Name: Sukanaivalu Fainga

Unit Title: Right Triangle Trigonometry

Fundamental Mathematics Concepts: Students are introduced to the concepts of trigonometry, such as sine, cosine, and tangent. I
plan to teach them how to use trigonometry so that they are able to create ratios to solve real world applications and problems. We are
also introducing the special cases of the 45, 45, 90 triangle and the 30, 60, 90 triangle. Included will be the lengths of their sides
and proportions, etc. This will also cause the Pythagorean Theorem to be revisited and used.
Requisite Mathematics: The students know the definitions of equilateral, isosceles, and right triangles and are familiar with them.
They already have covered similar and congruent triangles. They know that the interior angles add up to 180 degrees. They are
familiar and have just covered proportions and ratios. They are familiar with the formulas of the Pythagorean Theorem, the area of
triangles, and the algebra necessary to solve harder problems. They are familiar with slope and graphing lines. I plan on using their
knowledge of slope and graphing lines on a coordinate plane to help base their new knowledge. They have used all of the stated
requisite mathematics to solve real world problems.
State Core, NCTM Standards, and Relevant Literature:
State Core
Standard I: Students will use algebraic, spatial, and logical reasoning to solve geometry problems
Objective 1: Use inductive and deductive reasoning to develop mathematical arguments
Write conditional statements, converses, and inverses, and determine the truth value of these statements
Prove a statement false by using a counterexample
Objective 2: Analyze characteristics and properties of angles
Use accepted geometric notation for lines, segments, rays, angles, similarity, and congruence
Identify and determine relationships in adjacent, complementary, supplementary, or vertical angles and linear pairs
Classify angle pairs formed by two lines and a transversal
Prove relationships in angle pairs
Prove lines parallel or perpendicular using slope or angle relationships
Objective 3: Analyze characteristics and properties of triangles

 Prove congruency and similarity of triangles using postulates and theorems

Identify medians, altitudes, and angle bisectors of a triangle, and the perpendicular bisectors of the sides of a triangle
Objective 5: Perform basic geometric constructions, describing and justifying the procedures used
Copy and bisect angles and segments
Construct perpendicular and parallel lines
Objective 6: Analyze characteristics and properties of three-dimensional figures
Identify and classify prisms, pyramids, cylinders and cones based on the shape of their base(s)
Identify three-dimensional objects from different perspectives using nets, cross sections, and two-dimensional views
Standard II: Students will use the language and operations of algebra to explore geometric relationships with coordinate geometry
Objective 1: Describe the properties and attributes of lines and line segments using coordinate geometry
Verify the classifications of geometric figures using coordinate geometry to find lengths and slopes
Write an equation of a line perpendicular or a line parallel to a line through a given point
Standard III: Students will extend concepts of proportion and similarity to trigonometric ratios
Objective 1: Use triangle relationships to solve problems
Solve problems using the properties of special right triangles, e.g., 30, 60, 90 or 45, 45, 90
Identify the trigonometric relationships of sine, cosine, and tangent with the appropriate ratio of sides of a right triangle
Express trigonometric relationships using exact values and approximations.

Objective 2: Use the trigonometric ratios of sine, cosine, and tangent to represent and solve for missing parts of triangles
Find the angle measure in degrees when given the trigonometric ratio
Find the trigonometric ratio given the angle measure in degrees, using a calculator
Find unknown measures of right triangles using sine, cosine, and tangent functions and inverse trigonometric functions
Standard IV: Students will use algebraic, spatial, and logical reasoning to solve measurement problems
Objective 2: Solve real-world problems using visualization and spatial reasoning
Solve problems involving geometric probability

NCTM Standards
Geometry
analyze properties and determine attributes of two- and three-dimensional objects
explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects,
make and test conjectures about them, and solve problems involving them
establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others
use trigonometric relationships to determine lengths and angle measures
use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric
situations
investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian
coordinates
understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates,
vectors, function notation, and matrices
use various representations to help understand the effects of simple transformations and their compositions
draw and construct representations of two- and three-dimensional geometric objects using a variety of tools
use geometric models to gain insights into, and answer questions in, other areas of mathematics
use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and
architecture

