Friday: a bit of direct instruction and PT:Pythagorean Trees
1) Tie up loose ends - students add what they've learned to the learning targets for PT: Pythagorean Relationships
2) Direct Instruction - students use the right triangle with squares on each side from Wednesday's homework to label the parts to use in their ISN. After spending much too long thinking it over, I decided NOT to directly instruct about the Pythagorean Theorem and how to use it... yet. I wanted to introduce the Pythagorean Tree PT first and see if they can solidify the relationship on their own.
3) 2 Act Task: Pythagorean Trees
4) Assignment: Find the question you most want to investigate for this performance task.
1) Tie up loose ends - students add what they've learned to the learning targets for PT: Pythagorean Relationships
2) Direct Instruction - students use the right triangle with squares on each side from Wednesday's homework to label the parts to use in their ISN. After spending much too long thinking it over, I decided NOT to directly instruct about the Pythagorean Theorem and how to use it... yet. I wanted to introduce the Pythagorean Tree PT first and see if they can solidify the relationship on their own.
3) 2 Act Task: Pythagorean Trees
- In both classes, we only got through the first act.
- The main question students will want to answer is much more ambiguous this time and we may end up with different teams answering different questions.
4) Assignment: Find the question you most want to investigate for this performance task.
What 2nd hour noticed after watching Act 1 Video: Pythagorean Tree
Thursday: Snow Day
Wednesday: finish up Taco Cart PT and complete PT: Pythagorean Relationships
1) Time for students to compare solutions within their teams for the taco cart performance task
1) Time for students to compare solutions within their teams for the taco cart performance task
Each 2nd hour team's results for who reached the taco cart first and by how much time:
2) Viewing of third video showing the solution to the Taco Cart PT. Note: both classes were absolutely drawn into this and even the solution produced additional teachable moments such as subtracting time measures using minutes and seconds.
3) PT (spotlight task): Pythagorean Relationships
4) Assignment: make a nice version of the right triangle with squares formed from each side to be used in your ISN
3) PT (spotlight task): Pythagorean Relationships
- I demonstrated how to use graph paper to find the area of the square made from the hypotenuse with two different examples (hints: use the largest leg on the bottom, create a "pinwheel" of rectangles for the hypotenuse square.)
- Each student team was assigned 4 to discover on their own (generally, one for each student)
- After about 15 minutes, helping a few students, teams reported out while I kept track of the reports of the areas of the squares of each leg compared to the area of the hypotenuse square.
- In both classes, students were able to see the relationship that the sum of the ares of the squares of the two legs was equal to that of the hypotenuse. Some students are starting to connect that the Pythagorean Thm.
4) Assignment: make a nice version of the right triangle with squares formed from each side to be used in your ISN
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