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Pythagorean Theorem Lesson DesignPowerPoint Presentation

Pythagorean Theorem Lesson Design

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### Pythagorean Theorem Lesson Design

Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms

Prior Student Knowledge

Prior Student Knowledge

At the end of the lessons students should be able to:

Learning ObjectivesAt the end of the lessons students should be able to:

- Recall (Bloom’s 1) the Pythagorean Theorem

At the end of the lessons students should be able to:

- Recall (Bloom’s 1) the Pythagorean Theorem

- Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

At the end of the lessons students should be able to:

- Recall (Bloom’s 1) the Pythagorean Theorem

- Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

- Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

At the end of the lessons students should be able to:

- Recall (Bloom’s 1) the Pythagorean Theorem

- Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

- Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

- Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.

At the end of the lessons students should be able to:

- Recall (Bloom’s 1) the Pythagorean Theorem

- Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

- Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

- Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.

- Apply the concepts(Bloom’s 4) of the Pythagorean Theorem.

At the end of the lessons students should be able to:

- Recall (Bloom’s 1) the Pythagorean Theorem

- Recognize(Bloom’s 1) situations in which the Pythagorean Theorem applies

- Show(Bloom’s 2) that they can properly apply the Pythagorean Theorem

- Use the concepts to solve non-routine problems (Bloom’s 3) related to the Pythagorean Theorem.

- Apply the concepts(Bloom’s 4) of the Pythagorean Theorem.

- Connect(Bloom’s 4)the formula they learned to real- world problems and understand their relationship.

Opener

Opener

Opener

Opener

Opener

Opener

Introduction

“Uh-oh! Don’t tell the boss I lost another tape measure!!!”

You and your group are members of the Ole Miss IT team and you have been asked to fix the Wi-Fi Router located in a classroom. When you get there you notice that all it needs is a new cable to be connected to an outlet at the base of the wall. Unfortunately, you can’t find a tape measure, but you do have a rope of known length and you know each tile on the floor is one foot wide. Using the rope and the tiles on the floor, determine exactly how long your cord would need to be to go from the router to the ground.

Real-World Problem“Uh-oh! Don’t tell the boss I lost another tape measure!!!”

Real-World ProblemCloser/Homework measure!!!”

Closer/Homework measure!!!”

Assessment Strategy measure!!!”

Pre-assessment measure!!!”

Assessment StrategyPre-assessment measure!!!”

Informal Assessment

Observation and Dialogue

Rubric

Homework

Assessment StrategyDescription of Flow measure!!!”

Opener - 5 minutes measure!!!”

Description of FlowOpener - measure!!!”5 minutes

Introduction – 10 minutes

Student Worksheet – 15 minutes

Transition – 2 minutes

Student Worksheet – 15 minutes

Description of FlowOpener - measure!!!”5 minutes

Introduction – 10 minutes

Student Worksheet – 15 minutes

Transition – 2 minutes

Real-World Problem – 15 minutes

Closer/Homework – 5 minutes

Description of FlowWhere does this lesson fit into the curriculum? measure!!!”

How Does it Relate to “Jessica”? measure!!!”

Attitude: measure!!!” Eager to learn, defensive (doesn’t like to be shown more than once), takes her work seriously, confidence driven, easily discouraged

Aptitude: Capable, shown strong improvement, homework nut, has a strong drive

How Does it Relate to “Jessica”?
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