Lesson Plan 1- Pythagorean Theorem

Jordan Campbell

Teacher Candidate:
Grade Level:

10

Date:

09/15/14
PLAN

Class description &

Differentiation:

The class requires direct instruction that involves repetitive practice by

using various types of activities such as manipulatives, stations,
worksheets, problems on the board, writing prompts. Specifically, the
students respond well to hands- on activities or activities that relate the
geometric concepts to real- life circumstances. The students highly benefit
from color- coded graphic organizers that they can use throughout the
learning segment.
The curriculum in already modified due to the class being a small group,
pull- out geometry class. The curriculum is delivered at a much slower
pace and in smaller pieces in order to promote retention of the material.
The students also receive extended time on assignments, projects and
quizzes, the use of a scribe or word-processor on writing assignments, a
reader on tests or quizzes, and have access to a calculator on all
assignments, quizzes and tests.

Accommodations: graphic organizers, repetitive practice, chunked

material, interactive problem- solving, guided note- taking
Common Core ELA
CCSS.MATH.CONTENT.HSG.SRT.B.4: Prove theorems about triangles.
Standards: Identify strand, Theorems include: a line parallel to one side of a triangle divides the other
grade, number (e.g. RL4.3)
two proportionally, and conversely; the Pythagorean Theorem proved
& include entire standard.
using triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.C.8: Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of
content.
Learning Objective:

Students will examine the Pythagorean Theorem formula and examine

how it is used in the real world. Students will use the formula to problem
solve and will correctly plug in for a and b on 3 out of 5 problems.

Instructional Materials,
Equipment &

1. Pythagorean Theorem- NBC Football Video (1)

Technology:

http://www.nbclearn.com/portal/site/learn/nfl/cuecard/51220/
2. Pythagorean Theorem Notes- Graphic Organizer/ Task Analysis (4)
3. Homework Worksheet- pg. 17 (4)
4. Calculator (4)
5. Interactive Notebooks (4)
6. Pens, Pencils (4)

Key Vocabulary:

1. Pythagorean Theorem
2. a
3. b
4. c
5. legs
6. hypotenuse
7. right triangle
8. squared
9. square root

2. Opening: Elicit
students prior
knowledge about
concept &/or strategy
in multiple ways (not
just questions).

ENGAGE
First, I will tell the students that we are starting a new unit for the
week: The Pythagorean Theorem. I will explain that we will watch an
introduction video about the Pythagorean Theorem and how it relates
to the sport of football, start notes that we are going to attach to our
interactive notebooks, complete sample problems as a class on the
whiteboard, and then begin working on our homework assignmentpg. 17- circled problems only.

What are some ways that we measure distance? How can we find out
how far it is from Rachaels house to Richards house? One other way
is to use the Pythagorean Theorem! We can use the Pythagorean
Theorem when we know two lengths of a triangle but we need to find
the length of the last missing side.

Then, I will show the football video from NBC Learn as an introduction
to the Pythagorean Theorem for the students. This video will both
introduce the concept and formula of the Pythagorean Theorem to the
students as well as relate it to the sport of football, in which the

students are interested.

Lastly, we will recap the video that we watched via a group discussion.
I will ask what they learned about the Pythagorean Theorem from this
video. Then we will have a short class discussion about it. We will
address what the formula is and how it is applicable to football
players.

3. Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan. Describe exactly what you & the students will do during the lesson & how you
will scaffold their learning. Please use a numbered/bulleted list.
In planning your lesson, think about:

Transition statements you make throughout your lesson and write them out
Include the questions you plan to ask
Teacher Modeling:

This should describe

how you alone will
demonstrate the
concept to the student
(no participation from
student)

First, I will have the students retrieve their interactive notebooks from
the storage bin. Then, I will hand out the task- analysis/ graphic
organizer sheet that the students will take notes on about the
Pythagorean Theorem. Next, we will work our way through the left
hand side of the notes only (find c- the hypotenuse):

Just like in football, the Pythagorean Theorem helps us to find the

length of a missing side on any kind of right triangle.

