UMF Secondary Education Lesson Plan Template

Name: Aurora Turmelle Program: Course: Practicum (EDU 222, EDU 223, SED
Secondary 220)
Education

Lesson Topic / Title: Triangles: Sine, Cosine, and Pythagorean Theorem

Lesson Date: Lesson Length: Grade/Grade Range: Sophomores - 10th

(Lesson # in your unit sequence) BLOCK 1; 80 Grade - Geometry Students
1 of 3 LE Minutes

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning

(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you chose
observable and age/content appropriate. They may be from Stage 1 these objectives. How are they content, age and lesson
and/or they may be more detailed ones specific to this lesson. They topic appropriate?)
must align with targeted standards and conceptual understandings. If
you have any additional objectives for particular students related to
1. Students must be able to understand
IEP goals, you can include those here too.)
and be able to use the equation a^2 +
*Come easiest from Acquisition section*
b^2 = c^2 to solve for missing variables
1. Students will be able to, when given to legs of a
of a triangle. Being able to solve
triangle, use the equation a^2 + b^2 = c^2 to
triangles is foundational in geometry,
solve for the missing component.
and will continue to be brought up in
later math classes (both in high school
2. Students will be able to solve a real-life
and in college).
problem using their understanding of the
2. By being able to apply their learning to
pythagorean theorem. (Table example)
a real-world scenario, students will be
more apt to see the value in what
3. Students will be able to explain their application
they’re learning, as well as will better
of the Pythagorean Theorem to solve for the
understand the need for said type of
missing leg length of a triangle to their peers.
problem-solving

3. By being able to explain how they are

able to solve for the missing variable
on a triangle by using the equation a^2
+ b^2 = c^2, students will demonstrate
complete-knowledge acquisition of the
Pythagorean Theorem. Further, by
being able to explain its applications, it
allows students to fully develop their
understanding, as well as cementing
their understanding of it, as teaching is
the best way to learn a subject.
Content Standard(s)
(Identify the relevant content standards (CCSS, MLR, ISTE, other)
and discipline specific standards (mathematical practice, ELA literacy,
anchor, cross-cutting, other). Align objectives with content- and
discipline-specific standards.)
CCSS.MATH.CONTENT.HSG.SRT.C.8
B2 ​Use trigonometric ratios and the Pythagorean Theorem to
solve right triangles in applied problems.*
Craft and Structure:
CCSS.ELA-LITERACY.RST.9-10.4
E1 ​Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to ​grades 9-10
texts and topics​.
Stage 1 Stuffs - optional
T1 ​Be able to use their learnings from class and
apply it to hands-on activities involving geometry.
T2 ​Creatively problem solve and solve real-world
problems using their geometry skills.
K1 ​The Pythagorean Theorem
S1 ​Recognizing and manipulating different types
of triangles
S2 ​Using trigonometric functions to determine
angle and side length of a triangle
S3 ​Simplifying radical answers to simplest radical
form
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Instructional Decisions / Reasoning
(In bulleted form, why did you choose these standards?)
B2 ​Students will be learning the
Pythagorean Theorem, and will be using it
to solve for missing side lengths for
triangles in the real world (ex. Solving for a
triangle garden bed, fence for
triangle-yard, trusses, etc)
E1 ​Students will able to recognize
math-specific symbols (such as the angle
symbol, the parallel symbol, degree, etc),
key terms, and other content-specific
words and apply them to solve problems.
Students will need to understand these
because these mathematics symbols will
follow them into later math classes (both in
high school and in college).
In this unit, students need to be able must
be able to have a strong foundation of how
to solve triangles using the Pythagorean
Theorem. Further, as these skills will be
used later within the unit, and will be
assessed within their end-of-unit
summative assessment, the skills listed
(​T1, T2, T3, K1, S1, S2, S3) ​will be used
repeatedly throughout this unit, and
therefore are things that students must be
familiar with in order to effectively
understand, explain, and utilize when
completing their work.
Assessments
● In bulleted form, list at least one assessment for each
instructional objective.
● At least one of these assessments should come from your
Stage 2.
● Put brief description of each formative and summative
assessment for this lesson here; full description in teaching
& learning sequence.
● FORMATIVE - ​Door example
● In Class Group Work [3C] -
Students will hand in class work at end of
class for evaluation and comments about
where they can improve upon
○ If student requires extra time on
material, they will be able to hand
the assignment in later in the day or
at the beginning of the following
class.
■ Not graded assessment,
just a formative assessment
of what materials need to be
gone over in greater depth.
● FORMATIVE - ​Mini-whiteboards
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Multilevel and/or Multisensory Materials, Resources,
and / or Technology
(What teacher and student materials are necessary for this lesson to
be implementation ready? In bulleted form, list handouts, types of
manipulatives, varied texts, models etc. Describe how technology
augments learning or assists in planning this lesson and what specific
technology is necessary for this lesson, when applicable.)
1. Manipulatives - Paper cut outs right angle
triangles (3-4-5 triangles), and Paper cut outs
of squares using the same dimensions of each
triangle leg lengths
a. Manipulatives Relating the
Pythagorean Theorem to Triangle Leg
Length
2. Mini whiteboards for student involvement
3. Whiteboard
4. Markers
The Door Example -​​ ​This early formative
assessment will assess what students have
experience with the Pythagorean Theorem,
and which do not. This pre-assessment will
also help with instructional strategies. This
assessment, as it involves students sharing the
work that they did to get their answer, gives
both Michael and Thomas the opportunity to
present their work in their prefered mode of
explanation- sharing to the group.
The In Class Group Work [3C]​​ will be a benchmark
for how students are doing with the new material,
and will be used to inform instructional-practices.
Further, group work meets both Michael’s and
Thomas’s preference for group-work.
Mini-whiteboards ​- A couple times throughout the
lesson, the students will be asked to solve a
problem on their mini whiteboards, and to hold them
up facing towards the front of the room so I can
gauge understanding and engagement. This activity
also allows all student to take all the time they need
to answer the prompted question, and meets
Thomas and Michael’s need for extended time.
Instructional Decisions / Reasoning
(In bulleted form, describe how these materials, resources,
and technology are relevant, accurate, appropriate and
accessible to the learners. Include how you addressed
students with disabilities, language needs or giftedness.)
1. Manipulatives are used to allow ​all
students to visualize the relationship of
the Pythagorean Theorem in
conjunction with the triangles they are
solving for. Further, manipulatives
respond to Michael's need for the use
of structured templates or visual
organizers to help him feel confident in
completing work.
2. Students will be asked to participate
during the lesson to gauge
 understanding.
3. For giving lesson
4. For giving lesson

