Week 25 Lesson Plans – Geometry – Wheeler

Content Focus : ___Day 69: Right Triangle Word Problems 02/13/17HSGSRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

HSGSRT.C.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions oftrigonometric ratios for acute angles.

TSW solve for missing sides and/or angles of right triangles in applied word problems using trig ratios and/or the Pythagorean Theorem

Lesson Vocabulary: arcsin, arccos, arctan, sine, cosine, tangent, secant, cosecant, cotangent, Pythagorean Theorem, hypotenuse

P.D. Strategy Used & P.D. Session Info (Topic)Informal Assessment: Cold calling students (M) to contribute answers for the bellringer and guided practice on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios (C) Cultural relevance is brought up by asking students to relate (M) what they’ve learned on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios (C) Informal Assessment: Popcorn (M) around the room during the guided practice on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios (C) to experiences, things, and phenomena they’ve encountered around Clarksdale Informal Assessment: Call and response (M) around the room during the guided practice on solving for missing angles or sides using the Pythagorean Theorem and/or trig ratios (C) to experiences, things, and phenomena they’ve encountered around Clarksdale

No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are engagedand held accountable for knowing the subject material

Guided/Critical Thinking QuestionsWhat’s the first step needed to solve a right triangle word problem?How can we use inverse trig ratios to solve for missing angles? What information is needed?Why must we set the TI-83 Plus to degrees instead of to radians?How can we use the trig ratios to work backwards to arrive at unknown angles? How does changing the location of theta affect the trig ratio in question?How can we get the reciprocal trig ratios from SohCahToa?

Lesson Outline—What learning activities will students do?Time Sequence Description of Learning Activity

5 mins – :5 mins [5]

Get Started/Engagement (Bellringer)

TSW solve

3 mins[8]

Introduction/Motivation: Tell how you will introduce the lesson and motivate the students to want to learn the new skill.

TTW show a picture of the CHS flagpole and ask students to guess its diagonal length given an angle and its horizontalDistance between them and it. TTW then explain that instead of having to guess the number randomly, we canUse trig and the Pythagorean Theorem to solve for all missing measurements: angle or side.

Teacher Content (Input):Describe what you will do to present the content students will learn. including vocabulary, procedures, directions, etc.

TTW model and do the step-by-step approach for 1-5 problems on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios Steps:

1) Draw a figure to represent the problem 2)Identify what is given in the triangle: adjacent, hypotenuse, or 2) opposite 3) Choose the appropriate trig function (e.g. cos, sin, tan), 4) Use the chosen trig ratio to solve for

the missing side or angle

15 mins[23]

Guided Practice: Provide opportunities to practice independently or in groups with the

TTW present the word wall words: sin (essential vocabulary)TSW write down all notes on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios TSW, with the help of the teacher, do 3 problems on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios

assistance of the teacher.

25 min[48]

Independent Practice: The teacher will monitor what is being learned; students are demonstrating their understanding of the lesson.

TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:TSW be assigned various links of the teacher’s discretion based off the students’ mastery of objectivesTSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the foundational steps needed to ultimately master the objectives. These videos contain problems which studentswill complete step-by-step as the video progresses.

https:// www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-modeling-with-right-triangles/e/applying-right-triangles http://www.regentsprep.org/regents/math/algebra/at2/practrig.htm http :// www.theproblemsite.com/reference/mathematics/trigonometry/right-triangles/trig-word-problems-1 http://www.ck12.org/geometry/Trigonometry-Word-Problems/lesson/Trigonometry-Word-Problems-GEOM/?

referrer=concept_details https://www.youtube.com/watch?v=IovoJ6JEykA https :// www.youtube.com/watch?v=x1R4e9j0-3c https:// www.youtube.com/watch?v=7xg31RIrNBs https:// www.youtube.com/watch?v=ILQ9TC-0_DA

TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheetTSW do 4 problems on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios

[48] Culmination: Summarize, check, and answer questions

TSW recap the day’s lesson on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios

Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on solving for missing angles or sides using the Pythagorean Theorem and/or trig ratios (C) and the grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios (C) at the end of the week and the grade will be recorded as a test grade (D)

Materials and Resources—What do you need to assemble and prepare before the lesson?Promethean board, Powerpoint, guided notes

https:// www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-modeling-with-right-triangles/e/applying-right-triangles

http://www.regentsprep.org/regents/math/algebra/at2/practrig.htm http :// www.theproblemsite.com/reference/mathematics/trigonometry/right-triangles/trig-word-problems-1 http://www.ck12.org/geometry/Trigonometry-Word-Problems/lesson/Trigonometry-Word-Problems-GEOM/? referrer=concept_details https://www.youtube.com/watch?v=IovoJ6JEykA https :// www.youtube.com/watch?v=x1R4e9j0-3c

https:// www.youtube.com/watch?v=7xg31RIrNBs https:// www.youtube.com/watch?v=ILQ9TC-0_DA

Technology UsagePromethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and EnrichmentRemediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on solving for missing angles or sides using the PythagoreanTheorem and/or trig ratios All independent practice problems are scaffolded by difficulty. Struggling students will be prompted to focus on the first few problems. Students will be placed in groups based off of prior objective mastery. Students will continue working on online/computer problems before moving onto guided notes if they require additional help. These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to solve for students to confirm the trig functions hold true by using the Pythagorean Theorem All independent practice problems are scaffolded by difficulty. High-performing students will be prompted to move on to the later problems. Students will be placed in groups based off of prior objectiveTeacher Reflection—Did the students learn the content outlined in the lesson focus? Why or why not? (To be completed after the lesson has been taught)

Content Focus : ___Day 86: Sphere, Cone, Cylinder, and Pyramid Volume Problems 02/14/17HSGGMD.A.1Give an informal argument for the formulas for the volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, andinformal limit arguments.

HSGGMD.A.3Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

HSGMG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as acylinder).

TSW give arguments for the volumes of spheres, cones, cylinders, and pyramids and will solve for their volumes in applied problems.

Lesson Vocabulary: area, volume, cone, sphere, pi, circumference, diameter, radius, pyramid, cylinder, face, vertex, side

P.D. Strategy Used & P.D. Session Info (Topic)Informal Assessment: Cold calling students (M) to contribute answers for the bellringer and guided practice on giving arguments for the volumes of spheres,cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems (C) Cultural relevance is brought up by asking students to relate (M) what they’ve learned on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems (C) Informal Assessment: Popcorn (M) around the room during the guided practice on giving arguments for the volumes of Spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems (C) to experiences, things, and phenomena they’ve encountered around Clarksdale Informal Assessment: Call and response (M) around the room during the guided practice on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems (C) to experiences, things, and phenomena they’ve encountered around Clarksdale

No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are engaged and held accountable for knowing the subject material

Guided/Critical Thinking QuestionsWhat patterns exist when trying to find the volumes of spheres and cylinders? Pyramids and cones?Where in this classroom can you identify geometric shapes and figures? How might we go about finding their measurements? What formulas would we need to solve for their areas or volumes? What tools would we need totake the measurements?

Lesson Outline—What learning activities will students do?Time Sequence Description of Learning Activity

5 mins – :5 mins [5]

Get Started/Engagement (Bellringer)

TSW solve

3 mins[8]

Introduction/Motivation: Tell how you will introduce the lesson and motivate the students to want to learn the new skill.

TTW show the sno-kone picture so as to emphasize the idea of geometric shapes being found in the real world

TSW do Word Gen 1.19 “Should the Redskins be required to change their name?”TSW define all 5 words and complete options 1 and 2

Teacher Content (Input):Describe what you will do to present the content students will learn. including vocabulary, procedures, directions, etc.

TTW model and do the step-by-step approach for 1-3 problems on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems(shown below)

15 mins[23]

Guided Practice: Provide opportunities to practice independently or in groups with the assistance of the teacher.

