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Pythagorean Theorem Lesson Design. Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms. Classroom and Student. Classroom and Student. Classroom and Student. Content Standards Applied. Content Standards Applied. Prior Student Knowledge. Pythagorean Theorem. Prior Student Knowledge.

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Pythagorean theorem lesson design

Pythagorean Theorem Lesson Design

Bethany LaValley, Sarah Sams, Ray Holt and Matt Nelms








Prior student knowledge1

Pythagorean Theorem

Prior Student Knowledge


Prior student knowledge2

Pythagorean Theorem

Prior Student Knowledge


Prior student knowledge3

Right Triangle

Pythagorean Theorem

Prior Student Knowledge


Prior student knowledge4

90⁰ Angle

Right Triangle

Pythagorean Theorem

Prior Student Knowledge


Prior student knowledge5

Hypotenuse

90⁰ Angle

Right Triangle

Pythagorean Theorem

Prior Student Knowledge




Learning objectives2

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

  • Recall (Bloom’s 1) the Pythagorean Theorem

Learning Objectives


Learning objectives3

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

Learning Objectives


Learning objectives4

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

Learning Objectives


Learning objectives5

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.

Learning Objectives


Learning objectives6

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.

Learning Objectives


Learning objectives7

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.

Learning Objectives












Introduction3

Informal Assessment

Introduction







Real world problem1

“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


Real world problem2

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

Real-World Problem


Closer homework
Closer/Homework measure!!!”


Closer homework1
Closer/Homework measure!!!”


Closer homework2

Ladder measure!!!”

10 feet

a

Closer/Homework


Closer homework3

Ladder measure!!!”

10 feet

a

3rd

60 feet

2nd

1st

Home Plate

Closer/Homework


Assessment strategy
Assessment Strategy measure!!!”


Assessment strategy1

Pre-assessment measure!!!”

Assessment Strategy


Assessment strategy2

Pre-assessment measure!!!”

Informal Assessment

Assessment Strategy


Assessment strategy3

Pre-assessment measure!!!”

Informal Assessment

Observation and Dialogue

Assessment Strategy


Assessment strategy4

Pre-assessment measure!!!”

Informal Assessment

Observation and Dialogue

Rubric

Assessment Strategy


Assessment strategy5

Pre-assessment measure!!!”

Informal Assessment

Observation and Dialogue

Rubric

Homework

Assessment Strategy


Description of flow
Description of Flow measure!!!”


Description of flow1

Opener - 5 minutes measure!!!”

Description of Flow


Description of flow2

Opener - measure!!!”5 minutes

Introduction – 10 minutes

Description of Flow


Description of flow3

Opener - measure!!!”5 minutes

Introduction – 10 minutes

Student Worksheet – 15 minutes

Transition – 2 minutes

Student Worksheet – 15 minutes

Description of Flow


Description of flow4

Opener - measure!!!”5 minutes

Introduction – 10 minutes

Student Worksheet – 15 minutes

Transition – 2 minutes

Real-World Problem – 15 minutes

Closer/Homework – 5 minutes

Description of Flow




How does it relate to jessica1

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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