UMF Secondary Education Lesson Plan/Learning Event Template
Name: Aurora Turmelle Program: Secondary
Education
Lesson Topic / Title: Triangles: Sine, Cosine, and Pythagorean Theorem
Lesson Date: Lesson Length:
(Lesson # in your unit sequence) 2.5 BLOCKS; 180 Minutes
2 of 3 LE GREEN HIGHLIGHTED AREA
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.
Learning Objective(s)
(Write learning objectives that are clear, attainable, measurable,
observable and age/content appropriate. They may be from Stage 1
and/or they may be more detailed ones specific to this lesson. They
must align with targeted standards and conceptual understandings. If
you have any additional objectives for particular students related to IEP
goals, you can include those here too.)
The agenda for the day will be posted on the board for
students to have access to throughout the lesson.
Students will be able to understand process for
determining angles and leg lengths of triangles when only
given specific components.
Students will be able to use the Law of Sines and Law of
Cosines to solve for missing angles and leg lengths when
given specific components.
Course: Practicum (EDU 222,
EDU 223, SED 220)
Grade/Grade Range:
High School Geometry Students
Instructional Decisions / Reasoning
(In bulleted form, identify your reasoning or why you
chose these objectives. How are they content, age
and lesson topic appropriate?)
Having the agendra present throughout the
lesson lets students know where they are
going during the day’s learning event.
This is a skill that students will need as
they further in their mathematics career,
being able to understand how to solve for
specific components when given only a
few pieces of information.
This is a device that students will continue
to see as they move forward in their
mathematics classes, students must be
able to understand how the specific pieces
of information that they have been given
relate to the LS and LC, and how to use
their pieces of information in order to solve
for the entirety of the triangle.
Students will be able to explain their application of the
Law of Sines and Law of Cosines to solve for missing
angles and leg lengths of a triangle to their peers.
Content Standard(s)
(Identify the relevant content standards (CCSS, MLR, ISTE, other) and
discipline specific standards (mathematical practice, ELA literacy,
anchor, cross-cutting, other). Align objectives with content- and
discipline-specific standards.)
Define trigonometric ratios and solve problems involving
right triangles
CCSS.MATH.CONTENT.HSG.SRT.C.7
B1 ​Explain and use the relationship between the sine and
cosine of complementary angles.
CCSS.MATH.CONTENT.HSG.SRT.C.8
B2 ​Use trigonometric ratios and the Pythagorean Theorem to
solve right triangles in applied problems.*
Apply trigonometry to general triangle
CCSS.MATH.CONTENT.HSG.SRT.D.10
C1 ​Prove the Laws of Sines and Cosines and use them to solve
problems.
CCSS.MATH.CONTENT.HSG.SRT.D.11
C2​​ Understand and apply the Law of Sines and the Law of
Cosines to find unknown measurements in right and non-right
triangles (e.g., surveying problems, resultant forces).
Craft and Structure:
CCSS.ELA-LITERACY.RST.9-10.4
E1 ​Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to ​grades 9-10
texts and topics​.
By being able to explain how they are able
to solve for the missing variable on a
triangle by using the LS and LC equations,
students will demonstrate
complete-knowledge acquisition of the LC
and LS. Further, by being able to explain
its applications, it allows students to fully
develop their understanding, as well as
cementing their understanding of it, as
teaching is the best way to learn a subject.
Instructional Decisions / Reasoning
(In bulleted form, why did you choose these
standards?)
B1 ​As trigonometry will continue to be
built on as they continue with their
mathematics educations, students
need to understand how sine and
cosine relate to angles in order so
solve for specific components of said
angles (x value, y value, etc)
B2 ​Students will be learning the
Pythagorean Theorem, and will be
using it to solve for missing side
lengths for triangles in the real world
C1 ​The Law of Sines and Law of
Cosines are necessary for students
understanding, and required for solving
triangles when only given one
leg-length and two angles. Further as
this is a property that will continue to
pop up later in their mathematics
career, students must be familiar with
this a=b=c kind of problem set up.
C2 ​Building off of ​C1​​, students will
need to understand how to specific
components of triangles are related,
and how they can be used to solve for
missing components of a triangle.
E1 ​Students will able to recognize

