Grade: 8 Content: Math

Quarter: 4 Unit: 4 Lesson: 1

Unit Title: Geometry

Priority Standard(s):
● 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.

Proficiency Scale (optional):

Lesson Title: Pythagorean Theorem

Lesson Objectives
● Apply the Pythagorean Theorem to determine unknown side lengths in right
triangles in real-world and mathematical problems in two and three dimensions.

I Can Statements
● I can evaluate exponents.
● I can evaluate square roots.
● I can create squares.
● I can identify a relationship between a right triangle and squares.
● I can find the unknown area of a square.
● I can find the length of the unknown side of a right triangle.
● I can use the Pythagorean Theorem to find the length of an unknown side.
● I can apply the Pythagorean Theorem in real-world problems.

Vocabulary:
● Square, right triangle, area, legs, hypotenuse, Pythagorean Theorem

Day 1:
1. Prepare the following materials: Resource #1 handout, Resource #2 class set
handouts
2. Read “I can” statement - I can evaluate exponents, I can evaluate square roots,
and I can create squares.
3. Students will review evaluating exponents and square roots through the activity
from Resource #1.
4. Have students reflect on the activity by verbally posing the question, “What do
you notice about the numbers?” Students will eventually come up with a general
idea that the numbers deal with squares. Additional inquiry and scaffolding may
be needed to assist with students recalling the following facts: 1) the square of a
number is the area of a square and 2) square root of a number results in the
length of the side of a square.
5. Revisit “I can” statement - I can create squares. Inform students using what they
know about exponents and square roots, they will create squares. Implement
activity from Resource #2.
 6. Closure - Review “I can” statements; I can evaluate exponents, I can evaluate
square roots, and I can create squares.
7. Pose the question, “What do all three skills have in common?” Allow students to
reflect on the question and elicit a class discussion.
8. Inform students that they will apply the skills the next class day.

Day 2:
1. Prepare the following materials: laptop, projector, speakers
2. Project video from Resource #3. Upon completion, elicit class discussion by
posing the two questions, “What do you notice?” and “What do you wonder?”
Students should at least come up with the fact that there are three squares and
a right triangle. Additionally, students may realize that the liquid from the two
smaller squares is the same amount as the largest square.
3. Read “I can” statement - I can identify a relationship between a right triangle and
squares.
4. Implement activity through Resource #4.
5. Elicit a class discussion through their findings. Students should conclude with
the following facts:
a. Certain number combinations from each square (i.e., 3, 4, 5 and 3, 12,
13) form a right triangle.
b. The aforementioned number combinations are the lengths of the sides of
the right triangle.
c. The area of the smaller squares is equal to the area of the largest square.
6. Collect cutouts from each group.
7. Project video from Resource #3 again and ask for any additional information
from students.
8. Closure - Review “I can” statement; I can identify a relationship between a right
triangle and squares.
9. Pose the following question, “Do the numbers 7, 14, and 15 form a right
triangle?” Inform students to ponder on the question and be prepared to explain
their answer the following class.

Day 3:
1. Prepare the following materials: laptop, video, speakers, Resource #5 class set
handouts, calculators
2. Have students discuss the posed question from the class before, and have a
student share out their findings. Students should recognize that 7, 14, and 15
cannot form a right triangle because the sum of the smaller areas of the square
do not form the area of the larger square, that is, 49 + 196 does not equal to
225.
3. Read “I can” statements - I can find the unknown area of a square and I can find
the length of an unknown side of a right triangle.
4. Distribute handouts from Resource #5 for each student. Inform students to
quietly read over the questions to themselves to get a better idea of what to look
 out for in the video. Moreover, inform them they will work on the handout after
watching the video.
5. Project video from Resource #6. Upon completion, allow students to individually
answer the questions from the handout, discuss with a partner if needed, and
have a share out.
6. Project PowerPoint from Resource #7 and distribute calculators for each
student. Use Slide 9 to find the area of the larger square. Then, have students
utilize calculators to find the length of the unknown side of the right triangle by
finding the square root of the area. If PowerPoint is inaccessible, draw out the
figures on the board.
7. Similarly, perform the same idea for Slides 13 to 15.
8. Guided Practice: Distribute handout from Resource #8 and have students work
on the first page only. Go over solutions upon completion.
9. Closure - Review “I can” statements; I can find the unknown area of a square
and I can find the length of an unknown side of a right triangle.
10. Exit Ticket: Using Slide 11 of the PowerPoint, have students spot and correct
the mistakes on their notebooks. Have a class discussion upon completion.

