Teacher: Miss Allen Room #: 498 Lesson # in Unit: 1 Date(s): 10/27/14 Period (s): 2, 4, 6 Lesson Topic:

Academic Standard for Mathematics

Today:
8.GM.7: Use inductive reasoning to explain the
Pythagorean relationship.
8.GM.8: Apply the Pythagorean Theorem to
determine unknown side lengths in right triangles in
real-world and other mathematical problems in two
dimensions.

Long term Goal:
8.GM.9: Apply the Pythagorean Theorem to find the
distance between two points in a coordinate plane.

Lesson Objective
By the end of the lesson, students will be able to:
Recall the definition of locations of the legs
and hypotenuse of a right triangle, and be
able to correctly identity them when
presented with a right triangle.
Given a right triangle labeled with sides a, b,
and c, student is able to correctly define the
Pythagorean theorem as a^(2) + b^(2) =
c^(2), measured by a guided exit slip at the
conclusion of class.
In Private Investigator Notepad, students
are able to identify the equation needed to
solve for the missing side length/hypotenuse
length.
Recognize real-world situations that
commonly use the Pythagorean theorem.


Declarative
Procedural
Conceptual

Type of Mathematical Knowledge Objective is seeking
to measure
Standards for Mathematical Practices:

Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in
repeated reasoning.


Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
Mathematic Conceptual Categories:


Reading/Writing for Technical Subjects:

6-8.LST.1.1: Read and comprehend science and technical texts within a range of complexity
appropriate for grades 6-8 independently and proficiently by the end of grade 8.
6-8.LST.2.2: Determine the central ideas or conclusions of a text; provide an accurate, objective
summary of the text.
6-8.LST.4.1: Integrate quantitative or technical information expressed in words in a text with a version
of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Supporting Diverse Learners

Adaline, a very talented and smart ELL, is a student in our class that has only been speaking English for two years.
Adaline is front the Congo and was forced to flee, first to several African countries, and finally to the US. She
speaks several languages, including an African language and French fluently. Her English is excellent, but Adaline
constantly reports that she is unable to comprehend the material fully because she feels like she is constantly
taking notes, and would rather get all of the notes down and not actively listen. Adaline works very well with
others and works hard to understand concepts when given the change. To engage her in the note-taking
portion, her math journal will have much of the notes for her, but important parts of the notes, she will be
responsible for writing. In directing the class which are the most important parts to note, Adaline will be able to
discern what is important to learn, not just write. She is a people person and will do brilliantly when assigned with a
group. She will also be dedicated to fulfilling her portion of the assignment. Adaline is a very strong student in
math, though, so her math journal must reflect more challenging material, keeping her engaged, while also
allowing her to be successful.

Baw Reh is the second target student in this lesson. Baw Reh differs greatly from Adaline in that he is still struggling
communicating his ideas in English. The activity most beneficial for Baw Reh will be the vocabulary game. It is
essential for him to continue to gain necessary vocabulary, in both math and other areas, and the game is
concentrated on just that. His journal will be primary written in math language, in hopes that he is able to
understand the math that is going on without confusing him with complicated English structure. His had formal
schooling in Thailand, so he should be able to engage with the material well when it is in front of him. During
tutoring, Baw Reh responded well when he had a friend who was able to help him find the vocabulary that he
wanted, which should be considered when developing the groups. He could benefit from having another Thai
student in his group, so that he could actively engage with his classmates. Baw Reh also seems to be a very visual
learner, so when directions are said, it is vital that directions are also written out for him and repeated. By having
directions written on the board, often with drawings/charts, Baw Reh will be more likely to succeed in
understanding the directions. Having a classmate alongside him that speaks Thai will be also be helpful to make
sure that he is understanding the math, even if the English is challenging for him.

Anticipated Challenges:
Confusion over vocabulary and mixing up meanings (feet, foot, leg, degree, angle)
Inability to keep up during the note taking section/inability to comprehend while taking notes
Group participation
Activating prior knowledge

Considerations for IEP and/or ILP:

Differientiated note taking guides for different types of learners
Visual Aids (video, PPT), notes in front of them, kinesthetic learners during stations
Exit slip offers time to ask questions and formatively assesses without consequence

Language Objectives:
1. Students are able to read a real-world problem and sort out important technical terms and
data.
2. Students are able to discern the most important information in an English text of mathematical
information.
3. Students can observe a chart/graph of triangles and understand how to manipulate the math
used.

