Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

M422/M522 Unit Plan

Due: Oct 21, 2014
Introduction to the Unit:
The following unit is meant for a high school geometry level class. It is a unit on proofs of
the pythagorean theorem and distance formula. The topics we will be covering in this unit
include proofs of the pythagorean theorem, the distance formula in relation to the pythagorean
theorem, and real world applications of each.
This unit includes many student explorations so that students will discover the proofs on
their own with little guidance from the teacher. This unit includes three fully developed lessons
and two undeveloped lessons. All of the lessons work together to achieve the goals we have for
our students. The lessons in this unit are also student-centered and involve technology to
support and improve the lesson.
Goals for the Unit:
Our goals for the unit are:
Students will develop a deeper understanding of the Pythagorean theorem by creating a
proof (which they have some prior knowledge on).
Students will be able to explore the distance formula and relate it back to the
pythagorean theorem through real world problems and explorations.
Students will understand not only what the Pythagorean theorem is but why and how it
works for right triangles and other polygons.
Students will be able to apply the Pythagorean theorem and distance formula to realworld situations.
These goals for this unit include application, developing understanding, and exploration.
This unit is not limited to these four goals. We also want our students to use some of the eight
mathematical practices when completing the exploration. In this unit, students will not be doing
procedures without connections but they will actually be doing mathematics.
Geometry Standards
G.LP.4: Develop geometric proofs, including direct proofs, indirect proofs, proofs by
contradiction and proofs involving coordinate geometry, using two- column, paragraphs, and
flow charts formats.
G.T.8: Develop the distance formula using the Pythagorean Theorem. Find the lengths and
midpoints of line segments in one- or two-dimensional coordinate systems. Find measures of
the sides of polygons in the coordinate plane; apply this technique to compute the perimeters
and areas of polygons in real-world and mathematical problems.

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

G-GPE-7. Use coordinates to compute perimeters of polygons and areas of triangles and
rectangles, e.g., using the distance formula.
Unit Overview:
The Pythagorean theorem is a theme in mathematics that can be interesting for students
when put in an investigative situation. Thus, the lessons in this unit are very student-centered
and discussion-focused. Students will be exploring proofs of the Pythagorean theorem. They will
be modeling with mathematics when exploring real life situations using the Pythagorean
theorem. These lessons incorporate some of the eight mathematical practices because students
will be reasoning abstractly and constructing viable arguments. When they are proving the
Pythagorean theorem, they are making arguments for why it works using mathematical
properties of shapes that they have previously learned.
In the first lesson, students will be exploring an algebraic proof of the pythagorean
theorem. In this lesson students will use appropriate tools strategically. This is because they
will be using different ways to compute the area of the square in order to formulate the
Pythagorean theorem.
In the second lesson, students will be constructing viable arguments and critiquing the
reasoning of others. Students will do so by formulating different proofs for the Pythagorean
theorem by using different shapes. They will be constructing these arguments and discussing
the arguments of their peers in class. This will help them see different ways to prove the same
thing and understand the reasoning of why these proofs work.
The third lesson has students coming up with the converse to the Pythagorean theorem.
Students will be looking for repeated reasoning and relating it to the proofs of the Pythagorean
theorem. They will also be using appropriate tools strategically because the GSP file (attached)
helps them visualize what the converse means.
The fourth lesson also has students constructing viable arguments but for the distance
formula instead. They will also be modeling with mathematics by relating the formula to real life
situations. The activity will allow the students to demonstrate how the Pythagorean theorem
works with the distance formula to determine distances between coordinates.
The last lesson involves modeling with mathematics. Students will be using the distance
formula and the Pythagorean theorem in real life problems. They will also make sense of
problems and persevere in solving them. This is because they need to understand what they
are trying to find in the exploration and explain what their reasoning is. They will tie what they
have learned in previous lessons into a real world exploration. They will also lead students into
thinking about midpoint formulas.
All of these lessons involve attending to precision. Students need to be clear and
concise during these investigations and in their proofs. It is important to be clear in a proof
because proofs are very specific and require every step to have reasons. A lot of these lessons
share the same mathematical practices, which is great because students will get more
experience doing them.
Brief Description of all the Lessons:
Lesson 1: Pythagorean Theorem: Algebraic Proof

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

In this first lesson, students will be learning the algebraic proof of the Pythagorean
theorem. Students will make four right triangles of the same side. Then, they will label the legs
a and b, and the hypotenuse c. Students will then be told to create as many squares as they
can out of the triangles. Once most students have come to this version below, we will talk about
the algebraic properties of the big square and different ways we can compute the area. By
talking about the different ways to compute the area, then we will end up being able to show
that 2 + 2 = 2 .

