Stage 1

Stage 1 Identify Desired Results

Establish Goals: (G)

Common Core State Standards Content Area: Geometry/Algebra 1 Grade Level: High School Domain: Similarity, Right Triangles, and Trigonometry Standard: Define trigonometric ratios and solve problems involving right triangles. Cluster: #8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

What understandings are desired?

Students will understand that: (U)

•the Pythagorean Theorem is used to solve right triangles in applied problems. •the theorem is used in everyday applications and situations. •the theorem was created by a mathematician in the 6th century.

What essential questions will be considered?

Essential Questions: (Q)

•Why is the formula used for finding the 3rd side of a right triangle? •Where is the theorem being applied? •Who is Pythagoras and how did he create the theorem?

What key knowledge and skills will students acquire as a result of this unit?

Students will know: (K)

Students will be able to: (S)

•The Pythagorean Theorem formula •Pertinent terminology such as hypotenuse, exponent, square root, area, perimeter, leg •Important events and people consisting of Pythagoras, the creation of the Pythagorean Theorem, and events that assisted in the creation of the theorem.

•Demonstrate how to calculate the 3rd side of a right triangle •Illustrate how the Pythagorean Theorem is used to solve problems concerning right triangles •Apply the Pythagorean Theorem to real world applications •Analyze the life of Pythagoras and how the theorem was created •Consider how the theorem was derived and determine whether Pythagoras should be the only one credited •Recognize that the Pythagorean Theorem is used in everyday life

Chapter 7 Mathematics

TPACK Chapter 7

Mathematics

            I was looking forward to reading the math section of this book for a couple of reasons. First of all, I was hoping to gain insight about how to use technology in mathematics effectively and appropriately. My second reason is that I was hoping it was going to clarify the use of calculators and whether students should use them or not.  As I was reading through chapter 7, I was relieved to see that other math teachers feel the same way I do about the use of calculators,  “should students who don’t know the fundamentals of basic arithmetic operations be allowed to use a calculator? “ (pg. 146). I often struggle with this idea day in and day out.

Since my first year of teaching, I have been completely against using calculators in the earlier math classes such as basic math skills and algebra 1. I feel that students should know and be able to make calculations correctly using their brains and good old paper and pencil. I try to emphasize that even though a calculator is easy, many times in life you will not have one with you when a question or concern arises. Therefore, if you rely heavily on the calculator to do the work for you, you lose the skill and ability to solve problems on your own. I also think that once you have proven that you understand the basic skills, then a calculator could be used to assist with other math concepts/classes to save time (Geometry, Algebra II, Pre-Calculus, etc).

Using technology effectively in a math classroom is very important. The chapter talks about several good programs that could be used to “support teaching and learning “ (pg.146 ). Teachers need to make sure that if they use technology in their math class, that it is as a support and not to do teach a lesson for them. Being trained in particular technology geared towards mathematics would be extremely helpful, especially if technology is being pushed by your school to be incorporated in everyday teaching.

My first blog entry ~ Erica

I have never actually blogged before and I find this to be quite interesting. I have followed several blogs in the past, and I like reading constant updates about situations.