Lessonplans Sped708 Patrickfloodmarckaplowitz

Lesson Plans-SPED708--Patrick Flood, Marc Kaplowitz
Learning Segment (Unit):

Subject:
Pythagorean Theorem
Geometry
Lesson Objective:
Introduction to Pythagorean Theorem. One activity involves students
playing with manipulatives and shapes for various types of triangles.
Standard(s): CCSS.Math.Content.8.G.B.7: Apply the Pythagorean
Theorem to determine unknown side lengths in right triangles in real-

world and mathematical problems in two and three dimensions.
Teaching Point: What are the sides of a right triangle known as?
How does the Pythagorean Theorem show the relationship between the
sides of a right triangle?
Page 1
Day: 1
Grade: 8
Co-Teaching Options:
One Teaching/One Helping
Parallel Teaching
Station Teaching
Alternative Teaching
Team Teaching
The class will be split in half and
each instructor will teach the
lesson to half the class. The same
content is covered, and because
the group size is smaller, students
receive more teacher supervision
and attention. Because of the
better teacher-student ratio, it will
be easier for teachers to notice
when a student is having
difficulty.
I enjoy your use of parallel
teaching.
Academic Language
Which new vocabulary words will you teach students?
Right Triangle
Hypotenuse, Legs
Pythagorean Theorem
How will you teach these new

words to students?
Before
During
After
How will you introduce students
to this new vocabulary?
Motivation (Activating Student Prior Knowledge)

Ask students questions about triangles and angle measurements. I am wondering what specific questions you
will ask students to activate their prior knowledge. Ask for solutions to problems involving squares and square
roots. A handout will list the squares and the rounded square root values for the integers 1 through 20.
Lesson Development
I, Do (Model) Walk through examples to find the length of sides in a right triangle by using the Pythagorean
Theorem. This part should be outlined more explicitly, how will you walk through the examples.
First,
Second,
Third,
Last,
We, Do (Shared Practice)
Page 2
Show how the area formula for a triangle can be derived. Have the students draw a rectangle on graph paper
and calculate its area. Then have the students create two right triangles by drawing a diagonal through the
rectangle. Ask them to compute the area of each triangle and to write down the area formula that they found
for each triangle.Students can be paired together to work on the solution.
These are great activities that you have outlined. This portion of the activity should be demonstrated for
students in the I, Do section. Then during the We, Do section students still in whole group will complete
another example with you the teacher as the facilitator. During this time, the teacher gives students an
opportunity to ask questions, answer questions and discuss the problem. By the end of the We, Do section
students should have a better understanding of what should be done during the independent practice, You, Do.
And during the You, Do students are practicing independently which means without even less support from
the teacher. Independent practice can include students working together but the hope is that students will have
an opportunity to practice with less and less teacher support.
You, Do (Independent Practice)
Conduct a computer activity that allows students to drag multicolored shapes (squares and right triangles). A
right triangle is shown having one square figure on each of it. Students are asked, Can you fit the two smaller
squares into the big one? Try it out by dragging the pieces with your mouse.
http://mathematica.ludibunda.ch/pythagoras.html
This is a great activity that can be used as an extension to the activity that you have students practice above.
English-Language
Learners
The independent activity
is visual and, as such, the
lack of English should not
be a hindrance to the ELL.
Struggling Leaners
Struggling Learners
should find the handouts
to be useful for looking
up the squares and
square roots for numbers
that represent the lengths
of the various sides of a
right triangle.
Special Needs and

Culturally Diverse
Learners
Students who have
trouble with either
alphabetic or numeric
symbols, words, or
stories should be able to
perform the the activity
since it does not involve
stories nor
math/language symbols.
Gifted Individuals
Students who have
mastered the lesson will be
given a challenge question
leading them toward the
next lesson involving
proofs. Specifically, the
will be asked to examine
the computer activity and
try to understand why it
works as it does. That is,
why is it that the areas of
the square relate to each
other as they do?
The above groupings take into account different student groupings but I am wondering what group the general
education students would fall into. Differentiated groups are not only based on individual student learning
styles but also include student assessment data from previous lessons. Below please find some considerations
for differentiation,
Group 1: Struggling Students - which should include general education and special education students and ELL
students
Group 2: On-Level Students - which again can include general education and special education students and
ELL students
Group 3: Above grade level Students - which again can include general education and special education
students and ELL students
creating these groups are based on previous student assessment data as well
Page 3
Group 4: Individuals - which again can include general education and special education students and ELL
students who require individual differentiation in order to be successful in the lesson, this could include
behavior modifications as well.
Assessment
The teachers will observe students work on the activities and, as needed, interrupt a student as they work in
order to point them in the right direction. In addition, during the We-Do activity, students can go to the board,
in pairs of two or three. If they are given time to discuss their solution beforehand, it would give weaker
student(s) someone to bounce ideas off of and benefit by learning from the stronger student(s). If a majority of
students are struggling, the teachers can reteach those parts of the lesson.
Closure
Students will get a brief quiz at the end of the lesson to help reinforce the terminology and concepts
underlying the Pythagorean Theorem.

