L4+Welch,+Leigh

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Leigh Welch **__Lesson #:__ 4 __Facet:__ Interpret**
 * __ Grade Level __**** : ** 9-12 **__Numbers of Days:__ 2-3**
 * __ Topic: __ Lines, Angles and Triangles **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **angles, lines and triangles are elements in problems that occur in real life.
 * Student will know **Definitions- angles, triangles, lines. Area of a triangle (1/2b x h) Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2) Slope (y2-y1/x2-x1), Standard Linear Format y=mx+b (m=slope, b=y-intercept) Key Factual Information- Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc).
 * Student will be able to **illustrate a real life problem where you need to use angles triangles and lines.
 * Product: Glogster **

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson meets the Common Core State Standards stated above because in his lesson students will be looking at real life situations where triangles are used to find a solution.


 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**

During the lesson I will be using the 3-2-1 system of checking for understanding. In this system you ask students how they are feeling about the material and ask them to indicate their understanding on a 3-2-1 scale. 3 means that you completely understand the material, 2 means that you are okay with the material but might have some questions and 1 means that you do not understand what is going on. Students will self assess using a checklist. Students will also be giving each other feedback in their groups as they create their products (Glogster). Students will also get teacher feedback on their work through the teacher. I will go around and give one-on-one feedback with everyone so they know exactly what they need to look at, work on, or fix. **Glogster-** Students will be focusing on the Pythagorean Theorem in this lesson and they will be looking at real life examples of this theorem. We will be going outside to collect data and calculating either the hypotenuse or the missing side length. Students will be using Glogster, which is an online "poster", and they will give real life examples of places where this theorem occurs or would be useful to know and use. (25 points)
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

Students will be using Glogster, which is an online poster software. This will allow students to add any pictures they want from the internet (cited) and use them to further their project. Students should use this software to make a visual that will explain the process they used to work with the Pythagorean theorem.
 * __ Integration __**
 * Technology: **
 * English:** Students will be writing out their steps to put on their Glogster, so the audience can understand the steps that were taken.
 * Art:** Students will have to depict the real life right triangle they found and then show that on their Glogster.

Students will follow along with me at the board and use their Step-Chart to illustrate each level of the Pythagorean Theorem (a^2+b^2=c^2). They will then work with their table groups to do a number of examples using these steps. We will then run through these examples to see how everyone is doing with the process. Students will be divided into groups of 3 or 4 (by counting off) and these groups will have to go outside and collect enough real life right triangles for each member of the group to have one to themselves. The group has the option of working together to figure out all of the Pythagorean theorem problems, or everyone in the group taking a singe problem and doing it by themselves. If they choose the latter however, they have to teach their individual problem to their group members as well as everyone contributing to the Glogster.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will be asked to find examples of triangles in real life and then find out what the missing element from that element (it might be the hypotenuses, or one of the other sides).
 * Verbal: **Students will be asked during the hook to share talk about their ideas and visualizations with the class, and then the class will talk about them.
 * Visual: **During the hook students will be asked to use the visualization skills in their minds to find examples of triangles that they see everyday.
 * Intrapersonal: **The glogster that students will be making that shows examples of triangles that they encounter everyday should be created alone.
 * Interpersonal: **Students will be working in their table groups after taking notes on the Pythagorean Theorem to do examples together if the need the support. We will also be going around outside and collecting data. This can be done with a partner or in a bag group.
 * Kinesthetic: **We will be outside and we will be measuring objects and taking data that we will be using later in the classroom to figure out whatever the missing part of the triangle might be.
 * Naturalist: **We will go outside and find examples of triangles that they see outside and round them everyday. This could be a tree and the shadow it casts, it can be anything. Students will also be asked to make a glogster about real life triangles they see in their lives. Students are encouraged to go outside and take pictures of these triangles and add them to their glogster.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students are expected to attend class. Students are also responsible for any work that they miss in that class and any homework assigned during that missed class period. Students will be able to find the PowerPoint -that contains all the definitions and examples that were gone over in class- on the class wiki. Students should also come into my classroom and get the graphic organizer and any other papers, or homework from the "Absent Folder". My classroom is always open, before and after school, if a student or students need to come in and get help with something they do not understand or are having a hard time with.
 * Plan for accommodating absent students: **

