Ana Mota

Professor Connie Christensen

EDU 280
2 May, 2017
Multicultural Lesson Plan
1.) Standards
Nevada Academic Content Standards in Mathematics
8.G Geometry B. Understanding and apply the Pythagorean Theorem
7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles
in real-world and mathematical problems in two and three dimensions.
Observable Objective
Students will be able to use the Pythagorean Theorem to determine unknown
sides in right triangles in the real-world and mathematical problems in two and three
dimensions.

Multicultural Goal
Develop the knowledge, skills, and attitudes to function in a diverse society.
Observable Objective
Students will be able to demonstrate their knowledge, skills, and attitudes to
function in a diverse society. (Make small groups and ask each student to bring the
height of an important building from their place of birth, town, state, or country.)

List of Learning Styles

Auditory- Students will be able to listen to a lecture on The Pythagorean Theorem and
watch a video provided to further explain the ways in which problems can be used to
solve problems.
Visual- Students will be able to see a power point which I will provide with examples as
well as the examples I will provide on the white board.
Kinesthetic- Students will be able to take notes based on the power point, followed by
their practice assignments.

Gardner’s Eight Intelligence

Spatial Intelligence- This intelligence helps the students create mental images in their
minds helping them understand what the problem is asking. In word problems this
intelligence will be used in order for the students to visualize the object that is being
described.

2.) Materials
o Power Point- Introduction to The Pythagorean Theorem
o Practice Worksheet 1- Calculating Lengths on a Right Triangle
o Practice Worksheet 2- Calculating Lengths on a Right Triangle
 o Calculator
o Pencil/Pen
o Black sheet of paper
o Cell Phone/ Laptop

3.) Instruction
Do First (5 minutes)
I will start this subject by asking this question, “If a person who is 6 feet tall,
stands 12 feet away from a tree, what is the distance from the top of their head to the
base of the tree?” This will allow the students to start thinking of ways in which they
might be able to find the answer. I will draw a basic drawing on the white board
allowing them to visualize what I am asking for. Drawing a right triangle and inserting
the information I am giving them.
Mini-Lesson (20 Minutes)
Power Point
Slide One- Introduction to the Pythagorean Theorem
Slide Two- Right Triangles
Slide Three- Pythagoras of Samos
Slide Four- What is the Pythagorean Theorem?
Slide Five- What does it mean?
Slide Six- How to use the Theorem
Slide Seven- Step 1: List what we know
Slide Eight- Step 2: Plug in our data into the theorem
Slide Nine- Step 3: Square the known Variables
Slide Ten- Step 4: Add the known Values
Slide Eleven- Step 5 Isolate the unknown variable
Slide Twelve- Proving the Pythagorean Theorem
Slide Thirteen- Important building example
Slide Fourteen- Sources Cited
Guided Practice (30 Minutes)
I will first introduce an example of an important building from the country where
I was born, Mexico. I will be giving the following example…
“In Mexico there is a building that is named Torre Altus, is has a height of 640
feet. If I was standing 200 feet from its base how far will the length of the top of the
tower be to the point where I am standing” I will have this same example on my power
point on Slide (…) so that the students have clear visual of what I am asking for. I will
follow by completing this problem asking them for specific information.
Then, I will handout the first worksheet which I will use to go over some
examples and carefully have the students take notes and copy the white board as we go
through the worksheet. I will be choosing students to tell me if they know the next step
and verifying that all students understand the process of solving the problem.
Independent Practice (40 Minutes)
 Then I will handout the second worksheet and I will let the students work in
partners or in groups. I will be stopping by each group to make sure they are following
the step process correctly. I will be asking question to know if they truly understand
what they are doing and explain if there are any doubts.
I will ask each student to look up an important building from where they were
born or a place they have a strong connection to. They will use the height of the building
they chose in order to have further practice. They will share this information with their
partner or small group.
Exit Slip (5 Minutes)
I will ask the students to solve the very first problem given to them in the
Introduction. Proving the answer on a blank paper and turning it in on their way out the
door.

4.) Resources
O'Connor, J J, Robertson, E F. (1999). Pythagoras of Samos. Retrieved fromhttp://www-
groups.dcs.st-and.ac.uk/history/Biographies/Pythagoras.html

“Torre Altus”. The Skyscraper Center. (2017) Retrieved from https://

www.skyscrapercenter.com /building/torre-altus/1853

5.) Reflection
The students will learn about the connection between Geometry and Algebra
and how the relationship is used to solve problems real-world problems. The concerns I
have based on this lesson plan are if the students will be comfortable enough to use
their algebra skills to solve the problems. The students have been able to learn
something about their homeland or an important figure to them from a place they have
a strong connection to, this has allowed them to share with their group part of their
diverse cultures. Students have been extremely engaged in all of the section of the
Learning Process. They worked in pairs or groups to solve the problems which I have
assigned as well as participating during the lecture by asking questions.
Some of the weaknesses of this lesson plan is the expectation that the students
are able to use algebra correctly and that they will understand the vocabulary that I will
be using. Many students do not do well in math and not being able to ask questions
when they don’t understand is another weakness, although I walked around helping
those in need.
A strength would be that students will be able to work in groups and those who
know what to do will help those who need help. This will help not just the students who
are need of help but also those who already know grow more confident in what they are
doing.