Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: ________________________________ Date: _______________ Content Area: ____________Mathematics________________________ Grade Level: ___9____ Fundamental Skills/Important Concept(s)/Essential Question(s): ____________________________________________________________________________ Pythagorean Theorem Lesson Title
Understanding and Applying the Pythagorean Theorem.

Lesson Focus
WHST6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. RST5.Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts) Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

(Use numbers for clarity) 1. The Student Will/The Learner Will

Prove that the sum of two sides of a triangle must be greater than the third

Use the Pythagorean Theorem to predict triangle classification by angle

Find the missing leg(s) / hypotenuse of a right triangle

---------------------Acceptable Evidence (process and/or product)

Apply the Pythagorean Theorem in problem solving

Using Technology try to prove the Pythagorean Theorem

----------------------------------------------------------------------------------(Use numbers for clarity) Evidence that students have achieved objective(s):
Students will use worksheet to practice theorem. Students will create their own proof using technology and present results to class.

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Students will find real life scenarios and explain the history of Pythagoras.

Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation

This can be together or separately. Also called: set induction, anticipatory set, introduction/review

Review the definition and classifications of triangles and the history of Pythagoras. Explain who Pythagoras was and why he is important (Show Pictures of him and buildings, etc). Classification of triangles by side or by angle. Exploring triangles activity.

__________________________________________ (Use numbers for clarity)

_______________ B. Teacher input, explanation, & development

1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

The teacher will 1. Using right triangles define legs & hypotenuse. 2. Model triangles and ask the students to determine which sides of the triangles are which. 3. Have students measure out a right triangle: Leg 1: 4cm Leg 2: 3cm

Then have the students find the length of the hypotenuse using a ruler and explain the relationship between the hypotenuse and 2 legs in terms of length. 4. Define the Pythagorean Theorem, squares and square roots. 5. Students will practice the Pythagorean Theorem using a handout. 6. Have students create more right triangles and see if the theorem works. 7. Group work-Proving the Pythagorean Theorem.

Required Lesson Plan Format: Snowden, P. L. Specific students actions The students will

Fall 2011

Students will use exploring triangles activity to break down triangles and determine classifications. Students will use examples of right triangles to determine measurements of legs and hypotenuse. Students will use the Pythagorean theorem to find the same results. Students will explore squares and square roots to see a relationship to the Pythagorean theorem. Students will use technology to try and create their own examples and proof. Students will present their conclusions/proof to the class using vocabulary and proper language.

Assessment (Type and purpose)

--------------------------

A rubric will be used for the group project applying and understanding the Pythagorean theorem. Through a method of technology the students will show and explain a proof for understanding.
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Evaluation, if used

Closure

HW: Students must find a real life scenario in which the Pythagorean Theorem can be applied. Also, write a brief summary on the history of Pythagoras, his followers, and his influences.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

3. Student with multiple intelligences can take this project where they want. The rubric will set a minimum guide.

Materials Duration (time) Curricular and/or Unit Connections

White Board/Smart Board, Computers, Pencils, Rulers, Handouts, Calculators, Grid Paper, Geometers Sketchpad.

2.5-3 Days The Pythagorean Theorem will help as a starting point to connect the rest of the unit, Trigonometry of the Right Triangle.

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.