LESSON PLAN Topic, class, and level Distance Formula, Grade 10

Objectives. (What are you trying to do in this lesson?) 1. Do Now: use Altitude to Hypotenuse to solve for the missing side of a right triangle (in simplest radical form) 2. Introduce the distance formula by using computer-assisted tool and graphing paper 3. Students will practice how to use distance formula through classwork and raffle box activity. Understandings. (What do you want students to know and be able to do at the end of this lesson?) 1. Students will be able to use the distance formula to compute lengths of segments in the coordinate plane. Knowledge Outcomes. (What content knowledge do you want your students to gain as a result of this lesson? Please refer to the MA Curriculum Frameworks.) 8. G. 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

Assessment. (How will you check for student achievement and understanding?) Homework, group work in class, exit ticket. Instructional Approach. (Describe activities, allotted time, and closure) 1. (5-10 min.) Do-Now: two Pythagorean Theorem questions. These will help students to practice how to use this theorem to find out the length of the side. The teacher checks the homework 2. (15 min.) Give every student a graph sheet, and begin with Notebook presentation: a. Let students draw the x-axis and y-axis on the graphing paper. b. Ask them to draw two random points on it, and connect the two points to a segment. c. Ask students if we can find out the distance between the two points using geometric shapes. Give students 2 minutes to talk with peers, and draw their solutions on the graphing paper. d. Students show their work; the teacher gives feedback and shows how to find out the distance between two points through a right triangle.

e. Recall that the Pythagorean Theorem can be used to find the length of the hypotenuse of a right triangle. You can go over an example on the board as review. f. Lead students to find out the length of small and big legs, which will be equal to the difference of x coordinates and the difference of y coordinate g. Then, the students can easily compute the horizontal and vertical components. Enter these values into the Pythagorean Theorem to find the length of the segment. h. The Distance Formula will be

d = ( x 2 - x1 )2 + ( y 2 - y1)2

= (Difference of x - coordinates)2 + (Difference of y - coordinates)2

i. Use interactive tool to show Interactive Distance Formula; Move the points around to see distance formula in action (Link: http://www.mathwarehouse.com/algebra/distance_formula/interactivedistance-formula.php) 3. (10 min.) Give students two to three questions to practice how to use distance formula to find out the length between two points. 4. (15 min.) Raffle box activities: this is a competition activity. The more distance formula questions you do, the more chances you get to win a prize. Rules: every student will get a raffle ticket including the same problem at the beginning. When a student finishes the first question, he/she returns the ticket with their answers on it. If the student does that question wrong, she/he needs to redo that problem until it is correct. If the answer is correct, the teacher will put that ticket into a raffle box, and gets the student a new raffle ticket with a new question. This activity will last 15 minutes. The more questions you have, the more of your raffle tickets in the raffle box. At the end, the teacher will randomly pick a raffle ticket and gives the lucky student a sweet prize. 5. Assign homework due next time Skills to be emphasized. 1. Use the distance formula to find the length between two points in a coordinate Materials needed. 25 raffle ticket sheets with 30 problems on each sheet, a raffle box, and some small prizes. Sponge activity (to soak up extra time). More problems for finding the distance, midpoint between two points

Differentiation Since student A catches the material very quickly, he could help answer his peers questions. Also, I will provide a challenging question at the end of class. Students who successfully solve it will get raffle ticket. I think student A will feel it interesting and would like to solve it as soon as possible. In this way, student A could work on challenging problems. I believe that is also his expectation for himself. Since student B is a slow learner and student C has difficulty in concentration, I will do more interaction with them. For instance, in this lesson, when I go to show students how distance formula works on computer, I will ask some students (includes Student B and C) coming out to manipulate the computer to show the whole class that how distance formula works. It will not only give student B much time to catch up the materials with body movement, but also motivate student Cs interest and concentration in class.