Francis Cheng

Lesson Plan JHU

Daily Lesson Plan

Unit: Pythagorean Theorem

Topic: Introduction to Pythagorean Theorem

Big Idea and Essential Question of the Unit

Big Idea: All right triangles have a relationship between the lengths of the legs and the length
of the hypotenuse.

According Dan Meyers (TED, 2010), students need to develop conceptual understanding use
mathematical reasoning instead of memorizing formulas. The big idea is a frame to help
students know what they need to conceptually understand by the end of the unit.

Essential Question: How can we use the relationship between the lengths of the legs and
hypotenuse of a right triangle to solve problems?

The essential question is an open-ended question that students need to be able to answer at the
end of the unit. It is one of the strategies in Instructional Focus 3: developing alternative
assessment choices. In order to answer the essential question, students need to not only know
the formula, but also, understand how to apply it to real world situations (Brahier, 2013).

Standards

Explain a proof of the Pythagorean Theorem and its converse.

(8.G.B.6)

Apply the Pythagorean Theorem to determine unknown side lengths

in right triangles in real-world and mathematical problems in two and
three dimensions. (8.G.B.7)

Apply the Pythagorean Theorem to find the distance between two

points in a coordinate system. (8.G.B.8)

I have a standards section for two reasons. First, I am aligning my task to the standards
(Instructional Focus 2) and I need to understand what standards I am teaching from the
Common Core State Standards Initiative (2012). Second, I need to be able backwards plan
(Instructional Focus 3) because students need to know what standards they are mastering. In
addition, knowing the standards is important for spiraling in review and building previous
standards (Instructional Focus 3).

Learning Target and Academic Language Demand

Learning Target: Students will be able to explore and explain the Pythagorean Theorem.

Student Learning Target: I will be able to explore and explain the Pythagorean Theorem.

Academic Language Demand:

I put up the learning target everyday so students know what they will be learning and what
they need to be able to do by the end of the lesson. Knowing and using math vocabulary
pushes students’ discussions and communications. Students are constantly explaining the math
to each other and at the end of the lesson, there is a discussion. Communication is one of the
five process standards (Brahier, 2013).

Do Now

Teacher Do​: Roam around the classroom to ensure students are completing the Do Now
silently.

Student Do​: Write the answers to the questions.

In order to develop a positive learning environment (Instructional Focus 1), I stand at the door
and greet each student as they enter the classroom silently and complete the Do Now. Before I
can begin teaching, students must feel welcome and safe (Teaching Tolerance, n.d.). In order
to build on previous standards and knowledge (Instructional Focus 2), the Do Now requires
students to use exponents and order of operations (Brahier, 2013).

Lesson Introduction

Teacher Do​: Introduces the Pythagorean Theorem

Students Do​: Watch video, pay attention, take notes, and answer the question

Many of my students enjoy watching football and supporting the Oakland Raiders. I decided to
use a video (Instructional Focus 1) because it demonstrates culturally responsive teaching and
it grabs their attention. Using technology to engage students in mathematics creates equity
because students are accessing various of learning methods (Brahier, 2013).
In both slides, I include the homework question, which is an open-ended question that helps
students build conceptual understanding and reflect on their own learning from today’s class
(Instructional Focus 1). Before watching the video on homework, I would’ve assigned the
class work as homework and made students practice the formula (Teaching Channel, nd.).
However, the question allows students to use what they learned in class and re-engage with it
at home. I don’t expect students to be able to answer the question but I know some will look
online which pushes them to use other resources.

Lesson Body

Teacher Do​: Roam the classroom as a facilitator. Ask guiding questions

- Guiding Questions: How do you use the pythagorean theorem formula? Today’s an
introduction to the formula but how can you apply it to real life? Do you notice an
patterns?

Students Do​: Practice the pythagorean theorem using a worksheet or IXL

In this slide, I also stated the formula because I do have one student with an IEP who might
not have caught the formula when she was watching the video. In addition to writing the
formula, I am stating students will see this again in Geometry (​Laureate Education, 2013a). I
also did not direct instruct because this is an after school class where students opt in to take
Algebra 1, which is an 9th grade course. I considered using direct instruction since it is the
first time my students have seen the formula but I know my students are eager to practice the
material without my help. When students do need guidance or assistance, I use the lesson
closing to review misunderstandings and misconceptions (Instructional Focus 4).
I am differentiating by allowing students to pick what they are comfortable with. Some
students prefer using technology and some prefer completing a worksheet (Instructional
Focus 4). According to Brahier (2013), there are five process standards which include
problem solving, reasoning and proof, communicating, connecting, and representation.
Through this lesson, students are practicing pythagorean theorem by applying their prior
knowledge of exponents and order of operations. Students need to work in groups to develop
an understanding of how to use the formula (Instructional Focus 4).

Lesson Closing

Teacher Do​: Ask students if they need to clarify any misunderstandings. Roam the classroom
to ensure students are completing the exit ticket.

Students Do​: Ask questions (if necessary) and complete exit ticket

Assessments

Formative Assessments​: Informal check-ins, observations, guided questions, and an exit

ticket

To evaluate if my lesson was successful, I will use these formative assessments to determine
whether my students learned and completed the goal. Today is only an introduction to
pythagorean theorem and I am not expecting students to master the concept, but I do want
students to understand how to apply the formula. The exit tickets will provide data on what
 students learned and what students still need practice on.

Lesson Reflection

How did completing the Raising the Bar Questionnaire influence your planning of this lesson?
I was very intentional and mindful of the questionnaire when I was planning this
lesson. The questionnaire guided me through instructional focuses and strategies. I label the
entire lesson plan of where I used the different strategies in the instructional focuses. As a third
year teacher, I know I am practicing and utilizing these instructional strategies but consciously
using it increases the effectiveness of my teaching.

References

Brahier, D. (2013). ​Teaching secondary and middle school mathematics​ (4th ed.). Upper Saddle
River, NJ: Pearson.

Common Core State Standards Initiative​. (2012). Mathematics. Retrieved

from​http://www.corestandards.org/Math

Laureate Education (Producer). (2013a). ​Develop geometric thinking​ [Video file]. (approximate
length: 16 minutes)

Teaching Channel. (n.d.). ​Efficient and meaningful homework review​ [Video file]. Retrieved
from https://www.teachingchannel.org/videos/making-homework-meaningful

Teaching Tolerance. ​Classroom Culture​. (n.d.) Retrieved September 18, 2014

from:​http://www.tolerance.org/publication/classroom-culture

TED (Producer). (2010). ​Dan Meyer: Math class needs a makeover​ [Video file]. Retrieved from
http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html