## About This Lesson

**8th Grade Math/Science CCSS Unit Plan**

The core structure of this unit plan follows *OpenUp Resources*' Unit 7 on the Pythagorean Theorem and implements the MARS Formative Assessment Lesson 'Finding the Shortest Route: *A Schoolyard Problem'*. First, students explore the relationship between side lengths and area of squares, as (1) an introduction to rational and irrational numbers, and (2) a geometry guide into our proof of the Pythagorean theorem. Once we prove the Pythagorean Theorem, students work on applying the theorem in a variety of problems, getting started on *The Schoolyard Problem*. Before taking a final launch into the Formative Assessment Lesson, students learn how to convert rational numbers into repeating decimals, and vice versa, while finally learning what makes a number irrational. Due to the lowered synchronous instructional time commitments permitted by the pandemic, the following unit reflects recommendations from Student Achievement Partners’ *2020–21 Priority Instructional Content in English Language Arts/Literacy and Mathematics*.

As per recommendations from SAP, this unit plan does not reduce instructional time on the application of the Pythagorean Theorem to problems (CCSS 8.G.B.7), but eliminates lessons on proving the theorem and its converse (CCSS 8.G.B.6), as well as lessons using the theorem to find the distance between two points on a plane (CCSS 8.G.B.8). Also following recommendations from SAP, this unit integrates irrational numbers (CCSS 8.NS.A) as we explore the square roots that come from the Pythagorean Theorem.

You can find the full unit plan, as well as a table with all lesson plans, synchronous instruction slides, synchronous assessment slides, and asynchronous assignments: Pythagorean Theorem Unit Plan Site.

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