Lesson Overview
This lesson is designed to be a hands-on introduction to the Pythagorean Theorem. Students are prompted to cut
out 4 triangles that can be rearranged on a blank square and probed with a series of questions about area,
perimeter and transformation properties. The big reveal for this lesson comes when the for triangles are
rearranged from a position that leaves a black void space of area c2 to two void spaces of areas a2 and b2.
Then, students are given 3 practice problems to put the equation a2 + b2 = c2 to use by substituting known
variables and solving for unknown ones.
Student Profile
In my class, 60% of my students (62/104) have IEPs. Of the many types of differentiation required, some of the
basic requirements that can be covered independent of material include:
Use of calculator
Consistent positive praise
Extended time (for EXIT TICKET)
Refocusing Prompts
Provide Exemplar (before independent work and/or EXIT TICKET)
Break problems into multiple, sequential steps
Receive graphic organizers to complete classwork
Be evaluated on comprehension of new material; not significantly penalized for simple
arithmetic mistakes
Both verbal and visual cues during instruction
Use of manipulatives during I.N.M. when possible
Finally, we will review these problems as a full group. For the first 2 problems, student volunteers will copy
their work on the board and follow out classrooms standard formatting for exemplar problems (see below).
They will be prompted to walk their peers through their thought process step-by-step and will answer any
questions after completing their explanation. For the graph problem, I will lead student discussion, answer any
questions and check for understanding.
With 7-5 minutes left in class, I will give students an Exit Ticket problem with 2 questions. Students who need
extra time will be able to complete this during lunch of after school hours. If completed early, students are able
to begin their homework silently. I will use this time to circulate and give a check minus, check of check plus
for student classwork completion. Students will hand this in at the end of the day and receive it the next day to
input their graded exit tickets (on a scale from 0-2).
NAME: _______________________________
TEACHER: _____________________________
Period: _______________
GEOMETRY
WEEKLY CLASSWORK PACKET
HOW TO USE THIS PACKET:
1. You MUST bring this with you to class every day.
If you dont, you will be required to copy problems on to blank paper and
complete your packet for homework.
WEEKLY TRACKER
I will come around and sign DO NOW and CLASSWORK grades daily.
YOU will track your EXIT TICKETS
MONDAY
DO NOW
CLASSWORK
EXIT
TICKET
TUESDAY
WEDNESDAY THURSDAY
FRIDAY
Day 4
EU: The Pythagorean Theorem can be used to solve for an unknown side length in a right triangle.
Today, you will work with your team to find the relationship between the legs and hypotenuse
of a right triangle. By the end of this lesson, you should be able to find the side of any right
triangle, when given the lengths of the other two sides.
2-109.
b) Roiri claims that moving the triangles within the outer square wont change the
area of the unshaded square. Is Roiri correct? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
c) Move the shaded triangles to match the diagram
below.
Now what is the total area that is unshaded?
______________________________________________________
______________________________________________________
d) Write an equation that relates the two ways that you found to represent the
unshaded area in the figure.
2-111.
X = _________________
X = _________________
NAME: _______________________________
Period: _______________
2. Solve for X
4
STEP 1: YES, it is a right triangle
STEP 2: a2 + b2 = c2
STEP 3: c = 4
STEP 4: 32 + x2 = 42
STEP 5: 9 + x2 = 16
x2 = 7
x = 7
EXPLAIN: __________________________________
__________________________________________
__________________________________________
a
b
c
c
a
a
b
c
c