Lesson Planning Sheet Title: Introducing Trigonometry Learning Objectives: By the end of the lesson: All students should

be able identify the three trigonometric ratios of a right-angled triangle. Most students should be able to calculate the Opposite and Adjacent side using Sin or Cos Some students should be able to solve real life problems involving the lengths of any side of a right angled triangle using SOH CAH TOA. Key words: Trigonometry, Ratio, Opposite, Adjacent, Hypotenuse, Learning Activities Starter/Introduction Students are to investigate the ratio of the sides in a Right-Angled triangle for different values of theta. By drawing six different triangles of various sizes students measure the lengths of the three sides. It is important here, to introduce the names of the different sides in respect to the angle given. Emphasise that the Hypotenuse is always the longest side and opposite the right angle. It is important that students are as accurate as possible when measuring the lengths to the nearest mm and theta to the nearest degree. However, discussing any inaccuracies once sine, cosine and tangent are calculated will prove beneficial since students will be more likely to identify errors in measurement. Once the sides are measured the students should record the data in the table provided on the first slide and carry out the stated calculations. Once the table is completed encourage the class to look for patterns between the divisions and trigonometric functions. Ideally, they will identify that ; and . Development Once students have identified the three ratios it is important they are able to apply them to calculate missing lengths in right angled triangles. Using the mnemonic SOH, CAH, TOA students identify which ratio to use. Work through the three problems posed on the second slide with the students taking care to use the lengths provided to identify which ratio to use. It is important that students have a clear written method throughout since problems at this level often involve multiple steps of working. Have the class attempt at least one of the problems independently on mini-whiteboards so that the teacher can assess progress and provide feedback as and when necessary. Once the class is able to identify which ratio to use they should work through the problems provided on the third slide independently. To extend this the most able students could be asked to find the hypotenuse side using Sine and Cosine or the Adjacent side using Tangent. Plenary Students are tasked with applying Trigonometry to solve real life problems given in words rather than diagrams. For the less able it may be worth working through the description to create the diagram for them. However, the core ability should be able to create a sketch of the diagram. Have students attempt the problem on mini-whiteboards so that progress can be assessed. Differentiation More able: Students could find the height of isosceles triangles when the base angles instead of the lengths are provided. Solving problems involving compound shapes made from rectangles and triangles will consolidate the students ability to look for right angled triangles. Less Able Students may benefit from looking at a single ratio, such as, Sine in one lesson then moving on to the other two in the next lessons. Resources: Calculator Protractor Ruler Pencil