Assignment #4

Stage 3 - Understanding by Design

Charles Kelley
 Title of Unit The Pythagorean Grade Level 6-8
Theorem and its
uses

Essential Questions

Overarching Questions: Topical Questions:

When is it appropriate to use the
Pythagorean theorem and for what purpose?
How does using variables to represent
unknown amounts help solve problems?
 What types of triangles can the
Pythagorean Theorem be used with?
 What side lengths can be calculated using
the Pythagorean Theorem?
 What do the three variables (a, b, c)
represent?
 How do you apply the solution to the
theorem?
 How are the variables matched with a
value?
 What does the area of the sides have to do
with the length of the hypotenuse?

Stage 3
 W Where are your students headed and Why?
What is required of them?

State each goal for the unit and address the relationship between the goal and the
essential questions to establish where the unit is going.

To address why we are learning the content highlight practical/ real-world

application of the theorem through performance tasks

Address what is required of the students by briefly introducing the rubrics for each
assignment and stressing the expectations for those assignments. Present to the
students previous examples of Target work.

How will the students be hooked and held in this unit?

H
Hook the interests of the students by providing a story of how I have personally
used the Pythagorean Theorem while building my garage.

Ongoing hold of the unit will be addressed in the performance tasks by challenging
the students in role-play situations. Also allow students a choice in content in
performance task #2.
 What activities, instruction, and guidance will be provided to
E enable and equip students to explore and experience the
important ideas in this unit?

I will equip the students for learning by breaking down the required skills needed
to perform the Pythagorean Theorem in the first week of instruction through a
mixture of direct instruction, experiential tasks (problem-based,
construction/measurement) and project-based performance tasks.

Students will explore their newly learned content through 2 performance tasks and
the presentation of these tasks.

What activities, products and performances will be designed

R to provide students with the opportunity to reflect, rethink,
and revise?

Through the use of a self-assessment rubric, I will allow students to

reflect upon their level of understanding and mastery. By having the
students take this assessment at the beginning of the third week, I have
allocated some time to revisit and rethink those concepts that the students
believe they need more work on.

Students’ performance activities will be peer reviewed with standardized

rubrics. Students who get unacceptable grades will have the input from
the other students and a chance to refine their projects until it reaches an
acceptable level.
 What self-assessments and self-evaluations will students
E participate in to allow for reflection and transfer of learning?

To encourage self-evaluation I have included introductory and closing activities

that are designed to evoke self-reflection and evaluation in the students.

T How will instruction and activities be tailored to provide for

the various learning needs, styles, knowledge and interests of
students?
I have tailored the assignments in the unit to accommodate different
learning styles and levels of prior knowledge by differentiating the type
and scope of the assignments. The Performance Tasks are fairly open-
ended and can be achieved through many different means. I have
provided a rubric for what has to be in the assignment but have not
limited the assignment in any other way. The class assignments are a
mixture of hands-on construction assignments, written work and problem
solving which offers many different types of learners some likeable facet.
Also, the rubric/ grading is set up in a way where there are concrete goals
for the student in each activity and a chance to correct unacceptable
work.
How will learning experiences be
O organized/sequenced to provide for greatest
acquisition/understanding

I have chosen to organize the unit from a mastery-approach point of

 view. The students receive a week of basic concepts and prerequisite
skill building before the higher concepts are put into place. The student
then attempt to master the higher concepts of the unit before they put the
concepts into practice in the performance tasks.

Week One- Learning Sequence

Monday: Tuesday: Wednesday: Thursday: Friday:
a. Exploration of variables and their b. Balancing equations c. Squares and square roots d. Different e. Indentifying
uses (vocabulary) triangles and parts of the
i. Pre-assessment i. Students will be given Sponge Activity- Students their properties triangle/
several unbalanced quickly answer, “What are your (measurements Square
equations and asked to strengths in balancing ) construction
ii. Vocabulary introduction (variables,
use the principle of equations?”  EQ: What
triangle, square, square roots,
equality to balance the i. Students will be assigned a page types of i. Students are
Isosceles, Scalene, Angles, Sides, triangles
equation. The student in their workbook on squares and assigned a
Hypotenuse, Equation) . Have can the
must isolate the variable square roots. Finding squares section in their
students explore the definitions of Pythagorea
and perform equal and their square roots workbook that
these words so that they will n Theorem
functions on each side of ii. Student will explore the inverse be used illustrates Side
become familiar with them and are
the equation. Students relationships of the two with? A, B
able to utilize them correctly in the
will be asked to justify functions and will be asked to Hypotenuse(C)
unit.
the steps taken when create several examples of this and Right angle
iii. Closing Activity- Students quickly i. Students will
balancing the equations. relationship on their own. in a right
write a sentence or two on “What indentify Right,
(Experiential Entry) iii. Students write a short triangle.
questions do I still have about the Isosceles, and
paragraph on the patterns that Students will
vocabulary words?” Tech. Integration: they experienced today and Scalene complete the
Students utilize outside of triangles from
Tech. Integration: Students utilize what it meant to them. assignment in
class.
outside of class. (Experiential Entry) examples they the book and
http://www.geom.uiuc.edu/~demo5 http://www.pbs.org/wgb find in then create
337/Group3/prereq.html h/nova/proof/puzzle/theo magazines. The right triangles
rem.html students will on their own
then be asked and label the
to find the parts of the
 angle triangle.
measurements Students are
and side then asked to
measurements create the
of the triangles squares that
that they have can be created
found. by each side.
(Experiential ii. Closing Activity-
Entry) “How has what
you learned
this week
changed your
thinking about
the
Pythagorean
Theorem?”
(Foundational
Entry)

