1
Rigorous Curriculum Design
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Type(s)
Pacing
Middle Grades Mathematics
8th
Unit 2: Pythagorean Theorem & Volume
❑Topical
21 days
X Skills-based
❑ Thematic
Unit Abstract
In this unit of study, students will explore and experience the Pythagorean Theorem and
use it to solve problems which include finding distance between two given points.
Students explore the volume of cylinders. Investigations of other solids, including cones
and spheres will develop volume relationships. Formulas are developed and used to
solve a variety of real-world problems.
Common Core Essential State Standards
Domains: Geometry (8.G)
Clusters: Understand and apply the Pythagorean Theorem
Solve real world and mathematical problems involving volume of cylinders,
cones and spheres.
Standards:
8.G.6 EXPLAIN a proof of the Pythagorean Theorem and its converse.
8.G.7 APPLY the Pythagorean Theorem to DETERMINE unknown side lengths in right
triangles in real-world and mathematical problems in two and three dimensions.
8.G.8 APPLY the Pythagorean Theorem to FIND the distance between two points in a
coordinate system.
8.G.9 KNOW the formulas for the volumes of cones, cylinders, and spheres and USE
them to solve real world and mathematical problems.
Revised 8/29/14
2
Standards for Mathematical Practice
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
3. Construct viable arguments and critique
8. Look for and express regularity in
the reasoning of others.
repeated reasoning.
4. Model with mathematics.
Unpacked Standards
8.G.6 Using models, students explain the Pythagorean Theorem, understanding that the
sum of the squares of the legs is equal to the square of the hypotenuse in a right
triangle.
Students also understand that given three side lengths with this relationship forms a
right triangle.
Example 1:
The distance from Jonestown to Maryville is 180 miles, the distance from Maryville to
Elm City is 300 miles, and the distance from Elm City to Jonestown is 240 miles. Do the
three towns form a right triangle? Why or why not?
Solution: If these three towns form a right triangle, then 300 would be the hypotenuse
since it is the greatest distance.
1802 + 2402 = 3002
32400 + 57600 = 90000
90000 = 90000
These three towns form a right triangle.
8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right
triangles in real-world and mathematical problems in two and three dimensions.
Revised 8/29/14
3
Example 1:
The Irrational Club wants to build a tree house. They have a 9-foot ladder that must be
propped diagonally against the tree. If the base of the ladder is 5 feet from the bottom of
the tree, how high will the tree house be off the ground?
Solution:
a2 + 5 2 = 9 2
a2 + 25 = 81
a2 = 56 a 2 = 56
a = 56 or ~7.5
Example 2:
Find the length of d in the figure to the right if a = 8 in., b = 3 in.
and c = 4in.
Solution:
First find the distance of the hypotenuse of the triangle formed with legs a and b.
82 + 32 = c2
642 + 92= c2
73 = c2
73 =
c2
73 in. = c



The 73 is the length of the base of a triangle with c as the other leg and d is the
hypotenuse.
To find the length of d:

73 2 + 42 = d2
73 + 16 = d2

89 = d2
89 =
d2
89 in. = d



Based on this work, students could then find the volume or surface area.
Revised 8/29/14
4
8.G.8 One application of the Pythagorean Theorem is finding the distance between two
points on the coordinate plane. Students build on work from 6th grade (finding vertical
and horizontal distances on the coordinate plane) to determine the lengths of the legs of
the right triangle drawn connecting the points. Students understand that the line
segment between the two points is the length of the hypotenuse.
NOTE: The use of the distance formula is not an expectation.
Example 1:
Find the length of AB .
Solution:
1. Form a right triangle so that the given line segment is the hypotenuse.
2. Use Pythagorean Theorem to find the distance (length) between the two points.
62 + 72 = c2
36 + 49 = c2
85 = c2
85 = c
Example 2:
Find the distance between (-2, 4) and (-5, -6).
Solution:
The distance between -2 and -5 is the horizontal length; the distance between 4 and -6
is the vertical distance.
Horizontal length: 3
Vertical length: 10
102 + 32 = c2
100 + 9 = c2
109 = c2
109 = c
Revised 8/29/14
5
Students find area and perimeter of two-dimensional figures on the coordinate plane,
finding the distance between each segment of the figure. (Limit one diagonal line, such
as a right trapezoid or parallelogram).
8.G.9 Students build on understandings of circles and volume from 7th grade to find the
volume of cylinders, finding the area of the base ∏r2 and multiplying by the number of
layers (the height).
V = ∏r2h
find the area of the base
and
multiply by the number of layers
Students understand that the volume of a cylinder is 3 times the volume of a cone
having the same base area and height or that the volume of a cone is 1 the volume of a
3
cylinder having the same base area and height.

