TED 5060 Lesson Plan

Amanda Anderson

OFFICIAL WSU LESSON PLAN FORMAT 2014

The following 3 points need to be thought about before you create your lesson plan.
a.

Important Facts: The teacher needs to know the Pythagorean Theorem and trigonometric identities.
The teacher must also complete the activity first in order to know the height of the flagpole.
b. Key Concepts: Teamwork, Collaboration,
c. Skills students need for lesson and skills taught: Measurement skills, ratio skills, and drawing skills are
needed for this lesson. Students will improve their math skills by applying mathematical theorems to
real life situations and calculations.
I. Demographic Information
The following should be given:
a. Student Teachers Name: Amanda Anderson
b. Grade Level: High School Geometry
c. Topic: Using Similar Triangles with Pythagorean Theorem
d. Lesson Plan Title: How Tall is the Flagpole?
e. Duration: 1-2 days
II.

Objectives
Students will be able to apply concepts of similar triangles and the Pythagorean Theorem to real-life
similar triangles in order to determine the height of the schools flagpole.

III.

Core Curriculum
a. List Core Curriculum items used in lesson:
1. G-SRT-4: Prove theorems about triangles
2. G-SRT-5: Use congruence and similarity criteria for triangles to solve problems and
to prove relationships in geometric figures.
3. G-SRT-6: Understand that similarity, side ratios in right triangles and properties for
the angles in the triangle, leading to definitions of trigonometric ratios for acute
angles.
4. G-SRT-8: Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.
b. Explain why you decided to teach this lesson and how it is theoretically sound.
1. This lesson allows the students to apply prior knowledge and new material to a reallife situation. Its an active activity that will not only reinforce important
mathematical concepts that they already know, but will allow the students to extend
their knowledge to deeper ideas.
c.

IV.

How is the content relevant to students?

1. Students see the flagpole everyday at school and are using their own height and
shadow to calculate its height.

Learning Resources and Materials

a.

List appropriate materials:

1. Paper
2. Pencil
3. Sidewalk chalk
4. Measuring tape

TED 5060 Lesson Plan

Amanda Anderson

5. Color pencils/markers
b. List resources
1. Worksheet (see attached)
2. Textbook
3. Notes
c. List technology:
1. Calculators
V.

Teacher Procedure/Lesson Development

a.
Introduction
1. Anticipatory Set- I will start the lesson by asking the students, how tall do you think
the flagpole is? I will write the guesses on the board and then explain that we are
going to figure the answer out today. Whoever guessed the closest gets extra credit,
and whoever calculates the closest answer gets extra credit too (this usually gets the
students focused).
2. How you will link the lesson to the students prior knowledge: As a class, we will list
some properties of similar/congruent triangles. I will have the students walk me
through an example on the board of using ratios to solve for triangle side lengths.
b.

Methods/Procedures (Lesson Development)

1. Essential Question: How tall is the schools flagpole?
2. Lesson Described in Detail Step-by-Step
a. Students will be put into pairs
b. Each pair will get the supplies listed above
c. The pairs will go outside and measure the following as explained in the
worksheet (see attached):
i. each others height
ii. each others shadow
iii. the flagpoles shadow
d. When everyone is done measure, we will return to the classroom
e. Students will draw a nice diagram of what took place outside and label it
with measurements. (these must be quality work because they will be hung
outside the classroom when completed)
f. The students will use what they know about similar triangles and ratios to
calculate the height of the flagpole.
g. Each pair will write their answer on the board
h. As a class, we will compare and discuss their findings
i. The extra credit will be awarded
j. I will introduce the Pythagorean Theorem by asking the students, Do you
think there is a way for us to solve for the hypotenuse of triangles?
k. I will give a short intro/lecture to the Pythagorean Theorem
l. We will complete a couple examples together
m. Students will complete an EXIT SLIP: Can we use the Pythagorean Theorem
with our triangles? How?
n. For homework, students will complete some problems from the textbook
3.

Type(s) of Teaching Described

a. Direct Teaching: This takes place at the end when lecturing/introducing the
Pythagorean Theorem
b. Inductive/Inquiry Teaching: This is taking place for most of the lesson.
Students are trying to solve the question of How tall is the flagpole?
c. Cooperative Group Teaching: Students are paired for the beginning activity
in this lesson.

TED 5060 Lesson Plan

Amanda Anderson
4.

Strategy/ies Listed and Explained (Best Practices)

a. This lesson allows students to explain concepts to each other, and we know
that when you can explain/teach a concept you have reached the highest
level of learning.
b. This activity incorporates different learning types (visual, auditory,
kinesthetic). So everyones learning style is being met.
c. Students are applying mathematical principles to real-life situations, which
solidifies their understanding.
d. Critically thinking is being used in order to extend their thinking.
e. Students are also applying concepts from other classes, which demonstrates
how subjects are connected.

