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Name: Julian Springer School: Escalante Middle School

Grade Level: 8th Number of Students: ~15


Unit: Pythagorean Theorem Lesson Duration: 55 minutes
Time/Date: 11:25-12:15, January 25th, 2019
Colorado State Standards
MATHEMATICS

Eighth Grade, Standard 1. Number and Quantity

Prepared Graduates:
MP5. Use appropriate tools strategically.
MP7. Look for and make use of structure.
MP8. Look for and express regularity in repeated reasoning.

Grade Level Expectation:


8.NS.A. The Number System: Know that there are numbers that are not rational, and
approximate them by rational numbers.

Evidence Outcomes
Students Can:
1. Demonstrate informally that every number has a decimal expansion; for
rational numbers show that the decimal expansion repeats eventually, and
convert a decimal expansion which repeats eventually into a rational number.
Define irrational numbers as numbers that are not rational. (CCSS: 8.NS.A.1)
2. Use rational approximations of irrational numbers to compare the size of
irrational numbers, locate them approximately on a number line diagram, and
estimate the value of expressions (e.g., 𝜋 2 ). For example, by truncating the
decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and
1.5, and explain how to continue on to get better approximations. (CCSS: 8.NS.A.2)

Objectives
 Students will show that they understand that the side length of a square is equal to the
square root of the area of the square by completing an investigation, and working on
practice sheets in class.
 Students will demonstrate an initial understanding of the estimation and simplification
of square roots by completing an investigation and working on practice sheets in class.

Learning Targets
Long Term Learning Target:
 By the end of the unit students will be able to apply the Pythagorean Theorem to
problem solve.
Supporting Target:
 By the end of the first week of the unit, students will be able to accurately find the side
length of a square when given the area using square roots.
 By the end of the second week of the unit, students will be able to
approximate/estimate square roots with whole numbers (integers).
 By the end of the second week of the unit, students will be able to simplify square roots
completely.

Assessments
Formative:
 Completion of warmup
 Participation in group and class work on the investigation
 Successfully working on practice sheets
Summative:
 Submission of practice sheets and puzzletime

Materials
 Warmup
 Investigation
 Practice sheets
 Puzzletime
 Grid paper
 Whiteboard/expo
 Pencils and paper
 Projector
 Overhead camera
 Timer

Essential Question/Big Picture Statement


The Pythagorean Theorem is beautiful example of the elegance and simplicity of math. It is
also the culmination of many different aspects of mathematics that we have been working
on up until this point. One of these foundational concepts is the idea of the square and it’s
converse the square root. We will be striving to grasp the geometric concept of the square
as it relates to the pure mathematical concept of the square root, specifically by exploring
square root estimations, and simplifications. Once we have a strong understanding of these
two concepts we can proceed to develop an understanding of the Pythagorean Theorem.
Joke:
Q: Why do plants hate math?
A: Because it gives them square roots!

Introduction/Anticipatory Set
Over the last two days we have come to grips with the idea that the area of a rectangle is
the product of it’s two side lengths. Similarly, the area of a square is the product of it’s two
side lengths. However, a square is special because it’s two sides are of equal length.
Therefore, the area of a square is the square of it’s side length (or it’s side length raised to
the second power). Conversely, the side length of a square is the square root of it’s area. It is
this relationship that allows us to find accurately the side length of imperfect squares. A
perfect square is one whose side length is an integer, or whole number. Imperfect squares
are those whose side lengths are not integers, but instead are fractions and decimals. Today
we will be working on how to simplify and estimate these square roots. That is, we will
learn to manipulate and work with the square roots of imperfect squares.

Lesson Process

I. Warmup/greet/seat
A. Alert to 2 minutes on warmup remaining
B. Work warmup on projector, with input from class
II. LTLT Tracking Sheet group work
A. Fill in pretest data
B. Supporting target 1
III. Investigation
A. Explain what we are doing
B. Partner students in to pairs (heterogeneously)
C. Allow 5 minutes to work on Section A
1. Check in and assess progress
2. Demo what results should be for Section A
D. Have student regroup with different partners and work on section B
1. Repeat check in and demo
E. New groups for the back side
1. Allow 5 minutes and repeat
2. Demo/check in
IV. Practice A
A. Potentially, based on behavior, rewards/raffle?
V. Close

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