SEC325/TL525

Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig
Unit Plan: [Trigonometric Ratios and Functions]

Philosophy of Literacy: Literacy is the ability to demonstrate understanding and comprehension of knowledge as well as language through
advanced skills of reading, writing, speaking, and listening to be able to function successfully in the real world (Sejnost et al., (2010), p. 4). The fact
is that there is a literate crisis occurring in the schools of today and students within all content areas need to address the issue through incorporating
literacy strategies within all content areas to interactive, purposeful, and meaningful engagement to develop critical literate students (Sejnost et
al., (2010), p. 5). In this lesson, students will engage in various activities that promote literacy and critical literacy. This is important because as
Janks states, language is a way power is inflicted on people such as who can speak or the way language is used to maintain and challenge existing
power in real life or in texts (Janks & Dixon, 2014 p. 5). With that said, mathematics is a language that can inflict power on students in terms of
vocabulary, formulas, and modes of mathematical representations. So a critically literate mathematics student will be able to decode the language
of mathematics. In addition, many students come from different backgrounds and critical literate mathematics students will be able to recognize their
level of access to mathematics, develop clarification questions, and connect the material to previous concepts, as well as the real world scenario.
Students will be able to recognize when they are struggling with the material in terms of language and are able to increase their learning by
redesigning their work and transforming the math text into a mode that makes sense to them. This goes along with the idea of redesigning model for
critical literacy, making small changes for the world, in this context, the students own mathematical learning (Janks et al., 2014, p. 8).
However, in order to achieve critical literacy in mathematics, students must be taught strategies and mathematical academic language. In
addition, much of problem solving in mathematics can be modeled by the teacher, but heavily is factored upon the interaction between the
mathematical text and the students. This idea is similar to the psycholinguists, students need to interact with the mathematical language and text to
discover the meaning behind the text to answer the common question, what are we suppose to do or how can you mathematically justify your
answer (Dornan, Rosen, & Wilson,, 1997, p. 8)? So this unit will provide students with tools and strategies to decode the mathematical language
and develop mathematical comprehension of trigonometry through listening, speaking, writing, and reading about trigonometry.
References:
Dornan, R. W., Rosen, L. M., & Wilson, M. J. (1997). The history of reading movements in the twentieth century. Multiple voices, multiple texts:
Reading in the secondary content areas. (pp 7-19). Portsmouth, NH: Boynton/Cook.
Janks, H., & Dixon, K. (2014). Introduction. Doing critical literacy: Texts and activities for students and teachers.( pp1-10). New York, NY: Routledge

Sejnost, R., & Thiese, S. (2010). Building content literacy: Strategies for the adolescent learner. Thousand Oaks, CA: Corwin.
Unit Description
In this unit, students will learn about various triangle tools used in trigonometry. Students will engage in various discovery lessons to learn about the
various triangle formulas and theorems. The entire unit is based on developing triangle tools to solve triangles and where these tools can be used
in the real world as well as what careers use trigonometry. Students will be shown how this unit is used in the real world with application problems
as well as investigating their own independent reading problem on a specific application of a theorem or a career that uses trigonometry.
Texts that will guide this unit:
McDougal Little Algebra II with trigonometry book applications & careers links imbedded in text
Independent math reading project using various resources such as Careers: http://www.maa.org/careers
Why trig can be useful: http://www.mathworksheetscenter.com/mathtips/trigonometry.html

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

http://www.intmath.com/blog/mathematics/what-is-trigonometry-all-about-6163
CPM Connections Geometry curriculum chapter 5
Pythagoras Reading and Web Quests