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessments
● In bulleted form, list at least one assessment for each instructional
objective.
● At least one of these assessments should come from your Stage 2.
● Put brief description of each formative and summative assessment
for this lesson here; full description in teaching & learning sequence.
Snowball - FORMATIVE ASSESSMENT
See description for activity in Teaching and Learning
Sequence
math-specific symbols (such as the
angle symbol, the parallel symbol,
degree, etc), key terms, and other
content-specific words and apply them
to solve problems. Students will need
to understand these because these
mathematics symbols will follow them
into later math classes (both in high
school and in college).
Instructional Decisions / Reasoning
● In bulleted form that aligns with assessments on
the left, state whether the assessment is formative
or summative and what type of assessment it is:
pre-, self-, peer- or teacher-.
● What are the differentiated ways students can
demonstrate their understanding of the learning
objectives?
● What accommodations, modifications, or
extensions in assessment are you using?
● What data will be gathered (prior knowledge, skill
level, potential misconception,...) and how will it
be used to give feedback to students and make
decisions about further teaching?)
This activity will give opportunity for the
instructor to gauge where the class is as a
whole, and their general ability to work
through the steps for solving the
Pythagorean Theorem.
Further, by having students evaluate the
work of their peers without knowing who’s
work it is, it gives student to opportunity to
practice their ability to recognize mistakes
within the work of others, as well as their
own work.
This activity will help guide
teacher-instruction, meaning the teacher
can use this activity to determine if they
need to spend more time on the material,
and to provide further
practice/individualized instruction.

Class Discussion - FORMATIVE ASSESSMENT
After the snowball activity, the students will be prompted
with the question of “how do you go about solving for the
triangle when you’re missing a components?”
Students break into small groups to discuss how they
may attempt solving a triangle when they’re given only
one leg length instead of two, and when they’re given
angles of the triangle instead of leg lengths.
At this time the teacher will be walking around the room,
listening to what the students are coming up with.
After about three minutes, give the class a hint about
sine, cosine, and tangent, and SOH CAH TOA
After another three minutes, each group will share out
about their thoughts on how they could solve for the
components they’re missing.
Class Review- Group Work on specific problem
Students will spend 20 minutes going over their
homework, making corrections to their work. After going
through and correcting their work, the group will choose
one problem that they all (or the majority of the group got
wrong), and work as a group to collaborate on to solve.
This will be a ​FORMATIVE ASSESSMENT. (20
minutes)
Kahoot Quiz - FORMATIVE ASSESSMENT
● In the instant that a student would
physically would be unable to
participate in the activity (throwing
the paper across the room), a
Small group work allows for students to
work with their prefered peers to work
through material that challenges them to
creatively think of ways to approach a new
type of problem that they have no
experience with. Further, as this activity is
a discussion based around new material,
this is a kind of formative assessment that
allows the teacher to see who in the class
has had experience with the LS and LC,
and who does not. Further, this activity will
shape the instructional method for the
upcoming lesson.
Collaborating with their peers to solve a
problem gives opportunity for the students
to take their understanding of the other
problems to work through a problem that
they all struggled with. Further, the group
work allows students to work through their
thinking in a situation where they can
collaborate and give each other feedback.
Lastly, as group work gives an opportunity
for students understanding the material to
take on the role of teacher, and to explain
it to their struggling peers,which allows
both students to having a better
understanding of the material.
Kahoot is a low-risk way for students to
study for an assessment in a fun and
competitive manner. Further, as you
are able to view the results, Kahoot
can act as a formative assessment to
see where you get an idea of where
the students are, as well as what
material that future students will need
further practice with before the end of
the unit.
Quiz over LS, LC and Pythagorean Theorem - The quiz is a summative​ ​way to
SUMMATIVE QUIZ cement where students are with the
material, and gives you a clear idea
how each student is doing with the
new material. The quiz can also guide
instructional practice; do students need
more time on the material? A specific
section? etc.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, and Instructional Decisions / Reasoning

/ or Technology
(What teacher and student materials are necessary for this lesson to be
implementation ready? In bulleted form, list handouts, types of
manipulatives, varied texts, models etc. Describe how technology
augments learning or assists in planning this lesson and what specific
technology is necessary for this lesson, when applicable.)
(In bulleted form, describe how these materials,
resources, and technology are relevant, accurate,
appropriate and accessible to the learners. Include
how you addressed students with disabilities,
language needs or giftedness.)

