Lesson Plan Template

Date: March 31, 2022 Teacher’s Name: Rossaura De La Cruz ; Arly Rodriguez
Subject: The Pythagorean Theorem Grade level: 9th grade
Learning Segment Title: Ancient Civilizations and the development of Pythagorean Theorem
Length of each lesson: 50 minutes Lesson 1 out of 3

Central Focus: In this learning segment, students will examine the non linguistic aspect of the
history and math of pythagoras. Students will understand the importance of the history behind
pythagoras and their influence on mathematics. Combining the both subjects, students will be
able to learn about the history of pythagoras, his ideals, customs and intelligence and then be
able to connect it to the finding of the pythagorean theorem. With learning, students will know
about the history of Pythagoras and his people in the aspect of social studies, while also being
able to know the mathematical aspect of the theorem that was created and how students will be
able to practice and act on it.

Essential Question(s):
- Who was Pythagoras and what was his impact on mathematics?
- How can we use the pythagorean theorem?

Learning Standards:
NY-8.G - Understand and apply the Pythagorean Theorem.

9.3 c A period of peace, prosperity, and cultural achievements can be designated as a Golden
Age. Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome
to determine if the civilizations experienced a Golden Age.

Language Standards:

CCSS.ELA-LITERACY.CCRA.SL.5 : Make strategic use of digital media and visual displays of

data to express information and enhance understanding of presentations.

Learning Target:

By the end of the lesson SWBAT: Solve mathematical problems using the Pythagorean theorem
Academic Language
Language Function Students will create a time pattern organizer to understand
the events that led to development of the Pythagorean
Theorem. Then, they will develop sentences for each date to
describe the impact it had on the creation of the Pythagorean
Theorem.

Vocabulary Pythagorean theorem, Philosophy, Right triangle,

Hypotenuse, Geometry, Pythagorean Triples

Syntax Students will develop a time pattern sequence organizer

during direct instruction. Then, they will use those sentences
describing how those specific dates were significant to the
development of the Pythagorean Theorem.

Creation of a math concept graphic organizer to define the

Pythagorean theorem and show examples.

They’ll use illustrations of the triangle as a support while

solving the formula. The images of triangles with aid as
reference to ensure students understand the theorem.

Discourse Students will develop a time pattern sequence organizer

during direct instruction. Then, they will use those sentences
describing how those specific dates were significant to the
development of the Pythagorean Theorem.

Students will develop a math concept graphic organizer.

They will write down the definition of the Pythagorean
Theorem and illustrate examples and non-examples. They
will write down the characteristics of the Pythgorean
theorem to demonstrate understanding.
Differentiation
Special Needs of Students Many of our students are English language
Learners. Challenges that students face are issues of
language barriers and feeling insecure about
opening up to a new community and language.
Some students like Ernesto are new to the English
language and school in a new country, and Maria
whose home language is not english. These
students are at an early level in their learning
acquisition and will rely heavily on images and
graphic organizers. These students will need to be
supported in their language development.

Pre-assessment & Student Students will be assigned a google form before this
Readiness unit to assess what they already know about the
history of the Babylonians and the Ancient
Egyptians. They will also be given mathematical
problems about the pythagorean theorem to see if
they have any prior knowledge of it.

Content Differentiation Students will use vocabulary and different types of

graphic organizers to help them understand the
Pythagorean theorem.

Process Differentiation All students will complete a time sequence pattern

and math concept organizer.Students will use
illustrations of right triangles so that students can
visually see how the Pythagorean theorem applies
to right triangles.

Product Differentiation To demonstrate their understanding students will

solve mathematical problems on the pythagorean
theorem. Students will also create a time pattern
organizer to understand how the Pythagorean
Theorem was developed.
Lesson Topic:

Outcomes Assessments

Students will create a time sequence Students will create a time pattern organizer
pattern to explain the events that led to the to understand how the Pythagorean
development of the Pythagorean theorem. Theorem was developed.

Students solve mathematical problems For homework, students will be assigned to

using the Pythagorean theorem. complete a worksheet with mathematical
problems of the pythagorean theorem.