So, in real life, we would be able to find distances within paths that
make up invisible right triangles. There is a right triangle right here in
front of us on the floor--- explain.

(draw on board) For example, if we wanted to find the exact

distance between my house and Ms. Lanes house, but we only knew
the length of the two streets that connected our houses, we would be
able to calculate the real distance using the Pythagorean Theorem
(Cant drive through the backyards, but we could walk through the
backyards).

First, lets talk about the formula we would use to do this: a 2 + b 2 = c

2
In other words- Leg 2 + leg 2 = hypotenuse 2

LEFT SIDE OF GRAPHIC ORGANIZER:

What does it mean when we square something? Its when we times the
number by itself10 x10, 5 x 5, 2 x 2. The opposite of a square is a

square root--- you will hear me use those vocabulary words today. 5
squared (or 5 x 5) equals 25. So, that means the square ROOT of 25 would
be five. I will show you how to do that in your calculator.

Draw a right triangle. How do we know this is a right triangle?

Whats special about a right triangle? (square, 90 degrees).

How do we know which side is the hypotenuse? The hypotenuse (c ) is

always the side across from the square---- so we can draw an arrow
from the square to the hypotenuse side.

Add numbers to the drawing of the right triangle- 2 miles, 3 miles

(legs)

We know that one length of the street is 2 miles and the length of the
other street is 3 miles. Therefore, we can now figure out the distance
between my house and Ms. Lanes house.

2 squared plus 3 squared = c squared (solve equation as example).

Talk about combining like terms and using the square root to cancel
out the square on the other side of the equation.

Okay, so now in the box below, we are going to write out the steps we
just used to complete this problem. What was the first step we took?
1.
2.
3.
4.

Guided Practice:

During this part of the

lesson, the teacher and
the student practice
together. The teacher
assists student, takes
turns, participates, and
intervenes when
necessary.

Find the square and draw an arrow from it to the hypotenuse

Write out the formula- a 2 plus b 2 equals c 2
Plug in the numbers
Solve for c
a. Calculate exponents
b. Add your legs
c. Square root
Next, we will solve a couple sample problems as a class. One student
will circle the square in the right triangle and draw an arrow to the
missing hypotenuse component- c, one student will write the
equation, another student will plug in for a and b, another student
will solve the equation and circle the answer for c: Now that we
know how far it is from my house to Ms. Lanes house, we want to
know how far it is from Rachaels house to Cassies house. If Rachael
has to walk 3 blocks down her street to get to Cassies street, and then
she has to walk 3 more blocks to his house, we would know the
distances for the LEGS of the triangle. So, does that mean we could find
the length of the straight- line distance to Cassies house from
Rachaels house? YES.
Add numbers to the triangle.

Cassie, whats the first step we take?

Rachael, whats the second step we take?

Richard, whats the third step we take?

Okay, heres another paper with some example problems on them. We

are each going to take a turn completing each step of solving a
problem.

Independent Practice:
Release the students to
demonstrate their
ability to complete the

activity alone. Include

complete directions
that explain what
students must do to
complete the activity.

Closure:

Lastly, the students will attempt one or two problems, depending upon
informal assessment, independently.
The students will complete a worksheet as homework- pg. 17, circled
problems only. All of these problems only have to do with finding the
missing hypotenuse.
If there is time left in the class period, the students may begin working
on their homework in class. If we start the worksheet in class, I will
walk around the classroom to answer any questions or to guide
students in the right direction.
Summarize what we learned today:
o What are the necessary steps to solve a problem using the
Pythagorean theorem?

Exit Ticket- Write down the Pythagorean Theorem equation, two

things they learned and one thing that they need more practice with or
are confused about.

ASSESSMENT
4. Assessment
Strategies

Target-Assessment Alignment Table

Objective
What must the student
know & be able to
demonstrate?

Degree
In this space, describe how you will assess (F&S)
whether students have met this objective.

