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