5E Lesson Plan Template

Your name or Suzanne Fuller

Cooperating
teacher name
(if needed)

Date(s) taught July 18, 2022

Subject Math Enrichment – Summer Bridge Program

Grade level Geometry
9-11

Materials The materials needed for this lesson include a class set of ipads, smartboard,
calculators, paper, markers, and pencils.

Standards
(State and
ALSDE Standards: Geometry
ISTE
Standards for Standard 35:
Students) Discover and apply relationships in similar right triangles.

d. Demonstrate the converse of the Pythagorean Theorem.

e. Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.

ISTE Standards:

1. Empowered Learner Students

leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning
sciences. Students:
A. articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve
learning outcomes.
B. build networks and customize their learning environments in ways that
support the learning process.
C. use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
D. understand the fundamental concepts of technology operations, demonstrate
the ability to choose, use and troubleshoot current technologies and are able to

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 transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others. Students:
D. build knowledge by actively exploring real-world issues and
problems,developing ideas and theories and pursuing answers and solutions.

5. Computational Thinker
Students develop and employ strategies for understanding and solving problems
in ways that leverage the power of technological methods to develop and test
solutions. Students:
B. collect data or identify relevant data sets, use digital tools to analyze them,
and represent data in various ways to facilitate problem-solving and decision-
making.
C. break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate
to their goals. Students:
A. choose the appropriate platforms and tools for meeting the desired objectives
of their creation or communication.
B. create original works or responsibly repurpose or remix digital resources into
new creations.
C. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.

Objectives Students will use the Pythagorean Theorem to solve real-world problems.
Students will use technology to create a mini project.

Differentiation Students will use direct instruction, student inquiry, and exploration with
Strategies technology to learn how to use the Pythagorean Theorem to solve real-world
problems. The direct instruction will appeal to visual and auditory learners,
while the student inquiry and technological exploration will appeal to kinesthetic
learners. Students will complete some work individually as well as with a
partner or group to help aid in understanding. Students will be grouped with
mixed abilities to help aid students with special needs.

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The 5 Es

E Description

Engagement Students have already worked with this concept in pre-requisite classes in
middle school and Geometry and should be proficient in using the formulas. Up
to this point, students have mainly just worked math problems using the formula
and not real-world problems where they could see how it could be used in daily
life. For the Engagement section we are going to watch several YouTube videos
to review the actual formulas and also see some examples of how these
formulas could be used in the real-world. We will be watching 3 videos on
Pythagorean Theorem.

The first video is a review of basic Pythagorean Theorem. These students have
been taught and worked with the Pythagorean Theorem quite a bit, but may
have never seen the explanation behind why the formula actually works. We will
then watch 2 videos about how the Pythagorean Theorem can be used in the
real world.

Pythagorean Theorem Review Video:

Pythagorean Theorem Explained: https://youtu.be/ouajI98c9NE

Pythagorean Theorem in the Real World:

Science of Football: https://www.youtube.com/watch?v=Grzy-ZAotB0
Solving real life math problems using the Pythagorean Theorem:
https://youtu.be/0TTkwIKoTA8

Engagement Students will complete the Pythagorean Theorem Video Questions sheet and
Assessment have a class discussion on the answers. The sheet is attached below.

Exploration Students will start out by exploring the Pythagorean Theorem on a Geogebra
interactive. The students are given a right triangle that has adjustable sides. The
students are also given the squared length of the sides and 4 of the triangles that
they are trying to use to fill up 2 squares. This interactive will allow students to
actually see and physically make the Pythagorean Theorem be true. Students
will work in pairs and will also make hypotheses about the Pythagorean Theorem
and test those hypotheses using the interactive. Screenshots of the interactive
activity are attached below. The teacher will circulate the room making sure that
students are on task, take questions from students, and provide helpful hints to
students who are struggling.
Pythagorean Theorem Geogebra Activity
https://www.geogebra.org/m/UN5MERHv

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 E Description

Exploration Students will complete the Pythagorean Theorem exploration questions sheet
Assessment that is attached below.

