Teacher Education Lesson Plan Template

Teacher: Christina Tucker Date: February 11, 2020

Title of Lesson: Intro to Pythagorean Cooperating Teacher: Mrs. Duesberry

Theorem

Core Components
Subject, Content Area, or Topic
Math 8, Pythagorean Theorem
Student Population
67 Students in 3 classes, 40 Male, 27 Female, 23 IEP, 3 Gifted/Talented

Learning Objectives
Students will explore the lengths of the legs and hypotenuse of a triangle and how they relate.
Students will apply the Pythagorean Theorem.
Virginia Essential Knowledge and Skills (SOL)
8.9 The student will a) verify the Pythagorean Theorem; and b) apply the Pythagorean Theorem.
VDOE Technology Standards
Chromebooks, Schoology, IXL
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Desmos Scientific Calculator, handheld scientific calculators, pencil, paper, Chromebooks,
markers, Exploratory Triangle Sheet, Pythagorean Theorem Cornell Notes (PG 1), Pythagorean
Theorem Independent Practice Sheet (PG 2)
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
15 *Anticipatory Set
TTW put the warm up problems on the smartboard for the students to complete. TTW
walk around during warm-ups to guide students to the right process. TTW make sure
students are on task by reminding them that they can grab a pencil from the front of the
room and asking if they need a piece of paper.
*State the Objectives (grade-level terms)
I can find the missing hypotenuse using the Pythagorean Theorem.

30 *Instructional Input or Procedure

TTW pass out the exploratory triangle page that has been covered with a smart pal so the
students can use expo markers. TTW have questions posted on the smartboard for the
students to answer to guide them in this exploration. The questions will be: What do you
notice about the picture? What shapes do you see? How many squares do you count on
each side? Can you find a relationship among the number of squares and all three sides?
Write as many details as you can about your picture on your smart pal.
TTW discuss these questions with the class after they have discovered things about the
right triangle.
After discussing the observations of the students, TTW play a video from Class Hook
where someone uses a water filled model to illustrate that the literal squares of the legs of
a right triangle are the same area as the square of the hypotenuse.
TTW then pass out cornel notes on Pythagorean Theorem (PG 1) and fill in the blanks on
the front of the sheet using the document cam and the smartboard. TTW model how to
find the missing hypotenuse and then have the students find the other missing
hypotenuse. TTW then pass out some independent practice for Pythagorean Theorem
(PG 2). The students should be able to fill in the blanks on their own and label the diagram
as well as finding the length of the hypotenuse.
10 *Modeling
TTW model how to find a hypotenuse of a right triangle using Pythagorean Theorem. TTW
explain that you square the length of each leg and add them together to get the
hypotenuse.
*Check for Understanding
TTW check for understanding when modeling how to find the length of a hypotenuse.
TTW also check for understanding when the students are answering the questions after
the exploration. TTW guide students to the correct answer if students are making wild
guesses.
*Guided Practice
TTW guide students with the exploration. TTW have the guide questions on the
smartboard. TTW walk around when students are working independently and guide
students who are struggling.
20 *Independent Practice
TSW complete the exploration exercise with little help in order to discover things about
right triangles without direct instruction. TSW complete PG 2 with independent practice
items with some guidance from the teacher.
Assessment
TTW formatively assess while walking around the classroom during independent practice.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
5 *Closure
TTW remind students that their homework is due Friday and dismiss them at the bell.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Reading each question aloud for guided problems.
Use of small group with inclusion teacher.
Having extra practice for students who finish early (online review test, IXL).
Classroom Management Issues (optional)
TTW walk around the classroom when students are working independently to make sure students
are on task. TTW keep an eye on groups that do not have a teacher sitting immediately with them.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015