Formative:
o Question and Answer
o Pythagorean Theorem
worksheet, pg. 17 (E, G, I, O, T, Y)
o Exit Ticket
Summative: n/a

Lesson Plan 2- Pythagorean Theorem

Jordan Campbell

Teacher Candidate:
Grade Level:

10

Date:

09/16/14
PLAN

Class description &

Differentiation:

The class requires direct instruction that involves repetitive practice by

using various types of activities such as manipulatives, stations,
worksheets, problems on the board, writing prompts. Specifically, the
students respond well to hands- on activities or activities that relate the
geometric concepts to real- life circumstances. The students highly benefit
from color- coded graphic organizers that they can use throughout the
learning segment.
The curriculum in already modified due to the class being a small group,
pull- out geometry class. The curriculum is delivered at a much slower
pace and in smaller pieces in order to promote retention of the material.
The students also receive extended time on assignments, projects and
quizzes, the use of a scribe or word-processor on writing assignments, a
reader on tests or quizzes, and have access to a calculator on all
assignments, quizzes and tests.

Accommodations: graphic organizers, repetitive practice, chunked

material, interactive problem- solving, guided note- taking
Common Core ELA
CCSS.MATH.CONTENT.HSG.SRT.B.4: Prove theorems about triangles.
Standards: Identify strand, Theorems include: a line parallel to one side of a triangle divides the other
grade, number (e.g. RL4.3)
two proportionally, and conversely; the Pythagorean Theorem proved
& include entire standard.
using triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.C.8: Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of
content.
Learning Objective:

Students will examine the Pythagorean Theorem formula and

communicate how it is used in the real world by completing a relevant
writing prompt about WHY we use the Pythagorean Theorem. Students
will also use the formula to problem solve and will correctly plug in for a
or b and c on 3 out of 5 problems.

Instructional Materials,
Equipment &
Technology:

1. Homework Worksheet- pg. 17 (4)

2. Pythagorean Theorem Notes- Graphic Organizer/ Task Analysis (4)
3. Journal Prompts (4)
4. Calculator (4)
5. Interactive Notebooks (4)
6. Pens, Pencils (4)
7. Homework Worksheet- pg. 32 and 33 (4 of each).

Key Vocabulary:

1. Pythagorean Theorem
2. a
3. b
4. c
5. legs
6. hypotenuse
7. right triangle
8. squared
9. square root

5. Opening: Elicit
students prior
knowledge about
concept &/or strategy
in multiple ways (not
just questions).

ENGAGE
First, I will have the students retrieve their interactive notebooks from
the storage bin.

Then, the students will get out their homework from the night before
and check their answers. I will ask the group as a whole what the
answer for each problem should be. If the student got the answer is
incorrect, they will circle the problem.

Then, for the circled problems, the students will use their task analysis
sheet to work their way back through the problem to determine their
mistakes, make corrections, and find the right answer to the problem.

Lastly, we will check the answer for each problem again. If any are still
incorrect, we will solve them together on the whiteboard.

Second, the students will participate in a writing activity on the left

side of their interactive notebooks. The prompts are: 1. Why do we use
Pythagorean Theorem? 2. What is an important step you need to

remember? I will explain that the written response for each question
needs to be one paragraph long, consist of at least five sentences, and
have less than 3 spelling errors each. The students will be given 10
minutes to complete this assignment. The students may type their
response on the computer or hand- write it.
6. Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan. Describe exactly what you & the students will do during the lesson & how you
will scaffold their learning. Please use a numbered/bulleted list.
In planning your lesson, think about:

Transition statements you make throughout your lesson and write them out
Include the questions you plan to ask
Teacher Modeling:

This should describe

how you alone will
demonstrate the
concept to the student
(no participation from
student)

First, I will have the students retrieve their interactive notebooks from
the storage bin. Then, I will hand out the task- analysis/ graphic
organizer sheet that the students will take notes on about the
Pythagorean Theorem. Next, we will work our way through the right
hand side of the notes only (find a or b- the legs):

We will review the formula for the Pythagorean Theorem (a squared

plus b squared equals c squared AND leg squared plus leg squared
equals hypotenuse squared).

