SIOP Lesson Plan

SIOP Lesson Title: The Rules of Right Trianglessolving for side lengths
Grade Level: High School Geometry
Period Length: 50 minutes
Topic: Solving for Side Lengths of Right Triangles
Pythagorean Theorem
30-60-90 triangles
45-45-90 triangles
Content Standards(s):
CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve for right triangles in applied problems.
Key Vocabulary:

Supplementary Materials:

Content (subject specific and technical

terms):
Hypotenuse
Right Angle
Leg
Side Length
Angle
Acute Angle
Angle Measure
Pythagorean Theorem

Materials for the Students:

Yellow post it notes
Pink post it notes
Blue post it notes
Notecards
Poster boards
Markers of many colors

General Academic (Cross-Curricular

Teacher Manipulates:
Birthday Present
30-60-90 manipulates
45-45-90 manipulates

Terms/Process and Function):

Corresponding Parts
Rules
Solve
Equal
Greater than
Less than
Word Parts (Roots and Affixes):
HypoHigher Order Thinking Skills:
Students will be able to identify as
well as label the legs and
hypotenuse of a right triangle
Students will identify and construct
right triangles
Students will define what it means
for a triangle to be right.
Students will recite as well as use
the Pythagorean theorem to solve
for the missing side lengths of a
right triangle.
Students will use the 30-60-90 rule
as well as the 45-45-90 rule to
solve for the missing side lengths of
a right triangle.

Instruction handouts:
Group Activity--constructing and labeling right triangles
instructions
Games:
Which Rule Should we Use PowerPoint game
Round Robin Questions Activity
Worksheets:
Circle the Face handout
The RULES: Homework Assignment worksheet
The RULES: Homework AssignmentAnswer Key handout
Investigating the Pythagorean Theorem worksheet
The Pythagorean Theorem: Homework Assignment worksheet
The Pythagorean Theorem: Homework AssignmentAnswer
Key handout
Mix and Match: Homework Assignment worksheet
Mix and Match: Homework AssignmentAnswer Key handout
Self Assessment handout
Quiz
Pre made notecards of the day:
Right Triangle Notecard
30-60-90 Notecard
45-45-90 Notecard
Pythagorean Theorem Notecard

Explicit Connections to Prior Knowledge and Experiences/ Building Background:

In order to figure out what students know about right triangles, before this mini unit, I will have the students
take an oral pre test to see what they know.

After the pre test is taken, I will then ask the students if they have seen right triangles before or if they ever
had to measure the lengths of sides before. Have they or their parents ever had to retile or carpet the floor?
Have they ever needed to frame a picture or put ribbon around a present? Depending on how students
answer, I can then make the connection that these tasks require the knowledge of measurement, especially
when dealing with materials that are in the shape of right triangles. Once students can see a connection
between measuring and their daily lives, they will then a) see the relevance of the unit (which is very
important for high school students) and b) learn more effectively and efficiently because they will have
hopefully made the connection that they have seen this material before.

Explicit Connections to Past Learning:

Students will have seen the topic of right triangles in previous units thus far in their Geometry Course
o They will have already had a unit on similar triangles
o They will have already seen the definition of a right triangle
o They should already know what an angle is and what a leg of a triangle is
o They should know or at least heard of the definition of an acute angle
Students will have seen the topic of right triangles in previous math courses thus far in their learning
o They will have already been introduced to a^2+b^2=c^2 in previous years (8th grade)
Objectives(s):
Content Objective(s):
Students will be able to
Identify as well as label the legs and hypotenuse of a right triangle
Identify and construct right triangles
Recite as well as use the Pythagorean theorem to solve for the missing side lengths of a right triangle.
Recite as well as identify when to use the 30-60-90 rule.
Recite as well as identify when to use the 45-45-90 rule.
Solve for the missing side lengths of a triangle using the 30-60-90 rule.
Solve for the missing side lengths of a triangle using the 45-45-90 rule.

