Follow the link to a unit plan for Biomes (science 10)
Biomes Unit plan
Thursday, 18 April 2013
A lesson plan for Math 8- Pythagorean Theorem
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Lesson Title: Pythagorean theorem
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Learning Intention(s):
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Model
and explain the Pythagorean theorem concretely, pictorially, or using
technology
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Explain,
using examples, that the Pythagorean theorem applies only to right triangles
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Determine
whether or not a given triangle is a right triangle by applying the
Pythagorean theorem
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Determine
the measure of the third side of a right triangle, given the measures of the
other two sides, to solve a given problem
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Solve
a given problem that involves Pythagorean triples
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(e.g.,
3, 4, 5 or 5, 12, 13)
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Daily Lesson Objective(s):
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To explore how and why the Pythagorean theorem
works
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To learn how to apply the formula
A2 + B2 = C2
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To determine how triangles work (if you change
one side, what happens to the other side?
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Materials:
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Graph paper
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Question Table (For the students to write
their notes on)
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3 pythag worksheets (of varying difficulty)
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Hey pythag, what’s your angle?
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The “Hook” (Activation of Background Knowledge:
You are on an adventure through the jungles of south
America, but the roads are out. (oh no!) How far do you have to go now?
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Activities:
1. Review
Previous classes (1 question for squares, 1 question for square roots, one
question for mixed number roots
2. Jungle
tour
I.
Ask the students to try to solve the problem
(no help, they may become frusterated, if so, give them a min or so to stew
then let them know that you will provide them the information to answer it,
but it will take a while.)
II.
Show them the Simpsons video, have them try to
guess what it means (define the types of triangles for them)
III.
Read the pythag book to the class (Before: ask them to predict what it
will be about. During: Ask them to
list the things pythag uses math for and to try and figure out what his magic
trick After: Ask them if homer’s
quote makes more sense now?
IV.
Ask if they can make a formula to describe it
(if they can’t, that is fine,) Ask if they can answer the jungle tour
question yet (if they say yes let them try)
3. Jungle
tour 2.0
I.
Try the jungle tour question again
II.
Ask the students to draw the triangle, and
make squares out of each side (if time allows, use blocks to make triangle) [I may have to go over how to draw on the
graphing paper accurately]
III.
Draw the squares and add the areas (add in http://www.shodor.org/interactivate/activities/TriangleExplorer/)
IV.
Determine a rule- ask students to try and
determine a rule for this type of question. Looking for A squared plus b
squared equals c squared. To solve you square both the sides, then add them
together, then square root the answer.
V.
Try to apply the rule to another triangle
VI.
Ask them if they think all triangles will end
up with even numbers?
4. Explore
triangles
5. Pythag
worksheets (3 total, 1 for each skill level)
6. Pythag
video- wrap up class with the video- ask them to identify the ideas expressed
in the video- What is clearer after watching the video- what questions did it
bring up?
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1.
7 min
2.
45 min
I.
7
min
II.
10 min
III.
10 min
IV.
15 min
3.
I.
8 min
II.
8-15 min
III.
5 min
IV.
8 min
V.
5 min
4.
10 min
5.
10 min
6.
Until 15 min before bell
7.
15 min
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Rethink/Revise Activity:
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Peer/Self Evaluation and/or Assessment:
- Notes table
-Graph paper triangles
-Mark first 5 questions of worksheets (exchange , mark,
feedback)
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Places to Differentiate:
-different work sheets
-more examples for students that are having trouble still
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Closure/Ticket out the Door:
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I used to think- now I think
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