Ms.

Paige Milot
EDSC 330 Strategy Lesson

Names: Student X Subject Area(s): Math

Lesson Topic: Pythagorean Theorem Grade Level(s): High School Geometry

Standards
Literacy Standard(s):
R.1: promote careful reading and rereading of an author's message
R.2: discerning main ideas in summarizing key concepts
R.4: interpreting word meaning and use of figurative language
R.7: Integrating ideas into visual representations
R.9: Comparing and contrasting with other sources of knowledge
SL.1, SL.2, SL.4: the collaborative conversations develop expressing and offending thinking using visual displays
L.4: Vocabulary development includes determining and clarifying key vocabulary
L.6: acquiring domain specific vocabulary

Content Area Standard(s):

CCSS.MATH.CONTENT.8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse.
CCSS.MATH.CONTENT.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical
problems in two and three dimensions.
 English Language Development (ELD) Standard(s):
SL.9-10.1,6 - Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics.
SL.9-10.1,3,6 - Listening actively to spoken English in a range of social and academic contexts

Lesson Objectives & Supports

Content objectives:
Students will be able to Use the Pythagorean theorem
Students will be able to use the converse of the Pythagorean theorem
Students will be able to identify Pythagorean triples
Students will be able to use the Pythagorean theorem in a real life problem
Literacy objectives:
Students will be able to identify what the concept is
Students will be able to identify essential characteristics/properties of the concept
Students will be able to identify non-essential characteristics/properties of the concept
Students will be able to give examples of the concept
Students will be able to give non examples of the concept

Academic vocabulary:
Tier II (General)
Theorem
Converse
Multiples
Sum
Tier III (Domain specific)
 Right triangle
Hypotenuse
Leg
Square of the length
Assessment: How will you know if students met your objectives?
To assess the understanding that the students have of this key concept I will give three to four examples that they have to use
the Pythagorean theorem for as a warm up assignment the next day or if time is permitted an exit ticket that day. I will then
ask them to identify if it is a Pythagorean triple or not and then I will have one question using the converse of the Pythagorean
theorem. Also, I will ask them essential and nonessential characteristics of the Pythagorean theorem . I could do this by putting
together a small graphic organizer and have them fill in at least one example in each box. this concept of the Pythagorean
theorem will show up on quizzes and on their chapter exam. I might have them pick out a different theorem that we learned in
class and create their own Frayer model as a homework assignment that way I know that they understand the importance of the
Frayer model. For a bonus homework problem I will have them make up their own example of how they can use the
Pythagorean theorem in real life .
 Instruction: What you’ll teach, and how
I have a detailed Lesson plan below but I'll give a brief overview of how I will be teaching in this table here.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
They will look over the handout and get out Calculator and
2 min I will hand out the two-page handout.
any other needed supplies. (pencil, paper, eraser, highlighter)
Lesson Body
Time Teacher Does Student Does
I will be going over what the Frayer model is and
Students will listen and follow along with their guided notes
10 min introducing the new concept of Pythagorean theorem (in
as well as filling in the fryer model graphic organizer
much more detail below )
Lesson Closure
Time Teacher Does Student Does
I will end the class by relating the Pythagorean theorem to a Students will try to do this on their own or take it home to
1 min
real-life example finish as homework

Instructional Materials, Equipment & Multimedia

For this lesson the teacher will need either a smart classroom or an overhead projector to show the notes and the graphic organizer to
the students. There will be a handout given to each student that is 2 pages long. They will need a Calculator as well.
References
Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed.). Stenhouse Publishers.