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Initial Phase Direct Instruction

1. Google slides:
- Do Now: Think and write about 2-3 different ways we use mathematics in our everyday
lives
- History of Pythagoras life- Childhood, and his Adulthood (Visiting Egypt)
- Creation of the Pythagoras’s school
i. Spreading Ancient Egyptian ideas
- Development of the Pythagorean theorem
- Demonstration of how to do the Pythagorean theorem
ii. Sample problems
- During direct instruction students will be filling out a time-sequence pattern to
understand the historical context of Pythagoras and the development of the Pythagorean
theorem.
- Students will also fill out a math concept graphic organizer to understand the pythagorean
theorem.

Middle Phase
1. Guided Practice
a. After instruction about how to do the pythagorean theorem, students will be given
practice problems during class
b. The teacher’s will circulate around the room to assist students if they need help
 2. Independent Practice
a. For homework, students will be assigned to complete a worksheet with
mathematical problems of the pythagorean theorem.
b. Students will have to fill out a time pattern graphic organizer with dates that were
put on the slides to understand the order of events that led to the creation of the
pythagorean theorem.
Concluding Phase
3. Closure/Summary
Exit Slip: Write 1 -2 things you learned in today’s class.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

- Google Classroom
- Google Slides- Direct Instruction
Link:
https://docs.google.com/presentation/d/1iT5S1f9v1_eOZIhE4A6V6g7uUMNhk7jSog0F
W9U5A7E/edit?usp=sharing
- Worksheet:
https://docs.google.com/document/d/1FnXK8YdbeLudgLzkFnsmZq9nGrsmqp6iw3wjijC
Dgos/edit?usp=sharing
-
Resources: (reference any “borrowed” materials)
- https://www.teacherspayteachers.com/Product/Quick-Easy-Math-Concept-Graphic-Organ
izer-FREEBIE-5502904
- https://templatelab.com/pythagorean-theorem-worksheet/
- https://www.math-salamanders.com/pythagoras-theorem-questions.html
-
Evaluative Criteria: (independent practice)

https://docs.google.com/document/d/1gtdcDHJkFU67VORPbDfZ2PXaMgaG8m9SipiXX2_GJx
c/edit?usp=sharing
 Lesson Plan Template

Date: March 25, 2022 Teacher’s Name: Rossaura De La Cruz ; Arly Rodriguez
Subject: The Pythagorean Theorem Grade level: 9th grade
Learning Segment Title: Ancient Civilizations and the development of Pythagorean Theorem
Length of each lesson: 50 minutes Lesson 2 out of 3

Central Focus: In this learning segment students will examine the similarities and differences
between Ancient Babylonians and the Ancient Egyptians. While this lesson plan focuses on the
ancient people and their customs and how they used mathematics, we will also keep in mind that
many of our students are English Language Learners who are still in the early stages of their
language development. To help with language needs, we will provide vocabulary words that
students will need for the lesson. In addition, students will learn this lesson using graphic
organizers and visuals from the presentation. A major part of this lesson is students ability to
differentiate between similarities and differences in comparing both civilizations and how they
use mathematics. This learning segment will help students focus on similarities and differences
as a way to further develop their literacy especially through reading and speaking activities in
these lessons.

Essential Question(s):

-How did the Ancient Babylonians and the Ancient Egyptians use the pythagorean theorem?

Learning Standards:

NY-8.G - Understand and apply the Pythagorean Theorem.

9.3 c A period of peace, prosperity, and cultural achievements can be designated as a Golden
Age. Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome
to determine if the civilizations experienced a Golden Age.

Language Standards:

CCSS.ELA-LITERACY.CCRA.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.
Academic Language
Language Function Students will be able to use a comparison matrix, or venn
diagram to compare how the Ancient Bablylonians and Ancient
Egyptians used the pythagorean theorem in their civilization.
Students will be able to analyze readings about the Ancient
Babylonians and Ancient Egyptians to compare and contrast
the civilizations.

Vocabulary Pythagorean theorem, Pyramids, Right Triangle, Civilization,

Pyramids, Similarities, Differences, Compare

Syntax During guided practice students will organize and structure

their language by filling out a comparison matrix or Venn
diagram while reading two articles. After, for their
independence practice students will have to write out sentences
based on what they wrote in their graphic organizers. Sentence
starters will be provided to students in case they need guidance.