Then, we will determine the steps we need to take to problem solve a

Pythagorean Theorem problem:

Okay, someone tell me what the formula for the Pythagorean Theorem is
again?
a 2 + b 2 = c 2 In other words- Leg 2 + leg 2 = hypotenuse 2

RIGHT SIDE OF GRAPHIC ORGANIZER:

Change up numbers between Ms. Lanes house and my house. We

know that the overall distance is 5 miles and that her street is 3 miles
long. However, we want to know how long my street is because I want to
walk the shortest distance possible to her house. (DRAW)
Can we use the Pythagorean Theorem to figure out the distance?
Yes. Work out on the board.

Do another example problem Cassies house is exactly 8 miles from

Rachaels house (hypotenuse). One of the streets is 4 miles long (a
leg). How do we find the distance of the other street?
Okay, so now in the box below, we are going to write out the steps

we just used to complete this problem. What was the first step we took?
1.
2.
3.
4.

Guided Practice:

During this part of the

lesson, the teacher and
the student practice
together. The teacher
assists student, takes
turns, participates, and
intervenes when
necessary.

Independent Practice:
Release the students to
demonstrate their
ability to complete the

activity alone. Include

complete directions
that explain what
students must do to
complete the activity.

Find the square and draw an arrow from it to the hypotenuse

Write out the formula- a 2 plus b 2 equals c 2
Plug in the numbers
Solve for a or b
a. Calculate exponents
b. Get a or b by itself
c. Square root
Okay, lets look back at the worksheet that we reviewed at the
beginning of class. We are going to start working on the non- circled
problems. We are each going to take a turn completing each step of
solving a problem.
One student will circle the missing side and determine what part of the
triangle we need to find, one student will write the formula, another
student will plug in for a or b and c, another student will solve the
equation and circle the answer for c. We will repeat this cycle so that
every student has the opportunity to complete each step of solving the
equation.
The students will attempt the one problem that is left on the
worksheet from the beginning of class.
Lastly, the students will attempt the last two problems on the practice
worksheet, depending upon informal assessment, independently, to
determine if additional instruction needs to take place.
The students will complete a worksheet as homework- pg. 32 and 33
(10 problems). If there is time left in the class period, the students may
begin working on their homework in class. If we start the worksheet in
class, I will walk around the classroom to answer any questions or to
guide students in the right direction.

Closure:

Summarize what we learned today:

o What are the necessary steps to solve a problem using the
Pythagorean theorem?

Exit Ticket- Write down the Pythagorean Theorem equation, two

things they learned and one thing that they need more practice with or
are confused about.
ASSESSMENT

7. Assessment

Target-Assessment Alignment Table

Objective

Degree

Strategies

What must the student

know & be able to
demonstrate?

In this space, describe how you will assess (F&S)

whether students have met this objective.

Formative:
o Question and Answer
o Pythagorean Theorem
worksheet, pg. 32 and 33 Skill
Builders workbook
o Exit Ticket
o Journal Prompt- Left Side INB
Summative: n/a

Lesson Plan 3- Pythagorean Theorem

Jordan Campbell

Teacher Candidate:
Grade Level:

10

Date:

09/17/14
PLAN

Class description &

Differentiation:

The class requires direct instruction that involves repetitive practice by

using various types of activities such as manipulatives, stations,
worksheets, problems on the board, writing prompts. Specifically, the
students respond well to hands- on activities or activities that relate the
geometric concepts to real- life circumstances. The students highly benefit
from color- coded graphic organizers that they can use throughout the
learning segment.
The curriculum in already modified due to the class being a small group,
pull- out geometry class. The curriculum is delivered at a much slower
pace and in smaller pieces in order to promote retention of the material.
The students also receive extended time on assignments, projects and
quizzes, the use of a scribe or word-processor on writing assignments, a
reader on tests or quizzes, and have access to a calculator on all
assignments, quizzes and tests.

Accommodations: graphic organizers, repetitive practice, chunked

material, interactive problem- solving, guided note- taking
Common Core ELA
CCSS.MATH.CONTENT.HSG.SRT.B.4: Prove theorems about triangles.
Standards: Identify strand, Theorems include: a line parallel to one side of a triangle divides the other
grade, number (e.g. RL4.3)
two proportionally, and conversely; the Pythagorean Theorem proved
& include entire standard.
using triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.C.8: Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of
content.
Learning Objective:

Students will examine the Pythagorean Theorem formula and examine

how it is used in the real world by completing a written response applying
the theory to the sports of football and baseball. The students will also
examine how this theory is used in real life by solving problems that are
applicable to real- life situations and will correctly plug in for a, b, and
c on 3 out of 5 problems.

