Subject Area

Grade Level
Topic
Length of Unit

Mathematics
8
Pythagorean Theorem
13 Classes

Unit Plan
Essential Questions
Overarching Essential Question(s):
Why is developing a set of problem solving skills important to an Albertan citizen?
Topical Essential Questions:
How would the removal of measurement affect daily lives?
GLOs and SLOs
GLO(s):
1. Develop Number Sense
2. Use direct and Indirect Measurement to Solve Problems
SLO(s):
1. (N1) Demonstrate an understanding of perfect square and square root, concretely, pictorially and symbolically (limited to
whole numbers)
2. (N2) Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers)
3. (SS1) Develop and apply the Pythagorean theorem to solve problems
Learning Objectives
Students Will:
1. Determine the factors of a perfect square
2. Determine the square of a perfect square or a given number
3. Estimate the square root that is not a perfect square (using perfect squares to guide)
4. Approximate the square root that is not a perfect square using technology

Subject Area
Grade Level
Topic
Length of Unit

Mathematics
8
Pythagorean Theorem
13 Classes

5. Model and explain the Pythagorean theorem concretely, pictorially or using technology
6. Explain that Pythagorean theorem applies only to right triangles using examples
7. Determine the measure of the third side of a right triangle using Pythagorean theorem in a variety of problems

GLO(s)
Develop
Number
Sense

SLO(s)
(N1)
Demonstrate
an
understanding
of perfect
square and
square root,
concretely,
pictorially and
symbolically
(limited to
whole
numbers)
(N2)
Determine the
approximate
square root of
numbers that

Unit Plan Table of Specifications

Content
Blooms Taxonomy Categories
K/R
Co/U
AP
AN
S/E
Determine the factors of a
perfect square
5
5

Determine the square of a

perfect square or a given
number

10

Estimate the square root that

is not a perfect square (using
perfect squares to guide)

Weight
E/Cr
10%

10%

10%

Subject Area
Grade Level
Topic
Length of Unit

Use Direct
and Indirect
Measuremen
t to Solve
Problems

are not perfect

squares
(limited to
whole
numbers)

Approximate the square root

that is not a perfect square
using technology

(SS1) Develop
and apply the
Pythagorean
theorem to
solve problems

Model and explain the

Pythagorean theorem
concretely, pictorially or
using technology

Explain that Pythagorean

theorem applies only to right
triangles using examples
Determine the measure of
the third side of a right
triangle using Pythagorean
theorem in a variety of
problems
Total:
Day
1

10
SLO(s) Processes
N1
C, CN, R,
V

Key Concepts
-Determine the factors of
perfect square
-Determine the square of a
perfect square or a given
number

Mathematics
8
Pythagorean Theorem
13 Classes

10%

15

20%

10

10%

10

20

30%

60

30

100%

Strategies and Modifications

-Class discussion about class
expectations
-Review on the board what
squaring and square root are
-Explain Foldable assignment

Resources
-Poster for
expectations
-Teacher example of
foldable
-Scissors

A&E
Foldables
Study Notes

Subject Area
Grade Level
Topic
Length of Unit

N1, N2

C, CN,
ME, R, T,
V

-Determine the square of a

perfect square or a given
number
-Estimate and approximate
the square root that is not a
perfect square

N2

C, CN,
ME, R, T

-Estimate and approximate

the square root that is not a
perfect square

SS1

CN, PS,
R, T, V

-Model and explain the

Pythagorean theorem
-Explain that Pythagorean
theorem applies only to
right triangles using
examples

-Work on Foldable assignment

(some students can draw or write
their explanations in the
foldable)
-Group discussion about the
different centers (5)
-Work on different centers filling
in worksheet for each center
-Wrap up with a quick
discussion about each station
(pull popsicle sticks to ensure
that everyone is likely to get
picked)
-Take in foldable to review
-Hand back Foldable and
explain what everyone seems to
know and review quickly what
needs to be looked at (write
these on board)
-Explain the matching game in
pairs (Provide instructions on
the smart board)
-Clean up
-Introduce Pythagorean
Theorem by talk about squares
and triangles
-Explain the jelly bean
workshop without giving the
formula for the theorem
-Wrap up with a discussion

