SWBAT to show understanding and application of the Pythagorean Theorem to solve problems in mathematics and the real world.

Today, the students take a formative assessment that includes finding the missing sides of triangles, estimating non-perfect square roots, applying the Pythagorean Theorem to real world problems, and using it to find distance between two points on a coordi

8 minutes

Today's Warm Up problems serve as the first half of the quiz review as I have included two problems that mimic problems students will see on their quiz. The first problem asks students to find the length of an unknown side of a right triangle, but the answer will not be the square root of a perfect square number. Students will need to estimate their answer by using a strategy they have developed during this unit as calculators will not be permitted on the quiz.

The second Warm-Up question provides students additional practice at applying the Pythagorean Theorem to find the distance between two points on a coordinate grid. This question will give me another opportunity to clear-up any misconceptions that pop up during Warm-Up time.

7 minutes

In addition to the Warm Up problems, I also want students to practice applying their knowledge to solve problems involving Pythagorean Theorem. With the first quiz review problem, I give students a scenario which they must evaluate "Amy's" thinking (MP 3: Critiquing the reasoning of others). I want to confirm students' ability to pick out the hypotenuse in this problem, so I have intentionally included three side lengths out of order and reiterate this concept for those who may have forgotten.

On the second problem, I provide a ladder problem with no picture. These problems have been persistently difficult for some students, so I plan to demonstrate with an actual ladder in class to show it has to lean (and therefore form the hypotenuse of a right triangle formed by the ground and wall) to be used without falling over. My hope is this final demonstration applied to the problem will help solidify this understanding for students.

30 minutes

Because students sit in table groups of four in my class, I have created four versions of a 10-question quiz to assess student understanding. I do this for every assessment so I get a clear picture of individual student performance.

I allow 30 minutes for this quiz, although some students who are slower processors may take additional time, as needed, during lunch or before school.

As students leave, their quizzes serve as their "Ticket Out the Door".

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