TTW present the word wall words: sphere, cone, cylinder; pyramid (essential vocabulary)TSW write down all notes on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems TSW, with the help of the teacher, do 4 problems on giving arguments for the volumes of cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems

25 min[48]

Independent Practice: The teacher will monitor what is being learned; students are demonstrating their understanding of the lesson.

TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:TSW be assigned various links of the teacher’s discretion based off the students’ mastery of objectivesTSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the foundational steps needed to ultimately master the objectives. These videos contain problems which studentswill complete step-by-step as the video progresses.

https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/volume-cones/v/cylinder-volume-and-surface-area https:// www.ixl.com/math/grade-6/volume-and-surface-area-of-cylinders https ://www.khanacademy.org/math/geometry-home/geometry-volume-surface-area/geometry-volume-cones/e/volumes-of-

cones--cylinders-- and-spheres https:// eu.ixl.com/math/grade-8/volume-of-cones http://www.aaamath.com/exp79_x3.htm https :// ca.ixl.com/math/grade-9/volume-of-prisms-and-pyramids http:// www.aaamath.com/geo79_x6.htm

https ://ca.ixl.com/math/grade-9/volume-of-spheres https://ca.ixl.com/math/grade-11/surface-area-and-volume-of-spheres

TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheetTTW model, and then TSW do 6 problems on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems

Find two spherical, two cylindrical, two pyramidal, and two conical object around the room Using a ruler, find their volume Write down all measured dimensions of your shapes as well as their calculated volumes

[48] Culmination: Summarize, check, and answer questions

TSW recap the day’s lesson on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems (C) and the grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) on giving arguments for the volumes of spheres, cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems (C) at the end of the week and the grade will be recorded as a test grade (D)

Materials and Resources—What do you need to assemble and prepare before the lesson?Promethean board, Powerpoint, rulers, guided notes

https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/volume-cones/v/cylinder-volume-and-surface-area https:// www.ixl.com/math/grade-6/volume-and-surface-area-of-cylinders https ://www.khanacademy.org/math/geometry-home/geometry-volume-surface-area/geometry-volume-cones/e/volumes-of-cones--cylinders-- https:// eu.ixl.com/math/grade-8/volume-of-cones http://www.aaamath.com/exp79_x3.htm https :// ca.ixl.com/math/grade-9/volume-of-prisms-and-pyramids http:// www.aaamath.com/geo79_x6.htm https ://ca.ixl.com/math/grade-9/volume-of-spheres https://ca.ixl.com/math/grade-11/surface-area-and-volume-of-spheres

Technology UsagePromethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and EnrichmentRemediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on giving arguments for the volumes of cones, cylinders, and pyramids and using these derivations to solve for their volumes in applied problems All independent practice problems are scaffolded by difficulty. Struggling students will be prompted to focus on the first few problems. Students will be placed in groups based off of prior objective mastery. Students will continue working on online/computer problems before moving onto guided notes if they require additional help. These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to collect the measurements of an extra cone, sphere, pyramid, and cylinder using a ruler so as to calculate its volumeCalculate their volume and/or areaAll independent practice problems are scaffolded by difficulty. High-performing students will be prompted to move on to the later problems. Students will be placed in groups based off of prior objectiveTeacher Reflection—Did the students learn the content outlined in the lesson focus? Why or why not? (To be completed after the lesson has been taught)

Content Focus : ___Day 66: Trig Ratios Pt. 2 02/15/17

HSGSRT.C.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions oftrigonometric ratios for acute angles.

TSW define trig ratios in terms of right triangles. TSW use trig ratios to solve for missing sides.

Lesson Vocabulary: sine, cosine, tangent, secant, cosecant, cotangent, Pythagorean Theorem

P.D. Strategy Used & P.D. Session Info (Topic)Informal Assessment: Cold calling students (M) to contribute answers for the bellringer and guided practice on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides (C) Cultural relevance is brought up by asking students to relate (M) what they’ve learned on using right triangles to introduce the definition of trig ratios and use these definitions to solve for missing sides (C) Informal Assessment: Popcorn (M) around the room during the guided practice on using right triangles to introduce the definition of trig ratios and use these definitions to solve for missing sides (C) to experiences, things, and phenomena they’ve encountered around Clarksdale Informal Assessment: Call and response (M) around the room during the guided practice on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides (C) to experiences, things, and phenomena they’ve encountered around Clarksdale

No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are engagedand held accountable for knowing the subject material

Guided/Critical Thinking QuestionsHow does cosecant differ from secant? How does tangent differ from cotangent?How does changing the location of theta affect the trig ratio in question?How can we get the reciprocal trig ratios from SohCahToa?

