##
* *Reflection: Student Led Inquiry
Analyzing Distance Algebraically - Section 2: Continuing the Activity

My students were so creative in how they developed an algebraic understanding of distance on the coordinate plane that I created a short series of video clips highlight four students as they presented to the class. The first two students were in my morning class together and presented by building on each other's statements. The last two students are from my afternoon class and also worked together as partners to present their ideas to the class. I was proud of their many ways to discuss how the distance formula is created, conceptually.

*Student Led Inquiry: Delivery - Student Led Inquiry*

# Analyzing Distance Algebraically

Lesson 7 of 10

## Objective: Students will be able to apply the Pythagorean theorem to find the length of a diagonal line segment on a graph.

#### Bellringer - Warm-up

*10 min*

I begin class by saying that our unit is quickly coming to an end and we need to review the major concepts while also practicing the length of line segments on the coordinate plane, continuation from previous day. A fun way to review the major concepts in Pythagorean Theorem is to show a video clip from the Wizard of Oz just after the Scarecrow gets a brain. The Scarecrow tries to quote the Pythagorean Theorem but says this instead, “The sum of the square root of any two sides of an isosceles triangle is equal to the square root of the remaining side.”

I play the video and rewind the part where he misquotes the Pythagorean Theorem a few extra times. Then I script his speech on the board and give students a few minutes with their partner to discuss all the editing that should be done to correct his speech - I never tell them it is supposed to be the Pythagorean Theorem. Then I allow volunteers to take markers and edit the speech on the board and we review how and when the Pythagorean Theorem is a useful tool.

*expand content*

#### Wrapping Up

*5 min*

To close the lesson, I put the coordinates of two points on the board and I ask students to find the length of the line segment connecting the points using either using algebra or a diagram. One possible example could be distance between A (-4, 7) and B (8, -5). This task is today's Exit Slip. When I review their work I will get a pretty good sense of which students have mastered this concept.

I will likely provide sections of graph paper for the students to use. A great website for graph paper is Mathbits.com.

**Resource URL**: http://mathbits.com/MathBits/StudentResources/GraphPaper/GraphPaper.htm

(Accessed May 13, 2014)

*expand content*

Thank you Cori for the update on the video link and I am really glad you are enjoying the lessons. If your students like the hands on and are visual the transformations unit is a good chance to use tracing paper and build into angle relationships along parallel lines as the application of transformations. I found even struggling math students understand both of these units really well. Thanks again!

| one year ago | Reply

I am loving your Pythagorean Theorem unit!

When I tried to play the video above, it said it did not exist.

I found this one: https://www.youtube.com/watch?v=DxrlcLktcxU

Thank you again for all of the wonderful ideas. I am using them with my advanced 7th grade class in Cincinnati, Ohio

| one year ago | Reply##### Similar Lessons

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- LESSON 1: Introduction to Pythagorean Theorem
- LESSON 2: Using the Pythagorean Theorem to Solve by Diagram
- LESSON 3: Solving the Pythagorean Theorem By Diagram Completed
- LESSON 4: Solving the Pythagorean Theorem Algebraically
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