Theme: Trigonometry through careers & the real world

Essential Question(s):
What triangles tools can I use and when do I use them?
Where can I see trigonometry used in real life and how is it represented?
What occupations use trigonometry in their jobs?
How can trigonometry impact my life for the future?
How are evaluating and solving trigonometric functions different?
Enduring Understandings help us to build rationale for the unit. [Consider the enduring understandings that students will understand by the end of
the unit. Remember that Enduring Understandings always begin with, Students will understand that]:
Students will understand that
Trigonometry can be represented symbolically, numerically, and verbally to explore real world situations in careers.
Trigonometry can be used to develop problem solving and critical thinking skills to be able to communicate and explain solutions and
develop literacy skills for the future.
Trigonometry is used in real life through the occupations such in the medical for MRIs, astronomy, physicists, surveyors, construction,
architecture, and sports.
When evaluating trigonometric functions they have exactly one output per interval range.
Solving trigonometric equations with inverses look to find all solutions in the given interval.
Standards [List and unpack the 10 standards that will be addressed in this unit. The standards addressed will be specific to the grade level you are
focusing on]:
CCSS.MATH.CONTENT G-CO.10.
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180 degrees; base angles of isosceles
triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a
triangle meet at a point.
Knowledge:
Students will define what a theorem is.
Students will be able to restate theorems about triangles.
Skills:
Students will identify what the theorem for the triangle is.
Students will be able to illustrate theorems about triangles.

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Reasoning:
Students will be able to write theorems about triangles.
Students will be able to apply theorems about triangles.
Product:
Students will be able to construct theorems about triangles.
CCSS.MATH.CONTENT G-CO.12.
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines,
including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
Knowledge:
Students will identify which tool and method to use for geometric construction.
Students will be able to know the different types of tools and methods to use to make a formal geometric construction.
Skills:

Students will draw a formal geometric construction using a variety of tools and methods.

Students will select a tool and method to use to make a formal geometric construction.

Students will be able to experiment with a variety of tools and methods.

Reasoning:
Students will explain which tool and method to use to make a geometric construction.
Students will be to interpret their geometric construction.
Product:
Students will be able to assess their geometric construction.
Students will be able to infer from their methods and choice of tools to produce a geometric construction.
CCSS: MATH.CONTENT.HSF.TF.A.3:
Use special triangles to determine geometrically the values of sine, cosine, and tangent for pi/3, pi/4, and pi/6, and use the unit circle to
express the values of sine, cosines, and tangent for pi-x, pi+x, and 2pi-x in terms of their values for x, where x is any real number.
Knowledge:
Students will identify special triangles.
Students will be able to define sine, cosine, and tangent.
Students will understand what the unit circle is.
Skills:

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Students will be able to evaluate sine, cosine, and tangent.

Reasoning:
Students will explain how they obtained the values of sine, cosine, and tangent.
Students will be to interpret the unit circle to express the values of sine, cosine, and tangent.
Product:
Students will be able to summarize how special triangles determine the values of sine, cosine, and tangent using the unit circle.
Students will be able to create the values for sine, cosine, and tangent using the unit circle and special triangles.
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.
Knowledge:
Students will understand what a ratio is.
Students will understand what similarity means.
Students will name the three trigonometric ratios.
Skills:

Students will be able to express the three trigonometric ratios.

Reasoning:
Students will be able to practice using the three trigonometric ratios.
Students will be able to apply the three trigonometric ratios.
Product:
Students will be able to produce the three trigonometric ratios.
CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean theorem to solve right triangles in applied problems
Knowledge:
Students will understand what the Pythagorean theorem is.
Students will identify the trigonometric ratios of sine, cosine, and tangent.
Students will define what a right triangle is.
Skills:

Students will identify what trigonometric ratio to use in applied problems.

Students will apply trigonometric ratios and the Pythagorean theorem to solve applied problems for right triangles.

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Reasoning:
Students will be able to choose which trigonometric ratio to use in the applied problems for right triangles.
Students will be able to decide when to use the Pythagorean theorem in the applied problems for right triangles.
Product:
Students will be able to construct trigonometric ratios and use the Pythagorean theorem in applied problems for triangles.
CCSS.MATH.CONTENT.HSF.TF.A.3
(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for /3, /4 and /6, and use the unit circle to
express the values of sine, cosine, and tangent for x, + x, and 2 - x in terms of their values for x, where x is any real number.
Knowledge:
Students will know the special right triangles.
Students will know the trigonometric ratios sine, cosine, and tangent. .
Skills:

Students will be able to restate the special right triangles.

Students will be able to solve the special triangle triangles for sine, cosine, tangent.