Lesson Outline—What learning activities will students do?Time Sequence Description of Learning Activity

5 mins – :5 mins [5]

Get Started/Engagement (Bellringer)

TSW solve

TSW do Word Gen 1.18 “Should Drugs be Legalized?”TSW do options 1 and 2 and define all 5 words

3 mins[8]

Introduction/Motivation: Tell how you will introduce the lesson and motivate the students to want to learn the new skill.

TTW show the picture of “SohCahToa” as a way to memorize the three basic trig ratios of the right triangle using Acute angles

Teacher Content (Input):Describe what you will do to present the content students will learn. including vocabulary, procedures, directions, etc.

TTW model and do the step-by-step approach for 1-4 problems on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides Steps:

1) Find theta or the angle in question 2) Identify the trig ratio being used 3) Use SohCahToa and its recirprocalTrig ratios (cosecant, secant, cotangent) to solve for the missing side using the TI-83 Plus

15 mins[23]

Guided Practice: Provide

TTW present the word wall words: Trigonometry (essential vocabulary)TSW write down all notes on using right triangles to introduce the definition of trig

opportunities to practice independently or in groups with the assistance of the teacher.

ratios and use these definitions to solve for missing sides TSW, with the help of the teacher, do 4 problems on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides For the problems above addition to all other instructions, find all 6 trig ratios (sin, cos, tan, sec, csc, cot) for the given letter

25 min[48]

Independent Practice: The teacher will monitor what is being learned; students are demonstrating their understanding of the lesson.

TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:TSW be assigned various links of the teacher’s discretion based off the students’ mastery of objectivesTSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the foundational steps needed to ultimately master the objectives. These videos contain problems which studentswill complete step-by-step as the video progresses.

http:// www.learnalberta.ca/content/mejhm/index.html? l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.TRI&lesson=html/object_interactives/trigonometry/use_it.html

https:// www.khanacademy.org/math/trigonometry/trigonometry-right-triangles/intro-to-the-trig-ratios/e/trigonometry_1 https:// www.mangahigh.com/en-us/math_games/shape/trigonometry/use_trigonometry_to_find_angles http:// www.mathwithgames.com/trigonometry/t2.php http:// www.mathwithgames.com/trigonometry/t3.php http:// www.purposegames.com/game/trig-ratios-game https:// www.ixl.com/math/geometry/trigonometric-ratios-sin-cos-and-tan http:// www.mathsisfun.com/algebra/trigonometry.html

TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheetTSW do 10 problems on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sidesFor the problems above addition to all other instructions, find all 6 trig ratios (sin, cos, tan, sec, csc, cot) for the given letter

[48] Culmination: Summarize, check, and answer questions

TSW recap the day’s lesson on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides

Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on using right triangles to introduce the definition of trig ratios and use these definitions to solve for missing sides (C) and the grade will be

recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides (C) at the end of the week and the grade will be recorded as a test grade (D)

Materials and Resources—What do you need to assemble and prepare before the lesson?Promethean board, Powerpoint, guided notes

http:// www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.TRI&lesson=html/object_interactives/trigonometry/ use_it.html

https:// www.khanacademy.org/math/trigonometry/trigonometry-right-triangles/intro-to-the-trig-ratios/e/trigonometry_1 https:// www.mangahigh.com/en-us/math_games/shape/trigonometry/use_trigonometry_to_find_angles http:// www.mathwithgames.com/trigonometry/t2.php http:// www.mathwithgames.com/trigonometry/t3.php http:// www.purposegames.com/game/trig-ratios-game https:// www.ixl.com/math/geometry/trigonometric-ratios-sin-cos-and-tan http:// www.mathsisfun.com/algebra/trigonometry.html

