Liam Clarke

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Lesson Plan- no more than a page long

Curriculum Area: Mathematics: Pythagoras
Year Level: 10
Learning objective
Students will understand:
(from Unit
The application of Pythagoras Theorem in solving simple
Overview) for this
and complex problems involving right angled triangles.
particular lesson
Students will know:

How to use Pythagoras Theorem to solve problems involving

right angled triangles.
How to use the converse of Pythagoras Theorem to find the
shorter side of a right angled triangle.
Students will be able to:

Essential questions
for this lesson

Lesson number(s)
Suggested content
or outline of lesson
Using the information
from your preassessment task
design a lesson based
on different levels of
readiness.

Apply Pythagoras Theorem to a number of different problems

involving right angled triangles.
How do you use Pythagoras Theorem to solve problems
involving right angled triangles?
How would you apply the Pythagorean Theorem to a realworld situation?
What else can we find out about Pythagoras?
How else can Pythagoras theorem be used?
5 of 6
Length of lesson: 60 minutes
Based on previous experience from this unit it is clear that there
are students with different levels of readiness for this unit of
Pythagoras. Therefore I have created a choice board that is
tiered so that students can complete tasks based on their
readiness. The task is called Thnik Tac Toe and will be of similar
format to tic tac toe. Students will be required to complete three
tasks in a line, similarly to tic tac toe.
To begin the lesson I will group the class depending on the
readiness levels. Once the students are grouped I will give the
task out to each group. Students in the high readiness group will
be encouraged to attempt the harder questions, while the
students in the lower readiness group will be encouraged to
complete the lower difficultly questions. However, if students
are finding the questions too easy, or too hard, they are
encouraged to choose questions which challenges them
appropriately. In closure of the lesson, I will debrief the class on
what we learnt this lesson and issue them with an exit card for
them to complete and hand into me on their way out.
Homework: They must complete this task and submit to
Daymap by the end of the following week.

Check for
understanding
i.e. exit card

3,2,1 Exit Card:

Visual, verbal,
tactile and
technological
supports
Instructional
approaches

An Education Support Officer will be in the classroom supporting

the students with learning difficulties.

3. Things they learnt in todays class, 2. Concepts that they are

still unsure of, 1. Question they have from todays class.

This lesson will be a very problem based learning environment.

Students will work on the problems that were given to them

Liam Clarke
i.e teacher directed,
strategy instruction
Resources or
supplementary
materials
Classroom
environment
what have you had
to change to meet
student needs
Lesson reflections

2109624
while I will float around the room and help students where
needed. Students will be encouraged to work together, but can
also work independently if they choose.
attach as appendices
I have had to make some adjustments regarding seating
arrangements. Students will be grouped according to their
readiness in the given task. Students will be encouraged to work
together through the problems, but if they wish to complete the
tasks independently then this will also be an option.
What worked? What didnt? Why/Why not? What could I change
next time?

Liam Clarke

2109624

Differentiated Choice Board (linked to Ass 1 content)

Topic: Mathematics
Curriculum Area: Pythagoras Theorem

Year Level: 10

Lesson no(s): 5

Brief description/Rationale This is Choice Board aims to show the students that there is many different ways that you can portray your
understanding of Pythagoras Theorem. It allows students to utilise their strengths and excel to the best of their abilities.
Learning Objectives: As a result of completing the Choice Board
activities students will:
Understand:

The application of Pythagoras Theorem in solving simple and

complex problems involving right angled triangles.
Know:

How to use Pythagoras Theorem to solve problems involving

right angled triangles.
How to use the converse of Pythagoras Theorem to find the
shorter side of a right angled triangle.
Be able to do

Apply Pythagoras Theorem to a number of different problems

involving right angled triangles.

This Choice Board is differentiated by (Mark all that apply):

Readiness
Interest
Learning Profile
When and how this Choice Board will be used in the context
of the unit
This choice board will be used near the end of the unit to assess
students progress throughout the unit. It will also test their ability
to make links across other subjects in the curriculum. It will
incorporate all parts of the unit covered to date. It will also have
advanced questions that have not been directly covered in the unit
for students of high readiness to attempt.
Assessment criteria (How will you know that the students have
achieved the objectives through their completion of the Choice
Board activities?) Can use a rubric or checklist.
See Appendices for Marking Rubric

Liam Clarke

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Choice Board

Think Tac Toe

The Pythagorean Theorem
Directions: Complete the activities to form 3 in a row just like tic tac toe!
1. Write an expository essay about
Pythagoras: his life,
accomplishments, and interesting
facts.

2. Create a poster that explains

how the Egyptians used Pythagoras
Theorem (3-4-5 triangle) to
construct pyramids.

3. Consider all of the different realworld applications of the

Pythagorean theorem. Create a
PowerPoint presentation that
showcases these applications with
sample calculations for each.

4. Complete all the real world

problems utilizing the Pythagorean
theorem from worksheet 2.

5. Complete the Pythagoras

Spiral task.

6. Create 4 real word problems that

would utilise the Pythagorean
theorem in order to solve it. You
must include the answer to your
problems, with an explanation of
how you solved it.

7. Explain the Pythagorean theorem

utilizing the triangle and 3 squares
as explained in class. Your
explanation should include a
picture of the right triangle and the
squares.

8. If the legs of a right triangle

are x, (2x - 1) and its hypotenuse is
(2x + 1), what is the value of x?
Show all working (Note: You may
need to review your work from
earlier in the year from algebra)

9. Complete all problems on

worksheet 1.

