HSOE Lesson Plan Template

Cognitive and Metacognitive Development and Critical Thinking Lesson Plan

GRADE 10th -12th

SUBJECT Trigonometry

Students will learn to graph the sine function, by first using their own knowledge of graphing and
LESSON SUMMARY
the sine function to try themselves, then with my assistance. Using the strategies I provide,
students will graph the cosine function as well
Students will be asked to think critically at the beginning of class, in trying to graph the sine
function. I will utilize the “IDEALS” strategy suggested by Snyder &Snyder (2008), which will ask
students questions to help them think critically and metacognitively. In cognitive development,
How is Theory applied
Siegler (1988) states that students will use strategy choice when solving problems. The difficulty
in this lesson?
in mathematics is that students rely solely on “retrieval” and no other strategies to solve these
problems. In this lesson I will also give these students other strategies to use when graphing
functions.
OBJECTIVE.
What will your students be able to do?

Students will be able to graph the sine and cosine function and will have multiple strategies to graphing functions.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
During the lesson I will watch to see how the students progress towards graphing the sine function. If the students are able to
graph the sine function during their discussion, then they will have completed the objective. If the students are not able to
graph this function during this time, then I will provide them with strategies to graph them. Finally, I can assess their progress
as they attempt to graph the cosine function with my strategies. Mastery will be assessed during the Unit exam. Other
assessments of graphing these functions will be given in later lessons as warmup exercises.

COMMON CORE
How will you address Common Core standards?
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.

CCSS.MATH.CONTENT.HSF.IF.C.7.E
Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude.

These standards will be addressed by having the students analyze the key features of the sine and cosine functions and
determine how they are represented in the graphs of each function. The strategies I will discuss include graphing coordinates
and translating related functions. These strategies discuss features of the function can be related to their graph.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
As students work to graph the sine function, they will be allowed to work together and collaborate. If possible, I will pair ELL
students with bilingual students. Gifted students may be able to complete the graph quickly, I will then have these students go
to other groups and explain the strategy they used to graph the function.

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OPENING (10 minutes – suggested) MATERIALS/STRATEGIES
How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
5min I will give them a warmup exercise including the unit Complete warmup exercise Warmup will be displayed
circle. finding values of sine and on whiteboard. Students will
cosine using the unit circle. write their answers on a half
5min I will explain that they will work together to graph the Ex: what is the value of sheet of paper and turn in.
sine function. I will explain that the graph can help sin(135)?
us visualize the properties of periodic functions.
I will explain that are practice with the unit circle can
help us graph the sine function.
INDEPENDENT PRACTICE ( 25 minutes – suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Students will use paper and
15min I will break the students into groups of my choice, so Students will be engaged whiteboards to discuss their
they will remain productive. These groups will because they will be able to ideas.
include both gifted students and SN students to attack a problem for
create a diverse pool of knowledge. I will emphasize themselves. Students will They can also use their
the classroom rules, to remain respectful to your attempt mastery in their notes.
classmates. Groups will begin to formulate ideas on efforts to graphing the sine
how to graph the sine function. I expect confusion, function.
since many may believe the graph is the unit circle.
It is not, the unit circle holds right triangles within it
for us to extend to trigonometry. An opportunity for
extension will be for students to explain the
difference between the unit circle and the graph of a
trig function.

If the graph is found, I will ask to explain why this is

the correct graph. Explain the features and how they
match the sine function according to the unit circle.
What do the axes represent?
GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
IDEALS worksheet
This is not really guided practice, but I will assist the
15min students in their efforts to solve the problem. Each student will write out
their own thoughts about the
I will give students the IDEALS worksheet problem. Towards the end of
suggested by Snyder &Snyder (2008). The independent practice,
questions will be: students will start asking for
help. I believe this worksheet
Identify the Problem: What is the real will give them more
question we are facing? motivation to continue to
Define the Context: What are the facts that think about the problem.
frame this problem?

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 Enumerate the Choices: What are plausible To provide more extension, if
options? students have finished, I will
Analyze Options: What is the best course of ask them to work with
action? struggling students to discuss
their ideas (ELL and SN
List Reasons Explicitly: Why is this the best students).
course of action?
Self-Correct: Look at it again … What did we
miss?

This worksheet will get the students to think critically

and metacognitively about determining the graph for
sine.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

5min I will gather the students’ attention and ask for their Students will discuss their
inputs on how they determined the graph. We will strategies with me and the
analyze these thoughts as a class class and write notes on
5min I will explain the strategies we can use to graph all strategies for graphing.
functions. They can simply use inputs and outputs
and plot coordinates on the graph, but this also
requires for students to find a pattern in the data I believe misunderstandings
they collect to draw the graph. This would be the about the difference between
method students should use to graph the sine the unit circle and the graph
function. of the sine function will arise
5min I will then explain that we can find graphs based on during this time. I will try to
related graphs we already know. I will ask the have students explain this if
students to use one of these two strategies to graph possible, then I will explain
the cosine function in the closing of the class. the reason I presented
earlier.
Showing students multiple strategy choices will help
them cognitively in solving graphing problems in the In this discussion, visual,
future (Siegler, 1988). physical and vocal instruction
will take place to help all
I believe students will actively take in information students understand the
since they are gaining knowledge about a problem information.
they were struggling with. I will emphasize the two
strategies I discuss during this time, since they
outline the representation of graphs of functions

CLOSING ( 5 minutes – suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

TIME TEACHER STUDENTS

10min I will ask students to use the strategies I presented Students will complete this Closing exercise
to graph the cosine function. This should be a quick closing exercise before they
exercise. Then they will explain how working on their leave.
own helped them in graphing functions and write
something new they learned about graphs of
functions.

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 I will provide students with opportunities to master
these strategies over the next few lessons( a lot of
graphing) and throughout the school year, since
these are strategies to be used with any function.
HOMEWORK (if appropriate). How will students practice what they learned?

Graph sin2(x). Discuss how you found this and give reasons why this is the correct graph. Describe the key features of the
graph.

Resources

Kuhn, D. (2000). Metacognitive Development [PDF File]. Current Directions in Psychological Science,
9(5), 178-181.

Siegler, R. S. (1989). Mechanisms of Cognitive Development [PDF File]. Annual Review of Psychology,
40(1), 353.

Snyder, L. G., & Snyder, M. J. (2008). Teaching Critical Thinking and Problem Solving Skills [PDF File].
Delta Pi Epsilon Journal, 50(2), 90-99.

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