*Lesson
Plan
2:
Mathematics*

**I.
Overview
of
the
lesson:**

A.
Date
of
lesson:
Thursday,
April 7, 2011

B.
Expected
Length:
50
minutes

C:
Name:
Kirsten
Gehm

D:
Mathematics
Ð
Algebra
I/Trigonometry
Ð High School

**II.
Big
Idea:
**

Standard
Ð
2.10.A1.A:
Solve
problems
involving from the Pythagorean Theorem.

**III.
Essential
Question(s):**

How
are
the
students
going to use this
theorem in life? Why is this going to be needed? In what ways will they
be able
to apply the theorem?

**IV.
Pennsylvania
State
Standards/Eligible
Content:**

Subject
Area
2
Ð
Mathematics

Standard
Area
2.10
Ð
Trigonometry

Course
2.10.A1:
Algebra
I

Standard
2.10.A1.A
Ð
Solve
problems
involving from the Pythagorean Theorem.

**V
/
VI.
General
Objectives / Behavioral
Objectives:**

A.
The
students
will
* recognize*
the theorem as well as

B.
They
will
* identify* the
different components to theorem.

C.
Students
will
* apply* to theorem
mathematically and

D.
The
students
will
* discover* different elements
in
our society where the theorem is evident.

E.
The
students
will
be able * construct* the
different steps
used to

F.
Students
should
be
able to * conclude* the
different
measurements to the sides of a triangle using the Pythagorean Theorem.

**VII.
Instructional
Materials:**

Toy
car

String

Notebook

Rulers

Worksheet

**VIII.
Vocabulary:**

__Words
associated
with
right
triangles__

Right
triangle

Hypotenuse

Base

Leg

Square

Square
roots

Right
angle

Pythagorean
Theorem
Ð
calculating
the
length of the hypotenuse of a right triangle

**IX:
Instructional
Procedures:**

A
/
B.
__Introduction /Motivation: __

I
will
start
by
proposing
three different questions to the class by using a
Smartboard if available. If one isnÕt available, I will use white
boards or an
iClicker.

*Question
1:
Where
do
you see triangles
in the real world?*

* *-
sailboats,
bridges,
instruments,
clips,
quilts, floor tiles

*Question
2:
What
words
are used to
describe triangles?*

* *-
equilateral
(all
sides
equal),
isosceles (2 sides equal), scalene (no sides equal)

- right angles, acute angles,
obtuse angles

- base, leg, hypotenuse, 30-60-90
or 45-45-90(measurements of angles)

*Question
3:
What
types
of triangles do
you see in these images? *(shows
different
images
of
every
day scenarios and the students will search for them) *Are
some more common than others? Why?*

This
will
all
motivate
the
students to be able to see why we need to learn this
for
everyday life. We will then define a right triangle, leg, and
hypotenuse. We
will go through the right triangle and identify a, b, and c. Before
breaking
into groups we will apply the Pythagorean Theorem to solve for a
hypotenuse of
a right triangle and to solve or a missing leg or base.

C.
__Development:__

1.
After
the
introduction
questions and
activity, we will break up into small groups. Each group will have
pieces of
string of various lengths. All groups will set up their station along a
wall
within the class room or by a leg of a desk.

2.
The
students
will
then tape all of
the different strings on the wall. The bottom of the strings must be on
the
flush with the ground.

3.
Students
will
then
attach the toy
car to the end of their string. Students will then ÒdriveÓ the car as
far as
they can. This will stretch the string and create a right angle.

4.
Students
will
then
have to measure
the string (the leg), and how far the car ÒdroveÓ (the base). Students
will
draw the triangle on the worksheet and record the measurements of both
legs.

5.
From
these
measurements,
they will
then use the Pythagorean Theorem (a^{2} + b^{2} = c^{2})
to
calculate
the
hypotenuse
(string length).

6.
The
students
will
continue this
process until all the strings have been used and stretched.

7.
They
will
then
us the ruler to
measure the actual string. This will be used to check their own work
with the
theorem.

8.
Students
will
then
come back into a
group to discuss the different triangles that were created by
comparing/contrasting the triangles.

D.
__Strategies for diverse learners__

(1)
Use
mixed-ability
groups
which
allows students to learn from one another (i.e. either small or whole
group
participation)

(2)
Incorporating
drawing
of
what
figures should look like. This allows students to test the Pythagorean
Theorem.

(3)
Use
guided
questioning
and
discussion to help students articulate the relationship between the
sides of
the triangle (base and leg) and the hypotenuse.

(4)
Engaging students in small groups by using
the car toy to
make a right triangle and be able to physically touch and create the
right
triangle.

E.
__Summary and Closure:__

Students
are
asked
to
identify
different types of triangles and where they are
located
and how they are used in the world. They will need to identify the
different
parts to a right triangle and recite the Pythagorean Theorem onto a
white board
or I will make it into a voting style game. All students will write
that they
think the theorem is and we will
pick them all out to make sure they are all a^2+b^2=c^2.

F.
__Assignment: __

The
students
must
finish
their
write from the problem on the board. I then want the
students to go home and bring two everyday objects that they can use in
class.
We then will be able connect right triangles to everyday life for the
next
lesson.

**X.
Assessment:**

A.
Formative

a.
As
the
students
are working on their
different projects, I will be asking the questions: ÒCan students
identify the
legs and hypotenuse in a right triangle?Ó

ÒDo
students
understand
that
the
hypotenuse is the longest side of the triangle no
matter what size the triangle is?Ó

ÒWere
the
students
able
to
apply the Pythagorean Theorem and solve for the
hypotenuse
or which side is missing?Ó

b.
I
will
document
the
students progress by walking around and taking notes
on
stickers. These stickers will be side the size of an I.D and I will
able to jot
down notes and then put then in the specific students portfolio.

B.
Summative

I
will
put
a
drawing of a right
triangle on the board and give them the measurements of the both the
leg and
base of the triangle. The students will then have to use the
Pythagorean
Theorem to solve for the hypotenuse. Students will do a write-up of the
problem
and the solutions. I will assess their write up by using a rubric.
After a
night of practice with homework, I will give a quiz four question quiz
just to
assess that they both understanding of the theorem as well as how to
apply it.

**XI.
Reflection
&
Self-Evaluation:
**

A.
What
worked?

B.
What
did
not
work?

C.
How
can
the
lesson
be improved?

**XII.
Suggested
Instructional
Strategies:**

To
begin
the
lesson,
we
will start with an engaged class. Everyone will have to
be
involved in the class discussion. Everyone would be active in the
discussion. I
want to be use a system where every uses white boards or even iClicker
where I
can give them multiple-choice questions to choose from. Then the class
would be
broken into cooperative groups. Through this process, I would be
embedding
scaffolding by walking around to each group and observing and
supporting
students who need more assistance. During the time I am walking around
I will
also be assessing the students by asking questions to each group.

Home

My Teaching Experiences

Educational Links

About Me

E-Mail

Moravian College

Student Web Pages