Erin Strader

1

Erin Strader
Lit 2
Stockinger
10/20/13

Title: Looking at Triangles from Pythagoras Angle
Text:
Ellis, Julie. What's Your Angle, Pythagoras? A Math Adventure. Watertown:
Charlesbridge Pub Inc., 2004. 1-32. Print.
Text Info:
I will be teaching about the Pythagorean Theorem and its uses in the real
world. I will be using a picture book called Whats Your Angle, Pythagoras?
by Julie Ellis to help educate my students and will also be teaching the
practical uses of the theorem. This is a picture book that takes the reader on
a journey with a young Pythagoras as their guide. He is a very curious,
inquisitive soul, and sometimes ends up in trouble. Throughout his journey
he discovers a pattern which eventually helps him to come up with his
theorem involving right triangles.

Strategy: I will be using strategy number 20: Interactive Read Alouds to
teach about the Pythagorean Theorem. This is on pages 50-51 of the third
addition of the 50 Literacy strategies book.

Rationale:
Since I am a Math Elementary Education Major, this lesson will help me
practice teaching Math skills. My teacher looked ahead to the time when I
would be teaching this lesson and found that the Pythagorean Theorem is
something she wants her students to learn about at that time. This is a very
central topic in Mathematics and it is important that students understand its
history and uses. It also helps them understand the distance formula used
with points on a graph. The reasoning behind choosing the Interactive Read
Alouds is that the teacher can engage students background knowledge
before reading the text (most likely they will have at least heard of the
theorem), during the reading itself (by modeling visualization, sharing
connections, and making predictions), and after the reading (referencing the
characters and their actions to activate students knowledge when they are
performing tasks). When teachers read aloud, they are able to help clear up
any confusion as well as emphasize important points. They can also use this
time to assess what the students know and what they might need help with.
The book that I chose will be a great introduction to the theorem and while I
will be teaching middle school students, they will be able to use the visuals in
the book to deepen their understanding of the theorem, no matter the level
of their previous knowledge. Using a literary resource outside of the normal
textbook is a different way to teach math. When students are introduced to
practical uses of the theorem shown in the book, they will begin to accept the
importance of the information about Pythagoras and his influential theorem.
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Audience:
There are seven students in my seventh and eighth grade combined
classroom at South Olive Christian. There are three seventh graders and
four eighth graders. All of them but one is female. I will be teaching this
lesson only to the 8
th
graders in a smaller group setting. All of them speak
English as their first language and the whole group is Caucasian. The
school is located in a farming community, so many of the students live
and work on their family farms. They are all very good students and have
great work ethics.
I am going to assume that most of my students have at least heard of the
Pythagorean Theorem. They may not have the exact formula memorized
but they will have an idea of what it deals with and possibly will have
used it before. As eighth graders, they will most definitely be familiar with
the Interactive Read- Aloud Strategy. I dont think it is possible for
students to make it through elementary school without experiencing read-
alouds! This will make for an even more engaging lesson as the students
will be more comfortable reacting with the text in a group setting. They
will be able to focus more than an elementary student and will use this
focus to learn about the mathematics content.

Accommodations:
None of the students will need any modifications or accommodations.
If I had to accommodate for students with different needs, I could do so
in a way that each student would be able to participate in a way
conducive to their learning. If I had a student with dyslexia, I would use a
graphic organizer because it helps them pick out the important ideas in
the text and helps them make connections between the text and the
overall topic.
If I had a student with a speech impairment I could have them write out
their answers to comprehension questions asked throughout the read-
aloud on a whiteboard and hold it up for the group to see. This would
enable them to participate with the rest of the group in a relaxed,
concrete way.
Lastly, I could have a student in my group that has ADHD. To help the
student with ADHD get the most out of the lesson, I can make sure that
the environment is quiet and relaxed with minimal distractions. I could
also allow breaks for that student if necessary.
In general, the format of a Read-aloud works with students of all learning
backgrounds as it rewards for participation rather than correctness.