Number and Operations

develop a deeper understanding of very large and very small numbers and of various representations of them
judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of
quantities

 judge the reasonableness of numerical computations and their results

Algebra
generalize patterns using explicitly defined and recursively defined functions
understand relations and functions and select, convert flexibly among, and use various representations for them
understand the meaning of equivalent forms of expressions, equations, inequalities, and relations
use symbolic algebra to represent and explain mathematical relationships
write equivalent forms of equations, inequalities, and systems of equations and solve them with fluencymentally or with
paper and pencil in simple cases and using technology in all cases
judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by
technology
use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts
draw reasonable conclusions about a situation being modeled
Measurement
make decisions about units and scales that are appropriate for problem situations involving measurement
analyze precision, accuracy, and approximate error in measurement situations
understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and
cylinders
use unit analysis to check measurement computations
Problem Solving
build new mathematical knowledge through problem solving
solve problems that arise in mathematics and in other contexts
apply and adapt a variety of appropriate strategies to solve problems
monitor and reflect on the process of mathematical problem solving
Reasoning and proof
recognize reasoning and proof as fundamental aspects of mathematics
make and investigate mathematical conjectures
develop and evaluate mathematical arguments and proofs

 select and use various types of reasoning and methods of proof

Communication
organize and consolidate their mathematical thinking through communication
communicate their mathematical thinking coherently and clearly to peers, teachers, and others
analyze and evaluate the mathematical thinking and strategies of others
use the language of mathematics to express mathematical ideas precisely
Connections
recognize and use connections among mathematical ideas
understand how mathematical ideas interconnect and build on one another to produce a coherent whole
recognize and apply mathematics in contexts outside of mathematics
Representation
create and use representations to organize, record, and communicate mathematical ideas
select, apply, and translate among mathematical representations to solve problems
use representations to model and interpret physical, social, and mathematical phenomena
Relevant Literature
Prentice Hall Mathematics: Geometry. Chapter 7 and 9
Tools for Enhancing Discourse:
Graphing calculators for checking work and graphing triangles
Graph paper
Overhead and transparencies
Worksheets
Triangle cutouts
Peg boards

Rulers and Protractors

Tools for Enhancing Discourse:

Graphing calculators for checking work and graphing triangles
Graph paper
Overhead and transparencies
Worksheets
Triangle cutouts
Peg boards

Rulers and Protractors

Unit Plan Sequence

Time

Student Thinking and Responses

Formative
Assessment

I start the task by

reviewing the basics
with them. We will
talk about what they
just learned in the
previous unit. This
was similar triangles
and proportions. I
can talk about the
necessity to have
same angles and
proportional sides.
Then I can talk

Day 1
About 15-35
minutes

The launch is intended to ignite curiosity and interest, and give

them something that they can understand and relate to while using
their previous knowledge.
The intro is a mini task that is based on a familiar story problem.
You are camping and happen to have a bucket in your hand when
you see that your tent catches fire! Luckily, there is a river that
you can run to and get water to put out the fire. You need to find
the quickest route to the river and then to the tent so that you can
put out the fire. What is the angle between you and the river and
the tent that will create the fastest route to your tent?
Below is an example of how the problem could be set up. It is
intended to be a little vague so that they find the need to gain the
proper information. Plus, Geometers Sketchpad lets them play

The task is designed

to elicit mathematics
described in the State
Core and NCTM
Standards, but the
students will not
demonstrate
understanding of
these concepts until
they get working on
the project and
presenting to the
class.

about what happens

if in a real world
situation, like in this
launch, sometimes
we are not given the
information needed
to solve every
problem. This is
why mathematics is
so important. The
unit that we will
learn about will help
us how to deal with
the problems where
we need more
information, or
stronger
mathematics, to
solve these
problems.
I will also talk about
what kinds of
triangles we have.
This intro leads
nicely into seeing
that right triangles
are one of the
special triangles and
that there are even
more special types
of right triangles.
As I present this
launch, I will need to

with all the possible angles and experiment with reasoning.