Pythagorean Theorem Exploration

This lesson will help set the stage for the next lessons when we explore different proofs.
The second lesson explores a different proof of the Pythagorean theorem. This first lesson will
help get students used to what a proof of the theorem looks like and what types of things to look
for in the next exploration.
Lesson 2: Pythagorean Theorem Exploration (Fully Developed)
In this fully developed lesson, students will be exploring other proofs of the Pythagorean
theorem using three scaled (similar) right triangles and creating different shapes with these
three triangles. The launch will show a clip of Who Wants to be a Millionaire where the
students will analyze the question being asking and try to figure it out for themselves. Since we
have introduced the Pythagorean theorem in the previous lesson, students will hopefully be able
to solve this problem. After a few minutes, we will play out the rest of the video so that the
students can enjoy watching the contestant and the audience pick the wrong answer. Then, the
students will go through the investigation where they will create three right triangles. These right
triangles are the triangle with sides a, b, and c scaled up by a, b, and c. Students will cut out
these triangles and create as many other shapes as they can using these three triangles trying
to prove the theorem. Using the properties of the different shapes, students will work to create a
proof of the Pythagorean theorem. In the closure of the lesson, we will go through the different
shapes they came up with as a class and discuss the similarities and differences of them. We
will finish the class with an exit slip to gather students understanding and reactions on the
exploration.
Lesson 3: Pythagorean Converse

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

For this lesson, students will use this Geometers Sketchpad tool to manipulate a
triangle: GSP Conjecture Tool
Students will use a worksheet to write down what the angles are when the squares of the sides
(a, b) of a triangle are equal to, greater than, or less than the square of the third side (c). Then,
students will come up with the converse of the theorem on their own. What they should come up
with is that the triangle is a right triangle if the squares of two sides equal the square of the third
side. This lesson will help students see that the pythagorean theorem works in both ways. After
the exploration, they will go through an actual proof of the converse to the theorem so that they
develop a deeper understanding of it. Learning the converse will allow them to use another
theorem in proving other topics along the way.
Lesson 4: Distance Formula (Fully Developed)
Students will start by writing about what they know about the Pythagorean theorem and
distance formula. They will write down the formulas for Pythagorean theorem and distance
formula if they remember it. We will then go into a problem about the Pythagorean theorem that
leads into distance formula. Students will solve a real world problem with the Pythagorean
theorem, and then solve it again using the distance formula. They will then begin to unfold how
the formula and theorem connect. We will challenge students to see if they can algebraically or
geometrically derive the formula from the theorem. Students will discuss the difference between
using the theorem and the formula. Then, they will complete a worksheet where they will
complete a similar activity. With this lesson, we are really hoping that students make a solid
connection between the Pythagorean theorem and the distance formula.
Lesson 5: Real World using Pythagorean Theorem & Distance Formula (Fully Developed)
In this fully developed lesson, students will be applying their knowledge of the
Pythagorean theorem and distance formula. They will start the lesson by brainstorming ideas
about how these formula/theorem can be applied to real life. Once we have some ideas, we will
have our students try our real world example. Students will be creating shadows either outside
or inside using a lamp. Using the shadow and their partner, students will create a triangle. Then,
students will measure various lengths and apply the formula/theorem. Students will be using a
guided packet throughout this exploration to record their findings. After students finish their
exploration, we will have a class discussion about how they found these formula/theorem relate
to real life. Students will even share other examples that they thought of involving these topics.
Assessment for the Unit:
We will assess our students through problem based learning using the formulas above.
Students will have to find and take a picture of a real life example of a right triangle. Then, they
will have to use their measurements to show that both the Pythagorean theorem and the
distance formula work for the triangle they chose. This would happen after the last lesson of the
unit, and the students will have 3 days to complete it.

