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