Scaffolds

• 8th Grade; Algebra

• Students will apply the Pythagorean Theorem to determine side lengths in right triangles

To help students apply the Pythagorean Theorem to determine side lengths in right triangles, I would design a hands-on, real-world problem-solving activity. For example, students could work in pairs to measure and calculate the height of an inaccessible object, like a flagpole or a wall, using a right triangle model. They would measure the distance from the base (one leg) and the angle of elevation (or the hypotenuse if using a tool like a measuring tape or string triangle), then use the Pythagorean Theorem to find the missing side. This experience connects mathematical concepts to real-world applications and encourages collaboration, critical thinking, and applied reasoning rather than rote memorization.

Students may struggle with: 

• Conceptual Understanding- finding it difficult to grasp the relationship between the sides of a right triangle rather than simply memorizing the formula

• Computational Challenges- difficulty with squaring numbers, taking square roots, or solving multi-step problems accurately

• Spatial Reasoning- trouble identifying which side represents the hypotenuse or when a triangle qualifies as a right triangle

• Math Anxiety- lack of confidence, which can prevent them from fully engaging or taking risks in problem-solving

Scaffold #1: GeoGebra

• Conceptual 

• GeoGebra allows students to visually explore and manipulate right triangles to see how the relationship a^2+b^2=c^2 consistently holds true. This helps learners understand the underlying concept of how the areas of the squares on the legs relate to the area of the square on the hypotenuse—rather than just memorizing a formula. So, while it also provides some procedural support in learning how to use the tool, its primary purpose in this context is to deepen conceptual understanding.

• I would use ChatGPT to help me come up with problems that could be created in GeoGebra.

• This could help visual learners by allowing them to make, manipulate, and solve the right triangles. 

Scaffold #2: Step-by-Step Guided Notes or Digital Worksheet

• Functional-Procedural

• This type of tool provides structured guidance that walks students through each step of dentifying sides, substituting values, solving for the unknown, and checking work. It focuses on how to complete the process correctly and how to use the provided instructional resources. It helps students follow a clear procedure until they can apply the steps independently.

• I would/ did use ChatGPT to help me creat a format and steps to create the desired google form. 

• It is helpful to students because it is interavtive and engaging compared to taking notes.

Scaffold #3: Amplify Classroom

• Process

• Desmos Classroom activities guide students through a sequenced learning experience, helping them understand where they are in the problem-solving process and what to do next. As they progress through interactive, real-world problems, the platform provides prompts, checkpoints, and feedback that help students navigate each stage of the Pythagorean Theorem. In short, Desmos acts as a Process scaffold because it structures learning and keeps students oriented.

• I would use the AI tool in Amplify Classroom to creat games and problems for my students based on the learning objective.

• It is helpful to students because it is interavtive, engaging, and has a strong visual component, compared to taking notes.

The Triangle Treasure Hunt Google Form is an engaging procedural scaffold that helps students apply the Pythagorean Theorem through an interactive, step-by-step format. I was impressed by how easily Google Forms can guide students with immediate feedback and hints, keeping them motivated while reinforcing problem-solving skills.

To improve the activity, I would add visual supports like triangle diagrams or coordinate grids to aid visual learners. Overall, this scaffold effectively blends structure, engagement, and feedback to support students in mastering the the Pythagorean Theorem.