Jared Lambert 6/9/11 EDU 5170 Lesson Plan Integrating Technology & Pedagogy Directions and Outline

Standards: (ISTE NETS for Student standards) 1 Creativity and Innovation . Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes.

b create original works as a means of personal or group expression. . c. use models and simulations to explore complex systems and issues. d identify trends and forecast possibilities. . 2 Communication and Collaboration (If using groups) . Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a interact, collaborate, and publish with peers, experts, or others . employing a variety of digital environments and media. b communicate information and ideas effectively to multiple audiences . using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d contribute to project teams to produce original works or solve . problems. 3 Research and Information Fluency . Students apply digital tools to gather, evaluate, and use information. Students: a plan strategies to guide inquiry. .

b locate, organize, analyze, evaluate, synthesize, and ethically use . information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d process data and report results. . 4 Critical Thinking, Problem Solving, and Decision Making . Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a identify and define authentic problems and significant questions for . investigation. b plan and manage activities to develop a solution or complete a . project. c. collect and analyze data to identify solutions and/or make informed decisions. d use multiple processes and diverse perspectives to explore . alternative solutions.

6 Technology Operations and Concepts . Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. b. c. d. understand and use technology systems. select and use applications effectively and productively. troubleshoot systems and applications. transfer current knowledge to learning of new technologies.

Standards: (Continued) Problem Solving Strand Students will build new mathematical knowledge through problem solving. 7.PS.1 Use a variety of strategies to understand new mathematical content and to develop more efficient methods Construct appropriate extensions to problem

7.PS.2

7.PS.3

situations Understand and demonstrate how written symbols represent mathematical ideas

Students will solve problems that arise in mathematics and in other contexts. 7.PS.4 7.PS.5 7.PS.6 Observe patterns and formulate generalizations Make conjectures from generalizations Represent problem situations verbally, numerically, algebraically, and graphically

Students will apply and adapt a variety of appropriate strategies to solve problems. 7.PS.7 Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem Work backwards from a solution Use proportionality to model problems Work in collaboration with others to solve problems Interpret solutions within the given constraints of a problem Set expectations and limits for possible solutions Determine information required to solve the problem Choose methods for obtaining required information Justify solution methods through logical argument Evaluate the efficiency of different representations of a problem Reasoning and Proof Strand Students will recognize reasoning and proof as fundamental aspects of mathematics. 7.RP.1 Recognize that mathematical ideas can be supported by a variety of strategies Use mathematical strategies to reach a conclusion Evaluate conjectures by distinguishing relevant from irrelevant information to reach a conclusion or make appropriate estimates Provide supportive arguments for conjectures

7.PS.8

7.PS.9 7.PS.10 7.PS.11 7.PS.12 7.PS.13 7.PS.14 7.PS.15 7.PS.16 7.PS.17

Students will monitor and reflect on the process of mathematical problem solving.

Students will make and investigate mathematical conjectures. 7.RP.2 7.RP.3

Students will develop and evaluate mathematical arguments and proofs. 7.RP.4

7.RP.5

Develop, verify, and explain an argument, using appropriate mathematical ideas and language Support an argument by using a systematic approach to test more than one case Devise ways to verify results or use counterexamples to refute incorrect statements Apply inductive reasoning in making and supporting mathematical conjectures Communication Strand

Students will select and use various types of reasoning and methods of proof. 7.RP.6 7.RP.7 7.RP.8

Students will organize and consolidate their mathematical thinking through communication. 7.CM.1 Provide a correct, complete, coherent, and clear rationale for thought process used in problem solving Provide an organized argument which explains rationale for strategy selection Organize and accurately label work

7.CM.2 7.CM.3

Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. 7.CM.4 Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols in written and verbal form Answer clarifying questions from others

7.CM.5

Students will analyze and evaluate the mathematical thinking and strategies of others. 7.CM.6 7.CM.7 7.CM.8 Analyze mathematical solutions shared by others Compare strategies used and solutions found by others in relation to their own work Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others

Students will use the language of mathematics to express mathematical ideas precisely. 7.CM.9 Increase their use of mathematical vocabulary and language when communicating with others 7.CM.10 Use appropriate language, representations, and terminology when describing objects, relationships,

mathematical solutions, and rationale 7.CM.11 Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing Connections Strand Students will recognize and use connections among mathematical ideas. 7.CN.1 7.CN.2 7.CN.3 Understand and make connections among multiple representations of the same mathematical idea Recognize connections between subsets of mathematical ideas Connect and apply a variety of strategies to solve problems

Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 7.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics Recognize and provide examples of the presence of mathematics in their daily lives Apply mathematical ideas to problem situations that develop outside of mathematics Investigate the presence of mathematics in careers and areas of interest Recognize and apply mathematics to other disciplines, areas of interest, and societal issues Representation Strand Students will create and use representations to organize, record, and communicate mathematical ideas. 7.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations Explain, describe, and defend mathematical ideas using representations Recognize, compare, and use an array of representational forms Explain how different representations express the

7.CN.5

Students will recognize and apply mathematics in contexts outside of mathematics. 7.CN.6 7.CN.7 7.CN.8 7.CN.9

7.R.2 7.R.3 7.R.4

7.R.5

same relationship Use standard and non-standard representations with accuracy and detail

Students will select, apply, and translate among mathematical representations to solve problems. 7.R.6 7.R.7 7.R.8 Use representations to explore problem situations Investigate relationships between different representations and their impact on a given problem Use representation as a tool for exploring and understanding mathematical ideas

Students will use representations to model and interpret physical, social, and mathematical phenomena. 7.R.9 Use math to show and understand physical phenomena (e.g., make and interpret scale drawings of figures or scale models of objects) Use math to show and understand social phenomena (e.g., determine profit from sale of yearbooks) Use math to show and understand mathematical phenomena (e.g., use tables, graphs, and equations to show a pattern underlying a function) Number Sense and Operations Strand Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Number Systems 7.N.1 Distinguish between the various subsets of real numbers (counting/natural numbers, whole numbers, integers, rational numbers, and irrational numbers) Recognize the difference between rational and irrational numbers (e.g., explore different approximations of ) Place rational and irrational numbers (approximations) on a number line and justify the placement of the Develop the laws of exponents for multiplication and division Write numbers in scientific notation Translate numbers from scientific notation into standard form Compare numbers written in scientific notation

7.R.10 7.R.11

7.N.2

7.N.3

7.N.4 7.N.5 7.N.6 7.N.7

Number Theory

7.N.8 7.N.9 7.N.10

Find the common factors and greatest common factor of two or more numbers Determine multiples and least common multiple of two or more numbers Determine the prime factorization of a given number and write in exponential form

Students will understand meanings of operations and procedures, and how they relate to one another. Operations 7.N.11 Simplify expressions using order of operations (Note: Expressions may include absolute value and/or integral exponents greater than 0.) Add, subtract, multiply, and divide integers Add and subtract two integers (with and without the use of a number line) Develop a conceptual understanding of negative and zero exponents with a base of ten and relate to fractions and decimals (e.g., 10-2 = .01 = 1/100) Recognize and state the value of the square root of a perfect square (up to 225) Determine the square root of non-perfect squares using a calculator Classify irrational numbers as non-repeating/nonterminating decimals

7.N.12 7.N.13 7.N.14

7.N.15 7.N.16 7.N.17

Students will compute accurately and make reasonable estimates. Estimation 7.N.18 Identify the two consecutive whole numbers between which the square root of a non-perfect square whole number less than 225 lies (with and without the use of a number line) Justify the reasonableness of answers using estimation Algebra Strand Students will represent and analyze algebraically a wide variety of problem solving situations. Variables and Expressions 7.A.1 Translate two-step verbal expressions into algebraic expressions

7.N.19

Students will perform algebraic procedures accurately.

Variables and Expressions 7.A.2 7.A.3 Add and subtract monomials with exponents of one Identify a polynomial as an algebraic expression containing one or more terms

Students will perform algebraic procedures accurately. Equations and Inequalities 7.A.4 Solve multi-step equations by combining like terms, using the distributive property, or moving variables to one side of the equation Solve one-step inequalities (positive coefficients only) (See 7.G.10) Evaluate formulas for given input values (surface area, rate, and density problems)