Student Format:
I can label the legs and the hypotenuse of any given right triangle.
I can draw a right triangle.
I can say and use the Pythagorean theorem to solve for the missing side lengths of a right triangle.
I can say and figure out when to use the 30-60-90 rule.
I can say and figure out when to use the 45-45-90 rule.
I can use the 30-60-90 rule to solve for the missing side lengths of a right triangle.
I can use the 45-45-90 rule to solve for the missing side lengths of a right triangle.
Side Note: It may seem like there are a lot of content objectives in this unit, but these objectives are all necessary
for the unit. They are also very quick objectives to teach meaning, students should be able to pick up on them
fairly easily. The unit pretty much consists of three rules. That is it. The objectives make the unit seem longer than
what it really is.
Language Objective(s):
Students will be able to
Write out and label the legs and hypotenuse of a right triangle.
Listen for the rules for solving for side lengths of right triangles.
Orally describe the idea of corresponding parts.
Retell the 30-60-90 rule, the 45-45-90 rule, and the Pythagorean theorem to a partner.
Read word problems and draw diagrams to show what the word problems are asking.
Student Format:
I can write down the words leg and hypotenuse.
I can listen for the 30-60-90 rule, the 45-45-90 rule, and the Pythagorean theorem.
I can describe the idea of corresponding parts to a neighbor.
I can say the 30-60-90 rule, the 45-45-90 rule, and the Pythagorean theorem to a neighbor.
I can read word problems and draw diagrams to show I know what the word problems are asking.
Meaningful ActivitiesSequence:

Day One: Right Triangles in General

Day Two: The Rules

1. Oral Pre Assessment (Building

Background): Do a thumbs up, thumbs
down activity to the following questions 1)
Who has heard of a right triangle before?
2) Have you ever seen a right triangle
before? 3) Who has seen real life examples
of right triangles? 4) Have you ever retiled
your floor? 5) Have you ever wrapped a
present and put ribbon around it? All these
real life examples deal with using right
triangles to find different measurements.
(Bring a present into class to show them
what I mean). (10 minutes)
2. Introduce the topic for the day with I
can statements. The I can statements
for content will be a) I can label the legs
and the hypotenuse of any given right
triangle and b) I can draw a right
triangle. The I can statements for
language will be a) I can write down the
words leg and hypotenuse and b) I can
describe the idea of corresponding parts
to a neighbor. (3 Minutes)
3. Vocab of the Day: Todays vocab will be
Hypotenuse, Right Angle, Leg, Side Length,
Angle, Acute Angle, and Corresponding
Parts. I will say a word, and the students will
repeat it. We will do this three times each.
(7 minutes)
4. Today will be a mini lecture/note-taking
day. The lecture will a) define what it
means for a right triangle to be right b)
identify the different parts of a right triangle
(vocab words) and c) explain to students
how an angle relates with a particular side

1. Think, Pair, Share to the question Do all right

triangles have the same angle measures? First
think to yourself and write down some ideas on
the yellow post it note in front of you. After two
minutes or so, turn to your shoulder partner and
discuss your ideas. Together, write down some
ideas on the pink post it note in front of you.
After three minutes or so, face front and be
ready to share your pink post it note to the class.
(This activity in general should take about 10
minutes)
2. Introduce the topic for the day with I can
statements. The I can statements for content
will be a) I can say and figure out when to use
the 30-60-90 rule, b)I can say and figure out
when to use the 45-45-90 rule, c) I can use
the 30-60-90 rule to solve for the missing side
lengths of a right triangle, and d) I can use the
45-45-90 rule to solve for the missing side
lengths of a right triangle. The I can
statements for language will be a) I can listen
for the 30-60-90 rule and the 45-45-90 rule
and b) I can say the 30-60-90 rule and the
45-45-90 rule to a neighbor. (5 Minutes)
Side Note: It may seem like there are a lot of
content I can statements in this lesson, but
each I can statement goes hand in hand. In
reality, they all can be written into one
statement but I split them up into multiple
statements to make the statement easier to
understand.
3. Vocab of the Day: Todays vocab words will be
Rule, Angle Measure, Side Length, Greater Than,