Reasoning:
Students will be able to draw the special right triangles on the unit circle.
Students will be able to write the values for the unit circle.
Product:
Students will be able to create the unit circle using special right triangles for sine, cosine, and tangent.
CCSS.MATH.CONTENT.HSF.TF.A.1
Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
Knowledge:
Students will understand what the unit circle is.
Students will be able to define a radian measure.
Students will be able to define subtended by an angle.
Skills:

Students will be able to restate what a radian measure is.

Students will be able to practice using radian measures.

Reasoning:

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Students will be able to explain what a radian measure is.

Students will be able to produce radian measures.
Product:
Students will be able to evaluate radian measures.
Students will be able to develop radian measures using the unit circle.
CCSS.MATH.CONTENT.HSF.TF.B.6
Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse
to be constructed.
Knowledge:
Students will be able to understand what a domain is.
Students will be able to understand the three trigonometric functions, sine, cosine, and tangent.
Students will be able to recognize increasing and decreasing aspects of functions.
Skills:
Students will be able to restrict the domain of trigonometric functions.
Students will be able to observe the impact the inverse function has on the domain.
Reasoning:
Students will be able to compare and contrast the domain of the trigonometric functions with the inverse trigonometric functions domains.
Products:
Students will be able to produce inverse trigonometric functions by restricting the domain on the increasing and decreasing parts of the
function.
CCSS.MATH.CONTENT.HSF.BF.B.4.D:
Produce an invertible function from a non-invertible function by restricting the domain.
Knowledge:
Students will be able to describe what an inverse is (relate back to the work they did from inverse functions) and the relationship to a
function.
Students will be able to understand what a function is.
Skills:
Students will be able to develop an inverse function from a non-inverse function.
Reasoning:
Students will be able to explain why an inverse function does or does not exist.
Product:
Students will be able to produce an inverse function.

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

CCSS.MATH.CONTENT.HSF.TF.A.2: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all
real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
Knowledge:
Students will be know three trigonometric functions.
Students will know what a radian measure is.
Students will be able to define counterclockwise.
Skills:
Students will be able to apply the unit circle to trigonometric functions.
Reasoning:
Students will be able to explain why how the unit circle extends to trigonometric functions.
Product:
Students will be able to create trigonometric functions using the unit circle.
Students will be able to evaluate trigonometric functions using the unit circle as radians.
CCSS.MATH.CONTENT.HSF.TF.B.7
(+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and
interpret them in terms of the context. *
Knowledge:
Students will know the three trigonometric inverse functions.
Students will name the three trigonometric inverse functions.
Students will identify a trigonometric equation.
Skills:

Students will apply trigonometric inverse functions to solve trigonometric equations.

Students will evaluate trigonometric inverse functions to solve trigonometric equations.

Reasoning:
Students will be able to examine the trigonometric equations to decide which inverse trigonometric inverse to use to solve the problems.
Students will be able to consider the given interval to solve the trigonometric equations.
Product:
Students will be able to create solutions to trigonometric equations.
Students will be able to develop trigonometric equations.
G-SRT.10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.
Knowledge:
Students will recall what a law is.
Students will be able to define Sine and Cosine.

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Skills:

Students will be able to select when to use the Laws of Sines.

Students will be able to choose when to use the Laws of Cosines.

Reasoning:

Students will be able to explain when to use the Laws of SInes.

Students will be able to summarize when to use the Law of Cosines.

