Lesson Plans

Lesson Plan 1
Time Teaching and learning actions Organisation Centred
T/S

Intro Have a song playing in the background as Teacher: Settle down the Teacher
10 minutes students walk in, preferably something that can class, and mark off the roll.
continue to repeat throughout the lesson Leads the class into a new
(Please turn off if it distracts/irritates students). topic
Settle students and ensure to mark off the roll. Student: Settle down, listen
Question students and engage in discussion
● Why is this sort of music is playing in the Resources: Access to a
background? Let’s break it down computer
● What sort of music is this?
● What is its feature?
● Teacher will make the comparison of music
to terminating and recurring decimals later
in the lesson
Explain that we are going to investigate a new
type of number, surds.

Body Explain that multiplication the addition of the Teacher: Engage students Teacher
20 mins same number whereas indices is the in the conversation so that
multiplication of the same number. Ensure that they take part in their
students get confused between the two and learning as well
clear up any confusion immediately. Student: Engage in
Then focus on squared numbers. discussion
● E.g. 22 = 4 Resources: Whiteboard and
● Why do we call commonly call it “squared” marker
instead of “to the power of 2”?
● Similarly with cubed
Draw squares to correlate the specific indices.
22 = 4, 32 = 9, 42 = 16,and 52 = 25etc.
Make the relationship clear that squared
numbers are the area of a square. Explain that
taking the square root is the reverse of squaring
a number.
Make the comparison of terminating decimals
with pop songs (0.7), recurring decimals with
game music like the one that is/was playing in
the background (0.333...) and surds with endless
jazz music (√11).
Ensure to define rational and irrational numbers
in terms of ratios and fractions.

20 mins Solving simple quadratic equation worksheet. Teacher: informal Teacher

Explain that there is a positive and negative assessment, go around the
answer, but we have to take into consideration class and check progress
real life situations into consideration. Student: work in groups to
● Does the positive or negative answer apply help solve the problems
to this situation? Resources: Worksheet with
Go through two examples. varying levels of questions
Handout worksheets for students to work on
 individually and can mark together in groups.
The worksheet should have tiered questions

Conclusion Ask them to hand back the worksheet with their Teacher: Close the lesson Teacher
10 mins names on it, so that the teacher can do a Student: Pack up
formative assessment on the students work. Resources:
Do a mini recap of what was learnt in that
lesson. Make clear that the reason they are
covering surds is because the overarching topic
is Right-angled Triangles. Specify that students
will be required to bring in their laptops.

Lesson Plan 2
Time Teaching and learning actions Organisation Centred
T/S

Intro Have a picture of the Anzac bridge projected on Teacher: settle down the Teacher
10 mins the screen. If the class has no settled down class and lead discussion and
immediately, ask them how many triangles can through guiding questions Student
they find in the picture. Student: Settle down and
Lead discussion on where triangles are seen and engage in discussion
used in the world. Resources: Computer and
Talk about the properties of a right angled projector
triangle
● Hypotenuse
● Strongest structural polygon
Then ask students to draw three different sized
right-angled triangle and measure the sides.
● What do you think the relationship is
between these three sides?
● Guide them by asking, think about
squared numbers, or draw a scaffold
Let students share their suggestions and explore
it without pushing away from their ideas. Guide
the students to the sum of the squares of the
right-angled sides equals the square of the
hypotenuse.

Body Dependent on level of understanding on algebra Teacher: Ask students what Teacher
15 mins and time of day. the key ideas were, guide
Ask the students to see if they could figure out the summary.
the proof for Pythagoras’ Theorem, giving them Student: watch videos and
a starting diagram of a square within a square engage with questions, ask
(figure 1) and if students struggle with this task, questions about things they
have a table scaffolding ideas. Give them 5- do not understand.
7mins. Allow a few students to share their ideas Resources: Computer,
and explore them. Guide through visual proof of projector, internet,
the rearrangement of Pythagoras’ Theorem. Whiteboard, and markers
OR
Watch youtube video on Pythagoras’ Theorem
by TedEd. Ask the students what are the key
ideas that were presented in the video and
write up a summary.
https://www.youtube.com/watch?v=YompsDlE
dtc
 Optional video:
https://www.youtube.com/watch?v=CAkMUde
B06o
Go through one of the visual proofs for
Pythagoras’ Theorem in detail (or expansion
method if they have done the distributive law).