Day Three: The Pythagorean

Theorem
1. Notecard(s) of the Day: Get out 3
notecards and right the following
information down on them. Remember,
sometimes you can use notecards on
quizzes, so I suggest you write these
down. The notecard topic(s) for today
will be a) the 30-60-90 rule b) the 45-4590 rule and c) the Pythagorean
theorem. Copy the notecards I made
that are on the Elmo. When you are
done put your notecards in your recipe
box, leave your recipe box in arms
reach, sit down, and face forward. (15
minutes in total) (This is great for
practicing writing skills)
2. Introduce the topic for the day with I
can statements. The I can statement
for content will be a) I can say and use
the Pythagorean theorem to solve for
the missing side lengths of a right
triangle. The I can statements for
language will be a) I can listen for the
Pythagorean theorem. and b) I can
say the Pythagorean theorem to a
neighbor. (3 Minutes)
3. Vocab of the Day: Todays vocabulary
words will be Pythagorean Theorem,
Equal, and Solve. I will say a word, and
the students will repeat it. We will do this
three times each. (7 minutes)
4. Investigating the Pythagorean
Theorem on GeoGebra: In groups of two
or three, students will complete the
Investigating the Pythagorean

and vise versa. During this lecture, I will use

a lot of comprehensible input strategies
such as using diagrams, hand gestures,
and slowing down my lesson when
needed. (15 minutes)
5. Vocab of the Day REPEAT: After the
lecture I will have students repeat the
vocab words three times again. By doing
this, students will be able to connect the
words to their meanings because we just
discussed the words in the lecture. (3
minutes)
6. Group Activity--constructing and
labeling right triangles: In groups of three or
four, have students construct a big right
triangle on a poster board. When drawing
their right triangles, make sure they use the
ideas of perpendicular lines and 90-degree
angles. Once they draw their right
triangles, have the students label 1) the 90
degree angle 2) the two other acute
angles 3) the legs 4) the hypotenuse and 5)
have students label each angle with its
corresponding side. While students are
making their posters have them describe
the idea of corresponding parts to the rest
of the group (10 minutes).
7. Notecard of the Day: Get out a notecard
and right the following information down
on it. Remember, sometimes you can use
notecards on quizzes, so I suggest you write
this down. The notecard topic for today will
be Right Triangles. Copy the notecard I
made that is on the Elmo. When you are
done put your notecard in your recipe box
(5 minutes in total).
8. For Homework: If you have not finished

and Less Than. I will say a word, and the students

will repeat it. We will do this three times each. (10
minutes)
4. Today will be a mini lecture/note-taking day.
The lecture will a) go over the 30-60-90 rule, b)
go over the 45-45-90 rule and c) explain all the
vocab words of the day. I will use a lot of
comprehensible input strategies such as using
diagrams, hand gestures, and slowing down my
lesson when needed. I will also use huge posters
with lots of colors and manipulates to describe
each rule (10 minutes)
5. Vocab of the Day REPEAT: After the lecture I
will have the students repeat the vocab words
three times again. By doing this, students will be
able connect the words to their meanings
because we just discussed the words in the
lecture. (3 minutes)
6. Gradual Release Activity: After going over
each rule and repeating the vocabulary words
once more, I will go over problems with the
students. First I will start out with the 30-60-90
rule and MODEL a problem for the students.
After I do a problem, we will do a problem
together as a class. After we do a problem
together as a class, students will work with their
shoulder partners to solve a problem with out
me. Once every team is done, we will do the
same I do, we do, you do together process for
the 45-45-90 rule. (10 minutes)
7. Circle the Face: circle the face that best
resembles how you are feeling after this lesson.
Put your name on it and turn it in on your way
out. (3 minutes)
Side Note: The vocabulary words from Day One
will be used today as well! They will be used
throughout the lesson.

Theorem handout using the

Technological Tool called GeoGebra.
Students will have used this tool before,
so the navigation of the tool will not be
a problem. Before students actually pair
off and complete the worksheet, we will
go over each question individually and
make sure every student understands
what he or she is supposed to do. I will
do a thumbs up, thumbs down activity
to check for understanding. After
everyone (or at least someone in every
pair) understands what needs to be
done, they will complete the
investigation. Each person will fill in his or
her own handout. Make sure students
discuss and talk about the theorem as
they go. (15 minutes)
5. After students complete the activity,
we will go over the main ideas of the
activity as a class.
6. We will then do a quick gradual
release activity using the Pythagorean
theorem. (5 minutes)
7. Tape a Sticky to the Door: For the last
five minutes of class students will answer
the following question on their sticky
note. On their way out they will stick their
note to the door. The question will be a)
solve for the missing side length using the
Pythagorean Theorem. If a=2 and c=4,
what is b? (5 minutes)
8. For Homework: Students will complete
a mini problem set for homework called
The Pythagorean Theorem: Homework
Assignment. The problem set will consist
of 4 problems that have to do with the

your Right Triangle notecard, finish it for

homework.
9. For Homework: Reread each vocabulary
word three times out loud. Picture each
word in your head and where it is located
on the right triangle as you read it.

