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# Name and course number: Rachel Potopa EDU 320

## Licensure area and date: Math AYA December 5, 2016

1. Objective: The student will be able to recognize special right triangles and there properties.
The student will be able to identify and use trigonometric ratios.
The student will be able to use a protractor and ruler to find unknown lengths of
objects using right triangle trigonometry.
The student will be able to better understand the real world applications of
mathematics.
2. Content Standard (s) Common Core if applicable:
Ohio High School Geometry Similarity, Right Triangles, and Trigonometry (G-SRT)
Define trigonometric ratios and solve problems involving right triangles.
6. Understand that by similarity, side ratios in right triangles are properties of the
angles in the triangle, leading to definitions of trigonometric ratios for acute
angles.
7. Explain and use the relationship between the sine and cosine of
complementary angles.
8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles
in applied problems.
Ohio High School Geometry- Modeling with Geometry (G-MG)
Apply geometric concepts in modeling situations.
1. Use geometric shapes, their measures, and their properties to describe
objects.
3. Motivation: I would recall students background knowledge of triangles, specifically right
triangles and the Pythagorean Theorem. I will review the Pythagorean Theorem with students
through real world applications of it using a topic of interest, baseball.
4. Instructional materials: For the lesson we will be using the Big Book that I have prepared and
created for the lesson as well as a Sketch-to-Stretch activity that I have planned out in advanced
for students to use. During the lesson, students will need: a pencil, paper, a ruler, a protractor and
I will provide a dry erase marker.

5. Procedures:

The first thing I want to do is get my students motivated for the assignment. Therefore, I
am going to use my motivational technique and I will also discuss the real word

## applications of mathematics with them, mostly in terms of baseball and sports.

I will begin to read my big book which begins with a review of the Pythagorean
Theorem. This is also part of my motivational technique that will give students a good

## review of what we plan to build on for the lesson.

Once I review the Pythagorean Theorem I will pause from my big book and have

## students work on solving problems using the Pythagorean Theorem.

I will go back to reading my big book and go over the next topic of special right triangles.
I will work on solving special right triangles in the big book with them and then have

## them work on solving some on their own.

At this point I will have a checkpoint in my lesson to see how students are understanding
the lesson. To give their minds a break the class will get up, stretch, move around and

## sing Take Me Out to the Ballgame.

I will get everyone back together to continue reading the book and teach students about

solving right triangles using trigonometry which will conclude the lesson.
Once I have completed the lesson, I will recap the Pythagorean Theorem, special right
triangles, and using trigonometric ratios. I will also recap how we made each of these

## things applicable to the real world using baseball.

I will have students work on their own on a Sketch-to-Stretch activity. They will be
asked to solve missing lengths of a little league baseball field just as we did in the lesson

## with a Major League baseball field.

Time permitting, students will partner up and have the chance to walk around the room to
find any objects they would like to find missing lengths to. This gives them the chance to

get moving and make the lesson more applicable to them and hands on.
Finally, I will collect their Sketch-to-Stretch activities as an exit slip as the students exit
the class.

talking to my students about baseball in a really casual conversation. Then I will ask students
how mathematics could be found in baseball, specifically involving our lesson of the day, Right
Triangle Trigonometry. I also want to discuss with students other real world applications of
mathematics and how there is more math around them then they realize.
7. Academic vocabulary: The key vocabulary in this lesson will begin with vocabulary that
students should already know which should be a review. Then, students will slowly be

