Learning Domain: Geometry
Standard: Explain a proof of the Pythagorean Theorem and its converse.
Degree of Alignment:
2 Strong
(3 users)
Learning Domain: Geometry: Similarity, Right Triangles, and Trigonometry
Standard: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
Degree of Alignment:
2 Strong
(3 users)
Cluster: Understand and apply the Pythagorean Theorem
Standard: Explain a proof of the Pythagorean Theorem and its converse.
Degree of Alignment:
1.7 Strong
(9 users)
Cluster: Understand similarity in terms of similarity transformations
Standard: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
Degree of Alignment:
1.5 Strong
(10 users)
The lesson plan does seem to aim for students to learn the Pythagorean theorem abstractly (needs more concrete examples in order to transition smoothly to abstract) and could use a little more real-world application problems and group discussion work.
on Feb 08, 06:36pm Evaluation
Quality of Explanation of the Subject Matter: Strong (2)
Very simplistic example; subject matter is explained minimally.
on Feb 08, 06:36pm Evaluation
Utility of Materials Designed to Support Teaching: Strong (2)
The technological aid will help the teachers in giving the students support on a visual aid, but there is not much support provided for teachers otherwise.
on Feb 08, 06:36pm Evaluation
Quality of Assessments: Limited (1)
Little to no assessment is given. If using this technological resource, teacher could give students an exit card afterward that asks if they understood what was taught.
on Feb 08, 06:36pm Evaluation
Quality of Technological Interactivity: Superior (3)
Very good interactivity; the student has the ability to visually see why a 3-4-5 triangle exists.
on Feb 08, 06:36pm Evaluation
Quality of Instructional and Practice Exercises: Strong (2)
Little to no practice exercises given. The proctor could give examples as well as exercises students could do to further their understanding of the 3-4-5 triangle.
on Feb 08, 06:36pm Evaluation
Opportunities for Deeper Learning: Strong (2)
They are definitely reasoning abstractly, but there are little to no other opportunities for deeper learning. The activity could be modified to include group discussion or other forms of assessment that would allow students to form a deeper understanding of the 3-4-5 triangle.