Differentiated Geometry Lesson Plan

Lesson Overview
This lesson is designed to be a hands-on introduction to the Pythagorean Theorem. Students are prompted to cut
out 4 triangles that can be rearranged on a blank square and probed with a series of questions about area,
perimeter and transformation properties. The big reveal for this lesson comes when the for triangles are
rearranged from a position that leaves a black void space of area c2 to two void spaces of areas a2 and b2.
Then, students are given 3 practice problems to put the equation a2 + b2 = c2 to use by substituting known
variables and solving for unknown ones.
Student Profile
In my class, 60% of my students (62/104) have IEPs. Of the many types of differentiation required, some of the
basic requirements that can be covered independent of material include:

Use of calculator
Consistent positive praise
Extended time (for EXIT TICKET)
Refocusing Prompts
Provide Exemplar (before independent work and/or EXIT TICKET)
Break problems into multiple, sequential steps
Receive graphic organizers to complete classwork
Be evaluated on comprehension of new material; not significantly penalized for simple
arithmetic mistakes
Both verbal and visual cues during instruction
Use of manipulatives during I.N.M. when possible

Differentiated Lesson Vision + Accommodations/Modifications

For this lesson, my vision is that students will explore the spatial origins of the Pythagorean Theorem and be
able to apply it several types of problems. I see this lesson as a way to debunk student-held notions centered on
the inaccessibility and illogicality of formulas and theorems. By introducing the concept in a tangible way
through the use of manipulatives, students are encouraged to do more than just memorize an equation they are
actually given access to the very logic responsible for its creation in the first place. This is a powerful way to
build student confidence, encourage their inquisitiveness and prove to them that math is logical upon closer
examination.
During the introduction to new material (I.N.M.), students are given a manipulative handout and prompted to
cut out 3 different shapes: a square and 2 smaller isosceles right triangles. Students spend 5-7 minutes cutting
shapes and following the written prompts in their guided notes packet. For students for whom cutting out the
shapes may be an undue burden, I will provide reusable premade sets of manipulatives (there are 3 students
with physical disabilities that limit their motor skills and 5 students who have intellectual disabilities that may
prohibit them from completing the task in the time allotted). I will circulate while they work in pairs and ask
prompting questions to guide their thinking. We will review the essential understanding that a2 + b2 = c2 and be
ready to move forward about 10-15 minutes into class.
The next set of problems requires students to apply their new knowledge to 2 problem types: solve for the
missing side and finding the length of a diagonal line on a graph using slope triangles. For these, students are
permitted to work in groups and are required to follow a 3-step protocol for asking questions: 1. Check your
packet, 2. Ask your partner and 3. Ask me. This system is in place to practice self-dependence and to build
confidence. It is also a way to teach students to use the resources available before giving up. For certain
students with deficits in organizational skills, I allow them to check a reference packet with completed notes
after checking in with me. Once we check in, they are able to check their answers against the resource packet
before and after reviewing full group since listening and taking notes proves to be challenging.

Finally, we will review these problems as a full group. For the first 2 problems, student volunteers will copy
their work on the board and follow out classrooms standard formatting for exemplar problems (see below).
They will be prompted to walk their peers through their thought process step-by-step and will answer any
questions after completing their explanation. For the graph problem, I will lead student discussion, answer any
questions and check for understanding.
With 7-5 minutes left in class, I will give students an Exit Ticket problem with 2 questions. Students who need
extra time will be able to complete this during lunch of after school hours. If completed early, students are able
to begin their homework silently. I will use this time to circulate and give a check minus, check of check plus
for student classwork completion. Students will hand this in at the end of the day and receive it the next day to
input their graded exit tickets (on a scale from 0-2).

NAME: _______________________________

TEACHER: _____________________________

Period: _______________

Week of: ______________

DUE DATE: This packet is due Friday, October 30th.

GEOMETRY
WEEKLY CLASSWORK PACKET
HOW TO USE THIS PACKET:
1. You MUST bring this with you to class every day.
If you dont, you will be required to copy problems on to blank paper and
complete your packet for homework.

2. This packet contains your daily CLASSWORK

The work for each day is clearly labeled and you will be expected to complete all
problems covered in class.

3. This packet contains your daily HOMEWORK

Homework will be spot checked during the DO NOW each day and graded at the
end of each work for COMPLETENESS and ACCURACY.

4. This packet is a STUDY GUIDE

During certain OPEN NOTE EXIT TICKETS and QUIZZES, you will be
allowed to use this packet as a resource. It is important to take careful notes and
complete all problems. This packet will only be as useful as you make it!

WEEKLY TRACKER
I will come around and sign DO NOW and CLASSWORK grades daily.
YOU will track your EXIT TICKETS
MONDAY
DO NOW
CLASSWORK
EXIT
TICKET

TUESDAY

WEDNESDAY THURSDAY

FRIDAY

Day 4
EU: The Pythagorean Theorem can be used to solve for an unknown side length in a right triangle.
Today, you will work with your team to find the relationship between the legs and hypotenuse
of a right triangle. By the end of this lesson, you should be able to find the side of any right
triangle, when given the lengths of the other two sides.
2-109.

a) First, arrange the triangles to look like

Roiris in the diagram below. Draw this
diagram on your paper.
What is the area of the unshaded square?
____________________________________

b) Roiri claims that moving the triangles within the outer square wont change the
area of the unshaded square. Is Roiri correct? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
c) Move the shaded triangles to match the diagram
below.
Now what is the total area that is unshaded?



______________________________________________________



______________________________________________________

d) Write an equation that relates the two ways that you found to represent the
unshaded area in the figure.

2-111.

Apply the Pythagorean Theorem to answer the questions below.

EXEMPLAR

STEP 1: Check is it a right angle?

YES! (symbol in bottom left corner)

STEP 2: Set up the equation

a2 + b2 = c2

STEP 3: Determine what to substitute for c

c = x because it is the longest side and
directly across from the 90o angle

STEP 4: Substitute all values

a = 3, b = 6, c = x

32 + 62 = x2

STEP 5: Simplify

9 + 36 = x2

45 = x2

=

For each triangle below, find the value of the variable.

X = _________________

X = _________________

Find its perimeter and area of the rectangle below.

(HINT 1: Do you see any right triangles? If so, use the Pythagorean Theorem to
find the length of side you need for the perimeter)
(HINT 2: Perimeter = lengths of ALL sides added together)

On graph paper, draw

with coordinates A(2, 6) and C(5, 1). Then draw a slope

triangle. Use the slope triangle to find the length of

(HINT: If you cant remember what a slope triangle is,

ask your partner or look back at your notes)

NAME: _______________________________

Period: _______________

EXIT TICKET 10.30.2015

Pythagorean Theorem_Part 1

1. Circle which step Kaliz make a mistake in.
Provide an explanation.

2. Solve for X

4

STEP 1: YES, it is a right triangle
STEP 2: a2 + b2 = c2
STEP 3: c = 4
STEP 4: 32 + x2 = 42
STEP 5: 9 + x2 = 16

x2 = 7

x = 7

EXPLAIN: __________________________________

__________________________________________

__________________________________________

Lesson 2.3.2 Resource Page

The Pythagorean Theorem

Each shaded triangle below has legs with lengths a and b and a hypotenuse of length c. Use
scissors to carefully cut out each triangle. Then arrange the triangles in the square as instructed
in parts (a) and (c) of problem 2-109.

a
b

c
c

a
a
b

c
c

Core Connections Geometry

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