Lesson Plan
Lesson: ________ Pythagorean Theorem___________
Age or Grade Level Intended: ___10th grade__________
Academic Standard(s):
G.5.1 Prove and use the Pythagorean Theorem
Performance Objective(s):
The students will find the missing side of a right triangle given the
Pythagorean Theorem, sixteen out or twenty times.
Assessment:
I will assign a 20 problem worksheet homework assignment. The
instruction will have the Pythagorean Theorem in it so that the
students can have the equation. I am looking for students to have
sixteen out of twenty correct.
Advance Preparation by Teacher:
Worksheets for activity
Meter sticks and/or tape measures for groups of students
A watch to know what time to come back in after the activity
Worksheets for homework
Worksheet answer key for homework
Procedure:
Introduction/Motivation:
Today’s lesson is going to cover the topic of Pythagorean theorem.
“What can of examples can you find to show a right triangle?”
(Bloom: Application) How do you think we are going to solve for
a missing side of the triangle? The Pythagorean Theorem is going
to be our life jacket to save us.
Step-by-Step Plan: Remember to add the identification
with Gardner’s intelligences. (i.e. Gardner:
Musical/Rhythmic)
1. Write the definition of the Pythagorean Theorem and the
equation down on the board and discussion the different
parts of the theorem. Explain thoroughly what a, b and c
means in the equation. Explain that a and b and the legs of
the triangle while c is the hypotenuse of the triangle. Write
the definition of legs and hypotenuse on the board.
2. Show the class a few examples on the board of how to use
the Pythagorean Theorem.
a. Draw a right triangle on the board and label the legs as
a and b and label the hypotenuse c. Next to the labels
give the legs values, a = 7 and b = 2, and give the
hypotenuse a variable, c = x. Write down the equation,
a2 + b2 = c2, and plug the different parts into the
equations, than solve the problem.
i. (3)2 + (4)2 = c2
9 + 16 = c2
25 = c2
5=c
b. Now, do an example when one of the legs are known
and the hypotenuse is known and you need to find a leg.
Draw another triangle and label the parts. Label leg a =
5 and the hypotenuse = 13 while leg b = y. Write down
the equation and plug in the parts, than solve (Gardner:
Logical/Mathematical).
i. (5)2 + (y)2 = (13)2
25 + y2 = 169
y2= 144
y = 12
3. After the examples, split the students into five equal groups
(Gardner: Interpersonal). Tell them, “Today, we are going
to go outside and find different types of right triangles made
by an object and its shadow.(Gardner: Naturalist)”
4. Once we are outside, show them how you can measure the
shadow of fence and then measure the height of the fence
(Gardner: Visual-Spatial). Next, explain how these two
numbers are like the legs of the triangles that they saw on
the board in the classroom. Now, give the students the
activity worksheet and the tape measures and tell the
students they have 20 minutes to find and solve shadow
problems.
5. Once the class is back in the classroom, hand out the 20
problem worksheet for homework. The homework
assignment has problem like the examples that I showed
and also so problems of objects with shadows. All the
problems have at least two sides given.
Closure:
Ask the students to pull out their journals and reflect on the
Pythagorean Theorem (Gardner: Intrapersonal). Have the students
reflect on the questions “How would you test to see what side is
the hypotenuse? (Bloom: Synthesis) and “How would you rate this
lesson activity, what did they enjoy and what was hard about the
lesson? (Bloom: Evaluation)
Adaptations/Enrichment:
Student with Learning Disability in Reading
If I had a student with a Learning Disability in reading, I would
have to help the student read the directions and make sure that he
or she understands them. I would tell the student to ask any
questions that may come to him or her during the activity or
examples. I will allow the student to work in a group so that he or
she can be help by his or her peers.
Student with ADHD and Emotional Disabilities
If I had a student with ADHD and Emotional Disabilities, I would
allow the student to work in a group, so that the student can have a
positive role model and I believe the student will stay on task
better if his peers are on task. I would allow the students to walk
around during homework time for a short break.
Student with Gifts and Talents in Math and Reading
If I had a Student with Gifts and Talents in Math and Reading, I
would challenge the student with story problems involving right
triangles and using the Pythagorean Theorem.
Self-Reflection:
How does your lesson engage students?
This lesson engages the students and appeals to many different
intelligence. This lesson is hands on learning the students are
allowed to move around and find different objects instead of being
in a seat and copying down lecture notes. The students are
engaging with each other and have to work together to measure the
different objects they find. The students are engaged by reflecting
on class. This helps the students understand what the lesson was
about and how it is important.
How will it allow students to use higher-order thinking skills?
Student will have to use higher-order thinking because some of the
objects that they might find will be too tall for them to actually
measure. So, the students might estimate the height of the building
with respect to the shadow length and the sun position. The
students will also use higher-order thinking in their journal entries
reflections because I will challenge them with higher level Bloom
questions.