Week Two- Learning Sequence

Monday: Tuesday: Wednesday: Thursday: Friday:
a. Matching values to the b. Measuring and placing c. Placing Values into d. Performance e. Complete and
Theorem Values into the Theorem the Theorem with Task # 1 Present
 EQ: What side lengths can  EQ: What side lengths can missing Values Performance
be calculated using the be calculated using the (Variables) EQ: When is it Task #1
Pythagorean Theorem? Pythagorean Theorem? appropriate to use
i. Students will
EQ: How does using the Pythagorean
complete the
variables to represent theorem and for

Sponge Activity- Students
answer, “How could you
improve on the skills you
learned last week?”
i. The students will practice
matching values from a right
triangle to the corresponding
variable in the Pythagorean
Theorem. Students will have
several right triangles with
different measurements. The
students must take the
measurements and insert them
into the Theorem.
Tech Integration: Student
supplemental aid
http://www.regentsprep.org/regen
ts/Math/fpyth/Pythag.htm
i. Students will take the
measurements of several help solve problems?
right triangles and insert
the values into the
theorem. The students will
then solve the equation
with no variables and
should get an equal
amount on each side. ii.
(Experiential Entry)
Tech Integration: Student
supplemental aid
http://shodor.org/interactivate/
activities/
pyth2/index.html
unknown amounts what purpose? first
performance
i. (Logical/ task and
i. The students will Quantitative prepare to
repeat the previous Entry) present the
assignment now information
Your task is to give an
with missing to their peers.
estimate for a roof
variables. replacement. You are a Students will
Closing Activity- roofer that has just started receive
their business and on the
“How difficult was rubrics to
first job. Your client is a
using variables homeowner looking to grade peers’
instead of actual have the roof over their presentations
garage replaced with a
numbers?” . (Narrational
new roof. The homeowner
(Aesthetic Entry) needs a quick estimate and Entry) (See
you do not have enough
attached
time to get out the
scaffolding needed to Rubric)
access the roof. The
garage is square and is 20
feet long and 20 feet wide.
You need to develop an
estimate for the
homeowner quickly that is
as close to the overall cost
as possible. The project
cost you $3.00 a square
foot. You can’t charge too
much because the
homeowner will go with
another company. You
can’t charge too little
because you need to make
money on the job. Use the
principles discussed in the
unit to come up with the
square footage of the roof
and give the homeowner
an estimate for the job.
Before coming up with an
 answer think about how
roofers make a profit from
their work.
You must give the
homeowner a fair price
estimate for the roof that
also makes a profit for
you. In order for you to
accomplish this goal the
estimate must be as close
as possible. If the price is
higher than the rest of
the prices in the class
your bid will fail. If your
bid is lower than the
actual cost you will lose
money.

1 2 3
Performance Significant errors Task was completed with Task was completed with
task 1 (Counts throughout the assignments an outcome that showed a an outcome that showed a
twice) with a general pattern of basic understanding of the thorough and complete
misunderstanding. Work concepts needs to estimate understandings of the
partial or incomplete. the roof cost. The estimate concepts needed. The
Roofing estimate was was somewhat high or low estimate was perfect
grossly inaccurate. indicating minor indicating an insightful real-
inaccuracies in the world application of the
performance of the task. concepts.

