Big Idea: How is Trigonometry used in the real world?

NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM
LESSON PLAN FORMAT
Description of Classroom:
Grade Level: Eleventh Grade
Type of class: Algebra II/ Trigonometry
Demographics: 35
Age range: 15-17
Gender: male; female
There are 4 ELLs.
1student is at the beginning level
and 3 students are at the emerging level.
Background:
The class has been working on the unit of trigonometry. During the previous class, we worked on solving
right triangles using sine, cosine and tangent. To reinforce their understanding, the students will apply the
trigonometric ratios to solve a real life problem. The class will apply prior knowledge of angels and
trigonometric properties while solving this real world problem.
The students desks will be in rows facing the smart board.

Content Objective(s):
Students will be able to:

Create functions to find the lengths of right triangles with an 80% accuracy.

Use the three main functions of trigonometry in real life situations.

Use the SOLVE method to guide their thinking and understand their thinking process.

Use the Pythagorean Theorem to solve for the unknown length in a right triangle with an 80%
accuracy.

Language Objective(s):
Students will be able to:

Understand and define the three basic trigonometry functions.

Complete examples that deal with the three basic trigonometry functions.

Understand what they have to do to be successful in solving story problems.

Write a description of the real life problem they had to solve.

Write a write up of how they solved their problem using the SOLVE method as skeleton for the
right up.
Verbally explain their thinking process.

Nevada Standards:
High School -Algebra Common Standards:
Similarity, Right Triangles, and Trigonometry G-SRT
8. Use trigonometric ratios and the Pythagorean Theorem to solve right
Triangles in applied problems.

Key Vocabulary:
Sine
Cosine
Tangent
Angle of
Elevation

sin() = Opposite / Hypotenuse

cos() = Adjacent / Hypotenuse
tan() = Opposite / Adjacent
The angle between the line of sight and the horizontal when an observer looks
upward.

Best Practices: (put an X next to those that you address in your lesson)
Preparation
X Adaptation of content
X Links to background
X Links to past learning
X Strategies incorporated
Integration of Processes
X Listening
X Speaking
Reading
X Writing

Teaching Strategies:
-Drawings/Visual Art
-Questioning
-Solve method

Scaffolding
X Modeling
X Guided practice
X Independent practice
X Verbal scaffolds
X Procedural scaffolds
Application
X Hands-on
X Authentic (Meaningful)
X Linked to objectives
X Promotes engagement

Grouping Options
X Whole Class
_Small groups
X Partners
X Independent
Assessment
X Individual
X Group
X Written
X Oral

Warm Up Activity:
At the beginning of class, I will write the following problem on the board:

This problem will help students use their prior knowledge during the lesson. After the students
are done with the problem, the class will discuss how they solved the problem.
I will have two students work out the warm up on the board.
Lesson Sequence:
1. I will begin the lesson by telling my students that we will be using the information we
have learned in the previous class to solve a real life problem.
2.

After we have finished the warm up activity, I will discuss the activity with my
students. The activity requires the students to find the height of the schools flagpole.
I will explain how they can use this process to other real-world problems not just a
flag pole. We will be measuring a flagpole because it is a good way for them to
practice what they have learned. I will give them several examples on how they can
try this at home. I will inform my students of my expectations. I will give them the
rubric I will be using to grade their write-up.
Use complete sentences
Use the SOLVE method as the template for write up
Give a full explanation of the steps used to solve the problem
Include a visual representation of the problem
Have the correct height of the flagpole
Total

3.

10
10
10
10
10
50

I will mention to my students that the pictures need to be computerized so they can
clearly see the properties of the right triangle. I will suggest to my students to take a
picture with their camera of the scenario for a more realistic picture. If students do

not computer asses at home, they can use the computers in the library or the
computers in my room. All computers on campus have the program paint installed.
I will allow the students to use my camera if they do not own one. I will make
exceptions for students that absolutely do not have access to computers. For
example:

4.

I will show my students how to use the clinometers.

a) To use the clinometer, the student must see the peak of the flagpole through
the straw.
b) They must then record the angle stated in the clinometer.
c) I will tell my students, as a hint, that the angle of elevation is not the angle
they recorded. They must use their knowledge of triangles to solve for the
angle of elevation.
I. I will use the smart board to demonstrate this.
II. I will be using the smart board similarly to how the instructors in the
following video are using it: http://www.youtube.com/watch?
v=XkZwkya5SG0

5.

6.

I will pair my students in groups of two. I will choose the groups my students are
in.
After the students are in groups, I will hand out the materials they need.

7.

Before I take the students outside, I will remind them of the SOLVE method. This
method allows the students to analyze their thinking and help them organize
information. For the o section, the students are encouraged to draw a picture to
help them understand the problem. For the L section, students will need to raise
their own questions about what strategy will work best for this problem. I will tell
my students to ask themselves why they chose to use that strategy, to help them
think about their thinking.

8.

Once we are outside, I will let my students begin their work. I will periodically
inform them how much time they have left. I will walk around and answer questions
students might have. During this activity, I will ask the groups to explain to me why
they are solving the problem that way. This will help them think about their
thinking.

9.

During this time, the students are going to be using the measuring tape and the
clinometers to solve for the height of the flagpole.

10. Once the time is up, I will lead my students back to the classroom.
11. I will give the students five minutes to input their results into the TI 84 calculator
so they can solve for the height of the flagpole.
12. Once we are in the classroom, I will ask different teams to share their results.
13. I will have the students finish the write up for homework.

Supplementary Materials:
Clinometer
Smart Board
Computers
Calculator
Measuring Tape
SOLVE method
Camera
Resources for parents and students:
http://www.mathinenglish.com/index.php
http://bcsd.k12.ny.us/academics/ESL/esl_resources.html#math

http://www.glencoe.com/apps/eGlossary612/landing.php

Accommodations:
For students with learning disabilities:
As I walk around the class, I will make sure to see if they need more clarification on the
task.
I will demonstrate how to do an activity before the students commence that activity.

I will be available before and after school to provide individual assistance.

I will have hand-outs of outlined notes ready for students

For students who require advanced instruction (The strategy implemented will depend on the
students personality):
If the students enjoy helping others, I will encourage them to work with students that
are having trouble with the warm up or the individual tasks.
If the student feels comfortable, I will allow them to work out problems on the board
and explain the process to the class.
I will have challenging questions ready that will work well with the warm up activity.
I will have more challenging problems that deal and build on the topic covered in class.
For English language learners:
As I walk around the class, I will make sure to see if they need more clarification on the
task.
I will demonstrate how to do an activity before the students commence that activity.
I will be available before and after school to provide individual assistance.
I will provide the students with the vocabulary word in their language. Even though the
students may not be familiar with the word, they might be familiar with the words used in
the definitions.
I will have an English to another language and vice versa book available for the
students to use.
I will give the students websites they can use at home.
I will make sure to have plenty of visuals so that the students are able to understand the
ideas.
Review/Assessment:
I will assess my students during the warm up, during the activity, and their write
up.
I will see how well the student participated during the lesson and how well they
did on the activities.

Write-up Grading Rubric:

In order to receive full credit, the student must:

Use complete sentences

Use the SOLVE method as the template for write up
Give a full explanation of the steps used to solve the problem

10
10
10

Include a visual representation of the problem

Have the correct height of the flagpole
Total

10
10
50

Reflection:
As a reflection, I will ask myself the following questions:
How did your lesson go? What worked? What did not work well? What will you do
differently next time? How will your assessment data affect subsequent planning?