Product:
Students will be able to construct the law of Sines for the purpose of summarizing when it is used for and solving non-right triangles.
Students will be able to derive the law of cosines from recalling Herons formula for the purpose of solving triangles with the Law of Cosines.
Targets:
Day 1 Target(s): 13.1: Right Triangle Trigonometry
To develop and practice the Pythagorean theorem for the purpose of solving right triangles in real world problems through identifying
patterns.
Day 2 Target(s): 13.1: Right Triangle Trigonometry
To use geometric tools for the purpose of developing the theorem for special right triangles.
To apply special right triangles and similarity for the purpose of solving problems using the special right triangles in a right triangle.
Day 3 Target(s): 13.2 General Angles and Radian Measure
To define radian measure for the purpose of solving problems using radians.
To calculate the measure of angles in standard position for the purpose of finding degree measures and radian measures using the unit
circle.
Day 4 Target(s): 13.2. General Angles and Radian Measure
To recall what a radian measure is for the purpose of investigating general angles and radian measures for circles.
To apply radian measures for the purpose of calculating arc lengths and areas of sectors.
Day 5 Target(s): 13.3 Building the Unit circle
To understand the different special triangles for the purpose of developing the unit circle for sine, cosine, and tangent.
Day 6 Target(s): 13.3 Trigonometric Functions of Any Angle
To investigate trigonometric functions for the purpose of creating the three trigonometric functions.
Day 7 Target(s): 13.3 Trigonometric Functions in the real world

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

To identify the three trigonometric functions and determine how trigonometry is used in the real world for the purpose of solving real world
application problems and presenting solutions.

Day 8 Target(s): 13.3 Trigonometric Functions of Any Angle

To identify the three trigonometric functions for the purpose of evaluating trigonometric functions of any angle in real world application
problems and careers.
Day 9 Target(s): 13.4 Inverse Trigonometric Functions
To produce the domain restrictions on the trigonometric functions, sine, cosine, tangent for the purpose of producing the inverse
trigonometric functions sine, cosine, and tangent.
To create a frayer model for the purpose of developing the definition of an inverse trigonometric function.
Day 10 Target(s): 13.4 Inverse Trigonometric Functions
To recall the domain restrictions for inverse trigonometric functions for the purpose of evaluating inverse trigonometric functions.
To apply radian measures and the unit circle for the purpose of practicing solving trigonometric equations.
Day 11 Target(s): 13.4. Inverse Trigonometric Functions
To be able to apply trigonometric inverses for the purpose of finding an unknown angle in real world trigonometry application problems to
draw a conclusion about the real world problem and explain solution methods.
Day 12 Target(s): 13.5 Law of Cosines
To derive the law of cosines from recalling Herons formula for the purpose of solving triangles with the Law of Cosines.
Day 13 Target(s): 13.5 Law of Sines
To construct the law of Sines for the purpose of summarizing when it is used for and solving non-right triangles.
Day 14 Target(s): Review 13.1-13.5
To select which triangle tools we have learned, the Pythagorean Theorem, special right triangles, Laws of Sines, Laws of Cosines,
trigonometric functions, inverse trigonometric functions, to use and apply for the purpose of using trigonometry to practice solving real
world problems and trigonometric equations.
Day 15 Target(s): Chapter 13 Unit Test
To demonstrate knowledge constructed about Trigonometry for the purpose of assessing student learning.
Monday

Tuesday

Wednesday

Thursday

Friday

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Day1: 13.1 Right Triangle

Trig- Pythagorean Theorem

Day 2: 13.1 Right Triangle

Trig special right triangles

Question for the day:

What is the relationship
between the three sides of
a right triangle? How can
we use this relationship to
find unknown
distances and areas?

Ice Breaker: Begin the

lesson by students
completing a onesentence summary of
what an equilateral triangle
is- share ideas in the class
and then have a student
read the problem for the
lesson.

Icebreaker: Students will

complete an anticipation
guide for the activity to
activate their prior
knowledge and see what
vocabulary they know from
the web quest.

Lesson: Students will be

asked a series of questions
that require them to look for
patterns among two
triangles using tracing
paper. Debrief about the
problems and then
students will engage in a
pairs check-one student
writes the work, the other
one explains and once the
students are done they
compare their answers with
another group.

Lesson: Students will be

given guided notes about
general angles and the
associated vocabulary of
standard position, terminal
side, initial side, and which
quadrants of the unit circle
terminal angles lie.
Students then will engage
in an inside outside circle
applying the vocabulary to
practice the vocabulary.
Students will have focus
cards for the activity and
white boards to draw the
questions being asked.