Length of Lesson:
The lesson is expected to take 47-50 minutes. Class management: 2 mins
Orientation: 10 minutes, Introduce Book: 2 minutes, Read Aloud
Interactively 15 minutes, After-Reading Activities: 15 minutes, and
Transition: 3 minutes.


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Materials Needed: Student list
4 clip boards
4 Handouts with problem set on the back
Pencils


Materials Needed: Teacher list
Chair/stool computer
White board/marker/eraser Talking stick
Whats Your Angle, Pythagoras? book
Projector/Projector screen

Lesson Objective:
1. Students will listen to a text about the Pythagorean Theorem that
is read aloud and complete a graphic organizer that calls for
students to note important ideas and vocabulary related to the
Pythagorean Theorem. They will use this knowledge to complete
practice problems.
2. Students will respond to the text as it is being read aloud and
connect it to their prior knowledge of the Pythagorean Theorem and
situations in which they have seen used.
3. Students will complete a set of practical sample problems which
apply their knowledge of the Pythagorean Theorem.

Grade Level Content Expectation (GLCE) or Common Core [CCS]:
Math:
G.GS.08.01 Understand at least one proof of the Pythagorean
Theorem; use the Pythagorean Theorem and its converse to
solve applied problems including perimeter, area, and volume
problems.
ELA:
R.CM.08.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text
through oral and written responses.
R.CM.08.04 apply significant knowledge from grade-level
science, social studies, and mathematics texts.


Assessment:
1. I will ask students to turn in their graphic organizers and use them
to decide the level of their understanding of the topic.
2. The second objective will be assessed through our conversation as I
read the book aloud to my students. My observations will be the
only assessment.
3. I will again have students turn in the problem set so that I can see
where their strengths/weaknesses are.
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What is Happening in the Lesson What is Being Said in the Lesson
Classroom Management (3 min):
During the lesson, the students
will be sitting on the floor in a
circle in the room adjacent to
the classroom and I will be
sitting on a chair so that all of
them can see the book. This
will enable students to view the
book as well as converse with
their peers in a more relaxed,
small group setting. I will
maintain that students pay
attention to whoever is
speaking and will make eye
contact with anyone talking out
of turn. I will pass around a
ball/wand to the child who
raises their hand politely to
speak. To get their attention, I
will use the phrase, OK, eyes
on me everyone! and make
sure everyone is looking at me
before I continue.
I will explain proper listening
etiquette and explain what I will
be doing throughout the read-
aloud. I will explain that there
is definitely a time for talking
and that I will let them know
when that time comes. I will
expect them to pay attention to
the words as I read and be
thinking in their minds about
any questions or connections
they have with a text. I will let
them know that I will be asking
them questions and pausing at
different times to reflect on
things and explain them in
more detail. These are the
times that students are
encouraged to provide input by
raising their hands.
I will have the white board,
book, and talking stick set up
Can everyone take a seat on
the floor around me in a circle
so that everyone can see the
book and the whiteboard?
ESR (moves to correct
location)
Can everyone repeat after
me? I, (NAME), promise to be
respectful to those who are
speaking and to raise my
hand in order to receive the
talking stick so that I may
speak
ESR: repeats phrase
Thanks everyone, I
appreciate your willingness to
participate!
When you hear me say, OK,
eyes on me everyone! I want
to see you guys look up at me
so I know I have your
attention. Got it?
ESR: Got it
So when someone else is
listening, we are all to be
looking at them and trying to
really think about what they
are saying and compare it to
what we think. If we have
anything we want to add or
compare, we raise our hands
As I read through the book, I
will pause to reflect, observe,
and make connections and
predictions. I would love to
hear your input at these
times, so please raise your
hands!
The whiteboard will be used
to write down important
points and ideas you guys
come up with while we read.
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beforehand as well as the
graphic organizer ready to pass
out. I will keep track of time
with a timer, but I dont want
to make the kids rushed by
setting limits for certain parts
of the read aloud. I will have
general times I want to follow
but I want the students to feel
like they can do a good amount
of interacting with the text.

Orientation (10 min)

I will first share with the students the
overall sequence of events and
purpose for the lesson.

