Lesson Plan Template – “Backward Design” and “Gradual Release of Responsibility”

Essential Questions:

-What is the importance of squared roots? Why does the shape of the triangle matter
(Obtuse/Acute/Regular)?

A. Pre-planning: Objectives and Purpose “TARGET”

Nebraska Standards/CCSS AND Instructional Objectives (May add or delete as
needed)

Standard: HS.G.1.d Identify and apply right triangle relationships including converse
of the Pythagorean Theorem.

IO: Students will analyze a triangle and determine the application of the
Pythagorean Theorem.

“Teacher Cues” included here the following targets:

-Write daily instructional objectives on the board and have the Question of the Day
ready.

Explanation of the Lesson (lesson summary from start to finish):

https://www.homeschoolmath.net/worksheets/square-roots.php (Square Roots) &

https://www.k5learning.com/free-math-worksheets/sixth-grade-6/exponents (Exponents
Examples to use for QoD)
PYTHAGOREAN THEOREM.ppt
https://www.youtube.com/watch?v=d8EA5TxGzcY (Pythagorean Theorem
video)
 https://www.mathworksheets4kids.com/pythagorean-theorem.php (Pythagorean
Theorem Worksheet website)
https://templatelab.com/pythagorean-theorem-worksheet/ (Pythagorean Theorem
Homework website)

This lesson will be taught in a 50-minute period. The purpose of this lesson is to
make sure students can recognize what triangles the Pythagorean theorem can be applied
to and how to apply the theorem.
Each student will start the period by answering a Question of the Day involving
exponents and square roots. After completing and checking the problem, I will begin to
explain what the Pythagorean theorem is and pull information from the book (made into a
PowerPoint) to help me further explain the theorem. Next, as I am teaching the theorem,
the students and I will complete two or three examples of the theorem, giving one
example triangle, using an obtuse or acute triangle, where the theorem does not work.
After, I will have the students create their own examples to solve, by first having them
create the problem and then handing it off to a neighbor for them to solve, as the neighbor
reasons out loud the example on their own, then lastly having them pick out the numbers
to use and finally having them pick the numbers and reasoning how to solve it by
themselves.
Toward the end of the class, I will ask students questions, “What step will you be
doing here? Are you squaring or square rooting correctly? Will you be subtracting or
adding for this problem?”, to check that they understood the lesson. Then I will give page
numbers from the book with a collection of problems that I want students to complete.
Otherwise, I will also have worksheets for students who may need alternative work or
additional support. I will walk around and check that the students are completing the
homework, and helping the students who need it.

Rationale for the Lesson, including Connection to Curriculum and Standards

(Focuses on what the “students will DO,” in terms of connection to Bloom’s/Webb’s
Taxonomy.)
The purpose of this lesson is to make sure students know the fundamentals of how
to identify and apply critical thinking in being able to look at a triangle and understand if
the Pythagorean theorem can be applied. At the end of the lesson, the students will be
able to analyze the theorem and begin applying it to situations. This lesson will benefit
the students as they can apply the theorem to situations and understand if knowledge can
be applied to situations.
For this lesson, the instructional objects were created using Webb’s depth of
knowledge. At the end of the lesson, students will be able to identify and apply a right
triangle relationship and use the Pythagorean theorem to understand triangle lengths. I
will be using formative assessments to determine the mastery of my students throughout
the lesson.
This lesson connects to Standard HS.G.1.d Identify and apply right triangle
relationships including converse of the Pythagorean Theorem as students will analyze
grade-level problems to apply and answer questions about it. This will be measured
formatively by their homework at the end of class, but they will be practicing this skill
frequently throughout the lesson in examples and by answering questions.

B. Assessment Plan – “Method”

Formative Assessments–
Question of the Day: Students will complete a problem with exponents and square
roots. This question will be used to understand if the student understands how
exponents and square roots are used as they are using the Pythagorean theorem.
https://www.homeschoolmath.net/worksheets/square-roots.php &
https://www.k5learning.com/free-math-worksheets/sixth-grade-6/exponents
Student Question Check: Students will answer questions asked by the teacher and
fellow peers.
Student-led examples: Students will create and solve examples that they choose
the numbers for and will speak out loud their reasoning.
Homework: Students will complete worksheets and examples from the book.
These worksheets and homework problems will be checked the next school day.
https://templatelab.com/pythagorean-theorem-worksheet/

B. Materials/Equipment/Resources Needed:
a. Computer
b. Projector
c. Internet
d. Models and Diagrams
e. Each student’s QoD worksheet
f. Worksheets
g. Homework
h. Math textbook
i. Calculator
j. Pencil/Pen/Eraser

D. Lesson – “Match”
1. Procedures
2. Beginning of class
3. Teacher getting students’ attention
4. Questions/getting teachers’ attention
5. Question of the Day procedure
6. Procedure for signaling when students are not paying attention
7. Alternative class activities/Seamless transition
8. Returning to class after interruption
9. Materials brought to class
10. Class dismissal procedure
11. Work computer
 Students interacting with new knowledge

A. Anticipatory Set
a. At the beginning of class, students will already be aware of the daily
procedure of bell work and will begin their anchoring assignment once
they enter the classroom. I will give the students an example to answer for
their Question of Day sheets.