##
m DMe = 4.68 cm
m EBurning tent = 5.11 cm
m CD = 6.64 cm
m EC = 4.55 cm

m DMem CD+m EC
m DMe+m EBurning tent

m CD+m ECm DMe

m DMe-m EBurning tent

Burning tent
= 5.35 cm

Me

= -121.94 cm

m MeCD = 35.16
m Burning tentCE = 48.31

Review on
Pythagorean
theorem
Students are
able to write a
correct
expression of the
Pythagorean
theorem on the
board.

C
D

E
d-x

After conquering this problem, we will start to talk about the

special right triangles.

Pythagorean
Theorem
Students are
able to set up
the equation as
a2 + b2 = c2.
Students should
be able to
restate the
equations in
their own words.
Students will
indicate any
confusion about
the task, and the
worksheet by
asking questions
regarding what

is expected.

monitor and enhance

the students
motivation.
One tool that I love
to use in this class is
the mimio. A
mimio, along with a
projector, makes the
white board a
computer screen and
with certain mimio
tools, you can use
the whiteboard like a
real computer. I plan
to launch using
mimio because it
catches the attention
of the class and
keeps it because they
think that it is cool.

Students may
ask questions
about how to set
up the equation,
and how to do
the home
assignment.

Supporting Productive Student Exploration of the Task

I will observe students and
make sure that they are on the
right track.
I plan on giving the students
time in class to work on the
task in groups or partners. I
plan on walking around and
helping each group individually
while the other teachers also

Day 1
About 2040 minutes

1. The students are now given the 4-page

worksheet attached that helps them understand and
see the special sides of the 45-45-90 triangle and
the 30-60-90 triangle.
2. On this worksheet, students are given the
opportunity to explore the relationships of the sides
of the 45-45-90 triangle first. They are given one of
the sides and are asked to find the length of the
other side and then the hypotenuse. Using the

Students should reason about

their work that they have done.
Students should be able to build
new conjectures and be able to
see the relationship between
this two special triangles.
Students will be fulfilling the
NCTM standards for problem
solving that states that students

help out. I will need to read the

students and keep them on track
since they have a tendency to
lose focus. Some questions that
I anticipate that I could use to
facilitate learning and
exploration are:
What do you think that
the length of this side
will be? Why? How do
we know that it will be
____ and not ____?
What do you think will
be the length of the
hypotenuse? Why?
(then we can find the
length and test our
hypothesis.
Why do we need to
simplify the square
root?
Will we always get a
length of the hypotenuse
with a square root?
When can we get the
length of the sides as a
square root?
How will the square
6 2
root, example
,as
the length of one of the
sides, change the length

Pythagorean Theorem, and knowing the definition

of isosceles triangle, they can find the lengths of the
other side and the hypotenuse. Then they are asked
to make a conjecture about the relationship between
the hypotenuse and the sides, after doing a few
examples.
3. At this point, we need to test our conjectures so I
want to ask each group to create a few problems of
triangles with a side missing. Other groups will
then be asked to solve these problems that other
groups have came up with. I want the class to come
up with a few examples of problems and then we
could guess what the hypotenuse and the sides will
be in length and then test these problems that we
have came up with.
4. After the students make conjectures about the
relationships of the sides on this triangles, there is a
word problem where they are to draw the path of a
robot that travels 1 m east, 2 m south, 3 m west, 4
m north, 5 m east, 6 m south, etc until it reaches the
end of the paper where there are no more points.
They are asked to plot out his path of travel on a
graph paper. Then they are asked how far away is
after 2 hr.s if it travels 1 m/min. The distance it
will have traveled makes a 45-45-90 right triangle
and they will have the new knowledge to solve this
problem.
5. After exploring this word problem, they are
given a couple of 30-60-90 triangles and are given
two sides of the triangle and are asked to find the

should build new mathematical

knowledge through problem
solving.

of the hypotenuse? Will

it have a square root in
its length as well?
Is the length of the side
equal to the length of a
diagonal on a square?
How can our knowledge
of this triangle help us
to solve this problem?
How can we know
which side goes
opposite the 30 degree
angle?
How can we know
which side goes
opposite the 60 degree
angle?
How can we know
which side goes
opposite the 90 degree
angle? What is this side
called? Is it always
opposite the 90 degree
angle?

