SINGLE SUBJECT LESSON PLAN

BACKGROUND INFORMATION
1. TITLE OF LESSON
Defining and solving trigonometric ratios for acute angles
2nd day of the1st Lesson in a 2-week unit on Trigonometric Methods

2. CURRICULUM AREA & GRADE LEVEL:

Integrated Math 2 (10th Grade)

3. DATE OF LESSON/TIME NEEDED

October 31, 2017

75 minutes

4. RESOURCES:

Each student will have their math notebook out

Computer with powerpoint and overhead projector
Handout with graph paper for students to plot points
Handout with graph from #6 enlarged and a table for them to complete
Exit ticket

UDL Materials: The powerpoint scaffolds the lesson for students. Each handout given to the students allows
them to better see the problem. The graph paper helps them visual the triangle, and the paper with the small
grid allows students to see the small numbers that they will use to find the values. Redefining the trig values will
help students remember them. Using the SOHCAHTOA mnemonic will also help auditory learners relate each
trig function to its side ratio.

CENTRAL FOCUS OF LESSON

5. CA CONTENT STANDARD:

CCSS.MATH.CONTENT.HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to
definitions of trigonometric ratios for acute angles.

6. CA ELD STANDARD:

CA ELD Standards Grade 9-10

Exchanging information/ ideas (Bridging level):
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade
appropriate academic topics by following turn taking rules, asking and answering relevant, on topic questions,
affirming others, and providing coherent and well articulated comments and additional information.

7. BIG IDEA/ENDURING UNDERSTANDING:

The relationship between the sides and angles of right triangles leads to the exploration
of trigonometric functions. After finding that each value of an angle has a certain ratio to the sides of the triangle,
the meaning of trigonometric functions becomes clear, and that knowledge leads to understanding how we can
apply these to real-world situations.

8. ESSENTIAL QUESTIONS:
What is the definition of the 3 basic trig functions in terms of the sides of a right angle?
How can these trig functions be used to solve right triangles?
Why are the trigonometric ratios in similar triangles equal?
How can trigonometry be used to solve problems involving unknown heights and distances?

EVIDENCE OF LEARNING
9. OBJECTIVE(S)
 CCSS OBJECTIVE: (cognitive) After a review of the definitions of trigonometric ratios, students will be able to
solve for trigonometric ratios of sine, cosine, and tangent for given acute angles, and then use those values to
approximate the angle of triangle by completing an exit ticket at the end of class.

ELD OBJECTIVE: After reviewing trig functions, SWBAT contribute to group and partner discussion when finding
the values of the trig functions for an angle by asking and answering relevant questions, affirming others, and
providing coherent and well articulated information to their group.

10. ASSESSMENT(S): Formative: Students will complete an exit ticket where they will plot a point, find each trig
function value for the angle that is formed, and then approximate the angle by using a table that they created
with the values of sin, cos, and tan for each angle. I will walk around the class listening to how students are
contributing to their groups discussion.

INSTRUCTIONAL AND LEARNING TASKS

Underline or highlight the differentiation strategies for specific students.

11. INSTRUCTIONAL TASKS: Teacher Steps 12. LEARNING TASKS: Student Steps
1. Anticipatory Set- (4 mins) 1. Anticipatory Set- Students will come in, grab their
I will put up on the board this statement; notebooks, take their seats, read and listen to the
Trigonometry is often helpful in solving real-world anticipatory set. This will let them see how useful
problems. Many careers such as engineering, trig is in the real world, and how many careers use
construction, structural design, architecture, crime what we are learning.
scene investigation, electrician, forestry, etc. actually
often use trigonometry to solve problems! Over the
next few days, you will be exposed to and be able to
determine missing pieces of information in real-world
situations using trigonometry

2. State Purpose- (2 mins)

We will find the values of sin , cos , and tan for 2. State Purpose- While I state the purpose, students
angles between 0-90. Then we will use these values will be listening carefully, so they know what our
to estimate the angle of for a triangle. objective is.