Students will be using Glogster to create an online visual aid to convey the process in which they used the Pythagorean theorem. This Glogster will also be used to show the real life right triangle they used in their project. This will help to enhance the learning experience by giving meaning to the material because they are using a real life right triangle. Gifted students can do one of two options (and these are open to non-gifted students as well). The first option is that they can write down an explanation on their Glogster as to why they are did the steps and what it contributes to the theorem. Or they can create a word problem, using the Pythagorean theorem and have the class do it. If they choose the second option they have to provide the teacher with a copy and then the teacher and that group of students will go around and help the other figure out the word problem.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **

// Whiteboard // // Markers // // Extra Pencils // // Tutorial on Glogster // // Laptops // // Projector // // PowerPoint with notes // // Textbook // // Checklist // // Rubric // // Step Chart (a couple for each student, in case they want to use it to do examples) // // Glogster account // // Notes on Class wiki // // List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] for acute triangles

[] for obtuse triangles

[] for right triangles

[] for angles

[] for lines

[] for vertices

[] for alternate interior angles

[] for supplementary angles

[] for area of triangles

http://www.glogster.com/ gloster

http://www.youtube.com/watch?v=1N5NMo3ZkcY glogster tutorial

http://www.mathsisfun.com/pythagoras.html for Pythagorean theorem

[] for graphic organizer // List all URL and describe. //


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Agenda **

(10 minutes) Students will come into class and be asked to take their seats. I will then tell them to close their eyes and imagine angles and triangles that they see in real life. After a few minutes they will be asked to open their eyes and write down what they pictured. Then these will be handed in. (50 minutes) we will go over the PowerPoint and takes notes. I will also answer any questions. (20 minutes) We will do examples of the new material that we learn. During this time students can work together and ask questions.
 * Day 1**
 * Homework:** Students will be given a set of problems working with the Pythagorean Theorem, which is part of the new material that they learned that day.

(20 minutes) we will go over the homework and I will answer any questions that are asked. (40 minutes) we will be going outside and collecting data on real life right triangles that the students will later use in their Glogsters. (20 minutes) we will regroup back inside and students will make their Glogster accounts and play with the technology. Homework: Continue to play with Glogster.
 * Day 2**

(60 minutes) students will be given this time to work on their Glogsters. In this time they have to choose the data they are going to use and then solve for either the hypotenuse or one of the two sides. They can also work on solving angles if they wish. Once they have figured out the missing information they will bring it to me for a check then they will create their Glogster. (20 minutes) students will be presenting their team Glogsters.
 * Day 3**

The classroom will be set up in table groups. This set up allows students to get to know other members of their class and feel comfortable with each other. This setup also allows students to ask each other questions instead of relying solely on the teacher. Students will understand that angles, lines and triangles are elements in problems that occur in real life. Without lines and angles, you would not be able to create triangles, or any other shapes. //Prove theorems about lines and angles. Prove theorems about triangles.// At the beginning of this lesson students will be asked to come in and sit down. I will ask them to close their eyes and visualize lines, angles and triangles that they see in everyday life. I will walk around and be handing out little packets of stickies notes to every student. I will take attendance during this time. After a few minutes I will then ask the students to do a quick write on what they thought about, just jotting down the basic idea. We will then go around the room and share one of the triangles that they thought of. After we have shared I will ask the students to take their stickies and outline right triangles that are in the room.
 * Where, Why, What, Hook Tailors:** //Intrapersonal, Naturalist, Logical, Verbal//

Students will know definitions- angles, triangles, lines. Area of a triangle (1/2b x h) Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2) Slope (y2-y1/x2-x1), Standard Linear Format y=mx+b (m=slope, b=y-intercept) Key Factual Information- Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc). We will be taking notes off of a PowerPoint and learning the Pythagorean theorem. During this lesson students will follow along with me at the board and use their Step-Chart to illustrate each level of the Pythagorean Theorem (a^2+b^2=c^2). They will then work with their table groups to do a number of examples using these steps. Students will do examples at their table groups and then one member from the group will come to the board and do the example that they worked on together. During the instruction I will use the 3-2-1 method for checking for understanding.
 * Equip, Explore, Rethink Tailors:** //Logical, Naturalist, Kinesthetic, Visual, Verbal, Interpersonal//