What will happen to

either one of the triangles if we
add one or two degrees to an
angle? Will it still hold these
special relationships?

third side. Just like the previous 45-45-90 example,

they are asked to make a conjecture.
6. Just like the previous, I want to test out the
conjecture by creating more problems as a class and
then solving these problems.
7. Just as before, there is a word problem that
relates to the 30-60-90 triangle. The students will
be given time to work on this and then start the
homework once they finish. The homework should
be easy for them since they have already done
multiple examples of these problems in class.
8. Summarize the relationships of the two triangles.
Point out that a way to remember them is that the
hypotenuse always has a 2 in it and one of the sides
is always 1. Ask them how they can remember
these relationships.
I noticed that the format of my tasks
was not productive in eliciting student
work. Most students merely provided
answers without additional work
explaining their thought process. We
would reformat task if we were to teach
this unit again.
In a revised task we could ask the
student to explain their thought process
using pictures, words, and numbers.

Facilitating Discourse and Public Performances

As I monitor the groups, I will

take notice of the groups of
students that have done some
interesting approaches to the
math or that have done the math
in a very clear and simplistic
manner. I will try to notice one
thing about each group so that I
can get participation from
everyone.
While students are presenting, I
plan on standing and sitting in
the back. By standing, I can
help monitor the students that
get off-track. By sitting, I can
help give the class a more
student-centered feel so that the
teachers opinion is not the final
say, but the class may come to
its own conclusions without
me.
Some questions that I plan on
using are:
Is there another way we
can get the same
answer?
Is this right? Is it
wrong? Why?
What differences are
there between the two
approaches?
Where do we start this

There will many times throughout the class that the

students will be given the opportunity to present
information and gain information from others.
Some of these that I anticipate happening are:
1. The base of using groups and partners to work
on this task.

Strategies shared by
students will determine
the direction of the
discussion. NCTM
Communication
Standard.)

2. Creating problems for others and solving

problems from other groups.

Some of the indicators

that students arent yet
building an
understanding of special
triangles:

3. Students showing others how they got their

findings and conjectures for the lengths of the sides
of triangles and how to do the mathematical
operations behind them. One example that I
anticipate happening is the use of square roots and
simplifying them. I know that not all students know
how to simplify them nor will recognize when they
should.
4. Students showing their results for each of the
two word problems.
5. Solutions for examples or homework problems.

Strategies that is
incorrect or rudimentary.
Some of the students will
be confused about the
two special triangles and
their properties of their
respective sides.
Indicators that students
are beginning to build an
understanding of
Pythagorean theorem
and the special triangles:
More advanced
strategies that involved
mathematics in some
ways to correctly make
the connection between
the Pythagorean theorem

and the special triangles.

problem?
Whats the next step?
Will these relationships
be the same for all
triangles?

The task provided to the

students will be very
telling in regards to
whether or not they are
beginning to develop an
understanding of the
lesson.

For other triangles, what

other relationships do we know
about the sides?