Discourse During class students will create either a comparison matrix or

Venn diagram to compare and contrast how the Ancient
Egyptians and Ancient Babylonians used the Pythagorean
Theorem in their civilizations. Then, for their independent
practice (homework), students will use their graphic organizers
to write out sentences. These sentences will compare and
contrast the two civilizations to summarize what they learned
during class.

Differentiation
Special Needs of Students
Many of our students are English language Learners.
Challenges that students face are issues of language
barriers and feeling insecure about opening up to a
new community and language. Some students like
Ernesto are new to the English language and school in
a new country, and Maria whose home language is
not english. These students are at an early level in
their learning acquisition and will rely heavily on
images and graphic organizers. These students will
need to be supported in their language development.
Pre-assessment & Student Students will be assigned a google form before this
Readiness unit to assess what they already know about the
history of the Babylonians and the Ancient Egyptians.
They will also be given mathematical problems about
the pythagorean theorem to see if they have any prior
knowledge of it.

Content Differentiation Based on what students filled out for pre assessment,
(google form), students will be assigned articles to
read. Students will choose one article from each
civilization and begin to compare and contrast.

Process Differentiation The students will be divided into three groups,

remedial, intermediate and challenge. The remedial
group will receive a comparison matrix with already
guided questions. The Intermediate group will
differentiate using a venn diagram. The challenging
group will complete the comparison matrix and will
have to come up with their own questions.

Product Differentiation Students will create sentences describing similarities

and differences using their completed graphic
organizers. Students will also be challenged to think
on the pythagorean theorem and how it was used
mathematically.

Lesson Topic: Comparing the use of the pythagorean theorem in the Babylonian empire
and Ancient Egypt.

Outcomes Assessments

Students will: analyze how the Ancient
Babylonians and Ancient Egyptians used the
pythagorean theorem.
Students will: compare how the Ancient
Bablylonians and Ancient Egyptians used
the pythagorean theorem in their
civilizations.
Guided practice- Students will complete
either a comparison matrix or venn diagram
to compare how the Ancient Babylonains
and Ancient Egyptians used the pythagorean
theorem in their civilizations.
Independent practice- For their homework
students have to write sentences writing out
 the similarities and differences using their
graphic organizer.

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
- Students will be given a slip of paper at the commencement of class, in this slip students
will be asked the do-now:
List 2-3 things that you learned about during yesterday’s lesson about Pythagoras and the
Pythagorean Theorem.
“How is mathematics used in today's society?”

Initial Phase Direct Instruction

- Go over vocabulary necessary for the readings
Middle Phase
1. Guided Practice-
a. Students will be provided with four articles, students must choose two of
the four articles. One of the articles has to be on the Babylonians and the
other article has to be about the Ancient Egyptians.
b. Students will be using their assigned graphic organizer based on their
learning group (remedial, intermediate or challenging) to identify the
similarities and differences between the Babylonains and Ancient
Egyptians.
2. Independent Practice
a. For their homework students have to write sentences writing out the similarities and
differences using their graphic organizer from class.
b. Students will be provided with sentence starters to develop sentences about the
similarities and differences they learned about.

Concluding Phase
3. Closure/Summary

Exit Slip: Write about one thing you learned about either the Ancient Egyptians or Ancient
Babylonians.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

 - Each students needs to have their own computer
- Google Classroom- Students will use google classroom to access the articles and graphic
organizers.
- Worksheet (Independent and Guided Practice):
https://docs.google.com/document/d/1FnXK8YdbeLudgLzkFnsmZq9nGrsmqp6iw3wjijC
Dgos/edit?usp=sharing
- Vocabulary Sheet for Learning Segment:
Articles- (For Guided Practice)
https://www.wowstem.org/post/ancient-mathematics-triangles-in-egypt- Article about how the
ancient Egyptians used the pythagorean theorem to create pyramids using right angles.
https://www.sciencefocus.com/news/the-babylonians-were-using-pythagoras-theorem-over-1000
-years-before-he-was-born/ - This article discusses how the Babylonians used the pythagorean
theory to create boundaries for land ownership.
https://www.sciencetimes.com/articles/32650/20210805/babylonian-theorem-ancient-city-calcula
ted-triangles-1000-years-before-pythagoras.htm- This another article discuss how the
Babylonians used the pythagorean theorem to create boundaries between land for land
ownership. This article also includes a video linked at the bottom of a Ted talk video discussing
the pythagorean theorem.
https://mathstat.slu.edu/escher/index.php/The_Pyramids- This article explains the importance of
Pyramids in Egyptian society and how the pythagorwan theorem was used.

