Lesson
Title/Focus
Pythagoreans Theorem
Date
Subject/Gra
de Level
Grade 8 Mathematics
Time
Duratio
n
45 minutes
Unit
Pythagoreans Theorem
Teacher
Miss Rosentreter
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
Use Direct and Indirect Measurement to Solve Problems
(SS1) Develop and Apply the Pythagorean Theorem to solve problems
LEARNING OBJECTIVES
Students will:
1. Model Pythagorean Theorem using concrete examples
2. Explain the relationship between the sides of a triangle and the hypotenuse
3. Explain that Pythagorean Theorem only applies to right angle triangles
4. Experiment with different triangles showing Pythagoreans Theorem
ASSESSMENTS
Key Questions:
Products/Performan
ces:
How do the sides of a triangle relate to the hypotenuse?
How does Pythagoreans Theorem apply to square roots and
squaring?
Students will perform the Jelly Bean Workshop
LEARNING RESOURCES CONSULTED
Alberta Program of Studies
MATERIALS AND EQUIPMENT
Jelly Beans
Pythagorean Theorem Figure
Worksheet for Workshop
Smart Board
Exit Slip
PROCEDURE
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Learning Activity
#1
Assessments/
Differentiation:
Learning Activity
#2
Introduction
After transitioning from the previous lesson about square root
and squaring they will get into groups to begin next activity.
Time
Students are expected to collaborate together in groups and
work together in a cooperative manner.
1.
2.
3.
4.
Introduction to Pythagorean Theorem
Explain Jelly Bean Workshop
Wrap up discussion about the Theorem
Exit Slip
Body
Using the smart board the teacher will explore Pythagoras.
There will be a slide about who the guy was and how it relates
to squares and triangles.
Students will listen and do an activity on the smart board to
explore the Theorem.
The students will be explained the Jelly Bean Workshop. They
will get into groups exploring the relationship between the two
sides and the hypotenuse. They will see that the sum of two
sides squared equals the square of the hypotenuse. (5 groups)
There will be stations that do not have right triangles showing
that if it isnt a right triangle then the theorem does not work!
5
Time
5
Assessments/
Differentiation
Learning Activity
#3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Transition To Next
Lesson
Sponge
Activity/Activities
Each group will work through the stations to show
Pythagoreans relationship. They will have to finish the
worksheet individually.
A wrap up discussion will occur stating what the relationship is
to the whole class. There will be an explanation as to why it is
true. They will then add this relationship to the foldable
notebook quickly because they will work more on it the next
day. There will be a short video that shows how Pythagoreans
theorem is used in everyday lives.
20
Students will be picked by popsicle sticks.
Closure
Students will hand in worksheet and foldable to show that they
understand the relationship. It will be used as formative
assessment.
Students complete an exit slip asking: In your own words, What
is Pythagoreans Theorem?
Time
5
Next class we will discuss this further
Students will add to their foldable notebook.
Reflections from the
lesson
Name:___________________________________________________________________
______
Instructions: In each station you will be exploring Pythagoreans Theorem and how it
relates to triangles. For every station there are 3 observations that should be written
down.
1. Draw the stations triangle and all its components
2. Measure each side of the triangle labeling your diagram
3. Jot down any observations you may have about the
relationship between the sides of the triangles
You are allowed 4 minutes per station. If you have finished the station remain seated
until asked to move.
Station #1
Any Observations?
Station #2
Any Observations?
Station #3
Any Observations?
Station #4
Any Observations?
Station #5
Any Observations?
