1. Homework: Maintenance Sheet 11-18
Homework Check: 5.B 6.B 8.C 9.C
An irrational number is a number that cannot be written as a ratio of integers. Decimals that do not repeat and do not terminate are irrational.
Do you know any examples of irrational numbers?
Homework: Maintenance Sheet 11-18

2. Standards I Can… Standards for Mathematical Practice
MCC8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
MCC8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
MCC8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system
MCC8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect square and cubed roots of small perfect cubes. Know that √2 is irrational.
Standards for Mathematical Practice
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
I Can…
I can give or explain a proof of the Pythagorean Theorem and its converse (prove perpendicular sides or right triangle).
I can apply the Pythagorean Theorem in real-world situations or drawings to find unknown side lengths in right triangles in two and three dimensions.
I can use the Pythagorean Theorem to find the distance between two points on a coordinate system.
I can solve equations of the form x2 = p and x3 = p using square or cube roots.

3. The Pythagorean Theorem Video
The Pythagorean Theorem Video *please take notes in your interactive notebook

4. Work Session/ Independent Practice
Station 1:
I need help!
Teacher Instructed
Station 2:
I almost got it
Station 3:
I got it!
Students will work with a partner to complete practice handout and Puzzle Time handout.
On the puzzle time handout the students will have to choose 3 out of the 5 problems to answer and complete a visual representation of their chosen problem.

5. Summarization
A ramp used by a moving van has a base that is 4 feet long. The height of the ramp is 3 feet. What is the length of the ramp?

6. Work Session/ Independent Practice
Station 1:
Draw a right angled triangle on the paper, leaving plenty of space.
Draw a square along the hypotenuse (the longest side)
Draw the same sized square on the other side of the hypotenuse
Draw lines as shown on the animation, like this:
Cut out the shapes
Arrange them so that you can prove that the big square has the same area as the two squares on the other sides

7. Work Session/ Independent Practice
Station 2: Go to the following website and following the given instructions.
Once you have taken enough notes or watched enough videos, work on the handout from station 3.

8. Work Session/ Independent Practice
Station 3:
Students will work with a partner to complete practice handout and Puzzle Time handout.
On the puzzle time handout the students will have to choose 3 out of the 5 problems to answer and complete a visual representation of their chosen problem.