8. For Homework: Students will complete a mini

problem set for homework called The RULES:
Homework Assignment. The problem set will
consist of 6 problems that have to do with the
30-60-90 rule and the 45-45-90 rule. An
answer key called The RULES: Homework
AssignmentAnswer Key will be given to the
students so they can receive immediate
feedback on whether they solved the problems
correctly or not.

Pythagorean Theorem. An answer key

called The Pythagorean Theorem:
Homework AssignmentAnswer Key will
be given to the students so they can
receive immediate feedback on
whether they solved the problems
correctly or not.

Day Four: Mix and Match

Day Five: Word Problems

Day Six: A Little Quiz

1. Homework Check at the door (2

minutes)
2. Go over the homework problems with
your tablemates. When the timer goes off,
face forward. (5 minutes)
3. Introduce the topic for the day with I
can statements. The I can statement for
content will be a) I can figure out when to
use as well as use the 30-60-90 rule, the 4545-90 rule, and the Pythagorean theorem.
The I can statements for language will be
a) I can say the 30-60-90 rule, the 4545-90 rule, and the Pythagorean theorem
to a neighbor. (3 Minutes)
4. Which Rule Should we Use? game
prep: Pass out three sticky notes to each
student a) 1 pink b) 1 yellow and c) 1 blue.
On the pink sticky note have the students

1. Sentence Starters: Students will be asked to fill

out the following sentence starters at the
beginning of class. They include a) The
hypotenuse of a triangle is b) The Pythagorean
theorem can be used and c) The 30-60-90
rule and the 45-45-90 rule can ONLY be used
when. After 10 or so minutes, students will
discuss their answers with their tablemates for
about five minutes. After five minutes, we will
discuss the answers together as a class. (This
helps students practice writing, listening, and
speaking) (20 minutes)
2. Introduce the topic for the day with I can
statements. The I can statement for content
will be a) I can use the 30-60-90 rule, the 45-4590 rule, and the Pythagorean theorem to solve
real world word problems. The I can
statement for language will be a) I can read

1. Study Time: Use the first five minutes of

class to review your notecards and class
notes for the quiz (5 minutes).
2. The next five to ten minutes will be
used for questions. Students will be able
to ask the teacher questions about the
material and or the quiz in general (5 to
10 minutes)
3. Pass out Quiz
4. Go over the instructions (10 minutes)
5. The rest of the class period will be
devoted to taking the quiz. It will be very
easy to follow and diagrams will be
given! (25 minutes)
6. If students finish early have them
review their vocabulary words from the
mini unit

write down the words Pythagorean

Theorem, on the yellow sticky note have
the students write down the words 30-6090 rule, and on the blue sticky note have
the students write down 45-45-90 rule. An
example of what the students need to do
will be on the Elmo for everyone to see.
When everyone is finished, have the
students look up so you know they are
done. (7 minutes) (This is great for students
to practice spelling and writing)
5. Which Rule Should we Use? game. I will
make this game ahead of time and put
each question on a PowerPoint slide. I will
read each question slowly as it is displayed.
After I read it, I will have the students read
the question out loud together. Once
everyone understands the question, each
student will have time to think about the
answer. When the students have an
answer they will put their thumb up. When
all or most thumbs are up, I will say One,
Two, Three, Show and everyone will show
their answers. There will be four to five
questions in this game. (10 to 15 minutes)
6. Round Robin: In your table groups you
will be asked to solve the following
problems. Each problem will be written on
a notecard that is taped to each table.
Since there are four tables, you will be
asked to solve four problems. You will have
five or so minutes to solve each problem.
When the timer goes off (after five minutes)
each group will stand up (yes, you have to
move) and rotate clockwise to the next
table. Write your answers and all of your
work on a sheet of notebook paper. Be
sure to label what number each problem