V = 1 ∏r2h or
3
V = ∏r2h
3

A sphere can be enclosed with a cylinder, which has the same radius and height of the
sphere (Note: the height of the cylinder is twice the radius of the sphere). If the sphere
2
of the cylinder. Based on this model, students understand that
3
2
the volume of a sphere is the volume of a cylinder with the same radius and height.
3
is flattened, it will fill
The height of the cylinder is the same as the diameter of the sphere or 2r. Using this
information, the formula for the volume of the sphere can be derived in the following
way:

V =∏r2h
cylinder volume formula
2
V = ∏r2h
3
multiply by
2
2
since the volume of a sphere is the cylinder’s
3
3
volume
2
V = ∏r22r
3

4
V = ∏r3
3


Revised 8/29/14
substitute 2r for height since 2r is the height of the sphere

simplify

6
Students find the volume of cylinders, cones and spheres to solve real world and
mathematical problems. Answers could also be given in terms of Pi.
Example 1:
James wanted to plant pansies in his new planter. He wondered how much potting soil
he should buy to fill it. Use the measurements in the diagram below to determine the
planter’s volume.
Solution:
V = ∏r2h
V = 3.14 (40)2(100)
V = 502,400 cm3
The answer could also be given in terms of л: V = 160,000л
Example 2:
How much yogurt is needed to fill the cone to the right? Express your answers in terms
of Pi.
Solution:
1
∏r2h
3
1
V = ∏32)(5)
3
1
 V = ∏ (45)
3
V=
3
 V = 15 ∏ cm

Example 3:
Approximately, how much air would be needed to fill a soccer ball with a radius of 14
cm?
Solution:
4
∏r3
3
4
V = (3.14)(143)
3
V=

V = 11.5 cm3

Revised 8/29/14
7
“Know the formula” does not mean memorization of the formula. To “know” means to
have an understanding of why the formula works and how the formula relates to the
measure (volume) and the figure. This understanding should be for all students.
Note: At this level composite shapes will not be used and only volume will be
calculated.
“Unpacked” Concepts
(students need to know)
8.G.6
 Pythagorean Theorem and its
converse
“Unwrapped” Skills
(students need to be able to do)
 I can use a visual representation
to explain a proof of the
Pythagorean Theorem and its
converse.
 I can experimentally prove the
converse of the Pythagorean
Theorem by using Pythagorean
triples.
8.G.7
 Applications of Pythagorean
Theorem

8.G.8
 Distance between two points in
a coordinate plane

8.G.9
 Volume of cones, cylinders and
spheres
Revised 8/29/14
I can use the Pythagorean
Theorem to solve real world and
mathematical problems that
involve side lengths of right
triangle in two and three
dimensions.
I can apply the Pythagorean
Theorem to find the distance
between two points.
 I can explore patterns among the
volumes of cylinders, cones and
spheres.
 I can develop strategies for
finding volumes of cones,
cylinders and spheres
 I can use volume to solve a
variety of real-world problems.
Cognition
(DOK)
3
2
2
2
2
2
3
8
Essential Questions
Corresponding Big Ideas
8.G.6
 How can I prove the Pythagorean
Theorem and its converse?

Students will explain proof of the
Pythagorean Theorem and its
converse.

