LESSON PLAN

Co-Teaching Lesson Plan (Direct Instruction)

Performance Assessment 4
Teachers: Danielle Boles
Date: November 3, 2016

Subject: Pre-Algebra (Block 4)

PYTHAGOREAN THEOREM

Standard:
Mathematics: 8.G.B.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.

Through authentic experiences and exploration, students should use the Pythagorean Theorem to solve problems. Problems can
include working in both two and three dimensions. Students should be familiar with the common Pythagorean triplets.

Connections: 8.NS.2;
ET08-S2C2-01
Objective (Explicit): Students will be able to accurately apply the Pythagorean Theorem to determine unknown side lengths in right triangles
and real world problems.
(Student-Friendly): I can use the Pythagorean Theorem to solve for the hypotenuse and unknown side lengths of a right triangle.
Essential Question: How can we apply the Pythagorean Theorem to solve for unknown side lengths of a right triangle?
Evidence of Mastery (Measurable):
Exceeds: Students will be able to correctly apply the Pythagorean Theorem to solve for the correct answer (a missing leg or hypotenuse of a
triangle). Look for students who are already very familiar with how to apply the Pythagorean Theorem.
Number of students who have exceeded mastery expectations:
Meets: Students will be able to correctly apply the Pythagorean Theorem. There may be minor errors, but nothing that impacts the overall
outcome of the problem. I will be looking for accuracy in their math, setting up an equation, their ability to decipher the difference in legs and the
hypotenuse, and their ability to solve the equations.
Number of students who have met mastery expectations:
Falls Far Below: Students will be able to meet the learning goal at an unsatisfactory level and will need either re-teaching or small groups.

These students have not necessarily demonstrated that they are able to understand what the questions are asking. They have not fully grasped
the ideas behind the lesson and may need some remedial help with the Pythagorean Theorem.
Number of students who fall far below mastery expectations:
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT recall what they know about square roots and how to solve expressions involving square roots.

SWBAT practice applying the Pythagorean Theorem in order to solve for missing legs and hypotenuse.

SWBAT identify the factors that go into setting up and solving Pythagorean equations.

SWBAT interpret information from a real world and non real world right triangle problem in order to solve for the missing legs or
hypotenuse.

SWBAT summarize information gathered about each problem, set up their equation, and solve.

Key vocabulary:

Pythagorean Theorem: a2 + b2 = c2

Materials:

Document Camera: A tool which will be used to project

problems and notes on the screen for students to follow
along with.

Remedial Vocabulary:

Equation: a statement that the values of two mathematical

expressions are equal (indicated by the sign =).

NBC Learn Video: The students will watch a short video

that connects the Pythagorean Theorem to football.

Coordinate Plane: The plane determined by a horizontal number

line, called the x-axis, and a vertical number line, called the y-axis,
intersecting at a point called the origin. Each point in the coordinate
plane can be specified by an ordered pair of numbers.

Writing Utensils, Pencils, Highlighters: So students

can maintain accurate records and note taking

Pythagorean Theorem Maze: The students will work

together in their groups to complete the maze

Pythagorean Theorem Note Guide: The students will

each receive a note guide that will keep them on track
with the notes.

Pythagorean Theorem Activity Guide: Students will be

Ordered Pairs: a pair of elements a, b having the property that ( a,

b) = (u, v ) if and only if a = u, b = v.

prompted a series of questions in order to make them

think about the activity and what they are doing.

Pythagorean Theorem Assessment: Students will

demonstrate their understanding of the lesson with their
exit ticket questions.

Opening (state objectives, connect to previous learning, and make relevant to real life):
The teacher will start out by stating the objective for the day as well as the agenda. Today, we are going to be talking about the Pythagorean
Theorem. Think back to Monday when we worked with square roots and what they really meant. Then the teacher will begin by asking the
students to recall what we talked about during the previous chapters and last year in regards to square roots, right triangles, etc. Teacher will
touch on prior knowledge by asking students what square roots are, what right triangles are, etc. The teacher will connect the discussion of
probability to real life experiences by showing the NBC Learn Football Video. Students will begin to think of other situations and how this is
something relevant in their every day lives. The teacher will use the PPE Model (Paraphrase, Praise, Extend Thinking) in order to provide
academic feedback for each student who is participating in the discussion. Ask students if they have ever worked with right triangles and what
some examples from the real world are. Students will be inclined to raise their hands and talk about experiences with right triangles.
Hook:
Questions to think about when holding the discussion. Prompt the students to think about:
Where are right triangles found in the real world?

Why do you think learning about how to find distance with right triangles is important to everyday life?

What careers are right triangles, geometry, etc. found in?

Instructional Input

Teacher Will:

Student Will:

Pass out the Pythagorean Theorem Note Guide so students are

able to follow along and have the majority of the information with
them.

