Math Inquiry Lesson Plan

Subject Area : Mathematics

Concept/ Topic: The Pythagorean Theorem

Grade level : Grade 8

DESIRED OUTCOMES

Big idea/Conceptual Statement:

The Pythagorean theorem is used in real life experiences.

Objectives:

-Define the Pythagorean theorem.

- Examine the relationship between the right triangle and the area of square.

- Use the Pythagorean theorem to find the unknown length of a side in a right triangle.

- Solve real life word problems using Pythagorean theorem.

Standards:

Understand and apply the Pythagorean theorem.

CCSS.MATH.CONTENT.8.G.B.6
Explain a proof of the Pythagorean theorem.
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 and dimensions.
CCSS.MATH.CONTENT.8.G.B.8

PLANNING OF LEARNING ENGAGEMENTS

Pre-requisites:

- Calculating square roots and squares.

- Solving multi step equations as well as quadratic equations.

- Having a strong background in basic geometry concepts including the area of a squareand
Classifying triangles.

- Understanding that the hypotenuse is the longest side in a right triangle; it is also opposite to
the largest angle.
 - Having basic graphing calculator proficiency in finding squares, square roots and using the
table function.

Materials and Technology:

- Microsoft Power Point Presentation.

- YouTube videos.

- Computers and iPads.

- Graph Papers.

- Calculators.

- Display Posters.

- Worksheets.
- Pencils and rulers.
-
Differentiation:
- Different aids will be used to teach the lesson, such as visual aids, lecturing, writing,
drawing, and playing games.

- Students will work individually and in groups.

- Students, who have not yet mastered the Pythagorean theorem, can view the following
tutorial for further explanation:

http://www.khanacademy.org/video/the-pythagorean-theorem?topic=core-geometry
After watching the video, they may practice the concept.

5E Inquiry Cycle:

Engage:

1-A movie will be presented on the board, and then a visual thinking routine will be used (SEE-
THINK-WONDER). (Students write on the board)

http://alex.state.al.us/uploads/32199/PythagoreanTheorem.mp4
Questions:

What did you see in this video?

What do you think?

What do you wonder?

2- An A3 poster will be posted on the board and discussion starts. !

Question:

Assume you are a golfer, how far will you hit the ball to get into the hole with the least number of
shots? Explain your answers.

Students will discuss the answers together and then with the teacher.

Explore:

Students will be divided into two heterogeneous groups. Each group will accomplish one of the
following tasks:

Task 1: Accurately, draw the triangle you see on the board on a graph paper. Measure the unknown
length in centimeters.

Task 2: Play with numbers and manage to get an answer of 10. (A figure will be displayed on the
board.
!

The two groups will then discuss their answers.

Questions?

How are your answers related?

Did you get an answer of 10 by accurately measuring the unknown length? What do you think?

A third task will be assigned to all students to examine the relationship between a right triangle and
the area of square.

A poster will be posted on the board. Students will answer some questions on the figure. They are
allowed to use calculators.

a b c a2 b2 c2

3 4 5

7 10 149

6 8 10
 5 171 14

Questions?

Using the dimensions given, complete the table by finding the area of the squares in the given
diagram:

What relationship do you notice with the areas of the three squares?

Based on the patterns observed in the table, what conjecture can you make?

How do you relate your answers to the video youve seen at the beginning of the lesson and to the
results you got in tasks 1 and 2?

Can you help the golfer now and tell him how far exactly he has to hit the ball? How?

Explain:

Some right triangles will be displayed on the board.

Work with your partner. Use the figures on the board and ask each other to find the missing lengths,
make sure you are using the words: sum, square, square roots. (Peer assessing).

Questions:
Which of these triangles does not belong to the other triangles? Explain your choice. How? How do
we solve it?

Each student then will be asked to flip the piece of paper in front of him and solve the given
question individually.

Elaborate:

Play with Pythagorean theorem!

-Each student has a map in front of him. They try to find three questions posted somewhere in the
school and then start to solve them in the class with their partners. (They can use their phones to
picture the questions).

! !

- Students then use their iPads to play Pythagorass games. (Pythagoras The Game)

Evaluate:
Summarize, in your words, what you have learned today. What did you find interesting?

Design your own related questions and ask your partners to solve them. (Exit card).

ATTACHMENTS AND MATERIALS