Worksheets with triangles missing one leg length for Worksheets are needed in order to perform
Snowball activity​. the ​Snowball​​ activity
Expo markers Whiteboard/markers for lesson
White Board

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

● Describe the plan and sequence of your lesson that is connected to the (In bulleted form, provide any additional information
objectives. pertaining to your teaching and learning sequence
● Clearly identify timeframe.
including details such as specific strategies or
● Describe the introduction (and hook) and closure of the lesson.
● What homework, if any, will students have following this lesson? instructional formats used, instructional dialogue and
● Describe student groupings and room arrangement. potential teacher and student questions.)
● Show where in the sequence technology is used to engage learners in
meeting learning objectives when appropriate.
● The sequence should include processes for monitoring student progress.

Snowball project - FORMATIVE ASSESSMENT - Though the work will be anonymous,

HOOK
Class 1 - 15 minutes
Students will walk in to class and sit down at a seat
where there is a piece of paper with a triangle. The
triangle will have two leg length provided, and students
will be required to solve for the third leg length.
HOWEVER, STUDENTS WILL ONLY BE ABLE TO DO
students can use this time to develop their
critical thinking skills, as they will only be
able to use the information from the
person’s work before them to complete
their step of the problem. Further, by
practicing individual steps versus entire
problems, students will be skilled at
ONE STEP OF THE PROBLEM!
Students will only be able to complete the first step of the
solving process, before crumpling the paper up (like a
snowball) and throwing it to someone else across the
room who is also ready to move on to the next step.
This process will be repeated until all of the problems are
solved for.
Problem Solving steps:
1. Students will be given a triangle that has two of
the three leg lengths labeled.
Students will have to draw the squares that
accompany each side of the triangle
(so if the side length is 3, it will be a 3x3 square
for that leg)
2. Students will write the accompanying equation for
the triangle (ex 3-4-c triangle, they’ll write
3^2 + 4^2 =c^2)
3. Students will expand the written equation that
they are given (3^2 + 4^2 =c^2 → 9+16=c^2),
then solve for the appropriate side.
(9+16=c^2 → 25 = c^2)
4. Students will perform the square root to solve for
the missing side length
(√25 = √c^2 → 5=c)
After this activity, the teacher will ask if anyone is able to
tell if their end answer is wrong, and how they know, then
go over said problem(s).
Class Discussion - FORMATIVE ASSESSMENT
Class 1 - 20 minutes
After the snowball activity, the students will be prompted
with the question of “how do you go about solving for the
triangle when you’re missing a components?”
Students break into small groups to discuss how they
may attempt solving a triangle when they’re given only
one leg length instead of two, and when they’re given
angles of the triangle instead of leg lengths.
At this time the teacher will be walking around the room,
listening to what the students are coming up with.
After about three minutes, give the class a hint about
sine, cosine, and tangent, and SOH CAH TOA
After another three minutes, each group will share out
about their thoughts on how they could solve for the
components they’re missing.
recognizing different types of problems, as
well as recognizing what steps they need
to perform in order to solve the problem.
Given that the work is anonymous, the
Snowball project will act as a formative
assessment for the teacher to see where
the students are in their understand, and
will be used to inform instructional
practices.
Taking time to go over incorrect work will
clarify any misconceptions that students
may have about the solving process, and
will also help student be able to recognize
when they have done a step incorrectly,
which will aid them in their
personal-correction/study skills.
B2, E1
A1, B1, B2, C1, C2
Small group work allows for students to
work with their prefered peers to work
through material that challenges them to
creatively think of ways to approach a new
type of problem that they have no
experience with. Further, as this activity is
a discussion based around new material,
this is a kind of formative assessment that
allows the teacher to see who in the class
has had experience with the LS and LC,
and who does not. Further, this activity will
shape the instructional method for the
upcoming lesson.
Law of Sines and Law of Cosines Lecture
Class 1 - 40 minutes
After all groups have shared their ideas about solving for
missing components, the instructor will begin a lesson
over the Law of Sines and Law of Cosines (LS and LC
respectively) in a lecture style format while students take
notes over the material.
Group Practice / Homework
Class 1 - Remainder of class (roughly 5 minutes)
After lecture have students break into their original
groups to begin work on their homework assignment that
