L5+Shorey,Andrew+Francis


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**

**Teacher’s Name: Mr. Shorey** **Date of Lesson: Lesson 5 Explanation** **Grade Level: 10** **Topic: Geometry** **Objectives** **Student will understand that you can use the Pythagorean theorem in many ways.** **Student will know how to solve Pythagorean theorem problems** **Student will be able to find missing sides of right triangles.** **Maine Learning Results Alignment** Maine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems. **Rationale: Students will be working with triangles which are polygons and they will be solving problems.** **Assessment** **Formative (Assessment for Learning)** I will be checking for understanding throughout the lesson by asking students to walk me through examples and for students to come up to the board and do problems on the board. I think that by asking for a thumbs up or a thumbs down during the lesson that will check for understanding as well. Students will also be taking an 8 question graded quiz.It will be a fairly simple quiz just to check that they understand what is going on. It will be an ungraded quiz just sort of a check up on what they were supposed to learn in class, or what I thought they should learn. **Summative (Assessment of Learning)** Glogster: Describe the different types of triangles and given a right triangle explain how to use the Pythagorean Theorem. Students will create a glogster which is an interactive poster where they will have to show how to use the Pythagorean Theorem and give examples of it through a step by step process. After looking at the poster it is expected that someone who knew nothing about the Pythagorean Theorem could explain it. **Integration** English: Using their glogster students will have to explain how use the Pythagorean Theorem so they will have to use their english skills to explain how to use it. Technology: Students will be working with technology specifically glogster to show that they understand how to use the Pythagorean theorem. **__Groupings__** Students will be grouped during their three minute review. They will be talking to each other about how to use the pythagorean theorem properly. They will also be paired up to create their glogster. They will be working together in groups and pairs that I create so that all students will be doing work and so that all students will feel comfortable with whom they are working. **Differentiated Instruction** Verbal/Linguistic- Students will be able to share their thoughts about what they think the pythagorean theorem is when they do the three minute review. Mathematical/Logical- Students will be using a flow chart to organize their thoughts on right triangle problems and how to solve them. Visual/Spatial- Students will get to see examples of the use of the pythagorean theorem when I do them on the board and also by writing down their own thoughts on the flow chart will help these students. Bodily/Kinesthetic- Students will be moving to find their groups to discuss right triangles so this will benefit the students because they will not always be sitting. Musical/Rhythmic- Intrapersonal- Students will be taking a quiz over right triangles and how to solve different sides and they will be doing this on their own. Interpersonal- Students will be grouped up during the three minute review and will get to share idea's with different classmates about right triangles. Naturalist- **Modifications/Accommodations** **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//** Absent: If a student is absent during this lesson I will have students come in and work with me one on one during a time that we are both available to meet. They will still have to do all the work but they might get an extra day to finish it if it is an excused absence. Students will still have to complete work if it is an unexcused absence however they will just lose points on the final grade. **Extensions: Students will be working with technology specifically glogster to show that they understand how to use the Pythagorean theorem.** **Materials, Resources and Technology** Student: Pencils, Laptops, Paper, Pencil, Textbook Teacher: Computer, Whiteboard or chalkboard, Colored markers, Notes, teacher textbook, homework all made up, describing wheel handout. **Source for Lesson Plan and Research** [|Pythagorean theorem] : This link is a great link to show how to use the Pythagorean theorem with right triangles. [|History] :This link explains how the Pythagorean theorem was created and who it was made by it also shows how to use it and gives some problems to do. [|Examples] :This link shows how to do use the Pythagorean Theorem and does some examples out for you. [|More in depth] :This link shows how the Pythagorean Theorem is used in a more in depth way. [|Visual] :This link goes into detail on how to use the Pythagorean Theorem but it also shows how it is true and has a great interactive way of showing it. [|Advanced] : If I thought some students were up to the challenge I might have them go to this website and try to figure out some of the problems on the bottom of the page. **Maine Standards for Initial Teacher Certification and Rationale** **//Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** **Rationale:** Students will be learning in a variety of ways and they will have choices in the way that they learn. Beach Ball: Students will be using many resources including the teacher as well as the textbook and I will give them links for extended learning. Clipboard: The lesson will be very structured and students will be getting a checklist for their glogster so they know exactly what they need to do to complete the task. Microscope: Some of the websites that I have will allow students to delve deeper into uses of the Pythagorean theorem if they want. I would hope students would check out these links and try some of the problems. Puppy: I am going to promote a very warm atmosphere and students will only do problems on the board if they are comfortable. Students will also be working with partners that they are comfortable with. **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale:** Students will be working with polygons and solving simple problems about thos polygons they will be specifically working with triangles and how to solve problems that have to do with the Pythagorean Theorem. Maine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems. Students will be able to demonstrate they know how to use the Pythagorean theorem. **(Explanation).** By showing students how to use the Pythagorean Theorem and having them do examples I would think that they would know how to do it by the end of the lesson. **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale: Students will be learning in a variety of ways and working with technology in many ways.