Checklist Overview: Use the checklist below to select your method(s) and your support strategies for
this lesson. In the agenda section that follows, be sure to name the strategies in the appropriate
section.

Rationale for Method(s): Why are you approaching the lesson this way?

Class/Group Discussion:
Class discussion allows students to be taught by one another, rather than just me. By allowing
discussion to be inquiry-based, students are encouraged to ask questions, engage with material,
and wonder without fear (because I am able to lead the discussion). Students can then model
this type of engagement and understanding in their small groups. It also allows ELLs to be
engaged without the pressure of speaking up immediately.
Small Group/Learning Stations: Numbered Head Technique
Each student will enter the classroom to find a triangle on their desk. This triangles will have
characteristics that allow the students to group themselves will others that have the same
triangle. I will specifically group students to have a variety of skill levels in each group, including
both native English speakers and ELLs. In using the numbered head technique, students will also
be assigned a number on their triangle. Each number in the groups will have different tasks to
perform, aimed at different skill levels. I will be do this purposefully such that problems that ELLs
have to do will have much less English to make sense of. This allows ELLs and struggling math
learners to have responsibilities in their groups, but without even knowing it, are receiving
differentiated packets and problems. Rockstar mathematicians wont be bored because they
will be receiving really challenging problems.
Hands On: Blocks and Triangle Activity
In doing this activity, students will implicitly derive the Pythagorean, rather than just accepting
the theorem as fact without any sort of understanding as to why it is true. It is also a really
effective visual technique, and can aid students when attempting to recall the formula. It also
allows students to connect the theorem to past math courses. In weaving the idea of squares
areas and triangles, students can understand the interconnectedness and beauty of
mathematics.
PowerPoint Vocabulary Activity: This or That
This activity is most specifically aimed at helping ELLs with their key vocabulary. Since many
math terms are also used in other contexts, they are easily confused in math classes. For
example, the word leg would bring about an entirely different picture for an ELL who has just
learned the word leg means the lower appendage of your body! The activity engages all
students, is FUN (because every student will enjoy their teaching trying to convince the class that
the leg of a human is different than the leg of a triangle), and an effective way to teach ELLs
that it is okay to mix these words up, but also provides them with correction.
Inquiry Learning: What is the relationship between the number of blocks?
In allowing students to DISCOVER the theorem itself and explore what it actually means, students
are more likely to be able to recall the formula than had it been given to them. The students will
be well equipped because they have seen the jumpstart video, so they can be successful, but
they will be stretched to understand the meaning behind the areas of the squares and their
relationship to the theorem. By going outside and looking at a real life example of a right
triangle and finding the missing edge, students can see that this has real life application and
that asking questions and discovering is a useful skill.

Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Small Group: Numbered Head
Technique
Guided Practice
Lecture or Direct Instruction
Question/Answer
Learning Stations


Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on: blocks and tapes triangles
on the floor
Inquiry Learning: Question of the
daywhat is the relationship between
the number of blocks you use when you
add the blocks of the legs square and
the other to the square formed by the
hypotenuse?
Game
Simulation/Role Playing
Independent Learning
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Web 2.0 tool
Other : Teacher computer with video
and PowerPoint presentation

Study Skills Reading Strategy Writing Strategy Vocabulary Strategy
Two column notes
Guided note taking
Opinion-proof chart
Problem-solution chart
Venn diagram
Cause and effect frames
MVP Most Valuable Point
Creating metaphors

Other: Guided note taking
will be a part of their
investigation math packet
that will also serve as a
formative assessment.



EQW
Experience/Questions/still
wondering
KWL (word problem chart)
Five-Step Problem solving
Reciprocal teaching
Graphic Organizer
Anticipation/Prediction
guides
Word Problem Roulette
Problematic Situation
Read-talk-write
Directed reading thinking
activity
Other
Learning Logs
Question/Answer
Relationship
Question the Author
RAFT
Writing to Learn
Social-academic
language translations
Graphic organizers
Outlining

Other:

Frayer model
List-group-label
Semantic feature analysis
Word Sorts
Number Cubes
Cue Cards
Vocabulary self-awareness
activity
Creating metaphors
Concept Definition Maps

Other : We will play a
vocabulary game I am calling
THIS or THAT?it is a
PowerPoint presentation that will
be a video quiz about confusing
vocabulary in the unit (feet
(body part of unit?), degree
(temperature or unit?), leg
(triangle or body part?))



