Lesson Plan Guide

Teacher Name: Samantha Wolfer

Class and Grade Taught: 8th grade Math
Lesson Date: 11/20/2014
Revisions from Lesson Study 1
In the first lesson study, we collected the students worksheets before we had the class discussion because we wanted to
analyze the work that the students completed in class. However, this made it somewhat difficult for the students to discuss their
work when they did not have their paper in front of them. For the second lesson study, we will allow the students to keep their
worksheets in front of them. The students will be told that any additional work added during the whole class discussion should
be written in pencil and that they should not use the red, blue, or black pens during the discussion. The worksheets will be
collected once the discussion has concluded and our group will analyze the students work that was written in red, blue, and
black ink.
There are also more questions on this Superitem that allow for multiple solutions to be shared. Part C and Part D require that
the students draw their own figures. Therefore, more time will be allocated for this discussion at the end of the class so that
students are able to share different solution strategies.
Finally, we will continue our focus on observing student participation and engagement. After completing the first lesson study,
we realize that there is a distinction between participation and engagement. For this lesson study, we will focus our attention on
identifying the level of student participation and engagement at different points in this lesson. When looking at student
participation, we will record productive and unproductive participation.
Lesson Logistics and Setting
Unit Topic: Pythagorean Theorem
- Previous Lesson Topic: The students have been focusing on finding the areas of triangles, squares, and other figures. They have
also been working on evaluating square roots and cube roots. Students have also been introduced to the Pythagorean Theorem. As
they learned about this theorem, they had to rely on their prior knowledge of finding areas of squares and determining squares and
square roots of numbers.
- Current Lesson Topic: The current topic is a further exploration of the Pythagorean Theorem. The students will complete
problems in which they will deepen their understanding of the Pythagorean Theorem. Students will have the opportunity to apply
the Pythagorean Theorem and use the Pythagorean Theorem to make decisions.
- Next Lesson Topic: The students will be moving onto representing fractions as decimals. The students will be working with
terminating decimals and repeating decimals. The students will also continue to work with irrational numbers. They will recognize
that the square root of any whole number that is not a square number is irrational.

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Lesson Objectives:
(The learners will know/understand/be able to )

Students will be able to evaluate square roots of small perfect squares.

Students will be able to explain a proof of the Pythagorean Theorem.
Students will be able to use the equation of the Pythagorean Theorem, a2 + b2 = c2, to make decisions and solve mathematical
problems.
Students will be able to use the Pythagorean Theorem to determine an unknown side length of a right triangle.
Students will be able to apply the Pythagorean Theorem to find the distance between two points on a coordinate grid.
I can find the square root of a number.
I can explain a proof of the Pythagorean Theorem.
I can use the equation a2 + b2 = c2 to solve problems.
I can find the distance between two points.
I can work well with others.
I can explain my work to others.
I can ask others questions about their work.

Standards Addressed:
8.G.B.6 Explain a proof of the Pythagorean Theorem.
8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in mathematical problems.
8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

How will I know students have met the objectives?

8.G.B.6- The class period will begin with a review of the Pythagorean Theorem. During the launch, I will have the students
will explain the proof of the Pythagorean Theorem; the sum of the areas of the two squares on the legs is equal to the area of
the square on the hypotenuse. The students will then use the concept of this theorem while they are working on the problems. I
will know that my students have met this standard by their ability to accurately complete the problems on the Superitem. One
problem that I will pay particular attention to for this standard is the last problem. The Level D problem asks the students to
take the proof of the Pythagorean Theorem and apply it to acute and obtuse triangles. I will know that the students have met
this standard when they able to explain how this proof does not work for acute or obtuse triangles.

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8.G.B.7- This standard is specifically related to the Level A question. I will know that my students have met this standard by
observing their work on this problem, listening to their explanations of this problem during the discussion, and by looking at
this question on their papers after we collect all of the worksheets. I will be looking to see if the students are able to
successfully find the sum of square of 8 and the square of 15 and then take the square root of this sum to find the unknown side
length.

8.G.B.8- This standard is specifically related to the Level C question. I will know that my students have met this standard by
observing their work on this problem, listening to their explanations of this problem during the discussion, and by looking at
this question on their papers after we collect all of the worksheets. First, I will look to see what 2 points the students plotted
and then I will look at their strategy for finding the distance between the 2 points. In order to meet this objective, students must
be able to create a right triangle from the 2 points and place the distance between the 2 points as the hypotenuse. They will then
have to find the sum of the squares of the lengths of the sides and find the square root of the sum. This will allow them to find
the distance between the 2 points.

Materials Needed:
Superitem
Red, Blue, Black, and Green Pens
Projector
White Board, Markers
Introductory Routines (announcements, homework review, etc.)
I will introduce the students to the observers in the classroom. I will remind the students that the observers will not be answering
questions and that they are only here to carefully watch our lesson. The students will be told to go about the lesson as if the observers
were not in the classroom. I will also indicate to the class that this lesson will be videotaped. We will then proceed into the launch in
which I will review the concepts that we have been learning in class.

