Grade: Seventh Grade - Advanced Math Length of Lesson: No longer than an hour Date Taught: 4/21/21 LESSON PLAN TEMPLATE In this lesson… Students will learn about the Pythagorean Theorem and how to utilize its Overview formula to identify the lengths of the sides of right triangles.
8.9 Standards of The student will: Learning 1) Verify the Pythagorean Theorem 2) Apply the Pythagorean Theorem What is a right triangle? What is the Pythagorean Theorem? Essential Questions How do you use the formula of the Pythagorean Theorem?
Students will be able to…
● Determine whether a triangle is a right triangle given the measures of its three sides (8.9bII) ● Determine the measure of a side of a right triangle, given the measures Objectives of the other two sides. (8.9bIII) ● Solve practical problems involving right triangles by using the Pythagorean theorem (8.9III)
I can identify a right triangle.
Learning Target I can identify the formula of the Pythagorean Theorem. I can solve equations using the Pythagorean Theorem. Necessary Prior The students will not know much about the content in this lesson because it is brand new to them. They may know a bit about triangles and their formulas. Knowledge ● Jamboard for notes Materials ● Google Forms for graded assignment
The lesson will begin with the students answering a discussion question on Schoology that will ask them to: Introduction/Hook List everything you know about right triangles.
● Students will be writing notes on the Pythagorean Theorem as they are
Key Vocabulary or Pythagorean Theorem: Formula used to derive lengths of right triangles Hypotenuse: Longest side of a right triangle Concepts The closure activity is going to act as the assessment for this lesson. The Assessments students will complete a graded Google Form upon the completion of notes.
There is going to be an assignment on schoology that the students will take that Closure Activity will show the knowledge they gained from the lesson. It will be graded.
R. Palmer - 504 E. Leidel - 504 J. Diviney - IEP Accommodations C. Beale - 504
● Jamboard https://jamboard.google.com/d/17R1RgQYzy4aLyx5r8rTv72KEhzu9PpPl_VX BBmEXnjc/viewer ● Google Form Resources https://docs.google.com/forms/d/1u2I0c4m6QYSZmHUXh_sEV-bd9RN2fgwk A4CvWeo0Fus/edit
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow Intern Name: Dallas Wood Lesson Title (Subject/Topic): Pythagorean Theorem Date of Lesson Taught:4/21/21 Cooperating Teacher & School: Cotton, Great Neck Middle School Grade: Seventh Grade Time of Day: 11:25-12:45
3. What parts of the instructional plan worked as you anticipated?
The majority of the instructional plan worked just as I had anticipated. The warmup and the notes went very smoothly for the most part, and we stayed on topic. The notes may have took a bit longer than they needed to, but the assignment for the day was shorter than usual so everything worked out perfectly.
4. What, if any, adjustments needed to be made once you began?
I didn’t notice any adjustments that necessarily needed to be made once I began. We did finish about 15 minutes earlier than usual, and the class had a bit of free time, but other than that, everything worked out as planned.
5. How well did you anticipate the materials needed?
Again, everything was already planned out ahead of time, so I definitely had all of the materials I needed. It could have been useful to plan out a better closure activity such as an online instructional game. I could've used Blooket or Gimkit or Quizizz.
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future assessment be and how will you gauge its effectiveness?) In my opinion, I thought the assessment used was successful. The Google Form used to assess the students showed me that the majority of the class knew what they were doing and learned effectively through the lesson. If there was a consistent amount of people getting one specific question wrong, I could go back and look into which question that was and determine how to go over it with the students.
7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of the lesson? (Hint: Student learning is the key to a lesson’s success!) At first I was extremely nervous to present this lesson. It was the first one I had done in a long time and I was so sure I was going to make a mistake somewhere along the lesson. However, I feel as though this lesson was a great success. The students demonstrated they had done a great amount of learning through the Google Forms, and it made me feel a lot better knowing they understood the material.
8. How did the time spent preparing for your lesson contribute to it’s success? I spent a lot of time going over the notes myself just to ensure I knew exactly which points to hit and focus on, so I believe that contributed to the lessons' success. I wanted to make sure that I wasn’t going into the lesson blindsided with only an answer key to defend my reasoning. I took the time to understand the subject at its fullest and ensure I could answer any questions the students gave me.
9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