Instructional Materials,
Equipment &
Technology:

1. Interactive Powerpoint (1)

2. Journal Prompts (4)

3. Calculator (4)
4. Interactive Notebooks (4)
5. Real World Interactive Powerpoint (1)
6. Pens, Pencils (4)
7. Real World Word Problems 1-4 Homework Worksheet (4).
8. Homework page- practice
Key Vocabulary:

1. Pythagorean Theorem
2. a
3. b
4. c
5. legs
6. hypotenuse
7. right triangle
8. squared
9. square root

Opening:

ENGAGE
First, I will have the students retrieve their interactive notebooks from
the storage bin.

Then, I will collect the homework from the night before.

Then, the students will review the material by participating in class

with an interactive Powerpoint. This Powerpoint will get students to
come up to the whiteboard and manipulate its components in order to
determine various types of answers relating to the Pythagorean
Theorem.

Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan. Describe exactly what you & the students will do during the lesson & how you will
scaffold their learning. Please use a numbered/bulleted list.
In planning your lesson, think about:

Transition statements you make throughout your lesson and write them out

Include the questions you plan to ask

Guided Practice:

Independent Practice:

We will work our way through a Real- World Interactive Powerpoint

that will connect the real world to the Pythagorean Theorem for the
students. This Powerpoint is made up of various types of problems
that could occur in the real world. Each student will stay at their desk
and try to solve each problem for the correct answer.

I will walk around the room and check to make sure the students are
setting up the problems correctly. Then, I will check to see who has
gotten the correct answer.

Next, I will pick one student to show their work and write the answer
to the problem on the whiteboard. This cycle will occur for each of the
three problems.

The students will then complete a worksheet as - Real World Word

Problems (1-4). This worksheet will be done independently and then
turned in to be graded. These four problems will provide repeated
practice for the students.

Closure:

Next, the students will participate in a writing activity that will be

continued on the same page of the left side of their interactive
notebooks. The prompts are: 1. How do football players use the
Pythagorean Theorem? 2. How can we determine the distance from
home plate to second base on a baseball diamond using the
Pythagorean Theorem? Again, I will explain that the written response
for each question needs to be one paragraph long, consist of at least
five sentences, and have less than 3 spelling errors each. The students
will be given 10- 15 minutes to complete this assignment. The
students may type their response on the computer or hand- write it.
This will be an independent activity.

Lastly, we will discuss our written responses and check to make sure
that our reasoning is correct. If it is not, we will discuss proper
reasoning and responses.

Lastly, I will make a statement reviewing what we learned in class

today: that the Pythagorean Theorem can be related to real- life
situations.

I will hand out the homework worksheet to the students. They are to
only complete the front side of the worksheet. These problems are
word problems that the students will have to comprehend and set up
correctly in order to get the correct answer. If there is time left in the

class period, the students may begin working on their homework in

class. If we start the worksheet in class, I will walk around the
classroom to answer any questions or to guide students in the right
direction.
ASSESSMENT
8. Assessment
Strategies

Target-Assessment Alignment Table

Objective
What must the student
know & be able to
demonstrate?

Degree
In this space, describe how you will assess (F&S)
whether students have met this objective.

Formative:
o Question and Answer
o Pythagorean Theorem Real
World Problems (1-4)
o Journal Prompt- Left Side INB
Summative: n/a

Lesson Plan 4- Pythagorean Theorem

Jordan Campbell

Teacher Candidate:
Grade Level:

10

Date:

09/18/14
PLAN

Class description &

Differentiation:

The class requires direct instruction that involves repetitive practice by

using various types of activities such as manipulatives, stations,
worksheets, problems on the board, writing prompts. Specifically, the
students respond well to hands- on activities or activities that relate the
geometric concepts to real- life circumstances. The students highly benefit
from color- coded graphic organizers that they can use throughout the
learning segment.
The curriculum in already modified due to the class being a small group,
pull- out geometry class. The curriculum is delivered at a much slower
pace and in smaller pieces in order to promote retention of the material.
The students also receive extended time on assignments, projects and
quizzes, the use of a scribe or word-processor on writing assignments, a
reader on tests or quizzes, and have access to a calculator on all
assignments, quizzes and tests.

