NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
Three 11th Grade Trigonometry classes with 25 to 30 students. Approximately 50% White, 24% Asian, 22% Hispanic, the rest mixed. Periods 2, 3, and 4 are about 61% male and 39% female. Three 11th Grade Pre-calculus classes with 25 to 30 students. Approximately 30% White, 30% Asian, 25% Hispanic, 10% Black, the rest is mixed. Periods 1 and 5 are about 66% female and 34% male. Ages 15-18. ELL and SPED students make up approximately 10% of the classes. Class seating is setup as groups of fours, with seating arrangement based on low:middle-high and middle-low:high students being shoulder partners. Period 3 has more behavioral issues than the other three classes.

Background:
Second lesson on the Trigonometric Ratios; which deals with sine,cosine, and tangent. This lesson will lead into the other trig ratios: secant, cosecant, cotangent as well as the inverse Trigonometric ratios. Mixture of existing knowledge on subject from new to review for some students. Lesson consists of homework practice and classroom experiment. Week long, extra credit project Of Distance to the Stratosphere.

Content Objective(s):
Students will find trigonometric ratios using right triangles. Students will solve problems using trigonometric ratios. Students will use trigonometry to solve problems involving angles of elevation or depression. Students will solve real-world application problems using trigonometry.

Language Objective(s):
Students will discuss and collaborate with partners to apply and solve real life problems using The trigonometric ratios. Students will discuss their findings with partners listening and speaking during discussions. Results, discussions, conclusions to be noted in the student handout.

Nevada Standards:
Solve problems using indirect measurement. Model and use trigonometric ratios to solve problems involving right triangles.

Key Vocabulary:
Trigonometric ratio, sine, cosine, tangent, complimentary angle, hypotenuse, right triangle.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Students will listen and discuss as a whole class as teacher models and scaffolds verbally and procedurally. Students will individually plan and approach a real life problem of trigonometric ratios, documenting in writing the procedure taken to add or subtract polynomials. Emphasis being placed on the organization of their mathematical ideas in their writing; meaning, what information gathered during the activity is important and necessary to solve the problem. Results, discussions, and conclusions will be noted on final action plan form (Student Handout).

Warm Up Activity: Find your Complement Cards. Put this on the overhead (ELMO) or Smartboard, and allow kids to determine the compliment of the angles. Lesson Sequence:
1. Homework assignment from previous class due at beginning of lesson. 2. Warm-up Activity Complement Card warmup & discussion of difficulties on Homework. (5) .. 3. Hook: Measuring Distances. Take a look at Measurable vs. Non-Measurable things. 4. Present the notes on how to set up, and solve trigonometric ratios; using a hypsometer, taper measurer, and the trigonometric ratios. Model and scaffold verbally and procedurally. Use Teach!Ok! with shoulder partners to go over the procedures required for adding and subtracting polynomials (Power Teaching Strategy). 5. The teacher will walk through a sample problem with the students on the board or overhead. Students will use a scientific calculator to work the sample problem with the teacher. A sample problem with Teacher dialog is provided in Reproducible Materials section. 6. The students will be paired up for the activity using the "Find Your Complement" cards provided in Reproducible Materials section. 7. Each pair of students is given a hypsometer and tape measure or wheel measure. 8. Each student is given a Student Handout provided in Reproducible Materials section. 9. The class moves to the teacher selected tree and begins the activity. (The procedures are listed in steps on the Student Handout.)

. 10. Discuss as a group and then class key observations and clues for when you use certain methods. What data do we look for, and can use to solve the problems? What changes as distance from object changes? 11. Allow students time to do individual classwork on various problems involving trigonometric ratios; this time will be used to straighten out any last misconceptions or troubles with solving problems using the trig. ratios . 12. End of class summary discussion and collect How high is it Anyway? Activity.

Accommodations:
All necessary accommodations will be made available to support students with learning challenges or students requiring advanced instruction. Identified LD, EMD, ELL and hearing impaired students will be provided the appropriate and necessary accommodations to assure the best learning environment.

Supplementary Materials: Graphing Calculator, Tape Measurers, Hypsometer, How high is it anyway? Student handouts, pencils, location of tree, flagpole, or building.

Review/Assessment:
1. Formal - Students will be graded individually on completion of their homework assignment, completed hands-on activity, and class participation. Answers to discussion questions and conclusions will provide a measurement of the students understanding of the lesson objectives. 2. Informal assessments will come from review of answers to homework and observations during the Trig Ratios project. Interaction with partners during the partner activity will allow for evaluation of where additional instructor support may be needed. 3. Homework will be graded based on properly solving trig ratios problems. 4. End of unit quiz or test will test for retention of lesson objectives.

Reflection:

Form: 005 JDC 4/22/08