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Monthly Archives: February 2016

8.G.1-4 Day 1-3

Days 1-3 are focused on giving students background knowledge on translation, rotation, and reflection. Students will spend one day on each concept. Students will draw each concept multiple times and then focus on recognizing how the coordinate pairs change for each type of transformation. After students draw the concepts in their notes, they will then practice the concept in their workbook for homework. When possible, students will be given the chance to discover what pattern is seen with the coordinate pairs as transformations are performed. While students are practicing the concept it will give me time to circulate and check for students who are having difficulty with the concept.


Focus Q: What is a _____ and, what does it look like, and how does it effect the ordered pairs of a shape?

8.G.6-8 Day 3

Use the Pythagorean Theorem to find the distance between two points.

Focus Question – How do you find the distance between two points?

  • Have students draw two points on a coordinate plane (1,1) and (7,5). Ask them how will we find the distance between them? Wy can we not just count boxes? How can we use pythagorean theorem to help us?
  • Have students try to set it up. Then work it out with them.
  • Try again. (1,3) (-2,4)
  • How can we do this without having to draw the coordinate plane?
  • Go over finding the legs of the triangle like they would slope and then calculating the hypotenuse.
  • Try again. (1,5) (3,1)

HW: p.435 #1-6

8.G.6-8 Day 2

Application of Pythagorean Theorem

Focus Question – How do you find the missing side of a right triangle?

Students work on application of Pythagorean Theorem questions from p.426-7

Some students will work on retaking the previous quiz (8.G.5).

8.G.6-8 Day 1

Focus Question – What special relationship do the sides of a right triangle have?

  • Go over the parts of a right triangle – legs and hypotenuse. Discuss how a long time ago it was discovered that it was very difficult to find out how long the diagonal was for a triangle, so people discovered a method of calculating it.
  • Have students draw two right triangles. The first triangle should have legs of 1 and 1, followed by a 2 and 2, a 3 and 4, and finally a 4 and 6.
  • After drawing each triangle the students should make a prediction of how long the diagonal or hypotenuse side is.
  • After this, draw squares, have them count how many square units are inside of the square and see how close they get to counting the right amount of squares and in turn their prediction.
  • How can students get there without drawing boxes every time?
  • Give several for homework with the hypotenuse missing and have students find out how long the hypotenuse is.

8.G.5 Day 1&2

Focus Question: What is a transversal and what information does it give you about angles?

  • “What does parallel mean?” Draw two parallel lines on the board.
  • “If I draw a line that intersects both of these parallel lines I have drawn a transversal.”
  • Number the angles from 1-8.
  • Have students discuss anything they notice about the angles.
  • Students share back observations, write some down.
  • Establish that some angles have to be the same size. Which ones look the same?
  • Have students give a pair and then write down the vocabulary name for them.
  • After that, give one angle a measure and have students try to figure out all the others.
  • Have students give the steps to justify what angle is using a different angle that does not have the same measure. Emphasize the use of supplementary.
  • Students then practice from workbook p. 374-8