Mr.

Westberry’s Lesson Plan – Geometry (High School)

Benchmark: M.A 912G51 – Using the Pythagorean Theorem and its converse.

Learning Objectives with Bloom’s Taxonomy:

1. To understand special properties of certain right triangles. (knowledge)

2. To learn about the Pythagorean Theorem. (comprehension)

3. To learn about Pythagorean triples. (knowledge and comprehension)

4. To learn how to apply the altitude of a triangle to this theorem and how it
may be important in finding out other information about the triangle.
(application)

5. To analyze how special angle relationships also may exist among right
triangles. (analysis)

6. To further develop the ability to use a calculator, and even the graphing
calculator when necessary. (synthesis and application)

7. To explain how technology can help in learning more about right triangles
and their properties, whether using a computer-based simulator or drawing
utility, or the graphing calculator, or any other technological device.
(evaluation)

Learner Analysis:

Grade level and age: My students are in 10th grade for the most part. There
are a few 9th graders in there because some took Algebra 1 in middle school,
and so they are one step ahead of the curve. They are all around the same
age because of the 9th graders and some of the 10th graders were children
who had to repeat a grade in elementary school.

Socio-economic status: Most of the kids come from the middle class and
working class, with more from the middle class than the working class. A
handful of the students come from low-income homes and sometimes do not
have the supplies they need for class. A couple of students come from rich
families.

Race: There is actually an even mix of white, black, and Hispanic students in
my class. They make up the majority of the class. There are also some Asian
students in my class.

Learning Styles: If I were to give a rough estimate, I would say that my

students learn best by seeing and doing (visual and kinesthetic). By merely
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talking about some of the more complex notions discussed, I don’t feel like it
teaches the kids as much as visually representing the ideas discussed and
having them do example problems themselves.

Disabilities: I have a few students who are disabled in some way. I have two
children in wheelchairs, one with leg paralysis and one that has had trouble
walking her whole life. There is a student who cannot read due to a mental
disability. About ten of the students have noticeable ADD symptoms. One
child has severely limited eyesight and needs to sit up front to see the board.

Knowledge

Declarative knowledge:

1. Types of Triangles
2. Angles of Triangle (acute, right, obtuse)
3. Altitudes of Triangles
4. Pythagorean Theorem
5. Pythagorean Triples

Procedural Knowledge:

1. How to look for ways in which the Pythagorean Theorem may be used,
if it can be used at all.
2. How to apply the concept of the Pythagorean Theorem to given right
triangles.
3. How to look for Pythagorean triples with two given side measures.
4. How to apply the Pythagorean Theorem using altitudes of triangles in
more complex problems.

Prior Knowledge:
1. Students need to know about triangles and their properties.
2. Students should have some knowledge on what an altitude of a
triangle is.
3. Students should be able to recognize angle type by measurements
given.
4. Students should have some experience by this point in the class to use
a calculator and technological tools on the computer.

In checking for prior knowledge, I will use a short quiz that covers the
previous chapter. It shouldn’t last more than 10-15 minutes, since this
lesson is building upon the previous lesson. The quiz will address

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 triangles and many of their properties along with some simple
definitions.

Questions that may arise:

1. Does the Pythagorean Theorem apply to all polygons?

2. How do I look for a Pythagorean Triple?
3. How do I draw an altitude for a triangle?
4. Why do we use 30-60-90 and 45-45-90 triangles with the
Pythagorean Theorem?
5. Why is this relevant to real life?

Lesson Procedure
Teaching Activities and Student Learning Activities: I will start the
lesson with getting my students memories jogged with what we had
previously learned about triangles, and that we are going to learn more
about triangles. I would also state that what we are going to learn about the
Pythagorean Theorem is very useful in real-life, and that it is used
extensively in other math classes, including many college math classes. I will
be presenting a PowerPoint illustrating definitions and examples, and will
also use an overhead projector to work out individual problems. Students are
expected to take notes and ask questions as needed, and to contribute to
class discussions as I talk about certain aspects of this lesson. Students will
also be involved in a lab using computers to see the effectiveness and
purpose of the lesson. There may be group work if I feel individual work is
too time-consuming, which is an aspect of the lesson I have to discern as the
class goes on.

Classroom Management Strategies: I will make sure that I emphasize

that classroom rules are to be followed during any kind of activity or
instruction. For transitions, I will give directions on what to do and when to
do it, but I will leave the freedom for them to do what they want with the
activity, as different learning styles need freedom for expression. For the
group work, if I see that it would benefit the students to work in groups, I
would have them sit three to four in a group. There is a worksheet I would
have them work on, and I would walk around and make sure that I see
everyone participating. For those that are not working with others, I would
ask them questions to see if they are comprehending the lesson. I
understand that some children are shy, so I don’t want to break their comfort

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zone too much at once. I will explain how to use calculators and graphing
calculators to find square root numbers and other functions.

Timing: I am going to teach this lesson for four to five days, depending on
how much we can get done over the course of the week. I see the students
four to five times a week, and each session is about 45 minutes long, so my
best guess is that it shouldn’t take any longer than that. Out of class
assignments will vary each day, as I have only two homework assignments
for them to do.

Instructional Strategies: My strategies to keep my students motivated will

be to be quick-paced with instruction, but allow time for students to think
and process the new information and wait time for questions I ask of
students. There will be reviews of what has been learned to the next session
of class time, to avoid any confusion and show the process again of how to
use the new information learned. I will positively correct mistakes on
homework and give praise where praise is due. My goal is to use many
visuals for the visual learners, to talk out the subject for the learners who
learn best by hearing, and to allow for computer-based instruction for the
kinesthetic learners.

Resources

1. Computer lab
2. Graphing Calculators and Regular Calculators
3. Activity Sheets (not yet made)
4. http://jwilson.coe.uga.edu/EMT669/Student.Folders/Morris.Stephanie/E
MT.669/Essay.1/Pythagorean.html to explain more about the
Pythagorean Theorem.

Assessment: There will be two assessments to measure what students have

learned. One of these will be done during the instruction process, and one of
these will be done after the unit is over.

Formative Assessment: This is an assessment that will be done after the

first day. It will be done using simple problems that the students should have
mastered by now, which basically includes finding the measure of an
unknown side and recognizing a Pythagorean triple.

Summative Assessment: This assessment will be cumulative of everything

taught in this lesson. It will assess the definitions of what the Pythagorean
Theorem is, what a Pythagorean triple is, how to use altitudes to use the

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theorem, how the theorem applies to special right triangles, and real-life
applications of the theorem that involve problems in geometry.

Self-evaluation

As a student to the profession of education, I feel my lesson plan is

amateurish and could use a lot of work. My goal is to teach mathematics to
my students, and the goal of this class is to learn how to incorporate
technology into my lessons, since I believe and know that technology is
becoming more and more essential in the realm of teaching.

In aligning with the NETS standards, I may not have laid down the front for
technology to be as useful as I could have been. One of my intents is, with
something as general as mathematics, to make it as interesting and creative
as possible. I want students to see the same idea from different
perspectives. They can see the Pythagorean Theorem by reading what it is
about, seeing it written down, and seeing it in action. I feel that my strength
in this lesson plan is promoting different learning styles and a good amount
of review to help students fully grasp the concept at hand, all the while
promoting group collaboration and individual performance.

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