Kymrie McElheney

Lesson Plan #2 DIFF 510

Unit Essential Questions:
What is right triangle trigonometry?
How do you choose when apply sine, cosine, or tangent ratios when solving
right triangles?
What is the outcome when applying trig ratios to right triangles?
Lesson Question:
How do you define sine, cosine, and tangent of , where is the angle
measure of an acute angle of a right triangle?
If < A is an acute angle whose measure in degrees is , then what are:
o sin < A
o cos < A
o tan < A
NYS

Standards:
G-SRT.C.6
G-SRT.C.7
G-SRT.C.8

Lesson Objective:
Students define sine, cosine, and tangent of , where is the angle measure
of an acute angle of a right triangle. Students denote sine, cosine, and
tangent as sin, cos, and tan, respectively.
If < A is an acute angle whose measure in degrees is , then we also say: sin
< a = sin , cos < A = cos , and tan < A = tan .
Given the side lengths of a right triangle with acute angles, students find
sine, cosine, and tangent of each acute angle (SOH CAH TOA).
Assessment:
After learning about SOH CAH TOA, students, in groups of my choosing, will
create a SOH CAH TOA rap/song to showcase what they have learned and to
help them retain the information. I will differentiate their instructions based
on their level of learning. I will provide them with a rubric so that they know
what is expected of them.
Opening:
Start with the Common Core class work problems to get into the lesson:

Class Work
Exercises 13
1. Identify the opp/hyp ratios for angles A
and B.
2. Identify the adj/hyp ratios for angles A
and B

3. Describe the relationship between the ratios for angles A and B.

Exercises 49
4.

In PQR, m P = 53.2 and m =36.8. Complete the following table.

5.

In the triangle below, =33.7 and =56.3. Complete the following table.

6. In the triangle below, let be the measure of and be the measure of . Complete the
following table.

7. In the triangle below, let be the measure of and be the measure of . Complete the

following table.
8. Tamer did not finish completing the table below for a diagram similar to the previous
problems that the teacher had on the board where p was the measure of P and q was the
measure of Q . Use any patterns you notice from Exercises 14 to complete the table for
Tamer.

9. Explain how you were able to determine the sine, cosine, and tangent of in Exercise 7.

Once the classwork/lesson is over, show the students the following videos as
examples they can refer to when creating their own rap/song:
o Gettin' Triggy Wit It - https://www.youtube.com/watch?v=t2uPYYLH4Zo
o Dr Maths - https://www.youtube.com/watch?v=YSd1aAZcejo

Procedure:
Whatever time is left in class would be spent allowing the students to break
into their groups and start working on their rap/songs. The assessment does
not need to be finished during that class period, but would need to be
completed by the end of the week.
Tiers:
a. Lower Level Learners
o SOH CAH TOA must be mentioned
o The basic ratios must be mentioned
o Basic term definitions must be covered
o Use one mathematical example within your rap/song
b. Middle Level Learners
o SOH CAH TOA must be mentioned and defined
o All ratios, angles, and sides must be mentioned
o All term definitions must be covered
o Use two mathematical examples within your rap/song

c. High
o
o
o
o

Level Learners
SOH CAH TOA must be mentioned and defined
All ratios, angles, and sides must be mentioned and defined
All term definitions must be covered
Use three mathematical examples within your rap/song

Materials Needed:
Printed worksheets from Common Core
Pencils/Pens
Paper
Possible computer access for assessment