Week Three- Learning Sequence

Monday: Tuesday: Wednesday: Thursday: Friday:

a.Self Evaluation b. Performance Task Day 1 c. Performance Task Day d. Review through e. Formal assessment
i. Students i. Students are given performance 2 Present “Student Teach” i. Standardized
complete self- task #2 i. Students finish formal assessment
evaluation (see  EQ: How do you apply the work on ii. Assign each student broken down by
attached) and solution to the theorem? Performance task team with a section specific skill-sets
review some of #2 and prepare to of the unit to teach that allows me to
the most common present. Students to the other track student
misunderstanding Wiki presentation: present the Wiki students. Have mastery.
s of the unit while their peers groups study the ii. Bonus Activity-
i. As a group, the students will make a
content. evaluate using material and come Students write a
presentation Wiki on Pbworks that
(Foundational attached Rubric. up with a “teaching short paragraph on,
demonstrates how to find the
Entry) plan” the first half “What
distance between two locations in
of class and then accomplishment or
their hometown using a map and the
have the groups activity were you
Pythagorean theorem. The group
rotate and teach most proud of in
will be asked to accept the role of
their unit to another the unit and why?”
civil engineer given the task to find
group. (Narrational (Aesthetic Entry)
the length of pipe needed to connect
Entry)
the water plant to a new water
treatment facility. There is a dense
forest in between the two locations
so there is no direct way of
measuring the length. There are 2
roads, one that leads to the water
plant and the other to the treatment
plant. They intersect at a right angle.
Use the concepts explored in this
unit to come up with a plan to
measure the distance between the
two plants. Create your own
distances and link the processes in
the project with the ideas in the unit.
Each step in your process must be
illustrated and justified with
supporting evidence from the unit.
Include in your presentation why
being a Civil Engineer would be a
tough job and why it would be
 rewarding. Students in other group
may then post comments and
suggestions at the bottom of the
page. All rubric scores will be posted
on the site. (Experiential Entry)
(Narrational Entry)

Wiki Site:

Pbworks.com
http://mrkelleystudents.pbworks.com
/

Component 1 2
I did not participate in most
Effort activities and did not
complete most tasks. My
work that I did complete
was turned in past the
deadline. I was not
engaged in class
discussion nor whole-group
exercises.
My performance is
ineffective. The evidence is
performance produced in a fashion that
indicates a complete
misunderstanding of the
content.
Rubric
Self Assessment Pythagorean Theorem
I participated in most
activities and completed all
tasks but not always in the
allotted time. I was not
always fully engaged in
class discussion and
whole-group exercises.
My performance is
effective. There are some
problems with clarity and
thoroughness but task are
accomplished.
3 Section
Scores
I fully participated in all
activities and completed the
assigned tasks in the time
allotted. I was engaged in
class discussion and
whole-group exercises.
My performance is highly
effective. The tasks are
accomplished in a clear
and thorough manner that
demonstrates a mindful
application of content.

Has little apparent Has a solid though Has a sophisticated

understanding of the somewhat naïve understanding of the
General relevant concepts in the understanding of relevant concepts included in the
 knowledge and unit. Problems with process concepts from the unit. Is unit. The justifications for
understanding reveal major able to comprehend the methods used are
misunderstandings with content but needs to check appropriate for the material.
material. the information for
accuracy.
Total Scores
/9

Performance Task #2 Rubric

1 2
Performance Significant errors
Task 2 (Counts throughout the assignments
twice) with a general pattern of
misunderstanding. Work
partial or incomplete.
Presentation of materials
showed a lack awareness
of the material.
Task was completed with
an outcome that showed a
basic understanding of the
concepts needs to find the
distance from the two
plants. The distance was
not quite correct indicating
possible inaccuracies in the
functions of the equation.
Presentation of the material
was adequate and
somewhat insightful.
3
Task was completed with
an outcome that showed a
thorough and complete
understanding of the
concepts needs to find the
distance from the two
plants. The distance was
exactly correct indicating
precise use of the functions
of the equation.
Presentation of the material
was fluent and effective
and showed great insight
into the content of the unit.

Technological Resources:
Foundational Knowledge-
http://en.wikipedia.org/wiki/Pythagorean_theorem
http://www.cut-the-knot.org/pythagoras/
Multimedia-
http://player.discoveryeducation.com/index.cfm?guidAssetId=49D6C767-1084-474F-BCDD-
ED06B6BF8185&blnFromSearch=1&productcode=US

Rubric
Week 1
Component 1 2 3 Section

Significant errors
Exploration of throughout the assignments
variables and with a general pattern of
their uses misunderstanding. Work
(vocabulary) partial or incomplete.
Variables not appropriately
used.
Significant errors
throughout the assignments
Balancing with a general pattern of
Equations misunderstanding. Work
partial or incomplete.
Significant errors
throughout the assignments
Squares and with a general pattern of
Square roots misunderstanding. Work
partial or incomplete.
Significant errors
Different throughout the assignments
triangles and with a general pattern of
their properties misunderstanding. Work
(measurements) partial or incomplete.
Indentifying Significant errors
parts of the throughout the assignments
triangle/ Square with a general pattern of
construction misunderstanding. Work
partial or incomplete.
Work partially completed
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Work partially completed
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Somewhat effective use of
the concepts of balancing
equations.
Work partially completed
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Somewhat effective use of
the concepts of squares
and square roots
Work partially completed
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Somewhat effective use of
the concepts of different
triangles and their
properties.
Work partially completed
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Somewhat effective use of
the concepts of identifying
parts of a triangles and
constructing squares.
Scores
Student shows a thorough
and complete
understanding of variables
and other vocabulary.
Student shows a thorough
and complete
understanding of balancing
equations. Appropriately
applied knowledge of
equations.
Student shows a thorough
and complete
understanding of squares
and square roots. Problems
completed with total
accuracy.
Student shows a thorough
and complete
understanding of different
triangles and their
properties. Problems
completed with total
accuracy.
Student shows a thorough
and complete
understanding of Identifying
the parts of a triangle and
successfully constructed
squares. Problems
completed with total
accuracy.
Total Scores
/ 15

