Lesson Plan 1 Full Lesson of 60

Minutes
by Fan Li
Day: Wednesday Date: 18-Feb-15 Time: 11:05-12:05
Year: 11 ATAR Method
Learning Area: Mathematics Topic:
Trigonometry/Introduction to Trigonometry
Curriculum content description: (from ACARA)

Trigonometry Introduce trigonometry through the measurement and

assessment of an angle.
Definition of three basic trigonometric functions: sine, Cosine, and tangent in
right triangle and unit circle (ACMMM029).
Establish and use the sine and cosine rules and the formula Area = bc SinA for
the area of a triangle (ACMMM031)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have prior experience in elementary geometry such as the

knowledge of line, ray, line segment, angle, triangle, Pythagorean Theorem,
circle and;
Students have basic algebra experience in ratios, proportional analysis,
arithmetic of real numbers, factorization and expanding of simple
polynomials
Learning purpose: To provide students with the introductory knowledge of
three trigonometric functions: sine, cosine, and tangent. Give clear definition of
sine, cosine and tangent in right triangle and in unit circle. Apply the definition to
solve area of triangle, side lengths of triangle.

Learning objectives:

On completion of this lesson,

students will be able to:
(What will students know and be able to do
at the completion of the lesson specific,
concise and attainable objectives)
Understand the importance of

trigonometry and its application in

science such as the analysis of
wave motions
Understand the properties of an
angle in plane geometry and the
reason why trigonometry, the
ratios rather than the side
lengths, is introduced to measure
and assess an angle.
Give the definition of
trigonometry in a right triangle.
Further redefine sine, cosine and
tangent in a unit circle that paves

Evaluation:
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)

(a) Could students understand

what matters in measuring and
assessing an angle?
o To be assessed by
questioning
o To be assessed to use
exercises
(b) Could students write down the
formula of sine, cosine and
tangent in a right triangle and unit
circle?
o Question students why unit
circle is favored more than
right triangle to define sine,
cosine and tangent.
o Provide definition and

the way to introduce the concept

of radian in the following lessons.
Apply the definition of sine, cosine
and tangent to solve the area of a
triangle and the side length.

discuss the hidden

relationship between sine
and cosine (Sin 2A + Cos 2A
=1)
Group practice of 2
exercises to solve the area
of triangle.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
Australian curriculum Senior Mathematics Method Topic 2 Trigonometric

Functions
Mathematics Methods by A.J. Sadler published by Nelson Cengage Learning
Ch1. Pg19 - 28
Documentation Centre of Mathematica www.demonstrations.wolfram.com
Handouts were given to all students with clear instruction regarding the
lesson structure, key notes and examples.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

Timi
ng:

No specific diversity is required in this classroom based on the information

provided by the buddy teacher:
o Six male students selected Year 11 Maths Methods ATAR with potential
to study maths related subjects at tertiary level.
o All students demonstrated the understanding of the preliminary
knowledge through a quiz session prior to and in the middle of the
lesson.
o All students presented very good manner and discipline.
o Silence dominated the classroom atmosphere. Interaction with
students was quite weak compared with junior high school students.
o The direct teaching method with explicit instruction on whiteboard is
favoured facilitated by the inquiry-based teaching method.

Learning Experiences:
1. Introduction: (How will I engage the learners?)
11:05 11:10 (5 mins).
Engage the students briefly introduce myself with an
address on my previous learning experience in mathematics
in high schools.
Introduce trigonometry at a very high level through
explaining the importance of trigonometry in mathematics
and science. Clearly states that trigonometry is an excellent
simulation of wave motions in nature. Then list the types of
wave motions in nature such as radio, microwave, liquid
wave, infrared ray, and sound to arouse the students
aspiration in learning trigonometry.
Demonstrate the dynamic graphing of Sin [1/x] to address

that the key in learning trigonometry is to treat it as

trigonometric functions, hence a solid foundation of
understanding functions in mathematics is vital.
2. Sequence of learning experiences: (What will you do to help
the students achieve the learning objectives? What tasks and
activities will the students be involved in to help achieve the
learning objectives?)
11:11-11:25 (15 mins) Angle
Give a clear definition of an angle that is made of two rays
with a shared vertex, initial side and terminate side.
Present the unique property of an angle by asking the
question such as can an angle be zoomed in and out? If not,
what matters in the measurement of an angle? Following the
question and answers, clearly state two properties of an
angle, that is, the size of an angle cant be zoomed in and
out and the property of an angle is periodic.
By answering what matters in the measurement of an angle,
the concept of the trigonometry is introduced to clearly
inform students that what matters to measure an angle is
the ratios of two side lengths that form the angle in a right
triangle.
Give clear definitions of sine, cosine and tangent in a right
triangle by restricting the angle as the narrowly defined
angle ((0O <<180O).
Dynamic graph to demonstrate the relationship of sine and
cosine to the unit circle from

http://demonstrations.wolfram.com/RelationshipOfSineAndCosineTo
TheUnitCircle
A quick quiz to find out if students understand the definition and 2
properties that an angle possesses.