Unpacking and Analyzing Students Mathematics

Some questions that I anticipate
to ask are:
What happens if we use
a calculator to find the
side? What kind of
2
decimal is this for
or
3
?
Is using a calculator
necessary?
What happens if we use
a 31-59-90 triangle?
Will these relationships

Day 1 and
2, 30-40
minutes

A few of the mathematical points that I want to

make are: the special relationships of the sides of
these right triangles, the need to reduce the square
roots when using the Pythagorean Theorem and
how to do it correctly, the importance and the
correct usage of the Pythagorean Theorem, the
triangle inequality theorem, indirect definition for
rational and irrational numbers, and helping them to
be better problem solvers. Below are examples of
the math that I think will come out that can help the
students be better mathematicians

Students may have

confused looks on their
faces or asked question
if they are still unclear of
key concepts.
Students will either be
able to or not be able to
write and acceptable
expression for the
Pythagorean Theroem

between sides still exist

the same?
What if we changed the
right angle and it didnt
exist. Would these
relationships still hold?
Why?
Are there any other
triangles that have
special relationships?
Do we always have to
simplify the square
roots? What happens if
we dont? Is the
relationship still the
same?

Does the Pythagorean

Theorem work on every
triangle
Summative Assessment

We will assign homework that

the students can work on in
class together and at home
individually. Sometime in the
next class period can be used to
go over the homework and
answer any question that the
students may have. If the result

Homework
or quiz for
next day,
or Day 3.
5-20
minutes

We will expect students to spend time in groups in

class and individually at home working on
homework assignment. They will have the chance
to put what they have learnt and heard to work. If
the students understand what is being taught they
should have little or no problem completing the
assignments. If any students struggles with or
cannot finish the assignment, then the lesson should

Are students able to complete

the homework with
understanding and in an
appropriate amount of time?
Are the students able to take
and pass the quiz with relative
ease?
The answers to these two

are poor ( students do not seem

to be comprehending the
information), then additional
class time may be used to
clarify.
We will give a quiz to the
students to assess whether or
not they understand what has
been taught. The quiz will be
specific to the lesson taught
that week and the students will
be told prior that they can
expect a quiz on the
information.
Student will not be allowed to
use their notes or anything else
while taking the assessment.
We will walk around the class
as they are testing to ensure
they are not cheating.
We will answer any question
they may have about the
direction, but we will not tell
them or how to find the answer.

Assessment

be reviewed in more depth and with different

language.
The students will be told at least one day in advance
that there will be a quiz given. They will be told
how many problems they will be solving, how long
the quiz will be and how many points it will be
towards their grade. We expect each student to take
the quiz and do the best they can to solve the
problem using this units information. If the lessons
were taught properly, and the student progress has
been observed by the teacher throughout the week,
they should do well on the quiz.
Students will understand that this is an assessment.
Students will be expected to work individually and
quietly. Students will be expected to show all their
work on the entire question, using the provided
table.

questions will tell the teacher

whether or not the students are
learning and understanding
what has been taught. By
weeks end, students should be
able to work their way through
a problem with some effort.
I may choose to have further
discussion of special triangles
if it is evident from the
assessment that certain
concepts werent mastered.

Find the value of x and y.

1.

45
x
2.

12
45

3.

45
x

50

4.

45
x
y

5.

40

60
y

6.

10
x
30
y

60

7.

2 3

60
y
8.

5 3

45
y
9.

9 2

10.

x
30
y

11.

x
8
30
y

12.

45

RUBRIC

Special Triangles
Summative Assessment Grading Rubric
Problem/ pts
possible

Accomplishe
d
Complete
evidence
with
extensions

Proficient
Complete
evidence

Satisfactory
Some
evidence

Apprentice
Some
evidence

Novice
No evidence

Problems are
all 7 points
possible

7 pts.
Student gives
the correct
answer and a
mathematical
argument to
demonstrate
their complete
understanding

5-6 pts.
Student gives
the correct
answer and
demonstrates
their
understanding.
Or student
demonstrates
complete
understanding
with a minor
error in
computation.

3-4 pts.
Partial response
or correct
answer without
supporting
mathematical
arguments.

1-2 pts.
Incomplete
response,
minimal
understanding

0 pts.
No response or
completely
incorrect
response.

I expected students to be able to do the entire problem on the task with ease using the Special Triangles table above. Since students have not learnt how to
rationalize the denominator, they can have square roots as the denominator as their answers.