Day 4:
1. Distribute handouts from Resource #9 to students. Inform them they will use it
as a guide for the day.
2. Read “I can” statement - I can use the Pythagorean Theorem to find the length
of an unknown side.
3. Have students fold the handout as a brochure, complete their information, and
fill in the blank underneath the Academic Language section. Moreover, have
them draw an example underneath each word in the space provided.
4. Have students discuss finding the hypotenuse through Example 1 of the
brochure. If students are able to figure out how to find the missing side when
given only two sides of a right triangle, then have a student model it on the
board. If not, explain to students to use what they learned the class meeting
before, that is, use the Pythagorean Theorem by taking the sum of the squares
of both lengths to find the area of the larger square and take the square root of
the area to find the length of the hypotenuse (i.e., 42 + 32 = 16 + 9 = 25, and c =
√25 = 5).
5. Guided Practice: Have students work on practice problem on the brochure.
6. Independent Practice: Distribute second page of Resources #8 and have
students find the hypotenuse of each triangle. Upon completion, discuss
solutions with class.
7. Closure - Review “I can” statement; I can use the Pythagorean Theorem to find
the length of an unknown side.
8. Have students rate themselves on how confident they are with using the
Pythagorean Theorem to find the length of the hypotenuse. With their hands
placed below their chins, have students rate themselves on a scale from 1 to 4,
1 being not confident with the skill and 4 being able to explain it to a partner.
Day 5:
1. Prepare the following materials: laptop, projector, speakers
2. Distribute handout from Resource #10. Inform students that the narrative prompt
translates their thoughts of using the Pythagorean Theorem into word form.
Have students complete the narrative prompt by individually filling in the blank.
Then, have a share out.
3. Read “I can” statement - I can apply the Pythagorean Theorem in real-world
problems.
4. Distribute handout from Resource #11 to each student. Model Problem 4 from
the handout by first allowing students attempt to draw out the problem on the
board and eliciting class discussion on whether or not it is an appropriate
representation of the problem. Upon agreement of drawing, have students solve
for the unknown side and compare with their peers.
5. Guided Practice: Have students complete Problems 1-4 and 8-12 with a partner.
Inform them to draw out their representations of each problem and show all
work. Upon completion, discuss solutions with the class.
6. To summarize, project video from Resource #6.
7. Closure - Review “I can” statement; I can apply the Pythagorean Theorem in
real-world problems.
8. Have students work on KWL chart on their notebooks. Elicit class discussion by
having students share out a piece of information. Ultimately, students will
discover they were only able to find the length of the hypotenuse given two legs.
Pose the question, “Do you think you are able to use the Pythagorean Theorem
to find the length of an unknown leg?” Inform them that they will discuss it in the
next unit.

Resources
1. Activity
○ I Have, Who Has?
○ Students will review evaluating exponents and square roots.
○ Materials: Resource #1 handout, see Resource Folder
○ Directions:
1. Cut along the lines of Resource #1 handout. Distribute a cutout to
each student or pair of students.
2. A student will begin by reciting what their cutout states, e.g., “I
have 9, who has√16?”
3. Another student will respond if the answer is on the handout.
4. Have students repeat until it goes back to the first student.
2. Activity
○ Creating Squares
○ Students will draw squares when given either a side length or the area.
○ Materials: Resource #2 handout, see Resource Folder
○ Directions:
1. Have students in pairs/small groups of 3.
2. Distribute Resource #2 handout to each pair/group.
 3. Using the handout, students will create squares described in the
handout by drawing it on the provided graph.
3. Video
○ Pythagorean Theorem Water Demo
○ Students will be introduced to the idea of the Pythagorean Theorem
through a visual.
○ URL: https://www.youtube.com/watch?v=CAkMUdeB06o
4. Activity
○ Exploring the Pythagorean Theorem
○ Students will recreate the video from Resource #3 by exploring,
analyzing, and identifying the relationship between a right triangle and
three squares.
○ Materials: Resource #4 handout, see Resource Folder
○ Directions:
1. Have students in small groups of 4.
2. Distribute Resource #4 handout to each group. Have students cut
the squares provided on the handout.
3. Using the squares, students will attempt to recreate the video from
Resource #3.
4. Have students start off their exploration using squares with side
lengths 2 to 6. Students should discover that squares with side
lengths 3, 4, and 5 (or areas 9, 16, and 25 respectively) form a
right triangle. Elicit class discussion about discovery.
5. After discussion, allow students to explore with the rest of the
cutouts. They will also discover that squares with side lengths 5,
12, and 13 (or areas 25, 144, and 169 respectively) also form a
right triangle.
5. Handout
○ Flocabulary Video Questions
○ Students will answer the questions from the handout after watching the
video from Resource #6.
○ Teacher-generated, see Resource Folder
6. Video
○ Flocabulary: Pythagorean Theorem
○ Students will be introduced to the Pythagorean Theorem.
○ URL: https://www.flocabulary.com/unit/pythagorean-theorem/
7. PowerPoint
○ TES: Pythagoras
○ Students will find the area of the larger square and length of the longest
side of a right triangle.
○ See Resource Folder
8. Handout
○ TES: Pythagoras
○ Students will practice finding the area of the larger square and length of
the longest side of a right triangle.
○ See Resource Folder
 9. Handout
○ Pythagorean Theorem Graphic Organizer
○ Students will apply the Pythagorean Theorem through the graphic
organizer.
○ Teacher-generated, see Resource Folder
10. Handout
○ Narrative Prompt
○ Students will recognize and explain the process of applying the
Pythagorean to find the hypotenuse.
○ Teacher-generated, see Resource Folder
11. Handout
○ CBSD: Pythagorean Theorem Applications
○ Students will apply the Pythagorean Theorem in real-life scenarios.
○ See Resource Folder
12. Handout
○ CBSD: Pythagorean Theorem Applications Solutions
○ Students will apply the Pythagorean Theorem in real-life scenarios.
○ See Resource Folder

Brain breaks:
● Pencil Jumps
○ Have students place a pencil on the floor. Students will jump over the
pencil a designated number of times.
● Blinky Thinky
○ Directions:
1. Have students blink their left eye while simultaneously snapping
fingers with right hand.
2. Then, have students do the opposite, that is, blink their right eye
while simultaneously snapping fingers with left hand.
3. Finally, have students try blinking one eye while snapping on the
opposite hand 15 times in a row, alternating eyes.

Teacher notes:
● Subscription for Flocabulary videos is needed.