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Lesson Activities
(The Superitem can be found at the end of this document)
Students are working
Lesson

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(details about how students are

configured, what work they are
doing and how they are
recording their work)

Anticipated Student Thinking/Questions Teacher Moves

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Launch
I will begin the launch by
eliciting from the students
what they remember about the
Pythagorean Theorem. I will
put an example on the board of
a right triangle. I will ask the
students to explain to me how
the Pythagorean Theorem
relates the lengths of the three
sides of the triangle. The
students will explain that the
sum of the areas of the two
squares on the legs is equal to
the area of the square on the
hypotenuse. We will also
discuss how the equation a +
b = c was created and how we
could use this equation to solve
mathematical problems. Then
we will go over a few
examples of how the
Pythagorean Theorem can be
used in real world situations.
We will talk about how
surveyors, carpenters, and even
football players use this
theorem.
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The students will be sitting in

their desks which will be
separated so that we can easily
transition into individual work
during the exploration. The
students can take notes in their
math binders. The students may
have any additional work that
we have completed in the
previous lessons as a reference.
I expect that some of the
students will be able to answer
the questions that I pose about
the Pythagorean Theorem and
will be able explain the concept
behind the Pythagorean
Theorem. I also expect that the
students will be engaged during
the launch. If I believe that the
students are not engaged, I will
pause for a moment and wait
until I have the full classes
attention. I want every student
to be engaged in the launch so
that they are ready to move onto
the exploration.

I anticipate that some students may be confused on

how the Pythagorean Theorem was developed.
They may not recognize that the area of the square
on the hypotenuse is equal to the sum of the areas
of the squares on the legs of a right triangle. The
students may also be unsure on how the equation
a + b = c was created based off of a right triangle.
There may be some students who have trouble
recognizing which side of the right triangle is the
hypotenuse and understanding that the length of the
hypotenuse is c in the equation. I believe that some
students may also forget that once they have the
value of c , you have to then find the square root.
Others may also struggle to remember how to find
a square root. I think that the students may have a
lot of questions that focus on the concept of the
Pythagorean Theorem. This theorem is quite new to
these students. I think that some students will think
that this theorem can apply to all triangles.
Students may have a lot of questions when we
relate the Pythagorean Theorem to real life
examples. This will be the first time that they have
seen the Pythagorean Theorem used in the real
world.
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During this discussion, I will focus

on using wait time so that I can have
many students involved in the
conversation. There are students in
my class who always put their hands
up quickly and others who take the
time to fully think through the
question and then volunteer their
answer. I will make an effort to
make sure that as many students as
possible are involved in the
conversation. I will let the students
explain what they know about the
Pythagorean Theorem and how they
can apply this theorem to
mathematical problems. As I pose
questions to the class, I will be able
to determine the level at which the
students understand the material.
The questions that I pose will not
lead the students but will instead
allow me to see my students
thinking on the Pythagorean
Theorem. I will strive to not ask any
yes or no questions and will
focus on discussion questions.

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Lesson Plan Guide

Explore Description of
Task(s)
I will explain to the students
that today they will work on a
worksheet that they will first
get to work individually, then
in pairs, and finally in groups. I
will tell the students that I will
set a timer and after 8 minutes
they will then be allowed to
work with a partner. I will
remind the students that I want
them to put their best effort
into this worksheet because we
will have a discussion after
they have completed the
worksheet and that I may call
on them to present. I will also
explain to the students that
they will be using a black pen
for individual work, a blue pen
for partner work, a red pen for
group work, and a green pen
for the discussion. I will write
this on the board. Finally, I will
explain that the worksheet has
4 different levels and that the
students do not need to
complete a level to go onto the
next level. The levels are not
connected. I will encourage the
students to make sure that they
share and discuss all of their
work when they are allowed to
work with their partner and
with their group.

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For the exploration, I will be

walking around as the students work
individually, in pairs, and in groups.
I will ask the students questions that
will get them started or will help
them if they are having difficulties.

1. The students will first be

working individually on the
Superitem for 8 minutes As the
students work individually, they
will try to complete as much as
the Superitem as they can. They
will have the opportunity to
look through all of the problems
before discussing with their
peers. Some may be able to
complete the Superitem in the
time given. This will be
recorded in black ink.
2. The students will then move
onto working with a partner for
8 minutes. The students will
compare answers and explain
their work. The students will be
able to ask questions about their
partners work. The students will
be able to come to agreements
on problems. This will be
recorded in blue ink.
3. The students will work in
groups of four for a final 8
minutes. The students will have
the chance to discuss their work
and make any final changes to
their work. This will be
recorded in red ink.

