Amanda Larner- 8th Grade MathLesson Plans: Week of October 30, 2017Duty Week: YES
CCSS / Student Objective / Mathematical Practices / Lesson / Assessment / HomeworkMonday / 8.NS.A.2.
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions / TSW…
learn to evaluate
radical expressions by identifying
there location on a number line and
which whole number they are
closest to. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. /
- Bellwork: Angle Relationship Review
- Understanding Square Roots
- Brainstorm what you think the √49 is.
- Notes: Perfect Squares and Square Roots
- Understand that Square roots have two answers
- √49 = ±7
- Interpreting Square Roots that are not Perfect Squares
- √19—discussion within groups
- √32—on the number line
- √130—using two perfect squares that come before and after
- Fluency practice-Whiteboards
- Closing: In your own words, describe what a square root is. How do you find the value of a square root, that’s not a perfect square?
- Practice: Squares and Square Roots Practice—due Tuesday
Squares and Square Roots Practice—due Tuesday (if not finished in class)
Tuesday / 8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse. / TSW…
Practice applying the Pythagorean theorem to find the lengths of sides of right triangles in two dimensions. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / Proof of the Pythagorean Theorem: Module 3, Lesson 13
- Exploratory Challenge: Proof of the Pythagorean Theorem
- Construct a triangle where the legs have lengths 3 and 4.
- Students make a conjecture as to which is bigger; a+b or c, or if they would be the same size and explain your reasoning.
- Create perfect squares off of each leg
- Cut out the squares only and create one big square; students may have to cut their squares into small pieces.
- Discussion: What do you notice about this largest square and the other two original squares? How does the side of the hypotenuse relate to the side of the new triangle you created?
- Present the Pythagorean theorem: students copy into their notes
- Exercise 1: Determine the length of side c in each of the triangles
- Whole Group Example: Solving for one of the legs
- Exercise 2: Determine the length of side b.
- Exit Ticket
- Closing: Summarize what you know about the Pythagorean Theorem.
Wednesday / 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. / TSW…
Apply the theorem and its converse to solve problems. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / The Converse of the Pythagorean Theorem: Module 3, Lesson 14
Part 1: with Mrs. Careway
- Applying the Pythagorean Theorem to find the side lengths of a right triangles
- Practice questions—includes finding a missing leg or hypotenuse
- Maze-finding hypotenuse only
- Discussion: How can I determine if a given triangle is in fact a true right triangle?
- Example 1-2; Given the triangle, can you determine if it’s a right triangle?
- Exit Ticket
- Closing: Summarize how you can use the Pythagorean Theorem to ensure that a given triangle is a right triangle.
Thursday / 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.. / TSW…
Complete a quiz covering the Pythagorean Theorem and its converse. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. /
- Pythagorean Theorem Quiz
- Covers applying the Pythagorean Theorem to find unknown side lengths
- Covers using the converse to identify if a given triangle is in fact a right triangle.
Friday / NO SCHOOL