Subject:
Pythagorean Theorem
Geometry
Lesson Objective:
Through the manipulation of physical models (four
right triangles and a square), the students will prove the
Pythagorean Theorem by means of geometric and
algebraic methods.
Standard(s):
CCSS.Math.Content.8.G.B.6: Explain a proof of the
Pythagorean Theorem and its converse.
Teaching Point:
How can the five geometric shapes on each desk (four
identical right triangles and one small square) be
physically combined to form one larger square?
What conclusions can be drawn concerning the area of
the individual and combined geometric shapes?
Page 4
Day: 2
Grade: 8
One Teacher/One Helping
Parallel Teaching
Station Teaching
Team Teaching
The primary rationale for using One Teaching/One
Helping is to allow for one of the teachers to spend
the period moving about the classroom, providing
targeted assistance to students, as necessary, during
the physical manipulation of geometric shapes
which serves as the critical activity of the lesson.
It is expected that either of the gen ed or special ed
(math content) teacher can serve as the lead teacher
for this lesson.
This is a good use of the co-teaching option.
Academic Language
The proof demonstrated in this lesson will reinforce the
new vocabulary words (hypotenuse, legs, Pythagorean
Theorem) introduced and defined in day one of this
unit.
How will you teach these new words to students?

Teaching of new vocabulary words will occur
during the lesson. How will you accomplish this
goal?

The hook for this lesson will be the physical geometric puzzle that the students are asked to solve as part of
the essential question. Once the students have demonstrated the physical solution, the class will be asked to
call upon their pre-existing knowledge of the area of various geometric shapes in order to derive a proof of
the Pythagorean Theorem.
Lesson Development
I, Do (Model) Upon taking their seats, the students will see the five geometric shapes (four identical right
triangles and one small square) at each of their desks. The teacher leading the lesson will guide an
examination of these manipulatives, demonstrating the relationship between the lengths of respective sides of
the triangles and squares. GREAT
Page 5

Using Think-Pair-Share, students will solve the puzzle of creating one large square from the four identical
right triangles and one small square, first thinking about possible solutions individually, and then
brainstorming within small groups to derive the solution. One group of students will be called upon to
physically model their solution for their classmates. This is a great idea but this should first be modeled for
students in the I, Do section.
The students will utilize their knowledge of the area formulas for triangles and squares, as well as the
Pythagorean Theorem, to algebraically demonstrate that the area of the large square equals the area of the four
triangles and smaller square.
Mixed Groups
For this lesson, groups will be heterogenous, mixed
across ability, learning style and able-bodiedness.
Differentiation will be across content - groups that are
struggling with the puzzle will be given a related but
easier task, to take the five pieces and cover up the
outline of the larger square presented on on a
background piece of paper.
Individual Differentiation
As with much of the Pythagorean Theorem unit, this
lesson is adaptable to meet the needs of ELL
students, visual vs. numerical learners, gifted vs.
struggling students, etc. One primary reason is the
fact that the lesson content is presented in both
geometric (visual) and algebraic (numerical) terms.
Individuals or groups that grasp and complete the
lesson quickly can be given advanced puzzles based
on the Pythagorean Theorem.
Assessment
An exit slip will be utilized as a formative assessment, with each student asked - using informal conversation
language - to summarize and describe the concepts underlying this proof of the Pythagorean Theorem.
Closure
The closing activity will consist of one student modeling the geometric manipulations and one student
modeling the algebraic steps that form the basis of this proof of the Pythagorean Theorem.

Subject:
Pythagorean Theorem
Geometry
Lesson Objective:
By the end of the lesson, the students will be able to
state, explain and apply the converse to the
Pythagorean Theorem.
Standard(s): CCSS.Math.Content.8.G.B.6: Explain

a
proof of the Pythagorean Theorem and its converse.
Teaching Point: Without knowing any of a triangles
angle measurements, can the lengths of the three
sides of a triangle be used to identify whether the
triangle is acute, obtuse or right?
Page 6
Day: 3
Grade: 8
Station Teaching
Parallel Teaching
Team Teaching
The content for the converse to the Pythagorean
Theorem lesson is a bit dense, and more
mathematically sophisticated than prior lessons in the
unit. As such, Alternative Teaching is an appropriate
co-teaching option, with one teacher focusing on
providing individualized or small group instruction
based on student needs, whether remedial or mastery.
GREAT
Academic Language
Which new vocabulary words will you teach
students?
Converse to the Pythagorean Theorem
Acute and obtuse triangles
How will you teach these new words to students?

