Beruflich Dokumente
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Grade Level:
Algebra Two
Length of class:
50 minutes
REASONING/SKILLS:
Identification of angle measures
in degrees
Identification of angle measures
in radians
Using the unit circle as a frame
of reference for angle measures
Identification of both positive
and negative angle measures
Estimation of where angle
measures lie among the unit
circle
Patterns among angle measures
in each quadrant and
throughout the circle as a
whole.
TJ Miller
STANDARDS
Extend the domain of trigonometric functions using the unit circle (F-TF.A)
Understand radian measure of an angle as the length of the arc on the
unit circle subtended by the angle. (F-TF.A.1) (DOK 1)
RESOURCES/MATERIALS NEEDED (What materials and resources will I
need?):
Lesson Plan
Blank Unit Circle handout for students
Elmoto show students where to fill things in on the circle as they follow
along
Angle measure cards (3 or more sets)each set with different difficulties.
Colored tape to make a unit circle on the floor
Exit Ticket
LEARNING PLAN (How will you organize student learning in this lesson?
LESSON PLAN
SEQUENCE &
PACING
1. Launch (510 minutes)
2. Unit Circle
Lesson (20
minutes)
3. Roll playing
activity (20
minutes if the
class is
shorter, up to
35 minutes if
the class is a
longer 90minute class
time)
ACTIVATE /ENGAGE/EXPLORE
Launch: Activate the students prior knowledge by
reviewing different facts about circles. Prompt students to
answer questions about these properties.
How many degrees are in a circle? Semicircle? What
about if we cut a semicircle in half to make a of a
circle?
What is pi? What is the number value assigned to Pi?
What do we use pi for in mathematics? How many pi
does it take to make a complete circle?
ACQUIRE/EXPLAIN
Use the discussion that has begun above to
introduce/review definitions and ideas to student such as
radians and the Unit Circle.
Begin a small lecture on the idea of a radians and how they
relate to the degrees in a circle.
Pass out student copies of a blank Unit Circle page and
have them fill theirs in as new facts are being told. Make
sure to show students which quadrant of the circle is which
and label it so that they can better describe where things
are.
Start by discussing the equivalency of pi and 180 degrees
and 2pi and 360 degrees. Then, prompt students with
questions so that they can discover the other equivalencies
TJ Miller
4. Exit Ticket
TJ Miller
Retrieve the cards from students, shuffle them up, and
repeat this process as many times as necessary. (until
students can confidently choose where they should be
along the circle.)
After that, replace those angle measure cards with more
difficult numbers. These can include negative angle
measure and non- landmark angle measures such as 50
degrees, 1 radian, 2pi/2 radians, 200 degrees, etc.
ASSESS/EVALUATE
Students will be given an exit ticket of a blank Unit Circle.
They will be asked to plot some angle measures along the
circle without using the Unit Circle they filled in during class
as a reference. Some of these angle measures will be
landmarks and some of them will not.
How did you/How might you differentiate for student READINESS,
INTEREST, or LEARNING PROFILE in this lesson? Explain.
This is a lesson that can easily be split into more than one class period/can be
adapted for 90 minute blocks. If students are not understanding the material as
quickly as expected, more time can be spent explaining the relationship
between radians and degrees, as well as refreshing students on what actually
measuring an angle is.
More time can also be spent on the roll playing activity associated with this
lesson. Students can spend more time on the lower-difficulty angle measures if
they do not feel comfortable with the relationships. If students catch on quickly
to this lesson, adaptations can be made so that they progress to the highdifficulty angle measure cards sooner. Once they have done that, the class can
be split into two teams who race against each other to see who can do it the
quickest and most efficient.
What educational learning theories did you incorporate into this
project plan (e.g., Social Learning Theory, Scaffolding, Vygotskys,
Zone of Proximal Development, etc.) and how did you incorporate
them?
Students are first listening to a lecture by the teacher (More Knowledgeable
Other) where they access and build upon their prior knowledge (scaffolding).
They then participate in a class activity where they interact with their peers to
organize and classify numbers (social learning).