introduced to newer vocab that will be on a page that will hang in the classroom for the entirety
of the lesson. Vocabulary includes: Right triangle, special right triangle, trigonometry, angles,
Pythagorean Theorem, sine, cosine, tangent, inverse functions, adjacent, hypotenuse, opposite,
acute angles, isosceles triangle, congruence.
8. Assessment and Evaluation: I will conclude my lesson by introducing a Sketch-to-Stretch
activity for students to complete so that I can see how much they understood what was just
taught. The students will be asked to use the methods discussed in the lesson to find angles and
missing lengths of triangles just as we did for the baseball field. In the lesson we worked with a
major league baseball field, however, for the assessment I would have students work with the
dimensions of a little league baseball field. They will be given specific lengths of the baseball
field and they must then determine the missing length using each of the methods learned in class.
As they complete the activity, the students will turn it in at the end of class before leaving, like an
exit slip. Therefore, once the students leave I can look over their work and be able to have an
understanding of how well the students were individually able to grasp what a special right
triangle is, the properties of a special right triangle, and understand how to find missing lengths
and angles of a triangle. Time permitting, I want to give my students the opportunity to get
creative on their own. I will give them rulers and protractors and have them walk around the
classroom and find any item that they want to find a length for using the given methods. This
will give students freedom to move around a little and hopefully motivate them more to learn.
1. Lexile score: N/A
2. Resource(s): At the end of the lesson, I would introduce the website
https://www.khanacademy.org/math/geometry/hs-geo-trig to the students. I would tell
students to use this source to further help them with the lesson if they are left with
unanswered questions after it is over. The site provides videos that help give further
instruction as well as examples of similar problems that students can reference. It may even
be beneficial to show a video from the given site during the lesson. If time permitted and the
technology was available, I would also want to use Geometers sketchpad to create some
right triangles because for some students it may be easier to use that means to create an
accurate right triangle rather than using pencil, paper and rulers. In which case, the option
could then be given to the students of what type of medium they would like to work with.
3. Universal Design for Learning (UDL): For students who are English Language Learners
(ELL), I will make a copy of the page in my big book that is specifically for terms. I will
print it out for them on a smaller piece of paper for them to have at their desk as reference.

The terms may also be modified for them to better understand as I see necessary. For gifted
students, I would want to challenge them a little bit more. In this lesson, I primarily focus on
right triangles in 2D. I would try to challenge my gifted students by having them try and
work through finding missing angles and lengths of a 3D right triangle. For students with
disabilities, I would make sure that their worksheets at the end of class are a little but more
detailed and have more clarification of what they are supposed to be doing. Also, instead of
having students be more creative at the end of the lesson and come up with their own
examples, I would just assign an example to them. This would take away any stress of trying
to figure out an additional item and gives these students the ability to primarily focus on just
the lesson given to them.
9. Reflection:
I presented my big book at the Weirton Christian Center to a large group of 7 th-12th grade
students today. Most of the students seemed to be in either 7 th or 8th so I was little nervous that
they wouldnt be able to follow my lesson very well because it was geared toward a high school
geometry class. However, I felt as though the lesson ended up going really well. My big book is
titled Root Root Root for Mathematics and it is to be used for a lesson teaching right triangle
trigonometry using the Pythagorean Theorem, special right triangles, and trigonometric ratios.
What was good about my lesson was that I start off by introducing the Pythagorean Theorem to
the students which should be mostly a review for students who are in a high school geometry
class because you usually learn about it at a much earlier age. Therefore, a lot of the students did
know about the Pythagorean Theorem and understand the lesson to some extent.
There were a few other students from our class who had presented before I did so I was
little nervous that they would be disengaged and not want to sit through the reading of another big
book. However, they were very respectful to me as I was teaching my lesson to them and they
mentioned, I could tell they were paying attention and could correctly answer the questions. My
big book has the theme of baseball, so it teaches students all about right triangle trigonometry
with respect to a baseball field. I think the students really liked this theme of the book and it
really engaged a lot of them because it was a topic of interest. A lot of students even mentioned
another sport that might have been their favorite instead of baseball which I thought was great
because I was able to tell them that they could use the same mathematics on any type of field for
any sport. Throughout my big book I inserted little whiteboards so that the students and I could
work through certain problems together and talk them through. So every time after I discussed a
new method of how to solve a right triangle, we used the whiteboard and solved the problem

together. I even made an interactive whiteboard that looked like a baseball field which the
students really seemed to enjoy a lot. One of my favorite parts of the lesson was that I actually
got all of the students to take a pause in the middle of the lesson and we all sang Take Me Out to
the Ball Game together. Overall, Id say the lesson was a success and I am confident that the
students were able to take something from it.