B. Objective and Purpose (articulated to the student)

a. “In this lesson you will work on your square roots and exponents”

b. “You will also collaborate with each other to better understand the
material. The reason we are going to work on mastering square roots and
exponents is so that we can become better mathematicians. This is a skill
that you may use in different parts of your life, such as calculating the
slope of a roof or which path will be shorter to take, even if it isn’t
noticeable.”

C. ME --- Instructional Input

-The teacher models the Pythagorean Theorem for the students through
modeling the theorem. The teacher works through an example for students to
better understand how to complete the process.
-“Skills Cues” included here: Students will have to know how to calculate
square roots and exponents, and will be able to know how to add and subtract.

Students practicing and deepening their understanding

Lesson Transition Procedure Autistic students will be given a preview before

class and reminded of how the lesson plan is available for them to look at to know how
the lesson will flow. Students will be asked to begin participating in the examples so they
can work as a class to better understand the lesson.

C. WE --- Modeling
a. After I have modeled the Pythagorean Theorem and what the
computations are, we will move on to the student-led examples and begin
to work through examples as a class. During this activity, I will ask
students for a number and will let them lead the discussion on how the
problem is solved.

E. Monitoring
 -While we work through the examples as a class, I will encourage students to
answer throughout the process to get a good idea of their understanding. I will
also require that every student speaks while solving to have everyone
participate.

Lesson Transition Procedure Autistic students will be given a preview before class
and reminded of how the lesson plan is available for them to look at to know how
the lesson will flow. Students will be broken up into pairs and create problems for
their partners to solve.

F. TWO --- Guided Practice

-Once we have worked through some examples as a class, the students will then
split into pairs and will be instructed to create problems for the other students to
solve. During this time, I will walk around and observe, making sure to answer
any questions. After the students have answered some examples, the teacher will
get the class's attention so they to move on to the next part of the lesson.

Students generating and testing hypotheses

Lesson Transition Procedure Autistic students will be given a preview before

class and reminded of how the lesson plan is available for them to look at to know how
the lesson will flow. Students will be instructed to look at the book/worksheets that are
given to them for them to complete with the time that is left.

G. YOU --- Independent Practice

-Once the examples are done, we will move on to homework. Students will be
given options of how they want to complete it. There will be homework from the
book, worksheets, and a choice board that students can choose from. After they
have chosen their assignment, students will begin completing it as the teacher
walks around for any stray questions any students may have. Before they leave,
the teacher will ensure each student has a homework assignment and that they
understand what they need to complete.

Lesson Transition Procedure Autistic students will be given a preview before class
and reminded of how the lesson plan is available for them to look at to know how
the lesson will flow. Students will be directed to begin to pack up their things, shut
off, log out, and plug in their school-provided computers and/or put other devices
away so full attention can be used for the closure.

H. Closure
-“Today, we learned about the Pythagorean Theorem. This is a skill that you may
use unknowingly, like when you decide it will be quicker to cut across the grass
than to walk on the concrete. You will continue to complete your homework
tonight and send me any questions you have.”
 To wrap up the lesson I will restate the instructional objectives and purpose. I will
also remind students of their Question of the Day and make sure they have got the
problem written down. To end, I will discuss triangles and preview the obtuse and
acute triangles for tomorrow. Shortly after, the class will be dismissed.

Supplemental Requirements

Differentiation Strategies
Anchoring: Students will connect the Question of the Day problem to the rest of the
lesson. By anchoring at the beginning of the class, students will focus in and prepare for
the upcoming knowledge.
Flexible Grouping: Students will be grouped based on their seating chart. This will offer
them an opportunity to work with a variety of learning styles and approaches and will
give them a different perspective than their own.

Big Nine Strategies

Summarizing and Note Taking: Students will be working on understanding the
Theorem and exposing what is essential throughout the lesson by finding the main ideas
in the texts given to them.
Homework and Practice: Students will be given homework to practice the skills learned
in class which will allow them to extend their learning outside of the classroom. The
purpose of the homework is to review the skills learned in class. The homework will be
reviewed the next day in class and feedback will be given then as well as questions
answered.

Multiple Intelligences Appealed To

Visual-Spatial Intelligence: Students will be using triangles and visual diagrams to see
the relationship the Theorem shows between the numbers and how the distances of the
numbers work together.
Logical-Mathematical Intelligence: Students will be using important details to find the
relationship between the numbers. By using reasoning and finding relationships within
the text, they will be using this intelligence.
Interpersonal Intelligence: Students will be using this intelligence as they interact with
each other during the WE and TWO parts of the lesson as they interact with each other
and help each other better understand the lesson.