Accommodations: graphic organizers, repetitive practice, chunked

material, interactive problem- solving, guided note- taking
Common Core ELA
CCSS.MATH.CONTENT.HSG.SRT.B.4: Prove theorems about triangles.
Standards: Identify strand, Theorems include: a line parallel to one side of a triangle divides the other
grade, number (e.g. RL4.3)
two proportionally, and conversely; the Pythagorean Theorem proved
& include entire standard.
using triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.C.8: Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of
content.
Learning Objective:

Students will examine the Pythagorean Theorem formula by participating

in playing an online game and an in-class board game that will serve as a
review session for repeated practice of the material. There will be both
typical problem solving and extended response questions relating to the
Pythagorean Theorem. Overall, students will plug in for a, b, and c
with a 75% accuracy rate.

Instructional Materials,
Equipment &
Technology:

1. Pythagorean Baseball online game (4)

http://www.factmonster.com/math/knowledgebox/player.html
?movie=sfw41555
2. Computer (4)
3. Calculator (4)
4. Interactive Notebooks (4)
5. Pythagorean Board Game directions (1)
6. Pythagorean Board Game- game questions (1)
7. Pythagorean Board Game- game board and game piece (1)
8. Dice (1)
9. Pens, Pencils (4)
10. Notebook paper (4+)
Key Vocabulary:

1. Pythagorean Theorem
2. a
3. b
4. c
5. legs
6. hypotenuse
7. right triangle
8. squared
9. square root

Opening:

ENGAGE
First, I will have the students retrieve their interactive notebooks from
the storage bin.

Then, I will collect the homework from the night before. I will tell the
students that today is our last review day for the Pythagorean
Theorem and that the quiz will be on Monday.

I will also tell them that we will be playing Pythagorean baseball as a

group via the interactive white board and that after that we would
play a board game as review.

Next, we will pull up the online game and begin to play as a class. We
will play for 10-15 minutes.

Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan. Describe exactly what you & the students will do during the lesson & how you will
scaffold their learning. Please use a numbered/bulleted list.
In planning your lesson, think about:

Transition statements you make throughout your lesson and write them out
Include the questions you plan to ask

Teacher Modeling:

Guided Practice:

Independent Practice:

Next, I will introduce the board game to the class.

o I will show them how to roll the dice and move their game
pieces around the board.
o I will give them an example problem to work through as a trial
run.
o I will show them examples of what the cards may ask them to
do and I will model solving one of the problems.
We will play as a small group and each person in the classroom has to
attempt to solve each problem independently on their own paper.

Then, if each student in the class gets the problem correct, we can
move our playing piece the allotted number of spaces for the turn. The
game board is shaped like a right triangle and has directions written in
some of the game spaces.

Each time a student rolls the dice, he or she picks a question to solve
from the stack of problem cards.

Then, I will read the question to the class and every student will
attempt to solve the problem with the given information. If I need to, I
will draw pictures on the whiteboard to accompany the problems
written on the cards.

There will be some extended response questions that the students will
need to write an answer to on their sheet of notebook paper as well.

We will play the game until the class time is over, depending on if we
make it all the way to the finish square or not.

If we do make it all the way to the finish square, we will just work our
way back around the game board again. If we use all the questions, we
will start them over again because it will just be repeated practice for
the students. If this is the case and I need to change some of the
numbers in the problems, then I will do so on the spot.

We will play as a small group and each person in the classroom has to

attempt to solve each problem independently on their own paper.

Closure:

There will be some extended response questions that the students will
need to write an answer to on their sheet of notebook paper as well.

