Technology Integration

Workshop Culminating
Exercise
(More Directed Learning Activities)
Template without guiding questions
Teacher(s)
Name Michele Cook-Miller

Position Advisor

School/District New Media Technology School

E-mail mcook@nmtcs.net

Phone

Grade Level(s) 10th

Content Area Geometry

Time line Three weeks

Standards

Analyze characteristics and properties of two- and three-dimensional geometric

shapes and develop mathematical arguments about geometric relationships.

Use visualization, spatial reasoning, and geometric modeling to solve problems.

Historical Analysis

and Skills Development (Historical research)

Content Standards: World History (Contributions of individuals and groups)

NETS*S Standards: 1.a, 1..c, 1.d 2.a,2.c,2.d, 4.b

Overview
Prior weeks the students have been exposed to the Pythagorean Theorem.
The students will understand and be able to describe the Pythagorean Theorem.
The Students will become familiar with the life of Pythagoras.
The students will become familiar with the contributions of Pythagoras and his followers.
The students will demonstrate mathematical proofs of the Pythagorean Theorem.

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Essential Questions
How does Egypt and Babylon connect to the Pythagorean Theorem?

Assessment

The students will write a three page essay discussing the life and contributions of Pythagoras and his followers.
The students will create a blog that discuss the Pythagorean Theorem and the connection to Egypt and Babylon.
The students will create a sketch in which a dramatic animation shows how the sum of the areas of two squares is
equal to the area of the third square.

Resources
PowerPoint
Video Pythagoras was a Square (http://www.youtube.com/watch?v=l5mZfylIWo8)
web site The life of Pythagoras(http://www.themathlab.com/Algebra/lines%20and%20distances/pythagor.htm)
Mind Mapping Tool (http://bubbl.us/)
Animation software (http://www.pencil-animation.org)
Glogster interactive poster maker (http://www.glogster.com/)
Pythagorean Theorem Game Board
10th grade networking site (http://newmediatech10thgrade.ning.com/)
Poll using the cell phone (http://www.polleverywhere.com/)

Instructional Plan
Preparation
The students will be introduced to the Pythagorean Theorem. The teacher will demonstrate how to solve math
problems using the Pythagorean Theorem. The students will solve problems using the Pythagorean theorem.

Management
The students will be introduced to the topic during class time starting with a KWL poll using polldaddy. The
students will be asked a series of questions about their prior knowledge about the life of Pythagoras.
The students will then watch a video about the life of Pythagoras.
The students will be required to individually submit daily blogs, produce a animated sketch that shows the
Pythagorean Theorem, an three page essay, and produce an interactive poster about the relationship of the
Pythagorean theorem, Egypt and Babylon.

Instruction and Activities

Video the Pythagorean Theorem (http://www.youtube.com/watch?v=ku4rEwRxZOc)
The Pythagorean theorem Game
Video Pythagoras was a Square (http://www.youtube.com/watch?v=l5mZfylIWo8)
The Pythagorean Theorem Game

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 Differentiation
The students will be able to choose the type of program in which they use to animate the Pythagorean theorem.
The animation will help students that are visual learners and who explain concepts will with demonstrations.
The students will complete the assignments individually however they will be assessed by the students using a
provided rubric.

Closure and Reflection

The students will post their dramatic animations of the Pythagorean Theorem in a gallery on the Ning website.
The students will post their interactive poster that they created with glogster in a gallery on the Ning website.
The students will post their essays on the life in a gallery on the Ning website.
The students will give a 10 min exhibition of their three gallery products that they placed in the Ning Gallery.

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Handouts

The Pythagorean Theorem Game

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