Resources: (reference any “borrowed” material)

Lesson Plan Template

Date: April 12, 2022 Teacher’s Name: Rossaura De La Cruz ; Arly Rodriguez
Subject: The Pythagorean Theorem Grade level: 9th grade
Learning Segment Title: Ancient Civilizations and the development of Pythagorean Theorem
Length of each lesson: 50 minutes Lesson 3 out of 3

Central Focus: In this learning segment students will examine articles written in today's time
about how the pythagorean theorem is used in today's civilization. Students will note the
information they have learned that past two lessons and will correlate with the information being
taught. While this lesson plan focuses on the development of the pythagorean theorem and how it
has developed to the point where we can use it today, we will also keep in mind that many of our
students are English Language Learners who are still in the early stages of their language
development. To help with language needs, we will provide vocabulary words that students will
need for the lesson. In addition, students will learn this lesson using graphic organizers and
visuals from the presentation as well as pictures from mathematical problems. A major part of
this lesson is students ability to use the definition frame to summarize how the pythagorean
theorem is used in today's society. This learning segment will help students focus on how many
other ways the pythagorean theorem is used and as a way to further develop their literacy
especially through reading and speaking activities in these lessons.

Essential Question(s):
- How is the pythagorean theorem used in today's society?

Learning Standards:
NY-8.G - Understand and apply the Pythagorean Theorem.

9.3 c A period of peace, prosperity, and cultural achievements can be designated as a Golden
Age.

- Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and
Rome to determine if the civilizations experienced a Golden Age.

Language Standards:

CCSS.ELA-LITERACY.CCRA.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Target:
By the end of the lesson SWBAT: Differentiate on how the pythagorean theorem was used in
ancient civilizations versus how we use it in real life application today

Academic Language
Language Function Learn how the pythagorean theorem is used in today's society
compared to ancient times

Vocabulary Pythagorean Theorem, Right triangles, Pyramids

Syntax Students will use a definition frame and correlate it with the
given article. Students will also use the comparison matrix and
compare how ancient civilizations used the pythagorean
theorem versus how we use it today.

Discourse Using the definition frame, students will write a summary of

the given article and this will help demonstrate their
understanding when using the comparison matrix where they
compare and contrast the pythagorean theorem from back then
to now.

Differentiation
Special Needs of Students
Many of our students are English language Learners.
Challenges that students face are issues of language
barriers and feeling insecure about opening up to a
new community and language. Some students like
Ernesto are new to the English language and school
in a new country, and Maria whose home language is
not english. These students are at an early level in
their learning acquisition and will rely heavily on
images and graphic organizers. These students will
need to be supported in their language development.

Pre-assessment & Student Students will be assigned a google form before this
Readiness unit to assess what they already know about the
history of the Babylonians and the Ancient

Content Differentiation
Process Differentiation
Product Differentiation
Lesson Topic:
Outcomes
Students will: analyze how the pythagorean
theorem is used in today’s society.
Egyptians. They will also be given mathematical
problems about the pythagorean theorem to see if
they have any prior knowledge of it.
Students will use vocabulary and different types of
graphic organizers and articles to help them
understand the Pythagorean theorem and how it is
used today and how it can be compared to ancient
times.
All students will read the given article about the
pythagorean theorem used in today's society, with this
they will complete the definition frame. For guided
practice, students will follow with a math word
problem about the pythagorean theorem which will
follow into the independent practice. For independent
practice, students will use a comparison matrix that
was taught during day 2 and will once again complete
it, only this time comparing the use of pythagorean
theorem now versus how the ancient civilizations
used it. In independent practice, students will also
complete a number of math word problems like the
word problem taught during guided practice.
To demonstrate their understanding students will
solve math word problems with the pythagorean
theorem. Students will also use a comparison matrix
and the definition frame and use these graphic
organizers to better understand both the math and
history of the pythagorean theorem.
Assessments
Read and analyze a reading about how the
pythagorean theorem is used in today’s
society and develop a definition frame.
Using the definition frame students will

