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Name: ____Chad Belfor_______________ Date of Lesson: ___________________________________

Grade Level __8____ Content__Mathematics: Finding Distance Between Two Points____ Time Frame ____75_____

Lesson Overview

Central Focus

How can you find the exact distance between two points?
Standards (Common Core State Standards, or Other Appropriate Standards)

CCSS.MATH.CONTENT.8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse.

CCSS.MATH.CONTENT.8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in
right triangles in real-world and mathematical problems in two and three dimensions.
CCSS.MATH.CONTENT.8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points
in a coordinate system.
Rationale/Purpose/Context of the Lesson

This lesson involves utilizing the students’ understanding of the Pythagorean Theorem via multiple access
points. Students are asked to deduce facts from evidence using problem solving and math skills involving the
Pythagorean Theorem in order to solve a crime. The lesson builds on their prior knowledge of finding
distance on coordinate grids and finding area of geometric shapes, and it reinforces their conceptual
understanding of the Theorem itself. Students will also be exposed to terminology and concepts in Criminal
Science, as the Pythagorean Theorem is applied to works of art and buildings.
Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)

Students will be able to:

- Apply the converse of the Pythagorean Theorem to verify right triangles.
- Use the Pythagorean Theorem to find distance between two points.
- Use deductive reasoning to come to conclusions.
Academic Language (For ELE, MGE and SEC: MATH, SCI, SS, ELA programs only):

Academic Language: Vocabulary Academic Language: Function

Pythagorean Theorem, leg, hypotenuse, coordinates, Compare, represent, evaluate, prove, measure,
slope, unit, square, square root, triangle, distance, deduce.
area
Assessment of Lesson Objective(s)

Teacher will observe and interact with student groups, assessing students’ ability to apply the Pythagorean
Theorem and to use the information to reach conclusions.


Students will choose a project to do and teacher will use these as formative assessments.
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Instructional Materials

Whiteboard
Cardboard
Scissors
Rulers
Tape
Grid paper
Worksheets
Markers
A2 paper
Chromebooks

Technology

Students will be able to use google classroom to write and to submit their projects if they opt to write word
problems. Also students will be allowed to listen to music during the choice-time.
Differentiation/ Planned Supports: Accommodations/Modifications
Students who struggle will be encouraged to advocate for help from and also be monitored by the teacher.
Care will be taken to make sure students are not hung up on inessential aspects of the lesson activities.

Peer-support will be encouraged at their mindfully chosen table-groupings.

Students will not be rushed to complete a task. If a student is struggling and is not already a part of the
existing support classes, teacher will be sure to encourage coming in for lunch or study hall.

Solving the individual group tasks involves differentiation. Students are able to contribute in multiple
modalities. Teams will be encouraged to reconstruct information by constructing artifacts or by drawing.
Extra sheets will be available, so students do not have to worry about making mistakes.

Teacher will assist students in interpreting the instructions.

The choice project allows students to choose tasks that are both appropriate and able to be successfully
completed.

Advanced: self-pace and opportunity to help others

Advanced students will first be asked to help their table-groups and provide scaffolding for their peers. The
choice project allows students to challenge themselves.
Prerequisite knowledge

The Pythagorean Theorem and how to use it to find length, the converse of the Pythagorean Theorem, basic
knowledge of arithmetic, finding area of squares and triangles, finding distance, exponents, multiplication,
plotting on a coordinate grid, and the properties of right triangles.
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Common misconceptions and obstacles

Students often miss the idea that this works for only RIGHT triangles. It is important for students to explore
the relationships of the areas of the side length of non-right triangles to clarify that a2 + b2 = c2 is only true
for right triangles.
Students will make the mistake of just adding the side lengths (a + b = c). Teacher will cover this in pre-
exercise activity with a graphic example on the board.
Students will do a2 + b2 = c and forget to take the square root of c2 to find the length of the hypotenuse.
Teacher will cover this in pre-exercise activity with a graphic example on the board.
Students will sometimes substitute the hypotenuse in for a or b instead of c in the equation. Teacher will
cover this in pre-exercise activity on the board.
When finding a length of a segment drawn on dot paper, students count the dots instead of length in units.
Teacher will correct this as observed.

Lesson Procedures

Opening

Warm up (10 minutes):

- Tell the students that today we will be doing an investigation at their tables, and that it is built upon our
previous work with the Pythagorean Theorem.
- Per routine students will write the lesson’s focus questions in their notebooks to give them an idea of what
lies ahead and why: How can you find the exact distance between two points?
- Ask the students their thoughts on the focus question, writing on the board their ideas and getting to the
Pythagorean Theorem.
- Room will be set up with six tables in the room and the Teams are doubled (Team 1 is at tables 1 and 4,
Team 2 is at tables 2 and 5, and Team 3 is at tables 3 and 6) so as to keep the groups to a size of 4
students.
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Instructional Procedures (Including Formative Assessments)

Activity 1: CSI Investigation (40)

Teacher will present the scenario to engage the students:

“There’s been a crime in Anytown, USA and we need you to solve it. Someone or someones broke into the
Museum of Expensive Art and stole two invaluable works. The Chief is on me to get results and I’m
breaking you all into three teams to examine what we know so far.