Before - for this lesson, it is important upfront to
define the converse to the Pythagorean Theorem.
During - the identification and definition of acute and
obtuse angles will develop organically during the
lesson.
After

Upon entering the class, each student will find a set of three sticks, and will be instructed to form a triangle
using the three sticks, and to measure the lengths of each side of the triangle. This is a great motivation
activity, how are linking this to student prior knowledge?
Lesson Development
I, Do (Model) Each teacher will also have received a random set of three sticks, from which they will model
the desired activity, using the sticks to create a triangle, and then measure the lengths of the sides.
We, Do (Shared Practice) Based upon the knowledge of the Pythagorean Theorem learned from prior lessons,
each student will be asked to opine as to whether or not the Pythagorean Theorem holds for the triangle they
have created. From this whole class discussion, the teachers will guide the students discovery of the
converse to the Pythagorean Theorem (for any triangle with sides a, b, and c, if a2 + b2 = c2, then the angle
between sides a and b measures 90, thus a right triangle), as well as the triangle type if a2 + b2 > c2 (acute
triangle) or a2 + b2 < c2 (obtuse triangle). I suggest demonstrating the activity with students during the I, Do
section above.
Page 7
The independent practice will consist of a worksheet, comprised of numerical examples, simple proofs and
short answers. It is during this phase that the benefit of Alternative Teaching will be most obvious, as each
teacher is able to provide individualized or small group differentiated instruction, as necessary.
ELL / Culturally Diverse

Students
The Model and Shared
Practice segments of the
lesson should allow these
learners to utilize appropriate
strategies. Certain of the
non-numerical questions of
the Individual Practice will
likely be challenging, and
thus, additional scaffolding
might be required.
Struggling Students
Struggling students
should benefit from
the remedial
assistance provided
from the Alternative
Teaching option.
ICT Students
During the Individual
Practice segment of the
lesson, it is expected
that the ICT students
will work on fewer
questions. However, it
expected that the full
range of material (in
terms of content and
difficulty) will be
covered in the problems
that the teacher instructs
these students to solve.
Gifted Students
Gifted students will be
directed to more advanced
questions during the
Individual Practice portion
of the lesson, including
using the converse in
problems requiring
rudimentary proofs.
Please see my note regarding groupings above.

Assessment
The two teachers will be assessing the pace and depth of student learning throughout the lesson, and will
customize instruction accordingly.
Closure
The closing activity will consist of a game-show style flash quiz, in which students will be called upon to
answer brief questions intended to reinforce understanding of concepts taught in this particular lesson, as well
as the unit to date.

Subject:
Pythagorean Theorem
Geometry
Lesson Objective: Learn about special right triangles and Pythagorean

triples. This includes having the students finding the two unknown side
length of a special right triangle by using ratios that are related to the
given triangle (they will be given a single sides length for one of the
special right triangles).
Standard(s): CCSS.Math.Content.8.G.B.7: Apply the Pythagorean

Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions.
Teaching Point: What are the special right triangles and why are they
considered special? What is meant by the term Pythagorean triples and
what are some of the most common examples?
Page 8
Day: 4
Grade: 8
Station Teaching
Parallel Teaching
Team Teaching
The co-teachers will act like a tag
team in that each teacher will be
responsible for teaching the
material to the full class of
students. The students will benefit
from the professionalism and
teaching styles of the two
instructors. The Team Teaching
classes can be less monotonous,
more stimulating and more
engaging for the students.
Academic Language
Pythagorean Triples
Scaling Up

words to students?
Before, what specifically will you
do?
During
After

Ask students to show that they can create the angle measures within special right triangles: 30,45,60, and
90. Students should be able to recognize isosceles right triangles, scalene right triangles, and angle measures
of triangles.
Lesson Development
I, Do (Model) Discuss the various special right triangles and how their angle measures make calculations
easier.Write the relationships (30:60:90 and 45:45:90 ratios) on the board so that the students can
reference them during their activities.
Ask students to enlarge the teacher-provided triangles (all of which have sides that are Pythagorean triples) in
order to create similar triangles - having different Pythagorean triples - by scaling up. Also, provide a few
Pythagorean Theorem problems for triangles whose angles are 30:60:90 and 45:45:90 and where one
side is missing. Model the activity by showing students to look for a pattern in the lengths of the sides.
Page 9
this is great but the model should occur during the previous section.
Allow the students to work on their own and to complete the worksheets having the Pythagorean theorem
problems for special right triangles where one side is missing. Remind students to look for the pattern in the
lengths of the sides. Students will be able to use 30:60:90 and 45:45:90 ratios, that are written on the
board for reference, in order to solve for the lengths of the sides of each right triangle.
Special Needs Students
Students with special
needs can do less
problems in the class
work and homework.
They will not be expected
to memorize the ratios,
while the other students
will have to memorize the
ratios and how to
recognize them.
Other Diverse Groups

For example, ELL and
Culturally-Diverse
Learners, should benefit
from the visual, handson graphing component
to the activities. If
students are struggling,
the teachers will assist
during the problem
solving activities.
Struggling Students
If students are
struggling, the two coteachers will assist
during the problem
solving activities.
Gifted Individuals
Students who finish first
should check their work
while the teachers walk
around and help those who
are still struggling.