Mathematics
8
Pythagorean Theorem
13 Classes

-Smartboard

-iPads
-Worksheet for each
center
-Smartboard
(instructions)

-Matching Game
cards
-Smart Board

-Jelly Beans
-Pythagorean
Theorem figure
-Worksheet for
workshop
-Smart board
-Exit slip

Jelly Bean
Workshop,
Exit slip

Subject Area
Grade Level
Topic
Length of Unit

SS1

CN, PS,
R, T, V

-Explain that Pythagorean

theorem applies only to
right triangles using
examples
-Explain the Pythagorean
theorem

SS1

CN, PS,
R, T, V

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem

about the workshop and see if

they have figured out the
relationship between the sides
(using popsicle sticks to pick
names)
-Students will hand in worksheet
-Exit slip: In your own words
what is Pythagoreans Theorem?
-Think-Pair-Share: What is
Pythagoreans Theorem?
Students will discuss about the
theorem with each other and will
come together as a class
-Students will get together into a
different pair and work on the
foldable assignment adding into
the Exploring Pythagoreans
Theorem
-Students will hand in the
foldable for review by teacher
-Foldable will be handed back
and a review of Pythagoreans
Theorem
-Students will be in pairs to
solve the Stain Class Window
Problem
-Explanation of the problem and
they will use their knowledge of
Pythagoreans Theorem will
assist them. Calculations on a

Mathematics
8
Pythagorean Theorem
13 Classes

-Foldable

Foldables

-Stain Glass Window

Problem
-Calculations sheet
-Smart Board
-Crayons

Stain Glass
Window
Problem

Subject Area
Grade Level
Topic
Length of Unit

SS1

CN, PS,
R, T, V

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem

N1, N2, CN, PS,

SS1
R, T, V

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem
-Determine the square of a
perfect square or a given
number
-Estimate and approximate
the square root that is not a
perfect square

SS1

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem

CN, PS,
R, T, V

separate paper will be required

-If time they may color their
stain glass
-Clean up
-Students will work in pairs to
review more Pythagorean
Theorem
-Explanation of the connect 4
game before anyone starts
(instructions on smart board
-Multiple games will be played
-Exit Slip: There will be a
simple problem the students
must solve
-Students will be assigned into
three groups
-The jeopardy game will be
explained to the students and
expectations will be clearly
explained on smart board and
white board
-Students will participate in the
game one at a time contributing
to their team
-A winner will be announced at
the end
-Explanation of the next project
(snail) (instructions on smart
board)
-Students will be shown an

Mathematics
8
Pythagorean Theorem
13 Classes

-Connect 4 game
board
-Game Chips
-Exit Slip
-Smart board

Exit slip

-Smart Board
-Jeopardy
PowerPoint
-buzzer

Jeopardy
Game

-Pythagorean Snail
Project sheet (plain
paper)
-My example of the

Pythagorean
Snail
Project

Subject Area
Grade Level
Topic
Length of Unit

-Explain that Pythagorean

theorem applies only to
right triangles

SS1

CN, PS,
R, T, V

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem
-Explain that Pythagorean
theorem applies only to
right triangles

N1, N2, C, CN,

SS1
ME, R, T,
V, PS

-Determine the factors of a

perfect square
-Explain that Pythagorean
theorem applies only to
right triangles
-The application of
Pythagorean Theorem