5.

Method of Practice
a. Guided PracticeThis is done while the students are measuring, drawing
and calculating.
b. Independent PracticeStudents will work independently in class on
example problems and at home on assigned homework problems

6.

Your RoleDescribe your role.

a. Modeling: I will explain the activity and post a diagram/picture on the board
to model the concept.
b. Facilitating: I will be walking around, assisting the students as needed.

7.

How Will You Implement Varying Perspectives?

a. I will ask for students thoughts/ideas as to what is taking place. Students
will look for and share mathematical relationships and see if they are
applicable in this situation or every situation.

8.

How Will You Integrate Across the Curriculum?

a. We will be able to incorporate earth science into this lesson. We will discuss
why the angles and triangles might look different from class to class. (The
sun is constantly moving throughout the day, causing the angles to change
and therefore producing different triangles)

9.

Closure
a. How you will help students summarize what they have learned
i. Students will draw a diagram, show their calculations, do math
problems and then complete an EXIT SLIP.
b. How this leads into next lesson
i. The EXIT SLIPS responses will help determine where we need to
start our conversation the next day. Hopefully we will be able to
move on and introduce the trigonometric identities, and then apply
them to our diagrams to calculate the triangles angels.

c.

Accommodations/Adaptations
1. How you differentiate instruction according to students needs?
a. Students will be paired strategically; so higher-level learners can help
lower-level learners and etc.
b. Students are allowed to work together, reference the textbook and any
notes.
c. This activity requires the students to discuss, work together draw and
more; which touched many different levels of multiples intelligences
(Logical/mathematical, bodily/kinesthetic, visual/spatial, etc).

TED 5060 Lesson Plan

Amanda Anderson

2.

d.

VI.

What will be done to ensure that all students learn?

a. I will be walking around to assist students, gauge learning, and assess
their understanding. We will also be doing problems together.

Outcomes
1. Describe the criteria by which you can assess/evaluate student performance.
a. When walking around, are the students able to answer my questions?
b. What kinds of questions were they asking me?
c. Did the students struggle with any part of the lesson?
d. What were their responses during the lecture/discussion?
e. What did the students drawings and calculations look like?
f. How much depth was in their EXIT SLIPS?
g. How close were their answers for the flagpoles height
2.

How were the objectives/outcomes reflected in the students work?

a. Students will be able to use the ratios to find the flagpoles height
b. Students will be able to extend their knowledge of triangles to the
Pythagorean Theorem by completing problems

3.

Did the criteria support the learning objectives?

a. YES

Methods of Assessment and Evaluation utilized, such as (these are suggestions):

Questioning
Discussing/Collaborating
Drawing a model
Calculations
Homework problems
EXIT SLIPS
a.

Did assessment and evaluation provide evidence of student learning?

Students will provide evidence of understanding through:
o Oral discussions
o Visual representations (their diagrams)
o Written calculations

b. How you will give feedback?

This will be based on the type of assessment. While walking around and during the
discussions I will provide verbal feedback. On the homework, diagrams, calculations,
and EXIT SLIPS I will provide written feedback.
c.

How will you help students summarize what they have learned and prepare them for the
next lesson?
Students will summarize what they have learned in the example problems and EXIT
SLIP. The homework problems and this entire activity prepares them for the next
lesson because we are able to extend this information even further to trigonometric
identities.

d. Does your evaluation match your objectives?

YES
VII.

Teacher Reflectiondone AFTER teaching the lesson to help you gain insight into your practice and help
you make adjustments in your teaching. (NOT APPLICABLE)

TED 5060 Lesson Plan

Amanda Anderson

How tall is the flagpole?

1. Mark the very end of the flagpoles shadow with the chalk.
2. Take turns standing on the flagpoles shadow so that your own shadow touches the
very end of the flagpoles shadow mark.
3. Mark that spot you are standing on with the sidewalk chalk.
4. Have your partner measure the length of your shadow (while you still stand on your
spot of the shadow).
5. Switch.
6. Then take turns measuring each others exact height.
7. Together, measure the distance from the flagpoles base to the very end of the
flagpoles shadow.
8. (An example is pictured below)
9. Draw your own picture and label with your own measurements.
10. What is the height of your schools flagpole?

Height of flagpole: x

TED 5060 Lesson Plan

Amanda Anderson

Sample Answer Key:

George wants to measure the height of a flagpole. He is 6 feet tall and his shadow is 10 feet long. At the
same time, the shadow of the flagpole was 85 feet long. How tall is the flagpole?
It is safe to assume that George and the flagpole stand vertically, making right angles with the ground. Also,
the angle where the suns rays hit the ground is the same for both. The two triangles are similar. Set up a
proportion.
10=6
85 x

10x=510

x=51ft

The height of the flagpole is 51 feet.

**You can use this same method to solve the height of your schools flagpole**