Students will be able to illustrate a real life problem where you need to use angles triangles and lines. Students were given problems to do for homework that were focused on the Pythagorean theorem, we will go over these in class and see how everyone is doing with the process. (Day 2) I will answer any questions that may need answering. After we have worked on the Pythagorean theorem we will go outside and gather information and data from real world right triangles. Each group will have to gather the information of three or four different real world right triangles, the students will use this information later when they are making their Glogster. Students can trade data if both parties agree, this will intrigue students more because the answer is a complete mystery. During the rest of this class students will create a Glogster account and begin to play with the technology so they can get a feel for the tool. Here is a tutorial for Glogster. Their homework for that night will be to familiarize themselves with Glogster and play around with the features. (Day 3) Students will be given this time to work on figuring out the missing piece of information from their real world right triangles. The missing piece could either be the hypotenuse or one of the two other side lengths in the triangle. In their Glogsters students will be in groups of three or four. Each of the students in the group have their own real world right triangle and they will be responsible for figuring out the missing element and then reporting that to their group. Each student will have to work on the team Glogster and add the information they collected for their triangle. After all the Glogsters are done we will move onto the presentation of the Glogsters. During this presentation students will walk through the process they took to find the missing pieces and show a picture of the triangle (the real world picture). The presentation portion of this lesson will help students with their public speaking and presentation skills. This also creates an environment where students should feel comfortable with each other and me.
 * Explore, Experience, Rethink, Revise, Refine Tailor:** //Logical, Naturalist, Visual, Verbal, Interpersonal, Intrapersonal//

Students will self assess their Glogsters using a checklist. Students will also be peer evaluating using the same checklist. Students should make sure to evaluate their peers and the members of their group. All the students will be evaluating one another using the same checklist or rubric. Students will use the checklists to grade their peers when they are giving their presentations. During this lesson I will also be providing teacher feedback when students are working on their own triangles. Students have the opportunity to work on all the Pythagorean theorem problems as a group or they can do them individually. If they do the latter then the students have to teach their problems to the rest of their group. I will be present for this and help if they need it. If they choose to do the problems together then I will be available for students to ask questions and I will bring students together to explain elements that become confusing for more than one student.
 * Evaluate Tailors:** //Interpersonal, Intrapersonal, Logical, Verbal, Visual//

