Lesson Title:

Lesson plan 3 :

Lesson Length: 45 minutes

Grade: 8 Subject: Math

Hook - 7 min

YouTube video I spliced together showing many different examples of catapults

and their many bizarre uses. The video also gives scenarios for the students to

work together and determine what they think will happen next.

link:

__Mathematics of the Middle Ages. (3 lesson plans)__

Lesson plan 3 :

*Pythagorean Theorem in Medieval Times*Lesson Length: 45 minutes

Grade: 8 Subject: Math

**Rationale: 1. To show the connection between mathematics and medieval history.**

Especially with respect to the past and how it shaped the future.

2. The goal of these lessons is to integrate mathematics, medievalEspecially with respect to the past and how it shaped the future.

2. The goal of these lessons is to integrate mathematics, medieval

**history (specifically knights and catapults), art, and ESL pedagogy.**

3. To show the connection between mathematics and real world3. To show the connection between mathematics and real world

**situations. This will be done by using mathematical concepts to****solve medieval scenarios.**

A1 demonstrate an understanding of perfect squares and square

roots, concretely, pictorially, and symbolically (limited to whole numbers)

A2 determine the approximate square root of numbers that are not perfect

squares (limited to whole numbers)

__C1 develop and apply the Pythagorean theorem to solve problems__

Prescribed Learning Outcome(s):

Prescribed Learning Outcome(s):

A1 demonstrate an understanding of perfect squares and square

roots, concretely, pictorially, and symbolically (limited to whole numbers)

A2 determine the approximate square root of numbers that are not perfect

squares (limited to whole numbers)

**Materials and Resources:****computer for YouTube videos with speakers****colored markers****handouts for calculating the distance to shoot the M&M****Bag of M&M's****Sword and crown so the winners can be knighted.****Coat of arms for each student so they cam represent their family****10 different height boxes to represent castles****Their catapults from last class****10 rulers**

**Lesson Activities**:Hook - 7 min

YouTube video I spliced together showing many different examples of catapults

and their many bizarre uses. The video also gives scenarios for the students to

work together and determine what they think will happen next.

link:

__http://www.youtube.com/watch?v=UU0lUQ1hark&feature=youtu.be__During Power Point:

The students will get into the groups that they had last class when they made their catapults.

The students will be shown different scenarios and I will stop the video and have them discuss the various outcomes.

Then we will go around in a circle and each group will discuss their reasoning for their choice.

__BODY: Direct Instruction 30 minutes__

Each group must come up with a team name that represents their bond as potential knights

After the video the students will be given directions on the ensuing battle.

Each group will battle at 3 different stations.

You will rotate in a clockwise position.

For each station:

- One student will draw a diagram of the castle wall making sure to mark the hypotenuse, the right angle, the measurement from the catapult to the wall and the height of the castle wall.
- One student will measure the height of the castle and then try and determine the distance the catapult has to be away from the castle to shoot a M&M into the castle.
- The third student will be the shooter of the M&M and be responsible for placing the catapult at the right distance from the castle.

After each station they will switch roles so that every student will do each part once.

Then you will hand in your group paper with all three stations put together with who did what task clearly printed on the sheets.

After all students completed 3 stations :

Then we will have a battle to see who is the bravest knight of all. The group that shoots their M&M into the glass at the castle in front of the class will win.

If more than one group gets it in then they will battle again on a different sized castle.

The winners will be awarded by being knighted and their coat of arms will be raised to the front of the class for bragging rights.

Also there will be a reward for the winner who deserves great riches for being so brave. (the reward will be M&M's)

__Organizational and management strategies:__- Make sure groups are set up the same as last class.
- Transition from one station to another must be done quickly. Set a visible timer for 5 minutes at each station.
- Keep the students involved in the final game. if you lose to another team in the battle the loser then becomes the cheering section for the winning team. Tell the students they can cheer in any language they like. This will allow them to use the language they feel most comfortable with and other students get to appreciate other languages.

**Assessment and Evaluation:****Formative assessment :**

I will be walking around to check understanding.

They will hand in individual sheets with their work on it for marks.

__Universal Design for Learning:__

- The group work is designed to make sure everybody is involved by giving them roles to play during the process.
- Those who lose become cheerleaders for their victors.
- This lesson blends together history, socials, culture and math. By using their coat of arms it integrates their own personal culture into the battle and if they win their coat of arms will be honored. By knighting the winner we blend together history of how one becomes a knight with the concept of chivalry and the importance of how important it was in medieval times to be a good warrior.
**ESL students will be supported by:**

- group work and being able to see mathematical terms around the classroom on large sheets of paper from previous classes.
- Also by seeing three examples of the same concept they will have more exposure to mathematical terminology.
- Maybe being made to participate with the group will help them feel like they are in a supportive and caring environment.
- Wearing their coat of arms can represent who they are and where they come from and be proud of it.
- Also during the group discussion of the scenarios every group will have a turn to share their views after they discussed it with each other. This will build confidence in ESL students ability to communicate ideas using structures discussed with their peers because they can feel like what they have to say is accepted by the group.