Name: Mr.

Toribio Program: SMED Course:CIA

Lesson Topic/Title: Introduction to Digital Model

Lesson Date: 3/29 Lesson Length: 3 Grade/Age: 10-11

Learning Objectives (Targets):

Students will understand that trig ratios, the Law of Sines and Cosines and Pythagorean Theorem are used
in the real world.

Trig ratios, the Law of Sines and Cosines, and the Pythagorean Theorem are used in architectural design.

Standards: Standards Alignment & Justification:

Common Core State Standards
Content Area: Geometry
Grade Level: High School
Domain: Similarity, Right Triangles, and Trigonometry
Cluster: Define trigonometry ratios and solve problems
involving right triangles. Apply trigonometric ratios to triangles.
Students will know how to use the Law of
Sines and Cosines and the Pythagorean
Theorem in a situation that they make on
their own. They will be applying their
knowledge and reflecting their
understanding onto a digital design.

Use trigonometric and Pythagorean Theorem to solve right

triangles in applied problems.

Understand and apply law of sines and cosines to find

unknown measurement in right and non-right triangles.

Assessment: Assessment (Data & Student

❏ Formative: Feedback):
There will be a Gallery Walk from which I will walk around with ❏ Formative:
a checklist to make sure students either have or are in the
process adding all portions of the checklist. Halfway through the lesson, there will be a
gallery walk for students to see their peers
❏ Peer: work so far. I will use this opportunity to see
The students will be able to observe their peers work during what students have so far and see how they
the Rally Table and use what they observe to improve their plan to incorporate the rest of the checklist.
structure.
❏Teacher: ❏ Peer:
In the middle of the process of creating bridges, the students During the Gallery Walk/Rally Table,
will do Rally Table wherein, they'll do a gallery walk looking at students will be able to converse with one
everyone else's design to brainstorm how they can improve another about how they got certain aspects
their own. During this, I will also take part in the gallery walk of their project.
and cover a checklist and give feedback on their progress. ❏Teacher:
The Gallery Walk/Rally Table will allow me
❏ Summative: to meet with individual students for 2-3
Google Sketchup: The students will be introduced to Google minutes from which I will be assessing their
Sketchup. They will first come up with different ideas and work with a checklist and providing
specifics of what they'd like in a bridge, and then get in groups handwritten feedback along with the
of 2-3 to combine their ideas. Mid-process during the Google checklist.
Sketchup design, the students will do a gallery walk to see ❏ Summative:
what other students have so far. There will be a final gallery During the final Gallery Walk, I will split the
walk once every group finishes their design wherein, the class in 3 groups. Each will have about 15
students will be able to see the final product that they each minutes to present to the rest of the
have made. I will take part of the gallery walk, wherein I will classroom. I will be meeting each student
 converse with each group in accordance to their bridge and with a rubric to grade along with their
grade them based on a rubric. 80 pts. checklist.

Integration of Other Content Areas:

Digital Graphics Design:
Use of Google Sketchup to provide the experience of creating digital 3D models.
Technology:
The Google Sketchup will reach Augmentation.

Instructional Strategies to Differentiate Whole Class Instruction:

Graphic Organizer:

Students will be provided an Idea Rake to come up with the different parts of their bridge and listing down
measurements.

Cooperative Learning:
Once they have created their digital structure on Google Sketchup, they will practice Rally Table.

MI's:

erbal: The students will be doing fairly short final presentations of their Google Sketchups during the gallery
walk.

Logic: The students will be making their measurements and angles and dimensions before creating the
design.

Visual: The presentation piece will allow the students to view each one of their designs.

Musical: The students will be left to their own devices when learning how to use certain parts of Google
Sketchup. This includes watching videos.

Kinesthestic: The students will be able to walk around to each bridge design during the gallery walk.

Intrapersonal: The students will do their Idea Rakes individually before partnering up and putting together
their ideas.

Interpersonal: The students will work in groups of 2-3 to mix their ideas together.

Naturalist: The environmental setting of their bridge design has to be realistic.