Technology UsagePromethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and EnrichmentRemediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides All independent practice problems are scaffolded by difficulty. Struggling students will be prompted to focus on the first few problems. Students will be placed in groups based off of prior objective mastery. Students will continue working on online/computer problems before moving onto guided notes if they require additional help. These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to solve for all 6 trig ratios, and not just the one being asked forAll independent practice problems are scaffolded by difficulty. High-performing students will be prompted to move on to the later problems. Students will be placed in groups based off of prior objectiveTeacher Reflection—Did the students learn the content outlined in the lesson focus? Why or why not? (To be completed after the lesson has been taught)

Content Focus : ___Day 67: Trig Ratios Pt. 3 02/16/17HSGSRT.C.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions oftrigonometric ratios for acute angles.

TSW solve for a missing side of a right triangle using trig ratios.

Lesson Vocabulary: sine, cosine, tangent, secant, cosecant, cotangent, Pythagorean Theorem, hypotenuse

P.D. Strategy Used & P.D. Session Info (Topic)Informal Assessment: Cold calling students (M) to contribute answers for the bellringer and guided practice on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides (C) Cultural relevance is brought up by asking students to relate (M) what they’ve learned on using right triangles to introduce the definition of trig ratios and use these definitions to solve for missing sides (C) Informal Assessment: Popcorn (M) around the room during the guided practice on using right triangles to introduce the definition of trig ratios and use these definitions to solve for missing sides (C) to experiences, things, and phenomena they’ve encountered around Clarksdale Informal Assessment: Call and response (M) around the room during the guided practice on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides (C) to experiences, things, and phenomena they’ve encountered around Clarksdale

No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are engagedand held accountable for knowing the subject material

Guided/Critical Thinking QuestionsHow does cosecant differ from secant? How does tangent differ from cotangent?How does changing the location of theta affect the trig ratio in question?How can we get the reciprocal trig ratios from SohCahToa?

Lesson Outline—What learning activities will students do?Time Sequence Description of Learning Activity

5 mins – :5 mins [5]

Get Started/Engagement (Bellringer)

TSW solve

3 mins[8]

Introduction/Motivation: Tell how you will introduce the lesson and motivate the students to want to learn the new skill.

TTW show a picture of a cropduster with an angle of 23 degrees between ground level and the cropduster. TTW Ask students to estimate the distance between them and the cropduster based off the image. TTW then explain thatThe length can be solved for by using trig ratios and TTWsolve for the length .

Teacher Content (Input):Describe what you will do to present the content students will learn. including vocabulary, procedures, directions, etc.

TTW model and do the step-by-step approach for 1-4 problems on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides Steps:

1) Find theta or the angle in question 2) Identify the trig ratio being used 3) Use SohCahToa and its recirprocalTrig ratios (cosecant, secant, cotangent) to solve for the missing side using the TI-83 Plus

15 mins[23]

Guided Practice: Provide opportunities to practice independently or in groups with the assistance of the teacher.

TTW present the word wall words: Trigonometry (essential vocabulary)TSW write down all notes on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides TSW, with the help of the teacher, do 4 problems on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides

25 min[48]

Independent Practice: The teacher will monitor what is being learned; students are demonstrating their understanding of the lesson.

TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:TSW be assigned various links of the teacher’s discretion based off the students’ mastery of objectivesTSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the foundational steps needed to ultimately master the objectives. These videos contain problems which studentswill complete step-by-step as the video progresses.

https:// www.khanacademy.org/math/geometry-home/right-triangles-topic/trig-solve-for-a-side-geo/a/unknown-side-in-right- triangle-w-trig

http:// www.virtualnerd.com/algebra-1/radical-expressions-equations/pythagorean-theorem/trigonometric-ratios/sine-find- missing-side

http:// www.mathsisfun.com/algebra/trigonometry.html

http://splash.abc.net.au/home#!/ media/1590393/finding-the-missing-side-of-a-triangle Pearson Realize: 10-6: Trigonometric Ratios

TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheetTSW do 8 problems on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides

[48] Culmination: Summarize, check, and answer questions

TSW recap the day’s lesson on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides

Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on using right triangles to introduce the definition of trig ratios and use these definitions to solve for missing sides (C) and the grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides (C) at the end of the week and the grade will be recorded as a test grade (D)

Materials and Resources—What do you need to assemble and prepare before the lesson?Promethean board, Powerpoint, guided notes

https:// www.khanacademy.org/math/geometry-home/right-triangles-topic/trig-solve-for-a-side-geo/a/unknown-side-in-right-triangle-w-trig

http:// www.virtualnerd.com/algebra-1/radical-expressions-equations/pythagorean-theorem/trigonometric-ratios/sine-find-missing-side http:// www.mathsisfun.com/algebra/trigonometry.html http://splash.abc.net.au/home#!/ media/1590393/finding-the-missing-side-of-a-triangle

Technology UsagePromethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and EnrichmentRemediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on using right triangles to introduce the definition of trigratios and use these definitions to solve for missing sides All independent practice problems are scaffolded by difficulty. Struggling students will be prompted to focus on the first few problems. Students will be placed in groups based off of prior objective mastery. Students will continue working on online/computer problems before moving onto guided notes if they require additional help. These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to solve for all 6 trig ratios, and not just the one being asked forAll independent practice problems are scaffolded by difficulty. High-performing students will be prompted to move on to the later problems. Students will be placed in groups based off of prior objectiveTeacher Reflection—Did the students learn the content outlined in the lesson focus? Why or why not? (To be completed after the lesson has been taught)

Content Focus : ___Day 68: Trig Ratios Pt. 4 – Inverse Trig Ratios and Mini Test on Right Triangle Properties and 3-d solids 02/17/17

HSGSRT.C.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions oftrigonometric ratios for acute angles.

HSGSRT.C.6TSW solve for a missing angle given a decimal approximation of the evaluated trig function. TSW solve for missing angles of right triangles using inverse trigonometric ratios.

TSW take the mini test on Right Triangle Properties and 3-d solids

Lesson Vocabulary: arcsin, arccos, arctan, sine, cosine, tangent, secant, cosecant, cotangent, Pythagorean Theorem, hypotenuse

P.D. Strategy Used & P.D. Session Info (Topic)Informal Assessment: Cold calling students (M) to contribute answers for the bellringer and guided practice on solving for missing angles given either evaluated trig functions or the sides of right triangles (C) Cultural relevance is brought up by asking students to relate (M) what they’ve learned on solving for missing angles given either evaluated trig functions or the sides of right triangles (C) Informal Assessment: Popcorn (M) around the room during the guided practice on solving for missing angles given either evaluated trig functions or the sides of right triangles (C) to experiences, things, and phenomena they’ve encountered around Clarksdale Informal Assessment: Call and response (M) around the room during the guided practice on solving for missing angles given either evaluated trig functions or the sides of right triangles (C) to experiences, things, and phenomena they’ve encountered around Clarksdale

No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are engagedand held accountable for knowing the subject material

Guided/Critical Thinking QuestionsHow can we use inverse trig ratios to solve for missing angles? What information is needed?Why must we set the TI-83 Plus to degrees instead of to radians?How can we use the trig ratios to work backwards to arrive at unknown angles? How does changing the location of theta affect the trig ratio in question?How can we get the reciprocal trig ratios from SohCahToa?

Lesson Outline—What learning activities will students do?Time Sequence Description of Learning Activity

5 mins – :5 mins [5]

Get Started/Engagement (Bellringer)

TSW solve

3 mins[8]

Introduction/Motivation: Tell how you will introduce the lesson and motivate the students to want to learn the new skill.

TTW show a picture of opposite day and TTW ask the students what this means. TTW explain that inverse trig ratiosAre much like opposite day in that we must now find the opposite – the angles – instead of the sides as we normallyWould do.