Follow along with the note guide and write down the notes as
they appear on the Document Camera.

Go through the notes with the students under the Document

Camera and highlight key information and vocabulary so the
students are able to quickly locate it on their Note Guide.

Highlight or underline key information already provided, fill in the

blanks for answers not provided yet.

Key information includes: lesson objective/learning goal for

the day, key vocabulary, use questioning to ask, "What
does right triangle mean? Lets begin to think about why we
need to know this!, Example problems students should be
writing down, etc.
Prompt students to use the actual vocabulary when they
are talking about Pythagorean Theorem (both new
vocabulary and old vocabulary)

Listen as the teacher begins the think aloud and notice the
approach/questioning the teacher is using in order to solve
these problems.

Teacher will work out some example problems and demonstrate

expectations when solving problems using the Pythagorean
Theorem.
Teacher will then display some you try problems. During this
time, the teacher will do some checks for understanding and make
sure the students understand the process by walking around and
visiting each student.

There will be general questions the teacher asks that follow

along with the note guide and problems projected on the
Document Camera (students will do this on their own note
guides):

Display two actual problems on the board

Teacher will walk around the room in order to monitor and

assist students that need to be monitored or students who
have their hands raised.

Make sure to ask students what their steps were in

completing this problem

Select two students with exemplary work to come up to the

document camera and explain their thinking in solving the
problems. REINFORCE their thinking and provide them

Work diligently with their note guides and follow along with the
teacher.
Exemplary Student Responses:

For each of the two problems, students will have to

accurately identify the hypotenuse they are solving for
and plug it into the formula.

Students will be asked to come up to the document

camera to explain their thinking in solving the problem.
The two students will have answers that show their
understanding and will be able to use wording that other
students may understand.

The first thing I did was analyze the problem and check
back to my notes on what to do after we look at the
problem. I know I have to identify what Im solving for

feedback!

first so I did that by looking at the problem and

identifying my a,b, and c. I can plug my a,b, and c into
the formula and solve accordingly.

Co-Teaching Strategy/Differentiation
Co-Teaching: One teach, one observe
Extra Support: Students who need extra support will be checked on frequently during the instruction. These students may be
reminded several times to stay on track or highlight and underline with the teacher. Other students from the back (CF, MB, JG, etc.)
may move forward or sit on the floor to take notes if they cannot see.
Intense Support: Students who need intense support will be given extra help during the note guide and checked on more frequently to
see they are on the right track.
Struggling Learners:

CF, MB, and JG appear to be never paying attention or struggling, but they work well together

CR, KK, and HB tend to ask questions to make sure they are right. They constantly doubt themselves and want to make sure
theyre right. These three students specifically think theyre struggling leaners and like the verification from the teacher they
are on the right track. Most of the time they are.

AH is a smart student, but he needs a lot of help with problems with fractions or decimals. He comes into office hours for help
frequently, but during class, he is a little reluctant to ask the teacher questions. AH also has severe panic attacks since he
moved from Kentucky, so keep an eye on him during group work or anything that might feel competitive.

Reluctant Learners:

Some of the boys get chatty and will need to be reminded to stay on topic, but this class is overall really smart and will pay
attention (JG, GD especially)

SN is very chatty in groups and will need to be reminded not to distract her peers. She is very smart and innovative, but has a
hard time paying attention and really likes attention on her.

Visual and Kinesthetic Learners:

KK likes to know what to write at which time and is very organized. Be sure to highlight key information.

CR and HB need to actually see the teacher do a problem before he knows how to do it on his own, but pick it up very quickly
after. Make sure they are playing close attention during modeling.

Color code a, b, and c throughout the problems in order for students to follow along with a, b, and c.

Guided Practice

Overall, fourth block is a great group of students and they love to have fun. Make sure the students who appear to be off track are
called on throughout the lesson to keep them engaged.
Teacher Will:

Student Will:

Restate the objective and learning goal for the day: Alright, so far
we have discussed why the Pythagorean Theorem is important
and what we use it for. We have also talked about the difference
between legs and hypotenuse and how to apply that to the
problem. Now we are going to do a quick activity. First things first,
I will pass out all materials and explain directions.

Listen as the teacher explains the learning goal for the day,
explanation of the activity, and behavioral expectations.
Repeat back the directions and behavioral expectations.
Refer back to the directions displayed on the Document
Camera.

Explain the activity to the students as follows:

Each group will receive a maze poster that they will work
on with their groups
Start at the start box and work with your group members to
solve for the correct answer.
Complete the maze and finish the extension problems as
needed.

When in groups, they will wait for further instruction.

