Jenna Jacques

Sedu 101 B
Row 2L
4/18/16

Jacques 5

Daily Lesson Plan

(Jenna Jacques/9th grade Geometry/Date)
I. TOPIC:
Introduction to Pythagorean Theorem.
II. STANDARDS/OBJECTIVES:
1. TSWBAT demonstrate and mathematically prove and explain that equality
between the sum of short sides of a triangle squared and the longest side
squared only occurs with right triangles to 90% accuracy.
(PA Common Core) CC.2.3.8.A.3
Understand and apply the Pythagorean Theorem to solve
problems.
III. TEACHING PROCEDURES: Make sure that the student is taping the lesson
-Anticipatory Set (5 minutes)
Ask students what they know about triangles and the different types of
triangles. Brainstorm any relevant ideas on the board. Say the ideas
out loud as they are written on the board so that the student
does not miss the ideas suggested by classmates. Have the
student write down one answer on his own paper.
-Development (10 minutes)
Explain that there are some kinds of triangles that are special and help
us understand how to solve real world problems. Read the story Whats
Your Angle Pythagoras aloud to your class. After reading the story
aloud, turn the PowerPoint to slide number 14 and tell the class this
picture is the inspiration for todays activity (leave on screen for guided
practice section). Have a copy of slide 14 for the student.
-Guided/Independent Practice (30 minutes)
1. Group students into groups of two students and give each group a
triangle that is obtuse, acute, or right. Give the student a copy of
the instructions so that he does not forget what he is
supposed to do
2. Have the students record the length of each side and the measure of
each angle directly on the triangle.
3. Then ask them to use a marker and name the triangle in the center
according to its angle measures.
4. Remind students of the page where Pythagoras tiles red and blue
squares on the two shortest sides of the triangle and then combined
the tiles to make one mixed color square on the longest side (slide left
on screen from anticipatory set). Give the student the copy of slide
14 so he has a visual reminder of what he is working on.
5. Give each group 2 sets of different colored tiles.

Jenna Jacques
Jacques 6
Sedu 101 B
Row 2L
4/18/16
6. Have students tile a square along the two shortest sides using one
of the colors.
7. Once they finish, they should call you over to check their before
diagram. At this point, also take back any spare tiles that were left.
8. Remind them now to take all the tiles in both squares and try to
create a perfect square on the longest side without having any leftover or running short and not having enough to finish. When finished,
you should be called over again to check the after diagram.
9. As each group finishes direct their attention to a poster on the wall
that is split down the middle. One side says Yes, the squares along the
two shortest sides a and b combined perfectly to make a square along
the longest side c. The other side says, No, the squares along the
two shortest sides a and b do not combine perfectly to make a square
along the longest side c. Have students tape their triangle on the
correct side for classroom discussion. (Discussion will take place the
following day due to time constraints.) Have the students partner
read the headings out loud to make sure that he understands
what the options are.
-Closure (5 minutes)
Have students look at the triangles taped on the poster and write down
two observations about how the organization of the triangles relates to
what Pythagoras discovered about triangles. (These will be used to
help encourage discussion the following day) Give the student the
option of making a verbal observation and having his partner
write it down or writing it down himself.
IV. MATERIALS:
White board
White board markers
Computer
Projector
PDF copy of Whats Your Angle Pythagoras (sample copy attached) paper
copy of the 14th slide
Enough copies of attached triangle handouts to have one triangle per group
2 different colors of foam sheets
Die cut machine/scissors
Large piece of paper for poster
Tape
Tape Recorder
Copy of the instructions
V. ADAPTATIONS/PLAN MODIFICATIONS:
See bold type within the lesson
VI. EVALUATION:
1. Formative:

Jenna Jacques
Jacques 7
Sedu 101 B
Row 2L
4/18/16
Walk around the room and check on students as they measure the
sides and angles of the triangles and form the squares along each side
2. Summative:
Students will have a quiz part-way through the unit to test them on
their knowledge and understanding of the Pythagorean Theorem. The
student will have the test read aloud to them.
VII. REFLECTION:
Reflect on the students ability to:
Correctly calculate the side lengths and angles of triangles
Show understanding of how the Pythagorean Theorem relates to the inclass exercise
Self-evaluation:
Did I explain the Pythagorean Theorem in a way that all students
understood?
Were the students engaged in the lesson?
What changes could I make in the future so that students understand
better and the lesson goes more smoothly?
Did my student fully understand the lesson? Are there any
modifications that I could have made that would have
increased his understanding?
*Adapted from a lesson by Christa Lemily found online at betterlessons.com