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Trigonometry Lesson Plan and Reflection

This document outlines a geometry lesson plan for a 10th grade class on trigonometry. The lesson will introduce trigonometry and labeling parts of right triangles using trigonometric ratios. Teachers will use parallel teaching and interactive methods like a powerpoint and group work. Formative and summative assessments are built in to check students' understanding of labeling triangles and applying trigonometric concepts.

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717 views4 pages

Trigonometry Lesson Plan and Reflection

This document outlines a geometry lesson plan for a 10th grade class on trigonometry. The lesson will introduce trigonometry and labeling parts of right triangles using trigonometric ratios. Teachers will use parallel teaching and interactive methods like a powerpoint and group work. Formative and summative assessments are built in to check students' understanding of labeling triangles and applying trigonometric concepts.

Uploaded by

api-278122461
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Maria and DAnnette

Period 3
Geometry

Course Name: Geometry


Content Area: Math
Grade and Semester: 10th Grade, Semester 1
1. Unit Title: Trigonometry
2. Essential Question: How can we apply the Trigonometry in the real world?
3. Related lesson question: What is trigonometry and how can we label triangles using it?
4. Resources and Materials: (Danielson 1b, 1d, 2e, 3e)
-Smart board
-Links to website (games)
-Practices Worksheets
-Notebook paper
-Common Core Text book
-Pencils and pens
5. Lesson objectives, Habits of Learning, and Thematic links: I can identify and label for any side of a right
triangle by using theta, opposite, and adjacent.
6. Benchmark for learners: Successfully solving problems on Thursdays summative assessment that pertain
to Pythagorean Theorem, distance, and midpoint.
Topic/Theme (Optional)

Trigonometry

Content

Vocabulary
Formulas
Addition
Subtraction
Multiplication
Division
Labeling

Skills/Habits of
Learning

Common Core
Standards

-Identify right triangle HSG-SRT.A.1


-Label
-Note-taking skills
HSG-SRT.A.2
-Independence
-Interdependence
HSG-SRT.A.3
-Voice
-Interpretation

7. Options for learners: (Danielson 1b, 1d, 1e, 1f, 2b, 2c, 3c, 3e)
1) Geometry Common core textbook pg. 506
2) Video lesson http://www.showme.com/sh/?h=oRmKWGW

3) Power point- (engrade)


4) Weblinks
a. http://highlandsecondary.ca/sites/default/files/MHR_Math_10_Ch03_Sample.pdf
b. https://www.kutasoftware.com/FreeWorksheets/GeoWorksheets/12-Rotations.pdf
c. http://cdn.kutasoftware.com/Worksheets/Alg1/Finding%20Trigonometric
%20Ratios.pdf

8. Do Now: I can label the parts of a right triangle by locating the hypotenuse, opposite side, adjacent side,
and the theta. (Danielson 3d)
1.If a triangle had 3 sides 5,13, and 12, is it a right triangle?
2. What is the supplement of an angle that measures 125 degrees?
9. Learning and Teaching Activities: (Danielson 1b, 2a, 2b, 2d)
Students are in assigned seats based on the skill level they were at on their pre-algebra diagnostic. We sat lowskilled students next to student who have higher skills and English Language Learners next to higher level
ELLs who can interpret information for them and provide support. Also, the medium for which students learn
the material has been predetermined based on their ways of learning surveys earlier in the year.
Time (Danielson 1e,
Co-Teacher
Student Activities
2c)
Activities
3 minutes
Encourage students to Take out notebook
finish daily do now in and answer do now,
Total time 5 minutes their notebooks and answer them in the 5
maximum
circulate while
minutes allotted
students complete the
do now
1 minute
5 minutes

20-25 minutes

7 minutes

3-5 minutes

-Have assigned
student stamp
notebooks
Review Do Now and
begin interactive
powerpoint
presentation
Parallel Teaching
Model: One teacher
reviews the
powerpoint while the
other takes shorthanded notes on the
white board
Students practice
labeling using one of
the options
Check-in on finger
scale (1-5) how

ESL/SpEd Modifications
Questions are typed out on
smart board and color
coded so that students
know what to answer

-Finish do now for a Strong ELLs interpret this


stamp in notebooks for their partners if needed
Listen; take notes; ask Strong ELLs interpret this
questions to teachers for their partners if needed
or neighbors;
participate
Listen; take notes; ask -Students are taking notes
questions to teachers in their notebooks, some
or neighbors;
are provided with
participate
powerpoints with blanks
they can fill in
Finish last problems
and shut down
laptops, put away
supplies, clean up
Bring up laptops and
discuss reviews

1 minute

comfortable students
feel with the material
and discuss
Dismiss students
Push in chairs and
exit

Anticipated Questions during lesson: (Danielson 1a, 3a, 3b, 3e)

How will we use Trigonometry in real life?


What is trigonometry?

10. Assessment Task/Evaluation: ((Danielson 3a, 3d)


As tomorrows do now, you will be labeling triangle thetas, adjacent sides, opposite sides, and the hypotenuse
11. Homework: Study and practice todays objective for tomorrows assessment

Reflection on Trigonometry lesson:


In our trigonometry lesson today, we reviewed Pythagorean Theorem, demonstrated why it doesnt
always work with right triangles, and introduced a different way of labeling triangles. We used the parallel
teaching ICT model where one teacher teaches via smartboard while the other takes notes on the white board,
demonstrating 2 different methods of learning.
Some things that went well were student engagement and the high energy of the lesson. Though the
students were just note-taking for the majority of the period, we used examples, debate, and opinion polls to
keep them engaged in the lesson. We infused high energy praises for students who shared out their thoughts
with the class. This shows their respect and rapport for the classroom in that they feel comfortable with stating
their opinions rather theyre right or wrong. The questioning and discussion aspect of the lesson also went well
because the students were responsive to open-ended questions and questioned each other based on the questions
we proposed for them.
One thing that can be improved about this lesson is the timing of the note-taking portion of the lesson.
The students had so much excess energy today coming off of the break, that it was difficult to keep them
focused at some points during the powerpoint. In the future when we come back from a break, we will
incorporate some other ways for students to get the information they need in the lesson. Otherwise, we will
continue to improve on all aspects of our lessons.

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