LESSON GOALS Mathematical Content What is the mathematical relationship or big idea

being developed ?
How to apply trigonometry to navigation and surveying. It will combine a number of
skills, such as drawing
Mathematical Practice/Habits In what ways will students be engaged in mathematical
thinking and doing ?
It will combine a number of skills such as drawing diagrams, the law of sines, law of
cosines, and the formula for the area of a triangle.
Social/Normative What norms for learning and interaction are being established or
maintained ?
We are establishing that different areas of mathematics are undeniably connected to
each other, even though they may be taught in different lessons or chapters. Also, the
mathematics is important in the real-world, which students often like to forget.
LAUNCH How will you introduce the task in a way that establishes HIGH cognitive
demand? Will you introduce the task in writing, using a picture, verbally, other? Why?
How will you launch in a way that allows ALL students access to begin thinking as
quickly as possible? How will your launch reflect your lesson goals (content, practice,
and social)? How will you foster accountable, private think time?
Actions/Script:
We are using a powerpoint, since our topic pulls in many different formulas and ideas.
This way, we can cohesively organize all the essential tools in a way that students can easily
follow and replicate in their own notebooks. This reflects our goals, because we attempting to
teach them out to apply distant concepts and imaginary numbers to real-life occurrences and
situations. The powerpoint reflects this cleanly, and my fellow group members and I will also be
there to explain and do examples for the class.
EXPLORE How will students work during this time: individually, pairs, groups? Why?
How will you manage the transition to small group work so that everybodys ideas are
heard? How will each group member contribute? Will there be roles? Which roles?
Why? What structures will you need to put in place so that you are freed up to LISTEN to
student conversations?
Students will work in groups, as it is very difficult to understand the first few times and
help from others is very useful (multiple minds working together are greater than just one). Each
member should do there own work, however they should confide within eachother when they
reach a roadblock. If they still cannot figure it out, they should approach a member of our group.
Predict Student Approaches and Difficulties:
Drawing the diagrams
when to use which formula
how to logically divide the shapes into triangles
Questions to ask groups:
how to begin drawing a graph (clockwise or counterclockwise)

in which situation should you use law of sines, and in which situation should you
use law of cosines?

SUMMARIZE What student ideas will be shared ? How will you manage status during
this phase so that stars do not emerge and , rather , multiple ways of being smart are
valued ? What sequence will you share them in ? Why this sequence ? What are other
possible sequences ? How will your summarize portion support ALL of your lesson
goals ? How will you highlight content , practice , and social ? What structures will you
use to encourage students to listen to , respond to , question , and expand on other
students mathematical ideas ?
Students will do their own work, but share successes and ways of working with their
group so that everyone understands. If one student or group seems to be answering all
questions, then we will give more problems and call on different individuals, asking how they
approached the problem. To not put anyone on the spot, we will address the student personally
before asking them in front of the entire class.
Hypothesized Student Work Sequence Plan:
show powerpoint and make sure students take notes
do example problems on board
give problems to groups to complete together
go over a few problems with the class
finish problems for homework
Besides bringing the whole class together to LAUNCH and SUMMARIZE , will you use
a whole class format at any other time ( to address a common struggle , to share an
important student idea , to deepen exploration , to extend , etc )? What student thinking /
conversation would suggest to you that this might be necessary ?
I think students will have a lot of issues in the beginning, just like my group did when we
tried to learn it for the first time. So, we will most likely have to address common struggles with
the entire class, as if a few people are having trouble then most of the class is probably
struggling as well. Later, we will most likely have to extend students thought-process when we
begin surveying, as although it is mostly the same, a few concepts are altered and it can be
tricky shifting between the two.
REFLECTION How will you engage students in reflecting on their own thinking / activity
in relation to ALL of your lesson goals ? What questions will you ask? What evidence will
you collect that will give you more information about their thinking ? What will the next
task be that might build on STUDENT THINKING from this lesson
If there is time, we were considering doing an open-note quiz, as exams are always a
good way to get students to apply their knowledge. However, it will be open note, because I do
not expect students to be experts within a day. After the quiz, we will be able to use their scores
as evidence of how much they have learned. The next task would be to give them situations
other than navigation and surveying that trigonomic functions apply to, as even those these are
real-life situations, they still seem distant to high schoolers.