Strategies Rationale: Why are you selecting these support strategies? What will these help you and your
students accomplish?
Guided Note Taking: this will be in the form of an investigative math journal. I will have guided
notes for students to fill out. Depending on skill levels, students may have differing amounts of
NOTES in this journals (much of my observation in tutoring is that students either pay attention or
take notes, they cant process the material when they are too busy writing it down). I will lead all
students to highlight the most important areas of notes when the time comes.

**The note taking guides/math journals will also be a key area of support for the language objectives
for ELLs. Their journals will include enough mathematical text that allows them progress in their
proficiency. I can specifically decide the technicality of the texts (rather than leaving it up to a
textbook). The journal also aims to help students develop an ability to discern the central ideas of the
unit, and can be formatively tested in the exit slip. Finally, questions in their journals will help them take
pictures/graphs/and models and turn them into mathematical and technical language. These three
objectives will hopefully be met through the math journal (see above for three specific objectives). The
vocab game also aims to develop specific vocabulary necessary for the unit.

Video Quiz/PPT: This will be a visual support aimed to help both ELLs and native English speakers
master the vocabulary of the unit (particularly the confusing words like foot, leg, degree). THIS or
THAT will especially help with ELLS who would be easily confused by the similarity of words in
English.
Classroom Set Up: Arrange desks into table groups on one side of the classroom, create masking tape triangles on
the floor on the other side of the classroom.

Agenda
Time Teacher Activity Student Activity Purpose
0:00-:07 Anticipatory Set: Students will
arrive in the class to fight their
names on a triangle
somewhere throughout the
room. Both aloud, and written
on the board, I will say, As
you come in, find the triangle
with your name and find your
Students will enter
the room and after
hearing/seeing the
directions, will
search the room for
their triangle
(getting them
moving first). They
I will be telling students upon
their arrival the first instructions,
as well as writing all directions
clearly on the board with both
written and drawn instructions,
in attempts to aid ELLs and
visual learners.

group members who have an
identical triangle. Have a seat
at the table labeled as that
triangle and wait for further
instruction. You may explore
the triangles at your table and
recording their side lengths in
the journal provided. At their
tables, I will have various real-
life examples of right triangles
for them to manipulate. At
each seat, there will be a ruler
for them to measure, and a
math journal, for them to
record their observations. The
math journal will also serve
later as guided notes.

**Numbered Heads Strategy:
will sit at their
designated table,
and as they wait for
class to begin, they
can begin exploring
the triangles at their
tables. Students may
also begin recording
measurements of
the sides of their
triangles in their
journal (in spaces
provided).
The grouping is very specific as
welleach group will include
both native English speakers
and ELLs, and
pairings/groupings will be
intentional. Heterogeneous
grouping will allow students to
have more-knowledgeable
peer, as well as rich exposure to
necessary math vocabulary.
:07-:10 Group Work: Instruct the class
+ write on the board: In your
groups, I want you to write
down on the paper provided
everything you can think of
when you think about right
triangles. You only have 2
mins! Each person will share
one word from their papers at
the end. Provide Paper.
While students work, set up
vocabulary lesson/video quiz
and have timer going on the
overhead.
Students will quickly
begin brainstorming
everything that they
can remember
about right triangles
on the paper
provided.
Students will begin to access
some prior knowledge
(generally, from the past few
days in the right triangle unit).
Key vocabulary terms to look
for: right triangle, 90 degrees,
perpendicular, 180 degrees, leg,
hypotenuse, area, angle
measure
:10-:30 Group Share: Invite each
person to share a word from
their paper. As they share,
tape the large poster papers
to the front board. Make sure
to hit key vocabulary terms in
a class discussion after their
group shares. Next, lead into
the vocabulary
lesson/game/quiz, This or
That?

