Feedback

Dear Maria and D'Annette,

It was great to visit your class for our PPO. We appreciate your time and preparation
that really demonstrated all that we have been working on as a staff for the past three
months. See our warms and wonderings below for your consideration. You do not
need to reply to the questions at this time. Use them to push your thinking for future
planning.
Warm Feedback:
Great use of relevant real world connections for mathematical equations. Video footage and images
help students be able to answer question, "How do you think we will use pythagorean theorem to
rebuild after natural disasters.?
You ask the above question and allow students time to think and brainstorm before asking them to
share out.
You ask the students, "why are we doing this" and let them generate ideas instead of telling them.
You have clearly set up stations with an opportunity for extension in choice of A layer topics.
Wonderings:
You had students write down ideas for whole-class share outs twice. What other discussion strategies
could you have used to encourage more student participation in quick discussion before or instead
of whole group share outs?
What ways can you encourage students to facilitate and lead class share outs, call on each other and
use discussion vocabulary (I agree with, I would like to build upon, etc...) so class share outs are less
teacher-student and student-teacher.
Thank you as always to your commitment to our students.

Name: Maria and DAnnette

Course Name: Geometry
Content Area: Math
Grade and Semester: 10th grade- Semester 1

Unit Title: Triangle Theorems

Overarching Essential Question(s):
How can we apply Pythagorean Theorem in the real world?

How are distance and midpoint useful in the real world?

Lesson Title: Pythagorean Theorem

AIM/LEARNING TARGETS (BLOOMS TAXONOMY/CCLS/DOK) (Danielson 1c, 1e, 3a, 3c):

All learning targets since the beginning of the Pythagorean Theorem Unit are being
assessed with the B layer project. They are all listed below:

I can find the missing side in the right triangle using Pythagorean Theorem.
I can find the distance and midpoint of two points using Pythagorean Theorem
or Distance Formula and the Midpoint Formula
I can find the converse of a triangle using Pythagorean Theorem.
I can solve contextual problems using Pythagorean Theorem.

*LAYERED CURRICULUM (Danielson 1a, 1b, 1e, 3c):

(Indicate which layer(s) students are working on during this lesson)

B Layer- Students are completing the B Layer assessment (The Ramp Project) with the option of
presenting their reflection on the project in a powerpoint, a booklet, a typed reflection paper, or anything
you can come up with that applies the skills that you learned in the C Layer.
A Layer for students who complete the B layer, includes the 3research options (attached in smartboard):

Option
Option
Option
Option

1:
2:
3:
4:

Research and Create your own problem

Using Google Map - Tale of three cities
Pythagorean Theorem in Art and Architecture - Drawing and research
Create your own A Layer Questions and research it

*ICT MODALITY/DIFFERENTIATION (Danielson 1a, 1b):

Parallel teaching: Students are in assigned seats based on the skill level they were at on their Algebra
diagnostic. We sat low-skilled students next to student who have higher skills and English Language
Learners next to higher level ELLs who can interpret information for them and provide support. Also, the
medium for which students learn the material has been predetermined based on their ways of learning
surveys earlier in the year. Within our parallel teaching strategy, we provide sample short-handed notes
from one teacher and smartboard notes for students who dont need the scaffolding. After that time,
teachers will split up the 4 columns of chairs to reteach if needed.
In the coming days, students will be seated in stations based on the sections of their projects that they
have completed. (locations indicated on the multicolored hanging decorations)
*FACING HISTORY CONNECTIONS: Analyzing individual choices
AGENDA
ACTIVITY/
DESCRIPTION

(Danielson 2a, 2b, 2c)

DO NOW
( 5-7 Minutes)

Check in at the door

and instruct students to
take out notebooks.

QUESTIONING/
CRITICAL
THINKING*

DISCUSSION
STRATEGY*

(Danielson 3b, 3c)

(Danielson 2a, 2b, 2c, 3b,

3c)

Take out notebook,

answer do now in the
5 minutes allotted:

Questions are typed

out on smart board
and sometimes color

CHECKS FOR
UNDERSTANDIN
G
(at least once per
lesson)
(Danielson 1f, 3d)

Circulate while students Do You remember

complete the do now
Hurricane Sandy
(NYC) or Katrina
-one teacher takes role
(New Orleans)?
while other circulates to Where were you?
check in with do now
What devastation or
destruction did you
see in your
neighborhood or on
TV? list some
How can we use
Pythagorean
Theorem to help
rebuild destruction
caused by a natural
disaster? Brainstorm
some ideas.
-Whole Class Share
Out

-2 minutes

MINI LESSON
(10-15
Minutes)

coded so that
students know what
to focus on when
note-taking

Teachers give a mini

lesson on the B Layer
project.

Listen/ ask
questions and take
notes if needed

Strong ELLs
interpret this for their
partners if needed

Pair Share: Students

take notes and
participate by
answering/asking
questions to their
partners and
completing their B
Layer projects

Most students will be

paired and can
question their
partners. For the ones
who choose a
different method,
teachers will
circulate to have
discussions and
check in

-one teacher teaches

from the smartboard
-one teacher reiterates
the main ideas and
writes examples of
short-handed notes on
the material
APPLICATION
( 20-25
Minutes)

Teachers pass out B

Layer project and
explain the parameters

Teachers circulate
within their sections to
check student progress
and aid in conversation.

Students who have

completed a
worksheet can submit
it at the end of the
period

-Created excel
spread sheet to
track student
progress
throughout the
project

CLOSING/
ASSESSMENT*
( 5 -7 Minutes)

Teachers Announce
that B Layer Ramp
Project section 1
should be
completed by
tomorrow so that
we can take it,
give feedback, and
mark it on the
progress checklist.

Students start
cleaning up their
areas and
materials

Teachers ask
students on a
scale of 1 to 5, 1
being the least
comfortable and
5 being the most
comfortable, to
show us how
they feel about
their
understanding of
the B Layer
Project

LINKS TO DOCUMENTS/RESOURCES (Danielson 1d):

-Smart board
-Laptop Cart 9
-B Layer Project copies

-Links to website (games)

-Notebook paper
-Pencils and pens

B LAYER - Ramp Project 100 points

Options - PowerPoint, Booklet, Poster, Typed Project etc.
Support video: https://www.youtube.com/watch?v=fGsd8DBsr7w
Support video: https://www.youtube.com/watch?v=9QkBtxiowiA

Complete one or more for a total of 200 points. 50 Points Each

A LAYER
Option 1: Research and Create your own problem
Option 2: Using Google Map - Tale of three cities
Option 3: Pythagorean Theorem in Art and Architecture - Drawing and research
Option 4: Create your own A Layer Questions and research it
ADDITIONAL NOTES (I.E. SEATING/GROUPING FOR THIS LESSON) (Danielson 1b):

Homework: Complete B Layer Part 1 if you did not complete it during the class period

Teachers check
and give
feedback on
each students
1st section on
their B Layer
Projects to see
how well they
interpreted the
first section of
the project and
give them clear
feedback on
how they
improve.

TEACHER REFLECTION (Danielson 4a):

To be completed after the class