Students will apply the Pythagorean
Theorem to determine unknown side
lengths of right triangle in real world
and mathematical problems.

Students will apply the Pythagorean
Theorem to find the distance between
two points in a coordinate plane.
8.G.9
 How can I find the volume of cylinders,
cones and spheres?

Students will develop formulas to find
the volume of cones, cylinders and
spheres.

How can I compare the volume of
different 3-D figures?

Students will develop strategies to
compare volumes of different 3-D
figures.

How can I apply finding volume to real
life situations?

Students will solve real life problems by
identifying shape of figures referred to
and applying volume formulas.
8.G.7
 How can I apply the Pythagorean
Theorem in real world and
mathematical problems?
8.G.8
 How can I apply the Pythagorean
Theorem to find the distance between
two points in a coordinate plane?
Vocabulary
right triangle, hypotenuse, legs, Pythagorean Theorem, Pythagorean triple, cone,
cylinder, sphere, Pi, radius, volume, height
Revised 8/29/14
9
Language Objectives
Key Vocabulary
8.G.6 –
8.G9
8.G.9
8.G.6
8.G.9
8.G.7
8.G.9
8.G.6
8.G.9
8.G.7
8.G.8
8.G.9
8.G.9
8.G.9
8.G.68.G.9
SWBAT Define and give examples of the specific vocabulary for this
standard: right triangle, hypotenuse, legs, Pythagorean Theorem,
Pythagorean triple, cone, cylinder, sphere, Pi, radius, volume, height
Language Function
SWBAT explain the relationship of the area of the base (circle) to the
volume of the cylinder.
Language Skills
SWBAT interpret the letters (a, b, c) to explain the Pythagorean Theorem
formula to a partner.
SWBAT apply the appropriate formula to solve real-world and
mathematical word problems related to cones, cylinders, spheres.
Language Structures
SWBAT understand and explain why the formula works and how the
formula relates to the length of sides of the right triangles.
SWBAT explain the relationship of a sphere enclosed in a cylinder with the
same radius and height and apply the appropriate formula. (V=⅔  r2h)
SWBAT using a drawing or a model, explain the relationship of the sides
of a right triangle.
Language Tasks
SWBAT identify, label, find, and create cones, cylinders, and spheres.
SWBAT work with a partner to apply the formulas to find the unknown
length of any side of a right triangle.
SWBAT using a drawing or a model, explain how to find the distance
between two given points on a coordinate system.
SWBAT using a drawing or a model, explain the formula for finding the
volume of a cone.
SWBAT using a drawing or a model, explain the formula for finding the
volume of a sphere.
SWBAT express the answers to problems involving volume in terms of Pi
(  ). (V=502,400cm3 = 160,000  )
Language Learning Strategies
SWBAT identify and interpret language that provides key information to
solve real-world and mathematical word problems using visual and
graphical supports.
Revised 8/29/14
10
Information and Technology Standards
8.TT.1.2 Use appropriate technology tools and other resources to organize information
(e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
8.RP.1.1 Implement a project-based activity collaboratively.
8.RP.1.2 Implement a project-based activity independently.
Instructional Resources and Materials
Physical
Technology-Based
Connected Math 2 Series
 Looking for Pythagoras, Inv.3-4
 Common Core Investigation 4
WSFCS Math Wiki
Partners in Math Materials
 Paper Cylinder Task
 Geometry
 Ratio, Rate, Proportion & Right
Triangles
Lessons for Learning (DPI)
 Gift Box Dilemma
 Meltdown
MARS
Mathematics Assessment Project (MARS)
 The Pythagorean Theorem:
Square Areas
 Estimating & Sampling: Jellybeans
 Finding Shortest Routes: The
Schoolyard Problem
 Modeling: Making Matchsticks
 Jane’s TV, task
 Matchsticks, task
 Circles & Squares, HS task
 Proofs of Pythagorean Theorem,
HS task
 Pythagorean Triples, HS task
Revised 8/29/14
NCDPI Wikispaces Eighth Grade
Georgia Unit
Illustrative Math
Illuminations