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Three Fully Developed Lessons

Lesson Two (Teach to the Class)

Article on Pythagorean Th. Exploration
Special Notes:
Meet with Enrique Week: Monday October 27th after class (send him lesson October 26th Sunday)
Revised lesson plan due: October 29th.
Teach Lesson: Nov 5th
Reflection due: Nov 12th

Title of the Lesson

Proving Pythagorean Theorem Through Exploration
Target Audience of the Lesson:
High School Geometry Class Grades: 9-11

Overall Goal of the Lesson:

Students will prove Pythagorean theorem by completing the exploration given in class
using properties of different shapes and theorems.

Student Learning Objectives:

-SWBAT create a proof using the cut-out triangles to prove pythagorean theorem
-SWBAT back up their proof with evidence using prior knowledge by constructing a
written proof.
-SWBAT identify properties of different shapes to incorporate in their proofs.

Student Prior Knowledge

Students will know properties of isosceles triangles, parallelograms, kites, and angles.
Students will have prior knowledge on how to do the Pythagorean theorem.
Students will know properties about similar triangles.
Students will know and have seen an algebraic proof of the Pythagorean theorem.

Assessment: (Go back to your learning objectives. What will the students do to
demonstrate they have met the learning objectives? Make sure each objective is
paired to an assessment measure)
We will lead a class discussion; see questions in lesson plan below. This will allow us to
see what students gain from this experience. We will also have students complete the
pack and the exit ticket to gather more data.

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Questions:
- How many shapes did you come up with?
-What types of properties did you use in formulating these proofs?
- Which shapes do you think make the proofs the easiest?
-How do these proofs compare to the algebraic proof we did yesterday?
-Why do these proofs work?
Exploration Guided Packet
Exit ticket and Tech Survey

Indiana Common Core Standards and Mathematical Practices Addressed:

Standards
G.LP.4: Develop geometric proofs, including direct proofs, indirect proofs, proofs by
contradiction and proofs involving coordinate geometry, using two- column, paragraphs,
and flow charts formats.
G.T.1: Prove and apply theorems about triangles, including the following: measures of
interior angles of a triangle sum to 180; base angles of isosceles triangles are
congruent; the segment joining midpoints of two sides of a triangle is parallel to the third
side and half the length; the medians of a triangle meet at a point; a line parallel to one
side of a triangle divides the other two proportionally, and conversely; the Pythagorean
Theorem, using triangle similarity; and the isosceles triangle theorem and its converse.
Mathematical Practice:
PS.3: Construct viable arguments and critique the reasoning of others. Mathematically
proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures. They analyze
situations by breaking them into cases and recognize and use counterexamples. They
organize their mathematical thinking, justify their conclusions and communicate them to
others, and respond to the arguments of others. They reason inductively about data,
making plausible arguments that take into account the context from which the data
arose. Mathematically proficient students are also able to compare the effectiveness of
two plausible arguments, distinguish correct logic or reasoning from that which is flawed,
andif there is a flaw in an argumentexplain what it is. They justify whether a given
statement is true always, sometimes, or never. Mathematically proficient students
participate and collaborate in a mathematics community. They listen to or read the
arguments of others, decide whether they make sense, and ask useful questions to
clarify or improve the arguments.

Length of Lesson:

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

45 minutes (one class period)

Schedule of Activities: (Focus on what students will be doing and what teachers
will be doing during each part of the activity.)
Launch/Before: (5 minutes)
Introduce the lesson: We are watching a video over a math topic you have seen before.
See if you remember how to do it!
We will show the video in class to get our students hooked. We will pause the video once
the problem is displayed on the screen. We will give the students time to discuss and
solve the problem. After a class discussion, we will play the video again.
Video on Who Wants to be a Millionaire
Discussion Questions: -What do you think we could use to solve this type of problem?
-What could this guy have done in order to figure out the answer other than guessing
and checking?
-Why do these other answers not work? What are they showing instead?
-What do you know about the sums of two squares? Have you heard or seen anything
like that before?
Our goal for students throughout this lesson is to work with a proof of the Pythagorean
Theorem. We know this theorem uses perfect squares like we saw in the video. Lets see
what we can do!
We will be working with standards on proofs and the pythagorean theorem throughout
this lesson.
Investigate/During: (25 minutes)
We use numbers like 9, 16, and 25 all the time in the Pythagorean theorem because it is
a Pythagorean triple. You have all worked with the Pythagorean theorem in previous
years, today we are going to working on an activity to prove it.
Students will complete the activity on Exploration of Pythagorean Theorem: Exploration
Guided Packet. They will work in groups at their tables to draw, measure, and cut out
triangles to make their own proof of pythagorean theorem. We will go through the first
step of the activity with them but once the begin cutting out shapes we will let them go on
their own. We will monitor the room and provide suggestions and pose questions to the
students.
Students will use reference websites to remind them about different shapes and
properties they can use in their proofs. They will have access to Geogebra and GSP to
reference shape constructions as well. This can help them brainstorm an idea of ways to
create their proof as well. Students will present their work under the doc cam in the front
of the room and show their displayed proof. Students will use this Google Doc to insert

