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Teacher: Melissa Griggs Date: February 8, 2016 (May 7, 2016) Subject/Topic: Geometry /

Trigonometric Ratios and Functions

I. Content: Students will be able to solve trigonometric ratios using a calculator as well as apply the use
of trigonometric ratios to solve real world problems.
II. Prerequisites/Background: Students have learned how to solve ratios in science and other math
classes, including Algebra. We will be building on that knowledge to find a specific answer.
III. Instructional Objective: The students will be able to solve trigonometric ratios using sine, cosine,
and tangent with 80% accuracy.
G-SRT.C.6: Understand that by similarity, side ratios in right triangles are properties of the
angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G-SRT.C.7: Explain and use the relationship between the sine and cosine of complementary
angles.
G-SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems.
IV. Instructional Procedures:
Introduction: Before I begin the lesson, I will have a bell ringer question that will lead the
students into the lesson. I will have one question that will be a Pythagorean Theorem
question since they should already know how to solve a question using Pythagorean
Theorem. I will also have a problem that shows them what we will be learning about that
day. I do not expect them to answer the question correctly but this will be how I will
introduce the lesson. I will be able to show how these two question/problems are related and
why we will be studying sine, cosine, and tangent and their inverses. I will introduce the
lesson by stating the objective for the lesson. I will then explain how this lesson will be useful in
finding the side lengths of right triangles when we cannot use the Pythagorean Theorem to find
the missing side lengths. I will also explain how we use trigonometric functions to solve real
world problems.
Instructional strategies:
Input: Key vocabulary that students should know is sine, cosine, tangent, angle
measure, and ratio.
Modeling and guided practice: As I am going over the presentation of the lesson (power
point and smart board notes), there will be examples where I will show them how to
work the example then they will tell me how to work the second example. The third
example will be reserved for a volunteer to work, while the class tries to work the
question independently. This is the method of I DO, WE DO, YOU DO.

Check for understanding: I will be asking questions throughout the lesson as well as
monitoring how the students work the examples. I will randomly ask students to go to the
board and solve the problems to see what they are learning. For some students, I may
ask leading questions to make sure they are understanding the steps to solve the
problem as well as what the object is that we are finding.
Independent Practice: As a group, students will work on a practice worksheet. They will
be able to work with a partner. Students who have an IEP or who are lower
performing will have to work a small part of the worksheet in order to show
understanding. I will also pick the partners so that I can put similar abilities
together as well as put pairs together that would benefit from each other.
Closure: I will do a quick recap of what was covered today as well as hit on key
vocabulary that the students should be learning. I will continue to ask questions and
assess what the students have learned from the lesson. Since the lesson will take at
least two days, I will do a closure each day. I will also have an exit ticket for them
which will contain at least one problem type that we have learned that day.
V. Materials/Equipment:
Paper, pencil, calculator, textbook, worksheet
VI. Assessment/Evaluation: Students will have an informal assessment as I walk around the room and
observe how they are working the problems as well as when they work examples on the board. The
worksheet that the students will do in class will be counted as a daily grade. The students will also have
an exit ticket so that I can check their understanding at the end of the lesson. Since all students will not
work the exact same problems, I will grade them based on what they are assigned. There will be a
formal formative assessment over the material the following week to give students time to practice
using trigonometric ratios.
VII. Modifications/Plans for Diverse Learners: Since most of the students learn by being able to apply
what they are learning, there will be plenty of examples for students to work. Students will work with one
another to further their understanding of the lesson. I will also modify the amount of questions that
students will need to work based on their IEP, 504 plan, ability level, and any other factors that are
necessary. Some students may only work a small fraction of the problems that other students will
work.
VIII. Follow up Activities/Extensions: The students will continue to put the lesson in use over the next
few class periods as we prepare for the TN Ready Test. We will continue to practice trigonometric
ratios and students will have a project where they will be creating a real world problem using
trigonometric ratios. The rational for the project is that some students can apply what they are
learning to real world problems and understand the learning better than just simply answering
questions on a worksheet.
IX. Reflection:

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