Ice Breaker: Quick Class

White Board: Present a
question on the board for
students to answer- it
involves finding the pattern
of three numbers. State to
students we will be
investigating these patterns
to develop a theorem for
the right triangles.
Lesson:
Part 1: Students will
engage in a scavenger
hunt through 7 stations
each with a different
problem for students to
identify the pattern in the
abstract and real world
context.
Part 2: Students will work in
teams to develop the
theorem and then share
their ideas.
Part 3: Formal notes on the
Pythagorean theorem and
a few examples.
Introduce Independent

Closure: Learning LogStudents will summarize

what they learned today in
a class summary
statement.
Homework: Engage in
web quest about radians
and measure- complete
Cornell notes.

Day 3: 13. 2 General

Angles and Radian
Measure

Closure: Revisit
anticipation guide and
provide an example from
the lesson that caused a
change in thinking. Rate
your confidence reaching
the learning targets.
Homework: p. 780-81 2539 odd and 44-58 odd.

Day 4: 13.2 General Angles

Day2
Icebreaker: Four corners,
pose a series of questions
to students to activate their
knowledge about the
previous days activity.
Students will go to a corner
that describes their answer.
Lesson: Students will
investigate general angles,
arc sectors, arc lengths,
and radian measures to
practice calculating arc
sectors and lengths.
Students will do this in a
carousel station walk and
then come together as a
class to discuss findings.
Then formulate findings in
formal notes.
Closure: Exit slip: calculate
the area of the sector and
arc length.
Homework: create closed
word sort for 13.1-13.2.
Submit online via
Schoology.

Day 5: 13.3 Unit Circle

Building the Unit Circle with
special right triangles
Ice Breaker: Students will
work on the 2 problems
converting the radians to
degrees- they will write
their responses on a post-it
note and put them in the
middle of their tables when
they are done. Then go
over word sort examples
from students.
Lesson: Teacher explains
that a unit circle is a special
circle with a radius of 1.
Students will follow the
building the unit circle hand
out and the teacher will
monitor student work using
special right triangles.
Students will be working
with pairs.
Closure: Write a Postcard
letter to an absent student
explaining what you
learned today.
Homework: worksheet unit
circle, radians, and
degrees.

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

Math reading project.

Closure: Fill in Triangle
Tool and complete exit slip.
Students will be able to
explain how their
confidence level for the
learning targets and
answer question on exit
ticket solving the triangle
using the Pythagorean
theorem.
Homework: Historical
reading on the
Pythagorean theorem
(Pythagoras) with 3
practice problems.
Day 6: 13.3 Trig Functions
What if I know the
hypotenuse?
Construction for Trig
Ratios: Sine, Cosine, &
Tangent
Icebreaker: Students will
engage in a Think-PairShare about they would
they would solve a given
trigonometric problem
using similar triangles.
Lesson: Students will work
part I which is solving the
triangle using similar
triangles. Then, students
will try to solve another
problem, but will realize
they do not have the tools

Day 7: 13.3 Trig Functions

Day 2
Icebreaker: Students will
begin the lesson through
engaging in Reciprocal
Teaching about the
previous days vocabularyTeach your partner about
sine, cosine, and tangent
functions.
Lesson: Release focus
questions to students for
the overarching unit going
forward.
Is this triangle familiar? Is
there something special
about this triangle? Which
side is opposite the given
angle? Which is adjacent?
Which tool should I use?

Day 8: 13.3 Day 3 How can

I use trigonometric
functions? Real world
applications
-construction dump truck
-draw bridge
- softball
-building a wheel chair rapengineering
Icebreaker: Project a
picture on the board for
students- example of a
drawbridge- Pose the
question to students: How
can trigonometry be used
in this real world picture?
Pair Share
Lesson: Students will be in
teams of four where they
will be given a real world
problem to solve for using

Day 9: 13.4 Trig inverses

Developing Trigonometric
Inverses
Ice breaker: Students will
engage in a Quick Write of
what they know about what
a function is, an inverse,
and what is the relationship
between a function and
inverse based on the given
representation.
Lesson:
Part 1: Students will
engage in completing a
table for the function
f ( x 2 ) and see that they
must restrict the domain for
it to have a function.
Part II: Students will
complete a table evaluating

