SINGLE SUBJECT CREDENTIAL

PROGRAM

Revised 7.1.13

WEEKLY SCHEDULE FORMAT

Unit Title: Lines, Angles, and Triangles Week 2

Name: Bill Guppy

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will
expand as you type. Use additional pages as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and
assessment strategies. Add links to resources as appropriate.

Monday
Lesson
Title or
Topic
CA
Content
Standard
w/
Number

Tuesday

Wednesday

Thursday

Friday

Pythagorean Theorem

Pythagorean Theorem

Catch Up, Tasks,

Assessment

Catch Up, Tasks,

Assessment

Catch Up, Tasks,

Assessment

8.G.6
8.EE.2
MP1, MP2, MP3, MP7

8.G.7
8.EE.2
MP1, MP2, MP3, MP7

ALL

ALL

ALL

Students demonstrate
their understanding of the
concepts and skills
covered to date.

Students operate on and

make use of the concepts
and skills covered to date.

Students interpret and

restate the concepts and
skills covered to date.

Introduction to the
objective for the day.
Review the concepts of
the previous week.

Students begin by
completing the Focus on
Vocabulary as a quiz.

Whole class discusses Skill

Builder 6. Students can
come to the board to
indicate their solutions.

Introduce the rectangular

model that corresponds to
the Diagonal of a
Rectangular Prism. Pose
the problem to the class.
Prompt for solutions to the
problem.

Teacher prompts students

to present questions
toward angles, parallel
lines, Pythagorean
Theorem.

Students work in partners

on Skill Builder 7. Then
whole class discusses
answers.

Measura
ble
Objective

Students demonstrate a
proof of the Pythagorean
Theorem.

Lesson
Introduct
ion

Discuss a review of the

Pythagorean Theorem and
what we know so far.

Lesson
Body
(Direct
Instructi
on)

Introduce the Proof: Part 1

and inform students how
to follow along by cutting
out their shapes and
arranging them in front of
them. Students answer
questions to discover the
proof.

Students use the

Pythagorean Theorem and
its coverse to solve
problems. Students will
apply the Pythagorean
Theorem to find distances
in the coordinate plane.
Review concepts and
vocabulary.
Present The Pythagorean
Theorem and Its Converse.

Teacher discusses possible

answers to Pythagorean
Triples asking students to
give feedback.

Revised 7.1.13

Name: Bill Guppy

SINGLE SUBJECT CREDENTIAL

PROGRAM
WEEKLY SCHEDULE FORMAT
Unit Title: Lines, Angles, and Triangles Week 2

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will
expand as you type. Use additional pages as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and
assessment strategies. Add links to resources as appropriate.

Monday

Tuesday

Wednesday

Thursday

Friday

Lesson
Body
(Student
Activity)

Students work in partners

on A Proof: Part 2.

Students work with

partners on Find the
Missing Length and
Finding Distances.

Students work in partners

on Skill Builder 1, 2, 3.

Students work in groups

on Skill Builder 4, 5, 6.
Teacher observes each
group, asking probing
questions and assessing.

Lesson
Closure

Discuss the students

discoveries to Part 2.

Whole class discussion on

Pythagorean Theorem and
its properties.

Whole class discusses

solutions to Skill Builders.
Students are prompted to
present questions.

Whole classes discusses

answers to Skill Builder 5.

Whole class discusses

answers to Knowledge
Check.

Adaptati
on/
Engagem
ent
Strategie
s

Encourage students to
verbalize the meaning of
the cut-up proof, and
assist them with the
symbolic translation of
this work as needed.

Ask for volunteers to study

and present to the class
President Garfield's proof
of the Pythagorean
Theorem

Allow students to inspect

the model, so that they
can fully understand the
problem. Point to angles
and sides asking what's
known.

Meeting in small groups

with students, teacher can
assess each students
needs and provide
adaptations where
needed.

Meeting in small groups

with students, teacher can
assess each students
needs and provide
adaptations where needed

PM: observation and notetaking on A Proof: Part 2

Summative: Exit slip

explaining the difference
between the Pythagorean
Thrm. and its converse

PM: Teacher assesses

responses to Rectangular
Prism problem
PM: observation and notetaking while students work
on Skill Builders

Summative: Vocabulary
Quiz
PM: small group
observations

Summative: Knowledge
Check
PM: small group
observations

Worksheets from
MathLinks: Grade 8
Student Packet
Scissors

Worksheets from
MathLinks: Grade 8
Student Packet
Introduction to Algebra:
Student Handbook; UCLA
Math Content program for
Students, pg. 62 & 65

rectangular prism model

(made by teacher)
MathLinks: Grade 8
Student Packet

MathLinks: Grade 8
Student Packet

MathLinks: Grade 8
Student Packet

Assessm
ent

Resource
s

Students work on
Knowledge Check as a
quiz.