Reflection: Checks for Understanding Apply the Pythagorean Theorem to a Broken Telephone Pole and an Isosceles Right Triangle. - Section 2: Real World Problem


Student 1 and his/her partner answered one out of the six questions correctly.  They could apply the Pythagorean Theorem correctly in the first problem, but did not understand that they needed to add it to the standing part of the pole to get the original height.  In number two, this pair shows work out to the side correctly to find the hypotenuse of the right triangle, but does not understand the meaning of approximate or exact answers.  Again, also not adding the broken part of the pole to the standing part to get the original height of the pole in this multi-step problem.

Student 2 and his/her partner understood the problem except the last two questions. This pair wrote six for both answers.  The original height of the pole in exact form should have been six square root of two feet, and the approximate height should have been 14.5 feet. 

  Checks for Understanding: Interpreting my students' work
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Apply the Pythagorean Theorem to a Broken Telephone Pole and an Isosceles Right Triangle.

Unit 5: Radical Expressions, Equations, and Rational Exponents
Lesson 2 of 11

Objective: SWBAT find the exact and approximate original height of a broken telephone pole, as well as recognize the pattern of an Isosceles Right Triangles.

Big Idea: The purpose of this lesson is to solve a multi-step problem using the Pythagorean Theorem and understand when to apply it.

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8 teachers like this lesson
Math, irrational numbers, Algebra, word problems, Pythagorean Theorem, real world, radicals, master teacher project, Algebra 1
  55 minutes
broken telephone pole
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