Listen as the teacher goes through activity

Teacher will be circulating the classroom and providing academic

feedback to the students as needed
Teacher will explain behavioral expectations within group members

Complete the activity with their group members

Ask the students to repeat what they are supposed to be doing to

check for understanding with directions/behavior expectations

Complete extension problems as needed

Survey each of the groups and check their work (they should all be

working together, but showing me their own individual work)

After about 15-20 minutes, teacher will call students back together

Co-Teaching Strategy/Differentiation
Co-Teaching: One teach, one observe
Extra Support: Students who need extra support will be checked on frequently during the guided practice. They will likely need to be
reminded to work with their groups. These students will need extra questions and scaffolding to help them reach the learning goal.
Intense Support: Students who need intense support will be noted and grouped up with students at a higher level.

CF and CR

AH, LH, and JL

KK, SA, and SN

HB and MB

Struggling Learners:

At this point in the lesson, the reluctant learners should be more engaged. If they are still reluctant, go over to encourage them
to keep going and working. These students love to have fun during their work, so guided practice should be a breeze for them.

Reluctant Learners:

Again, students should be fine at this point. Make sure the boys are collaborating with their groups (at this age, they forget the
girls have voices and ideas to pitch in sometimes)

Make sure students are still working along with their groups and following their activity guide.

Visual and Kinesthetic Learners:

Students who prefer visuals will be reminded to think back to the teachers example problems and view the examples on the

board.

As far as the worksheet goes, there needs to be visuals and reminders throughout

Dont give them too wordy of answers or feedback, just make sure they can visualize the what the teacher is doing

Independent Practice

ENFORCE: If you are not done with the activity, that is okay. Dont freak out! We will have more time to practice, but we are running
out of time. I am more worried about if you did one equation right rather than all of them with silly mistakes. Quality NOT quantity with
this. Its important we take our time.

You need to enforce this throughout the lesson. This is our classroom environment and they will feel more comfortable and
less stressed out

AH has anxiety/panic attacks so please make sure he is okay during group work and not falling behind or getting stressed out.
He may come into office hours and does frequently.

Teacher Will:

Student Will:

Recap the lesson by talking about why the guided practice activity
was significant to todays lesson and the real world (insert closure
here when presenting lesson!)

Listen and participate in any discussion the teacher opens up

during a closure.

Explain to the students that they will need to complete the

independent work on their own, without any help from their peers
or the teacher.

Complete the independent practice on their own without any

help in order to demonstrate their understanding with todays
lesson.

Each student will receive an exit ticket that has two problems (one
is a word problem and one is the equation itself). The students will
work on their own to complete their exit tickets.
Display problems on the board for students who finish early.
After all the students have completed the exit tickets, the teacher
will close the lesson and the bell should be ringing soon.

Turn their exit to the turn in basket and work on extension

problems if they need.

Co-Teaching Strategy/Differentiation
Co-Teaching: One teach, one observe
Extra Support: Students who need extra support will be able to use their note guides.
Intense Support: Students at an intense support level will be given the first couple of steps to the problem in order to help them out.
Struggling Learners:

These students will receive a different exit ticket with assistance (keywords underlined, highlighted, small notes in margins,
etc.) if the teacher feels they will need it (HB, AH, KK, CR)

Reluctant Learners:

The learners who were reluctant during guided practice and instruction will likely not be as reluctant now. The best way to
work with the reluctant learners during the exit ticket is to encourage them to do their best.

Visual and Kinesthetic Learners:

Students may stand up at any point to get their energy out (SN, SA, etc.)

Ask them to recall the model and think aloud we did in class

Ask them to recall the activity and what they may have done with their group members

Closing/Student Reflection/Real-life connections:

Today, we talked about how to apply the Pythagorean Theorem to right triangles in order to solve for the missing leg or hypotenuse. We
thought back to last year and the beginning of the chapter when we discussed how to solve expressions with square roots. We were able to use
our prior knowledge to bring equations into it. Based on how well you all did with solving equations and square roots, I know you all tried your
best to be great with this. All students should be participating in this discussion since we have done instruction and guided practice relevant to
this conversation. Bring the video back into perspective and talk about how we now know how to solve Pythagorean Theorem in our everyday
lives. Provide academic feedback to students that are participating using the PPE (paraphrase, praise, and extend thinking) model. Allow
students time to think and help them reach that higher level thinking through discussion while also highlighting the key questions from the start
of the day*. Wrap up the lesson by thanking the students for their hardwork and participation and recap all necessary information during this
discussion. Assign homework and give them any upcoming reminders.

* Questions to think about when holding the discussion. Prompt the students to think about:

Where are right triangles found in the real world?

Why do you think learning about how to find distance with right triangles is important to everyday life?

What careers are right triangles, geometry, etc. found in?

Exit Ticket Example