Liam Clarke

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Liam Clarke

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Explanatory Notes Not to exceed 1 page (size 12 font, Calibri)

How does your Choice Board represent a differentiated task?
At school, most children progress as expected, however there are some
children that will overachieve what is expected at that year level, while
there will also be children that underachieve (Krause, 2010). In a
differentiated classroom, the teacher lets go of assumptions about what
students of a particular age group or year level should be able to do, and
focuses firmly on what each student actually knows, understands and is
able to do (Jarvis, 2013). By understanding this, the teacher is able to
create opportunities for each student to progress further. Jarvis (2013)
also believed that it was important to differentiate up instead of down.
In this lesson students will be able to choose activities that best suit their
readiness. Furthermore, students will also be able to choose activities that
they are more interested in. Note that there are not only mathematical
analysis questions, but also question that require the student to use
literacy and research skills. This is to cater for students who perhaps do
not excel at mathematics, but are strong in other areas. The difficulty of
the task is represented by colour. The darker the shade the more difficult
the question.
Additional explanation of each task (task cards or directions for
students)
See appendices for all associated tasks.

Liam Clarke

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Reference List:
Jarvis, Jane (2013), 'Differentiating learning experiences for diverse
students', in Hudson, Peter (ed.), Learning to teach in the primary school,
Cambridge University Press, Port Melbourne, Vic., pp. 52-70.
Krause, Kerri-Lee Dawn (2010), 'Learners with special needs and inclusive
education', in Krause, Kerri-Lee Dawn, Educational psychology for learning
and teaching, 3rd edn, Cengage Learning Australia, South Melbourne, Vic.,
pp. 326-363.

Liam Clarke

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APPENDICES

Liam Clarke

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Worksheet 1

4.8c
m
9cm

3m

7cm

5.1m
15c
m

5cm
16mm

9cm
13mm

Section B
For each of the following triangles, calculate the length, x, giving your answers to 1
decimal place:
1)
2)
3)
6.4c
5m
m
24cm
x

9cm
4)
19cm

17
m

5)
11cm

19cm

12
m

4m

Section C
For each of the following isosceles triangles, calculate: i) the height, ii) the area of
the triangle.
1)
2)
3)

7.5c
m

6cm

7.5c
m

9cm

9cm

8cm

5cm

5cm

6cm

Liam Clarke

Worksheet 2:

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Liam Clarke

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Liam Clarke

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Worksheet 2 Visual Cues

4
Horizonta
l
6

Vertical

Liam Clarke

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Pythagoras Spiral Task

2 cm

2 cm

4 cm

2 cm

2 cm
2 cm

Your task is to find the

hypotenuse before the spiral

largest
possible
collapses back on itself.

First you must draw this

the sides to find an answer.

diagram to scale and measure

You then must use Pythagoras Theorem to confirm your answer.

Show answers in surd form (Detailed working out must be shown).

Once you have an answer for both methods you must now calculate
the error (%) between your answers.

Questions:
-

Can you notice a pattern forming?

What may be the reason for the difference between your results
when measuring and when using Pythagoras Theorem?

What is an appropriate number of significant figures to give your

answer to? Why?

Liam Clarke

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Marking Rubric
Excellent
Know parts of a
right triangle
Students
demonstrate
knowledge of the
appropriate parts of
a right triangle.

The student has

correctly drawn and
labeled every part
of the right triangle
for each of the five
routes on their
map.

Good

Fair

The student has

correctly drawn and
labeled every part
of the right triangle
for at least three of
the routes on their
map.

The student has

correctly drawn and
labeled most parts
of the right triangle
for only one of the
routes on their
map.

Use Pythagorean
Theorem
Students
demonstrate
knowledge of the
correct use of the
Pythagorean
Theorem through
use of correct
formula,
substitutions and
calculations.

T he student
correctly uses and
demonstrates the
Pythagorean
Theorem to
calculate the
missing side of all
constructed right
triangles.

The student
correctly uses and
demonstrates the
Pythagorean
Theorem to
calculate the
missing side of
more than three of
the constructed
right triangles

The student
correctly uses and
demonstrates the
Pythagorean
Theorem to
calculate the
missing side of one
of the constructed
right triangles.

Shapes in model
construction
Students
demonstrate the
ability to use the
knowledge of
shapes to construct
a model.

All of the shapes

used created an
appropriate
representation of
the model and
aided in finding a
solution to the
problem

Most of the shapes

used created an
appropriate
representation of
the model and
aided in finding a
solution to the
problem.

None of the shapes

used created an
appropriate
representation of
the model and
aided in finding a
solution to the
problem.

For writing and research based questions

Content

Balanced
presentation of
relevant and
legitimate
information that
clearly supports a
central purpose or
argument and
shows a thoughtful,
in-depth analysis of
a significant topic.
Reader gains
important insights.

Information
provides reasonable
support for a
central purpose or
argument and
displays evidence
of a basic analysis
of a significant
topic. Reader gains
some insights

Central purpose or
argument is not
clearly identified.
Analysis is vague or
not evident. Reader
is confused or may
be misinformed.

Liam Clarke

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Organisation

The ideas are

arranged logically
to support the
purpose or
argument. They
flow smoothly from
one to another and
are clearly linked to
each other. The
reader can follow
the line of
reasoning.

The ideas are

arranged logically
to support the
central purpose or
argument. They are
usually clearly
linked to each
other. For the most
part, the reader can
follow the line of
reasoning.

The writing is not

logically organized.
Frequently, ideas
fail to make sense
together. The
reader cannot
identify a line of
reasoning and loses
interest.

Grammar,
Spelling, Writing
Mechanics

The writing is free

or almost free of
errors.

There are
occasional errors,
but they don't
represent a major
distraction or
obscure meaning

The writing has

many errors, and
the reader is
distracted by them.