Lesson+Two

Unit Plan JL Lesson One Lesson Two Lesson Three Lesson Four Lesson Five

Name:Justine Lakosky_


 * **Lesson Title: ** || I C (see) A and B in a whole new way ||
 * Subject Area: || Mathematics ||
 * Grade Level: || 8th grade ||
 * Unit Title: || Pythagorean Theorem ||
 * GLCEs/ HSCE: || G.LO.08.02 Find the distance between two points on the coordinate plane using the distance formula; recognize that the distance formula is an application of the Pythagorean Theorem. Solve problems about geometric figures ||
 * METS-S/NETS-T || NET: 2.b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats ||
 * Essential Questions: || What is the distance formula? When can you use it? ||
 * Objectives: || With a group of peers, students must build an iMovie using slides and outlining Pythagreon theorem. Students must include at least two example equations. ||
 * <span style="font-family: Calibri,sans-serif;">Tools and Resources: || <span style="font-family: Calibri,sans-serif;">camera

<span style="font-family: Calibri,sans-serif;"> microphone

<span style="font-family: Calibri,sans-serif;"> youtube (for upload)

<span style="font-family: Calibri,sans-serif;"> props

<span style="font-family: Calibri,sans-serif;"> storage device for computer (if needed) || <span style="font-family: Calibri,sans-serif;">(Artifact: link to real world, website, book, picture, etc.) || <span style="font-family: Calibri,sans-serif;">Given certain points: (1,2) and (3,4) and (3,2) <span style="font-family: Calibri,sans-serif;">As well as lengths: 2 and 2 <span style="font-family: Calibri,sans-serif;">The teacher will label and show students the following link and ask how they would be able to answer the lessons opening question:
 * <span style="font-family: Calibri,sans-serif;">Rationale: || <span style="font-family: Calibri,sans-serif;">The Pythagorean Theorem as well as the distance formula are used throughout all math courses after Geometry. By having the students create a jingle to help them remember the formula, it will help them to remember it easier. By having the students work together to create something that embodies them, they will be more motivated to understand the theorem and participate in examples. ||
 * || **<span style="font-family: Calibri,sans-serif;">Sequence of Activities: **  ||
 * <span style="font-family: Calibri,sans-serif;">Anticipatory Questions/Activity: || <span style="font-family: Calibri,sans-serif;">Say you want to listen to some music while you are doing your homework tonight, but you don’t have your headphones. Instead, you have to use speakers. The ultimate question, how far apart do you have to place the speakers from one another, so that both of your ears enjoy the perfect listening experience? ||
 * <span style="font-family: Calibri,sans-serif;">Body of Lesson Plan:
 * //<span style="font-family: Calibri,sans-serif;">Segment #1 //**

[] || <span style="font-family: Calibri,sans-serif;">(Factual information/Vocab <span style="font-family: Calibri,sans-serif;">Includes sample feedback loop) || <span style="font-family: Calibri,sans-serif;">More than likely, the students will tell the teacher that they can solve the problem using work from their last lesson. //<span style="font-family: Calibri,sans-serif;">The Pythagorean Theorem can be used with the 2s. set up like this 2 //// ²+ ////<span style="font-family: Calibri,sans-serif;">2 //// ²= c² // <span style="font-family: Calibri,sans-serif;">Then ask what the distance would be? //<span style="font-family: Calibri,sans-serif;">2 //// √ ////<span style="font-family: Calibri,sans-serif;">2 // <span style="font-family: Calibri,sans-serif;">Then ask the question, how else do you think we could solve this problem? //<span style="font-family: Calibri,sans-serif;">If no one answers, ask the students to take out a piece of grid paper and plot A=(1,2) B=(3,4) and C=(3,2) // <span style="font-family: Calibri,sans-serif;">Have them count the lengths of each side using the graph paper. And ask if they didn’t have have lengths, what two points would they use if they were to plug it into the Pythagorean theorem. //<span style="font-family: Calibri,sans-serif;"> Points A and B // <span style="font-family: Calibri,sans-serif;">Then ask what they need to do in order to make it one number for the a and b in a²+b²=c² //<span style="font-family: Calibri,sans-serif;">Subtract x values and y values in the same order (x1-x2) and (y1-y2) and then square both subequations. // <span style="font-family: Calibri,sans-serif;">Finally, ask what you would do to both sides of the Pythagorean Theorem to get c by itself //<span style="font-family: Calibri,sans-serif;">Square both sides. // <span style="font-family: Calibri,sans-serif;">So by manipulating the Pythagorean Theorem students create the distance formula, which finds the distance between two points. Which should look like this //<span style="color: #330099; font-family: MathJax_Math,serif; font-size: 17.5pt;">d // <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">= √ <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">(( //<span style="color: #330099; font-family: MathJax_Math,serif; font-size: 17.5pt;">x // <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 12.5pt;">1 <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">− //<span style="color: #330099; font-family: MathJax_Math,serif; font-size: 17.5pt;">x // <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 12.5pt;">2  <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">) <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 12.5pt;">2  <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">+( //<span style="color: #330099; font-family: MathJax_Math,serif; font-size: 17.5pt;">y // <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 12.5pt;">1  <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">− //<span style="color: #330099; font-family: MathJax_Math,serif; font-size: 17.5pt;">y // <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 12.5pt;">2  <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 12.5pt;">) <span style="color: #330099; font-family: MathJax_Main,serif; font-size: 17.5pt;">)2 || <span style="font-family: Calibri,sans-serif;">(Includes multiple intelligence strategy: <span style="font-family: Calibri,sans-serif;">Hands-on, small groups, reteaching strategy) || <span style="font-family: Calibri,sans-serif;">Based off the opening sample have the students break off into small groups. Each group should create one real-life application of how to use the distance formula as well as two examples using points and graph paper. Each member of the group should be able to solve the problem. Once a group believes they have three SOLID examples, they must have the teacher check work for accuracy. || <span style="font-family: Calibri,sans-serif;">(Detailed directions on how to complete activity) || <span style="font-family: Calibri,sans-serif;">After completing segment three, Students will be asked to create an iMovie
 * **//<span style="font-family: Calibri,sans-serif;">Segment #2 //**
 * **//<span style="font-family: Calibri,sans-serif;">Segment #3 //**
 * **//<span style="font-family: Calibri,sans-serif;">Segment #4 //**
 * <span style="font-family: Calibri,sans-serif;">They must have at least 2 approved examples to show in the video
 * <span style="font-family: Calibri,sans-serif;">The video must be at least 3 minutes long
 * <span style="font-family: Calibri,sans-serif;">Students will use the iMovie application to create video
 * <span style="font-family: Calibri,sans-serif;">Each member of the group must participation and be given credit in some part of the video
 * <span style="font-family: Calibri,sans-serif;">Each group must be no larger than 3-4 students
 * <span style="font-family: Calibri,sans-serif;">Video must include detailed working of the problem
 * <span style="font-family: Calibri,sans-serif;">Video must have visual aid of the problems
 * <span style="font-family: Calibri,sans-serif;">Students will present in front of class
 * <span style="font-family: Calibri,sans-serif;">Students will be given 2 days to complete the video
 * <span style="font-family: Calibri,sans-serif;">Post on youtube

@http://youtu.be/k9q3KObgWGI
 * <span style="font-family: Calibri,sans-serif;">SAMPLE OF iMovie link follows. **

media type="youtube" key="k9q3KObgWGI?version=3" height="315" width="560"
 * <span style="font-family: Calibri,sans-serif;"> Embedded video is presented at the end. ** ||