Modifications / Accommodations / Extensions For Individual Students with Identified

Needs:
Alana:

IEP

 increasing self-initiated communication with peers, general educators, and the public, which includes
 expressing her preferences and needs, making requests, and responding to questions
 Increasing comprehension of vocabulary associated with instructional units/topics on grade level
 synthesizing information from each curricular topic into 5 - 10 big ideas
 Increasing her access to and use of a computer-generated voice output device
 Reaching and grasping, assisting in movements guided by others, and moving her legs purposefully
 Using eye gaze to consistently select and make choices

Accommodations/Modifications
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 frequent breaks and snacks to help maintain energy required for learning
 Access to her iPad for communication support at all times
 modified work for all curricular units to address 5-10 essential ideas decided upon by team in advance
 pre-programmed phrases into her iPad that connect to units and lessons
 pre-programmed phrases into her iPad for social interaction
 Texts and directions read aloud
 adjustments to physical surroundings or environmental conditions to accommodate her wheelchair and
communication device (ipad and switch)
 Teach all educators to ask yes/no questions and use the iPad Proloquo2Go App to select the Y/N option to
assess understanding
 Promote positive interdependence between Alana and her peers - teaching peers to interpret eye-point
responses or facial expressions, and how to program her iPad so that she can utilize simple voice output
during any group work or presentation to share information
 Use of adapted texts
 digital texts with text to speech options

Gifted Student:
To reach Modification, the student can incorporate two other structures in their Sketchup. They
can both lead to roads leading to the opposite ends of the bridge. The student can give purpose
for the bridge.
Absent Student:
The student will have to see me in Learning Lab or Academic support block for the introduction to
Sketchup. In classes afterward absence, student will be able to ask me and their peers about any
questions concerning creating their Sketchup bridge.
Technology Integration:
The Sketchup will reach Augmentation.
Students will be able to apply their knowledge in their own authentic designs, and create a 3D
model on Sketchup.
Materials and Resources for Lesson Plan Development

Materials:
Laptops, rulers, compasses, calculators, paper, pencils, computer mice
Handouts:
Idea Rake, Checklist
Resources:
Hook:
http://www.coolmath-games.com/0-cargo-bridge
Graphic Organize:
http://www.eduplace.com/graphicorganizer/pdf/idearake.pdf
Cooperative Learning:
https://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/cooperati
ve_learning_strategies.pdf
Sketchup:
https://www.sketchup.com/products/sketchup-free
Gallery Walk/Rally
Table: http://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/coo
perative_learning_strategies.pdf
Teaching & Learning Sequence:

Classroom Arrangement:
The classroom will be set up in pairs and in rows facing the front of the classroom. Since their
products for this lesson can either be individual or with a partner, the set up is tailored to maximize
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the work being done for said products. The paired desks allow students to either work with their
respective partners or, if individual, it minimizes the possibility for distractions compared to being
grouped in a desk.

Day 1 Agenda
Objective: Use trigonometric and Pythagorean Theorem to solve right triangles in applied problems.
Understand and apply law of sines and cosines to find unknown measurement in right and non-right
triangles.
Hook (5 mins)
Unit (40 mins)
Intro to Sketchup (45 mins)

Day 1 Script
Hook (5 mins):
I will introduce the students to the game Cargo Bridge. This will introduce them to the idea of digitally
modeling bridges as an architect on a "blueprint." Ideally, students will realize the necessity of triangles in
their bridges. The game surprisingly has a realistic application of gravity from which the students will learn
that, if not supported correctly, their bridges will collapse.
Unit Par 1 (30 mins):
I will be handing out the Idea Rake on which students can take notes on. I will be covering how students can
find different measurements with the Pythagorean Theorem. Students can use the Idea Rake to write down
the examples. Towards the end, I will reintroduce the students to the Law of Sines and Cosines which will
be covered the next day.
Intro to Sketchup (45 mins):
Students will have the option to be in a pair or work alone. They will go to Google Sketchup and create an
account to begin the introduction. I will handout out computer mouses to every student since Sketchup is not
mouse pad friendly. I will also be providing them with the rubric for the project. I will be covering how to
maneuver it, how to create squares and make them 3D, how to measure and scale objects. I will attempt to
recreate one of the examples done from the Unit so students can really apply that knowledge. They can
take ask questions and take notes on the other side of the idea rake so that they can use them for when
they are working on the Sketchup by their selves.
Assignment: Students will work on and play around with their Sketchups. They need to experiment and at
least create one example wherein they applied the Law of Sines and Cosines.
Alana: Alana will be partnered up with a student, whom I know from previous lessons, is proficient in the
content and works well with other students. I will ask the student beforehand if they would mind at first just
so they can have the choice to work by themselves or whomever. If they decline, I will ask other students.

