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Trenton Tate

EDU 542
Chapter 11 Problem-Based Learning
Application of Pythagorean Theorem

Problem-Based Learning
Problem-Based Learning pages 278-307
8th Grade Geometry
Lesson plan@ 50 and Reflection @ 50
Materials pencil paper, IPad, handout on with diagram
Vocabulary right triangle, Pythagorean theorem, hypotenuse
Students apply knowledge of Pythagorean theorem, to solve the problem with the spider.
DOK 1 (recall, identify, recognize), DOK 2 (relate, construct), DOK 3 (construct, formulate)
- Geometry. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
3. ASSESSMENT Perfect Assessment Tool Rationale:
Informal assessment Observing how well students can recall prior
Monitoring individual, partner, then class discussion information, how they apply their concepts.

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. I am looking for students to relate previous concepts, namely the Pythagorean theorem, to solve the problem.
2. Students will develop deeper meaning and relate what they are learning to outside of the classroom, and outside back.


Intrinsic motivation for solving the question.
Encourage students to come up with their own understanding, guiding them towards an acceptable understanding.
Little information will be given to them, and additional information will be given as we go to aid students that need an
additional push.

2. PRE-LESSON - Just before teaching the new lesson do the following:

Review/Make Connections to Previously Learned Material (Pythagorean theorem)
Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)

6. LESSON BODY:. Follow the exact steps provided in the text for the lesson you are teaching. Clarity is the key.

Step 1 Teacher gives students handout and explains problem, at hand. Young Billy, notices when he walks in to his
bedroom, that there is a spider in the opposite corner of the room. Billy is petrified of spiders, and backs in to the
opposite corner. This spider is actually very friendly, but Billy doesnt care. This spider can also jump very far; in
fact, it can jump up to 16.5 feet away. We want to know if Billy is safe from an initial jump by the spider. We are
given the following information; Billy is only 3 feet tall; the dimensions of the room are given in the diagram.

Step 2 Teacher asks students to consider on their own, if they can solve the problem. Then lets them begin working.

Step 3 Teacher lets students partner/group up, and see how much further they can get.

Step 4 For students that need push, inform them they should try to apply the Pythagorean theorem to the problem.
Step 5 Teacher ask groups to volunteer their solutions.

Formative assessment: while students are independently brainstorming, then in pairs, and as a class; teacher
assess how well they have grasped the concepts, and if they have been able to relate the previously covered
concepts to todays newly covered topics.

Summative assessment: A similar problem will be on the next assessment.

Students are given homework questions where they must also apply Pythagorean theorem, sometimes multiple times, as in
the example, to solve.

8. Student Work Examples/Technology Support

Post examples of student work.
Use of Ipad to provide clarity.
Reflective Thinking/Curriculum Evaluation @50 Points
9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused

SLO 1: Students will apply understanding of Pythagorean theorem.

SLO 2: Students will break down given information and apply theorem to create right traiangles..

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning students tie in a problem someone could
How does this model make learning stick in long-term memory? Students give more to meaning, other than just numbers,
but instead a problem.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory. I think this lesson is appropriate. It tackles a
concept in a different approach. Students work to solve a problem that is easier to visualize.
How will you support advanced/ELD/Special needs learners through using this model? - Provide an additional graphic
organizer for students to use. Give additional guidance.
Provide links to the Common Core State Standards and explain how this lesson could support the CCSS. - Geometry. 7.
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical
problems in two and three dimensions. This supports CCSS because it encourages application and critical thinking.

Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist). Constructivist theory, because we are creating visual experience for students to learn. Students link prior
knowledge to word problem applications.
Link this lesson to one or more of the Big Ideas and provide a rationale. - The big idea is to develop student comfortability
incorporating the Pythagorean theorem and applying the theorem more than once to solve for an unknown length or
Link this lesson to the New Learning Sciences and provide rationale for your selection and descriptive examples. helps to
advance understanding.
Describe technological resources you have found useful. Google, Notability, and my Ipad.

Growth Mindset

By allowing students to pool in their own understandings of theorem, they must work to apply and solve the question.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional? - Consider other areas where problem-based learning could be incorporated well.

Discuss what went well and what changes you have made for improving learning. I would have to teach this lesson to
gauge how well the lesson goes.
What have you learned about how learning happens? Implementing more attention on the focus, even in math, can be
helpful in learning.
What more do you need to read or learn? How well students are able to tie the concepts together.
How does this add to your credibility to supervise student teachers? Gives me more insight on lessons other subjects
besides math may use.