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

their proof and sketch of their final image for the class to reference. The top of the
Document will have resource websites for them to access.
Summarize/After: (15 minutes)
Groups will present their solutions at the document camera and talk about their method
for the proof. We will then go into a discussion about comparing and contrasting different
methods of proving the theorem. If students did not come up with all the methods we
wanted to go through, then we will discuss some of those too, if time permits.
Discussion Questions:
- How many shapes did you come up with?
-What types of properties did you use in formulating these proofs?
- Which shapes do you think make the proofs the easiest?
-How do these proofs compare to the algebraic proof we did yesterday?
-Why do these proofs work?
We will end the class with the exit ticket and survey. Exit ticket and Tech Survey

Adaptations: (How might the lesson be geared up or down? How might the lesson
need to be adapted for students with special needs?)
Differentiated Instruction:
If a student has special needs, they will have the triangles drawn and cut out for them.
This way they can explore the content rather than the stuff that might catch them up.
They could also receive a guided notes sheet that gives them instructions and questions
to think about while going through the investigation. Of course, it also depends on the
disability the student has and what their IEP says.
Geared Up:
If students are getting this lesson immediately and understanding everything completely,
then we could have a contest for who can come up with the most shapes and proofs on
their own.
Geared Down:
If students need extra help on this assignment, we could pull the class together and give
an example of what the big triangle would look like. They would still have to figure out the
proof of it on their own but they would have something to help guide them in the right
direction. We would also ask more directed questions so that the students get to where
we want them to go.

Materials Needed: (Go through each activity and identify what items and
technology are needed to complete this lesson.)
-

GSP

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Geogebra
Google Docs
Gridded paper
Scissors
Rulers
Doc cam
Projector
Computer
White board

Lesson Four
Title of the Lesson
Discovering the Distance Formula

Target Audience of the Lesson:

Geometry-HS (9-11th grade)

Overall Goal of the Lesson:

SWBAT use the pythagorean theorem to discover the distance formula and make
connections between the two by solving real world problems.
Student Learning Objectives:
SWBAT use the pythagorean theorem to discover the distance formula.
SWBAT discover the distance between two points using the distance formula.
SWBAT make connections from the pythagorean theorem and the distance formula
through real world problems.

Student Prior Knowledge

-Pythagorean theorem
-triangles
-equations of lines
-points on a coordinate plane
-absolute value
-plotting and reading points
-coordinate planes
-algebraic simplification skills

Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Assessment: (Go back to your learning objectives. What will the students do to
demonstrate they have met the learning objectives? Make sure each objective is
paired to an assessment measure)
Students will complete the following worksheet after the class activity to show they
have understood the lesson.
-Distance Formula Worksheet
On a notecard, before they leave, students will rate on a scale of 1-3 how comfortable
they are with distance formula and any questions they still have or anything they are
still not sure about.
We will also have a class discussion in which the teacher will be able to see what
students have gained from the lesson.

Indiana Common Core Standards and Mathematical Practices Addressed:

Standards
G.T.8: Develop the distance formula using the Pythagorean Theorem. Find the lengths
and midpoints of line segments in one- or two-dimensional
coordinate systems. Find measures of the sides of polygons in the coordinate plane;
apply this technique to compute the perimeters and areas of
polygons in real-world and mathematical problems.
G-GPE-7. Use coordinates to compute perimeters
of polygons and areas of triangles and rectangles,
e.g., using the distance formula.
Mathematical Practice:
PS.3: Construct viable arguments and critique the reasoning of others.

