Reflection: Routines and Procedures Hypotenuse Hype - Section 2: Activity 1: Beginning to Solve


Gauging time is always a challenging task due to the many factors that can alter our planning. We know very well how our lesson plans can change due to unexpected circumstances. Yet the more experience we have and the more we get to know our students, the better we gauge our content and our time correctly. During the actual lesson at about 3/4 of the way, I kind of "play it by ear", and make decisions to close the lesson appropriately, ideally at one of the lesson sections. I want to  have time to rap up, and I can do this by asking questions on the content given up to that point in the lesson. These "rap up" questions may include:

1. Where do you think this lesson is leading to?

2. Summarize what we have done today in a sentence.

3. What aspects of the content exposed today made sense to you and why....what aspect do you feel confused about?

I try not to squeeze in any homework assignment if the lesson needs to be completed the next day, other than to re-read their notes or re-watch a video if possible. Forcing in an assignment can lead to frustration on both sides. In summary, closing a lesson appropriately between sections is much more gainful for students than being surprised by the bell. 

  Gauging Time
  Routines and Procedures: Gauging Time
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Hypotenuse Hype

Unit 9: The Pythagorean Theorem
Lesson 4 of 10

Objective: SWBAT apply the Pythagorean theorem algebraically to find the hypotenuse length.

Big Idea: Students use the Pythagorean equation a^2 + b^2 = c^2 with understanding to calculate the length of the hypotenuse.

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2 teachers like this lesson
Math, Pythagorean Theroem, Pythagoras, Triangles, Algebra, Geometry, Geometric Modeling, right triangle, Solving equations, square root, hypotenuse, Pythagorean Triples
  60 minutes
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