Sample Lesson Plan Format

Class: Algebra 2

Grade Level: Junior

Unit: Unit Circle

Teacher: Marnie Ferguson

Objectives
I can identify the degree/radian measures for each quadrant of the unit circle?

Essential Question
What is the purpose of the unit circle?

Anticipatory Set (15 mins)

 Have students view the following video to get them engaged and excited
to learn about the unit circle https://www.youtube.com/watch?
v=1CiXAP8XaBg
o First start off by explaining to students that it is OK not to succeed
at math concepts when they are first introduced. Geometry is a
hard course and it is difficult to memorize the unit circle, but they
will be successful if they study the measures nightly
o After viewing the video, I will then give the students a blank unit
circle and have them see whether or not they memorized the
measures that were displayed in the video

 After giving the students a few minutes to work through the unit circle, I
will then go over the measures to see where all of the students are at (If
students don’t answer any correctly, that is OK. We haven’t had a lesson
over it yet.)
Teaching: Activities (20 mins)
 First, I will give a lecture to the class on how they can use their left hand
in order to memorize the unit circle
 Ask students to hold up their left hand. Have them imagine that their hand
is the first quadrant. Students should envision that their pinky represents
0°, ring finger 30°, middle 45°, pointer 60°, and lastly that their thumb is
90°. (Explain to students that the angle measures would be the space that
is in-between each finger.)
o If easier to envision, students are able to trace their left hand on a
sheet of paper and create lines that makes these angle measures
easier to see
 Let the students know which radian makes up with each finger. So, 0° ->
0, 30° -> π/6, 45° -> π/4, 60° -> π/3, and lastly 90° -> π/2.
o From this explanation, I will tell my students that regardless of
which finger is selected the number that will be present in the
denominator will be 2.
 Here’s an example, say we are looking at 45°. We would then put down
our ring finger. Since there are three fingers to the left of the ring finger,
we can say that the value in the numerator will be the square root of 3/2.
o Further, this value would be the (_,_) left-hand part of the
coordinate since we are looking at the value to the left
o If we wanted to see what the value to the right is, we would say
that it is the square root of ½ because there is only one finger up to
the right of your ring finger
 I will then go on to explain that the value for sine is vertical, while the
value for cosine is horizontal
o Therefore, the x value is cosine and y value is sine
 In general, it is important that we know which quadrants have positive and
negative values
o Quadrant 1 – (+, +), Quadrant 2 (-, +), Quadrant 3 (-, -), Quadrant
4 (+, -)
 Now that we know this, we must be aware of which values
correspond with each other
 Any value that has a 3 in the denominator will
correspond with (1/2, sqrt 3/2) – you must
determine whether it’s positive or negative
depending on the quadrant (One way to remember
which number goes with which is by thinking of
this: 1+2=3. Therefore, anything with 3 in the
denominator must have 1/2 as their starting value)
 Likewise, any value that has a 4 in the denominator
will correspond with (sqrt 2/2, sqrt 2/2) - you must
determine whether it’s positive or negative
depending on the quadrant (One way to remember
which number goes with which is by thinking of
this: 2+2=4. Therefore, anything with 4 in the
denominator must have sqrt 2/2 as their starting
value)
 Lastly, any value that has a 6 in the denominator
will correspond with (sqrt 3/2, ½) – you must
 determine whether it’s positive or negative
depending on the quadrant (One way to remember
which number goes with which is by thinking of
this: 3*2= 6. Therefore, anything with 6 in the
denominator must have sqrt 3/2 as their starting
value)
Round Robin Approach (15 mins)
 After completing the lesson, I will then have my students take a round
robin approach. I want to be sure that my students are given time to work
with their classmates in order to have the students work through their
assignments
o In this activity, I will have my students work with the person that is
sitting next to them.
o The task will be to list off each of the degree and radian values that
are in each quadrant
 (ex: students should say that quadrant two has degree
measures of 120°, 135°, 150°, 180°)
 When the 10 mins expire, I will then debrief this activity. My goal is to
have a lot of time for repetition because it gives them more time to
become comfortable with the unit circle
Tiered Instructional Strategy Groups (25 mins)
 Based on the level of understanding, I will again split the class up into
groups. I will differentiate the questions that will be given to each
group on the performance that has been given.
o Above Target: (These problems are more challenging because
they must go more in depth because these are in csc, sec, cot
and not sin, cos, and tan)
Given these problems:
1) Sec (120°)
2) Csc (-45°)
3) Tan (570°)
4) Cot (5π/3)
5) Cos (495°)
6) Sin (660°)
7) Cot (-120°)
8) Csc (330°)
9) Cot (225°)
10) Sec (-150°)
Talk through the process with your partners. Explain how you
got the solution for these problems in detail. Write down the
procedure that was executed.

