Lesson Plan- 30-60-90, and 45-45-90

Student: Justin Maravegias Course: EDU 521-02 Grade: 10 Topic:30-60-90, and 45-45-90 Professor: Ricky Moroney Date: Day 1 Content Area: Trig

NYS Common Core Standards: G-SRT 8,10-11 *The 45-45-90 triangle is also called an isosceles right triangle Instructional Objectives After a lesson on 30-60-90 and 45-45-90 triangles, students will be able to determine the missing sides and angles of a triangle, given sufficient information, and be able to apply that knowledge if given similar triangles with 80% accuracy. They will learn that there is a relationship between the length of the legs and hypotenuse in each kind of triangle. Standards and Indicators G.SRT.6- Understand that by similarity, side ratios in right triangles are properties of angles in the triangle, leading to definitions of trigonometric ratios for acute angles.. Indicator: This will be evident when I directly teach the students about the characteristics of a 30-60-90 and 45-45-90 triangles and how to apply it in the example questions. This will be also evident at the end of the class, when we review what we have learned and discuss our findings.

Mathematical Practices 1 and 7- (1)Make sense of problems and persevere in solving them. (7) Look for and make use of structure. Indicator: This will be evident when the students work independently on example questions where they can apply to the two kinds of triangles.

Motivation The 'Do Now' will serve as motivation for the lesson. It will be a refresher on isosceles triangles that will eventually lead into the 45-45-90 triangle. Materials SMART Notebook, Textbook, Worksheet, Pen/Pencil, Calculators Adaptations For the student with visual impairment, they will be provided worksheets with larger font. They will also receive a copy of the SMART Notebook presentation in advance. For the student with a hearing impairment, they will be seated at the front of the classroom.

Differentiation of Instruction Tier I: Students will be able to understand relationships between the legs and hypotenuse for each kind of triangle but with the use of a calculator. Also, if it is a word problem, they have trouble drawing the triangle. Tier II: Students will be able to understand relationships between the legs and hypotenuse for each kind of triangle. They can also draw the correct diagram of a triangle if given a work problem. They still rely on their calculator to do all of the calculations. Tier III: Students will be able to understand the hypotenuse/leg relationship in the two kinds of right triangles and do not need the use of a calculator unless absolutely necessary. Developmental Procedures The students will walk into the classroom with a 'Do Now'. The students will have to list everything they know about a 45-45-90 triangle. After a few minutes the teacher will then ask "What do we know about this triangle? Where is side a?b?c? Do we know anything about the length of any of the sides (2 are the same)?" Once this is done the teacher will go over the hypotenuse/leg ratio of a 45-4590. The teacher will also go over why this is true by using the Pythagorean theorem. The teacher will then go over a practice question with the students where they are given a right angle, a leg length of 14, and it is shown that the legs are congruent. "What is the length of q and why? How do you know what the missing angles are? Is this an isosceles right triangle? What is the length of p and why?" The teacher will now go over a question where they are given the hypotenuse and must find the length of the legs. The teacher will now show the students the aspects of a 30-60-90 triangle. The teacher will show a video proving the ratios of the sides in a 30-60-90 triangle. The teacher will show work as the students answer the questions. The teacher will then go over example questions, 1 where the smallest leg is given, 1 where the other leg is given, and 1 where the hypotenuse is given. If there is time left the teacher will use example questions that is on the students homework worksheet. Whatever questions are left over become homework.

Assessment Students will be assessed by their participation in class and responding to questions during the lesson. Students will explain their answers (step by step if necessary). The teacher will also give 5 practice problems at the end of the class. Students must answer 4 of 5 correctly. When they do individual work, students will show the teacher how they came to their respective answers.

Independent Practice Following the lesson, students will be given a homework assignment either from the textbook or a worksheet.

Follow-Up Direct Teacher Intervention: For those students whom I believe did not understand the lesson will be asked to meet after school or during a common free period to re-teach the core elements of the lesson and reassess their progress. Academic Enrichment: Students will construct their own triangle, giving the proper information and letting another student solve that problem.

Teacher References http://www.themathpage.com/atrig/30-60-90-triangle.htm http://www.themathpage.com/atrig/isosceles-right-triangle.htm Images www.angelfire.com http://www.ck12.org/concept/45-45-90-Right-Triangles---Intermediate/r2/ http://www.ck12.org/concept/30-60-90-Right-Triangles---Intermediate/r2/ http://answers.knewton.com/entries/20052523-GMAT-Geometry-What-is-the-value-of-xin-the-figure-above-30-60-90http://answers.knewton.com/entries/20052502-gmat-question-12-geometry-in-thediagrama-above-x-y http://upload.wikimedia.org/wikipedia/commons/1/15/Triangle_30-60-90_rotated.png Homework http://www.kutasoftware.com/FreeWorksheets/GeoWorksheets/8Special%20Right%20Triangles.pdf Video https://www.khanacademy.org/math/geometry/right_triangles_topic/special_right_triangl es/v/30-60-90-triangle-side-ratios-proof