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

● Describe the plan and sequence of your lesson that is connected (In bulleted form, provide any additional information
to the objectives. pertaining to your teaching and learning sequence
including details such as specific strategies or instructional
● Clearly identify timeframe.
formats used, instructional dialogue and potential teacher
● Describe the introduction (and hook) and closure of the lesson. and student questions.)
● What homework, if any, will students have following this lesson?
● Describe student groupings and room arrangement.
● Show where in the sequence technology is used to engage
learners in meeting learning objectives when appropriate.
● The sequence should include processes for monitoring student
progress.

The agenda for the day will be posted on the whiteboard for
students to see throughout the lesson, and will be gone over
briefly at the beginning of class.
Having the agendra present throughout the
lesson lets students know where they are
going during the day’s learning event.
Also, going over the day’s agenda allows all
students to hear what they are being asked to do,
and gives opportunity for any/all students to ask
questions if they do not understand something.

(Early) Formative ​Can I fit a 96’’ round table through a door
with dimensions of 84’’X30’’? (10 minutes)
Give no instruction aside from the above
prompt, let students figure out the problem.
Spend 10 minutes discussing, lead into
lecture ​(Hook)
This early formative assessment will assess
what students have experience with the
Pythagorean Theorem, and which do not. This
pre-assessment will also help with instructional
strategies. Further, as assessment involves
students sharing the work that they did to get
their answer, gives both Michael and Thomas
the opportunity to present their work in their
prefered mode of explanation- sharing to the
group.

Lesson [Lecture] over Pythagorean Theorem​​ based off of Students need to learn/understand the
notes (35 minutes) Pythagorean Theorem in order to progress in
The lesson will follow the structure of ​this website their geometry unit/ future math courses.

A couple times throughout the lesson, the students will be Lesson structure needs to be in such an order.
asked to solve a problem on their mini whiteboards, and to
hold them up facing towards the front of the room so I can
Having students answer questions using
gauge understanding and engagement.
mini-whiteboards acts as a formative assessment,
After this time, students will be offered a short break before
continuing with the next activity.
1. In Class Group Work - ​After lecturing, break up into
small groups where they will be given access to
triangle and side square manipulatives which can be
used to help solve for individual and group problems.
(30 minutes)
a. Students will break up into small group
work (2-4 depending on class size) that
they choose. The group will be given three
different problems, where are solving for
the last side length, given two of the
triangle legs lengths. Before they begin,
however, the teacher will instruct the class
of the directions. Students will use what
they just learned (the Pythagorean
Theorem) to solve for the last side length.
i. Students will have access to
manipulatives during this time, so
they will be able to solve for the
missing side length
ii. Students will need to draw
squares of each side length, then
write an equation in conjunction
with the graphs, so they will be
able to visualize the relationship.
(10 minutes)
iii. After completely solving, students
will explain how they used the
Pythagorean Theorem to the
peers in their group, and if
needed, small groups will correct
work. (10 minutes)
iv. Each group will designate one
person who will be the expert on
that problem, and that person will
then be tasked with sharing the
problem to the class and teaching
their peers. (10 minutes)
allowing me to gauge understanding, as well as
engagement in the material.
Offering a break to the entire class gives students
the chance to get out of their seats to stretch, go for
a drink and/or bathroom break, and accommodates
for Thomas’s option for a break.
1. In class practice gives opportunity for
students to clarify any confusions that they
have about the material, but as well as the
opportunity to practice the new concepts
while having access to me (a highly
experienced math professional), who is
able to work with and guide students.
a. Working in small groups gives
opportunities for other students
understanding the material to
explain the concept to students
who are struggling. It also gives
students the opportunity to get
feedback from classmates about
their understanding/work. Further,
By students being able to choose
their own groups, this eliminates
any anxieties that Michael may
feel, as well as any other students
may feel. Lastly, by having the
teacher explain the direction, this
acts as a way for Michael to have
a simplified version of the
directions.
i. Manipulatives are used
to allow ​all​ students to
visualize the relationship
of the Pythagorean
Theorem in conjunction
with the triangles they
are solving for. Further,
manipulatives respond to
Michael's need for the
use of structured
templates or visual
organizers to help him
feel confident in
completing work.
ii. Drawing the squares that
 correlate to the side
length of each leg of the
triangle allow students to
visualize the relationship,
and gives them a visual
(and manipulative) to
work with when writing
the correlating
(Pythagorean Theorem)
equation, which will
benefit all students, as
well as Michael’s need
for the use of structured
templates or visual
organizers

