Teacher Candidate Name:
Grade & Subject:
Date + Time of demo/class:
Gary Ma
Faculty Advisor:
Math 9 Pythagorean
Theorem
School Advisor:
Oct.22.2012
Block + Classroom:
SCRF1106
The Pythagorean theorem
Topic: -What the theorem states
Subject matter -When should it be used
Explain about the
material/technology to be
taught/demonstrated
C1: Develop and apply the Pythagorean theorem to solve problems
Goals:
Aims/Outcomes
BC IRPs
Objectives:
Performance/ Behavioural
Indicators
What will students be able to do/
know by the end of the lesson?
Instructional Materials:
Aids/AV/Technology
List the necessary materials:
After the completion of today’s class, students should be able to
-Know the formula for Pythagorean theorem
-Understand the situations in which it can be used, and when it
cannot.
-Solve for the unknown length of a right angle triangle given the
lengths of the other two sides
Math 9 textbook
Powerpoint slides
Computer that is able to play the powerpoint slide
Whiteboard markers
For Teacher / For Students
Introduction:
Pose the introduction problem. Should students choose the blue or
the red side?
Hook: Focus student attention
Pre-test / starter:
Activate and diagnose prior
knowledge
New Terms:
Vocabulary/
List and define new terms
Show the class the introduction problem. Ask them how they go about
making the choice they made. Check to see if this choice is based on
the Pythagorean theorem, or if they are just eyeing the problem.
Pythagorean theorem, right angled triangle, perpendicular,
hypotenuse.
1.
2.
3.
5 minutes (to
be used as
micro
teaching)
5.
6.
Procedure:
How much time will you spend on
individual parts of the lesson?
List steps necessary for using or
applying the tool or process.
Modeling/Explanation
Demonstration
10 minute
cushion
time (in
real
lecture)
10
minutes
7. Show the class the proof of the Pythagorean
theorem
8. Show the 4 triangles, with side lengths a, b, and
c, each rotated 0, 90, 180, and 270 degrees
9. Place the triangles together to create a square
10. Label the sides in the square, demonstrating the
sides a-b in the central square. Show how the
area of each triangle is a*b/2. The area of the
square is then (a-b)^2+2ab
15minutes
11. Allow class to work in partners, to attempt to
finish the proof. Give them the hint of the area
of the square being c^2.
12. Reveal how the proof is done by showing the
algebraic steps
20-25
minutes
13. Show the class two sample problems on the next
slide. These problems are to be turned in as
exit slips
14. Assign homework from the textbook. The
remaining class time is allowed for students to
complete the homework.
N/A
Special Safety:
Any special safety precautions
4.
Show the class the introduction problem on the
power point
Allow 1 minute of discussion between partners
Ask the class what they have chosen, and reveal
the correct answer
Show the powerpoint slides. Show the class
Mathematically how the squares are equal in
size
Introduce the Pythagorean theorem
Allow the class 2 minutes or so to work on the
two sample problems on the slides. They may do
it in partners
Guided Practice:
-Introduction problem
-Basic Pythagorean theorem problem in partners
-Completing the proof for the Pythagorean theorem in partners
-Exit slip problems
Guided/Monitored Activity.
Application of knowledge,
classroom activities for students,
problem to solve, etc.
Accommodations:
Students can work in partners or in groups in various points of the
lecture
Differentiated Instruction
Check For Understanding
(Questions):
Exit slips
Assessment/Feedback
Evaluation/Assessment:
-Formative assessment while the class is working on the problems
-Exit slips
Measures of Progress
How does this lesson relate to
assignments/homework/readings.
-Restate the Pythagorean theorem, how it can only be used on right
angled triangles.
Closure:
Wrapping it up/
Recap Key Concepts
Teacher Reflections:
To be completed
after lesson!
Notes for yourself