Length of Lesson:
45 minutes (one class period)

Schedule of Activities: (Focus on what students will be doing and what teachers
will be doing during each part of the activity.)
Launch/Before: (10 minutes)
Students will write their own definition of the pythagorean theorem and distance

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Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

formula. If they can remember the formula they will add that as well.
Students will solve the following problem:
Jerry lives three blocks west and four blocks south of Bens house. If Jerry sent his pet
owl to deliver a message to Ben, how far would his owl have to fly if he flew straight
there? How can we solve this? How are pythagorean theorem and distance involved
in solving this problem?
PBS Simulation Website
Use this site to show the answer and relationship between the two. Have students
brainstorm in groups another way they could find the distance from Jerrys house to
Bens house, using the owls path.
Investigate/During: (20 minutes)
NCTM Crow Flies Activity-just a reference to the actual activity if you want it.
Introduce Activity: Taking from what we learned in the launch we are now going to
actually graph Ben and Jerrys route on a coordinate grid using GSP. Have a student
volunteer to plot the points. This part is similar to the demonstration shown online
earlier. Have the student measure the lines again to be sure the distances were
matched correctly.
Next, take the distance measures off and have the coordinate points show. Let the
groups decide how they would find the length of leg a and leg b using only coordinate
points. Discuss as a class what they actually did and how to mathematically show
what they did (lead them in the direction of using the coordinates). Next have them find
the distance of the hypotenuse using the same type reasoning. Lead them into using
the distance formula (show students the distance formula).
How do we know the distance of each leg is squared? How do we know the
hypotenuse distance is squared. Have students reference the proofs they have
learned and the pythagorean theorem to show that they are squared.
Now that you know the legs are squared, if you had two coordinate points, how would
you find the distance? (Draw a right triangle, find the legs, and then find the third side
using pythagorean theorem, or use the coordinates directly to find the difference using
distance formula.)
Use this image to help students visualize the formula.

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Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Have students write down the actual formula. Have them talk about the connections to
pythagorean theorem.
Students will complete worksheet on topic for Assessment purposes.
Summarize/After: (10 minutes)
Class discussion will take place on the relationship between pythagorean theorem and
distance formula. Can we use one without the other? Why do we need the distance
formula if we have Pythagorean Theorem? How are the formulas similar? How can
we go back and forth from one formula to another?
Students will write what the distance formula is in their own words and how it is
derived from the pythagorean theorem in their notes.
Have students fill out a quick exit slip: Write how comfortable you are with the distance
formula on a scale of 1-3, and then write any questions you might still have about the

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Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

topic.
Challenge: Students will describe how they would find the midpoint using the
knowledge they have on distance formula. This can be submitted for extra credit. The
midpoint formula will be discussed in proceeding lessons.
Students will begin Distance Formula Worksheet.

Adaptations: (How might the lesson be geared up or down? How might the
lesson need to be adapted for students with special needs?)
Students will work in groups, advanced kids will work with those that need help to draw
connections. Most of the class will be required to draw pictures for the problem, some
students with special accommodations may be given a drawing.
Advanced students have the opportunity to work on the challenge in summerize
portion of this lesson. They should also complete the entire activity sheet. Some
students with specific IEPs will be allowed to skip some problems on the worksheet.
Students with special needs will be assigned a peer to help them with notes and
following through the lesson.

Materials Needed: (Go through each activity and identify what items and
technology are needed to complete this lesson.)
-

Computer
Projector
Worksheets
Graph paper
White board & markers

Lesson Five
Title of the Lesson
Real World Using Pythagorean Theorem & Distance Formula

Target Audience of the Lesson:

High School Geometry: Grades (9-11)

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Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Overall Goal of the Lesson:

Students will be able to apply the distance formula and Pythagorean theorem to
measuring their own shadows.

Student Learning Objectives:

Students will measure the length of their partners shadow to determine the height of that
student.
Students will apply the Pythagorean theorem to figure out the height of a student.
Students will apply the Distance formula to find distance from the tip of the shadow to
their partners head.
Students will create a real world problem using the Pythagorean theorem or distance
formula.

Student Prior Knowledge

Students will have learned the Pythagorean theorem and proofs surround it and the
distance formula.

Assessment: (Go back to your learning objectives. What will the students do to
demonstrate they have met the learning objectives? Make sure each objective is
paired to an assessment measure)
Students will complete a worksheet on the activity. I will be able to assess their
understanding of the topic by the completion of this worksheet.