iii. See ​a​. Further, this will

give Thomas the
opportunity to help his
peers learn more about
the Pythagorean
Theorem, since he will
be teaching them what
he did.

iv. By having each groups

designate a single
person to be the group’s
expert on that problem,
this allows students who
feel confident in the
material to teach their
classmates about the
work their group did.
Further, this allows
Thomas the opportunity
to act as a classroom
leader, as he will be
teaching his peers what
his group did.

BEGIN HW ASSIGNMENT - ​With the remaining time in class,
students will have the opportunity to begin their homework
assignment, which will have a similar set up to ​this worksheet
a. The worksheet will include the drawing
of squares the same dimension of the
length of a triangle leg, so students will
be able to visualize the relationship
Students will reinforce their [hopefully correct]
knowledge through self practice about the
Pythagorean Theorem and its application for solving
triangles. Since this is homework, it can be expected
that Michael will be able to finish it before the next
class. However, should he not be able to finish it, he
will be allowed extended time, as this is more a
formative assessment to see where he is standing

Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
● Describe how you met the needs of students who were missing
prior knowledge needed for success in this lesson.
● Describe the adaptation/ scaffolding/ enriching/ extended learning
needs of a specific student based on their profile. Describe
aspects of your lesson that accommodated the needs of this
student.
Inclusion of Michael
1. Directions will be read aloud for entire
class, and [a specific] students from each
group will be required to read instructions
aloud so the group can work through the
instructions
2. Manipulatives will be available throughout
the entirety of class, so students will have
the opportunity to visualize the relationship
of the Pythagorean Theorem.
3. Students will have the opportunity to
choose their own small groups- allows
students to work with their prefered peers
(and which reduces anxiety of student(s))
Inclusion of Thomas
4. Group will have an “expert” that will be in
charge of explaining one of the problems
that the group had to do, and will be
responsible for teaching their peers about
how to apply the Pythagorean Theorem for
their problem.
with the new material, rather than a graded
assignment.
a. See manipulative reasoning
Instructional Decisions / Reasoning
● In bulleted form, discuss your reasoning for including
specific activities or strategies.
● Identify any misconceptions and how you are providing
scaffolds and differentiated instruction.
● Describe how your lesson shows implementation of
Universal Design for Learning. How did you
● Engage a range of learner preferences and
abilities
● Plan for learner choice/ interest that results in
variation of pace, process, product and/or
environment
● Challenge students
● Incorporate Multiple Means of Representation
(Strategies to Deliver Content)
● Incorporate Multiple Means of Engagement
(Strategies to Facilitate the Process of Learning)
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical environment
(i.e. room arrangement, positive/humanistic
behavior supports, use of space, facilitation of
peer interaction)
1. Read aloud instructions allow for
student to ask any clarifying questions,
and allow for me (the teacher) to clarify
any unclear written instruction. Further,
this also addresses Michael's need for
text-to-speech, and simplified
instructions.
2. Manipulatives are used to allow ​all
students to visualize the relationship of
the Pythagorean Theorem in
conjunction with the triangles they are
solving for. Further, manipulatives
respond to Michael's need for the use
of structured templates or visual
organizers to help him feel confident in
completing work.
3. By students being able to choose their
own groups, this eliminates any
anxieties that Michael may feel, as
well as any other students may feel.
4. By incorporating a group “leader,” this
gives the opportunity for students to
explain their use of the Pythagorean
 Theorem, teach it, as well as take
charge of their learning. Further, by
creating a group “leader” this
accommodates Thomas’s preference
of taking on a leadership role.

Field Courses Only – Post lesson

Reflection

Teaching Standards and Rationale