is going to be formatted much like this ​LS and LC
worksheet
Homework Review and Class Review
Class 2 - 30 minutes
Begin class by going over the homework assignment
from the previous night
Students will break into small groups to go over the
homework for corrections. The teacher will provide
students with a sheet of answers to the homework, but
will not provide any work. ​(10 minutes)
Students will spend 20 minutes going over their
homework, making corrections to their work. After going
through and correcting their work, the group will choose
one problem that they all (or the majority of the group got
wrong), and work as a group to collaborate on to solve.
This will be a ​FORMATIVE ASSESSMENT. (20
minutes)
Students need to learn/understand the LS
and LC in order to progress in their
geometry unit/future math courses.
This will give students the opportunity to
begin their independent practice in an
environment where they have access to
the the instructor, as well as their peers
whom they can collaborate with to solve
their work.
Homework review gives opportunity for
students to ask questions about problems
that they did not understand while doing
their HW assignment, and to get
clarification from the instructor.
Small groups gives opportunity to
collaborate with their preferred peers in a
low-risk setting that allows them to work
through the material. Further working in
small groups gives opportunities for
students understanding the material to
explain the concept to students who are
struggling. It also gives students the
opportunity to get feedback from
classmates about their
understanding/work.
Collaborating with their peers to solve a
problem gives opportunity for the students
to take their understanding of the other
problems to work through a problem that
they all struggled with. Further, the group
work allows students to work through their
thinking in a situation where they can
collaborate and give each other feedback.
Lastly, as group work gives an opportunity
for students understanding the material to
take on the role of teacher, and to explain
it to their struggling peers,which allows
both students to having a better
understanding of the material.
Class Review
Class 2 - 20 minutes
After groups have a chance to go through, correct their
work, and have completed their group problem, the class
will come back together and ask any questions they may
have over the material, as the following class they will be
having a quiz.
During this time, students will be able to ask clarification
about any questions they still have about the homework
assignment about the night before.
Kahoot Quiz
Class 2 - 30 minutes
After addressing all questions, load up a Kahoot for quiz
review
Quiz - SUMMATIVE ASSESSMENT
Class 3 - 30 minutes
Begin class with a quiz over the laws of sine and law of
cosine, ​with some review over​​ and the pythagorean
theorem.
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
● Describe how you met the needs of students who were missing prior
knowledge needed for success in this lesson.
● Describe the adaptation/ scaffolding/ enriching/ extended learning
needs of a specific student based on their profile. Describe aspects
of your lesson that accommodated the needs of this student.
Alana
Class review gives students the
opportunity to ask clarifying questions
about any of the material that they are still
struggling with. Further, this activity will act
as a study-session for the class, and will
guide them in their individual studying.
A1, B1, B2, C1, C2, E1
Kahoot is a low-risk way for students to
study for an assessment in a fun and
competitive manner. Further, as you
are able to view the results, Kahoot
can act as a formative assessment to
see where you get an idea of where
the students are, as well as what
material that future students will need
further practice with before the end of
the unit.
B1, C1, C2, E1
The quiz is a summative​ ​way to
cement where students are with the
material, and gives you a clear idea
how each student is doing with the
new material. The quiz can also guide
instructional practice; do students need
more time on the material? A specific
section? etc.
Instructional Decisions / Reasoning
● In bulleted form, discuss your reasoning for
including specific activities or strategies.
● Identify any misconceptions and how you are
providing scaffolds and differentiated instruction.
● Describe how your lesson shows implementation
of Universal Design for Learning. How did you
● Engage a range of learner preferences and
abilities
● Plan for learner choice/ interest that results
in variation of pace, process, product
and/or environment
● Challenge students
● Incorporate Multiple Means of
Representation (Strategies to Deliver
Content)
● Incorporate Multiple Means of Engagement
(Strategies to Facilitate the Process of
 Learning)
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical
environment (i.e. room arrangement,
positive/humanistic behavior supports, use
of space, facilitation of peer interaction)

Field Courses Only – Post lesson

Reflection

Teaching Standards and Rationale