Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Square Roots Using a Carpenter’s Square – How Now Pythagoras?
Content Area: Mathematics
Grade Level(s): 8th
Content Standard Addressed: Work with radicals and integer exponents
✓ MGSE8.EE.2: Use square roots and cube root symbols to represent solutions to equations. Recognize
that 𝑥 2 = 𝑝 (where p is a positive rational number and |𝑥| < 25) has 2 solutions and 𝑥 3 = 𝑝 (where
𝑝 is a negative or positive rational number and |𝑥| < 10) has one solution. Evaluate square roots of
perfect squares < 625 and cube roots of > −1000 and < 1000.

Understand and apply the Pythagorean Theorem

✓ MGSE8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
✓ MGSE8.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.
✓ MGSE8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate
system. Solve real-world and mathematical

Technology Standard Addressed: Knowledge Constructor

✓ 3c. Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.

Selected Online Project/Collaboration Site/Publishing Opportunity: Practical Uses of Math And Science

URL(s) to support the lesson:

✓ Project Homepage: https://pumas.gsfc.nasa.gov/examples/index.php?id=79;
https://pumas.nasa.gov/examples/index.php?id=47
✓ Example File: https://pumas.gsfc.nasa.gov/files/11_07_00_1.pdf;
https://pumas.nasa.gov/files/07_10_98_1.pdf
✓ Teacher’s Online Assessment Form: https://pumas.gsfc.nasa.gov/users/login.php

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
Eight grade standards are divided into 8 units. I would consider using online projects as the end of unit
assessment for Unit 3: Geometric Applications of Exponents and Unit 6: Linear Models and Tables. This will
give students an opportunity to work collaboratively at creating an original product that will display their
depth of knowledge.
This specific project is twofold. The students will explore and analyze how master carpenters use a
carpenter square to calculate square roots with the help of local master carpenters. Then they will then take
it a bit further and apply use square roots, the Pythagorean theorem, and the law of cosine to build a mini
soapbox race car. The students will present their design and final product for the annual Pine Mountain
Middle School Field Day.

What technologies would be required to implement this proposed learning activity in a classroom?
This activity requires a wide variety of tools and technology from carpenter squares, pencils, mini
soapbox race car kit (basic), computer, design program.

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: The project will be completed in student groups. I will pair each group with a local carpenter

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 Online Projects, Collaboration Sites and Publishing Opportunities
that will show and teach the students the techniques that are outline in the example works. They will
also work with their field expert to design and build their final product. At the end of the project, we
will invite our field experts for the student presentation.
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): The framework of the project is provided by the teacher,
but the project is student-centered learning that will produce an original product.
c. Higher-order thinking: Students will be required to analyze the different math concepts, how
carpenters use simple tools to find square roots and Pythagorean Theorem and then apply this to build
a mini soapbox race car.
d. Students publishing their original work to others who will use/care about their product: Students
will do a presentation on their project for the class and field experts. They are not required to publish
the work, but can if they choose to do so.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

There are so many components to the project that it is hard to anticipate all the alternative or
assistive technologies that will be needed to provide the appropriate variety for my students. I will allow
students flexibility in the approach of the project and the final product they submit. As long as they can fulfill
all the points on the rubric and get prior approval from me, I would actually encourage that they explore all
the options available to them.

Lesson idea implementation and Internet Safety Policies:

Because of the research component, we need to make sure that we continue to adhere to the
District’s Internet Safety and Student Privacy policies. As part of the introduction of the project, we will go
over best internet practices – the do’s and don’ts of proper internet use, maintaining internet safety.

Reflective Practice:
After designing this lesson, I think the students will be more engaged in learning about square roots
and the Pythagorean Theorem because they will be able to create something of their own. Because the
project will overlap Units 2 and 3, it does function as an introduction to the Pythagorean Theorem in Unit 3.
To expand the lesson a little further. I could have the students calculate the volume of the mini-soapbox car,
which is the standard that follows the Pythagorean Theorem.
I want to investigate technology options available that could take this project to the next level.

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