20 mins Finding Pythagorean triads Teacher: Informal Student

Spreadsheet and blocks activity. assessment, walk around
In groups of 3 or 4, students work with blocks to the class and see if
physically see Pythagoras’ Theorem in action. students have a conceptual
E.g. placing a 32 , 42 , and 52 block in a triangle, understanding or
then using square sets to check if it really right struggling. Help students
angled. struggling.
Then spreadsheet confirms it with calculations, Student: Engage in activity
students have the option of determining what Resources: Computer,
the length of the hypotenuse is if it is not a right projector and internet
angled triangle via spreadsheet. Suggest that Blocks and square sets
students should do it to 15 decimal places to
confirm their understanding of surds and
irrational numbers.
With the technological abilities, allow students
how are strong at excel build their own
spreadsheet, whereas students who struggle,
the teacher should guide or provide an
spreadsheet for students to plant numbers in.

10 mins Students share/present their findings about Teacher: Ask guiding Student
Pythagoras’ theorem, teacher guides them on questions, formative
the discussion. Students should know that assessment
triangles are not right angled triangles if Student: Sharing their ideas
Pythagoras’ Theorem is not true. Resources: whiteboard and
markers

Conclusion Clean up the class. Teacher: State what is Teacher

5 mins Ask students if they play a portable music learnt in today’s lesson and
instrument, like a bass, violin, guitar or cultural ask if there is any questions
instruments and ask them to measure its Student: Clean up
dimensions. For those that don’t ask them to Resources: Voice
measure an item that they would like to bring
on a trip interstate that is between 0.5m and
1m. Try to find two or three items.
Close lesson by reiterating key ideas and set up
next lesson.

Lesson Plan 3
Time Teaching and learning actions Organisation Centred
T/S

Intro Settle down the class. Have some building blocks Teacher: Lead the recap Teacher
5 min on the teachers desk. Student: Engage in
Do a recap of what has been learnt for the past conversation about
two lessons. Teacher asks what they have learnt Pythagoras’ Theorem
the past two lessons and help guide students Resources: Whiteboard
elaborate on it. Should have the main ideas: and markers
 ● Surds
● Pythagoras’ Theorem - What does it mean
and its formula
● What can it be used for: Determining a side
of a right angled triangle and if a specific
triangle is right angled.
● Other background knowledge that may be
needed like angles (supplementary),
geometrical properties of shapes and area

Body Determining if a triangle is right-angled triangle. Teacher: Informal Teacher,

10 min Teacher guides students through an example so assessment, walking student
that they have a way to scaffold their answers. around and checking up on
Hand out worksheet and get them to work in students’ work
groups of two. The pairs work separately on the Student: working in pairs
answers and check each other’s working out to and giving constructive
make sure no steps were skipped and is clear. feedback on each others
Ensure questions are answered. work.
Resources: Whiteboard,
Worksheet

15 mins Determining the length of a side on a right-angle Resources: worksheet, Student

triangle. Demonstrate two questions, one building blocks to assist
finding the hypotenuse and the other finding a with completing the
shorter side. A worksheet of real world questions
problems for students to work on, can have
building blocks to assist them. Ensure students
check their work thoroughly to see if they have
answered the question.

