EDU 5170 EDUCATIONAL TECHNOLOGY: Lesson Plan Integrating Education and Technology SueAnn Secafico Date: April 5th

2012

Standards: (3) Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres. Understand and Apply Pythagorean Theorem 8.G. 6. Explain a proof of the Pythagorean Theorem and its converse. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system Technology Standards: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. Promote, support, and model creative and innovative thinking and inventiveness.

b. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. Teachers: a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. Lesson Objective(s): The Student will be able to identify the parts of a triangle Hypotenuse/Legs. The Student will be able identify what the Pythagorean Theorem states. A. In any right triangle, the area of the square whose side is the hypothenuse is equal to the sum of the areas of the squares whose sides are the two legs. B. The student will be able to generate the Pythagorean theorem, using the area of squares. a + b = c C. The student will be able to use the Pythagorean theorem to find the unknown sides of a right triangle. D. The student will become familiar with the computer program Geometer Sketchpad. A. B.

Introduce the Learning Activity: The teacher will start off the lesson by informing the students on the brief history of Pythagorean Theorem. B. Next, using powerpoint the teacher will provide the formula and explain how it works a. a + b = c C. Then the teacher will demonstrate the Theorem by providing a few examples on the board. D. The teacher will then use Geometers Sketchpad to illustrate how the Pythagorean Theorem works for right triangles of different sizes. E. The students will then work individually using Geometers Sketchpad to further more the understanding of the Theorem. This activity will allow the students to use technology to see the relationship between different size triangles. A.

Provide Information: A. Communication is an information aspect to this lesson. This information may be new to some students and it is up to the teacher to ensure that they are communicating in a way that students will understand. B. The teacher will provide the students with detailed explanations of how the formula works. Geometer Sketchpad will allow the teacher to visually demonstrate examples so students can see how the formula works. C. Before allowing the students to work with the computer program, the teacher must first ensure that the students get the proper directions and understand what the assignment is asking for. D. While the students are working with Geometer Sketchpad, the teacher must ensure that the students are working hard on the assignment. The teacher will be walking around the room and answering any questions the students might have. Provide Practice: A. The teacher will show the students several examples. Next the students will be assigned an assignment, that will be worked on individually.

a. Using Geometer Sketchpad, the students will create a right triangle. The students will use the Pythagorean Theorem to determine the length of the missing side. b. After seeing how the Pythagorean Theorem works, the students will provide the following information: 1.The length of the two sides that were given. 2.The name of the angle that is 90 degrees. 3.The length of the missing side. 4.The formula of the Pythagorean Theorem 5.The work that will show that the Pythagorean Theorem can be used for this triangle. Provide Knowledge of Results: A. While the students are working individually on their assignment the teacher will be walking around the classroom checking to see if the students are completing the assignment correctly. a. For those students who understand the material, the teacher will check over their work and inform them that they are going a good job. b. For those students who are having difficulty, the teacher will sit with the student and go over the Theorem to help them get a better understanding of the material. B. The teacher will collect the papers and the end of class. a. For those students who completed the assignment correctly, the teacher will provide a positive response to let the student know they did a good job. b. For those students who had some difficulty, the teacher will correct their work and explain what parts were done incorrectly.

Review the Activity: A. Before the class is dismissed, the teacher will ask the students questions. a. When is the Pythagorean Theorem used? b. What is the formula for the Pythagorean Theorem? c. What type of triangle must the triangle be in order for the Theorem to work?

B. The students will be showed a short video that will help them remember the formula.

Method of Assessment: A. The students will be assigned worksheet with a set of ten problems. The worksheet will be completed at home and will be collected at the next day. a. The assignment will be graded based of a A-E scale. 1.A: The student fully understand the material and provided all necessary work. 2. B: The student had a good understanding of the material but had some errors in the work provided. 3. C: The students had some understanding of the material. There was incorrect answers and the work provide had frequent errors. 4. F: The assignment was not completed or the student show no understanding. Majority of the answers were incorrect and no work was provided.