{ Pythagorean Theorem Lesson Design Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms.
-
Upload
trevor-roberts -
Category
Documents
-
view
213 -
download
0
Transcript of { Pythagorean Theorem Lesson Design Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms.
{
Pythagorean Theorem Lesson Design
Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms
Classroom and Student
Classroom
8th Grade
25-30 students
Diverse group of students
Rural community
Classroom and Student
Classroom and Student
Student
“Jessica”
Attitude: Eager to learn, defensive (doesn’t like to be shown more than once), takes her work seriously, confidence driven, easily
Aptitude: Capable, shown strong improvement, homework nut, has a strong drive
Classroom
8th Grade
25-30 students
Diverse group of students
Rural community
Content Standards Applied
Common Core Standard
Main standard:8.G.7
(Will lead into CCS 8.G.8)
Auxiliary Standard: 6.EE.2c
“Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.”
Content Standards Applied
Prior Student Knowledge
Prior Student Knowledge
Pythagorean Theorem
Prior Student Knowledge
Pythagorean Theorem
𝑎2+𝑏2=𝑐2
Prior Student Knowledge
Pythagorean Theorem
𝑎2+𝑏2=𝑐2Right Triangle
Prior Student Knowledge
Right Triangle
Pythagorean Theorem
𝑎2+𝑏2=𝑐2
90⁰ Angle
Prior Student Knowledge
Pythagorean Theorem
𝑎2+𝑏2=𝑐2Right Triangle
90⁰ Angle
Hypotenuse
Learning Objectives
Learning Objectives
At the end of the lessons students should be able to:
Learning Objectives
At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem
Learning Objectives
Recall (Bloom’s 1) the Pythagorean Theorem
At the end of the lessons students should be able to:
Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies
Learning Objectives
At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem
Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies
Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem
Learning Objectives
At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem
Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies
Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem
Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.
Learning Objectives
At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem
Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies
Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem
Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.Apply the concepts(Bloom’s 4) of the Pythagorean Theorem.
Learning Objectives
At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem
Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies
Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem
Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.Apply the concepts(Bloom’s 4) of the Pythagorean Theorem.
Connect(Bloom’s 4) the formula they learned to real- world problems and understand their relationship.
Opener
Opener
Pre-Assessment:
Opener
Pre-Assessment:
Opener
Pre-Assessment:
Opener
Pre-Assessment:
Opener
Pre-Assessment:
Opener
Pre-Assessment:
Introduction
Introduction
𝑎2+𝑏2=𝑐2
Introduction
𝑎2+𝑏2=𝑐2
Introduction
𝑎2+𝑏2=𝑐2
Informal Assessment
Transition - 2 Minutes
Student Worksheet
Student Worksheet
Student Worksheet
Real-World Problem
Real-World Problem
“Uh-oh! Don’t tell the boss I lost another tape measure!!!”
You and your group are members of the Ole Miss IT team and you have been asked to fix the Wi-Fi Router located in a classroom. When you get there you notice that all it needs is a new cable to be connected to an outlet at the base of the wall. Unfortunately, you can’t find a tape measure, but you do have a rope of known length and you know each tile on the floor is one foot wide. Using the rope and the tiles on the floor, determine exactly how long your cord would need to be to go from the router to the ground.
Real-World Problem
“Uh-oh! Don’t tell the boss I lost another tape measure!!!”
Closer/Homework
Closer/Homework
Closer/Homework
Ladder10 feet
a
Closer/HomeworkHome Plate
1st
2nd
3rd
60 feet
Ladder10 feet
a
Assessment Strategy
Assessment Strategy
Pre-assessment
Assessment Strategy
Informal Assessment
Pre-assessment
Observation and Dialogue
Informal Assessment
Pre-assessment
Assessment Strategy
Assessment Strategy
Rubric
Observation and Dialogue
Informal Assessment
Pre-assessment
Assessment Strategy
Pre-assessmentInformal Assessment
Observation and Dialogue
Rubric
Homework
Description of Flow
Description of Flow
Opener - 5 minutes
Description of Flow
Introduction – 10 minutes
Opener - 5 minutes
Description of Flow
Opener - 5 minutes
Introduction – 10 minutes
Student Worksheet – 15 minutes
Transition – 2 minutes
Student Worksheet – 15 minutes
Description of Flow
Opener - 5 minutes
Introduction – 10 minutes
Student Worksheet – 15 minutes
Real-World Problem – 15 minutes
Closer/Homework – 5 minutes
Transition – 2 minutes
Where does this lesson fit into the curriculum?
How Does it Relate to “Jessica”?
How Does it Relate to “Jessica”?
Attitude: Eager to learn, defensive (doesn’t like to be shown more than once), takes her work seriously, confidence driven, easily discouraged
Aptitude: Capable, shown strong improvement, homework nut, has a strong drive