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Lesson Title: Pythagorean Theorem
Unit Title: Similarity, Right Triangles, & Trigonometry
Teacher Candidate: Janelle Balda
Subject, Grade Level, and Date: Geometry, Juniors and Seniors, October 23, 2014
Placement of Lesson in Sequence
The students were recently taught the different types of angles, symmetries, and triangles. Now the
students will be taught the theorems for different triangles, starting with the Pythagorean Theorem.
Central Focus and Essential Questions
To show students there are many ways to prove the Pythagorean Theorem, but it can only work on
triangles with a right angle (90 degrees).
How can we prove that a2 + b2 = c2?
Find the length of the third side of a right triangle, given the other two sides.
Content Standards
CCSSMath.G-SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.
CCSSMath.G-SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle
divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle
similarity
Learning Outcomes
Students will be able to:
 Identify right triangles
 Use the Pythagorean Theorem to solve for
the missing side of a right triangle
 Use different methods to prove the
Pythagorean Theorem
 Answer basic questions about area of
squares and triangles
Assessment
Throughout a video clip, shown by the teacher,
students will answer a variety of questions in an
informal setting. After the video students will be
split up into groups to work on some example
problems on the white boards in the classroom.
Then students will be given a worksheet to work on
together to solve for the unknown side of a right
angle triangle.
Learning Targets
 I know what a right triangle is
 I can use the Pythagorean Theorem to solve
for the unknown side of a triangle
 I can prove a triangle is a right angle
triangle using the Pythagorean Theorem
Student Voice
Students are told that days learning target as they
get ready for the days lesson and know they are
going to be learning about the Pythagorean
Theorem. Students will be asked to work with
groups to solve example problems posed by the
teacher on the white board they were assigned to.
Prior Content Knowledge and Pre-Assessment
Students know what a triangle is, how to find the area of a triangle, and how to determine whether the
triangle is acute, obtuse, or right angle. Students will be asked to recall these terms and equations, during
their video clip, and asked to recite what they are and how they can be used to solve the Pythagorean
Theorem.
Academic Language Demands
Vocabulary & Symbols
 Triangles
 Squares
 Area of a triangle
 Square roots
 Area of a square
Language Target
 I can identify right
triangles
 I can use the
Pythagorean Theorem
to solve for an unknown
side of a given triangle
 I know how to simply
square roots
Language Functions
 Students will identify terms
using proper language.
 Students can explain the
difference between two terms.
 Students will use their
understanding of a term to
complete the group work in
the white board and
worksheet in class.
Precision, Syntax & Discourse
Mathematical Precision:
Students must be able to
determine right triangles and
solve for the unknown side
Syntax: Students must know the
Pythagorean equation a2 + b2 = c2
Discourse: Students must be able
to distinguish right triangles and
solve for the unknown side.
Language Support
 Students are shown a
video clip about the
Pythagorean Theorem.
 Students are shown
different ways to solve the
Pythagorean Theorem.
 Student are given a sheet
to show what they have
learned
Assessment of Language Target
 Students will answer
questions during the
video clip
 Students will show on the
whiteboard their
knowledge of the
Pythagorean Theorem
 Students will turn in a
worksheet showing their
knowledge of applying the
Pythagorean Theorem
Lesson Rationale (Connection to previous instruction and Objective Standards)
In order for students to get their participation points, they know they must show up to class prepared and
participate in the activities asked of them. Students work better when put into groups and asked to
participate in answering questions on the whiteboard.
Differentiation, Cultural Responsiveness and/or Accommodation for Individual Differences
Most of the students need help maintaining their focus, so having them answer questions during the video
helps keep them engaged in the video. Also having the student answer questions on the whiteboard keeps
them focused, and makes them feel like they are acquiring knowledge rather than just being taught
something.
Materials – Instructional and Technological Needs (attach worksheets used)
Computer and projector to show video clip
White board markers
The Pythagorean Theorem and its Converse worksheet
Teaching & Instructional Activities
Time
Teacher Activity
9:05
Teacher plays video clip about two
different ways to prove the
Pythagorean theorem, pausing at
Student Activity
Watch the video clip and
answer teacher questions
Start thinking about the
Purpose
To get students engaged
in that days lesson and
get them thinking about
9:15
9:35
various spots to ask students
questions
Splits students into groups and
assigns them to a white board area
to work on examples the teacher
provides
Pythagorean Theorem
what they are learning
Get into their groups, go to
their assigned white board
area and answer the questions
given by the teacher, explain
their answers to the teacher
and their classmates
Hands out worksheet
Start working on the
worksheet handed out by the
teacher, showing their
knowledge of the Pythagorean
Theorem
Get the students thinking
about the video they just
watched, students show
the knowledge they just
received and see for
themselves how the
Pythagorean Proofs
work
Formal assessment of
student’s knowledge