1. Teacher A Pythagorean Theorem
Mathematics
Teacher A
Pythagorean Theorem
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

2. From which standard is today’s learning taken?
Type the standard in below:
8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
TODAY’S TASK: Students will illustrate the Pythagorean theorem given a word problem, set-up the correct formula to find the unknown side and justify by solving for the unknown side.
Students will NOT view this slide. This slide is for lesson planning purposes ONLY.
Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board.
Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard.
TODAY’S TASK will be the last assignment (ticket-out the door) that students complete.
TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity.
TODAY’S TASK is written using a verb from three different levels of Bloom’s (analysis, synthesis, and evaluation)
Bold and underline the analysis, synthesis and evaluation level verbs you use in the task.
*In the ANALYSIS level of Bloom’s, students break down objects or ideas into simpler parts and find evidence to support generalizations. The verbs to use in this level are: analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test
*In the SYNTHESIS level of Bloom’s, students compile component ideas into a new whole or propose alternative solutions. The verbs to use in this level are: arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, develop, devise, explain, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write
*In the EVALUATION level of Bloom’s, students make and defend judgments based on internal evidence or external criteria. The verbs to use in this level are: appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

3. Bellwork 8 minutes 9 minutes 10 minutes 12 minutes 11 minutes
TIME IS UP!
4 minutes
3 minutes
Identify the correct formula to set-up the following problem:
2. Find the error and show
the correct work.
𝑎 2 + 𝑏 2 = 𝑐 2
= 𝑐 2
674= 𝑐 2
674 = c
Instructional supplies and copied are prepared.
This is the 1st slide seen by students. The time does not begin until you click the slide.
This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds.
Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period.
Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide.
When this slide is finished, bellwork should be collected BEFORE you go over the answers.
All bellwork must be graded and returned in 24 hours or the grade will not count.
Time is not extended.
***Students should answer three standards-based questions (test questions) 7 25

4. Bellwork Breakdown 3 minutes 4 minutes 2 minutes 1 minute TIME IS UP!
3. A 35-foot ladder is leaning against the side of a building and is positioned such that the base of the ladder is 21 feet from the base of the building. How far above the ground is the point where the ladder touches the building?
Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

5. Connection 3 minutes 2 minutes 1 minute TIME IS UP!
Today, you will learn: How to apply the Pythagorean Theorem in real-world context.
Why is this important?: Students will understand how to calculate distances as well as the size of different objects in the real-world.
Today’s Text: A Story of Ratios
Today’s Task: Students will illustrate the Pythagorean theorem given a word problem, set-up the correct formula to find the unknown side and justify their illustration by solving for the unknown side.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Why is this important: This should be written in student-friendly language and should have NOTHING to do with EOY testing. Write this statement in no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

6. Quick Check 3 minutes 4 minutes 6 minutes 5 minutes 2 minutes 1 minute
TIME IS UP!
The Pythagorean Theorem will help you with this problem…
What is the formula to find the volume of a triangular prism?
Solve for the volume of the following triangular prism:
Quick check is the opportunity to check prerequisite skills
This is a timed assignment
This can be definitions, parts of speech, or a mini lesson based on some issue with which students struggle

7. Frontloading 3 minutes 4 minutes 6 minutes 5 minutes 2 minutes
TIME IS UP!
Let’s say two friends are meeting at Porter. Mary is already at Porter but her friend Carmisha needs to get there taking the shortest path possible. Carmisha has two ways she can go - she can follow the roads getting to Porter- first heading south 3 miles, then heading west four miles. The total distance covered following the roads will be how many miles? The other way she can get there is by cutting through some open fields and walk directly Porter. If we apply Pythagoras's theorem to calculate the distance you will get:

8. Who will begin with this task?
Tiered Tasks
4 minutes
5 minutes
3 minutes
2 minutes
TIME IS UP!
1 minute
Tier
Who will begin with this task?
Assignment
Tier #1
5 minutes
Students who missed #1
Students will IDENTIFY how to SET-UP a problem given a problem to solve.
Tier #2
6 minutes
Students who missed #2
Students will IDENTIFY the error, DESCRIBE it and SOLVE it correctly.
Today’s Task
8 minutes
Everyone
Students will illustrate the Pythagorean theorem given a word problem, set-up the correct formula to find the unknown side and justify by solving for the unknown side.
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 12 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
What questions will you ask students while they are working?
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
What will students do who have completed all assignments?

9. Who will begin with this task?
Tiered Tasks
4 minutes
6 minutes
5 minutes
3 minutes
2 minutes
TIME IS UP!
1 minute
Tier
Who will begin with this task?
Assignment
Tier #2
6 minutes
Students who missed #2
Students will IDENTIFY the error, DESCRIBE it and SOLVE it correctly.
Today’s Task
8 minutes
Everyone
Students will illustrate the Pythagorean theorem given a word problem, set-up the correct formula to find the unknown side and justify by solving for the unknown side.
Next Steps
(until the bell sounds)
Extra Credit on Mastery Connect
Students will solve 3 review problems for Extra credit.
Student.masteryconnect.com
853619
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 12 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
What questions will you ask students while they are working?
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
What will students do who have completed all assignments?

10. Who will begin with this task?
Tiered Tasks
5 minutes
6 minutes
7 minutes
8 minutes
4 minutes
TIME IS UP!
3 minutes
1 minute
2 minutes
Tier
Who will begin with this task?
Assignment
Today’s Task
8 minutes
Everyone
Students will illustrate the Pythagorean theorem given a word problem, set-up the correct formula to find the unknown side and justify by solving for the unknown side.
Next Steps
(until the bell sounds)
Extra Credit on Mastery Connect
Students will solve 3 review problems for Extra credit.
Student.masteryconnect.com
853619
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 12 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
What questions will you ask students while they are working?
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
What will students do who have completed all assignments?