LESSON PLAN for VA., S.O.L., 8.10b and A.

4f
BY GREGORY B. BLANCHARD

PYTHAGOREAM THEOREM
and LINEAR EQUATIONS

LESSON PLAN
VA. SOL. 8.106 AND A.4f PYTHAGOREAN THEOREM AND EQUATIONS

Introduction:

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Lesson Topic: Solving real-world problems involving equations and systems of equations. Length of Lesson: 50 minutes. Virginia Standards of Learning: 8.106, A.4f. Students will apply the Pythagorean Theorem and solve real-world problems involving equations and systems of equations.

Cognitive Objectives: Students will: Understand the Pythagorean Theorem is used to find the measure of any one of the three sides of a right triangle if the measure of the other two sides is known. y Develop the skills necessary to calculate the length of a side of a right triangle when given the length of the other two sides. y Solve real-world problems involving the Pythagorean Theorem.

Materials/Technology and Advanced Preparation: Set up Power Point (slide of ugliest tree house showing). Divide chairs into four groups. Provide small rafters to each station. Rafter to have step method layout marred on surface.

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Teaching and Learning Sequence: Introduction/Anticipatory Set: y y y y Explain Lesson for day. (Pythagorean Theorem, slope-rise over run.) Have each group look at rafter and discuss. Mingle, encourage, and guide (5 7 minutes). Back to normal seating arrangements.

Lesson Development: Draw students attention to Power Point screen. Encourage students to compute calculations on their notes to mimic those in the presentation. Give Power Point presentation.

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Teacher should always walk among students to check progress on calculations and help as necessary.

Clos re

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Find structure and calculate the pitch of roof and length of rafters. Students to attach a brief explanation of why they picked that structure and conclude if built sound (or not) and why.

Assessme

Formative: During class presentation and during time allowed for student s to calculate, the teacher should always walk among students to check progress. ( ingleEncourageGuide.) Summative: The teacher will mentally monitor (enter in journal at appropriate time) students demeanor and amount of input during presentation. During the time, the teacher explains the small rafter and how it relates to rise over run and Pythagorean Theorem, mental notes taken on who seems to Understand. y The teacher will review homework assignment

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Homewor

Go over dimensions on rafter handed out in class. Encourage students not to have bad looking structures in yard

Appended Material: Power Point Presentation. Written Instruction for Power Point Presentation. Instructional Content and trategies Organizer. Curricular ramework ocument. y y VA., .O.L., 8.106 http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml VA., .O.L., A.4f http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml

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Small rafter sample. anipulation of model rafter to visually see rise over run. ackground paper showing overall rise over run.

Group is ussion Power Point present tion. Vi eo present tion.

E pl in seat- ut E plain tails and overhang. E plain heel and heel height. Question ridge rafter and how much to shorten rafter. omework assignment.

Power Poi t I structions V ., S.O.L., 8.106, .4f

Todays lesson plan is about slope and the Pythagorean Theorem. (SLD. 10 Why o I even are? I ill never use this. Rise hen

over run, not in a million year, are a e replies that are asked hile pit hing this lesson plan. Well, the one great exa ple o m these math acts are needed, is buil ing a roo . (SLD. 11, 12 Those o you time in your li e you ho think you

ill never buil a roo are mistaken. Some or th girls, you e irls shoul pay

ill attempt to assemble shelter or a la nmo er, ire ood, or even the pet og. (SLD. 13, 14

a may ant a oll house or your aughters to play in. The boys, a tree house or your sons to pl y in. (SLD. 15, 16 attention so hen youre married you ill be able to help your husband

ith the al ulations and prevent the lopsi ed structu rom re

appearing in the yard. (SLD. 17, 18, 19, 20 . This lesson plan ocuses on al ulations needed to lay out a ra ter, and an explanation o ho to layout and ut the ra ters. We have

s Learned about the slope o a line and e have also re erred to the slope as pit h or rise over run. (SLD. 21, 22 We have al o studied the Pythagorean Theorem. Let us revie Theorem. (SLD. 23) brie ly and then try a real li e problem (or t o) using the oncepts o pit h and the Pythagorean

Exp a n s a (S D.

ode of russ handed o each s uden and ca cu a e he raf er eng hs. (S D. for a bu d ng fee w de w h a f ve over we ve p ch.

) P ay v deo and d scuss ca cua ons

). Try ano her prob e

LESSON PLAN for VA., S.O.L., 8.10b and A.4f

BY GREGORY B. BLANCHARD

PYTHAGOREAM THEOREM
and LINEAR EQUATIONS

HOW DO WE DESIGN RAFTERS?

RAFTERS

WHAT EQUATIONS MAY WE USE?

PYTHAGOREAN THEOREM: RATIOS:

PITCH:
RISE/RUN

SLOPE:

See Video