Teacher: Heather Narwich
Grade Level: 8th
I. Content and Standards
1. M8.C.1.2.1: Use the Pythagorean theorem to find the measure of a missing side of a
right triangle (formula provided on the reference sheet – whole numbers only).
2. 2.5.8.A: Develop a plan to analyze a problem, identify the information needed to solve
the problem, carry out the plan, apply estimation skills as appropriate, check whether
the plan makes sense, and explain how the problem was solved in grade appropriate
contexts.
II. Prerequisites

Students will be able to compute the missing side of a right triangle

Students will know the Pythagorean theorem only applies to right triangles

Students will be able to use the square and square root functions on their calculator and
round to the nearest tenth

Students will know how to TAG (Turn the question into a prompt; Answer the question;
Give evidence) a constructed response
III. Instructional Objective
At the end of the lesson, students will be able to
1. Compute the answer to word problems related to the Pythagorean theorem
2. Create a visual sketch to solve the problem
3. Identify pertinent information from the word problem and plug this information into
the theorem a2+b2=c2.
IV. Instructional Procedures: BDA

Students will break into small groups. Each group will be given a word problem to solve

Groups will create a visual or act out the problem and TAG their answer

Groups will present their problem and solution to the class
V. Materials and Equipment

See attached sheet for word problems

Construction paper, tape, markers, etc
VI. Assessment/Evaluation

Informal assessment of group participation

Group presentation

Group visual or demonstration of solution
VII. Accommodations or Modifications

I have an “easy” problem with whole numbers in case an IEP student is really struggling,
but I am hoping they can contribute to their group problem
VIII.

Technology
The Smart board will be used to give instructions and students can use it to illustrate
their solution
IX. Self-Assessment

I will use student feedback to tweak my word problems.
1. The slide at the playground has a height of 6 feet. The base of the slide
measured on the ground is 8 feet. What is the length of the sliding board?
2. The bottom of a 13-foot straight ladder is set into the ground 5 feet away
from a wall. When the top of the ladder is leaned against the wall, what is
the distance above the ground it will reach?
3. In shop class, you make a table. The sides of the table measure 36" and 18".
If the diagonal of the table measures 43", is the table “square”? (In
construction, the term "square” just means the table has right angles at the
corners.)
4. In the Old West, settlers made tents out of a piece of cloth thrown over a
clothesline and then secured to the ground with stakes forming an isosceles
triangle. How long would the cloth have to be so that the opening of the
tent was 6 feet high and 8 feet wide?
5. A baseball “diamond” is actually a square with sides of 90 feet. If a runner
tries to steal second base, how far must the catcher, at home plate, throw to
get the runner “out”? Given this information, explain why runners more often
try to steal second base than third.
6. Your family wants to purchase a new laptop with a 17” widescreen. Since the
17 inches represents the diagonal measurement of the screen (upper corner
to lower corner), you want to find out the actual dimensions of the laptop.
When you measured the laptop at the store, the height was 10 inches, but
you don’t remember the width. Calculate and describe how you could figure
out the width of the laptop to the nearest tenth inch.
7. During a football play, DeSean Jackson runs a straight route 40 yards up the
sideline before turning around and catching a pass thrown by Michael Vick.
On the opposing team, a defender who started 20 yards across the field
from Jackson saw the play setup and ran a slant towards Jackson. What was
the distance the defender had to run to get to the spot where Jackson
caught the ball?
8. In construction, floor space must be planned for staircases. If the vertical
distance between the first and second floors is 3.6 meters, and a contractor
is using the standard step pattern of 28 cm wide for 18 cm high, then how
many steps are needed to get from the first to the second floor and how
much linear distance (ie “width” or “base”) will be needed for the staircase?
What is the length of the railing that would be attached to these stairs?