Name: Erin Moore

Date: April 20,2017

Class: EDUC 2300 Introduction to Education
Semester: Spring 2017

Blooms Taxonomy Activity

1 Targeted grade level: Eighth Grade

2 Subject area: Geometry

3 Specific content to be taught: Finding the area of a triangle with a missing side by
Pythagorean Theorem.

4 Questions:

a Remembering
1 List at the three sides of a triangle.
2 What type of triangle does Pythagorean Theorem work with?
3 Can you recall the for area of a right triangle?

b Understanding
1 How is finding the area of a rectangle similar to finding the area of
a triangle?
2 Can you illustrate your work on graph paper with an example?
3 In what way could you demonstrate the process of finding the side
and area to another student?

c Applying
1 Can you build an example when you would use this process when
out with friends?
2 How could you make use of this lesson when out in a restaurant?
3 What questions would you ask a contractor building your house to
ensure you are getting maximum space (area)?

d Analyzing
1 What is the relationship between the length of sides and area?
2 If given area and one side, could you find the length for the other
two?
3 What is the reoccurring theme in finding area?
e Evaluating
1 How would you justify your first step being to find the missing
side before the area?
2 What is the importance of knowing how to find the missing side of
a triangle?
3 How does the relationship of length of sides and area of a triangle
differ from a rectangle?
f Creating
1 Can you construct multiple triangles with the same area but
different perimeters or vice versa?
2 How could you check to see if the length given for a side would
make the triangle a right triangle?
3 What way would you design a hands on activity for this lesson?
Erin Moore
April 20, 2017
Getting A Leg Up on Area
8th
Materials Needed
Calculators
Rulers or Yard Sticks
Dry-Erase Graphing Boards

Goals
TSW learn how to use Pythagorean Theorem to help find area.
TSW apply Pythagorean Theorem to real world and mathematical problems.

Objectives
TWS understand the relation of perimeter and area.
TWS demonstrate understanding through hands-on activities and practice.
TSW will practice topic with real world scenarios.
TSW will see reasoning behind the topic by examples and practice.

Instructional Procedures
1. Have students start class with related bell ringer.
2. Watch Crash Course video on previous topic to help remind students of what they
just learned and how it will be helpful.
3. Give short but well-explained direct instruction on steps and procedures.
4. Give students hands on activity group work.
5. Have each group explain their results in class discussion.
6. Discuss real world application, making a list on board.
7. Grade activity and discussion based on rubric.

Questions
Refer to Blooms Taxonomy questions.

Closure
Students will answer review question on way out of class using Plickers.

Adaptations
Resource student will be provided step by step instruction and placed with higher
level students for assistance, the group will be closely monitored to provide
necessary assistance.
Rubric

Sco
1 2 3 re
Had negative Had negative Positive attitude
attitude. attitude.
Participa Let other members Helped to work on
Did his\her part in
activity. __/3

tion do all the work. activity.

Work is scattered on Work is in order on Work is in order on

page. page. page.
Organiz Work is illegible. Messy handwriting, Best handwriting
__/3

ation difficult to read. demonstrated.

Did not contribute to Only contributed Contributed more

discussion. one relevant point. than one relevant
Discussi Contribution was
point. __/3

on irrelevant.

0-3 Unsatisfactory 4-6 Satisfactory 7-9 Excellent

__/9
Total