PythagoreanTheoremRapProjects

ContentArea:8thGradeMath
TimeFrame:Two84minuteclassperiod.

Standards:
8 Understand and apply the Pythagorean Theorem.

8.8.G.6 Explain a proof of the Pythagorean Theorem and its converse.

Converse of the Pythagorean theorem: is it a right triangle?
(Eighth grade - O.5)

8.8.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.
Pythagorean theorem: find the length of the hypotenuse (Eighth
grade - O.1)
Pythagorean theorem: find the missing leg length (Eighth grade
- O.2)
Pythagorean theorem: find the perimeter (Eighth grade - O.3)

Objectives:
Studentswillbeableto:

1) Correctlyusevocabularytermssuchas:leg,hypotenuse,rightangle,sum,square,etc..
2) Usewritingskillstocreateacoherentrap.
3) Performarap/poeminfrontofclass.

ClassDescription:
CoTaughtClassroomwithbothSPEDandnonSPEDstudents.

MaterialsNeeded:
Fastrapbeat,Smoothrapbeat.

Modificationsnote
:Bothteachersprovideadditionalassistanceasnecessary.When
applicable,groupstudentswithspecialneedswithhelpfulpartners.

Sources:
NA

Context:
This lesson is more of a post-test application project. In the past two years, the
curriculum guide has concluded pythagorean theorem directly before Thanksgiving break.
This project comes in the two days after the unit test, and concludes with a class celebration
and performance by their teachers.

Project Overview:In groups, students are to create a rap over the subject of
Pythagorean Theorem. They must use (at least) 8 vocabulary terms from the unit, and
the rap must be coherent they cannot simply choose vocabulary terms and rhyme them
nonsensically. They will then perform their rap in front of class. They can choose between
a fast beat, a smooth beat, make their own beat, or perform acapella. Class winners (as
decided by the two teachers) of the rap project get a free dominos cinnastix coupon. This
project is done collaboratively with the other 8th grade teacher.

Daily Activities:
Day 1
Introduction:
Students are given an overview of the project and the
schedule for the two project days. Then, they are shown the grading rubric
(Document A) for how they will be scored, followed by a sample of the two
rap beats.
Next, Students are allowed to choose their own groups (maximum of 3).
All-Write Round Robin:Using this Kagan strategy, students will write out
as many unit vocabulary terms as they can remember in two minutes.
After the two minutes, groups will give their answers, and teacher will
compile a class list, and review for meaning.
Work Time:
In groups, students will begin writing out their raps. They will
have the remainder of the class period to complete. Teachers will monitor,
assist, and guide student work.

Day2

WorkTime:
Studentswillbreakbackintogroupsandhave30minutesto
completetheirraps.

Performance:
Studentswillperformtheirrapinfrontoftheclass.

SurprisePerformance:
TeachersperformtheirownPythagorean
TheoremrapPySWAGoreanTheorem.

ClassParty:
Studentscanhangoutandchatwithclassmates.Theycan
enjoysnackstheybroughttoclass.


DocumentA:Rubric

10

Vocabulary

Uses<4
vocabulary
terms.

Uses47
Vocabulary
terms.

Uses8ormore
vocabulary
terms.Uses
themcorrectly.

MakesSense

Littletono
sensebeing
made.Student
justwrotea
word,puta
rhymingwordfor
eachterm.

Therearesome
linesthatmake
sense,butsome
versesare
nonsensical.

Rapmakes
sense.There
arecoherent
linesinrap.

Effort

Verylittle
ontasktime.

Ontaskabout
halfofthetime.

Entirelyontask
duringproject.

Performance

Didnotperform

Peformed.