Indiana Common Core Standards and Mathematical Practices Addressed:

(Download, copy and paste entire standard from
http://www.doe.in.gov/standards/mathematics)
Standards
G.T.8: Develop the distance formula using the Pythagorean Theorem. Find the lengths
and midpoints of line segments in one- or two-dimensional
coordinate systems. Find measures of the sides of polygons in the coordinate plane;
apply this technique to compute the perimeters and areas of
polygons in real-world and mathematical problems.

Length of Lesson:
45 minutes (one day)

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Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

Schedule of Activities: (Focus on what students will be doing and what teachers
will be doing during each part of the activity.)
Launch/Before: (10 minutes)
Students will briefly brainstorm real world applications of the Pythagorean theorem and
distance formula. I will instruct them to go to this Padlet. They will then search for
applications and post them by double clicking. I will walk around to make sure that the
students are staying on task.
Investigate/During: (25 minutes)
Students will be measuring the lengths of their shadows using the Pythagorean theorem.
If the day is nice and shadows are present, I will take the students outside to do the
activity. If not, I will use the lamp method. Below I will explain the lamp method. If the
outside method is permitted, it will follow similarly to the lamp method. The main
difference is I will be able to walk around to groups more because I do not have to
control the lamp.
I will hand out the packet and begin to explain what the students will be doing. I will
explain that students will have a partner that I assign to them. Within their group, they will
be making shadows, measuring various lengths, and applying formulas that we have
learned. They should go through the packet follow each step carefully. I will emphasize
that students will switch off being measured. If we are using the lamp method, then I will
also demonstrate how this will work. I will have a student volunteer come up. I will turn
the lamp on and have the student stand facing away from the lamp. I will then turn the
lights off briefly. I will have students observe the shadow that is created by the student. I
will turn the lights on and have the volunteer student sit down. I will explain that we will
need to take turns using the lamp. I will explain that students will come up when they are
ready to use the lamp. Once they are done measuring, they will sit at desks by the
windows so they can continue working. Finally, I will ask if there any questions. Once all
questions are answered, I will assign students their partner and we will begin the activity.
Students will begin working on the packet. At the beginning, there will be many times
where the students are using the lamps. I will start by helping the groups control the
lights and warn students when I will be shutting the lights off. If there is ever a time
where there is not a line for the lamp, I will walk around, monitor, and answer any
questions until someone needs to use the lamp again. Once all the students have used
the lamp for the second time, I will be able to walk around again. As students begin to
finish, I will have them share their finding with other groups. Once the whole class is
done, we will bring it back in for a group discussion.
Summarize/After: (10 minutes)
We will start a class discussion about how the activity went for the class. I will ask a
partner pair to come up to the class to explain how they completed the first three
problems in their packet. They will come to the document camera to display their work. I

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Lesson Designers: Kaitlyn Gorman, Kara Priebe, and Lavina Schwartz

Last Revision Date:10/21/14

will ask them to emphasize how the results differed from their partners actual findings. I
will then ask another group to share how they completed problems four through seven.
This group will again come to the document camera and share their work. If time permits,
I will ask for groups to share the problem that their partner and them created. For each
problem, I will ask students how they think they would go about solving the problem that
was presented.

Adaptations: (How might the lesson be geared up or down? How might the lesson
need to be adapted for students with special needs?)
Geared Up
If students seem to have grasped the content of the assignment quickly, we could the
students focus more on the last question of the packet. Students were to create a real
world problem using the Pythagorean theorem or distance formula. If many groups are
done quickly, students can solve each others real world problems. If only a few groups
are done, they can research real world problems on a class computer or just brainstorm
different ideas.
Geared Down
If students seem to be struggling with this exploration, we could do the first example as a
class. I could have a student volunteer to be measured and another student to measure.
We could work through the first couple problems as a class. When it comes time for the
second measurement, students could try these next problems just with their partners.
Special Needs
It will depend specifically on the disability, but one idea is that I could pair a special
needs student up with a group of 2. The group of 2 could focus on the measuring the
lengths and recording. This would allow the student to specifically be able to focus on
applying the formulas rather than the measuring.
Materials Needed: (Go through each activity and identify what items and
technology are needed to complete this lesson.)
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Lamp
Rulers/measuring tape
Worksheets
Document camera

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