Class: Sylvia Lam 10th grade Geometry

Unit: Similarity, Right Triangles, and Trigonometry

Essential How can a missing side length be found, given the measure of the opposite
Question: angle with another side and its opposite angle, using the law of sines?
Lesson Law of Sines
Focus:
Common CCSS.Math.Content.HSG-SRT.D Apply trigonometry to general triangles
Core State G.SRT.10 Prove the Laws of Sines and Cosines and use them to solve
Standards for problems.
Geometry
Objective MWBAT understand that the law of sines can be used to find missing side
lengths in a triangle when the measures of the angles and one side length are
known.

Trigonometry is the last section of Module 2/5 in the Eureka Math curriculum.
Trigonometry is introduced to set students up for the premise of Algebra II:
Trigonometry with Functions.
Formative Students will be formatively assessed throughout the lesson using checks for
Assessment: understandings such as turn and talks, thumbs up/down, and worksheets.
Students will be evaluated quantitatively in the exit slip where they will solve
for missing sides and angles using the law of sines.
Materials: Worksheet, exit ticket
Agenda: 1. Do Now (10 mins)
2. INM (5 mins)
3. Guided Practice (5 mins)
4. Independent Work (30 mins)
5. Motivation Activity (10 mins)
6. Professionalism/Exit (10 mins)
Warm Up: Students enter the room, pick up their Students are graded on their do
folders and find their assigned seats. nows, which is a form of
Students copy the objective off the extrinsic motivation to not show
sideboard or the front board and complete up to class late. This goes hand
the Do-Now. in hand with the Pickering and
Marzano reading: effective
pacing keeps students
accountable for their own
behaviors. This do now is a
When the timer elapses, students review
persistence exercise because this
problems.
concept might have been
forgotten over the weekend.
Teacher will ask students to write 3 things
that motivate them to do well in school or
Motivation is the drive that
job on postit notes and keep it in their
allows you to continue on.
minds as we move through the lesson.
Starting off a Monday morning
by reflecting gives students a
Student helpers will pass out worksheets
 while teacher sets up the document camera. chance to self-evaluate how they
are feeling at the moment.
Pickering & Marzano (2010)
mention that there are a variety
of factors that impact student
performance in the classroom,
but given the structures in place,
students can do anything.

This is the first introduction that

students will have to motivation.
Students are assigned or
volunteer to administrative tasks,
depending on the class, to pass
out worksheets. I tend to select
students that require movement
or students who are ahead of the
class. Students again will receive
points as external motivation.
Mini-Lesson: Students are motivated to
Students will constantly update their
copy or paste notebooks because I use surprise
the notebook quizzes.
following
chart into
their
notebooks.

Teacher will
ask the
following
using turn and talks:
- What does Sin mean in trig ratios?
- What is this law telling us?
- How is this different than what
we’ve seen before?
- How many hypotenuse do we have?
Extension question: If they are equal to one
another, what does this mean for the
triangle?
Using skillful questioning helps
to bring all students up to the
same level and some more. The
extension questions address my
high-level students’ or highly
motivated students. This turn and
talk opportunity allows students
to engage in academic discourse
(Pickering & Marzano, 2010).
(Mini-Lesson) Teacher will Students here are motivated to
Modeling: walk keep up with guided notes
students because they do not want to fall
through the behind. In the second problem,
problem on the focus will become student
the left to centered and the teacher will
find the simply narrate.
sines of A
and C. For
the This topic should be a motivating
following factor because students have
steps, been working with Trig ratios for
teacher will the past week. They are
remind comfortable with the acronym:
students: SOHCAHTOA. The only
Step 3: The difference is that they are not
altitude presented with a right triangle
creates two immediately- they have to drop
right the altitude to create one.
triangles
inside
ΔABC. Notice that ∠A is contained in one
of the right triangles, and ∠C is contained in
the other.
Step 4: Since both equations in Part D are
equal to k, they can be set equal to each
other.
Step 6: Notice that the equation in Part E no
longer involves k.

Students will be given 3 minutes to set up

their own problem on the right.

Students will be asked to come up with a

conclusion statement using a turn and talk.
(the ratio of the sine of an angle in a
triangle is the same to the sine of the
opposite angle)
Guided Teacher will model problems 5 and 6 using
Practice: gradual release.
Step 1: Find the missing angles of all sides.
I can do this by subtraction. How many
degrees are in a triangle?
Step 2: Identify the side you want to find
The INM and Guided practice
segments should never take more
than 10-15 minutes. Otherwise,
students lose focus and it
becomes teacher centered.
Guided practice provided
support. During this time,
students feel more comfortable
with taking risks and gives them
a sense of curiosity of what they
should and should not do. More
importantly, the call and
 and put an arc around the opposite angles.
Which angles will I put an arc around?
Step 3: set up the ratio with the missing
length in the numerator and cross multiply
For problem 6, a student will be called up to
guide the class on the document camera.
Students will direct the steps. Teacher will
use thumbs up/down to check for
understanding.
Small Students will complete the worksheet on
Group/Indep law of sines using the guided practice
dent Work: examples.
Remind students to place the unknown
value in the numerator for less work!
Teacher will circulate the room to evaluate
students learning.
[Closing] 5. Teacher will give a presentation on
Share/Assess motivation.
ment/ Intrinsic Motivation: when people do
Student something for the joy of doing it, or because
Reflection they think it is right (a hobby).
Extrinsic Motivation: when people do
something for an external reward or
tangible result (doing work to get paid).
Students will sort their motivators into a T-
chart at the front of the room. If there is
time permitting, I will ask students to share
why they placed in motivators in their
respective columns to check for
understanding.
Maybe it’s praise, power, projects, people,
response method encourages
student buy in by giving them an
opportunity to speak out.
Students are given the
opportunity to work
independently or together. This
promotes student buy in. Also,
students are more likely to
persist when they are given
options. The norm is for students
of higher ability to help others
catch up (Pickering & Marzano,
2010). The seating chart in my
room is designed in a way that
encourages a middle person to
help out both people next to
them. I give out points for
student assistance. This also
helps me so that students are not
constantly asking for my
attention.
Students enjoy seeing their ideas
being promoted. They will get a
physical outlet by getting up and
reading what other contributed to
the T-chart (Pickering &
Marzano, 2010).
prizes, and/or prestige. Ask student which
ones stand out to them and why.
Hand out the project (will be tomorrow’s
subwork): Draw a picture of someone who
motivates you. Write a letter to them. (see
below)
Students will complete an exit ticket on
ways they demonstrated motivation today.
Once we review the project as a
class, I will ask students if they
already have someone in mind.
This will give students an
opportunity to engage and share
their personal stories with one
another (Pickering & Marzano,
2010).

6. Professionalism (5)
Students grade themselves and reflect on
their daily learning on their Weekly
Professionalism tracker.
Teacher checks off student's
professionalism.