N1, N2, C, CN,

SS1
ME, R, T,
V, PS

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem

example of the project but they

will do it individually
-Students will work on the snail
project til the end of class where
they will hand in what they have
finished
-After reviewing what the
students have done there will be
a short discussion about what
everyone is doing well and what
need improvement (use popsicle
sticks)
-Students will be given the rest
of class to finish the assignment
-Students will get into group
where they will work on one
section of the foldable
-Jigsaw: Students will become
experts in their section and will
join other experts of different
sections to share
-Students will then have a good
overview of the whole unit
-There will be a short class
discussion to clear up any
questions
-Students will be placed into
groups which are their home
groups
-They will be playing for their

Mathematics
8
Pythagorean Theorem
13 Classes

project
-Smart board
-Crayons

-Pythagorean Snail
Project sheet (plain
paper)
-My example of the
project
-Smart board
-Crayons

Pythagorean
Snail
Project

-Foldable
-Smart Board
-My example of
foldable

Foldables
Study Notes

-T-G-T game cards

-Instructions
-Smart Board
-Exit Slip

T-G-T, Exit
Slip

Subject Area
Grade Level
Topic
Length of Unit

-Determine the square of a

perfect square or a given
number
-Estimate and approximate
the square root that is not a
perfect square
8

N1, N2, C, CN,

SS1
ME, R, T,
V, PS

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem
-Determine the square of a
perfect square or a given
number
-Estimate and approximate
the square root that is not a
perfect square

N1, N2, C, CN,

SS1
ME, R, T,
V, PS

-Determine the measure of

the third side of a right
triangle using Pythagorean
theorem
-Determine the square of a
perfect square or a given
number
-Estimate and approximate

home group to get as many

points as possible
-Students will be moved
frequently to allow for different
challenges
-Exit slip: Any questions that
need clarifications before the
test next class?
-Explanation of the two classes
-Expectations and instructions
will be explained before
beginning the test (on smart
board and test)
-Students will be placed in
groups where they will answer a
problem together
-They will collaborate together
to finish the question in the
allotted time
-Students will then get ready for
the individual portion of the unit
test
-Explanation of the test will be
provided (on smart board as well
as test)
-Students will have the
remainder of class to finish the
test
-An activity will be provided at
the end of the test for students to

Mathematics
8
Pythagorean Theorem
13 Classes

-Group portion test

sheet
-Smart board

Unit Test

-Individual portion
of Unit Test
-Smart board

Unit Test

Subject Area
Grade Level
Topic
Length of Unit

the square root that is not a

perfect square

Mathematics
8
Pythagorean Theorem
13 Classes

do after they are done

Assessment Plan
Desired Results
Established Goals:
GLO 1: Develop number sense
GLO 2: Use direct and indirect measurement to solve problems
Understandings:
Students will understand that
1. Square root and squaring are both related to each other
(they are the inverses of each other)
2. Pythagoreans Theorem pertains only to right angle
triangles
3. Pythagoreans Theorem can be used for a variety of
circumstances such as paintings, architecture, etc. in
everyday life
Students will know
Distinguishing between square roots and squaring and how they
are related
What Pythagoreans Theorem and how it applies to right angle
triangles

Essential Questions:
1. Why is developing a set of problem solving skills
important to an Albertan citizen?
2. In what ways would the removal of measurement affect
our daily lives?

Students will be able to do

1. (N1) Demonstrate an understanding of perfect square and
square root, concretely, pictorially and symbolically
(limited to whole numbers) [C, CN, R, V]
2. (N2) Determine the approximate square root of numbers

Subject Area
Grade Level
Topic
Length of Unit

Mathematics
8
Pythagorean Theorem
13 Classes

that are not perfect squares (limited to whole numbers) [C,

CN, ME, R, T] [ICT: P2-3.4]
3. (SS1) Develop and apply the Pythagorean theorem to
solve problems [CN, PS, R, T, V] [ICT: P2-3.4]
Assessments
Learning
Outcomes

Title

Foldables

Jelly Bean
Workshop

Stain Glass
Window
Problem

Type
(Formative/Summative
)