25 min Students may choose to work individually or in Teacher: Make suggestions Student
groups with a maximum of three people. on how to approach the
This time, the students are going to investigate question, can use building
and determine if their measured item can be blocks to help, informal
brought with them via carry on, on a trip assessment, suggest
interstate by flight. students to classify the bag
They have to investigate: type and check if the item
● Picking an airline is prohibited or not, ask
● Carry on baggage size inquisitive questions to
● Item length assess student use of
● 3D Pythagoras’ Theorem Pythagoras’ Theorem.
● What other bags could they carry with Student: Use the internet
them to determine if they can
Students present their findings on the ICT bring item and share their
activity. What did they have to do and consider? knowledge bring it along on
Are they able to bring their item on the flight. their flight
Resources: Laptop/
computer

Conclusion Clean up the class. Teacher: State ideas Teacher

5 min Collect worksheets, ensuring students have Student: Listening
labelled their names and groups. Resources: Voice
Close lesson by reiterating key ideas.
Rationale
These three lesson plans are a fresh start on the topic of Pythagoras’ Theorem and is an
extension of and challenge on students’ background knowledge on decimal, fractions,
ratios, length, area and algebra. Within measurement and geometry, the topic of right-
angled triangles (Pythagoras) is not just the exploration of right-angled triangles but it
is usually the first introduction to irrational numbers through surds. The goal of the
lessons is for students “investigate Pythagoras’ Theorem and its application to solving
simple problems involving right-angled triangles” and “investigate the concept of
irrational numbers” (Board of Studies NSW, 2012). The lessons were created with the
focus on the students understanding what Pythagoras’ Theorem is, what does it
determine and how it is used, rather than simply applying a memorised formula via
procedural understanding. This is done through the development of student think and
understanding, where the teacher allows for students design and share their ideas
through suggestion and scaffolding (Yang, 2009).

In the first lesson plan, Learning surds was placed before Pythagoras’ Theorem for ease
of access in algebraically solving for the missing length of the triangle. There was
difficulty in incorporating ideas of minimal guidance in order to “investigate the concept
of irrational numbers” (Board of Studies NSW, 2012) besides 𝝅. Finding ideas, creating
an activity and interactive strategies particularly on surds were sparse and thus, a
teacher educator-directed strategy was implemented. Minimal guidance would not
directly working with the understanding of surds, as students would be novices learners
with respects to surds which would place strain on working memory (Kirschner,
Sweller & Clark, 2006). Hence scaffolding a new idea will allow for the students to get
an accurate representation with more ease (Kirschner, Sweller & Clark, 2006). Despite
it being teacher-centered, the exploration of square roots through the visualisation of
area of square and reversing that process will add a depth of knowledge and
understanding to indices as well as metalanguage associated with surds, rational and
irrational numbers (Gore & Ladwig, 2003). Engagement of the class is ensured through
enquiry and scaffolding the concept, allowing students to interact and participate with
the development of their understanding on surds and its relationship to squared
numbers (Aulls, 2002).

The second lesson plan has a focus on the students developing their knowledge,
understanding of Pythagoras’ Theorem and its relationship to right-angled triangles.
Teachers in (Yang, 2009) agreed that mathematical tasks should assist with connecting
ideas and developing the ability of general justification of a theorem, thus this lesson
plan allowed students time to develop and share their ideas on what Pythagoras’
Theorem is and where did the idea stem from. This could be done through scaffolding or
by students using their own background knowledge to develop the theorem and proof.
The justification of the formula for Pythagoras’ Theorem allows students practice the
concept of mathematical justification and problem solving. The use of the building
blocks and spreadsheets allows student to physically interact with the concept that the
sum of two shorter sides equates to the square of the hypotenuse make Pythagoras’
Theorem fun (Moyer, 2001) and the ICT activity enhances the students understanding
on the relationships of numbers within right-angled triangles and surds (Keong, Horani
& Daniel, 2005; Niess, Lee, Sadri & Suharwoto, 2006). The use of the building block and
spreadsheet investigation is that students are allowed to find that triangles which do
not satisfy Pythagoras’ Theorem are not right-angled and essentially learning and
understanding the converse of Pythagoras’ Theorem. Without the teacher explicitly
teaching the converse theorem, through the use of minimal guidance and scaffolding
(Aulls, 2002; Brunstein, Betts & Anderson, 2009), students construct their own
understanding through the information rich environment (Brunstein, Betts & Anderson,
2009).