Students will solve word problems about
real life scenarios using the pythagorean
theorem.
Students will: compare and contrast how
ancient civilizations used the pythagorean
theorem compared to how we use it in
society today.
write a 1-2 sentence summary about what
they learned.
In their independent practice students will
complete word problems using the
pythagorean theorem.
In Part I of the independent practice, students
will develop a graphic organizer to compare
and contrast how ancient civilizations used
the pythagorean theorem compared to how it
is used in today’s society. h

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Do now: Based on yesterday’s lesson, how did the Babylonians and Ancient Egyptians use the
pythagorean theorem in their civilizations?

Initial Phase Direct Instruction

- Google slides: Real Life Applications of the Pythagorean Theorem
- Review of Pythagoras
- Review of Ancient Egyptians
- Review Ancient Babylonians
- Reviewing the Pythagorean Theorem
During direct instruction, the teachers will model the following problem to introduce how to do
word problems using the pythagorean theorem. These word problems will connect to real life
scenarios, so students will understand how the pythagorean theorem is still being used today.

Pythagorean problem # 1

The diagram below shows the roof of a house. Suppose you need to replace a beam that connects
the two sides of the roof. How long should the beam be?

The beam is the horizontal line and its length is shown with a red line. Notice that the sides of
the roof have the same length. Furthermore, since the two sides of the roof make a right triangle,
we can use the Pythagorean theorem to find the length of the beam.
Middle Phase

1. Guided Practice
- On day 1 students developed a definition frame on the Pythagorean Theorem, now on day
3 they will use that same definition frame for the following article:
https://sciencing.com/calculate-mean-horizontal-angles-7618561.html
- On the article there are four different topics of how the pythagorean theorem is used in
real life scenarios (Architecture and Construction, Laying Out Square Angles, Navigation
and Surveying), students will choose one topic and do the definition frame on it
- Using the completed definition frame, students will write 1-2 sentences summarizing the
topic of the article

2. Independent Practice
- Based on what students have learned from yesterday’s lesson on how the Babylonians
and Ancient Egyptians used the pythagorean theorem, and compare and contrast it to
what they have learned in this lesson about how the pythagorean theorem is used in real
world scenarios. Students will use the graphic organizer assigned to them based on their
level (Remedial, Intermediate and Challenge)
- Students will solve more word problems about real life scenarios using the pythagorean
theorem

Concluding Phase
3. Closure/Summary

Exit Slip: Using the definition frame, write 1-2 sentences summarizing what you learned in the
article.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Materials: (items, technology, etc.)
Google Slides:
https://docs.google.com/presentation/d/1ji6pvbg8OVRJT5YHHW4tC5HhnXX_a2Tke6Br4Qdc0
rI/edit?usp=sharing
Worksheet:
https://docs.google.com/document/d/1FnXK8YdbeLudgLzkFnsmZq9nGrsmqp6iw3wjijCDgos/e
dit?usp=sharing
Resources: (reference any “borrowed” materials)
Article: https://sciencing.com/calculate-mean-horizontal-angles-7618561.html
This article is what students will use during the guided practice to complete the definition frame.
Mathematical problems (Direct Instruction and Guided Practice) :
https://www.basic-mathematics.com/pythagorean-theorem-word-problems.html
Independent practice (Math worksheet):
https://www.math-salamanders.com/pythagoras-theorem-questions.html
https://www.anderson.k12.ky.us/Downloads/Real%20World%20Pythag%20Problems.pdf

Evaluative Criteria: (independent practice)

https://docs.google.com/document/d/1VCNsPGHkXko_OvRm0YhqSD0_Dx6DSFGAXqe1GPA
XT6E/edit?usp=sharing