EDSC 330 Strategy Presentation Lesson Template

This is a simplified version of the official​ ​EDSC Lesson Plan Template​. If you prefer to
use the full EDSC Lesson Plan Template for this assignment, you are welcome to do so.

Names: Ayrton Lozada and Timothy Flores

Subject Area(s): Geometry
Lesson Topic: Orthogonal/ Pythagorean Theorem
Grade Level(s): 9th-10th

Standards
Literacy Standard(s):
CCSS.ELA-Literacy.RST.9-10.2: ​Determine the central ideas or conclusions of a
text; trace the text’s explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
CCSS.ELA-Literacy.RST.9-10.4: ​Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to ​grades 9-10 ​texts and topics.

Content Area Standard(s):

CCSS.Math.Content.HSG.SRT.C.8:
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems

English Language Development (ELD) Standard(s):

Gr.9:P2.A.2b.Ex: ​Apply knowledge of familiar language resources for linking ideas,
events, or reasons throughout a text (e.g., using connecting/transition words and
phrases, such as meanwhile, however, on the other hand) to comprehending texts
and to writing increasingly cohesive texts for specific increasingly cohesive texts for
specific.
Gr.9:P1.B.6a.Br: ​Explain ideas, phenomena, processes and relationships within and
across texts (e.g., compare/contrast, cause/effect, themes, evidence-based
argument) based on close reading of a variety of grade appropriate texts, ​presented
in various print and multimedia formats​, using increasingly detailed sentences,
and an increasing variety of general academic and domain specific words.
Lesson Objectives & Supports
Content objectives:
● Students will be able to construct right triangles using Geometer’s SketchPad
while being able to solve the triangles, in other words, students will be able
to determine the angles and side lengths of the triangle.
● Students will be able to identify and apply trigonometric ratios (sine, cosine,
and tangent) on triangles.
● Students will know what the Pythagorean Theorem states and be able to
apply it on right triangles

Literacy objectives:
● Students should be able to translate disciplinary text into a more personal
and understandable language and make connections to prior knowledge.
● Students will be able to produce a discovery on one of their arthropod
choices

Academic vocabulary:
Tier II (General): ​Determine, Discover, Measure, Discuss,
Tier III (Domain specific):​ Line segments, orthogonal, arthropod,
perpendicular, hypotenuse, legs

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
Review/New Chart (Buehl 2011)
Review/New Charts facilitates the process of activating previous knowledge on
certain domain-specific words while allowing student to create their own
definitions for new vocabulary. Students will be using this literacy strategy with
the Trigonometry and Pythagoras text

Assessment: How will you know if students met your objectives?

Individual formal written assessment: display the knowledge on trigonometric ratios and
the pythagorean theorem by completing a quiz.
The student’s finished product (The Arthropod Assignment) will reveal their knowledge on
solving the a given triangle provided the length of the legs of the triangle
 Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

15 minutes ● The teacher will ask students to ● Students will turn on the laptops
get their laptops ready. and be ready to use them in the
● The teacher tells the students later section of the lesson
the concepts and objectives they
will know and achieve by that
day. The concepts include:
○ The Pythagorean
Theorem
○ Sine, Cosine, and Tangent
● The teacher asks a question ● Students will think of
“How can geometry be seen in connections between math and
nature?” nature
○ The teacher asks the
students to think about
the question during the
activity
● The teacher introduces the
literacy strategy using
Review/New charts
○ The teacher provides a
worksheet that is divided
into columns and rows
with a Review side on the
left and a New side on the
right.
○ The teacher models how
to use the Review/New
chart on the article
“Trigonometry and
Pythagoras” starting off
with the first paragraphs
○ The teacher instructs the
students to complete the
 Review/New chart up to ● Students will complete their
the “4. Sine Rule” section Review/New Chart by reading
the assigned section in pairs

Lesson Body

Time Teacher Does Student Does

35 minutes ● The teacher starts a discussion ● Students comment and provide

with the class by asking the their Review/New terms
pairs
○ Their Review terms
○ Their New terms
● With the information given, the
teacher then completes the
Review/New Chart worksheet
constructed by the students and
projects it show students can
add on more terms
● The teacher then lectures on the ● Students take notes and listen to
new ideas, terms, and concepts the lecture
and provide examples on:
○ The Pythagorean
Theorem
○ Sine, Cosine, and Tangent
○ How to find missing
angles and lengths of a
triangle
● The teacher then goes back to
the question previously stated in
the Lesson Introduction
○ The teacher revisits the
question “How can math
be seen in nature?”
● The teacher presents the
connection between arthropods
and math, where the teacher
explains that arthropods have
 jointed leg segments which are
orthogonal
○ Orthogonal meaning
perpendicular to one ● Students provide their answers
another and follows along
● The teacher then assigns
students to look up various
arthropods for homework and
gives the following instructions:
○ Find a picture of an
orthopod and paste the
picture on Geometer’s
SketchPad making the
picture fit the whole page
as possible.
○ Pick one of the
arthropods legs that
satisfies the orthogonal
condition
○ Measure the upper and
lower lengths of the leg
segment
○ Construct a diagonal
connecting both line
segments to obtain a
right triangle
○ Report the side lengths of
the triangle and find the
hypotenuse using
Pythagorean Theorem or
use the trigonometric
ratios given angles
○ In the case where
students use angles, they
must find out the best
estimated angle
measurement using
Geometer’s SketchPad
 ● The teacher then gives a
provided example (see website
for example)

Lesson Closure

Time Teacher Does Student Does

2 minutes
● Teacher quizzes students on a ● Students complete their quiz and
few problems using the turn it in
Pythagorean Theorem and
trigonometric ratios
● The teacher dismisses the
classroom

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson.
Use APA format for any citations, and attach copies of any handouts or other print
materials used during the lesson.

Students will be using Geometer’s SketchPad.

Students will be receiving a handout of the Review/New chart and quiz provided by
teacher.

Trigonometry and Pythagoras​. (n.d.). Retrieved from

https://mathsdoctor.co.uk/revision-help/gcse/geometry-and-measures/trigonome

try-and-pythagoras/
Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: ​Provide access to the articles ahead of time, so ELs may have time
to read the article and give more complex and thought out answers in the next class
meeting
Striving readers: ​Provide ideas on reading strategies (before, during, and after)
and see which one would appeal to the student more
Students with special needs: ​Follow the guidelines in their IEPs and 504 plans
Advanced students: ​Provide a more complex article on Pythagoras biography
where they can apply the Review/New chart.