7.A.5 7.A.6

Students will recognize, use, and represent algebraically patterns, relations, and functions. Patterns, Relations, and Functions 7.A.7 7.A.8 7.A.9 7.A.10 Draw the graphic representation of a pattern from an equation or from a table of data Create algebraic patterns using charts/tables, graphs, equations, and expressions Build a pattern to develop a rule for determining the sum of the interior angles of polygons Write an equation to represent a function from a table of values Geometry Strand Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. Shapes 7.G.1 7.G.2 7.G.3 Calculate the radius or diameter, given the circumference or area of a circle Calculate the volume of prisms and cylinders, using a given formula and a calculator Identify the two-dimensional shapes that make up the faces and bases of three-dimensional shapes (prisms, cylinders, cones, and pyramids) Determine the surface area of prisms and cylinders, using a calculator and a variety of methods

7.G.4

Students will identify and justify geometric relationships, formally and informally. Geometric Relationships 7.G.5 Identify the right angle, hypotenuse, and legs of a

7.G.6

7.G.7 7.G.8 7.G.9

right triangle Explore the relationship between the lengths of the three sides of a right triangle to develop the Pythagorean Theorem Find a missing angle when given angles of a quadrilateral Use the Pythagorean Theorem to determine the unknown length of a side of a right triangle Determine whether a given triangle is a right triangle by applying the Pythagorean Theorem and using a calculator

Students will apply coordinate geometry to analyze problem solving situations. Coordinate Geometry 7.G.10 Graph the solution set of an inequality (positive coefficients only) on a number line (See 7.A.5) Measurement Strand Students will determine what can be measured and how, using appropriate methods and formulas. Units of Measurement 7.M.1 7.M.2 7.M.3 7.M.4 7.M.4 7.M.4 7.M.4 7.M.4 Calculate distance using a map scale Convert capacities and volumes within a given system Identify customary and metric units of mass Convert mass within a given system Calculate unit price using proportions Compare unit prices Convert money between different currencies with the use of an exchange rate table and a calculator Draw central angles in a given circle using a protractor (circle graphs) Determine the tool and technique to measure with an appropriate level of precision: mass

Tools and Methods 7.M.9

Students will develop strategies for estimating measurements. Estimation 7.M.10 Identify the relationships between relative error and magnitude when dealing with large numbers (e.g., money, population) Estimate surface area Determine personal references for customary /metric

7.M.11 7.M.12

7.M.13

units of mass Justify the reasonableness of the mass of an object Statistics and Probability Strand

Students will collect, organize, display, and analyze data. Collection of Data 7.S.1 Identify and collect data using a variety of methods

Organization and Display of Data 7.S.2 7.S.3 Display data in a circle graph Convert raw data into double bar graphs and double line graphs Calculate the range for a given set of data Select the appropriate measure of central tendency Read and interpret data represented graphically (pictograph, bar graph, histogram, line graph, double line/bar graphs or circle graph)

Analysis of Data 7.S.4 7.S.5 7.S.6

Students will make predictions that are based upon data analysis. Predictions from Data 7.S.7 Identify and explain misleading statistics and graphs

Students will understand and apply concepts of probability. Probability 7.S.8 7.S.9 7.S.10 7.S.11 7.S.12 Interpret data to provide the basis for predictions and to establish experimental probabilities Determine the validity of sampling methods to predict outcomes Predict the outcome of an experiment Design and conduct an experiment to test predictions Compare actual results to predicted results

Lesson Objective(s): 1. To review Pythagorean Theorem and other formulas for area. 2. To go deeper and explore the definition of the Pythagorean Theorem.

3. To try and create a proof of the Pythagorean Theorem using other technologies (ie. Geogebra) and to understand the importance of this formula. Introduce the Learning Activity: A. I will open todays lesson by having the students go to my website and click on the link at the top of my lesson page. After the short video we will review the formulas for area of a square and triangle and the formula for Pythagorean Theorem (write them on board). We will then discuss what we are doing in todays lesson. Open in front of the class the geogebra program and introduce it to class. Explain how we can use this program to try to prove the Pythagorean Theorem-remember the def in words of the theorem. Give them an example. Have them minimize all screens and open the geogebra program located on the desktop and start.

B. As a motivation tool, have the students open my website and the lessons page, click on the link at the top of the page and watch video. Then open up w/ a joke to compare myself and past lessons to Darth Vader. Hopefully this will attract their attention and focus to the lesson. Then flow into 3 objectives.

