Ashley Roman

Education Field Experience EDUC 230-01

Professor Suk
Spring 2017
Middle School Lesson Plan

Grade Level: 8

Subject: Middle School Mathematics Topic: Pythagorean Theorem

Objective: The students will be able to (SWBAT) identify a missing side length of a two-
dimensional and three-dimensional triangle through the use of Pythagorean Theorem.

Standards: NJCCCS Standards for Mathematics 8.G.B.7 (NJCCCS, 2016, p. 7)

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in
real-world and mathematical problems in two and three dimensions.

Materials: notebooks, pens, pencils, Pythagorean Theorem worksheet, PowerPoint slides,

projector and screen

Prerequisite Skills and Knowledge: The students have recently completed a chapter section
regarding what Pythagorean Theorem is and how it applies to right triangles only. The students
are able to identify what a right triangle is and what the Pythagorean Theorem equation is.

Anticipatory Set: As the students are seated, the class will listen to a catchy tune regarding
Pythagorean Theorem. The song will feature lyrics on the formula and even a problem that will
be solved.

Input and Modeling: The teacher will provide the students with guided notes and practice
problems pertinent to Pythagorean Theorem for the students to complete throughout the class
session. At the beginning of instruction, the teacher will review the formula for Pythagorean
Theorem and display two solved problems using the formula. The teacher will discuss and model
how to solve the two problems through paper and pencil and construction of the triangle, a two-
dimensional right triangle and a three-dimensional right triangle, prior to letting students join
their partners to complete their own practice problems.

Student Practice and Checking for Understanding:

1. The class will be broken down into pairs to work on triangles with numbers different than
that of their peers. The partners will work together in order to complete their Pythagorean
Theorem practice problems. Meanwhile, the teacher will check-in with each pair of
students to ensure students are on topic, assess their work, and provide feedback
regarding their answers and answer any questions that they should have.
2. Students will then be asked to switch partners. The new pairing of students will then
review each others work for accuracy. The teacher will again walk around the room and
check-in to see how the students are progressing.
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3. Following practice problem completion and review, the students will return to their
assigned seats. Each pair of students will asked to complete a specific practice problem
on the board and the class will then review them.

Differentiation: The days activity will incorporate three integral strategies to take into
consideration the different learning styles. Students who learn kinesthetically will have the
ability to construct and solve the missing side length of triangles. Students who learn visually
will have the problems displayed as pictures on their worksheets. Students who learn through the
auditory-musical style will learn through the Pythagorean Theorem song used at the beginning of
class.

Closure: Lesson Wrap-Up and Culminating Activity

1. At the end of the lesson, the students will have an opportunity to play an engaging game,
Kahoot! The game will consist of simple right triangles in which the students will have
to figure out the missing side length using the Pythagorean Theorem.
2. At the end of the unit, the students will be asked to come up with two of their own open-
ended question regarding Pythagorean Theorem. A student will need to provide an open-
ended problem for a three-dimensional figure as well as a two-dimensional figure in
which Pythagorean Theorem is used to find the missing side length of part of the figure.
Students will be given an outline of the project expectations and rubric two weeks prior
to the due date of the project. Following the project, ten two-dimensional Pythagorean
Theorem practice problems and ten three-dimensional Pythagorean practice problems
will be selected from the projects. These questions will then be compiled into an open-
ended Pythagorean Theorem test for the students to complete in-class.
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Reference:
Education, The New Jersey State Department of. (2016) 2016 Core Curriculum Content
Standards Reivision Project. Retrieved from mathematics standards report
http://www.state.nj.us/education/cccs/2016/math/g08.pdf