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ASSIGNMENT 2: MATHEMATICS

PLAN PACKAGE

AND

LESSON

UNIT PLAN
Unit Title: Pythagoras and Trigonometry
Year Level: 9
Mathematics Topic and Code: Measurement and Geometry: Pythagoras
and Trigonometry (ACMMG222, ACMMG223, ACMMG224)
Unit Length: 2 weeks
Brief Summary of the Unit
The unit will cover the following outcome statements
. Use similarity to investigate the constancy of the sine, cosine and
tangent ratios for a given angle in right-angled triangles
(ACMMG223)
. Apply trigonometry to solve right-angled triangle problems
(ACMMG224)
These outcome statements will be addressed through a range of different
pedagogical techniques including teacher directed, student centered,
individual, partner and group work methods.

Classroom Context
. Public school
. Year 9
. Mixed ability
. Mixed gender
. All students have iPads

UNIT PLAN STAGE 1: IDENTIFY DESIRED OUTCOMES


Unit Goals
At the end of this unit of work student will be able to:
. Identify similar triangles and use them to find links and to solve
problems
. Determine the opposite, adjacent and hypotenuse sides of right
angle triangles with different orientations
. Use the calculator to find sine, cosine and tangent
. Define the three trigonometric ratios in any right angled triangle
. Use reasoning in relation to right angled triangles to determine sine,
cosine and tangent of particular angles
. Use the three trigonometric ratios in any right angle triangle to find

the length of an unknown side and/or angle with or without


technology
Apply trigonometry to real life situations.

Key understandings, knowledge and skills acquired in the unit


. Students will continue developing individual, teamwork and
leadership skills
. Students will develop apply their knowledge of triangles and their
relationships
. Students apply knowledge of relationships between sides of similar
triangles to calculate side lengths in right-angled triangles
. Students use multiplicative and ratio strategies to solve
measurement problems

UNIT PLAN STAGE 2: DETERMINING THE EVIDENCE


(ASSESSMENT PLAN)
Performance assessment tasks
Formative Assessment 1
. For each learning outcome students will fill out a table reflecting on
what they have learnt.
. This will occur at the completion of each outcome statement,
therefore in lesson 5, week 1 and in lesson 3, week 2.
Formative Assessment 2
. Students will engage in a short formative quiz to assess their
knowledge.
. The quiz will be completed in pairs, will only take 15 minutes and is
to be handed up at the end of the lesson.
. Teacher will sit at the back of the classroom and observe interaction
of pairs to assess if both students are contributing to the solutions.
. This will be conducted at the end of lesson 1, week 2.
Summative Assessment 1
. At the end of the unit students will be asked to complete an
assessment piece that allows them to demonstrate their
understanding, fluency, problem solving and reasoning skills
through solving real life problems
. The assessment piece allows students to further connect their
knowledge and apply it to real life situations.
. See appendix for assessment piece.
.
Summative Assessment 2
. Students will each individually engage in a short 15-minute quiz to
assess student learning at the end of lesson 3, week 2.

Other evidence of student learning and ways of collecting this


data
Other evidence of student learning will be collected through observational
assessment.
This includes
. Observing how well students engage with the lesson
. Interact with other students in group work scenarios
. Development of individuals understanding
. Individual ability to contribute within the class.

UNIT PLAN STAGE 3: PLAN LEARNING EXPERIENCES


MATHEMATICS UNIT PLAN
Week 1
(Investigate sine,
cosine and
tangent)

Lesson 1
Similarity of Right
Angled Triangles
Introduce similarity of
triangles with web
resource. Students
follow the web resource
on the board with their
iPad engaging in
content themselves.
Includes a history slant.
Resource:
http://www.scootle.edu.a
u/ec/viewing/L2326/inde
x.html

Lesson 2
Naming the sides
Longest side is the
hypotenuse.
Label one of the two nonright angle angles, as the
reference angle. The side
opposite the reference
angle is called the
opposite side; the
remaining side is called
the adjacent side, as it is
next to the reference
angle.

Lesson 3
Similarity of Right Angled
Triangle
Table groups investigating
similarity. Each group gets a
range of different sized
triangles with the same angle
and investigate ratios and
then discuss their findings
with others.
See Alisons Lesson Plan.

Solving Problems
with Trigonometry
Develop student
understanding for
solving side length for
right angle triangles,
with and without
calculators.
See appendix 5.

Lesson 5
Trigonometric
Ratios
(Investigating sine,
cosine, tangent)

Introduce the
concept of
trigonometric ratios.
Student centred
learning
experiences,
discovering the
relationship between
sine, cosine and
tangent.

Continue
investigation and
development
trigonometric ratios.

See appendix 2.
Resource:
https://schoolsequell
a.det.nsw.edu.au/file
/f29e1394-09744599-881c58ff84bd04a9/1/trig_
ratios.zip/trig_ratios/i
ndex.html

See appendix 1 for


screenshots.

Week 2
(Use trig to solve
right angled
triangle problems)

Lesson 4
Trigonometric
Ratios
(Investigating sine,
cosine, tangent)

Solving Problems with


Trigonometry
Develop student
understanding for solving
unknown angle for right
angle triangles and
revising finding unknown
side length, with and
without calculators.

Solving problems with


Trigonometry
Further development of
student understanding of
solving trigonometric
problems including solving
real life problems. This will
assist students with solving
for upcoming summative
assessment.

Students will fill in


reflection table as a
form of formative
assessment to
ensure all students
understand
reasoning behind
similarity of
triangles, naming the
sides and
trigonometric ratios.
See attached
appendix 4

See appendix 3 for


screenshots.
Trigonometry
Investigation
Students undertake
measurement part
of summative
assessment.

Trigonometry
Investigation
Students continue
work individually on
summative
assessment in class.

See Authentic Maths


Assessment Task.

See Authentic Maths


Assessment Task.

Mini-quiz (in pairs, pass


up, observing student
interaction, formative)
last 10-15minutes.

Introduce applying
knowledge to real life
situations, including
introducing the terms
angle of elevation and
depression.

See appendix 6.
See appendix 7.

Students will fill in reflection


table.
See attached appendix 4.
Quick test last 15mins (indiv,
pass up, 2 theory, 1 real world
example).
See appendix 8.