Kel Henry

Integrated Tech Lesson Plan

Original Lesson Plan:
Time

Student Task

Teacher Task

10-12 min

Complete #1-5 Exploration 4-3c

Trigonometric Identities.

Teacher have volunteer answer questions 4

and 5. Teacher write answer on packet on
Doc Cam.

8 min

Students will brainstorm problem

solving techniques amongst their
group. Then, as a class, we will
come up with a list of strategies.
Examples are listed below.

Teachers will have students discuss in their

groups some problem solving techniques.
They will then share them aloud amongst the
whole class. This list will be provided on the
document camera during their next activity.

When solving trig proofs, what

strategies might you use to help you
solve the problem?
2 min

Students will receive the proof that

they will be responsible for showing
to the class.

We will describe the next activity. Students

will work in groups to complete a trig proof.
Each student is responsible for explaining at
least one step in their proof.

25-30 min

Students will complete the trig proof

that has been assigned to them.

Teachers will be resources for students as

they work on the trig proof they have been
assigned.

Students will then present their

proofs to the class. Each student will
describe one step of the proof with
justification.
10 min.
(5 minute
writing/5
minute
discussion)

Respond to discussion questions in

writing and through discussion

Facilitate the writing and dicussion of

Discussions Questions

Tips for proving trig identities

1. Re-expressing the function (in terms of sin and cos)
2. Find a common denominator
3. Substitution; using the trig properties (reciprocal, quotient, Pythagorean)
4. Dont forget algebraic rules!
1. Distributive property
2. Commutative property
3. Associative property

Integrated Tech Lesson Plan:

Day 1

Time

Student Task

Teacher Task

10 min

Complete #1-5 Exploration 4-3c

Trigonometric Identities.

Teacher will pass out a sticky note to each table

group. Each group will be responsible for writing
down a response. These responses will be shown
on the Document Camera. Students will check to
see that their responses match, otherwise seeking
a resource for clarification.

8 min

Students will brainstorm problem

solving techniques amongst their
group. Then, as a class, we will
come up with a list of strategies.
Examples are listed below.

Teachers will have students discuss in their groups

some problem solving techniques. They will then
share them aloud amongst the whole class. This
list will be provided on the document camera
during their next activity, and it will be available for
students to access on the teachers webpage for
students and parents/guardians.

When solving trig proofs, what

strategies might you use to help
you solve the problem?
2 min

Students will receive the proof

that they will be responsible for
showing to the class.

We will describe the next activity. Students will

work in groups to complete a trig proof. Each
student is responsible for explaining at least one
step in their proof.
When students complete their initial proof, they will
type in their solution into a corresponding Page in
a OneNote notebook. Once this has been
completed, groups may receive another proof to
solve.
I will provide students a screencast of myself
typing up a solution to a proof as an example. This
will help them to understand how to format their
solution and what work I am expecting in their
solution.

20 min

Students will complete the trig

proof that has been assigned to
them as a group. Once they
agree upon a solution, they will
go to the corresponding Page in
OneNote and type up their
solution.

Students will then present their

Teachers will be resources for students as they

work on the trig proof they have been assigned.

proofs to the class. Each student

will describe one step of the
proof with justification.

10 min

Students will watch as I

demonstrate how to create a
screencast on how to create a
screencast. As mentioned earlier,
I will also provide them access to
an example of myself voice
recording a proof.

I will demonstrate for students how to create a

screencast through Jing. Students will also be
shown where to access other resources for help in
creating a screencast.

10 min. end
of class
(5 minute
writing/5
minute
discussion)

Respond to discussion questions

in writing and through discussion.

Facilitate the writing and discussion of Discussions

Questions.
Teacher will describe that students are to create a
screencast of them justifying one solution to a trig
proof (that they did not complete in class). These
are then to be submitted to the teacher
electronically, so that these videos can be posted
as resources for student use.

ISTE Student Standard #2: Communication and Collaboration

Students will be working in groups to solve the trigonometric proof that they are assigned. Students are
then responsible for posting the solution they came up with to the Classs OneNote notebook. Each
student will then have access to all the trigonometric proofs that students worked on. These contributions
will support each individuals learning, since they are responsible for the creation of a solution to a proof,
as well as, a tutorial video describing a solution, as well as, support the learning of others since the whole
class will have access to the proof solutions and videos on how to solve them.
Students will be using a class assigned OneNote notebook as their way of turning in their daily
assignment. They are learning to use this collaborative tool because being able to work collaboratively in
groups is an important skill students should be working to master. OneNote also allows students to be the

creators of their own study materials (as this lesson plan shows). Having students create solutions that
their classmates can look at. This provides a way for students to potentially give feedback to one another
if they are confused as how to a group came to a solution. Instead of having students just work in groups
to solve the problem they were assigned, students now are creating a solution for their peers to review,
provide comments if necessary, and then to create a tutorial video on how to solve a different
trigonometric proof.
With this lesson plan, I designed it with the assumption that students are already familiar with OneNote. I
hope to teach my students how to use whatever shared learning space the school provides (OneNote,
Google Classroom, etc.) early in the school year. As far as the screencasting goes, I will be demonstrating
how to create one in the lesson. I will also be providing an example of a tutorial video (either myself, or a
students from years past).
Students who need language support will be given typed instruction (translated through Google translate).
Students who are absent will not be able to work on a trigonometric identity in a group, instead, they will
just have to create a tutorial video.
Students can submit their screencasts to me electronically as a URL. (What would be the most organized
way to receive these?)