Assessment
Teachers will walk around and ensure that the majority of students understand the topic before continuing the
lesson. Students will be asked to assess their own worksheet problems. Answers will be posted for students to
check their own work, and student questions will be answered during the final ten minutes of the class.
Closure
The teachers will assist students in organizing and summarizing the knowledge gained in the lesson. The
teachers will have the students compare and contrast the two types of special right triangles so that the
students understand that a 45:45:90 triangle has a ratio of 1 : 1 : square root of 2, and the 30:60:90
triangle has a ratio of 1 : 2 : square root of 3.

Subject:
Pythagorean Theorem
Geometry
Lesson Objective:
Apply the Pythagorean Theorem to find the distance between two points
in a coordinate system.
Standard(s):
CCSS.Math.Content.8.G.B.8
Page 10
Day: 5
Grade: 8
Parallel Teaching
Station Teaching
Team Teaching
Teaching Point: How can the distance between two points be computed
using the Pythagorean Theorem? Regardless of whether or not one point
is at the origin, why is the distance formula the same -- even though the
formulas are written differently?
Academic Language
Distance Formula
Labelling/Subscripting (e.g., x1, x2, y1, y2) of Coordinate Pairs

words to students?
Before, how will you introduce
these vocabulary words?
During
After

Finding the length of line segments. Ask students if they recall how to calculate the slope of a line when two
points are shown but the coordinates of the points are not provided and the x- and y- axes have no numbers on
them. This encourages students to count the number of boxes going up or down and the boxes going right or
left which will have the effect of creating a right triangle, where the given line segment is the hypotenuse.
This will point them toward using the Pythagorean Theorem for determining the length of line segments when
only the line segments (as opposed to triangles) are provided to them on a grid.
Lesson Development
I, Do (Model) Show how the distance formula can be derived using the Pythagorean Theorem. Illustrate the
distance of a point from the origin and the distance between any two points.
Provide examples on a (x,y) grid (coordinate system) and calculate the distance between the two points using
the Pythagorean Theorem. Are students expected to complete this individually or with support from the
teachers?
Students will receive a worksheet of the Cartesian plane with several line segments on it. There are no
numbers on the grid. Students will be asked to use the Pythagorean Theorem to find the length of each line
segment shown.
Struggling Students
Teachers can assist (and
assess) struggling students
during the independent
practice.
Special Needs Students

Students with dyslexia
should be able to work
on the activity since
there are no number
symbols or words on it.
Other Diverse Groups

ELL and CulturallyDiverse Learners, for
example, should benefit
from the visual, handson graphing component
of the activity.
Page 11
Gifted Students
Students who have
mastered the lesson will be
asked a challenging
question to pique their
interest and curiosity. For
instance, they will be
asked to research President
Garfields involvement in
the Pythagorean Theorem.

Assessment
The teachers should notice the students who need assistance or seem lost. In addition, the teachers should
make a note of who these students are and set aside a time to check in with them. Lastly, the teachers should
pay close attention to the students thought processes during discussions before and after the activity.
Closure
The teachers will sum up the lesson by reviewing the main concepts; e.g., how the Pythagorean Theorem can
be used to derive the Distance Formula. In a very practical sense, this will be useful to them whenever they
need to determine the length of line segments drawn between any two points.
Marc and Patrick,
There are great interactive activities to engage students and to help students as they reach the level of mastery. I
suggest that your lesson plan should reflect explicitly how you will teach the new vocabulary. Also, although I
am not asking for a scripted lesson plan each lesson plan should be designed in a way that anyone with some
background knowledge of math concepts and pick it up and follow your plan. Please take a moment to review
my comments throughout the lesson plan.

Lessonplans Sped708 Patrickfloodmarckaplowitz

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Lesson Plans-SPED708--Patrick Flood, Marc Kaplowitz

Learning Segment (Unit):

Standard(s): CCSS.Math.Content.8.G.B.7: Apply the Pythagorean

Theorem to determine unknown side lengths in right triangles in real-

How will you teach these new

Motivation (Activating Student Prior Knowledge)