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Assessment:
Differentiated Lesson Plan 2
I will know if my students are making progress on this objective based on their responses on the exit ticket. If they are
able to set up trigonometric ratios correctly.
Exit Ticket:
Choose one of the two following problems.
1. Find the sine, cosine, and tangent of angle C in the right triangle below:
sin C =
cos C=
tan C=
2. Draw a right triangle and label the sides with your chosen lengths. Find the sine, cosine and tangent of the angle of
your choosing.
Learner Variance:
What are your students strengths, needs, and preferences? How will you differentiate for
readiness, interest, and/ or learning profile?
I have determined my learner variance through getting to know my students personally and careful reflection of
individual's daily work and mastery progress (Tomlinson and Imbeau, 2010). Everyday I warmly greet my students at
the door. This provides an opportunity to get to know my students better. This is reinforced by the weekly restorative
circles, which my students and I participate in. Circles are a space for me to collect information about my students and
for my students to build bonds with each other. Through these spaces, I have found out about the interests, readiness
and preferences of my students, even related to classwork (Laureate Education, 2012a). For example, K.J. really enjoys
taking notes because she likes having something to refer back to. E.P. learns by asking clarifying questions. A.J. and
J.A. like to participate in groups but get nervous speaking individually. B.G. likes to use practice problems to
understand better and learns experientially. N.P. likes to come to the board, and she explains solutions to the class
extremely well.
My learners academic strengths are individual and are illustrated by their performance on the diagnostic. Group 1
demonstrated the least readiness for this topic based on the diagnostic. These students mastery percentage on
diagnostic test was less than 30 percent and these students struggled to label sides of triangles, find slope identify
congruent parts of triangles and with the concept of similarity. Group 2 scored between 30 percent and 45 percent
mastery of perquisite skills. Group 3 includes students with prerequisite skill mastery between 45 and 60 percent.
Group 4 contains student with mastery percentages between 60 and 75. Group 5 demonstrated over 75 percent mastery
of prerequisite skills and labeled almost all sides accurately on the diagnostic. Groups are ordered from lowest to
highest readiness in this lesson plan. Based on this data, all students need a review of how to identify sides as the
opposite leg, adjacent leg, or the hypotenuse.
In this lesson, I differentiate primarily by readiness because I am new to using differentiation. I plan to gradually build
strategies and its use in my room (Laureate Education, 2012b). I want to focus primarily on differentiating for
readiness by using tiered assignments, giving tiered choice in sense making activities and utilizing purposeful
groupings based on data (Tomlinson and Imbeau, 2010). My tiered group activity is also reflecting of learner profile
Differentiated Lesson Plan 3
because it allows for students to choose an activity that aligns with their learning preferences.
Engagement: Have a student pass out the classwork for today and introduce the new unit on Automaticity
(Lesson special right triangles. Discuss the importance of the triangles that will be covered
preview) today, trig ratios, for future math classes and for success during the remainder of the
Time: 4 min year in Geometry. Frame this topic as necessary for success in Algebra II and Pre-
Calculus and beyond. Connect this topic to college math courses and to its possible Elizabeth Borkowski 4/9/2017 5:54 PM
use in construction for building structures or surveying in construction. Comment [3]: Framing this topic was
essential for increasing engagement with the
We have spent significant time learning different methods to solve missing sides of material, and is very effective. A significant
right triangles. Ask students to list one formula or theorem used to solve for missing portion of my class is interested in attending
sides. college and in future success. Therefore, the
(Expected Student Response: Pythagorean Theorem/ Special Right Triangle ratios) choice to frame the content through this lens
connects learners to content (Tomlinson and
Explain that we will be using trigonometric ratios to solve for missing sides as well.
Imbeau, 2010, pg.14). Some of my students
This strategy is another tool in their tool box. currently work construction. The choice to
additionally connect content to all of my
MVP: Today, we will begin to learn about trigonometric ratios. students interests is important for engagement.
Elizabeth Borkowski 4/9/2017 6:49 PM
Introduction Teaching New
Comment [4]: This relates instruction to
of New Concepts content that we have been working on
Material: Begin the lesson by review terminology of triangles that will be used today prior previously and to students prior knowledge
Time: 20 min to beginning content - hypotenuse, opposite leg, and adjacent leg. Many students Automaticity (Tomlinson and Imbeau, 2010).
should be familiar with the term hypotenuse from previous lessons and adjacent
from a previous unit. Share/
Summarize
Differentiated Lesson Plan 4
Define trigonometric ratio and label diagram of right triangle. Use an arrow to
demonstrate opposite and compare to the arrow used to designate the hypotenuse. Ongoing
Learning &
Practice
Ask students label the second right triangle and check for understanding from
students on which sides represent the opposite and adjacent for right triangles.