Examples:
-How can we apply the Pythagorean
Theorem to this problem?
-How can you find the length of the
unknown side?
-How can you determine if this is a
right triangle?
-How do you find the square root of
a number?
-How can we find the distance
between 2 points using the
Pythagorean Theorem?
-How can you draw an acute or
obtuse triangle to prove that the
Pythagorean Theorem works or does
not work for these types of
triangles?
-How do you know that the
Pythagorean Theorem does not
work for acute and obtuse triangles?
These questions will allow me to
understand how the students are
completing the problems and
determine where they are struggling.
I will also be able to gather
information on what should be
discussed in the class discussion.

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Summarize/Share and
Discuss
After the exploration is
complete, we will have a
whole class discussion on the
problems in the Superitem.
This discussion will last
between 10 to 15 minutes. The
students will be told to no
longer use the black, blue, and
red pens. They can only use a
green pen to add any notes to
their work. We are insisting
that the students only use green
pens so that we can analyze
their work from the exploration
as we reflect on the lesson and
make possible modifications
for a future lesson.

Presentation mode Sharing

solutions, teacher-led
discussion, student led
discussion, etc.
We will have a whole class
discussion in which we go over
the different levels that were on
the Superitem. The students
may take any additional notes
during the discussion in green
pen. I will encourage the
students to explain their work,
respond to others questions, and
consider other students work.
For Level A and Level B, I will
ask for volunteers to explain
how they completed the
problems. For Level C and
Level D, I will ask specific
students to share their examples
that I saw during the
exploration. I will make sure to
include correct solutions as well
as incorrect solutions so that the
class can talk about the possible
misconceptions. As I am select
students to share their work, I
will think about how I could
sequence their work.

For Level A, the students may quickly come to an

agreement on how to find the unknown side length.
The students will recognize that the unknown side
length is the hypotenuse and then will use the
equation a2 + b2 = c2 to solve for c. For Level B,
most the students will be able to recognize how to
determine if a triangle with lengths 9, 40, and 41 is
a right triangle. Most of the students will be able to
use the a2 + b2 = c2 correctly. Some may incorrectly
place 40 or 9 in for c and decide that this is not a
right triangle. Others may not use this equation and
instead decide that this is not a right triangle
because one of the sides is much shorter than the
other two. For level C, the students will have
multiple different solution paths that can be
discussed. I will have 2 or 3 students discuss how
they were able to plot the 2 points and then use the
Pythagorean Theorem to find the distance between
the points. I also want to have at least one incorrect
solution path shared. For Level D, I would like to
have at least one student share their drawing of an
acute triangle and one student share their drawing
of an obtuse triangle. I would like these students to
explain how the Pythagorean Theorem could not be
applied to these triangles. I would also like a
student who thought the Pythagorean Theorem
could work for all triangles to share their work.

What will you say or do to set up the

discussion of the big math ideas?
The focus of the discussion will be
on students understanding the
concept of the Pythagorean
Theorem and how to apply this
theorem to mathematical problems.
My goal is for the students to have
an understanding of how the
equation for the Pythagorean
Theorem was created. I want the
students to be able explain that the
sum of the areas of the squares on
the legs of a right triangle is equal to
the area of the square on the
hypotenuse. I will ask the class if
they believe the Pythagorean
Theorem can be used to relate the
side lengths in acute and obtuse
triangles. The students will share
their drawings of acute and obtuse
triangles that prove that this theorem
can only be used for right triangles.

Summary Statement:
(May change based on what actually happens in class)
In conclusion, the Pythagorean Theorem has many applications in mathematics. The Pythagorean Theorem can allow you to find distances between points,
unknown side lengths in a right triangle, and determine whether a triangle is a right triangle. This theorem can also be applied in real world situations. Some
examples include finding the height of a ramp and determining where to place a latter against a wall. As we have seen today, there is a reasoning behind the
equation a2 + b2 = c2. This equation was developed from the understanding that the sum of the areas of the squares on the legs of a right triangle is equal to the
area of the square on the hypotenuse. Also, through our explorations, we have discovered that the equation a2 + b2 = c2cannot be applied to acute triangles and
obtuse triangles.

Homework: There will not be any homework for this lesson. However, the students should begin to study for the upcoming quiz.
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Name___________________________________________

Hour__________

The Pythagorean Theorem relates the lengths of the three sides of any right triangle. The sum of the areas of the
squares on the legs of a right triangle is equal to the area of the square on the hypotenuse. The Pythagorean
Theorem can be written as an equation relating the lengths of the sides a, b and c where c is the largest side. This
equation is a2 + b2 = c2.

Level A: Find the unknown length.

c
8 cm

15 cm
Level B: The side lengths of a triangle are 9 cm, 40 cm, and 41 cm. Is this a right triangle? Explain your answer.

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Level C: Use the coordinate grid below to plot any 2 points that do not lie on the same horizontal or vertical
line. Then find the distance between the 2 points by using the Pythagorean Theorem.

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Level D: Use the dot grid below to draw an acute or an obtuse triangle. Can the Pythagorean Theorem be used
to relate the lengths of the sides of this triangle? Explain your answer.

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