Teacher Content (Input):Describe what you will do to present the content students will learn. including vocabulary, procedures, directions, etc.

TTW model and do the step-by-step approach for 1-5 problems on solving for missing angles given either evaluated trig functions or the sides of right triangles Steps:

1) Identify what is given in the triangle: adjacent, hypotenuse, or opposite 2) Choose the appropriate trig function(e.g. cos, sin, tan), 3) Then use the inverse trig function using that function (e.g. arccos, arcsin, arctan) to Solve for the missing angle

15 mins Guided Practice: TTW present the word wall words: Arcsin, arcos,arctan (essential vocabulary)

[23] Provide opportunities to practice independently or in groups with the assistance of the teacher.

TSW write down all notes on solving for missing angles given either evaluated trig functions or the sides of right triangles TSW, with the help of the teacher, do 4 problems on solving for missing angles given either evaluated trig functions or the sides of right triangles

25 min[48]

Independent Practice: The teacher will monitor what is being learned; students are demonstrating their understanding of the lesson.

TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:TSW be assigned various links of the teacher’s discretion based off the students’ mastery of objectivesTSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the foundational steps needed to ultimately master the objectives. These videos contain problems which studentswill complete step-by-step as the video progresses.

https://www.khanacademy.org/math/trigonometry/trig-equations-and-identities/inverse-trig-functions/e/ inverse_trig_functions

https://www.ixl.com/math/geometry/inverses-of-trigonometric-functions https ://learnzillion.com/resources/14686 http :// www.mathsisfun.com/algebra/trig-inverse-sin-cos-tan.html http://www.softschools.com/math/calculus/using_trig_ratios_to_solve_triangles_angles http:// www.purplemath.com/modules/invratio.htm http:// www.shmoop.com/right-triangles-trigonometry/inverse-trig-ratios.html http:// www.mathsisfun.com/games/random-trigonometry.html Pearson Realize: 8-3

TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheetTSW do 12 problems on solving for missing angles given either evaluated trig functions or the sides of right triangles

[48] Culmination: Summarize, check, and answer questions

TSW recap the day’s lesson on solving for missing angles given either evaluated trig functions or the sides of right triangles

TSW take the mini test on Right Triangle Properties and 3-d solids

Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on solving for missing angles given either evaluated trig functions or the sides of right triangles (C) and the grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on solving for missing angles given either evaluated trig functions or the sides of right triangles (C) at the end of the week and the grade will be recorded as a test grade (D)

Materials and Resources—What do you need to assemble and prepare before the lesson?Promethean board, Powerpoint, guided notes

https://www.khanacademy.org/math/trigonometry/trig-equations-and-identities/inverse-trig-functions/e/inverse_trig_functions

https://www.ixl.com/math/geometry/inverses-of-trigonometric-functions

https ://learnzillion.com/resources/14686 http :// www.mathsisfun.com/algebra/trig-inverse-sin-cos-tan.html http://www.softschools.com/math/calculus/using_trig_ratios_to_solve_triangles_angles / http:// www.purplemath.com/modules/invratio.htm http:// www.shmoop.com/right-triangles-trigonometry/inverse-trig-ratios.html http:// www.mathsisfun.com/games/random-trigonometry.html

Technology UsagePromethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and EnrichmentRemediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on solving for missing angles given either evaluated trig functions or the sides of right triangles ratios and use these definitions to solve for missing sides All independent practice problems are scaffolded by difficulty. Struggling students will be prompted to focus on the first few problems. Students will be placed in groups based off of prior objective mastery. Students will continue working on online/computer problems before moving onto guided notes if they require additional help. These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to make right triangles with 3 known lengths, confirmed using the Pythagorean Theorem, and will have students solve for all anglesUsing inverse trig ratiosAll independent practice problems are scaffolded by difficulty. High-performing students will be prompted to move on to the later problems. Students will be placed in groups based off of prior objectiveTeacher Reflection—Did the students learn the content outlined in the lesson focus? Why or why not? (To be completed after the lesson has been taught)