Group Micro Teaching – Apprenticeship and Workplace 10

Michelle, Deb, Nadine

Bridge: 2 min

Catch interest by having students form groups of three and numbering themselves 1,2,3 for jigsaw activity in which they will become the expert on some aspect of the history or modern use of the Pythagorean Theorem.

Learning Objective:

Students will be able to demonstrate an understanding of the Pythagorean Theorem by describing historical and contemporary applications of it.

Ø  To learn a historical use for Pythagorean Theorem and to understand where Pythagoras' inspiration came from.

Ø  To understand that this theorem came about from a practical application, not pen and paper theory.

Teaching Objective:

Ø  Learn and improve our methods in conducting an engaging and educational lesson that will reach everyone.

Ø  To interactively show the motivation for the Pythagoras Theorem, introduced to Pythagoras by the ancient Egyptians.

Ø  To try out the Jigsaw strategy.

Pre-test: 1 min

Ø  Who can tell me what we already know about the Pythagorean Theorem?

o   Looking for formula, triples, and to see if anyone might already know where it comes from.

Participatory Learning: 7 min

Ø  Split groups into 1’s, 2’s and 3’s.

o   1’s at Egyptian Station (Deb)

o   2’s at Babylonian Station (Michelle)

o   3’s at Modern Application Station (Nadine)

Station 1 – Egyptians

Ø  Explain how ancient Egyptians used a right-triangle to redistribute fields after yearly flooding.

Ø  Explain how they made a right triangle using rope and knots

Ø  Explain how Pythagoras became involved/interested

Ø  Make a right-triangle with a piece of string and ruler.  Make a 3, 4, 5 triangle and see if they can find a right angle in the classroom with it.

Station 2 – Babylonians

Ø  Explain Babylonian Mathematics and history of Pythagorean Theorem.

Ø  Teaching Babylonian numbering system and ancient tablet.

Ø  Briefly cover other ancient cultures in which Pythagorean Theorem was known and used

Station 3 – Modern Uses

Ø  Talk about how surveyors use their equipment to set up right hand triangles in order to calculate distances etc…

Ø  Have students using laptops research other possible modern uses for Pythagoras.

Ø  If they cannot find any, have them brainstorm a list of possible fields that they think may use the Pythagorean Theorem.

Materials Needed:

o   String and rulers

o   White board, diagrams of tablet and Babylonian numbering system

o   Laptops, paper to write ideas down on, pens

Post-Test: 3 min

Groups of three re-form and students teach other members about their area of expertise. Only have 1 minute each to share.

Summary: 2 min

Students complete the statement:  The one thing I learned today that I didn’t know before was _______________________________________________________________________________.  (Orally if time allows.)