CEP Lesson Plan Form

Teacher: Kendra Gardner Date: 3/1/18

School: Lucile Erwin Middle School Grade Level: 8th Content Area: Math

Title: Applications of the Pythagorean Theorem Lesson #:_2_ of ​4​_

Lesson Idea/Topic and
Rational/Relevance:
On Thursday, March 1​st​ I will be teaching applications of the Pythagorean
Theorem. This lesson is important because it lets them see real world
applications of how to find missing side lengths of right triangles. We have
been going over angles on parallel lines cut through transversals and angles
in triangles. This is a nice way for them to see real world applications and
more concrete examples.

Student Profile:
3rd hour which has 28 students- 15 boys and 13 girls. There are some
students in this class who grasp concepts easily and sit mathematically at
grade level. There are other students who are at lower levels and struggle
understanding concepts as fast as their peers. Most students are engaged
and motivated when it comes to work. There are others in which it depends
on the day especially when it comes to motivation.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

8.G.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two
dimensions.

Understandings:​ ​(Big Ideas)

To be able to apply the idea of a2 + b2 = c2 and find missing side lengths of triangles using real world problems.

Inquiry Questions:​ ​(Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How can the Pythagorean Theorem be applied to the real world? What are some everyday examples you can think of?

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CEP Lesson Plan Form

Evidence Outcomes:​ ​(Learning Targets)

Students will be able to solve for missing side lengths of right triangles

Every student will be able to: ​(Create your own lesson objectives from the standard, follow the ABCD format, using student voice)

I can​ use the formula of a2 + b2 = c2 to find length of the missing side in context.

I can ​use that formula and see how it applies to real world situations to find missing side lengths.

I can​ solve real world examples of the Pythagorean Theorem.

This means: ​That students will be able to interpret real world examples and solve for missing sides of right triangles using the Pythagorean
Theorem.

List of Assessments:​ ​(Write the number of the learning target associated with each assessment)

Formative​:

Informal check-ins during work time to make sure students are understanding the assignment

Formal formative will be collecting Pythagorean Maze at the end of class

Informal check-ins during guided notes to make sure students are understanding material presented

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Planned Lesson Activities

Name and Applications of the Pythagorean Theorem

Purpose of
Lesson

Co-Teaching Which model(s) will be used?

Will One teach, one observe
co-teaching Why did you choose this model(s) and what are the teachers’ roles?
models be It allows Janet to be in the room so during the debrief period she can have input as well. During this time she will also be
utilized in this tracking my movements and which students I call on.
lesson? Yes
_x__ No ___

Approx. Time Warm Up ~10 Minutes

and Materials →Materials Needed: Warm up
Grade Warm Up ~5 Minutes
Finishing Up Guided Notes from yesterday regarding Pythagorean Theorem ~10 Minutes
→ Material Needed: Yesterday’s Notes
Work time in groups ~20 minutes
→ Material Needed: Pythagorean Theorem Maze, calculators
Guided Notes ~25 Minutes
→Materials Needed: Scissors, paper, notes, glue, calculator
Anticipatory The strategy I intend to use is: Exploration
Set I am using this strategy here because: It will allow them to anticipate what we will be learning that day and see how
important applications are.

I will be showing an example of a soccer field and a bike trail and ask them how they would solve for the missing angles to
help the people figure out how much they need to run and bike using the strategies we learned yesterday.
Procedures The strategy I intend to use is: Direct Teach & Partner Work
I am using this strategy here because:
Direct Teach will allow us to go through examples together and talk about relevance of the Pythagorean Theorem.
We will be using group work to allow them to communicate and work through examples of the Pythagorean
Theorem before real world applications are applied.

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CEP Lesson Plan Form

Teacher Actions Student Actions Data Collected

Remind students of daily procedure Get in seats and get warmups out

Take attendance/check in and see how warm ups are Working on warm up and reviewing
going topics from past weeks including slope Warm up completed
intercept and supplementary angles

Students checking answers on warm up Warm up collected for work

Going over warm up on overhead and allowing habits score
students to check their answers

Go over anticipatory set to set up students and give Students listening and looking at
students a reason as to why we are learning the PT Promethean Board

Go over 2 more examples from yesterday’s notes to

help prepare them for the Maze Students solving problems on back of Completed Notes
notes

Set up pairs. These pairs have been created to put

students who may struggle at grasping the material
more with students who have a stronger
understanding of the concepts. They will use these Students getting into pairs
groups next week as well when they create their own
PT problem.

Giving instructions about one partner getting One student getting calculator, one
calculator and the other getting a maze for each getting mazes
person. Give instructions on how to go through the
maze

Going around and checking in with students during Students working with partner and
work time to ask what questions they may have completing maze

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Give ​guided instruction on Application of

Pythagorean Theorem notes
Questions:
What did we focus on yesterday?
What were the steps we took?
What do we notice about the path of the
hypotenuse? Is it a faster/shorter route?
Students following along, cutting out problems solved
pieces, gluing them to paper,
performing calculations, and writing
when teaching is writing

Look at problems on notes. Have students solve

second one in pairs and then go over how they did
it/answer. Do the same with the third problem. Give
students a few minutes to work on second problem.
Then go over as class. Then do the same for the third
period.
Students working with partner to completed and discussion to
figure out second and third problem in wrap up notes
notes. Then sharing answers with
class.

Closure The strategy I intend to use is: Turn and share an application idea with your partner so that next week when they create their
own problems they will have ideas.
I am using this strategy here because: It allows students to formalize what they have learned and think of ideas of topics that
they find interesting and that connect with what they learned that day. It also allows them to brainstorm and start thinking so
next week when they create their own problems they have ideas to go off of.

Differentiation Content Process Product Environment

Modifications: Highlighting Pre-chosen
hypotenuse groups to allow

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CEP Lesson Plan Form

and using a for students who

short side, b for may need
middle side, more guidance
and c for to be with a
hypotenuse for student who
consistency. excels more.
This also allows
students who
have grasped
the concept
more easily to
make sure they
really
understand it
by explaining it
to someone
else.
Extensions: If we finish
early they can
solve the
problems from
the
“Anticipatory
Set” with their
partner.
Otherwise we
will start next
Monday’s class
with that
before they
create their
own problem.
Assessment I will collect and grade the mazes to see if before we move on to having them create their own application problem that they
have mastered the basics of using PT.

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CEP Lesson Plan Form

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? ​(Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? ​(Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there additional co-teaching strategies used during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance:​ What are you going to teach and why is this lesson of importance to your students? How is it relevant to
students of this age and background?

Student Profile: ​Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning?
Maturity? Engagement? Motivation?

Name and Purpose of Lesson: ​Should be a creative title for you and the students to associate with the activity. Think of the purpose as the
mini-rationale for what you are trying to accomplish through this lesson.

Co-Teaching: Models – ​One teach/One observe, One teach/One assist, Station teaching, Parallel teaching,
Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: ​How long do you expect the activity to last and what materials will you need?

Anticipatory Set: ​The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures​: ​Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

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 CEP Lesson Plan Form

Closure: ​Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is
not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Differentiation: ​To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?​ ​To extend: If the activity is
too easy for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to support
differentiated instruction?

Assessment (data analysis): ​How will you know if students met the learning targets? Write a description of what you were looking for in each
assessment. How do you anticipate assessment data will inform your instruction?

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