Day 2 Lesson Plan

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Information about Day 2 Lesson Plan
Education

Published on May 7, 2014

Author: carrionc

Source: slideshare.net

Description

Pythagorean Theorem

Analyze the Learners: My class is a 10th grade geometry class which consists of 17 boys and 13 girls. In my 30 student class, there are 10 African Americans, 4 Asian Americans, 6Latin Americans, and 10 Caucasians. I also have 4 ADD/ADHD students, and 5 learning disabled students. State the Objective: After taking notes on Pythagorean Theorem, applying the theorem to an activity with Cheez-It crackers, and demonstrating comprehension by completing the Voki’s question, my students will calculate the pixel density of the iPhone 5 and 3 other popular phones. My students will tweet their discovery of which phone has the better retina display (the most dense pixel display) to me (@missccarrion) with 100% accuracy. They will tweet the name, the ppi of the best phone, and their rationale by the end of tomorrow’s class. Select Methods: I will begin the class with a content development lecture about Pythagorean Theorem. I will focus on the application and how to use the Pythagorean Theorem. My students will practice using the Pythagorean Theorem with Cheez-It crackers. Then, the class will hone their listening skills by listening to a Voki recite a Pythagorean Theorem word problem. Lastly, students will be divided into pairs to determine the iPhone 5’s pixel density and compare that to other popular phones’ pixel density. Media: The classroom needs a computer, speakers, TV screen/SmartBoard, and wifi/internet, so I may show the Voki. A document camera or projector will be used for content development. My students will need a computer, tablet or smartphone to access their twitter account to tweet their conclusion to me. They can use calculators for their calculations. Materials: I need to provide a box of Cheez-It crackers and paper towels. I need to create examples for the students to practice the Theorem, both in their notes and with the crackers. I will prepare a worksheet for the pixel density assignment. Students should bring a pencil and notebook to take notes. Utilize Materials: I will begin the lesson by leading a brainstorm and discussion about right triangles (what they are). Students will provide examples of right triangles found around the room or elsewhere. I will move into content development of the Pythagorean Theorem, and students will take notes. After content development, I will transition to practice with the Cheez-It crackers. My students will be given a handful of crackers and a piece of paper towel. I will lead a demonstration of Pythagorean Theorem with the crackers, and verify the validity of the crackers with Pythagoras’ Theorem. From there, I will task the students to create examples with the crackers and verify by the Theorem, or

vice versa. I will distribute the worksheet my students are to complete, and allow them to divide into pairs to work together. My students will clean up, and continue to practice the Pythagorean Theorem by completing the Euler Voki’s request to calculate the distance as an exit card. Require Learner Participation: My students are encouraged to participate during the opening discussion, and to ask questions during content development. The students are required to construct right triangles with the crackers and verify by pencil, paper, and Pythagoras’ Theorem. My students will divide into pairs, and engage in peer teaching and collaboration to complete their pixel density worksheet. My students will also listen to the Voki to complete their exit card. Evaluate and Revise: This activity could easily become a WebQuest. My students could still be divided into pairs, and instead of providing a worksheet outlining the dimensions of the smartphones, I could provide links to cellphone providers’ websites displaying a list of smartphones. My students could then choose the 4 smartphones they wanted to compare. I think this would be a better way to engage the students and require participation. Also, the food doesn’t have to be crackers, it could be gummy bears, or anything else as long as they all have the same size. I will use my students' calculations on the worksheet, and their short rationale on Twitter to evaluate them.

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