5E Lesson Plan Model

Teacher: Molly ONeill

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b:
Knowledge of
Sts

Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques

1a:
Knowledge of
Content/
Pedagogy

1a:
Knowledge of
Content/
Pedagogy
1b:
Knowledge of
Sts

1d:
Knowledge of
Resources
1b:
Knowledge of
Sts

Date: April 23, 2016

Gr. Level/Subject: 8th grade Math

Legend
Sts =
Students
w/ = with

Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task): Students will learn what right triangles
are, the altitude of triangles and what they are used for, the similarities in right triangles including ratios, and lastly, the special right
triangles.

Importance of Objective(s) (value/importance to students; reason for learning) : This will prepare students to further their
knowledge about triangles, which can also help them with solving angles measurements, side lengths, and completing other geometric
problems using right triangles.

TEKS/ELPS (written out):

3a: Communicating w/ Sts

3b:
Questioning/
Discussion
Techniques
3c: Engaging
Sts in Learning
3a: Communicating w/ Sts
3b:
Questioning/
Discussion
Techniques
3c: Engaging
Sts in Learning
3a: Communicating w/ Sts
3b:
Questioning/
Discussion
Techniques
2b: Culture for
Learning
3a: Communicating w/ Sts
3c: Engaging
Sts in Learning
3b:
Questioning/
Discussion
Techniques
3d: Assessment
3e: Flexibility/
Responsiveness
2c: Classroom
Procedures
2e: Physical
Space
3c: Engaging
Students in

GEO 8: Similarity, proof, and trigonometry: The student uses the process skills with deductive reasoning to prove and apply theorems
by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two- column, paragraph, and
flow chart. The student is expected to:
a) Probe theorems about similar triangles, including the Triangle Proportionality theorems, and apply these theorems to solve
problems; and
b) Identify and apply the relationships that exists when an altitude is drawn to the hypotenuse of a right triangle, including
the geometric mean, to solve problems.
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions students should ask themselves
after the engagement): The engagement process will begin with a Frayer model. The students will fill these out individually with the
given words for each section. Students are able to choose their own correct definition along with their own examples and nonexamples or characteristics and non-characteristics. It is important to check these, and make sure they are understood by the student
and that they can clarify why they choose to write what they did.

EXPLORATION (hands-on student activities; big idea conceptual questions to use when encouraging or focusing students
exploration): The next task assigned is for the student to participate in their own GeoGebra experience. They will be given a link to w
ere they may experiment with altitudes of right triangles and how when they are drawn to its hypotenuse, it cuts the triangle into two
similar triangles. The class will be shown a demonstration of how these similar triangles are proportional.

EXPLANATION (explanations that precede introduction of terms or teacher explanations; questions/techniques used to help
students connect their exploration to lessons concept; higher-order questions used to solicit student explanations and help them to
justify their explanations): Students will be given the task of filling out the ratios involved with similar triangles. Hopefully, on their
own, they will be able to see the trend that theses triangles are proportional. What are some other real- world- experiences where they
have had to use proportions? Recipes? Sports? This will not be there first sight of these ratios nor will it be the last. Another
GeoGebra lesson will be taught. At the end of that, the students will be able to mess round with GeoGebra and use as many ratios they
are able to find. They can size the triangles any way they wish to get a better understanding.

ELABORATION (how students will develop a sophisticated understanding of the concept; what vocabulary will be introduced
and how will it connect students observations; how knowledge is applied in daily lives): Vocabulary students will be introduces to:
Altitude, Similarities, Special Right Triangles, Perpendicular line, Segments, Rays.

EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson and at lessons closure): The
students will be given two exit slip questions. These will be non-graded and just for the instructors to read to grasp the students
understanding of the concepts covered in todays lesson.

Resources (needed by students and teacher; management): GeoGebra, pencil/ pen, paper

Office of Educator Preparation, College of Education, Texas State University

24 July 2015

1b:
Knowledge of
Students

Learning
3c: Engaging
Sts in Learning
3e: Flexibility/
Responsiveness

Differentiation (to meet diverse learner needs): The Frayer model used in the warm-up may use cognates. The

pictures are also ideal for this, because they can use their own background knowledge to show why this
makes sense to them. We will be doing a lot of read aloud and examples. These both are able to help ELLs
because of the redundancy.

Office of Educator Preparation, College of Education, Texas State University

24 July 2015