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Teacher: Mr.

Moya Subject: PreCalculus Date: 3-11-14



Learning Goal/s DQ1: SWBAT Understand how inverse trigonometry works


Daily Lesson Objective/s DQ1: TLWB Synthesis of Inverse Trigonometry by creating their own right triangles and
determining the angles.

Standard/s: 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


I nteracting with New Knowledge
DQ2
Deepening Knowledge DQ3 Generating & Testing Hypotheses DQ4
6. Identifying Critical Information 14. Reviewing Content 21. Organizing Students for Cognitively
Complex Tasks
7. Organizing Students to Interact
with New Knowledge
15. Organizing Students to
Practice and Deepen
Knowledge
22. Engaging Students in Cognitively
Complex Tasks Involving Hypothesis
Generation and Testing
8. Previewing New Content 16. Using Homework 23. Providing Resources and Guidance
9. Chunking Content into
Digestible Bites
17. Examining Similarities
and Differences

10. Processing of New
Information
18. Examining Errors in
Reasoning

11. Elaborating on New
Information
19. Practicing Skills,
Strategies and Processes

12. Recording and Representing
Knowledge
20. Revising Knowledge
13. Reflecting on Learning

Detailed Lesson Description: (All necessary worksheets are attached)
I ntroduction: Do Now. Students will use a triangle drawn on the board to find the three main trigonometric ratios: sin,
cos, tan (5-10 min)

Teacher / Student Activities: I will have them figure out how in a simple form how to find an angle using their unit circle
when given a ratio. I will them show them how inverse functions are used (5-10). I will then pass out papers, rulers, and
scissors and students will have to cut out right triangles and measure them and find the missing angles using inverse
trigonometry (20-25). Then I will have students come up and draw their triangles, and they will explain what they
measured and which function they used.

Assessment: I will collect 3 of the triangles they made, observation, seeing the work they do on the board

Accommodations (if needed): Hand out precut triangles, hand out premeasured triangles, have students who excel use
more precise measurements.

Potential Questions to ask students:
Does it matter which sides of the triangle you measure? Why or why?

Closure: I will ask questions, and students will either give thumbs up, down, or sideways as to how they feel about the
material

Homework:
Look over notes and think of anything that may be confusing them

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