Team 1, you’ll examine the museum area for how they got in. It seems likely that they used a ladder to go in
through a window. Get us the facts!

Team 2, you’ll examine how they got the art out. We don’t know if two exits were used or if they just used
the door. Security footage shows a person with a briefcase exiting.

Team 3, you’ll trace the steps of some people of interest. Town surveillance and witnesses suggest a route
taken after leaving the museum. But some reports conflict and we need you to get to the bottom of it.

Using secret government registries of ladder owners in Anytown, we narrowed a list of 8 suspects. Hopefully
your findings can narrow it down.

Each team must present their conclusions with reasoning the Chief will understand. He likes pictures and
examples. In other words, he wants some sort of visual proof of your reasoning. If you want any materials,
we have markers, grid paper, scissors, cardboard, and such available.”

Get to work.”

At this point students will be given their Team Files, materials, and lists of suspects. They begin to work on
the questions.

After 20-30 minutes, depending on how things seem to be going, the teacher will wrap it up and ask the
Teams to come together with their conclusions and to present the Chief with their materials.

Activity 2: Pythagorean Theorem Choice Project (20)

Students will be given a choice of three projects to close out the Pythagorean Theorem:

1. Practice packet of finding distance

2. Make a graphic organizer
3. Write some story problems of their own.

Students will work on these projects as the teacher observes and checks-in with students.
Closing (5)

Students will clean up at the end of class.

They will be told to that they can finish their projects at home.

Textbook

Lappan, G., Phillips, E.D., Fey, J.T., & Friel, S.N. (2014). Looking for Pythagoras: the Pythagorean theorem (Connected
Mathematics 3). Pearson: Boston.

Additional Resource
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Redford University (n.d.). The Pythagorean Theorem in crime scene investigation. Retrieved from https://
www.radford.edu/rumath-smpdc/Units/src/
The%20Pythagorean%20Theorem%20in%20Crime%20Scene%20Investigation.pdf
ANYTOWN, IL
DEPARTMENT OF POLICE
CSI —— CONFIDENTIAL

Team 1: Investigate the exterior of the museum

What we know:

- The building has windows at 30 feet and 33 feet. Both windows appear
opened. Each window is 2 feet by 2 feet.
- Indentations that could be from a ladder were found 16 feet away from
the building, directly in line with the window at 30 feet high.
- A receipt from HOME HARDWARE was found in an exterior garbage
can. On the receipt was a ladder 28 feet tall.

Answer these questions from the Chief:

1. What length ladder would go from the indentations 16 feet from the
building to the window at 30 feet?
2. Could this ladder have been used for the window at 33 feet? If so,
where would we look for clues of where the ladder was placed
3. Is the receipt likely relevant to our case?
4. Do your conclusions eliminate any suspects?

PRESENT YOUR CONCLUSIONS


ANYTOWN, IL
DEPARTMENT OF POLICE
CSI —— CONFIDENTIAL

Team 2: Investigate how the objects were removed

What we know:

- Two items are missing: a scepter from the land of Eldorado and a
painting by Gronsky
- The scepter is 20 inches long and two inches wide at its widest point.
- The painting is 35 inches by 36 inches.
- Cameras caught a person leaving the 7 foot tall front door after hours.
The person was wearing an identifiable hat, a black trench-coat, and had
a briefcase that was 18 inches x 13 inches x 3 inches.

Answer these questions from the Chief:

1. Could the scepter be in the briefcase?

2. Would the painting fit in the briefcase?
3. Would the painting fit through the windows?
4. Would the painting fit through the door?
5. Do your conclusions eliminate any suspects?

PRESENT YOUR CONCLUSIONS


ANYTOWN, IL
DEPARTMENT OF POLICE
CSI —— CONFIDENTIAL

Team 3: Investigate surveillance and witness

information from the community

What we know:
- Police surveillance cameras show a person matching the suspect seen
on Museum security. The suspect was seen walking normally at the
corner of Dodge and Belmont at 9:00. He was picked up a mile later at
the intersection of Belmont and Elston at 9:20. He turned left up Elston.
- Two people matching the description were seen by witnesses at the
Starbucks at Elston and Central. One was seen no earlier than 9:42 and
went up Central, the other was seen around 9:36 and went down Poplar.
- Surveillance saw a person matching the suspect later at Main and Poplar
going toward a home on Poplar. The time stamp didn’t work, though. We
don’t know when the suspect arrived here.

Answer these questions from the Chief:

1. Which of the two people seen by witnesses at Starbucks is more likely
to be the suspected thief? Why?
2. Is the suspect who went down Poplar worth following? If so, what time
frame should we look for witnesses of the person on Poplar by Main?

PRESENT YOUR CONCLUSIONS