Formative/
Summative

Formative

Summative

Formative

Summative

Formative

Summative

Weighting

30%

N/A

20%

N/A

20%

N/A

30%

(N1) Demonstrate an
understanding of perfect square
and square root, concretely,
pictorially and symbolically
(limited to whole numbers)
(N2) Determine the approximate
square root of numbers that are not
perfect squares (limited to whole
numbers)
(SS1) Develop and apply the
Pythagorean theorem to solve
problems

Assessment Tool Overview

Exit Slip

Pythagorea
n Snail
Project

T-G-T/
Jeopardy

Unit Test

Subject Area
Grade Level
Topic
Length of Unit

Assessment Tool

Foldable

Jelly Bean Workshop

Stain Glass Window

Problem

Exit Slip

Mathematics
8
Pythagorean Theorem
13 Classes

Brief Description
Students will create a Foldable Study Tool that will keep track of the
information in the unit. There will be 5 sections in this booklet: Square root
and squaring, Exploring Pythagorean Relationship, Using Pythagorean
Relationship, Applying the Pythagorean Relationship, and What I need to
work on. It will be used as a pre-assessment to see what the students know
by filling in all they can. During the unit students will add to all sections
creating a study tool they can use to study for the Unit Exam.
Students will work in small groups to explore the Pythagorean Theorem
using jellybeans. The students will be given many different situations to
show the relationship. In this activity they will be given a triangle where the
squares of each side will be mapped out in cardboard. The students will fill
the two squares with jellybeans showing the area for each square. They will
then take all the jellybeans from the two squares and place them in the
hypotenuse square to show the relationship. They will use a ruler to
measure each side where they will fill in the values in the worksheet.
Students will be in pairs for this assignment. They will be given a stain
glass picture that contains only right angle triangles. Students will be given
certain values for the triangles where they will need to use Pythagoreans
Theorem to figure out the values of the missing sides. This assesses if the
students can apply their knowledge about the theorem in a variety of ways.
They will need to produce the steps they took in order to arrive to the
answer. Each question will be marked out of 3 (one for the correct
placement of values in the formula, one for the correct operations, and one
for the answer).
An exit slip is used when no assignment is assigned during class. I have
placed an exit slip after learning a new concept. The first exit slip is after
reviewing square roots and squares where a question will be given and the
student must answer it. The second exit slip is after learning about

Assessment
FOR Learning

Assessment AS
Learning

Assessment OF
Learning

Subject Area
Grade Level
Topic
Length of Unit

Mathematics
8
Pythagorean Theorem
13 Classes

Pythagorass theorem where they will be given a simple problem that they
must answer. The last exit slip is before the unit exam to see if there are any
lingering questions that need to be answered before the test.

Pythagorean Snail Project

T-G-T/Jeopardy

Unit Test

Students will use triangles to create a snail (performance task). This is done
individually. They will need to use Pythagoreans theorem to find out the
sides of each hypotenuse in the snail figure. The students will have to use a
compass to create a right angle triangle. All sides need to be labeled using
the approximate values. They will need to provide a separate sheet
containing all of their work they did for all their calculations. After they
have completed their snail they will make it colorful by coloring it in.
The jeopardy game will be used as a mid point assessment (formative) to
ensure that they understand the material that has been taught in class. It will
be just like the game where they will need to buzz in to answer. Scores
will be added together to produce a winner. T-G-T is a game where students
are in a tournament. There will be home teams that compete against each
other. Each player will read out a question where they will answer. If the
student to their left agrees they will say pass and if they do not they will
provide an alternative answer. They will use the scoring guide to give out
points where they will be tallied for their home group total.
The test will be divided into two components. A group portion and an
individual portion. In the group portion students will work together to
answer a problem using Pythagorean Theorem. After they have completed
the group portion they will continue to an individual portion. It will assess
mostly Pythagorean Theorem but also square root and squaring. It will be
composed of true/false, short answer, and multiple choices. The individual
portion will be worth 60% and the group portion is 40%.