Accommodations Made for SPED Students: Students with Autism

- James is highly verbal, but he has poor communication skills. He doesn’t seem to
understand the use of personal space, he avoids eye contact, talks too long and too
loudly, and talks in great detail. His behavior escalates quickly related to anxiety when
his routine is changed. Students will be moving their desks around, dealing with lesson
materials, and collaborating with peers.
Groups: When working in groups, students will only be asked to fill out one paper as a
group so students who struggle with tasks like this can tell their partner what the problem
is and not worry about writing the problem again and have someone to bounce their
understanding off and help clarify details. This will help James as a routine can be
created where he is paired with a student and James and that student are consistently
paired.
Video: For their homework, students will be given a video to watch to help them further
understand the lesson. Or, James can listen to the video while the rest of the class listens
to the teacher so the student is still learning but is not having to deal with the noise and
movement of other students.
Following Schedule: James will be provided with an outline of the class period plan and
the plan will be followed for their benefit.
Fidget Tools (Triangle ones): If needed, a fidget tool will be provided for Jamse to use
during the lesson.

Technology Tools Utilized

-Website with slider (move ‘a’ so see how that affects ‘b’ and ‘c’)
Video: The video will be another extension of knowledge and help reinforce the
knowledge already learned from the lesson. This will also help with visual and auditory
learners as they get to see and hear the information again.
Calculator Website: The students will be able to use this to experiment with and help
them further understand the relationship between the numbers and how the Pythagorean
Theorem works.
PowerPoint: This will help as the information in the book might be too much for some
students to look at, so it the vital information for students to understand. This will help as
the information might also be summarized and rewritten into something more
understandable.
Desmos: This can be used as it allows students to see a slider of what the Theorem looks
like if you change only one variable. It helps as another visual diagram for students to use
to help further their understanding.

Varied and Multiple Assessments Provided

Book: This will be a restricted list of problems for students to answer (i.e. odd numbers
three to seventeen).
Worksheet: This allows students to have a physical piece of homework to work on and
for them to see the problem and their work in the same place compared to the book.
Choice Board: This allows students to have more variety in how they can show their
understanding, as they can create a poster or a PSA of how it is important to understand
what number goes to what letter. It also gives students a way to personally tie the lesson
to them, as it will encourage them to create it for something they like (trains, towers, etc.)
 Weekly Lesson Plan

Target Target Target Target Target

-Roots -Exponents -See MLDP -Functions -Functions 2
-Students will -Students will -Students will -Students will analyze
analyze and analyze and explore analyze and apply and apply function
explore Roots Exponents function relationships
relationships
Method Method Method Method Method
-Formative: QoD, -Formative: QoD, -See MLDP -Formative: QoD, -Formative: QoD,
Student student examples, student examples, student examples,
examples, questions questions questions
questions -Summative: Summative: -Summative: weekly
-Summative: homework homework quiz, homework
homework
Match Match Match Match Match
-Do QoD -Do QoD -See MLDP -Do QoD -Do QoD
-Roots -Exponents -Functions -Functions 2
PowerPoint PowerPoint PowerPoint PowerPoint
-Work through -Work through -Work through -Work through
examples examples examples examples
-Review and -Review and -Review and -Review and
homework homework homework homework

Supplemental Supplemental Supplemental Supplemental Supplemental

-Diff: -Diff: -See MLDP -Diff: -Diff: Anchoring/QoD
Anchoring/QoD Anchoring/QoD Anchoring/QoD -SPED/Tech: Video
-SPED/Tech: -SPED/Tech: Video -SPED/Tech: -Big 9:Homework and
Video -Big 9:Homework Video Practice
-Big and Practice -Big 9:Homework
9:Homework and and Practice
Practice

This assignment helped me see the work put into lesson planning and how
detailed and differentiated it can be. There was the problem of if I needed to add more or
if I needed to put more details because of how an instruction on the lesson plan might
make sense to me but then when given to someone else would not make sense. This was
interesting because I have heard about the amount of work that can go into children's
educational videos like Sesame Street and such, but it was interesting to be the one
creating the lesson. I have gotten to learn about how even though the lesson might look
simple to the students, I as a teacher must account for differentiation and make sure that I
keep to the Standards while looking at Marzano and Webb-Blooms taxonomy.
Is there a way to have this reorganized or is this one of the better outlines that
teacher candidates can use? I know we were shown some of the outlines that other
schools use but those were more about having the lesson already written, while this was
more about creating the lesson from scratch. I can also see how easy it is to assume as a
student how easy it is to become a teacher because as a student you see the teacher just
giving lessons and making it look easy, and then you get to see the behind-the-scenes that
goes into one lesson plan and get to realize that this is what you will be doing for every
lesson.
Mastery Lesson Design Plan was a very good assignment as I got to better
understand the knowledge and time that teacher give to their students. This lesson helped
show me that I will have to care and be motivated to teach my students as this is what
teaching will be day in and day out.
This connects to the Role of the Teacher as it is about how you teach and
understand the lesson you are teaching. This also connects to Professional Disposition as
it is about understanding the research and care that goes into creating a well-written
lesson that the students will be able to learn from. It also helps widen the teaching and
educational experience as you understand that this is what you will be doing when you
are not in front of a class.