pythagorean theorem lesson design
DESCRIPTION
Pythagorean Theorem Lesson Design. Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms. Classroom and Student. Classroom and Student. Classroom and Student. Content Standards Applied. Content Standards Applied. Prior Student Knowledge. Pythagorean Theorem. Prior Student Knowledge. - PowerPoint PPT PresentationTRANSCRIPT
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{
Pythagorean Theorem Lesson Design
Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms
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Classroom and Student
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Classroom
8th Grade
25-30 students
Diverse group of students
Rural community
Classroom and Student
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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
![Page 5: Pythagorean Theorem Lesson Design](https://reader035.vdocuments.net/reader035/viewer/2022062301/56816133550346895dd0897f/html5/thumbnails/5.jpg)
Content Standards Applied
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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
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Prior Student Knowledge
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Prior Student Knowledge
Pythagorean Theorem
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Prior Student Knowledge
Pythagorean Theorem
𝑎2+𝑏2=𝑐2
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Prior Student Knowledge
Pythagorean Theorem
𝑎2+𝑏2=𝑐2Right Triangle
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Prior Student Knowledge
Right Triangle
Pythagorean Theorem
𝑎2+𝑏2=𝑐2
90⁰ Angle
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Prior Student Knowledge
Pythagorean Theorem
𝑎2+𝑏2=𝑐2Right Triangle
90⁰ Angle
Hypotenuse
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Learning Objectives
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Learning Objectives
At the end of the lessons students should be able to:
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Learning Objectives
At the end of the lessons students should be able to:Recall (Bloom’s 1) the Pythagorean Theorem
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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
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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
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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 TheoremUse the concepts to solve non-routine
problems (Bloom’s 3) related to the Pythagorean Theorem.
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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 TheoremUse 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.
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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 TheoremUse 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.
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Opener
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Opener
Pre-Assessment:
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Opener
Pre-Assessment:
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Opener
Pre-Assessment:
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Opener
Pre-Assessment:
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Opener
Pre-Assessment:
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Opener
Pre-Assessment:
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Introduction
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Introduction
𝑎2+𝑏2=𝑐2
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Introduction
𝑎2+𝑏2=𝑐2
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Introduction
𝑎2+𝑏2=𝑐2
Informal Assessment
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Transition - 2 Minutes
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Student Worksheet
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Student Worksheet
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Student Worksheet
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Real-World Problem
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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.
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Real-World Problem
“Uh-oh! Don’t tell the boss I lost another tape measure!!!”
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Closer/Homework
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Closer/Homework
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Closer/Homework
Ladder 10 feet
a
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Closer/HomeworkHome Plate
1st
2nd
3rd60 feet
Ladder 10 feet
a
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Assessment Strategy
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Assessment Strategy
Pre-assessment
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Assessment Strategy
Informal AssessmentPre-assessment
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Observation and Dialogue
Informal AssessmentPre-assessment
Assessment Strategy
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Assessment Strategy
Rubric
Observation and Dialogue
Informal AssessmentPre-assessment
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Assessment Strategy
Pre-assessmentInformal Assessment
Observation and Dialogue
Rubric
Homework
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Description of Flow
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Description of Flow
Opener - 5 minutes
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Description of Flow
Introduction – 10 minutes
Opener - 5 minutes
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Description of Flow
Opener - 5 minutes
Introduction – 10 minutes
Student Worksheet – 15 minutes
Transition – 2 minutes
Student Worksheet – 15 minutes
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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
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Where does this lesson fit into the curriculum?
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How Does it Relate to “Jessica”?
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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
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