Trenton Tate

EDU 542
Chapter 12 Cooperative Learning Model
Review of Pythagorean Theorem

Cooperative Learning Model

Problem-Based Learning pages 307-343
8th Grade Geometry
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials large sheets of paper, different colored markers
Vocabulary right triangle, Pythagorean theorem, hypotenuse, Pythagorean triple, acute/obtuse triangles
2. OBJECTIVE
Students apply knowledge of Pythagorean theorem for review
DOK 1 (recall, identify, recognize)
- Geometry. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
3. ASSESSMENT Perfect Assessment Tool Rationale:
Informal assessment Observing how well students can recall prior
Monitoring individual, partner, then class discussion information, how they apply their concepts.

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. I am looking for students to relate previous concepts, namely the Pythagorean theorem.
2. Students will work to strengthen understanding and develop deeper meaning and relate what they are learning
1. MOTIVATION FOR LEARNING
Intrinsic motivation for solving the questions and recalling information.
Encourage students to come up with their own understanding, guiding them towards an acceptable understanding.
Little information will be given to them, and additional information will be given as we go to aid students that need an
additional push.

2. PRE-LESSON - Just before teaching the new lesson do the following:

Review/Make Connections to Previously Learned Material (Pythagorean theorem)
Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)

6. LESSON BODY:. Follow the exact steps provided in the text for the lesson you are teaching. Clarity is the key.

Step 1 Students are divided into groups according to the question numbers.

Step 2 Each cooperative group is given a piece of chart paper and different colored markers. So that teacher can track
each individual groups contribution.
.
Step 3 Each group is given a different question sheet toward same topic.

Step 4 For a short time period (3-5 minutes), every group writes graffiti (words, phrase, statement, pictures) on their
particular question.
.
Step 5 After about three to five minutes, the teacher stops the groups and asks each group to pass their graffiti sheets to
the next group.

Step 6 The new group with the sheet reads what has already been written or drawn on the sheet and adds additional new

1
 information.

Step 7 Continue the process until each groups original sheet has been returned to them.
Step 8 Once a group has their original sheet back, as a group, they read all of the contributing comments, discuss them,
summarize them, and prepare a brief presentation to the class as outlined by the teacher.

Step 9 A specific outcome must be set by the teacher for the presentation part of this assignment in order for it to be
effective.

Formative assessment: while groups are brainstorming, teacher assess how well they have grasped the concepts,
and if they have been able to relate the previously covered concepts to todays newly covered topics.

Summative assessment: the teacher will be able to tell by the color of the markers, which groups were contributing.

7. ASSIGNMENT
Students are given homework questions where they must also apply Pythagorean theorem, sometimes multiple times, as in
the example, to solve.

8. Student Work Examples/Technology Support

Post examples of student work.
Use of Ipad to provide clarity.
Reflective Thinking/Curriculum Evaluation @50 Points
9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Students will apply understanding of Pythagorean theorem.

SLO 2: Students will break down given information and apply theorem to already learned in different light.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning students tie in a learned vocabulary
How does this model make learning stick in long-term memory? Students give more to meaning, other than just numbers.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory. I think this lesson is appropriate. It tackles a
concept in a different approach. Students work to solve recall and write more and more as the groups rotate.
How will you support advanced/ELD/Special needs learners through using this model? - Provide an additional graphic
organizer for students to use. Give additional guidance.
Provide links to the Common Core State Standards and explain how this lesson could support the CCSS. - Geometry. 7.
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical
problems in two and three dimensions. This supports CCSS because it encourages application and critical thinking.

Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist). Social theory, because we are creating an experience where students can learn from their peers. Students
link prior knowledge to word problem applications.
Link this lesson to one or more of the Big Ideas and provide a rationale. - The big idea is to develop student comfortability
incorporating the Pythagorean .
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 Link this lesson to the New Learning Sciences and provide rationale for your selection and descriptive examples. helps to
advance understanding.
Describe technological resources you have found useful. Google, Notability, and my Ipad.

Growth Mindset

By allowing students to pool in their own understandings of theorem, as well as work to challenge thinking deeper about assigned
words or terms.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional? - Consider other areas where problem-based learning could be incorporated well.

Discuss what went well and what changes you have made for improving learning. I would have to teach this lesson to
gauge how well the lesson goes.
What have you learned about how learning happens? Implementing more attention on the focus, even in math, can be
helpful in learning.
What more do you need to read or learn? How well students are able to tie the concepts together.
How does this add to your credibility to supervise student teachers? Gives me more insight on lessons other subjects
besides math may use.