o On Target: (These are the more basic problems)

Given these problems:
1) Sin (π/6)
2) Cos (π/2)
3) Cos(π/3)
4) Sin (180°)
5) Sin (3π/2)
6) Sin (45°)
7) Tan (π/4)
 8) Tan (60°)
9) Tan (90°)
10) Sec (3π/4)
Talk through the process with your partners. Explain how you
got the solution for these problems in detail. Write down the
procedure that was executed.

o Below Target: Again, I will have these students look over the
radian/degree measures that are used for each quadrant (goal is
for them to just get comfortable – they will have a better
understanding as we dive deeper into the unit circle)
Practice Activity (5 mins)
 I will give the students three minutes to look closer at the numbers to
see which values are where.
o After two minutes, students will fill out a blank picture of a
unit circle just to see where they are at now compared to where
they were in the beginning of class
 Again, repetition is KEY

Closure (10 mins)

 Students will work independently on an exit ticket, so I can see where
they are at in comprehension
o Do these
1) Sin (3π/4)
2) Cos (π/3)
3) Sin (30°)
4) Cos (-45°)
5) Sin (0)
 Upon Completion, I would also like my students to complete the Out-
the-Door Activity. Please circle the follow that are applicable to you.
o STOP! – I need help
o Go! – I totally understand everything
o Caution! – I might need some more assistance

Independent Practice

Homework is to memorize the unit circle

Assessment

Students will be given/expected to list off all of these values at the start of class. Without
being able to properly execute this, students will fall further behind because this unit adds
on to what we will be learning for the remainder of this course. (The photo that is placed
below this section will be presented at the beginning of class)
Materials
Pencil, paper, and calculator

Duration
This lesson will be 90 minutes long

Modified from Madeline Hunters Lesson Plan Design

Class: Geometry

Grade Level: Sophomores

Unit: Areas

Teacher: Marnie Ferguson

Objectives
I can calculate the areas of parallelograms and triangles

Essential Question
What is the purpose of finding a shapes area?

Anticipatory Set (15 mins)

 If you were to ask a high schooler what their favorite food is, the
response will commonly be “pizza”
 With that in mind, I found an article online about the different shapes
for pizza
o Give students 5 minutes to read the following article
https://www.newscientist.com/article/dn28743-
mathematicians-invent-new-way-to-slice-pizza-into-exotic-
shapes/
o After the 5 minutes expires, I will have the students turn to
their neighbors to see what their reactions are from the article
 The students will then be posed with these questions that they must
answer: (5 mins)
o What are the different shapes that you have seen pizza come
in?
o Why do you think pizza parlors usually just slice pizza into
triangles?
o Why do you think the shape of pizza is a circle and not a
parallelogram?
 As a class, we will come together to debrief the article that was given
to the students and discuss their responses as a class

Teaching: Activities

Write-n-Pass (5 mins)

 Students will be given a draw erase board where they will be able to brainstorm
ideas with one another (object of this activity is to have students review what they
already know)
o The task of this activity is to have students become more familiar with the
shapes that we will be studying
 Students will take turns writing down shapes that they have studied
in previous math classes