To close, we will have a class discussion about whether the game was
helpful review for them or not.

Either way, we will talk about why or why not.

Additionally, I will remind the students that there will be a quiz on

Monday.
ASSESSMENT

9. Assessment
Strategies

Target-Assessment Alignment Table

Objective
What must the student
know & be able to
demonstrate?

Degree
In this space, describe how you will assess (F&S)
whether students have met this objective.

Formative:
o Question and Answer
o Pythagorean Theorem Board
Game
Summative: n/a

Lesson Plan 5- Pythagorean Theorem

Jordan Campbell

Teacher Candidate:
Grade Level:

10

Date:

09/19/14
PLAN

Class description &

Differentiation:

The class requires direct instruction that involves repetitive practice by

using various types of activities such as manipulatives, stations,
worksheets, problems on the board, writing prompts. Specifically, the
students respond well to hands- on activities or activities that relate the
geometric concepts to real- life circumstances. The students highly benefit
from color- coded graphic organizers that they can use throughout the
learning segment.
The curriculum in already modified due to the class being a small group,
pull- out geometry class. The curriculum is delivered at a much slower
pace and in smaller pieces in order to promote retention of the material.
The students also receive extended time on assignments, projects and
quizzes, the use of a scribe or word-processor on writing assignments, a
reader on tests or quizzes, and have access to a calculator on all
assignments, quizzes and tests.

Accommodations: graphic organizers, repetitive practice, chunked

material, interactive problem- solving, guided note- taking
Common Core ELA
CCSS.MATH.CONTENT.HSG.SRT.B.4: Prove theorems about triangles.
Standards: Identify strand, Theorems include: a line parallel to one side of a triangle divides the other
grade, number (e.g. RL4.3)
two proportionally, and conversely; the Pythagorean Theorem proved
& include entire standard.
using triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.C.8: Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of
content.
Learning Objective:

Students will demonstrate their mastery of problem- solving with the

Pythagorean Theorem formula and exhibit how it is used in the realworld on the comprehensive unit segment quiz, by earning a score of 75%
or higher.

Instructional Materials,
Equipment &
Technology:

1. Pythagorean Theorem Post -Test (4)

2. Computer (4)
3. Calculator (4)
4. Interactive Notebooks (4)
5. Pens, Pencils (4)
6. Notebook paper (4+)
Key Vocabulary:

1. Pythagorean Theorem
2. a
3. b
4. c
5. legs
6. hypotenuse
7. right triangle
8. squared
9. square root

Opening:

ENGAGE
First, I will have the students retrieve their interactive notebooks from
the storage bin.

Then, I will instruct them to grab a calculator and a piece of notebook

paper in case they need more space than provided on the quiz.

I will again inform them that there is a quiz today and I will ask them if
they have any questions or if they want to see me solve any type of
problem for them on the board.

Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan. Describe exactly what you & the students will do during the lesson & how you will
scaffold their learning. Please use a numbered/bulleted list.
In planning your lesson, think about:

Transition statements you make throughout your lesson and write them out
Include the questions you plan to ask

Teacher Modeling:

If the students ask to see me solve any type of problem for them, I will
do it on the whiteboard in front of the class.

Independent Practice:

Closure:

Next, I will hand out the post- test for the students to complete.

They will have the entire class period to work on it and they are
allowed to use their calculators and interactive notebooks on the test.

I will walk around and monitor how they are doing and I will answer
appropriate questions, but I will not give them any answers or indicate
whether their answer is correct or not.

I will collect the post- tests after they finish them by having them turn
them in to the tray.

Then, they can put away their interactive notebooks and calculators.

When they are finished, they can sit quietly or work on other
homework that they need to complete.

Once everyone is done with the test, we will have a short discussion
about how they think the quiz went and if they were confused about
any part of it or if they thought they passed it with flying colors, etc.
ASSESSMENT

10. Assessment
Strategies

Target-Assessment Alignment Table

Objective
What must the student
know & be able to
demonstrate?

Degree
In this space, describe how you will assess (F&S)
whether students have met this objective.

Formative: n/a
Summative:
o Pythagorean Theorem Post- Test