Erika Maxson & Amanda Iacono

SIOP Model 8th Grade Math Lesson Plan

30 April 2018

Standards CC.2.3.8.A.3 Understand and apply the Pythagorean Theorem to solve

problems.

Theme Pre-Algebra

Lesson Topic Introduction to Pythagorean Theorem

Content Students will be able to apply the Pythagorean Theorem to solve the length
Objective of the missing triangle side in right triangles.

Language Students will be able to demonstrate comprehension of square roots of

Objective small perfect squares by using square root symbols to represent solutions to
equations through writing simple mathematical sentences.

Learning ● I-We-You Modeling of Pythagorean Theorem problems.

Strategies ○ The I-We-You strategy allows students to view the modeled
material, attempt to efficiently use the concept through
guided practice, and eventually, practice the concept
independently.
● Explicit Strategy Instruction
○ Through explicit instruction, teachers are instructing a
specific concept in a highly structured environment using
clear, direct language. By portraying awareness and
explanation of the strategy, modeling and demonstrating the
strategy, and guiding students through practicing the
strategy, students will acquire the skill and be able to
independently practice the concept.
● Hands-On Instruction
○ Students are engaged in a hands-on activity to grasp a
concept in a realistic, geometric format. By using Starbursts
to create a triangle relative to the Pythagorean Theorem,
students are able to visualize the concept and understand
how the numbers within the triangle are being calculated.
Key ● Theorem: statement that has been proven on the basis of previously
Vocabulary established statements.
● Hypotenuse: the longest side of a right triangle, opposite the right
angles.
● Square root: a number that produces a specified quantity when
multiplied by itself.
● Legs: the two sides of a right triangle opposite the hypotenuse.
● Pythagorean theorem: a2 + b2 = c2

Materials - Worksheets (attached)

- Whiteboard
- Starbursts

Motivation This topic was chosen as it is an essential element of pre-algebra, necessary

for students to understand in preparation for PSSAs. The students will be
engaged by activating prior knowledge through a video demonstrating the
concepts of the topic, and will be motivated by the enjoyable in-class
cooperative activity following the lesson. It is an essential component of
eighth grade mathematics, as it is necessary to acquire knowledge of this
topic to move forward with higher level mathematics.

Presentation -This lesson will begin with an introduction video. Before playing the
video, the teacher will prompt the student to listen for and jot down any
unfamiliar words. This video builds background by connecting Pythagorean
Theorem to prior knowledge or previously learned concepts while
providing a funny, realistic example.
https://www.shmoop.com/video/pythagorean-theorem (2 minutes)

- The teacher will then discuss the unknown terms, having the students
record definitions in their notes. In addition, we will introduce the five
terms listed in “key vocabulary” above. (8 minutes)

- The teacher will then provide further explanation of the concept using the
Starburst activity. Before beginning, we will provide an on board
demonstration explaining the reasoning behind a2 + b2 = c2 .
- The teachers will provide an on board example using the above picture,
walking the students through each step of the process. Teachers will allow
students to practice using new vocabulary while answering questions about
the demonstration. (7 minutes)

COMPREHENSIBLE INPUT
Teacher will provide an explanation of the Pythagorean Theorem using a
triangle with numbers and variables. The teacher will explain that a
number multiplied by itself, a, plus a number multiplied by itself, b, will
ultimately equal another larger number. The teacher will ask the student to
use the provided vocabulary words to determine what the sides of the
triangle are called that should receive the a and b - (leg). The teacher will
ask the students where on the triangle the bigger number should be placed -
(hypotenuse). The teacher will then explain that two squared numbers
added together will equal a third squared number, in which the length of the
hypotenuse is the SQUARE ROOT of that number. Using the picture
above, the teacher will demonstrate the concept asking the student to lead
the discussion of where to place variables, what to place as their values, and
how to determine the value of the hypotenuse.

- Now, using the Starburst activity, we will complete the first example
together. (3 minutes)
 Sides: a=3, b=4, c=? (5)

- The student will then complete 2 more problems independently using the
Starburst activity. Student will be able to point out the legs and hypotenuse
of each example, using them in a complete sentence. (7 minutes)

Sides: a=12, b=5, c=? (13)

Sides: a=6, b=?, c=10 (8)

- Teacher will review the correct answers with the student and clarify any
errors. (3 minutes)

- With any remaining time, the students will be presented with the
Pythagoras Pile Up activity to begin for homework. This activity is within
the students’ ZPD, but could be a challenge for some.

Practice & Students will participate in individual and collaborative work in class to
Application complete a set of problems through guided practice that demonstrates their
comprehension of the topic. Students will be given the opportunity and
prompted to use learned vocabulary terms in context throughout the lesson,
 further demonstrating their understanding of the topic.

Review & When students’ class work is completed, the teacher will go over the
Assessment answers with the class as a whole to ensure students’ accuracy in the
assessment. Comprehension of the topic is measured by simple verbal
responses and verbal explanations to questions answered throughout the
classwork, as well as through accuracy on the in-class assignment.

Extension An extension of this topic will include a lesson on cubic roots and will be
addressed upon mastery of the current theorem.
Name: ______________________________________ Date: ___________________________

Use the Pythagorean Theorem to solve for the length of the missing sides of each right triangle.
Label the hypotenuse and legs of each. Check your answer with the starburst activity.

Pythagorean Theorem: _______________________________(equation).

1. Sides: a = 3, b = 4, c = ___________

2. Sides: a = 12, b = 5, c =_________

3. Sides: a = 6, b =_________, c = 10
Name: ____________________________________ Date:_______________________________
Name: ______________________________________ Date:_________________

Directions: Write the definitions of each of the following words. Then label the
hypotenuse and legs of the triangle.

Theorem: ________________________________________________________

Pythagorean Theorem: _____________________________________________

Square Root:_____________________________________________________