I will then show them the objectives
that I have chosen (written on board)
and have them give me a thumbs up
(or down) when they have read and
understood them.


Hook: I will have the students get up
and look around the room for any
right triangles they see. Write as
many down as they can in one minute
and we will share them.

Then, I will use an introductory video
to engage students prior knowledge.
http://www.youtube.com/watch?v=l8-
bnZh8Zuc
This is a song created to introduce the
Pythagorean Theorem.



Please label any and all questions
with a Blooms level by using
parenthesis (example).
Ok everyone, I want to give
you an overview of what is
going to happen throughout
the lesson. We are going to
talk a little about what you
guys know about the
Pythagorean Theorem. Then
we are going to watch a quick
YouTube video to help give
you a baseline understanding
of the theorem. Then we are
going to go through this
picture book (show book) and
talk through the ideas as we
go. You guys will be filling out
the worksheets I have given
you while we read and then at
the end, we will practice using
the theorem by looking at
some of its practical uses.
By doing this read-aloud, I
want to help you guys
understand the process that
people go through when they
read a text, especially one
about something unfamiliar or
confusing. When we do this
activity, we will be gaining
and improving our knowledge
about the Pythagorean
Theorem.
The objectives for this lesson
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are written on the board.
Please look over them and
give me a thumbs up or down
when you are done and we
can go over any confusing
ideas.
ESR: (thumbs up)
OK! So first I want to see
that you guys know what a
right triangle is. I want you to
turn over your worksheets
and in one minute travel
around the room and look for
as many right triangles as you
can and write them down.
Everybody understand?
[comprehension]
ESR: yea!
OK GO!
ESR: (gather list)
Come on in and sit back
down. What are some
examples of right triangles
that you guys found?
[application]
ESR: I found a piece of paper
that had been folded in half
diagonally to create a right
triangle.
Perfect! Anyone else?
ESR: (students volunteer
findings)
I am going to show you a
video first that should help
give you some background on
the theorem.
(show video)
Did you already know most
of what was shown in the
video? [knowledge]
ESR: Not all of it, but most of
it. I didnt know that
Pythagoras was from Greece!
Good observation! Anybody
else have anything they would
like to share about what they
learned from the video?
[knowledge]
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ESR: I didnt know that the
longest side was called the
hypotenuse; I thought it was
just called the longest side.
Yea! They had to make sure
they could differentiate it from
the other two sides so they
gave it a funky name!
Awesome you guys Im glad
you already have a pretty
good understanding of right
triangles! Lets get reading so
that we can understand them
even better!
#1. Pick a book (no time is used
during lesson):

The book I will be using, Whats Your
Angle, Pythagoras? is one that both
my teacher and I decided would work
well to help students learn about the
Pythagorean theorem. Even though it
is a picture book and the students are
in eighth grade, we decided it would
still be a fabulous visual resource for
learning.
No script needed as this will be done
beforehand
#2. Preview the Book (no time is
used during lesson)

I will be practicing reading through
the book leading up to the lesson so
that I know where I want to stop and
clarify things, expand on what is
presented, ask students for input,
explain vocabulary, etc. I will mark
these places with tabs of different
colors based on what I want to do
there (red tabs for vocab, blue for
clarification, green for big ideas, etc.)
No script needed as this will be done
beforehand
#3. Introduce the book (2 min).

I have already activated background
knowledge during the orientation
portion of the lesson (see above). I
have also already laid out the purpose
for listening as well as my
expectations for students behavior in
the orientation and classroom
The book we will be using
today is called Whats Your
Angle, Pythagoras? It is about
a young boy named
Pythagoras who is going on an
adventure. He is a very
curious, inquisitive boy, and
sometimes ends up in trouble.
Throughout his journey he
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management sections above. Here I
will just give them a quick summary
of the book.


discovers a pattern which
eventually helps him to come
up with his theorem involving
right triangles.
Does anyone have any
predictions before we begin?
[knowledge]
ESR: I think that Pythagoras
is going to be a bad kid that
ends up making a difference
in his city. People may not like
him at first but he becomes a
hero at the end.
Good thinking, lets read to
find out!
#4 Read the book interactively (15
min).