word problems and draw diagrams to show I

know what the word problems are asking. (3
Minutes)
3. Gradual Release Activity: Reading,
deciphering, and solving word problems are
difficult for all students, not just ELLs. In order to
make these problems less overwhelming for
students, I will use the gradual release method to
help the students feel more at ease. First, I will
model how to do a problem. After I do a
problem on my own, while speaking out loud of
coarse, I will do a problem with the students. I will
then send the students off to work in groups to
solve another problem and then they will be
asked to do one alone. This activity will follow the
I do, we do, you do together, you do alone
model. In total, we will have worked on four
word problems for the day. (20 minutes)
4.There will be a quiz tomorrow so use the next
five minutes to go over what is going to be on
the quiz. The quiz will cover a) vocabulary b) the
30-60-90 rule c) the 45-45-90 rule and d) The
Pythagorean theorem. Students will be able to
use ALL of their RULE notecards they have
created in the past few days on this quiz.
Notecards will be checked before the quiz to
make sure students are not cheating. Students
may ask questions during this time (5 minutes).
5. Tape a Sticky to the Door: The last five minutes
of class students will answer the following
question on their sticky note. On their way out
they will stick their note to the door. The question
will be a) how confident are you about the quiz
tomorrow? Why? (Depending on the responses,
the quiz date may change) (5 minutes)
8. For Homework: Study for the quiz tomorrow!

7. For Homework: None

is. You will be turning in one set of problems

per group so make sure everyone writes or
no credit will be given. Work together and
communicate! Each problem will relate to
what we have been learning since the first
day of the mini unit. You will be solving for
side lengths! (20 minutes)
Side Note: Students will have done Round
Robin activities in this class before, so they
should generally know what to do.
7. Room for Gossip: In the last 3 minutes of
class have the students pair off with a
classmate and discuss a) one thing they
learned today, b) one thing they liked
about today, and c) one thing they did not
like about today. These prompts will be
written on the White Board for all to see.

9. For Homework: Complete the self- assessment

handout for class on Monday. The selfassessment handout will cover a) how they are
feeling about the material thus far? b) To what
degree are they participating (taking notes,
asking questions, participating in small group
discussions, participating in large group
discussions, staying on task, responding to
thumbs up thumbs down and fist to fives, being
prepared, keeping up with the notecard recipe
boxes) and c) Are they keeping up with the
homework?
The self-evaluation form will be neatly written out
and very easy to follow.

8. For Homework: Students will complete a

mini problem set for homework called Mix
and Match: Homework Assignment. The
problem set will consist of 4 problems that
have to do with the Pythagorean Theorem,
the 30-60-90 rule and the 45-45-90 rule.
An answer key called Mix and Match:
Homework AssignmentAnswer Key will
be given to the students so they can
receive immediate feedback on whether
they solved the problems correctly or not.

Assessment:
Pre Assessment: The Pre Assessment for this unit will be a thumbs up, thumbs down question and answer activity. I
will ask a question, students will have to listen to the question closely, and then students will have to answer the yes

or no question with a thumbs up or a thumbs down. The questions that will be asked include 1) Who has heard of a
right triangle before? 2) Have you ever seen a right triangle before? 3) Who has seen real life examples of right
triangles? 4) Have you ever retiled or carpeted your floor? 5) Have you ever wrapped a present and put ribbon
around it? After the questions are asked and answered I will then explain to the students that all these real life
examples deal with using right triangles to find different measurements. I will bring a present into class to show them
what I mean.
Each question will be asked at the proper pace and will be repeated if necessary. Each question will also be
posted on the Elmo for all students to see. Wait time will be given.
Formative Assessment: Some ways I will assess student learning along the way are by using informal as well as
formal formative assessments.

