CENTER LESSON PLANS – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (1 min each center)

Center 1: Students will listen to a song (https://youtu.be/nbopLhP4kpo 1:02-1:49) about the Pythagorean Theorem which describes the
Principles of it. While listening to the song, students will need to draw the description on their notebooks.

Center 2: Students will watch a video (https://youtu.be/elr2w5jrFbQ 0:20-0:55) about a real life case in which Applying the Pythagorean
Problem will help them to solve the problem.

Center 3: I will divide the classroom in two parts, the left side means “it cannot be solved by the Pythagorean Theorem” and the right-side
means “it can be solved by the Pythagorean Problem,” I will ask to the students to stand up in one side if the problems that I am reading to
them (engaging_center3.docx) can be solved by the Pythagorean problem or not. Then, I will ask them why they stand up in the selected
side.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Explore is combined with Engage.
Center 1: Internet, a projector, notebooks, and pencils are required.

Center 2: Internet, a projector, whiteboard, notebooks, and pencils are required.

Center 3: No materials are required to complete the engaging activity for center 3.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Center 1: (5 min)
I will present a Canva Presentation (https://www.canva.com/design/DAFTKHalBLk/LHJEMQMvmfMy1aCwtnta2Q/view?
utm_content=DAFTKHalBLk&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink) explaining the following
concepts:
 Pythagorean Problem
 Hypothenuse
 Opposite Sides
“The Pythagorean Problem is sum of the squares on the legs of a right triangle is equal to the square on the hypotenuse”
“The hypotenuse is the longest side of a right-angled triangle, the side opposite the right angle.”
What are opposite sides? “The one across from a given angle, and an "adjacent" side is next to a given angle.”
Who came up with the idea of the Theorem? Pythagoras.

Center 2: (5 min)
I will use the Whiteboard to explain how to solve three problems (explain_center2.docx) using the Pythagorean Problem.
I will make sure to clarify the meaning of a right triangle during the process of explaining the method of solving the problem.
What is a right triangle? ” A triangle in which one of the interior angles is 90° is called a right triangle.”

Center 3: (5 min)

I will solve on the whiteboard the problems that I read during the Engaging activity (engaging_center3.docx that are solved by the
Pythagorean Theorem. I will make sure as well to clarify the meaning of the right triangle during the process of explaining the method of
solving the problem.
What is a right triangle? ”A triangle in which one of the interior angles is 90° is called a right triangle.”

ELABORATE: Applications and Extensions:

Center 1: (5 min)
Students will design a mind map on their notebooks that shows all main concepts and representations about the Pythagorean Theorem.

Center 2: (5 min)
I will create teams based on the lines formed by rows, so it is much easier to put the chairs together as a team. Every team will compete
with each other in a Jeopardy game (https://jeopardylabs.com/play/pythagorean-theorem-972.)Once the game is over, I will ask the
students to put the chairs in their original place.

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Center 3: (5 min)
I will create teams based on the lines formed by columns, and I will ask each group to select one captain, each captain has to draw a
representation on the whiteboard of the real problem that I will read to them and will need to solve it with their teams.

“A monument in the shape of a right triangle sits on a rectangular pedestal that is 11meters high by 17 meters long. The longest side of the
triangular monument measures 67 meters. How high off the ground is the top of the monument?”

EVALUATE:
Center 1: (2 minutes)

Formative Monitoring (Questioning / Discussion):

Students will write a paragraph (on a sheet of paper that I will give them at the beginning of the evaluation) that explains the Pythagorean
Theorem.

Center 2: (2 minutes)

Formative Monitoring (Questioning / Discussion):

Students will solve a problem (evaluate_center2.docx) using the Pythagorean Theorem.

Center 3: (6 minutes)

Formative Monitoring (Questioning / Discussion): (6 minutes)

I will assign to each column of students a specific word:
 For column 1: cinema
 For column 2: park
 For column 3: house
 For column 4: dog
 For column 5: telephone
 For column 6: party
Students will create a real-life problem about the word assigned to each column, in which they can apply the Pythagorean theorem, and
then solve it.

Elaborate Further / Reflect: Enrichment:

If students are done with the activities during class, they will have to create a Joke about the Pythagorean Theorem and will write them on
one white sheet of paper that I gave them at the beginning of the class. I will let them know that the best three jokes will get 1 extra point,
and the rest of the students will get .5 extra points. If everyone is done with the activities on time, we will have a “Stand Up Show” and
every student will tell their joke to the class.

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