On Slide 2, use the animation to remind students of the slope of a line. Use slope
to introduce the ratio of the two legs of a right triangle as the tangent of one of the
acute angles in the right triangle. In the animation on this screen, give students the
opportunity to change the angle and sides of a triangle and to see the
measurements of the slope and tangent (AgileMind, 2017). The students will learn
that tangent and slope are the same since the ratios are based on the sides of the
triangle in question (AgileMind, 2017). Allow students to manipulate the triangle
on panel 5 of the animation to generalize their observations (AgileMind, 2017). Elizabeth Borkowski 4/9/2017 6:32 PM
Comment [5]: I ask students to come to the
front to manipulate the various panels. I use
cold call cards to select students randomly to
participate by moving the diagram, reading the
text on the slides, and answering the questions
on the slides. These cold call cards ensure that
all students have the opportunity and
responsibility to speak, (Tomlinson and
Imbeau, 2010, pg. 116).
(AgileMind, 2017)
Differentiated Lesson Plan 5
(AgileMind, 2017).
Now define the sine, cosine, and tangent of a right triangle in the graphic
organizer. Students will copy down definitions on their guided note sheet before
introducing the mnemonic SOH CAH TOA.
S
O
H
C
A
H
T
O
A
Elizabeth Borkowski 11/28/2017 9:51 PM
Have students repeat SOHCAHTOA as a class chant. Comment [6]: This rhythmic repetition is
responsive to the learner profile of some of my
students, like J.M. and C.T. (Tomlinson and
Imbeau, 2010). These students learn better
with multiple repetitions and verbally. Students
had a lot of fun practicing this chant and
relating it to other words or phrases.
Differentiated Lesson Plan 6
(AgileMind, 2017)
Review sin A, cos, A and tan A using a think aloud to model how to apply
trigonometric ratios.
Give students 3 minutes to attempt sin B. Using cold call cards, call on one
student for sin B (Tomlinson and Imbeau, 2010). Prime Annieta and Jocelyn to
respond to cos B and tan B respectively (Tomlinson and Imbeau, 2010).
Cold call students and ask students to label the sides. Review the answers and
demonstrate how to solve using SOHCAHTOA.
Guided Students will work in similar readiness groups that have been determined using Teaching New
Practice: the diagnostic tests. Groups are ordered from lowest to highest readiness in this Concepts Elizabeth Borkowski 4/9/2017 6:48 PM
Time: 15 min lesson plan. Moreover, groups have been partially developed with concern for Comment [7]: There was initially some
negative relationships between students in the classroom. Share/Summariz pushback about groupings, but students joined
e in after some encouragement through positive
Frame groupings as a way to ensure that we are building a classroom where narration and repetition of the expectation. I
everyone is learning together and has an opportunity to share, learn and help typically employ turn and talks, or counting off
others to grow. Project groupings and give students 30 seconds to get into group. for group work as flexible grouping. This was
Display timer. a novel experience for my learners.
Elizabeth Borkowski 4/9/2017 6:23 PM
Groups are given a choice of activity , which accommodates for learning style and Comment [8]: Like the problems given in
readiness level. The opportunity to choose their activity will increase Erica Mozzzeralls Algebra classroom, these
engagement. Introduce each activity to the group and give each group an activities are tiered for readiness, but take into
opportunity to choose. Strongly encourage groups to challenge themselves. consideration learner style and allow for
Groups will read the instructions together. The activities are color coded for easy students to choose their own task (Laureate
Education, 2012d).
Differentiated Lesson Plan 7
recognition.
Closing: (9 Students receive choice on the exit ticket. This choice allows all students an Assessment
minutes) opportunity to demonstrate mastery or progress toward mastery of the objective. Review
Choice 1: Find the sine, cosine, and tangent of angle C in the right triangle below:
Differentiated Lesson Plan 8
Choice 2: Draw a right triangle and label the sides with your chosen lengths. Find
the sine, cosine and tangent of the angle of your choosing.
After all exit tickets have been submitted, ask student volunteers to summarize
one important thing they learned during todays lesson and state why it is
important. Students will be engaged because exit tickets and participation are a
part of their daily grade.
Works Cited:
Laureate Education, Inc. (Executive Producer). (2012b). Differentiating instruction- Managing the
Laureate Education, Inc. (Executive Producer). (2012d). Middle School Algebra- Differentiating
Tomlinson, C.A., & Imbeau, M .B. (2010). Leading and managing a differentiated classroom.