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STEM Lesson Plan

Candidate:
Subject(s):
Grade level(s):
Giovanni Campas
Mathematics
10th-12th
Common Core Content Standard(s): Record the number, the sub-element, and
description of the Common Core State Standard(s) on which this lesson is based.

Date:

6/29/2016
Single/Multi-Day
Lesson:
1 Days

CCSS.Math.Content.HSG.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.
CCSS.Math.Content.HSG.SRT.C.7
Explain and use the relationship between the sine and cosine
of complementary angles.
CCSS.Math.Content.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to
solve right triangles in applied problems.
List the Common Core State Standards for Mathematical Practices
used by writing their number, title, and description:
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
CCSS.Math.Practice.MP4 Model with mathematics.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
CCSS.Math.Practice.MP6 Attend to precision.
CCSS.Math.Practice.MP7 Look for and make use of structure.
List the Next Generation Science Standards Performance
Expectation(s) used by writing their number, title, and description. If this
is a math or English course, you can simply use the NGSS Science
and Engineering Practice(s):
1. Developing and using models
2. Planning and carrying out investigations
3. Analyzing and interpreting data
4. Using mathematics and computational thinking
5. Constructing explanations (for science) and designing solutions (for engineering)
6. Engaging in argument from evidence
Check which 21st Century Learning Objectives are used with an X:
To build skills in creativity and innovation by brainstorming and
identifying multiple ways to solve a problem, and implement their own
approach to that problem
To build skills in critical thinking and problem solving by
identifying relevant given information, analyzing the data,
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manipulating the variables, and evaluating the process and work done
To build skills in communication and collaboration by sharing,
justifying, and critiquing ideas with precise academic language in oral
and written forms as they work with others on a common task
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will develop an understanding of trigonometric ratios, ratios/proportions/percentages and margin
of error by means of a PowerPoint lesson, group work, discovery bases learning and apply their
knowledge to real world phenomena.
II. LEARNING OUTCOME (Objective):
Students will apply basic trigonometric ratios, ratios/proportions/percentages and margin of error by
means to solve context specific problems. Additionally, they will determine a height range of the potential
suspect, using the evidence collected.
III. ESSENTIAL QUESTION:
How can we use the evidence gathered from the crime scene to determine the range of the suspect's
height?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
Students are currently engaged in a forensics PBL in which they have to determine who stole 6
laptops from their current high school. In previous lessons, they have solved for missing length of a
triangle using trigonometric ratios and determined total height from shoulder height using the 20:80
ratio. Now they will determine the height range using a margin of error of 5%.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
The instructor will present a PowerPoint with guiding questions that relate to
finding the suspect's height and margin of error. An example of quarterback's
height will be explained to demonstrate what margin of error is.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
The instructor will present a PowerPoint which includes the essential question and a quick recap
of "SOHCAHTOA," angle of elevation, ratios/percentages (20:80 height) and margin of error,
where students will explain what each of the above means based on their previous lessons. (5
minutes)
The instructor will give two examples of the 20:80 height ratio rule, one where the total height is
given and one where the shoulder height is given. Students will be asked to work with a partner to
determine a solution which will be shared with the class. (5 minutes)
The instructor will reintroduce margin of error, give a real-world example of margin of error and
then a question similar to finding the height range of the suspect. Students will work with a
partner and solutions will be shared with the class. (8 minutes)
Instructor will then ask students to determine the height range of the suspect given the evidence
collected from the previous class and using the examples as a guide. Students will work in their
groups. After a height range is determined, students will then write a formal summary of their
findings as if they were going to present their claim to a judge. Some students will present their

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claim to the class (24 minutes).


C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will determine how tall the suspect is and write a formal summary of their findings.
D. MATERIALS & RESOURCES:
Calculators, Projector, Student Notebooks, Doc Camera, Poster Paper and Markers.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Students will routinely and randomly be asked questions that pertain to the lesson, along with routine
checkups with the groups.
Students will write a summary of their findings
Exit Ticket (3 things you learned, 2 questions, 1 comment or concern)
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
PRACTICE):

Pacing extending or adjusting time, varying activity.


Presentation of material offer multiple modalities in teaching, modeling, hands-on, providing
visual clues, utilizing advanced organizers.
Opportunities to discuss material with other students to increase comprehension.
Graphic organizers to display information and to organize student ideas.
Visuals (photos, diagrams, charts videos etc.) to increase comprehension
Teacher demonstrations/role-plays of procedures and concepts
Increased use of examples and varied explanations
Pre-teach necessary vocabulary
Collaborative Groups
Use of Calculator

VII. HOMEWORK (IF APPROPRIATE):


N/A

Accommodations/Modifications for Special Ed. Students in Gen. Education Classrooms


Individuals with Disabilities Education Act (IDEA)
Provides for least restrictive environment to the maximum extent appropriate
States that children with disabilities must be educated with their non-disabled peers
Provides free and appropriate public education
Allows standards to be demonstrated by using alternative measures and a range of performance
Mandates access of students with special needs to the general education curriculum: links the IEP
to the standards, determines what is essential from the standards, gears assessment to the big
ideas

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Description of specific learning disability


The student does not achieve at his/her age or ability level in one or more specific areas when
provided with appropriate learning experiences
The student has a severe discrepancy between achievement and intellectual ability
Eligible exceptionalities and disabilities
Orthopedic impairment, Autism, Emotional disturbance, Visual impairment, Hearing impairment,
Mental retardation, Speech or language impairment, Traumatic brain injury, Deaf/blind, Other
health impairment, Specific learning disability (e.g. auditory or visual processing difficulties)
Accommodations and modifications
An accommodation is a change in the course, standard, test preparation, location, timing, scheduling,
expectations, student response, and/or other attribute which provides access for a student with a disability
to participate in a course, standard or test which does not fundamentally alter or lower the standard or
expectation of the course, or test:
Pacing extending or adjusting time, allowing frequent breaks, varying activity, or omitting
assignments that require timed situations
Environment preferential seating, altering physical room arrangement
Presentation of material offer multiple modalities in teaching, modeling, hands-on, providing
visual clues, utilizing advanced organizers
Material and equipment (assistive technology), taped texts, highlighting material,
supplementing material, calculator, computer, Braille, enlarged print, or access to special
equipment
Assignments giving directions in small distinct steps, using written back-up for oral directions,
adjusting length of assignment, change format of assignment, break assignment into small
assignments, read directions out loud, visual prompts or cues.
A modification requires a structural and/or cognitive change in the level of material.
Presentation of subject matter using specialized curriculum written at a lower level of
understanding
Adapting or simplifying texts
Lowering reading level of assignment
Accommodations/Modifications for ELL Students in General Education

Classrooms
Opportunities to discuss material with other students to increase comprehension
Graphic organizers to display information and to organize student ideas
Visuals (photos, diagrams, charts videos etc.) to increase comprehension
Objects for students to observe and manipulate to add meaning
Alternative assessment strategies (drawing, speaking, demonstrating, dictating, etc.)
Teacher demonstrations/role-plays of procedures and concepts
Models of desired end products provided
Increased use of examples and varied explanations
Modify speech: speak slowly, repeat, limit vocabulary and sentence length
Pre-teach necessary vocabulary

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