. Keep last five minutes for questions response (for whole class and individual student). 9. Group Work (If you are grouping…Why are you grouping? How are you grouping?)

In most of the lessons, student will be divided into six groups with four students in each group. In math class, group activity is a significant and effective method to help students understand the knowledge better. Students will learn quickly with each other. 10. Potential Pitfalls (use these to revisit and adjust lesson plans for pitfalls that you can anticipate)      Students do not finish the group activity within the time limit. Students might have a hard time to memorize the relationship between each side in a special right triangle. Students might have difficulty in visualize the diagonal and identify each side in a 3D figure. Students might make mistakes often in operations involving radicals. Students might set up the wrong equation by using Parachute Pete.