For informal assessments I will use:

o Openers (Opening activities):
Notecard(s) of the Day
Sentence Starters
Question of the Day
o Fist to Five
o Thumbs up, thumbs down
o Think, Pair, Share
o Exit Slips (Closing Activities)
Tape sticky note to the door
Notecard(s) of the Day
Sentence Starters
Circle the Face
Room for Gossip
o In class observations
o Self assessments
How are you feeling about the material?
To what degree are you participating? (Taking notes? Asking Questions? Participating in small

group discussions? Participating in large group discussions? Staying on task? Responding to

thumbs up thumbs down and fist to five? Being prepared?)
Are you keeping up with the homework?
Basic journal entries
Reflect on what you learned today?
What questions do you still have about todays lesson?
How are you feeling about the material so far?
Think of a way this could be used in real life.
Homework Checks
Homework Policy:
Most nights, students will be asked to complete homework. Some days I will check the
homework at the door, but other times I will not. I will let the students know when
homework will be checked though.
Because time is limited, there is not a whole lot of time to go over homework problems in
class if students have questions; this is what the classroom blog is for. If students have
homework questions they can post them on the classroom blog and either me or other
classmates can answer the questions. If many students are having problems with the
same question, though, I will go over that problem in class.
Students will know if they are struggling because a) they cannot solve the problem or b)
they checked their answers on the answer key and it was wrong.
Answer keys will be provided at the beginning of the unit or before the homework
assignment is given!
Little Games
Round Robin
PowerPoint Game
Learning activities (graded for completion)
In class activities (posters, investigations)

For Formal assessments I will use:

o Round Robin Game: this activity will be graded for correctness and completion

Based on the results on the informal and formal formative assessments I will adjust my lessons accordingly.
o If students seem to be grasping an idea more quickly than I anticipated, I will go over that topic a little
less by going over fewer examples.
o Conversely, if students seem to be having a lot of trouble with a topic, I will have to adjust my
schedule and allow more time for this topic than anticipated.
o If most students seem to be understanding a topic but it is clear that a few students are not I will have
to adjust my lesson as well. To better the understandings of the students who are confused, I can
Have those students come in for help: this would be the ideal scenario
Make a group learning activity and group the students off so a confused student is with students
who understand the topic. Maybe the students who understand the topic can explain the
material in a way the confused student will understand.
If there is time for students to work on their homework, have the confused students get help
during that time.
o If most students seem to be having a hard time with a topic but some students seem to be
understanding the topic I will have to adjust my lesson and allow more time for more of an explanation
on the confused topic. I do not want the students who understand the topic, though, to zone out or to
feel neglected so I will make a supplemental activity for them to work on during the review time.

Summative Assessment: The summative assessments for most units will be a project based assessment or a unit
exam. Because this unit is smaller, though, the summative assessment will be a quiz. The quiz will cover vocabulary,
the 30-60-90 rule, the 45-45-90 rule, and the Pythagorean theorem. Word problems will not be on this quiz. The
quiz will be very easy to read and will have a lot of diagrams. Students should be able to follow it pretty well.
Before the quiz is given, we will go over the instructions for it at the proper pacing. I will enunciate and use proper
word choice as well. Students will be able to ask questions during this time as well as during the quiz. Students will
also be able to use their Right Triangle, The 30-60-90 rule, The 45-45-90 rule, and The Pythagorean Theorem
notecards they made on the quiz. If they do not finish in the time allotted, they will be able to come in during
lunch, before school, or after school to finish it.
Wrap Up (This must include the review of the content and language objectives, followed by teacher choice of final

wrap up to the lesson): After each lesson there is always a mini wrap up activity for the day. These activities allow
students to think about what they learned and or show what they learned that day. Some examples of wrap up
activities I use in this unit include a) notecard of the day b) circle the face c) tape a sticky to the door and d) room
for gossip. All of the homework activities are also a great wrap up for the content of the day.
At the end of the unit, so the day after the quiz is given, we will go over each I can statement as a class to make
sure we covered them thoroughly. For this activity, I will read each statement once. After I read each statement,
we will read it together as a class. After we read it together as a class, students will answer the question with a fist
to five response. Wait time will be given before students are asked to answer each question.
After this activity, we will go over the quiz as a class. This will be the main wrap up activity for the unit.

Preparation:
X Adaptation of content
X Links to Background
X Links to Past Learning
X Strategies Incorporated
X Lesson Pacing

SIOP Features:
Scaffolding:
X Modeling
X Guided Practice
X Independent Practice
X Comprehensible Input
X L1 Support

Group Options:
X Whole group
X Small group
X Partners
X Independent
X Technology

Integration of Processes:
X Reading
X Writing
X Speaking
X Listening

Application:
X Hands on
X Meaningful
X Linked to objectives
X Promotes engagement

Assessment:
X Individual
X Group
X Written
X Oral