Explanation Students will be taking notes on the Pythagorean Theorem from a power point
presentation for the Explanation stage. This will allow students to have direct
instruction from the teacher. Students will review the concepts as a whole, work
problems with the teacher and try some problems on their own using individual
dry erase boards to build their confidence.
Pythagorean Theorem SlideServe:
https://www.slideserve.com/Suzi1/pythagorean-theorem-project

Explanation Students will use individual dry erase boards to work problems which allows the
Assessment teacher to assess their understanding.

Elaboration For the Elaboration portion students will complete an individual or group project.
For their group project students will work in pairs to create a Quizizz. The
students will have to create 6 Pythagorean Theorem multiple choice questions,
Students will need to make sure also the problems are application, real-world
problems. After the pairs or individuals have created their Quizizz, the students
will have to take 2 other groups’ Quizizz to practice with the Pythagorean
Theorem. The assignment description is located below.

Evaluation Students’ projects will be evaluated using a rubric created from

www.rubistar.4teachers.org. The group project rubric has 7 categories scored on
a scale of 1 – 4. The rubrics is attached below.

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press

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Pythagorean Theorem Video Questions
Name:____________________________
Answer the questions below while watching the videos on the Pythagorean Theorem

1. What is the Pythagorean Theorem formula?

2. What type of triangle must be used in the Pythagorean Theorem?

3. What are triangle sides a and b called in the Pythagorean Theorem?

4. What is side c called in the Pythagorean Theorem?

5. Which side is the longest side of the right triangle?

6. Name 2 real world applications of Pythagorean Theorem from the videos

7. Name another possible real world application using the Pythagorean Theorem

8. Which Pythagorean Theorem proof video (Water, Sticky Notes, or Triangles)

made the most sense to you and why?

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 Pythagorean Theorem Exploration Questions
Name:_____________________________
1. Login to the ipads and go to https://www.geogebra.org/m/UN5MERHv

2. Look at the interactive tool and discuss with your partner a hypothesis on if you
think if you use all of the colored shapes on the right, could they be arranged to
where they fill both gray squares completely? Write your answer below

3. Use the colored shapes on the right to try fill the two gray squares showing that
in a right triangle with sides a, b, and c (with c being the hypotenuse) a 2+b2=c2 .
The objects are colored coded to show which are the same size. For example,
the blue squares are congruent, the orange squares are congruent, etc. Use the
point called "MOVE" to move the dark red square shape. You can also use the
vertices of the gray squares to move them if need be.

4. Were you able to arrange the colored shapes on the right in a way to where they
filled both gray squares? Answer below

5. Do you think if the triangles and squares were a different size that you would still
be able to completely fill 2 squares? Why or why not? Answer below.

6. Now use the bottom right vertex of the green triangle on the left to adjust the
lengths of all of the sides and then try to fill the 2 gray squares with the colored
shapes.

7. How are the purple triangles related to the size of the green triangle? Answer
below

8. How does this activity help illustrate that a2 + b2 = c2 ?

Pythagorean Theorem Exploration Screenshots

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SlideServe Screenshots/Notes

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 Pythagorean Theorem Group Project
You will create a Quizizz with real world application
Pythagorean Theorem problems using Quizizz.com.
Specifications for the Quizizz are listed below:
1. You must create 6 real world application questions
2. The questions must be multiple choice and your
incorrect answer choices for the multiple choice
problems must be good “distractors”. Good distractors
are answers that could come from a common mistake
in solving the problem, not just random numbers.
3. Questions on the survey may not be questions that
we have already solved in class. Create your own
questions or find some new problems online.
4. Be sure to specify what to round to and to use units in
the application problems.
5. You must include an answer explanation for each
problem that shows how to work each problem
correctly shows all work.

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Project Rubric

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