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Oct 3

This document outlines a lesson plan for a 6th/7th period math class focusing on applications of square roots. The lesson objectives are for students to use the Pythagorean theorem to find square roots and understand related academic language. A variety of learning tasks are outlined, including reviewing homework, refreshing the Pythagorean theorem, using manipulatives to match square roots to triangles, and working on a worksheet involving graphing. Formative assessments include class discussions and homework checks. The teacher reflects that students participated eagerly and enjoyed using manipulatives, though some found them challenging initially.

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82 views

Oct 3

This document outlines a lesson plan for a 6th/7th period math class focusing on applications of square roots. The lesson objectives are for students to use the Pythagorean theorem to find square roots and understand related academic language. A variety of learning tasks are outlined, including reviewing homework, refreshing the Pythagorean theorem, using manipulatives to match square roots to triangles, and working on a worksheet involving graphing. Formative assessments include class discussions and homework checks. The teacher reflects that students participated eagerly and enjoyed using manipulatives, though some found them challenging initially.

Uploaded by

api-341342663
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Teacher: Mr.

Beebe

Lesson # in Unit: 4 Date(s) 10/3/2016

Period (s):6/7 Lesson Topic: Applications of Square Roots

By the end of the lesson, students will be able to:

Content Objectives: Students will be able to use the Pythagorean theorem to find square roots

Type of Mathematical Knowledge Objective is seeking to measure


Declarative
Procedural
Conceptual

Academic Language Objectives: Square roots, Pythagorean theorem, right triangles, hypotenuse

Assessment Statement: What artifacts show they have met the objective? Students are able to do the say the
Pythagorean theorem, students are comfortable with simplifying square roots found from Pythagorean triangles

Specific Standard Indicators Aligned with this Lesson: All.PR.2 Graph relations and functions including
polynomial, square root, and piecewise-defined functions

Specific NCTM Mathematical Practices


Make sense of problems and persevere in solving them.(NCTM 2a)

Reason abstractly and quantitatively. (NCTM 2b)


Construct viable arguments and critique the reasoning of others.

Mathematic Conceptual Categories (NCTM 1a)

Model with mathematics. (NCTM 2c)


Use
appropriate
tools strategically. (NCTM 4e)
Number
and Quantity
Attend
Algebra
to precision.
Look
for and make use of structure. (NCTM 2b)
Functions
Look
Modeling
for and express regularity in repeated reasoning. (NCTM 5a)
Geometry
Statistics and Probability
Supporting Variety of Learners (NCTM 3c)

Students with IEPs/504 Plans (List Individuals specific accommodations):


Identified accommodation of distraction-free testing environment and extended time on tests. N/A for this lesson.

Students with Specific Language Needs:


No documented LEPs.

Students with Other Learning Needs:


Students used to go from Algebra I to Geometry to Algebra II; however, now the take Algebra I, Algebra II, then Geometry.
Therefore, some students in the class have not yet seen some geometrical terms. This means that when working with graphing
calculators (like we are now) students are at varying levels. Students with less experience made need additional help, therefore,
there are step-by-step instructions for how to use the graphing calculators.

Learning Tasks (NCTM 5b)


Class/Group Discussion
Cooperative Learning/Small Group
Guided Practice
Lecture/Direct Instruction/Modeling
Question/Answer
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning

Preparation needed for this Lesson (NCTM 3c)

Materials: tiles
Technology: smart board, power point with Pythagorean Theorem
Copy: Pythagorean/ Square root tile wkst
Specific Learning Tasks Description
Students will do the bell work which is review from the last test and what they did last week.

Students will review the Pythagorean Theorem, which they already know. Then they will match tiles to squares on a
worksheet showing that they can apply what they know about the Pythagorean Theorem to what they recently learned
about square roots.

Lesson Agenda

Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing
prior knowledge, personal, real world and/or cultural connections?

Transitioning and Stating Objectives:


Time
10 mins

Teacher Will Be:


Welcome the class.
Set timer for 5 minutes and walk
around answering questions.
Walk around stamping homework.

Students Will Be:


Working on the Bell work
with the person next to them.
Following along as we over
the bell work, making
corrections and answering
questions.

When timer sounds, gather class


together and go over the problems.
Who can tell me how to do problem
one?
Is everyone okay with this.

10-15
mins

Teacher is reviewing the homework


with the class.

Students are following along.


Answer questions as they
arise.

Problem 14 and 16.


Point out the vertices, the fact that it
is not in the middle because it is not
a parabola! Also, that students dont
have to make a table if they dont
need to.
15-20
mins

Teacher is refreshing students on the


Pythagorean Theorem.
Who can tell me what the
Pythagorean Theorem is?
What shapes are we using when we
use the PT?

Rationale:
I chose to do this for a few
reasons.

1. The students are


used to this
structure.
2. I want to do this in
my own
classroom, I think
it is better that
students start
class with a
review rather than
hopping straight
into the lesson.
Again, it is important to
go over homework so
students know what
mistakes they are
making.
This gives students the
opportunity to as
questions.

Students are following along.


A2+B2=C2
Right triangles

Word problem, identify what values


go where on the diagram.

Students are reasoning


through the word problem.
Helping each other
understand where each
number goes.

Set time for 5 minutes and tell


students to work on tiles. Walk
around and help students. Work the
first one out to help them get started.

Students are working with


the person next to them
matching the tiles to the
corresponding blanks.

The students already


know the Pythagorean
Theorem, but instead of
giving it to them and
saying go, we do a little
refresher. I think this is
good, so students dont
spend as much time
thinking about the
problem/ method and
more time solving the
square roots.
Word problem gives real
life application.
Manipulative is helpful,
just so students can do
something with their

hands (tactile learners).


5- 10
mins

Teacher has worksheet on


Pythagorean Theorem involving
graphs.

Students take notes on part


one, then talk with the
person next to them about
part 2.

Part 2 says using


numbers or words. Some
students use the
Pythagorean Theorem,
while others explain
where the points are and
what direction they are
going. This reaches
multiple intelligences.

Students start their


homework and ask questions
if needed.

If the class is productive


and gets through
everything, they have
time to start their
homework. Reward for a
productive class period.

Model problem 1 then walk around


for problem 2.

Anytime

Teacher gives students time to start


homework.

Daily Assessment (NCTM 3f and 5c)

Level(s) of Higher Order Thinking Addressed Today:

knowledge
comprehension
application
analysis
synthesis
evaluation
Formative: (NCTM 3f and 5c)

Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe

Thumbs up, neutral, or down


Homework check
Listened to conversations
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Summative: (NCTM 3f and 5c)
Test
Project
Report
Presentation
Final Exam
Homework

Based on student assessment feedback, what is the instructional impact for tomorrows lesson: Tomorrow they
will do a few more examples of graphing square root functions. They will also work on graphing triangles using
the Pythagorean theorem and explore more applications.

Other reflections:

I love teaching! I was really nervous, but as soon as I was in front of the class it seemed to flow. The students are really
eager to participate (Honors) so I got a lot of participation.
I think the square roots triangle manipulative, might have been too difficult. They were over thinking it, but it was a great
learning moment, the square of a square root is the number in the square root. I told a few groups that and got a lot of
Oh.

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