Larson, R., & Boswell, L. (2016). Right Triangles and Trigonometry. In Big Ideas Math: Integrated Mathematics II (pp. 518-520).
Erie, PA: Big Ideas Learning.
Differentiation:
This graphic organizer is really intended to accumulate and condense a key concept on to one paper so that they could go back when
studying for the test on the really important things that they should know about this concept.
English learners: I could hand out a small “cheat sheet” with translations of the main topics and words that I will be going
through during the lesson. I will encourage them to listen to the lesson and take notes while highlighting what they do not
understand so I could go back and give them translations of some of the key words that I did not provide.
Striving readers: First striving students I would have them focus more on the lesson and taking notes. Then at the end go
through their notes and fill out the graphic organizer. I will Allow enough time for students at the end of the lesson to go
through and fill out anything that they missed or were not able to do because they were focused on Their notes and learning the
material first.
Students with special needs: I would have students with special needs pair up with a classmate to help them identify what
they are doing right and to get some guidance from their peers. For some of these students I would show them more of what I
am looking for with an example of a graphic organizer that is filled out so that they have some type of reference.
Advanced students: For advanced students I would encourage them to fill out the graphic organizer as we go through the
lesson. While the rest of the class is finishing up the graphic organizer, I do like to end my lesson with a bonus question that
relates to the real world. I would have these students go ahead and start working on this question and see if they could figure it
out before I go over it with the rest of the class .
Today I will be introducing a new concept, the Pythagorean theorem. I am going to introduce this concept to you by using a Frayer
model which is an example of a concept/definition mapping strategy tool. So, on your handout you will see in the middle is the word
Pythagorean theorem and in each of the boxes there is a title for essential characteristics, non - essential characteristics, examples and
non-examples of the Pythagorean theorem. And what this concept map does is helps you categorize what is it that we're learning and it
helps identify characteristics and properties, what it is like, and then it also is going to have some illustrations some examples of what
it is.
So, I am presenting the key concept... “Pythagorean theorem” and through the lesson I want you to fill in the boxes with the
information that you think is most useful in the graphic organizer. If this gets to overwhelming for you, please focus on the new
material and then finish filling this out after the lesson.
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed Academic Instruction in English):
What the Frayer model does is it helps expand your understanding of what the Pythagorean theorem is beyond just the simplicity of its
definitions. It is also going to help you guys to construct a visual representation of what the Pythagorean theorem looks like so you
can remember it better. It's going to help develop precise and extended definitions of essential disciplinary concepts, and finally it's
going to help encourage to integrate their background knowledge when developing this knew vocabulary term from what you've
learned from this semester and previous math courses.
Let’s get started...One of the most famous theorems in mathematics is the Pythagorean theorem and it's named after the ancient Greek
mathematician Pythagoras. The theorem describes the relationship between the side lengths of a right triangle. We're going to have to
use our prior knowledge here to remember what a right triangle is and what the sides of a triangle are called.
The Pythagorean theorem in a right triangle, which means it has a 90 degree angle, states that the square of the length of the
hypotenuse is equal to the sum of the squares of the length of the legs. (triangle labeled below)
It is going to have the formula a 2+b 2=c 2
Another term that you want to be familiar with as well is the Pythagorean triple which is a set of three positives integers a ,b and c,
that satisfy the equation

a 2+b 2=c 2
So, for example some common Pythagorean triples are (3,4,5) (5,12,13) (8, 15,17) (7,24,25). You can also use multiples of these
numbers as well .

Ok, so how do we use the Pythagorean theorem? We are going to have to find the value of X and then you can then decide whether
this form a Pythagorean triple.
I am going to do 2 examples here to walk you through the process and you're going to determine or tell me if they are a Pythagorean
triple or not .
The Converse of the Pythagorean Theorem:

 If c 2=a2+ b2, then is the triangle ABC a right triangle? The answer is Yes!
Example 3:

Example 4:
So, at the end of all my lessons we all know how I love to relate what we just learned to a real-life problem! Let's go ahead and
answer this question here. (BONUS QUESTION)

The skyscrapers shown (in brown) are connected by a skywalk with us support beams. Use the Pythagorean theorem to approximate
the length of each support beam (x).
 Non-essential characteristics
Essential characteristics
 The hypotenuse can be on any side of the triangle
 Triangle must be a right triangle (bottom, top, side)
 Find the length of the longest side  Actual length does not matter
 The square of the length of the hypotenuse is equal to the  The Variables a and b are interchangeable
sum of the squares of the lengths of the legs
 c 2=a2+ b2
 What are the following key terms?
 Leg
 Hypotenuse
 Pythagorean triple
 Converse of Pythagorean Theorem

Pythagorean
Examples of Pythagorean Theorem/ Triples Theorem Non examples Pythagorean Theorem/ Triples

 3, 4, 5
 5, 12, 13  4, 5, 6
 8, 15, 17  7, 8, 9
 7, 24, 25  7, 14, 7 √ 3
 Example 1  Example 2
 Example 3  Example 4

I WILL SHOW THE ABOVE CHART AS AN EXAMPLE

(EACH STUDENT WILL BE HANDED THESE TWO PAGES)
Essential characteristics Non-essential characteristics

Pythagorean
Theorem
Examples of Pythagorean Theorem/ Triples Non examples Pythagorean Theorem/ Triples
Identifying the triangles 90-degree angle, legs and hypotenuse:

What is the Pythagorean Theorem equation?

Example 1:
Example 2:

The Converse of the Pythagorean Theorem:

 If c 2=a2+ b2, then is the triangle ABC a right triangle?

Example 3:

Example 4: