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## NAME of PLC members: Rebecca, Euniqua, and Ashley Drake

1.
Content:
a. Describe Content here (Common Core Standards) that is addressed or will be

The topic for the lesson was triangle inequality. The following are common core
standards that relate to the lesson:
-

## Understand congruence and similarity using physical models, transparencies, or

geometry software.

CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a
scale drawing at a different scale.

## b. Describe the Standards of Mathematical Practice that is addressed or will be addressed

attend to precision
make sense of problem and persevere in solving them
model with mathematics
construct a viable argument and critique the reasoning of others

2.
Pedagogy:
a. Describe Instructional Strategy (method) appropriate for the content, the learning
environment, and students. This is what the teacher will plan and implement. This is the
instructional objective.

teaching by exploration
He gets the students motivated and does the first problem together.
After the first example he allows the students to work in their pairs.
the learning environment is 2-1 students to laptops using GSP to complete the
exploration.
the students are cooperatively learning, one student does the computer work and
the other scribes (writes on the handout).
the students work with no complaints, encouraging and helping each other.

b. Describe what learner will be able to do, say, write, calculate or solve after completing
the lesson. This is the learning objective.

While completing the lesson, will be able the students say whether or not the
lengths of the segments will make an actual triangle or not. The learners will be
able to make a conjecture on what lengths are needed to make a triangle.

3.
Technology
a. Describe the technology. Talk about the technology and the different functions in the
technology that is activated in the lesson

i.

## The teacher used a dynamic geometry software called GSP (Geometers

Sketchpad). The students used sliders to manipulate the lengths of the
sides of the triangles. The measurement tool was used to show the
different lengths as the students adjusted the lengths of the sides. The
students could adjust the sides of the triangle by swinging or dragging
the sides in order to connect the vertices of the triangle. Students used
Camtasia to video record their progress on their computers as they are
working on their assignments. Camtasia also records the students audio
as they are talking in their groups and answering the questions.

b. Describe how the technology is utilized as a tool to enhance the lesson, transform the
content and or to support pedagogy

i.

The lesson is enhanced by having students see the different lengths of the
triangle. They are also allowed to quickly and easily change the shape of
the triangle or adjust the lengths of the sides. The technology reduces
measurement and calculational error by having the technology compute
for the students. This allows for the students to focus on the important
material i.e. what lengths make a triangle and what relationship is seen
between the three sides of the triangles.

c. Describe how the technology impacts or may impact students thinking process

i.

## The technology impacts the students thinking process by allowing the

students to participate in a class exploration of the topic. The students can
use the technology the see what the actual sides look like in relation to the
lengths of the triangles. In the first example used in class, the students
first thought that the sides of the triangles wouldnt connect and make a
triangle until the teacher dragged side a to meet side b. This
demonstration helped students see the relationship between the lengths of
the triangles.

The technology may enhance the students 21st century skills in the following ways:

When using the technology the two students in the video had to use effective
communication to work with together.
In order to solve the problems on the worksheets the students had to use critical
thinking and problem solving skills.