University of West Alabama

5E Lesson Plan

Teacher: William Bailey

Date: 4/2-11/2019

Subject area/course/grade level: Math-Pre AP Geometry-9th and 10th

Materials: Viewsonic board, calculator, chromebook, printed packets, google slides

Standards (State and ISTE Standards for Students):

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.* [G-
SRT8]

Students leverage technology to take an active role in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.

Objectives: Students will create a presentation to prove Captain Sullenbuger’s guilt or innocence using
trigonometric ratios, inverse functions, and pythagorean theorem.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?): Students will do various levels of work. We will do direct instruction
with notes, small group instruction during classwork, partner work during the assignment, and give students
an opportunity to choose how to express their findings through multiple forms of media.

Approved January, 2013

ENGAGEMENT:

The engagement for this lesson will be an entry event that includes a video of the flight’s path before ulti-
mately landing in the Hudson River. Students will then be asked to make a prediction on what their math
will show. They will have to choose a side as to whether he could have landed safely elsewhere. We will
record these predictions and have a classroom debate before beginning work on the math.

Link to video:
https://www.youtube.com/watch?v=tE_5eiYn0D0&disable_polymer=true

Assessment

EXPLORATION:

In the exploration portion we will be working the math and making deductions to prove Sully’s innocence or
guilt. This portion of the assignment will assess student’s ability to apply trigonometry and right triangles to
real life problems. Students will be graded on mathematical accuracy and correct interpretation of data.

Sully Project Guided Questions Link:

https://doc-00-ak-apps-viewer.googleusercontent.com/viewer/secure/pdf/6ghpiqbp9old-
heqs3pt668abipv8qf6k/ub4k4gqtcjs7krhu9jknp5l1roq76u4g/1556715450000/gmail/1447747163490394977
4/ACFrOgBkrXXB7IFudyzo-2CLCF257n_Tc2SRRMLQ-l4Z0b_2TblS5h7wSSG9vuI-
zuqWL9JojGOMqo_9d0S0k0ocbud64Q9NOQxo8FG5CPGYgZNv6K5Rpea-
wAGdQj7dU=?print=true&nonce=co4l58f5o39ia&user=14477471634903949774&hash=uh0j8bqp0j0v8u23r
38t1a3b52rkks5i

Approved January, 2013

EXPLANATION:

In this phase we will do direct instruction notes. These notes will include definitions of the following: trigono-
metric ratios, sine, cosine, tangent, inverse functions, angle of depression, angle of elevation, reference an-
gle, adjacent, opposite, and hypotenuse.These notes will also include examples of setting up trigonometric
ratios, followed by a Kahoot and a worksheet. Then we will solve for missing side lengths and angle
measures. We will practice this will whiteboard practice, a homework sheet, and a quizizz. The quizizz will
be the assessment for this phase of instruction. During this phase we also do small group with struggling
learners to provide remediation and try to bring them to the level of everyone else. I will also do advanced
small group to show students who have mastered the objective more trigonometry concepts and applica-
tions. At this point students will have all necessary information and knowledge to attempt the “Sully Project”.

Kahoot Link:
https://create.kahoot.it/share/trig-ratios/c41c4c11-581d-4a4e-8da6-4bc9d12ae1f7

Quizizz Link:
https://quizizz.com/admin/quiz/5b3e26e55913110019f28de4

Worksheet #1 Link:
https://cdn.kutasoftware.com/Worksheets/Geo/9-Trigonometric%20Ratios.pdf

Worksheet #2 Link:
https://cdn.kutasoftware.com/Worksheets/Alg1/Trigonometry%20To%20Find%20Lengths.pdf

Worksheet #3 Link:
https://cdn.kutasoftware.com/Worksheets/Alg2/Right%20Triangle%20Trig%20Miss-
ing%20Sides%20and%20Angles.pdf

Assessment

Approved January, 2013

ELABORATION:

At the completion of the Sully Project students will be asked to create a presentation on their findings and
math. Students will have the choice to present this information however they view fit. Students will also be
asked to answer a real-life application follow up to this project. Trigonometry may not apply to their daily
lives. However, the concept of using math to make real-life decisions does apply to their daily lives. Stu-
dents will be prompted to dig into what they see themselves doing in the future and how math could impact
their future endeavors.

Student Example Post-Project Follow Up Questions Link:

https://docs.google.com/document/d/1JjAbhq6j0ZJGZLfuXsmK4GFexYR1Wgi-y7ZEfTi-
HxPs/edit?usp=sharing

Student Example Presentation Link:

https://docs.google.com/presentation/d/1hInv9jgr35ZCInao2MF8-
4Knz6DRQnjKyCFOxXCzmgY/edit?usp=sharing

Assessment

EVALUATION:

Rubric for Assessing Student Final Product

https://docs.google.com/document/d/1Xbk9Ut8w2VKbh_uk5lmmstXwLiyIJUO8flCNsBFivZU/edit?usp=sharing

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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