I will read the text aloud to students
while modeling fluent and expressive
reading. I will stop periodically to ask
questions, go over vocabulary,
emphasize big ideas, and ask for
student input. As we make these pit-
stops the students will be active in
their learning by filling out a graphic
organizer with the information that we
go over together.
Can everyone see the book?
If not, move around so that
you can really see the
pictures. Make sure you have
your worksheets, clipboards
and pencils ready to write
down any important ideas!
(Begin reading)
Where do you think
Pythagoras might live? It talks
about an Island, any ideas?
[knowledge]
ESR: well we learned in the
video that Pythagoras is
Greek, so maybe he is living
in Greece or somewhere
nearby?
That is a great inference! Do
you think that if we read
ahead we might find out?
ESR: yes!
Why do you think that the
ladder was too short?
[knowledge]
ESR: because you need to be
able to pull it out from the
bottom so you can climb up
without falling off!
Yea! So we see here that the
diagonal line is longer than
either of the two other sides.
Write this in your Big Ideas
section on the worksheet. Its
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important!
ESR: (writes idea)
Do you know what the word
base means in this story?
Why is it important to have a
straight base?
[knowledge/comprehension]
ESR: a base is the bottom of
something like a building or a
statue, it is its foundation. If
is not straight, the building
will be tilted.
Awesome, everyone write
this definition in the vocab
section on the worksheet
ESR: (writes vocab)
OK here I am seeing
something that might help us
in our investigation of the
Pythagorean Theorem.
Pythagoras is suggesting that
sailing directly from point A to
point B is faster than sailing to
another point C that isnt on
the direct path to the
destination. Does this make
sense to you? Can someone
draw it out so we can all see
what he means here?
[comprehension, application]
ESR: this makes sense, just
the stopping itself would take
time!
ESR: student draws picture on
board of points A, B, C to
show the different routes.
OK guys so please write this
in the section provided for Big
Ideas. A direct route is
shorter than two separate
routes added together when
those routes are not both
going towards the end point.
Lets read on!
ESR: (writes idea)
Do you guys know what a
right angle is? There are
different definitions, as we can
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see when his dad says he
wants to look at something
with the right angle meaning
he wants to look at it
correctly. However in math, a
right angle is one that is
ninety degrees. It is
perpendicular to the surface
that you are measuring from.
Please write this in your
definition section!
ESR: (writes vocab)
Why do you think this
knotted rope helps him to
make a right triangle?
[comprehension]
ESR: He was able to hold it up
against the base to check the
angle and the lengths that
worked were 3, 4, and 5.
Exactly! We will learn more
about this but a 3-4-5 triangle
is one of the most common or
simple right triangles. Can you
add this idea to the section on
your worksheet under Big
Ideas? You can write a 3-4-5
triangle is a common right
triangle
ESR: writes idea
Oh and look! Here
Pythagoras uses tiles to help
us understand why 3, 4, and 5
work together! He makes
squares out of the tiles on
each side of the triangle. So
for the side that is 3 tiles long,
he makes a 3x3 square. He
does this for all sides and
figures out that if he adds the
tiles from the squares of each
of the shorter sides, they will
equal the number of tiles from
the square on the longer side
or the? [knowledge]
ESR: hypotenuse!!
Good job remembering what
we learned in the video! Lets
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write this down in our Big
Ideas section. Write down that
making squares using the
small sides of the triangle help
us to find the length of the
bigger side, or hypotenuse
Pythagoras talks about
squaring something. So
what do you think this means?
What happens when we
square something?
[comprehension]
ESR: to make it into a square?
Yes! We use its length as one
side of the square, and then
construct the rest. Builders do
it all the time. When they say
a wall is 10x10 they mean it
has an area of 100 square
feet. Squaring is like finding
the area. Lets write this word
on your vocab list.
ESR: (writes vocab word)
So Pythagoras gives us a few
examples of how this squaring
method works to find the
hypotenuse. One says that
five squared plus twelve
squared equals 169. How do
we find the length of the
hypotenuse now that we know
its square? [application]
ESR: take the square root
Yes or you could use the
guess and check method to
see if you could estimate the
answer.
Do you guys understand why
having a square base would
make the statue straight?
How do right angles help
make it
square?[comprehension]
ESR: if all the angles are right
angles, the object has to be
square. When something it
square it is straight.
Good answer, sounds like
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you understand right angles
really well!
Aha! We just learned where
Pythagoras lives; on the island
of Samos. Do you see how
sometimes it is helpful to read
on to get more information?
[application]
ESR: yes!
In his map example, he uses
the guess and check method.
This is a good idea if you ever
get stuck or want to get a
general feel for the answer.
Now we have finished the
story but the author put a
little passage at the end that
has some good information in
it. She provides the
Pythagorean Theorem, which
is a squared plus b squared
equals c squared as long as a
and b are the two legs of the
right triangle. Please write this
idea in your Big Ideas
section.
Now we are going to practice
using real-world problems!
#5 Involve students in after-
reading activities (15 min)