Students will know….. Definitions- __A____ngles-__ //A shape, formed by two lines or rays diverging from a common point (the vertex).// __L____ine-__ //A geometrical object that is straight, infinitely long and infinitely thin.// __Vertex-__ //A point where two or more straight lines meet. A corner. This is going to be a point. Like (2,3) you can find this by solving for one of the variables in one equation an then plug that into the second equation.// __Properties of lines-__ Lines have slope. This is something that should not be new. In algebra 1 students should have learned slope intercept form of a line. They should also know how to calculate slope using two points that are on the same line. If given (3,4) and (4,7) they should be able to calculate slope. (7-4)/(4-3) this equals 3/1 so the slope of that line is 3. Also when talking about slope we need to talk about parallel lines. Parallel lines are lines that never intersect. They never intersect because they have the same slope so they are growing at the same rate. __Perpendicular lines__ and two lines that intersect at exactly one point. They intersect and form a 90 degree angle. so these lines will have opposite reciprocals for slopes. For example: a line with the slope 3 is perpendicular to a line with the slope -1/3. __Properties about Angles-__ A full rotation is 360 degrees. From the proof of this you also find out that a line is equal to 180 degrees. This will lead into a discussion about opposite interior angles. __Opposite interior angles__ is just a name for saying the interior angles of a parallelogram (which is a shape that is made up of two sets on parallel lines) are equal. So if you have a parallelogram that has one angle labeled as 45 degrees you know that the angle that is exactly opposite from it is also 45 degrees. From this you can find out what the measure of the other angles are. You know that the two remaining angles are going o be equal. You also know that the interior angles of a four sided shape will equal 360 if added together. So right now you have 45+45+2x=360. There is a 2x because the there are two unknown angles measures and you know that they are equal because the shape we are working with is a parallelogram so it has opposite interior angles. So to solve for x you combine like terms. So 45+45=90, so you have 90+2x=360. You then subtract 90 from both sides in order to get the variable and it's coefficient on one side by themselves. So you are left with 2x=270. From here you want to get x by itself, and to do that you have to divide both sides by 2. So you get x=135 degrees. so the four angles in your parallelogram are 45 degrees, 135 degrees, 45 degrees, and 135 degrees. __Alternate interior angles-__ When two lines are crossed by another line (which is called the Transversal), the pairs of angles on opposite sides of the transversal but inside the two lines are called Alternate Interior Angles. __Supplementary Angles-__These are sets of angles that when added together equal 180 degrees. These angles can share a vertex or not share a vertex. These two angles (140° and 40°) are Supplementary Angles, because they add up to 180°. If you have a pair of angles that add up to 180 degrees then you have supplementary angles, there can be more than two angles, you could have three angles that, when added together, equal 180 degrees, or four, or five, etc. For example: one angle equals 120 and another angle equals 60, 120+60=180. these two angles are supplementary. Another example could be if you have three angles that are supplementary then the angle measures could be as follows, angle 1= 47 degrees, angle 2= 52 degrees, and angle 3= 81 degrees. These angles are supplementary because 47+52+81=180. __Properties of interior angles-__ A four-sided shape consists of four interior angles. These interior angles will always equal 360 degrees when added together. This is true for any four-sided shape. A three-sided shape consists of three interior angles. These interior angles will always equal 180 degrees when added together. This is true for any three-sided shape. __Triangles-__ A three sided shape. this shape also has three interior angles. When these angles are added together they will always equal 180 degrees. For example: 90+60+30=180 this means that one angle is equal to 90 degrees, the second angle is equal to 60 degrees and the third angle is equal to 30 degrees. All triangles are not 30, 60, 90 triangles, there can be any combination of three numbers as long as they are positive numbers that add up to 180 degrees. You can also find the third angle of a triangle if you are given two angles. Say you have a triangle that has one angle equal to 54 degrees and the other equal to 72 degrees, the third angle would be 54 degrees because, 54+72+x=180 so 126+x=180 (you subtract the 126 over) x=54. Another way to look at it is 54+72=126 and 180-126=54. Therefore the third angle is 54 degrees. __Area of Triangle-__ The area of a 2-dimensial shape is the amount of surface this shape takes up. there are different ways to calculate area. If the shape is on graph paper and not cutting any of the little blocks into pieces then you can just count them. Not all shapes are as nice as squares or rectangles so you can also calculate area with a formula. The students should have at least heard of LxW (length times width). This works for squares and rectangles. When dealing with triangles you will use the formula 1/2b x h this is one half of the base times the height. For Example: a rectangle with the length of 10cm and the width of 2cm has the area of 20cm^2 because 10cm x 2cm = 20cm^2. When looking at triangles you go through the same process but with different information. For Example: A triangle has a base of 14cm and a height of 4cm. So you use the area formula for a triangle (1/2b x h). 1/2(14cm) x (4cm). So 7cm x 4cm = 28cm^2. __Right Triangles-__ These triangles are special cases. In a right triangle there is going to be one angle that is 90 degrees. the interior angles will still add up to 180 degrees, but you know that one of the angles is going to be 90. With these triangles you can find the length of the longest side (hypotenuses) by using the Pythagorean theorem a^2 + b^2 = c^2. __Pythagorean Theorem-__ This is only used with right triangles. This equation is used to find the side lengths of a right triangle, this is not used to find angle measures. The three sides of a right triangle are labeled with three different letters (a,b,c) where c is the hypotenuse (the longest side). The formula is a^2+b^2=c^2. If we are given two sides of a right triangle we can find the third side. For example if we are given 5 and 10 as two of the side lengths of a right triangle then we can find the length of the third length by using the Pythagorean theorem. a=5 and b=10, so 5^2+10^2=c^2, so 25+100=c^2. So 125=c^2. From here you have to take the square root of both sides. so c=11.18 (roughly). You can also find the length of a side that is not the hypotenuse. For example, if you are given 6 and 13 (13 being the hypotenuse) you would set it up like this, 6^2+b^2=13^2. So 36+b^2=169. Then you subtract 36 from both sides and you get b^2=133. So from here you take the square root of both sides, and you are left with b=11.53 (roughly). __Acute Triangles and Obtuse Triangles-__ Acute triangles are triangles that have three angles that all measure to be less than 90 degrees. This means that all the angles on the inside of the shape will be less than 90 degrees. For example: A triangle can have the interior angle measures of 86 degrees, 71 degrees, and 23 degrees. This still follows the rule of interior angles of a triangle because the interior angles still add up to 180 degrees, 86+71+23=180. If any angle gets to be more that 90 degrees than the triangles becomes obtuse. Obtuse triangles are triangles that have one angles that is more than 90 degrees. For example: a triangles can have interior angle measures of 144 degrees, 26 degrees, and 10 degrees. This triangles still follows the rules of interior angles because all of the interior angles still add up to 180 degrees, 144+26+10=180. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// Step Chart // // Check list (enough for students to be able to grade each others presentations) // // Rubric // // Glogster Tutorial // // Class notes (if needed) // // List the items that need to be printed out for the lesson. //
 * __ Handouts __**

__** Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale **__


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**
 * //__ Learning Styles __//**
 * // Clipboard: //**// Directions and materials are clear and concise. The Glogster created is also used to depict the steps that were taken to help students see the process that they used when using the Pythagorean theorem. //
 * // Microscope: //**// Students will be going outside to find real life right triangles to work with in this project. This will engage the Microscopes because you have to go find and work through information that they collect in the real world. //
 * // Puppy: //**// Students will be given the opportunity to work with a partner on their glogsters. This will give everyone a support wit them and we will also being sharing our final product, so there will be a comfortable learning environment for every learner. //
 * // Beach Ball: //**// We will be going outside to find real world situations where there are right triangles and you will need the Pythagorean theorem to find the lost information. This is not something that happens every class, so it will be new and exciting. //


 * // Rationale: //**// This lesson is designed to reach out to the different learning styles. The directions and product are clear and concise (Clipboard), there is investigation involved in the real world right triangles (Microscope), there is group work and sharing products (Puppy), and the real world aspect is something exciting and outside the norm (Beach Ball). //

During the lesson I will be using the 3-2-1 system of checking for understanding. In this system you ask students how they are feeling about the material and ask them to indicate their understanding on a 3-2-1 scale. 3 means that you completely understand the material, 2 means that you are okay with the material but might have some questions and 1 means that you do not understand what is going on. Students will self assess using a checklist. Students will also be giving each other feedback in their groups as they create their products (Glogster). Students will also get teacher feedback on their work through the teacher. I will go around and give one-on-one feedback with everyone so they know exactly what they need to look at, work on, or fix. **Glogster-** Students will be focusing on the Pythagorean Theorem in this lesson and they will be looking at real life examples of this theorem. We will be going outside to collect data and calculating either the hypotenuse or the missing side length. Students will be using Glogster, which is an online "poster", and they will give real life examples of places where this theorem occurs or would be useful to know and use. (25 points)
 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**
 * // Formative: //**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * // Summative: //**


 * // Rationale: //**// Students receive multiple methods of feedback including the 3-2-1 system of checking for understanding, self assessment with a checklist, teacher feedback with me going around and helping one-on-one, and peer feedback in the project groups. The use of different types of assessment in this lesson allows the students to get feedback on their growth and progress as they gather their information and learn the material. //

**Content Knowledge:** // See content notes // Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // MLR or CCSS: //**
 * // Facet: //**// Interpret //


 * // Rationale: //**// This lesson meets the Common Core State Standards because it focuses on triangles and solving theorems for triangles. This lesson also meets the Interpret facet because it requires students to find real life examples of the material they are learning in the classroom and work with it the same way they would work with a problem they receive in the classroom. //

**Glogster-** Students will be focusing on the Pythagorean Theorem in this lesson and they will be looking at real life examples of this theorem. We will be going outside to collect data and calculating either the hypotenuse or the missing side length. Students will be using Glogster, which is an online "poster", and they will give real life examples of places where this theorem occurs or would be useful to know and use.
 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**
 * // MI Strategies: //**
 * Logical: **Students will be asked to find examples of triangles in real life and then find out what the missing element from that element (it might be the hypotenuses, or one of the other sides).
 * Verbal: **Students will be asked during the hook to share talk about their ideas and visualizations with the class, and then the class will talk about them.
 * Visual: **During the hook students will be asked to use the visualization skills in their minds to find examples of triangles that they see everyday.
 * Intrapersonal: **The glogster that students will be making that shows examples of triangles that they encounter everyday should be created alone.
 * Interpersonal: **Students will be working in their table groups after taking notes on the Pythagorean Theorem to do examples together if the need the support. We will also be going around outside and collecting data. This can be done with a partner or in a bag group.
 * Kinesthetic: **We will be outside and we will be measuring objects and taking data that we will be using later in the classroom to figure out whatever the missing part of the triangle might be.
 * Naturalist: **We will go outside and find examples of triangles that they see outside and round them everyday. This could be a tree and the shadow it casts, it can be anything. Students will also be asked to make a glogster about real life traingles they see in their lives. Students are encouraged to go outside and take pictures of these triangles and add them to their glogster.
 * // Type II Technology: //**


 * // Rationale: //**// This lesson reaches out to many of the intelligences and it is designed to do so. These intelligences are incorporated in a number of different aspects of the lesson, and flow together to enhance the learning experience for the students involved. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** Students are encouraged to be creative with their glogsters. They are also going to be dealing with real world information in this lesson that they are going to transform and then convey through the technology. Students will also be working together to encourage collaboration and teamwork.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //Students will be using Glogster to demonstrate the process they used while working with their real life right triangles. All of the information will be different because everyone will get their own real life right triangles. There is also a variety of assessments for students so they can know their progress and gain feedback along the way.// ||  ||   ||
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