11:26-11:45 (20 mins) Unit Circle & Definition of

Trigonometric functions on unit circle
Question students regarding why we want to redefine the
trigonometric functions in the unit circle given that we have
already given the definition in a right triangle.
Following responding and collecting the answers from
students, give a clear answer to the question that two
reasons why we need to redefine the trigonometric functions
in the unit circle are 1) to extend the narrowly defined
angles (0O <<180O) in a right triangle to any general angle
presented in the Cartesian coordinate system and 2) to pave
the way to introduce the new concept Radian later on.
Clearly present the features of the unit circle including its
radius, perimeter, and area. Explain it is vital in trigonometry
as it simplifies the calculation of ratios with 1 involved as
numerator or denominator.
Give clear definitions of sine, cosine and tangent in the unit
circle with the help of the coordinate of the point P that
is formed by the intersection between the angles terminal
side and the unit circle given that the initial side of the angle
is the positive x axis.

Group activity to work out the value of sine, cosine and

tangent for three supplement angles of and 180O .
Based on the above calculation, ask questions (closed typed
questions) whether Sin (180O ) is equal to Sin ? Is Cos
(180O ) equal to Sin , Cos or Cos ? What about Tan
(180O )? What is the guidance (open questions) to judge
the values of Sin (180O ), Cos (180O ) and Tan (180O
)?
Give explicit answers to the above questions and provide
proof with the assistance of the coordinate of the point P
explained above.

11:46-12:00 (15 mins) Apply definition of sine, cosine and

tangent to solve the area and side length of a triangle.

Give two examples on white board to demonstrate how to

solve the area and the side length of a triangle by applying
the definition of Sine, Cosine and Tangent.
Group activity to work out another 2 examples from the text
book.

3. Lesson conclusion: (How will you summarise the learning and

relate it to the lesson objectives?)
12:01 12:05 (5 mins)
Summarise the key content of the lesson.
Recoup key concepts and their definitions.
List key formulas and their interpretation Sin (180 O ) = Sin
; Cos (180O ) = - Cos ; Tan (180O ) = - Tan ; Area =
bc Sin A; a = C Sin A, b = C Cos A, Sin 2A + Cos 2A =1
Give clear instruction of assignments and due date.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change?
Why?
What didnt work so well:
I did notice my students were struggling a bit to digest the rich content
contained in my lesson.
Students were not quite used to the direct teaching method with strong
intensity.
Students complained insufficient examples were given in the class.
No smart board in the classroom so I couldnt present the dynamic graphs
that may help me to engage the students.
What did work so well:
Clear explanation of each concept.
Clear statement of each theorem, formulae and their conditions and
limitations.
Students benefitted from the clear demonstration in the lessons as to how

each formula derives and transforms. I emphasised that formula derivation is

the core skill that drives the learning of trigonometric functions in year 12
when six trigonometric functions and their complex and multivariate
relationships are introduced.
What would you change? Why?
Reduce the content density and intensity.
Give clear demonstration of how to label and use the accurate mathematical
symbols in mathematical proof and logical reasoning.
Increase examples.
Try to convince my buddy teacher that it was important for me to deliver the
dynamic graphs for the engagement and explanation.
My beliefs and philosophy in teaching mathematics remain the same:
Clear definition and statement of each concept, axiom and theorem.

All theorems have to be provided with the mathematical proofs.

All formulae have to be explicitly explained and well derived.

Clear and explicit instructions in all learning activities.

Gradually influence and change their belief of mathematics from a mere

focus on plugin and checkout type of questions to a focus on critical thinking
and problem solving skills.
These critical skills in mathematics mean students can use accurate
symbols, give clear denotations, use correct syntax, employ the related
formulas and theorems, build up mathematical formulae and are able to
interpret the results.