Now that we have a better
understanding of the
Pythagorean Theorem, we are
going to work through some
problems that have practical
uses today!
Partner up and work on the
problems, if you have any
questions, please ask me! The
problems are on the back of
the worksheet. Look back over
the vocab and Big Ideas if you
need.
ESR: (works on problems)
(go over the problems as a
group and make sure
everyone has the correct
answers)
So do you guys see that the
Pythagorean Theorem can be
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used in many different
situations, not just in Math
class?
[comprehension/application]
ESR: yes maam!
So who can give me a quick
overview of what we learned?
[knowledge]
ESR: we learned about
Pythagoras and how he used a
rope and tiles to figure out
how to find the length of the
hypotenuse of a right triangle.
He came up with a formula
that can be used to solve
problems that goes like this:
a squared plus b squared
equals c squared but a and b
have to be the shorter sides of
the triangle that connect at
the right angle.
Perfect, a great summary!
*this part is not scripted very
much because it will consist
mostly of dialogue that students
have with each other as they
complete the provided problems.

Assessment (dispersed throughout
so no specific time needed)
I will ask students to turn in
their graphic organizers and
use them to decide the level of
their understanding of the
topic.
The second objective will be
assessed through our
conversation as I read the book
aloud to my students. My
observations will be the only
assessment.
I will again have students turn
in the problem set so that I can
see where their
strengths/weaknesses are.


Turning in of graphic
organizer requires no script.
The second objective will be
assessed as I go through the
reading. I will be observing
their responses to my
questions as well as their
volunteered input as I read
aloud to them.
The third will be assessed
when I collect and go over the
given problem set that they
work on with their peers.
The bulk of the assessment
for this lesson comes from
my observations and the
worksheet that they fill out
throughout the lesson.
Transition (3 min) Can everyone hand me their
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I will collect the students worksheets
and revisit the objectives on the
board. I will have students give me a
thumbs up or down based on whether
they think they achieved the
objectives or not. I will give a quick
summary of the purpose, thank them,
and then transition them to their next
activity.
worksheets? I am going to
look them over, not to grade
them but to see if you guys
really understand the
Pythagorean Theorem.
Look back at the objectives
on the board and give me a
thumbs up or thumbs down if
you think you accomplished
the different tasks.
ESR: (all thumbs up )
So, by doing this read-aloud,
I wanted to help you guys
understand the process that
people go through when they
read a text, especially one
about something unfamiliar or
confusing. I wanted to give
you a solid base of
information of the
Pythagorean Theorem as well
as well as its practical uses.
I think you guys all did a
fabulous job of paying
attention and being really
involved during the read-
aloud. I really appreciate that.
And you all did great work on
the problem set and used
what we learned to solve the
problems. Awesome!
So keep this in mind when
you are studying other math
ideas or other subject areas.
Though sometimes things you
learn at school dont seem
important to you, there is a
reason you are learning about
such things and there is
always an application for the
things you learn about. Your
ability to find these
applications and use them to
your advantage will be a great
skill for later in life.