So I know you are all
superstars and know your
math vocabulary well, but I
want to see just how well you
know it. So first, we are going
to see a BOLD word on the
screen, and I want you to
follow along in your journals.
There will be a space for you
Students will listen as
other groups share
and stand their
words. (Allow
students to repeat
words if necessary).
They will also follow
along in their guided
notes as the vocab
game is played.
Group share will both allow
each person in the group to
share, but without a whole lot of
pressureespecially since they
know beforehand. Words will be
written down, so ELLs are able t
build confidence in a low stress
setting, while also really only
having to read off the chart.
to draw your idea of what this
word means. After a few
seconds, I will show you a few
things that I think of when I
think of that word, and you will
be decide the right drawing
for what we are learning right
now! Does anyone have any
questions?
:30-:35 Objectives, Expectations, and
Instructions: Play Pythagorean
theorem video as a jumpstart.
As the video is playing, set up
the blocks and masking tape
triangles in the back of the
classroom. Also lay out the
instructions.
Students will engage
in watching the
jumpstart video clip.
The video should engage the
learners and have them be
entertained, but especially for
ELLs, it will provide additional
visual learning support, as well
as necessary background
knowledge for the unit.
:35-:55 After the video plays, direct
students to the half of the
classroom where the triangles
are located. Now that you
have seen what the
Pythagorean theorem says,
lets discover together HOW IT
WORKS. In your groups, find
the triangle located in the
back with your matching
triangle. When you get there,
read the directions together.
When you are finished
reading, please raise your
hand, look at me, and Ill
know that you are ready to
move on. Wait until all hands
are raised and you have eye
contact.
Students will, by the
guide of the
instructions at each
triangle, lie out
blocks stretching the
length of each side
of the triangle. They
will then build
squares (length 3 will
produce a 3X3
square). In their
journals, there will
be a corresponding
question that links
the area of the
squares attached to
the legs of the
triangle to the
square made
attached to the
hypotenuse.
This activity allows students to
use inductive reasoning to
develop the formula for the
Pythagorean theorem. Students
will have blocks as
manipulatives and will begin to
understand the relationship
between the areas of those
squares and the side lengths of
the triangles. ELLs will be able to
see the formula, understand the
meaning behind squares, and
apply the formula to an
experience they have.
:55-1:10 Go outside. Have two
locations near the flag pole
marked as Stake 1 and
Stake 2.

Announce: The flag pole is
falling down and is about to
crush the school. We have
one day to secure two ropes
to it, one on each side, to
make sure it doesnt fall. There
are two stakes in the ground.
One is 30 feet from the base of
the pole, the other is just 15
feet away. The pole is 55 feet
tall. Since we cant measure
Students will bring
their math journals
outside and
participate in the
group discussion
about the rope.
Hopefully, they will
recall the theorem
introduced in the
jumpstart.
Firstly, this gets students moving
around after they have been
sitting a while. It is also satisfying
our final objective, by having
students problem solve a real
world problem and hopefully
identify a way to solve it.
using a yard stick or tool, how
do we figure out how much
rope to use? Allow kids to
walk around the pole and
make estimations together in
the journals. Come back
together and discuss our
ideas.
1:10-1:13 Return to classroom. Return to classroom.
1:13--end
of class
Work through the flagpole
problem at the board, first
showing them SET-UP ONLY.
DO NOT SOLVE. Do an
additional example where you
try to find the side length,
rather than the hypotenuse.
SHOW SET-UP ONLY. Release
students to work in groups on
the real-life problems you
have at their table for them. In
their journals, they must draw
the situation that the problem
describes, and set up an
equation ONLY, do not solve.
I will scan the room, focusing
particular attention on ELL
students, students with IEPs,
and students struggling. I can
wander and help.

**For example, high-ability
students may receive real-
world problems with more
English involved, whereas ELLs
will receive more information
directly related to the problem
so they are able to show their
knowledge without being
graded on their English
speaking ability.
Students will
participate in the
group discussion
about the problems.
They will then work
together in their
groups working
through problems in
their journals, which
are differentiated.
These activities will ensure that
students understand the
concept of the theorem,
without necessarily having to
solve for the unknown yet. Since
we are going for declarative
(knowing the theorem) and
conceptual (understand HOW
and WHY), students wont have
to work out specific answers
until tomorrow. It will also have
them focused on the process
and drawing out the problem
than the solution. ELLs will be
able to see visual
representations of the problems
without having to dive first into
the equations. This also gives me
time to give individual attention
while others are working. Group
work will make the discussion
rich and help ELL vocabulary.
Thanks to the numbered heads
technique, the problems each
student is solving is based
around their learning strengths.
Out the
door
A few minutes before the bell,
instruct students to finish the
drawings for homework and to
bring questions for the class
tomorrow. Also, pass out the
exit slip that they must turn in
before exiting the class.
Students complete
exit slip.
The exit slip allows me to see
exactly what objectives were
and were not met. The
formative assessment also keeps
the stakes low but adds
accountability to their learning.

