Keller, Ward, Reardon, Lupo Unit Introduction/Rationale: Chapter 8: Special Triangles and Trigonometry In this unit, students will

learn the Pythagorean Theorem and use it to find relationships in special right triangles such as 30, 60, 90 and 45, 45, 90. Students will learn to define the sine, cosine, and tangent ratios and use these trigonometric ratios and their inverses to solve for unknowns in right triangles. Students will learn to apply these ratios in real-life problems to solve for height and distance using angles of elevation and depression. Lastly, the students will be introduced to vectors by learning to describe them using speed and direction and solve problems that involve vector addition. Upon beginning this unit, students will know basic properties of triangles. For example, students will know the sum of the interior angles adds to 180 degrees, be able to differentiate between isosceles, equilateral, and right triangles, and will know properties of similar triangles. The students will also know how set up and solve ratios and proportions, been introduced to the idea of inverse functions, and know how to plot points in the Cartesian plane. Because many of the students are not highly motivated we have incorporated a lot of hands-on and problem-based activities to better engage their interests. Throughout the unit, we bring in many manipulatives to class and incorporate technology in our lessons. To meet the needs of the English Language Learners, many lessons do not have the students write notes on their own, instead they are given handouts and have to fill in missing information and draw the pictures on the board. When we planned for group work, we were careful to pre-assign groups before class to insure that the English Language Learners were with students that would help them understand.

Date

Brief Description of Content and Lesson

?Technology, Special Activities, Manipulatives, Problem-Based, Instructional Strategies? This day will require 24 laptops with each laptop having Geometers Sketchpad downloaded on it. The instructional strategy will be a problem-based lesson. This will be our unit hook in introducing the chapter. This lesson will be more towards a lecture for the instructional strategy. The technology involved in this lesson is the Smart board.

Monday May 5

Day 1 will start off by doing a discovery-based lesson. Each student will have his or her own laptop and we will be working with the mathematical program, Geometers Sketchpad, to prove the Pythagorean theorem. There will be no homework assigned.

Tuesday May 6

This is Ashleys full lesson plan. She will teach the Pythagorean theorem and its converse. The students will learn various application, including real world applications, when solving for the unknowns for given triangles. Homework will be assigned at the end of the class. The homework will be on page 420, 1-26 evens and will be collected on day 3. Day 3 will go over 8-2-special right triangles: This is Micahs full lesson plan. He will teach on special right triangles. He will have students derive the ratio for 45/45/90 triangles using the Pythagorean Theorem and then derive the ratio for 30/60/90 triangles using an equilateral triangle. Homework will be assigned at the end of the class and it will come from pg. 428 #1-6, 914, pg. 429 #17-22.

Wednesday May 7

This is a problem based lesson. Students are never given the ratios of the sides in special right triangles. They are given that as a problem and then they are expected to derive the ratio on their own using what they know about triangles and what they learned the day before (Pythagorean Theorem).

Thursday May 8

Day 4 will be a review of sections 8.1-8.2. We will review solving for missing side lengths for right triangles using the Pythagorean theorem and we will review the properties of special right triangles. Homework will be assigned at the end of the class.

This lesson will be predominately lectured based. We will complete various problems to review for the quiz on the Smart Board.

Homework will be page 461-462, 1-13. Friday May 9 Day 5 is a half-day. We will be giving a quiz over sections 8.1-8.2. This quiz will be approximately 25 minutes long. There will be no homework assigned for day 5. There will be no use of technology on day 5. There will be no teaching strategies since we are just administering the quiz. This lesson will be predominately lectured based. There will be no use of technology today.

Monday May 12

Day 6 will be a mini lesson on 8-3: The Tangent Ratio. We will start off with a warm-up with reviewing last weeks material then we will do various examples with solving for missing lengths/angles of triangles by using the tangent ratio. Day 7 (8.4) will be a lesson over the sine and cosine ratios. This is Steves full lesson plan. He will use the mnemonic SOH CAH TOA to help develop the relationships that the functions sine, cosine, and tangent have with right triangles. Assign questions 116 even as well as 17-26 all and 28, 31, 32, and 35 for homework. Day 8 will be Makenzies full lesson plan on 8-5- angles of elevation/depression. The homework will be page 447, numbers 1-18 only evens. Day 9 will be a mini review of sections 8-3,8-4,8-5. We will do multiple examples to review for the quiz the following day. The homework will be to study for the quiz and pages 462-463, numbers 14-30. Day 10 will be quiz/math computer game/pass out grade reports. If a student has missing work he or she must complete their work before they play the math game. There will be no homework assigned unless a student still has missing work, then their homework is to complete it. NO SCHOOL!

