Unit Overview

Content Area: Mathematics
Unit Title: Looking for Pythagoras: Investigation #3
Target Course/Grade Level: 8th grade Resource Room
Name: Kim Fassett
School: Lakeside Middle
Date: July 15, 2010

Unit Summary
In this unit students discover the Pythagorean Theorem and explore its implications. However, these students with Specific Learning Disabilities may lack the prior knowledge needed of angle measurement, area of triangles, rules of exponents, and estimating roots. Breaking this unit into smaller chucks allows the students the opportunity to gain a more complete understanding of the Pythagorean Theorem

Primary interdisciplinary connections
World History/Physical Education/Music/Geography

21st century themes
Global Awareness/ Health Literacy/Creativity and Innovation/Critical thinking/Problem Solving/Communication/Collaboration/Information Literacy/ ICT Literacy/Life/Career Skills

Unit Rationale
ThePythagorean theorem has many applications in the everyday real-world and in mathematical situations. It is an important building block for future work in mathematics.

Learning Targets

Standards Key Ideas and Details
8G: Geometry

Content Statements
Understand and apply the Pythagorean Theorem 
8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

 

Unit Essential Questions

Unit Enduring Understandings

Unit Learning Targets
Students will...

Evidence of Learning

Summative Assessment (1 day)

Formative Assessments

Lesson Plans
Lesson 1
Investigation 3.1
Discovering the Pythagorean Theorem
Assessment Methods: interactive notebooks, informal observations, small group discussions, completion of all activities, formal written assessments
(2) 80 minute days

Lesson 2
Investigation 3.2
Puzzling Through a proof
(2) 80 minute days

Lesson 3
Investigation 3.3
Finding Distances
(2) 80 minute days

Lesson 4
Investigation 3.4
Measuring the Egyptian Way
(4) 80 minute days

Teacher Notes
Modifications:

Curriculum Development Resources
Refer to the UDL toolbox at the end of this document.

Lesson Plan 1

Content Area: Mathematics
Grade: 8th Resource Room
Lesson Title: Looking for Pythagoras
Timeframe: (1-2) 80 minute days

Lesson Components

21st Century Themes
X Global Awareness: Egyptian Pyramids
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
X Health Literacy: Pythagorean Theorem in baseball

21st Century Skills
          x  Creativity and Innovation- Egyptian Knotted Ropes
Media Literacy
x  Critical Thinking and Problem Solving- How to create a triangular building after viewing an informational     website selected by the teacher.
x   ICT Literacy: Smart-Board, document camera, Geo-Sketch Pad software
Communication and Collaboration
x   Life and Career Skills: Explore real life careers that use the Pythagorean Theorem
Information Literacy: Carpenters, engineers, architects, construction workers, those who measure and mark               land, artists, and designers of many sorts need to know it.  One time I observed people who needed to                 measure and mark on the ground exactly where the building would go. They had the sides marked, and they           had a tape measure to measure the diagonals, and they asked ME what the measure should be, because they                 couldn't quite remember how to do it. This diagonal check is to ensure that the building is really going to be        a rectangle and not a parallelogram. It's not easy to be sure that you have really drawn the two sides in a              right angle.
Interdisciplinary Connections: World History of Ancient Greece and Ancient Egypt
Integration of Technology: Using the Smart Board with GeoSketch Pad
Equipment & materials needed: colored pencils, pencils, grid paper, dot paper, calculators. Rulers (straight edge), Connect Math text books pages 27-28. Smart-Board, document camera, Geo-Sketch Pad software, and internet access
                Teacher Resources: document camera, student work, colored pencils, pencils, grid paper, dot paper,              calculators. Rulers (straight edge), Connect Math text books pages 27-28. Smart-Board, document camera, Geo-Sketch Pad software and internet access.

Goals/Objectives/CPIs
Students:

Learning Activities/Instructional Strategies

Formative Assessment Tasks


Universal Design for Learning Options

Multiple Means of Representation: Each student will create a quiz and answer key which will be randomly handed out and the students will complete the quiz given to them and then returned to the creator to grade.

  1. Perception:  http://fractalfoundation.org/category/teachers/
  2. Language & symbols: http://www.ronblond.com/MathGlossary/
  3. Comprehension: Cue Card Maker

Multiple Means of Action and Expression

  1. Physical activity: http://www.math.com/school/subject3/lessons/S3U3L4DP.html
  2. Expressive skills and fluency: http://www.glogster.com/
  3. Executive functions: http://www.udlcenter.org/sites/udlcenter.org/files/Research_Project_Example_0.jpg

Multiple Means of Engagement

  1. Recruiting interest: Have students create a list of where they see the shape of triangles in the everyday world. (i.e. bridges, roof tops, etc.) http://www.homeschoolmath.net/teaching/why_need_square_roots.php
  2. Sustaining effort and persistence: http://www.skype.com/intl/en-us/home
  3. Self-regulation: http://www.teachingenglish.org.uk/think/articles/learner-diaries

 

Resources
UDL toolbox