#5Elessonplan

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5E Lesson Plan - Geometry

Teacher:  Catie Beall

Date: 02/17/19

Subject / grade level: Geometry  / 9th-10th

Class length: 50  minutes                                

Materials:

- overhead projector and pens  - computers with Geometer's Sketchpad software  - worksheets for all students to complete for homework

- tangrams

 NC SCOS Essential Standards and  Clarifying Objectives:

Standards:  Geometry 9-12 (National Standard)

  C8. Use  trigonometric ratios and the Pythagorean Theorem to solve right triangles in  applied problems.

Common  Core State Standards for Mathematics (National Standard)

  5c. Students break problems into component parts,  extract key information, and develop descriptive models to understand complex  systems or facilitate problem-solving.

Lesson objective(s):

  Students should learn to apply the Pythagorean  Theorem to word problems.

  Student should be able to determine the lengths of two sides of a 45 – 45 – 90 triangles when the length of the third side is given.

 Differentiation strategies to meet diverse learner needs:

There  will be two types of learning styles met. Manipulative learning will also be  involved in this lesson.

ENGAGEMENT

·          Ask questions over vocabulary as a review.

·          Discuss ways you can use the properties of  parallelograms to solve real-world problems.

·          Triangles  are part of our everyday life. Architecture, road signs, pyramids…can you

             think of others?

 EXPLORATION

·          Students  will complete a quick worksheet using Pythagorean Theorem applications. They  will have 10 minutes to complete the worksheet, whatever they do not finish  they will take home for homework. After the 10 minutes is up they class with  move to a manipulative exercise in groups.

·          Using a  Math Manipulative: Tangram activity – this activity requires students to  manipulate tangrams to discover the geometric properties of a triangle.

·          Students  will access geometer sketchpad on their devices. They will answer the  following questions. Students will be broken up into groups of three to  complete this assignment. Each student will need to answer the questions on  their own sheet of paper but need to discuss problems amongst themselves as  well.

1. Measure the angles of the triangle. How can  you classify the triangle by its angles?

2. Measure the lengths of the two legs of the  triangle. What do you notice about these lengths? Move the points on the  triangle around and see if your conjecture always works.

3. How can you classify the triangle by its  sides?

4. What is the relationship between the legs and  the hypotenuse?

5. Is this relationship always true? Move the  points on the triangle around to test your conjecture.

After all groups are finished, tangrams will be  passed out to all groups. They will manipulate the tangrams into different  shapes and come up with three “architecture designs”.

They will write down describing their designs on  their paper.

 EXPLANATION

·          What is a  triangle? What geometric shapes can be constructed from a triangle? How would  you solve real world problem with Pythagorean Theorem?

·          The students will then give justification to their  answers during a class discussion.

 ELABORATION

·          The students will elaborate their understanding of  the properties of triangles.

·          As  a class, they will discuss how previous units and chapters relate to what  they learned in this lesson.

·          Vocabulary will be introduced from the next unit  for the students to make connections for prior and future learning.

 EVALUATION

·          Students will be required to complete  worksheets during class/for homework consisting of problems involving  applications of the Pythagorean Theorem and special right triangles.

·          In their  groups, if the constructions are correct, each student will be able to show  their three-dimensional final architecture  designs. I will ask each student to show me their final product. I will walk  around the room observing and answering any questions. During the process as  well listening to conversations to make sure they are understanding.  Questions will be asked at the end of class for understanding as well.