The Website of Danielle Flores
Introduction Geometer’s Sketchpad is a mathematics program designed for middle school through college levels. The program allows students to measure, sketch, and rotate and much more. Also, this program is a good method of guess and check because it allows students to test theorems or mathematical operations. The hands-on approach that Geometer’s Sketchpad gives students helps to create a solid foundation which allows them to move on to more advanced mathematical concepts. The lesson created for this program is on The Pythagorean Theorem. It is designed for a Geometry classroom and can be adapted for grades 7-12. The software gives the students an opportunity to see a visual of the proof of this theorem. It gives a better insight into the theorem than pen and paper can do. On this program, the students will be able to draw the right triangle and the squares that help to see how this theorem works. It allows them to try the formula () with over a hundred different right triangles and ultimately they will see that it works for all right triangles. Objectives 1. The students will be able to create a visual of The Pythagorean Theorem by creating a right triangle and a square from each leg. 2. The students will be able to interpret in writing if the formula, works for all right triangles. 3. The students will be able to illustrate the measure and rotate tools of the Geometer’s Sketchpad program. Materials Teacher-generated Pythagorean Theorem Lab Includes: Directions, Self-Assessment and Rubric Geometer’s Sketchpad Pen or Pencil Computer Lab (preferably one computer per student, or in pairs) Teacher-generated homework assignment (Pythagorean Theorem Worksheet) Pythagorean Triples Lab (if time permits) Lesson Sequence Day One: 1. A review of The Pythagorean Theorem through question and answer. (5 minutes) *What kind of triangles does the theorem work for? *What is the formula used with the theorem? *Do you know any triangles that work with this theorem? 2. Hand out Pythagorean Theorem lab directions. (2 minutes) 3. Students work through lab, while teacher walks around to answer questions. (30 minutes) 4. Talk about any discoveries made about the theorem. (5 minutes) *Did you discover a formula that works for all right triangles? *Did you discover any side length values of triangles that satisfy this theorem? 5. Have the students save the lab and if they are finished print the lab. (about two minutes) 6. Collect all materials. If students are not finished they will be able to finish the lab the next day. (5 minutes) Day Two: 1. Students will finish up The Pythagorean Theorem lab. (about twenty minutes) 2. Students will complete self-assessment attached with lab directions. (5 minutes) 3. Students will print their document and staple all papers together. 4. Students will complete Pythagorean Triples lab if they finish early. 5. Discuss lab with students. (5 minutes) *What do the squares represent? *Why did you make two squares and a triangle? *What is the formula used with this theorem? *Do you know any side lengths that work for this theorem? 6. Hand out homework (Pythagorean Theorem worksheet) assignment. Evaluation or Assessment This lab includes a rubric that the teacher can use for assessment and it includes a self-assessment for the student to fill out. The evaluation lists several questions and the students read through the questions and give themselves a grade. Then, the teacher will do the same thing and write notes to the student about their assignment. (self assessment and rubric link) Evaluating the sketch that the students make on Geometer’s Sketchpad will assess objectives one and three. Objective two will be evaluated using the questions that are asked at the end of the assignment.
Homepage | Geometer’s Sketchpad | Geometer’s Lesson | PowerPoint | Teacher Page Webquest
© DFlores | Last Revised 9/12/07 | floresd@gcsnc.com