Anticipatory Set: How will you support students in accessing prior knowledge, personal, real world,
and/or cultural connections?
1. When students enter the room and have to group by their given triangles, they will be
given several minutes to talk with the members of the group and brainstorming key
characteristics of triangles and right triangles. When we come together as a group, we
will jot down these ideas on the board. This will first access memories about triangles as
whole.
2. The vocabulary game that we will play will allow students to think deeply about the
vocabulary terms and add an element of fun to see if they can remember things like
hypotenuse, etc. (Additionally, that activity will help ELLs). It will provide visual and
technical support, as well as identify the key vocabulary for the unit.
3. Following the vocab game, we will use blocks to implicitly define the Pythagorean
theorem. It will allow students to recall their knowledge of areas of squares and learning
to apply this concept to triangles and the Pythagorean theorem.
4. The video we watch will also bring up real world uses for the Pythagorean theorem, as
well as allow students to think over their knowledge of right triangles.

During: What support strategies will you use to scaffold students learning so they meet or
exceed targeted objective?
1. Guided notes will allow students to build off of information they already know and it will
expose them to a new concept. It will also force them to reproduce necessary
information several times to try and get them to recall it.
2. By giving them differentiated math journals and questions, each student can be in their
Zone of Proximal Development. The type of problems they will solve will be at a level
where the students are capable of being successful, but also stretching them enough so
that they arent bored. It is a way to regulate each students achievement. It can allow
high ability learned to exceed the objective, and helps ELLs and struggling learners to
meet the objective without feel unsuccessful.
3. Exploring life-size triangles will also build upon their knowledge of triangles by having real
time examples and actually being able to experience them.
4. By initiating the activity with a brainstorming activity about triangles, you are allowing
students to access previous knowledge before then going into an activity that will target
them to their ZPD.

Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key
concepts taught?
1. There will be guided exit slip that has spaces for questions, as well as asks specific
questions about the topic. It will include a space to define the P. theorem as well as
show how you would solve for a leg and a hypotenuse, aiming to reach objectives. This
will be turned in, so I am able to see what they understand and what needs to be
taught again.
2. There will also be a space for them for ask questions, forcing them to pin down exactly
where they struggled.

Daily Assessment How do you know your
students met your lesson objective(s)?

knowledge
comprehension
application
analysis
synthesis
evaluation
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip:
Teacher Observe
Thumbs up, neutral, or down
Homework check
Listened to conversations
Math Journal
Quiz
Video quiz
Voting
Whiteboard
Summative:
Test
Project
Report
Presentation
Final Exam
Other

Goals for next class:
Procedural knowledge: students being able to apply algebra to the problems they set up in
their journals today.

Key Research Used in this Lesson:
1. Cummins 1981: Academic versus social language
a. Group work allows social language to effortlessly transform into academic language. Groups are able to
discuss the problems amongst themselves, but when reporting out, much use academic language (which
can be discussed together).
2. Cummin Four Quadrants
a. Context embedded and cognitively demanding material
i. Using manipulates/blocks to implicity derive formula, rather than notes saying the formula
ii. Real-life example of the flag pole
iii. Math journal can lean more on the undemanding side, but will be first brought up through
experiential learning, and the sketching and examples will be there for support
3. Zwiers: Academic Language
a. Reporting out the class
b. Key vocabulary consistently brought up
4. Adams (Making Content Comprehensible PPT):
a. About how much of your lesson plan includes the teacher talking- providing input to students?
i. Experiential learning allows students to discover without me directly telling them
5. Adams (Assessment with ELLS PPT):
a. Students are demonstrating their knowledge in several waysgroup work, sharing out loud, math
journals, exit slip. Throughout the unit, students could have CHOICE in assessment.
6. Bielenberg & Wong-Fillmore, 2005
a. Vocabulary lesson is based entirely on this articlestudents in math class should be tested on their
ability in math, not reading. Vocab lesson will allow students to hit target vocabulary, including technical
terms. By using differentiated math journals, ELLs can show their knowledge of the material without
having to sort through a lot of English.
Additional Teacher Preparation:
Copy: Math Journals, block activity instruction
sheets

Locate: rulers, triangle objects, masking tape, flag
pole, blocks
Use of Materials
Teachers Manual pg #
Student Text pg #
Picture Books
Handouts: Investigative Journal
Manipulative: Triangles for grouping, life size triangle
activity, yard stick, blocks
Related Equipment:
Adapted materials: computer for PPT, video, and
whiteboard for the notes
Additional Reference/Sources of Information:

Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What
worked well? What needs to be changed for next year? What are the next steps for the students and how will you get them
there?