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48 Aufrufe5 SeitenJan 03, 2017

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48 Aufrufe

© All Rights Reserved

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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

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

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

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

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

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

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

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.

6. Classroom Discussion: To spark classroom discussion about this lesson, I will first begin by

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.

Value Added:

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

were very engaged. Anytime I asked the students a questioned about a term I had previously

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.

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