Lecture (20 mins)

  Throughout the lecture, I will provide the students with the shapes and formulas
that we will be using during the unit. With those units, the students should then be
able to calculate the areas of each shape

Area of a Triangle

 Area = 1/2×(b)(h)
o b=base
o h=height
 There are a few different types of triangles that are seen in geometry
o Isosceles – two sides are congruent
o Equilateral – all sides are congruent
o Right triangle – two sides and angles are congruent
 Measures can either be 45°, 45°, 90° or 30°, 60°, 90°
Area of a Square

 Area = s²
o s=side
 All sides and angles are congruent
Area of a Rectangle

 Area =b×h
o b=base
o h=height
  Opposite sides are congruent
 Opposite angles are congruent
Area of a Parallelogram

 Area=b×h
o b=base
o h=height
 Opposite sides are congruent
 Opposite angles are congruent

Area of a Circle

 Area= πr²
o r=radius
Area of a Rhombus
  Area=b×h
o b=base
o h=height
 All four sides are congruent
 Diagonals bisect vertical angles
 Diagonals are perpendicular
Surface Area of Rectangular Prism

 A=2(lw+wh+hl)
o l=length
o w=width
o h=height
Surface Area of Cube

 A=6s²
Surface Area of Cylinder

 A=2 πr²+2 πrh

Surface Area of Sphere

A=4 πr²

Surface Area of Cone

 A= πrs+ πr²
o r=radius
o s=slant height
Shape Activity (15 mins)
 In order to reach students that are visual learners, I am going have my students
create shapes out of paper
o https://www.youtube.com/watch?v=j9DTmESkgto
o I will play this video so my students can properly execute creating a 3-D
figure
 Geometry is a difficult class for many, and allowing students to
create their own visual aids will help them tremendously
o While the students are working on this activity, I will provide them with
various side measures in order to help them with learning how to find the
area
o The students will create each shape that we have discussed in class thus
far
Think – pair – share (25 mins)
 First, I am going to ask that my students look into the process that they will used
in order to solve the problems that will be presented to them. Then, I am going to
 split the students up into different groups based on where they are with their
understanding on the idea of area
 Practice Problems (These questions are geared towards the On Target and Above
Target individuals)
o Surface Area of Rectangular Prism
 Find the surface area of a rectangular prism with a length of 7cm, a
width of 16 cm, and a height of 12 cm
o Surface Area of Cube
 Find the surface area of a cube with side length of 16 cm
o Surface Area of Cylinder
 Find the surface area of a cylinder with a base radius of 18 cm and
height of 24 cm
o Surface Area of a Sphere
 Find the surface area of a sphere with a radius of 22.3 cm
o Surface Area of a Cone
 Find the surface area of a cone with radius 13 cm and slant height
of 29 cm
 Practice Problems (These questions are geared towards Below Target students)
o Area of Triangle
 Find the area of the triangle with base 14 and height 8
o Area of Square
 Find the area of a square with side 36
o Area of Rectangle
 Find the area of a rectangle with base 4.5 and height 7.9
o Area of Circle
 Find the area of a circle with a radius of 8.6
o Area of Parallelogram
 Find the area of a parallelogram with base 5.67 and height 45.7
 After the students answer these questions, they will consult their partners to
discuss their solutions

Closure (10 mins)

o To end the lesson, I would like my students to leave a summary. Imagine that you
are writing down what you learned to a friend that wasn’t at school today. This
summary will be very beneficial because you can use it as a resource when you’re
reviewing for quizzes, tests, and examinations. Please be as detailed as possible.

Independent Practice

Students will be expected to review the formulas of each surface. I will test them on
whether or not they answer the questions accurately

Assessment

At the start of class, I will provide my students with a quiz that has each shape that we
went over in class today. The students must provide the formulas that are used for
calculating each area and surface area of said shapes.

Materials
White board, construction paper, markers, paper, pencil
Duration
90 minutes

Modified from Madeline Hunters Lesson Plan Design