3. Input Modeling- (10 mins)

The previous day ended with us giving the students
the trig functions for a given angle, and what ratios of 3. Input I will have students review each of the trig
sides they each represent. I will put up a slide and functions. They will look through yesterdays notes
ask the students to talk about what side ratios each to talk about what ratio of sides each trig function
of these represent. Then I will remind students that represents. When instructed, students will now
each trig function relates an angle, , to the ratio discuss what side is opposite, which is adjacent, and
between the lengths of two of the sides. Next I want which is the hypotenuse. Next, students will listen
to introduce vocabulary and have students learn as I introduce them to SOHCAHTOA. They will
what side is opposite , what side is adjacent to , repeat it after me a couple of times, and then write
and what side the hypotenuse is. I will put up a slide down in their notebook what this means as I discuss
with a picture, and have them discuss in their group it.
what side is what. Now that they know those terms,
I will introduce the mnemonic SOHCAHTOA to help
students remember the trigonometric function ratios.
I will have them repeat this, and then explain that
SOH means, what CAH means, and what TOA
means.

4. Guided Practice
 (17 mins)
The next slide has a problem that is #5 on pg. 462 in 4. Guided Practice
the book. I will hand out a worksheet that has this Students will receive the handout with problem #5
problem printed on graph paper that will allow the on it. They will listen as I read the directions to the
students to complete it more easily. The graph problem. Next, they will work with their group to plot
paper helps students plot the points, and see the the point, draw a triangle, and then find sin, cos,
lengths of the sides of the triangle. The problem has and tan for each of their 2 triangles. 2 students will
students draw a terminal side of an angle that be chosen to write the answers on the board and
includes the point (12,5). They will find sin, cos, discuss with the class.
and tan for the angle that is formed. Students will
work with their groups to complete this problem. I
have placed students in certain groups so that they
can have a wide range of abilities, strengths, and
styles to help them succeed. Students will work on
this while I walk around. I will focus my attention
toward certain students that I know might be
struggling. Once students are finishing up, I will
have a student write the answer for each on the
board, and explain how they got their answer to the
class.

5. Independent Practice
5. Independent Practice Students will be handed another worksheet. They
(32 mins) will work with their groups to complete the table at
Next, I will hand out another worksheet for students the bottom of the page. They will do this by using
to work on in their group. There is a lot of work, so the graph to approximate the trig value for each
students should work together to find the missing given angle. After completing this table, students
values. Students will work to fill out the whole table will now turn back to the last handout they
with the values for the trig functions for each given completed. They will work with their group to try and
angle. If some students will not be able to finish the approximate the value of for their triangles that
whole table, I will let them know that they do not they created with the plotted points.
have to finish the whole table.
After students have completed this table, I will
connect these values to finding an angle. We will
look at the first worksheet that we did where we
plotted points and found sin, cos, and tan for the
resulting triangle. Using these values, I will have
students approximate the value of for our 2
triangles that we worked on.

6. Closure/Beyond-
Today we solved for the value of trig functions for
given angles, and used these values to find an
angle. Now that we know these values, we can use
them to also solve for missing lengths of our triangle.
For instance, we can use what we learned today to
estimate how tall a building is without even
measuring its height! Isnt that cool?
(10 mins)
Next I will hand out the exit ticket for students to
work on by themselves until the end of the period.
6. Closure/Beyond-
Students will listen as I state what we did today.
They will listen and be excited to learn that we can
use what we learned to find the height of buildings
without even measuring them.
Students will now complete an exit by themselves.
They can use their notes, but should work by
themselves to test themselves. This allows me to
see what the students know, and what I might need
to focus on going forward.
Each line is 10 more than the last. (P1=10, P2=20 etc.)
*HINT The radius of the circle is 10

mAOP x y cos sin tan

0
10
20 9.4 3.4
30
40 7.7 6.4 .77 .64 .84
50
60 .50
70
80
90
 EXIT TICKET

Name_____________________________________________Period__________________________EXIT TICKET=)
The terminal side of an angle in standard position with measure contains the point P(9,4)
a) Draw a sketch of the angle
b) Find sin , cos , and tan
c) Use the table that you created to tell me what two angle measures is between
(examplebetween 60-70)
Graphic Organizer