Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Prendergast

Date(s): 3/25/15

Grade Level or Course: Math Analysis

Content or Unit: Trig Identities

STAGE 1: Desired Results ~ What will students be learning?

MA.13 The student will identify, create, and solve real-world problems
involving triangles. Techniques will include using the trigonometric
SOL/Learning Objective
functions, the Pythagorean Theorem, the Law of Sines, and the Law of
Cosines.
Purpose:
Of Unit- Familiarize students with understanding trigonometric
functions.
Of Lesson- Understand the relationships from which the trig identities
are derived. Use identities to simplify expressions.

Essential Questions &

Understandings/Big Ideas

Essential Questions:
Why do identities always hold true?
How can we use identities to develop more identities and equivalent
relationships?
Big Ideas:
Trigonometric Functions represent relationships between measurements
of triangles.
Trig functions represent angle measurements with respect to the sides of
a triangle.
An identity is a mathematical statement that is true for all values of a
functions domain.
Ratio
Corresponding
Sides
Similar
Triangles

Key Vocabulary

Pythagorean
Theorem
Identity
Trigonometry

Domain
Trigonometric
Functions
Reciprocal

Radius
SOHCAHTOA

STAGE 2: Assessment Evidence ~ What is evidence of mastery?

Assessment Part 1

Possible misconceptions or
learning gaps

Formative Assessment
Observing Students Classwork and Participation
Connect the Dots Wkst
Remembering Geometry Properties
Misunderstanding equivalent relationships

Richmond Public Schools 2014-15

Essential elements version

Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Understanding how to manipulate an equivalent relationship so the

equality remains true
Applying rules of operations of fractions with trigonometric functions.
Substituting identities into expressions correctly
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up
Activity

Similar Triangles - Equal Ratios of Corresponding Sides

Direct Instruction
Small Groups

Instructional Strategies

Teaching and Learning

Activities

Agenda:
Snapshot
Trig Identities on the Unit Circle
Unit Circle Trig on Desmos
Small Group Practice: 5 Groups 5 Problems each
Post Answer Matches on Board and ~Connect the Dots~
Groups defend any conflicting answers
HW- Simplifying Expressions Using 8 Basic Identities (Answers given)
Understanding Trig Identities using the Unit Circle
Higher Level
Thinking-

Differentiation

Using Basic
Technology UseProperties of
Geometry to
SMART Board
Derive Trig
Desmos
Identities
Understanding VS
Memorizing

Connections to other subject

areas and/or authentic
applicationsGeometric Properties and
Relationships

Observation: students who willingly answer and how students answer

when they are called upon
Checking for
Observation: who leads during small group time, can all group members
Understanding
answer questions about problems
Answer Check: Class Answers to worksheet posted on board;
Discrepancies discussed and defended with student work
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student
Summarizing of their
Learning

As students finish group work, they will match their answers to the
answers provided. Then, students will connect the appropriate dots to
their answers.
When all groups are complete, we will review the answers and re-do

Richmond Public Schools 2014-15

Essential elements version

Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

problems with multiple answers as a class.

Exit Ticket: What are the 8 Basic Identities?

Assessment Part 2

HW
Identity Quiz
Unit Test

References:
Azad, K. How to Learn Trigonometry Intuitively. BetterExplained. Retrieved from:
http://betterexplained.com/articles/intuitive-trigonometry/

Richmond Public Schools 2014-15

Essential elements version