Unit: Right Triangles ~ Lesson 5

Class Description: The class is a 7th grade, on-level geometry class. Unit Title: Right Triangles Lesson Topic: Pythagorean Theorem Type of Lesson: Developmental Common Core Standard: CCSS.Math.Content.HSG-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. NCTM Mathematics Standard: Grade 6-8 Expectation 3: Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. Judges Prior Knowledge: The students will do a warm-up by finding the length of the hypotenuse using the Pythagorean theorem. Lesson Objective: SWBAT use the Pythagorean theorem to find the missing length of sides in non-right triangles. This objective highlights the main idea that the teacher hopes to accomplish after teaching the students. Settings objectives like this helps to guide goal setting with the students to ensure that the teachers goals are met for these students as well. Students will be made aware of these expectations, verbally, so that our expectations are made as teachers. The students will have more motivation, hopefully, after knowing what our expectations are. Assessment: The student will be given an exit ticket with a non-right triangle and be asked to find the lengths of sides using the Pythagorean theorem. It is a formative and traditional assessment. I chose this type of assessment so the students can directly demonstrate whether they learned the methods of finding missing side lengths using the Pythagorean theorem. The exit ticket will also be used to assess the progress of students and whether or not they fully understand the lesson. Students will be challenged with a bonus question on the exit ticket, which will take the lesson one step further. Feedback will also be monitored through the exit ticket as a means of monitoring the understanding of the lesson from the students. Students will be responsible for monitoring their own progress as well as assessing their understanding of the topic. The exit ticket can also serve as a reflection tool for the students. Through this they can reflect on the material that was just taught as well as an assessment of the knowledge that they learned. Materials Needed: Basic calculators will be distributed to the students. They will need paper and pencil to take notes. I will be using the Elmo to instruct the lesson and work through practice problems. The use of the Elmo demonstrates multiple means of representation for students. Students will be able to visually see the information as well. Using different forms of technology

allows the teacher to communicate to the students in different forms as well. Adaption for IEP Students: I have three students with ADHD. I will have them seated in the front of the class to lessen how many other students they can see in order to decrease distractions. I will also call on them to answer questions to keep their focus. Another thing I will ask if they would like to help pass out papers in order to give them a chance to move around the room. Adaptations for these students will help to minimize their distractions. To keep these students interested and engaged throughout the lesson we will ask them questions so that they can respond and understand the material. Keeping them involved in discussions will minimize the amount of distractions that would have been a threat to the student originally. Incorporation of technology: The students will be using calculators and I will be using the Elmo as well as the overhead projector to display PowerPoint slides. Using these forms of technology will give students new methods to visually see the lesson. ActiveInspire will also be used to play with different triangles and look at the different parts and lengths of these shapes. ActiveInspire will also be used to manipulate non-right triangles and the use of the Pythagorean Theorem. Students will be able to verbalize their work while using the technology as well as the worksheet.

Lesson Development Teacher Welcome: As the students come into class I will instruct them to put their homework in the bin, get their assigned calculator, and sit down. Warm-Up: I will display the warm-up questions by PowerPoint. As the students complete the questions, I will be walking around the class, checking progress and answering questions. This warm-up will provide the teacher with knowledge of the students background information. Questions will continue to be asked to facilitate the learning of new information and supporting this development with the students. Student As the students enter, they will get their turn in their homework, find their assigned calculator, and go to their seats. Time

The students will get out their notebooks, pencils, and calculators and begin the warmup questions. Once they are done, they should put their pencil down and sit quietly.

5 minutes

Transition: Now that weve refreshed our The students will be listening to memory of how to use the the instruction and taking notes in Pythagorean theorem to find the their notebooks. length of the hypotenuse, we will now learn how to use it to find the length of the legs and the height in non-right triangles. Instruction: I will present the notes on the Elmo and show the kids how to use the Pythagorean theorem to find the length of the sides as well as the height in non-right triangles. Transition: Now that you know how to use the Pythagorean theorem in other ways, lets do some practice

15 minutes

(20 minutes)

The students will be writing down 10 minutes the practice problems and participating in telling me what (30 minutes) steps we should be taking and calculating the answers.

By having students ask each other questions first, it gives them a chance to interact as well as get

problems together.

assistance. For students who are confused they are getting the help they need. For students who understand the material, they are reinforcing their understanding by having to explain it to a peer. The students will be completing the practice problems. They 15 minutes should be asking each other for help when necessary and asking (45 minutes) me when there are still questions. For students that are completed early, I will have them help fellow classmates if it seems necessary. If not, I will offer them additional practice problems.

Practice Problems: (As a class) I will pass out a worksheet of practice problems that we will complete as a class. Using the Elmo, I will do practice problems with the class, asking them what the next step is and having them calculate the answers. The worksheet will also be used to clarify the new vocabulary terms and symbols that were taught throughout the lesson. Diagrams will be provided for students to practice new material. The worksheet will also allow students to become more comfortable and fluent with the material they were taught. Students will be able to collaborate with others on their worksheet as well, which will allow a greater sense of community within the classroom. Transition: Now that we have gone through some practice problems together, I would like you to try them independently at your tables. If you have a question, you should first ask a fellow student at your table. If your peer doesnt know the answer, then you can raise your hand and ask me. Practice Problems: (Independently) I will be walking around the room

making sure that students are working on the problems and are doing the steps correctly. When I see a mistake, I will ask them to go back and check, rather than immediately correcting them. This way they have a chance to find the mistake on their own, strengthening their ability to check their own work. Transition: Since it seems everyone is getting the hang of things, I have one last practice problem as an exit ticket. This time, complete it independently. If you still arent sure, try your best. Once you complete the question, you should pack up your things and be ready to go. Keep your worksheets from class to help you with homework. Exit Ticket: I will provide the students with the exit ticket that should be completed independently with no help from a peer. The students will be completing the exit ticket independently. Once they are completed, they will pack up their things and be prepared to leave. They should not talk to other students until everyone has turned in the exit ticket. They should also not get out of their seats. 5 minutes (Total: 50 minutes)

Safety Valve: If the student are completing the independent work quickly and it seems there will be additional time, I will pass out another worksheet with problems that are a little bit harder. The amount of time left will determine the amount of the worksheet that should be completed. They will still be given the same exit ticket.

Any additional time.

Reflection: If the majority of class gets the answer correct, I will know that they are ready to move on the next topic. For those students who got the question wrong, I will make sure to help them on the warm-up to clear up any confusion or answer any lingering questions. If there are still significant amounts that are not quite right, I will review the material again in the next class.