** Verbal/Linguistic- Students will be able to share their thoughts about what they think the pythagorean theorem is when they do the three minute review. Mathematical/Logical- Students will be using a flow chart to organize their thoughts on right triangle problems and how to solve them. Visual/Spatial- Students will get to see examples of the use of the pythagorean theorem when I do them on the board and also by writing down their own thoughts on the flow chart will help these students. Bodily/Kinesthetic- Students will be moving to find their groups to discuss right triangles so this will benefit the students because they will not always be sitting. Musical/Rhythmic- Intrapersonal- Students will be taking a quiz over right triangles and how to solve different sides and they will be doing this on their own. Interpersonal- Students will be grouped up during the three minute review and will get to share idea's with different classmates about right triangles. Naturalist- **Students will be working with technology specifically glogster to show that they understand how to use the Pythagorean theorem.** **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale: Students will be assessed in many ways both formatively and their will be a final summative assessment.** **Formative (Assessment for Learning)** I will be checking for understanding throughout the lesson by asking students to walk me through examples and for students to come up to the board and do problems on the board. I think that by asking for a thumbs up or a thumbs down during the lesson that will check for understanding as well. Students will also be taking an 8 question graded quiz.It will be a fairly simple quiz just to check that they understand what is going on. It will be an ungraded quiz just sort of a check up on what they were supposed to learn in class, or what I thought they should learn. **Summative (Assessment of Learning)** Glogster: Describe the different types of triangles and given a right triangle explain how to use the Pythagorean Theorem. Students will create a glogster which is an interactive poster where they will have to show how to use the Pythagorean Theorem and give examples of it through a step by step process. After looking at the poster it is expected that someone who knew nothing about the Pythagorean Theorem could explain it. **__Teaching and Learning Sequence__** Students will be sitting facing the front of the classroom. They will be sitting in rows of two so that they can talk to each other about problems that they may have during the lesson. I will be walking around and talking with the students. Agenda: Hook (15 min): We will be playing stump the shwab I will be having students come up and compete against each other on simple math problems whoever does it the fastest is the winner. I will then compete against the student to see who is faster. Instruction (30 min): I will be instructing students on how to solve right triangle problems using the Pythagorean Theorem. I will first explain what it is and how to use it and do many examples. I will have students come to the board and do examples and have the class walk me through examples. Students will be using a flow chart to take their notes. Three minute review (5 min) I will have students partner up and just go over what they have just learned and be able to ask each other questions and go over problems. Quiz (15 min): I will be giving students an eight question quiz about the pythagorean theorem. I will then go over the quiz after word. Glogster (15 min): I will then have students get into their partnerships that I assign and have them look and see what a glogster is and brainstorm ways to show that they know the Pythagorean theorem using the glogster. Students will demonstrate they can solve right triangle problems using the pythagorean theorem. Students will be working toward solving for all sides of right triangles and they will get instruction how to do so (see content notes). I will explain how it is used in carpentry and that it is important to know how to use this in many real life situations. **Where, Why, What, Hook Tailors: Bodily, visual, logical, Interpersonal, Intrapersonel, Verbal** I will be giving students a flow chart to put their thoughts on paper. They will be able to write down how to solve different sides of a fight triangle. I will be instructing students based upon the simple equation that asquared+bsquare=csquared. I will be having students do examples on the board after I have already done some examples and I will be having students walk me through examples that I create and put on the board. 2 squared + 3 squared=c squared, 3 squared + 4 squared= c squared a squared + 7 squared=17squared I will be having the students do a three minute review process, where students will get together in groups and go over what they have learned and give them time to work out some issues they have with what they have learned in groups. **Equip, Explore, Rethink, Revise, Tailors: Logical, Visual, Interpersonal, Verbal** Students will be working in groups to go over what they have learned and ask each other questions. They will be going over their notes and will be able to revise and refine their notes. I will also be having the take a quiz that I will be going over with them in class. I should not take them very long it will be an eight question quiz and they will be working by themselves to complete it. The quiz will range from what does the Pythagorean theorem do for you, what is the equation and how to use it by doing simple problems. **Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Logical, Verbal, Visual** Students will have plenty of opportunity. They will be working in groups to go over their notes and see what they have done right and what they have done wrong. They will also be able to self assess on the quiz they will be able to see what they have done right and what they have done wrong based upon the answers that I give them after they take the quiz. I will also be giving the a self checklist for their glogster so that they can know what they have to do to achieve the grade that they want. I will also grade them on their glogster. This all connects to the final project because they will have to include some right triangles in their final task to achieve a good grade. **Evaluate, Tailors: List MI's: Visual, Logical, Verbal, Interpersonal** **Content Notes** I will be explaining the Pythagorean theorem Asquared+ bsquared=csquared I think it is important for the students to know how to label the sides of a right triangle and to know what the hypotenuse is so I will be explaining that and going through problems like the ones below. 2 squared + 3 squared=c squared, 3 squared + 4 squared= c squared a squared + 7 squared=17squared Triangle a and b are sides c is the hypotenuse.

**Handouts** **Checklist** **Flow chart**