Day 10: Inverses Trig 13.4

Day 2 Evaluating and
Solving Trigonometric
Equations.
Ice Breaker: Yesterdays
News : we restricted the
domain of inverse
trigonometric functions to
be functions, so how can
we use these functions
evaluate and solve them?
Pair- share: why do we use
inverse trig functions.
Lesson:
Students will take guided
notes on using inverse trig
functions and create a flow
chart of the process of
using trigonometric
inverses to solve for an

SEC325/TL525
Tricia LeGrand
to solve the problem. Here
introduce students to the
trigonometric ratios of sine,
cosine, and tangent.
Then students will go back
and work on the problem
using the new ratios they
have used to find out how
high the construction
worker needed to put his
ladder. Note: students can
then use their calculator to
make sure they are getting
the correct decimal
representation for the
trigonometric functions.
Closure: Students will
complete a triangle toolkit
organizer filling out the
different tools they have to
solve triangles in real world
situations. Check in with
students about their
projects- sign up for
conferences if need extra
assistance.
Assessment: Students will
do an informal
representation on their
fingers how they reached
the learning targets on the
continuum.
Homework: worksheet on
solving triangles with
trigonometric ratios and
complete which triangle
tool helped solve the

Teacher __________________
Grade Level 10-12 Alg2/Trig
Students will work on the
indicated task given for 25
minutes and complete
which tool should be used
and then write and solve an
equation to the find the
missing side length: Note
students might have
difficulty with the equation
part, so call a Huddle (one
person to each team and
assist them in solving the
problems if they need
help). Students will be
provided with highlighters
to highlight the sides of
ratio. Students will be given
red and green cups to
identify when they are
ready for me to check their
work or need further
assistance.
Closure: Students will
write a Learning Log entry
explaining how you know
which trigonometric tool to
use. Be sure to include
examples with diagrams
and anything else that
would be useful to refer to
later. Title this entry,
Choosing a Trig Tool and
label it with todays date.
On the same page,
students will write down a
number that coincides with
the learning target
numbering 4-3-2-1.

trigonometric functions.
Each student will have
given role for their team.
Resource Manager:
Facilitator
Recorder
Task Manager
Students can brainstorm
how they think they would
solve the problem and then
will have to create a poster
for their representation to
engage in a Gallery walk.
the group will rotate to
see the other groups and
the other will present
their poster. Then roles will
switch. Teacher will grade
presentation-using rubric.
Closure: Students will
complete a participation
reflection on their
collaboration with group
members for the activity.
On the same sheet,
students will answer one
thing they learned from
another groups
presentation.
Homework: Complete
online web quest for
trigonometric application
problem write up.

trig functions and

determine they must
restrict the domain to
produce trigonometric
inverse functions. Then
students will complete a
frayer model organizer to
gather thoughts about what
trigonometric inverses are.

angle. Students will

practice evaluating and
solving trigonometric
equations with a Match It
activity with a partner to
practice discourse for
evaluating and solving
trigonometric equations.
Once students are finished,
go over the answers.

Closure: Write 3
vocabulary words that
helped deepened your
understanding of
trigonometric inverses for
you today. Write two
sentences explaining what
you learned about
trigonometric inverses
today (section 3). 1
sentence explanation of
your confidence level in
terms of reaching the
learning targets.
I can define and produce
the trigonometric inverses
in terms of restricting the
domain always increasing
or decreasing

Closure: Reflection
assessment:
Explain your
confidence level
reaching the
learning targets.
Answer question on
reflection slip:
Explain the
difference between
evaluating an
inverse
trigonometric
function and solving
an inverse
trigonometric
function

I can create a Frayer

model for the purpose of
developing the definition
Homework:
Remind student of
homework: Read: article
about when to use

Homework:
p. 782 22-45 odd.

SEC325/TL525
Tricia LeGrand

Teacher __________________
Grade Level 10-12 Alg2/Trig

problem.

Homework: worksheet on
one trig application
problem Electronic
Publishing explanation
write up on blog- Comment
on two students star and
wish.