The final lesson plan has a focus on the right-angled triangles and the application of
Pythagoras’ Theorem. The first part of the lesson is to always engage students in their
learning by refreshing what they had previously learnt. The converse of Pythagoras’
Theorem is not commonly retained in students minds, so the first activity is to reiterate
that concept which was explored in the previous lesson. Allowing students to attempt
the worded questions on the worksheet after an example allows students to determine
the expectation of what is required of them and have a scaffold logical problem solving
(Aulls, 2002). This part is then repeated in determining the length of sides and allow
students to reinforce their understanding and applications in the real world. As the
students in the previous lesson were asked to measure something from home that they
would like to bring on a domestic trip via plane. The students were able to have a choice
in who they work with and how they interacted with Pythagoras’ Theorem (Levy,
2008). This allows students to possibly bring in their personal, social and cultural
background and contexts into the classroom and has some signifIcance to their own
personal life (Gore & Ladwig, 2003). As the students are now fully equipped with all the
knowledge required for the activity, allow the students to approach the question “Can I
bring this item as a carry-on on a flight?”, in any way they would like. This becomes a
minimal guidance ICT activity as students need to research if they can bring the item on
board any airline and engage with Pythagoras’ Theorem in order to fit chosen object in a
box of different sizes.

The three lessons planned were done with the consideration of human cognition and
achieving a balance between direct instruction and student direction. With novel
information, direct instruction approach through the use of scaffolding do reduce strain
on students’ working memory (Kirschner, Sweller & Clark, 2006). The development of
justification and understanding of a theorem is an important aspect of mathematics that
should be taught correctly. Through the use of manipulative and technology, students
are not being explicitly taught a theorem and physically investigating and confirming
their knowledge. Once students were equipped with the information to construct their
own knowledge within the topic, the use of minimal guidance combined with
constructive feedback allows students to have an opportunity to apply their knowledge
in the real world and develop problem-solving skills.

References
Aulls, M. W. (2002). The contributions of co-occurring forms of classroom
discourse and academic activities to curriculum events and instruction. Journal of
educational psychology, 94(3), 520.
Board of Studies NSW. (2012). Mathematics K-10 Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/mathematicsk10/downloads/mathema
ticsk10_full.pdf
Brunstein, A., Betts, S., & Anderson, J. R. (2009). Practice enables successful

learning under minimal guidance. Journal of Educational Psychology, 101(4), 790.

Gore, J. & Ladwig, J. (2003). Quality teaching in NSW public schools: A classroom
practice guide. Retrieved from
http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%2
0Guide.pdf
Keong, C. C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in mathematics
teaching. Malaysian Online Journal of Instructional Technology, 2(3), 43-51.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during
instruction does not work: An analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based teaching. Educational
psychologist, 41(2), 75-86.
Levy, H. M. (2008). Meeting the needs of all students through differentiated
instruction: Helping every child reach and exceed standards. The Clearing House:
A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.
Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to
teach mathematics. Educational Studies in mathematics, 47(2), 175-197.
Niess, M. L., Lee, K., Sadri, P., & Suharwoto, G. (2006). Guiding inservice
mathematics teachers in developing a technology pedagogical knowledge (TPCK).
In annual meeting of the American Educational Research Association, San
Francisco, CA.
 Yang, Y. (2009). How a Chinese teacher improved classroom teaching in Teaching
Research Group: A case study on Pythagoras theorem teaching in Shanghai. ZDM,
41(3), 279-296.

Resources
Lesson 1
4
3
2
4 3 9 4 16
2
Lesson 2

c
a

b
Figure 1: A square inside a square
Excel Spreadsheet for ICT activity on exploring Pythagorean Triples link:
https://docs.google.com/spreadsheets/d/1djkVGvdoZKM3oP-kGEBah-
nTPL0s69Ksp72q8OHHwr8/edit?usp=sharing
Lesson 3