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This task is designed to supplement the concepts taught in Unit 2 of the 8th Grade Georgia Performance Standards. The standards addressed in this activity are M8G2, strands a and b. This task provides a realworld application of the Pythagorean Theorem.
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Lesson Title: Firefighters at Work
Introduction:
Created By: Kristyn Nelms
Course: 8^{th} Math Math I Accelerated Math I Math II
Description of lesson:
Application of the Pythagorean Theorem
Group Size:
One class (approximately 2025 students)
Learning Objectives/GPS:
M8G2. Students will understand and use the Pythagorean Theorem.
PreRequisite Knowledge:
Guiding Question(s):
Materials:
Procedures:
Assessment:
Answer Key or Rubric:
Unit 2 Task
Firefighter A is trying to rescue a victim from the top of an 80 foot tall building. The base of the ladder the firefighter is using is 18 feet from the side of the building. How far will the firefighter have to climb to rescue the victim?
a) Draw a picture to represent the situation.
b) Show your work for the problem below.
Firefighter B is trying to rescue a victim from the top of a 120 foot tall building. The base of the ladder the firefighter is using is 27 feet from the side of the building. How far will the firefighter have to climb to rescue the victim?
a) Draw a picture to represent the situation.
b) Show your work for the problem below.
If Firefighter A can climb a ladder at ¾ foot per second and Firefighter B can climb a ladder at 1 ¼ feet per second, how long will it take each firefighter to reach their victims? (Show your work below!!!)
Firefighter A Firefighter B
Who will reach their victim first? ____________________________________
How do you know? ____________________________________
____________________________________________________________________________________________





Rubric Made Using: 




RubiStar ( http://rubistar.4teachers.org ) 














Math  Problem Solving : Firefighters at Work 
















Teacher Name: 














Student Name: ________________________________________ 







CATEGORY 
4 
3 
2 
1 
Diagrams and Sketches 
Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s). 
Diagrams and/or sketches are clear and easy to understand. 
Diagrams and/or sketches are somewhat difficult to understand. 
Diagrams and/or sketches are difficult to understand or are not used. 
Explanation 
Explanation is detailed and clear. 
Explanation is clear. 
Explanation is a little difficult to understand, but includes critical components. 
Explanation is difficult to understand and is missing several components OR was not included. 
Mathematical Concepts 
Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). 
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). 
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). 
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. 
Mathematical Errors 
90100% of the steps and solutions have no mathematical errors. 
Almost all (8589%) of the steps and solutions have no mathematical errors. 
Most (7584%) of the steps and solutions have no mathematical errors. 
More than 75% of the steps and solutions have mathematical errors. 
Neatness and Organization 
The work is presented in a neat, clear, organized fashion that is easy to read. 
The work is presented in a neat and organized fashion that is usually easy to read. 
The work is presented in an organized fashion but may be hard to read at times. 
The work appears sloppy and unorganized. It is hard to know what information goes together. 





Additional Questions for Formative/Summative Assessment:
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