Lesson Plan Eme 1

Mr. Westberry’s Lesson Plan – Geometry (High School) Benchmark: M.A 912G51 – Using the Pythagorean Theorem and its converse. Learning Objectives with Bloom’s Taxonomy: 1. To understand special properties of certain right triangles. (knowledge) 2. To learn about the Pythagorean Theorem. (comprehension) 3. To learn about Pythagorean triples. (knowledge and comprehension) 4. To learn how to apply the altitude of a triangle to this theorem and how it may be important in finding out other information about the triangle. (application) 5. To analyze how special angle relationships also may exist among right triangles. (analysis) 6. To further develop the ability to use a calculator, and even the graphing calculator when necessary. (synthesis and application) 7. To explain how technology can help in learning more about right triangles and their properties, whether using a computer-based simulator or drawing utility, or the graphing calculator, or any other technological device. (evaluation) Learner Analysis: Grade level and age: My students are in 10th grade for the most part. There are a few 9th graders in there because some took Algebra 1 in middle school, and so they are one step ahead of the curve. They are all around the same age because of the 9th graders and some of the 10th graders were children who had to repeat a grade in elementary school. Socio-economic status: Most of the kids come from the middle class and working class, with more from the middle class than the working class. A handful of the students come from low-income homes and sometimes do not have the supplies they need for class. A couple of students come from rich families. Race: There is actually an even mix of white, black, and Hispanic students in my class. They make up the majority of the class. There are also some Asian students in my class. Learning Styles: If I were to give a rough estimate, I would say that my students learn best by seeing and doing (visual and kinesthetic). By merely James Westberry 2-7-09 CA #1

talking about some of the more complex notions discussed, I don’t feel like it teaches the kids as much as visually representing the ideas discussed and having them do example problems themselves. Disabilities: I have a few students who are disabled in some way. I have two children in wheelchairs, one with leg paralysis and one that has had trouble walking her whole life. There is a student who cannot read due to a mental disability. About ten of the students have noticeable ADD symptoms. One child has severely limited eyesight and needs to sit up front to see the board. Knowledge Declarative knowledge: 1. 2. 3. 4. 5.

Types of Triangles Angles of Triangle (acute, right, obtuse) Altitudes of Triangles Pythagorean Theorem Pythagorean Triples

Procedural Knowledge: 1. How to look for ways in which the Pythagorean Theorem may be used, if it can be used at all. 2. How to apply the concept of the Pythagorean Theorem to given right triangles. 3. How to look for Pythagorean triples with two given side measures. 4. How to apply the Pythagorean Theorem using altitudes of triangles in more complex problems. Prior Knowledge: 1. Students need to know about triangles and their properties. 2. Students should have some knowledge on what an altitude of a triangle is. 3. Students should be able to recognize angle type by measurements given. 4. Students should have some experience by this point in the class to use a calculator and technological tools on the computer. In checking for prior knowledge, I will use a short quiz that covers the previous chapter. It shouldn’t last more than 10-15 minutes, since this lesson is building upon the previous lesson. The quiz will address James Westberry 2-7-09 CA #1

triangles and many of their properties along with some simple definitions. Questions that may arise: 1. 2. 3. 4.

Does the Pythagorean Theorem apply to all polygons? How do I look for a Pythagorean Triple? How do I draw an altitude for a triangle? Why do we use 30-60-90 and 45-45-90 triangles with the Pythagorean Theorem? 5. Why is this relevant to real life? Lesson Procedure Teaching Activities and Student Learning Activities: I will start the lesson with getting my students memories jogged with what we had previously learned about triangles, and that we are going to learn more about triangles. I would also state that what we are going to learn about the Pythagorean Theorem is very useful in real-life, and that it is used extensively in other math classes, including many college math classes. I will be presenting a PowerPoint illustrating definitions and examples, and will also use an overhead projector to work out individual problems. Students are expected to take notes and ask questions as needed, and to contribute to class discussions as I talk about certain aspects of this lesson. Students will also be involved in a lab using computers to see the effectiveness and purpose of the lesson. There may be group work if I feel individual work is too time-consuming, which is an aspect of the lesson I have to discern as the class goes on. Classroom Management Strategies: I will make sure that I emphasize that classroom rules are to be followed during any kind of activity or instruction. For transitions, I will give directions on what to do and when to do it, but I will leave the freedom for them to do what they want with the activity, as different learning styles need freedom for expression. For the group work, if I see that it would benefit the students to work in groups, I would have them sit three to four in a group. There is a worksheet I would have them work on, and I would walk around and make sure that I see everyone participating. For those that are not working with others, I would ask them questions to see if they are comprehending the lesson. I understand that some children are shy, so I don’t want to break their comfort

James Westberry 2-7-09 CA #1

zone too much at once. I will explain how to use calculators and graphing calculators to find square root numbers and other functions. Timing: I am going to teach this lesson for four to five days, depending on how much we can get done over the course of the week. I see the students four to five times a week, and each session is about 45 minutes long, so my best guess is that it shouldn’t take any longer than that. Out of class assignments will vary each day, as I have only two homework assignments for them to do. Instructional Strategies: My strategies to keep my students motivated will be to be quick-paced with instruction, but allow time for students to think and process the new information and wait time for questions I ask of students. There will be reviews of what has been learned to the next session of class time, to avoid any confusion and show the process again of how to use the new information learned. I will positively correct mistakes on homework and give praise where praise is due. My goal is to use many visuals for the visual learners, to talk out the subject for the learners who learn best by hearing, and to allow for computer-based instruction for the kinesthetic learners. Resources 1. Computer lab 2. Graphing Calculators and Regular Calculators 3. Activity Sheets (not yet made) 4. http://jwilson.coe.uga.edu/EMT669/Student.Folders/Morris.Stephanie/E MT.669/Essay.1/Pythagorean.html to explain more about the Pythagorean Theorem. Assessment: There will be two assessments to measure what students have learned. One of these will be done during the instruction process, and one of these will be done after the unit is over. Formative Assessment: This is an assessment that will be done after the first day. It will be done using simple problems that the students should have mastered by now, which basically includes finding the measure of an unknown side and recognizing a Pythagorean triple. Summative Assessment: This assessment will be cumulative of everything taught in this lesson. It will assess the definitions of what the Pythagorean Theorem is, what a Pythagorean triple is, how to use altitudes to use the

James Westberry 2-7-09 CA #1

theorem, how the theorem applies to special right triangles, and real-life applications of the theorem that involve problems in geometry. Self-evaluation As a student to the profession of education, I feel my lesson plan is amateurish and could use a lot of work. My goal is to teach mathematics to my students, and the goal of this class is to learn how to incorporate technology into my lessons, since I believe and know that technology is becoming more and more essential in the realm of teaching. In aligning with the NETS standards, I may not have laid down the front for technology to be as useful as I could have been. One of my intents is, with something as general as mathematics, to make it as interesting and creative as possible. I want students to see the same idea from different perspectives. They can see the Pythagorean Theorem by reading what it is about, seeing it written down, and seeing it in action. I feel that my strength in this lesson plan is promoting different learning styles and a good amount of review to help students fully grasp the concept at hand, all the while promoting group collaboration and individual performance.

James Westberry 2-7-09 CA #1