Provide Information: A. Formulas: Write them on the board. a2+b2=c2 Pythagorean Theorem Definition of the Pythagorean Theorem states that the sum of the squares of the lengths of the sides of a right triangle is equal to the square of the length of the hypotenuse.

Areas: Square

A=s2

Triangle

A=bh2

Provide Information: (Continued) B. Possibly explore an example using geogebra (on desktop) of a triangle w/ legs a specific length and using the formulas to help determine the sizes of the squares the draw and check using geogebra to see if formula is accurate; therefore concluding a proof. This will provide that extra information to help understand what we are trying to do.

Provide Practice: A. First, start w/ a few examples (or ask-see if you need to spend time on material) of finding the area of squares and triangles. Ask if there are any other ways to determine the area of those figures w/out formulas. Second, proceed w/ the Pythagorean theorem- give an example on board or ask questions to determine knowledge. Then write as a class the formula in words-determine meaning, draw a picture if necessary. Use this as a transition to determine a proof for the Pythagorean theorem. Walk through w/ class an example using geogebra trying to prove the formula or if the really understand let them at it. After, let them try to create a similar proof using different sizes or see if they can create a different proof (HINT: Using a large and small square). I would like the students to print out their proof from the program and then write or type an explanation walking us through the proof. The write up can be finished as homework. B. Same as above; however, allow them to create a new proof in groups using the geogebra program. With more ideas working together this should be very detailed and I should expect more-may want to give them extra time in class.

Provide Knowledge of Results: A. As stated above, ask a lot of questions to get feedback of understanding of the Pythagorean Theorem and formulas. Also try to let them give you the meaning in words of Pythagorean Theorem; a2+b2=c2. If the students need more examples go to the website: math-play (link is on my website found on resource page). For the proof of the theorem using geogebra walk around the classroom checking to see if anyone is stuck, having problems, has questions, or is simply flying through it. B. As far as written feedback, I would like a write up explaining their proof and as an exit card to make sure todays material is making an impact I would like them to go to the link on the bottom of my lesson page (funtrivia), take quiz and print results. Review the Activity: A. To review during the lesson be sure to ask questions and get feedback from the students. During the proof walk around room questioning students about what they doing. Just before end of class try to ask the students to summarize by naming the 3 objectives discussed in todays lesson. Method of Assessment:

To assess whether or not the students have learned the skills outlined in the learning objectives, I would like them to go to my website and click the link on the bottom of my lesson plan page that says http://www.funtrivia.com/playquiz/quiz2049161776b68.html and then take the quiz and print results. For those who are having difficulties with this can use the attached quiz.

1. What is the formula for the Pythagorean Theorem? (^2 means

squared) a + b = c^2 a^2 + b^2 = c (a + b)^2 a^2 + b^2 = c^2

2. What is the only type of triangle the Pythagorean Theorem can

be used on without being given any other measurements besides the sides (no height given)? Answer: "Triangle")

(Two Words, Second Word is

3. If you have a right triangle with shorter side lengths a = 3 and b =

4; what will the hypotenuse, c, equal? 7 5 25 none of these

4. If you have a right triangle with short side length a = 5 and

hypotenuse length c = 13, what is the value of side length b? 18 none of these 144 12

5. If you have a right triangle with side length b = 15 and

none of these 32 8 64

hypotenuse length c = 17, what is the value of side length a?

6. If you have a right triangle with shorter side lengths a = 7 and b =

12, what is the length of hypotenuse c? the square root of 19 the square root of 193 19 none of these

7. IF you have a right triangle with side length a = 3 and

hypotenuse length c = 9, what is the value of side b?

6 x (square root of 2) 6 square root of 90 none of these

8. The sets, 3,4,5; 5,12,13; and 8, 15, 17 are all examples of what?
(The numbers are the side lengths of the triangles.) Please give your answer in plural form. Answer: (Two Words, plural form)

9. I. 6-8-10 right triangle

II. 15-36-39 right triangle III. 16-30-34 right triangle Which one(s) is a true right triangle(s), meaning that they can work in the Pythagorean Theorem? I. III. II. all of them

10. Will a 99-132-165 right triangle's support the Pythagorean

Theorem? (Meaning the sides can fit into the formula.) Yes No