Day 2 Agenda:
Objective: Use trigonometric and Pythagorean Theorem to solve right triangles in applied problems.
Understand and apply law of sines and cosines to find unknown measurement in right and non-right
triangles.
Unit Part 2 (20 mins)
Work Session (40 mins)
First Gallery Walk (20 mins)

Day 2 Script
Unit Part 2 (25 mins):
I will answer any clarifying questions over the unit from the previous class. The main focus of this segment
will be reviewing the Law of Sines and Cosines. Similar to yesterday, I will do an example on the whiteboard
and on Sketchup so students can see how to apply these laws into their Sketchup Bridge projects. They
should utilize their Idea Rake during this process.
Work Session (35 mins):
Students can utilize this time to work on their Sketchups and apply what the Law of Sines and Cosines.
Their scratch work will be needed along with their Sketchups. I will be walking around to see if students
need any help.
First Gallery Walk (20 mins):
I will now split the students/groups into 3 for the Gallery Walk/Rally Table. One group will be presenting
what they have so far while the other 2 groups will be rotating around and observing. Each group will only
get about 5-6 minutes each. I will be walking around seeing every group about 2-3 minutes each with the
checklist to see what the students have incorporated in their Sketchups and provide feedback as to how
they can incorporate the rest of the the checklist if needed.
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 Assignment: Students will have to finish their projects either this night or during the first 20-30 minutes of
class the next day. They might want to utilize the time they have beforehand so they can use the class time
the next day to just add any finishing touches before the final gallery walk.

Day 3 Agenda
Objective: Use trigonometric and Pythagorean Theorem to solve right triangles in applied problems.
Understand and apply law of sines and cosines to find unknown measurement in right and non-right
triangles.
Finishing Touches (20-30 mins)
Final Gallery Walk (50-60 mins)

Day 3 Script
Finishing Touches (20-30 mins):
Students will have this opportunity to add any finishing touches to their Sketchups. They can also use this
time to rehearse how they will be presenting said Sketchups.
Final Gallery Walk (50-60 mins):
Students will now be split into 3 different groups again. Similar to the first gallery walk except the students
will be presenting their work and the context that follows with it. I will be walking around with the checklist
and the rubric. I will be checking to see if they followed the feedback I gave them along with the checklist.
Each students/groups presentation should last about 5-6 minutes each. I will have the students share the
Sketchups with me so that I may view them for precision before giving them their final grade.
Content Knowledge Notes:
Day 1:
Understanding 2: Trigonometric ratios and the Pythagorean Theorem can be used in triangles to
solve right triangles in specific trade jobs.

Pythagorean Theorem:

 a =b +c
2 2 2

Pythagorean Theorem

Examples of Pythagorean Triples

Example Problems:
Find c
a = 16
b = 14
c = √452

Find a
a = √168
b = 11
c = 17

Find b
a=9
b = √63
c = 12

Day 2:
Understanding 1: Trigonometric ratios can be applied to the real world.

Trig ratios

Law of Sines:

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 (Sin A)/a = (sin B)/b = (sin C)/c
 Only applies if triangle has two sides and an angle given or two angles and a side.

Law of Sines Example 2.PNG

Law of Sines Example.PNG

Law of Cosines:

 a =b +c -2bccos(A)
2 2 2

 b a +c -2accos(B)
2= 2 2

 c =a +b -2abcos(C)
2 2 2

 Only applies if triangle has two sides and an angle given or all three sides given.

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 Law of Cosines Example.PNG

Law of Cosines Example 2.PNG

https://www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-law-of-sines/v/law-of-sines

Example Problems

Understanding 3: The Law of Sines and Cosines can be applied to both right and non-right triangles
in real world situations.
Use as reference
||

Post-Lesson Reflection:
Including Alana into this project was a bit of a challenge. I am still unsure of whether or not she
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would get as much of an understanding as the rest of the students but I hope having the option for
a partner and assigning a student whom I know is proficient in the content to her will help. I would
need to make sure that this student understands the content well enough as well as knowing that
this student works well with other students.

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