Score Rating
13-15 Target
10-12 Acceptable
10 and below Unacceptable

*** Unacceptable performance for the week will result in the need for modification of assignments outside of school and
resubmission.

Component 1 2
Significant errors
Matching values throughout the assignments
with Triangle with a general pattern of
parts misunderstanding. Work
partial or incomplete.
Rubric
Week 2
Work partially completed
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Somewhat effective use of
the concepts of matching
values with triangle parts.
3 Section
Scores
Student shows a thorough
and complete
understanding of matching
values with triangle parts.
Problems completed with
total accuracy.

Significant errors Work partially completed Student shows a thorough

throughout the assignments
Pythagorean with a general pattern of
with no misunderstanding. Work
variables partial or incomplete.
Significant errors
throughout the assignments
Pythagorean with a general pattern of
but generally accurate with
minor inaccuracies that do
not affect the overall result.
Somewhat effective use of
the concepts of applying
the Pythagorean theorem
with no variables.
Work partially completed
but generally accurate with
minor inaccuracies that do
and complete
understanding of applying
the Pythagorean theorem
with no variables. Problems
completed with total
accuracy.
Student shows a thorough
and complete
understanding of applying
 with variables misunderstanding. Work
partial or incomplete.
Performance Significant errors
task 1 (Counts throughout the assignments
twice) with a general pattern of
misunderstanding. Work
partial or incomplete.
Roofing estimate was
grossly inaccurate.
Performance Significant errors
Task 2 (Counts throughout the assignments
twice) with a general pattern of
misunderstanding. Work
partial or incomplete.
Presentation of materials
showed a lack awareness
of the material.
Total Scores
not affect the overall result.
Somewhat effective use of
the concepts of applying
the Pythagorean theorem
with variables.
Task was completed with
an outcome that showed a
basic understanding of the
concepts needs to estimate
the roof cost. The estimate
was somewhat high or low
indicating minor
inaccuracies in the
performance of the task.
Task was completed with
an outcome that showed a
basic understanding of the
concepts needs to find the
distance from the two
plants. The distance was
not quite correct indicating
possible inaccuracies in the
functions of the equation.
Presentation of the material
was adequate and
somewhat insightful.
the Pythagorean theorem
with variables. Problems
completed with total
accuracy.
Task was completed with
an outcome that showed a
thorough and complete
understandings of the
concepts needed. The
estimate was perfect
indicating an insightful real-
world application of the
concepts.
Task was completed with
an outcome that showed a
thorough and complete
understanding of the
concepts needs to find the
distance from the two
plants. The distance was
exactly correct indicating
precise use of the functions
of the equation.
Presentation of the material
was fluent and effective
and showed great insight
into the content of the unit.
/ 21

Score Rating
19-21 Target
16-18 Acceptable
17 and below Unacceptable

*** Unacceptable performance for the week will result in the need for modification of assignments outside of school and
resubmission.
Pre-assessment- Pythagorean Theorem
Find the square root of the following numbers
1. √4
2. √16
3. √25
4. √49
5. √10

Solve the following equations

6. xa+2=6
7. 3+b=9
8. 19+b=22
9. 25+ b= 100

Indentify the following triangles

10.

11.

12.
Activities Examples
Several Worksheets will be constructed off of this basic form to allow students to see the progression of their skills and to keep a link from the
previous day’s activity to the next. The numbering and the shapes will stay the same but the tasks will increasingly become more difficult and
more in line with what needs to ultimately be accomplished to implement the theorem.

Pythagorean Theorem and its values

#1 Label the different parts of the triangle (a, b, c, right angle) that correspond to the two legs (a and b) the Hypotenuse ( c ) and the 90 degree
angle (right).

#2 Label the different parts of the triangle (a, b, c) and insert the values in the triangles into the Pythagorean Theorem
Pythagorean Theorem:
a 2+b 2=c 2

#3 Measure the different parts of the triangles and insert the values into the Pythagorean theorem.

#4 Measure the different parts of the triangles and insert the values into the Pythagorean theorem. Then use the Theorem to check the length of
the hypotenuse against your measurement.

1.
2.

3.