Jenna Jacques

Sedu 101 B
Row 2L
Daily Lesson Plan
(Jenna Jacques/9th grade Geometry/Date)
I. TOPIC:
Introduction to Pythagorean Theorem.
II. STANDARDS/OBJECTIVES:
1. TSWBAT demonstrate and mathematically prove and explain that equality
between the sum of short sides of a triangle squared and the longest side
squared only occurs with right triangles to 90% accuracy.
(PA Common Core) CC.2.3.8.A.3
Understand and apply the Pythagorean Theorem to solve
problems.
III. TEACHING PROCEDURES:
-Anticipatory Set (5 minutes)
Ask students what they know about triangles and the different types of
triangles. Brainstorm any relevant ideas on the board.
A. I would use Team Teaching for the anticipatory set.
B. My team teaching partner and I would both be at the front
of the room, encouraging discussion and brainstorming among
the students and writing their suggestions on the board.
C. This team teaching approach will help encourage discussion
between the students as my teaching partner and I model
discussion in the front.
D. This anticipatory set does not require much planning so it
would not take a lot of time to plan ahead.
-Development (10 minutes)
Explain that there are some kinds of triangles that are special and help
us understand how to solve real world problems. Read the story Whats
Your Angle Pythagoras aloud to your class. After reading the story
aloud, turn the PowerPoint to slide number 14 and tell the class this

Jenna Jacques
Sedu 101 B
Row 2L
picture is the inspiration for todays activity (leave on screen for guided
practice section).
A. I would use Team Teaching for the development.
B. My teaching partner and I would read the story together
aloud, one of us would be the narrator, and the other would do
the voices in the story. We would work together to transition
into and out of the story.
C. This method gives both teachers an active role in the
classroom and we can make the story more interesting and
engaging by having different voices for the story. This also
allows for one teacher to be keeping an eye on the class to
make sure that they are engaged while the other teacher is
reading.
D. The only real concern with this method is the amount of
time that it might take to prepare a lesson, but this would be
fairly simple to prepare to team teach.
-Guided/Independent Practice (30 minutes)
1. Group students into groups of two students and give each group a
triangle that is obtuse, acute, or right.
2. Have the students record the length of each side and the measure of
each angle directly on the triangle.
3. Then ask them to use a marker and name the triangle in the center
according to its angle measures.
4. Remind students of the page where Pythagoras tiles red and blue
squares on the two shortest sides of the triangle and then combined
the tiles to make one mixed color square on the longest side (slide left
on screen from anticipatory set).
5. Give each group 2 sets of different colored tiles.
6. Have students tile a square along the two shortest sides using one
of the colors.
7. Once they finish, they should call you over to check their before
diagram. At this point, also take back any spare tiles that were left.

Jenna Jacques
Sedu 101 B
Row 2L
8. Remind them now to take all the tiles in both squares and try to
create a perfect square on the longest side without having any leftover or running short and not having enough to finish. When finished,
you should be called over again to check the after diagram.
9. As each group finishes direct their attention to a poster on the wall
that is split down the middle. One side says Yes, the squares along the
two shortest sides a and b combined perfectly to make a square along
the longest side c. The other side says, No, the squares along the
two shortest sides a and b do not combine perfectly to make a square
along the longest side c. Have students tape their triangle on the
correct side for classroom discussion. (Discussion will take place the
following day due to time constraints.)
A. I would use Parallel Teaching for the guided/independent
practice.
B. My teaching partner and I would both be circulating to
answer questions and check student work. We could divide the
classroom in half so that we can spend more time with each
student.
C. This method allows for more one-on-one time with students
because each teacher is working with half the number of
students. Also since teachers have different learning styles, it
could be helpful to have two different teachers explain the
same information to a student who is struggling to make sure
that they understand. This also makes behavior management
easier because there are two teachers circulating to help keep
students on task.
D. One of the main concerns with parallel teaching is whether
there is enough space in the classroom for two groups, but this
will not be a problem because the students will all still be at
their normal desks. The divide will be an invisible one that is
just used to help the two teachers make sure that they know
which students they are working with and which student are
working with the other teacher.
-Closure (5 minutes)
Have students look at the triangles taped on the poster and write down
two observations about how the organization of the triangles relates to

Jenna Jacques
Sedu 101 B
Row 2L
what Pythagoras discovered about triangles. (These will be used to
help encourage discussion the following day)
A. I would use Team Teaching for the closure.
B. We would both circulate as students are writing
observations and help keep them on task and come up with
observations.
C. This method works well because we would be sharing the
responsibility equally and the students would see us as equal
and know that they could ask either one of us questions.
D. Because we would only be keeping students on task and
answering questions, very little prep time is required to
prepare us to successfully team teach this part of the lesson.
IV. MATERIALS:
White board
White board markers
Computer
Projector
PDF copy of Whats Your Angle Pythagoras (sample copy attached)
Enough copies of attached triangle handouts to have one triangle per group
2 different colors of foam sheets
Die cut machine/scissors
Large piece of paper for poster
Tape
V. ADAPTATIONS/PLAN MODIFICATIONS:
See bold type within the lesson
VI. EVALUATION:
1. Formative:
Walk around the room and check on students as they measure the
sides and angles of the triangles and form the squares along each side
2. Summative:

Jenna Jacques
Sedu 101 B
Row 2L
Students will have a quiz part-way through the unit to test them on
their knowledge and understanding of the Pythagorean Theorem
VII. REFLECTION:
Reflect on the students ability to:
Correctly calculate the side lengths and angles of triangles
Show understanding of how the Pythagorean Theorem relates to the inclass exercise
Self-evaluation:
Did I explain the Pythagorean Theorem in a way that all students
understood?
Were the students engaged in the lesson?
What changes could I make in the future so that students understand
better and the lesson goes more smoothly?

*Adapted from a lesson by Christa Lemily found online at betterlessons.com