Day 11: Inverses Trig 13.4

Day 3 Applications

Day 12: 3.5 Law of Sines

Ice Breaker: Yesterdays

News : we restricted the
domain of inverse
trigonometric functions to
be functions, so how can
we use these functions in
the real world: Pose
problem to students- with
visual, that needs to be
solved using a
trigonometric inverse. How
might you solve for the
angle? Discuss with teams
in a K-P-L (Know-predict
how to solve the problemwhat have we learned)
Lesson:
Then formalize the notes
for how to solve an inverse
trigonometric function for
students. Students will then
engage in a problem
solving problem
investigating building a
wheel chair ramp up to
code with shoulder
partners. Have students go

Icebreaker: Pair-Share:
Provide students with a
graphic representation of
the triangle used for Law of
sines and ask students if
Sin (a)= a/b?
Activity: Direct Instruction
for guided notes.
Jig saw activity 1:
Students will complete one
problem and become an
expert on their sin problem.
Each group of students will
become experts on their
problem and then present
their problem to the rest of
the class for the class to
copy down for notes and
learn from one another.
Closure:
Learning Log: Reflect on
what you have learned
during this lesson about the
sides and angles of a
triangle. What is the Law
of Sines and when can it
be used? Include an

trigonometric inverses for

the next class. Fill in any
new information from the
reading on the Frayer
Model organizer.

Day 13: 13.5 Law of

Cosines
Icebreaker: Writing to
Learn-Admit Slip
Upon entering the
classroom, students write
on an assigned topic such
as, summarize what we
learned yesterday about
the Law of Sines.
Lesson: Direct Instruction
law of cosines( 10-12
minutes) . Lead wholeclass discussion and derive
the Law of Cosines. Have
students add to their
concept map graphic
organizer when to use
each law.
Activity 2: Carousel
activity on Law of Cosines.
Students will walk around
the classroom in their table
groups and answer posed
questions around the room.
Once students have
finished the questions,
allow them to take some

Day 14: Chapter 13 Review

Ice Breaker: Rate your
selves on all the learning
targets for the unit. Let
students know this is a selfcheck and they should
focus on those targets they
do not feel as comfortable
with.
Lesson: Students will be in
groups of four and a
student from each group
will have to come up to the
board. Students at the
board will use the dry erase
markers to answer the
posed question on the
board from Kahoot. These
students are in the hot
seat for their team. If they
get the question right, they
get a point for their team. If
their group gets the
question right, they also get
a point. Students in the
groups will work together to
answer the question and
submit their answering
using their Ipad on Kahoot.

Day 15: Chapter 13.1-13.5

Summative Test
Students will complete a
summative test for sections
13.1-13.5.
Homework: none- enjoy
spring break

SEC325/TL525
Tricia LeGrand
over the problem using a
whip around.
Then students will practice
more application problems
to the real world and
careers using inverse
trigonometric functions
using Sage n Scribe
strategy. Go over answers
as a class with having
students share their
solutions as Numbered
Heads Strategy.
Closure: Reflection
Assessment: (5 minutes)
1. Finish the L column for
todays activity. What did
you learn about
trigonometric inverses?
How are they related to the
real word?
Rate your confidence level
from 1 to 4 on your level of
mastery of the learning
target:
Homework: Take home
13.4 quiz on evaluating
trigonometric equations,
solving trigonometric
equations, and applications
of inverse trigonometry.
(students will have different
versions)

Teacher __________________
Grade Level 10-12 Alg2/Trig
example. Title this entry
Law of Sines and label it
with todays date. Circle
numeric value of reaching
learning target.
Homework:
p. 786 12-16, 20, 22, 48,

time in their group to

determine which questions
were difficult and they need
to go over. Then students
will ask any clarifying
questions.
Closure: Exit slip: Match
each triangle picture with
the appropriate Law of
Cosines- do not solve the
triangles.
Homework: review sheet
for 13.5

Students will rotate hot

seat members. Collect
team points on the board.
Closure: Post all learning
targets for students and
have them do a selfassessment on the learning
targets. Remind students to
come see me after school
for extra review.
Homework: Finish study
guide and independent
math reading project due.