Tuesday May 13

This lesson only uses bongos, an Elmo, and individual calculators for the students. The instructional strategy will be lecture based.

Wednesday May 14

This lesson will be a problem based lesson

Thursday May 15

There will be no technology used in this mini lesson. The students will be given a handout to review for the quiz Laptops will be used for the students who do not have any missing work. The mathematical game that the students will be playing is called Counting Carrots. => NO CLASS!

Friday May 16

Monday May 19 Tuesday May 20

Students will be introduced to vectors on this day. First, they will be presented conceptually to students (using a Nerf Gun) and then they will be shown how to

Today, we will use a Nerf Gun to help students see how

describe vectors both as coordinates <x,y> and as a magnitude pointing at an angle from an axis. Wednesday May 21 Students will be introduced to vector addition on this day. First, it will be shown to them conceptually using a Nerf Gun and gravity vector addition. Then, they will be shown how to describe vector addition using the tip to tail and parallelogram method and adding corresponging parts of vectors. Day 13 will be the review day. We will go over any material the students wish to cover. The left over time will be used to play a review game, Jeopardy!, where the winning team will earn 3 bonus points on the test.

vectors work and are applied.

Today we will use a Nerf Gun to help students see how vector addition works with a Nerf Gun and gravity.

Thursday May 22

The technology used today will be a SMART Board for an interactive game of Jeopardy! The instructional strategy used today will be studentbased/student-led. There will be no teaching strategies since we will be administering the unit test.

Friday May 23

Day 14 will be our unit exam. This exam will cover all of the sections for chapter 8 in the textbook. The students will have the entire 50-minute period to complete the exam. There will be no homework assigned for day 14.

Name: Steve Keller Date: Day 1 and 2 Time allotted: 50 minutes (2 day lesson) Number of students: 24

I.

II.

Goals for Day 1 and Day 2 1. To use Geometers Sketchpad to discover the Pythagorean theorem 2. To solve for the unknown lengths by using Pythagorean theorem 3. To use the converse of the Pythagorean theorem to classify triangles by their angles. 4. 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 (G-SRT.6) 5. Use trigonometric ratios and the Pythagorean theorem to solve right triangles in applied problems (G-SRT.8). Objectives for Day 1 and Day 2

1. The students will be able to state the Pythagorean theorem 2. The students will be able to find the length of a missing leg of a right triangle by using the Pythagorean theorem 3. The students will be able to determine if the given triangle is a right triangle by testing if it satisfies the Pythagorean theorem. 4. The students will be able to classify the triangle if the triangle is acute or obtuse. III. Materials 1. Each student will need his or her own laptop 2. Each student will need his or her own calculator. 3. Each student will need his or her own Geometers Sketchpad worksheet. 4. Each student will need a copy of the notes for day 2 IV. Motivation 1. Explain to the class, Class, since everyone did so well on the last unit exam, we will be working with the laptops today with the math program, Geometers Sketchpad, to investigate some mathematical properties. Today will be our first day of our new unit so we are going to explore the start of our new unit. Transition: Explain to the class that working with the laptops is a privilege and that I know every student in here can handle being mature with working with technology. Explain to the class that each student will have their own individual laptop, but they will be working with their usual partners. Each student must complete his or her own worksheet and must turn it in at the end of the period. Finally, let the class know that if students cannot act like adults when working with the laptops, they will be asked to complete a worksheet while reading the book. The goal of todays lesson is discover a very well known property of right triangles.

V.

Lesson Procedure for Day 1 1. Tell class to go get their laptops, go sit next to their usual partners, and pass out the Geometers Sketchpad worksheet. 2. Walk around the class to make sure that everyone stays on track. Here is the worksheet for the GSP. 3. Have students turn in their worksheet once they are finished. In this activity you will be discovering an alternate proof of Pythagoras Theorem. This geometric proof of his theorem was known millennia before Euclid or even Pythagoras was around! Follow the step-by-step directions and have fun!

1. Construct a right triangle ABC like the diagram below. a. Make the segment AB. b. Double-click point B to make it the center point. c. Highlight only the segment of AB and the point A. d. Go to the TRANSFORM tab, click ROTATE for 90 degrees. (This should make point B the right angle of the triangle) e. Do not unclick anything, go to the TRANSFORM tab, click DILATE by 2/1. f. Then connect the bottom line segment AC making this line the hypotenuse through the construction menu. i. Highlight points A and C. ii. Go to the CONSTRUCT tab and construct the line segment. 2. Build squares off of each leg of the triangle and label respective to the diagram. a. Mark point A the center point. b. Highlight line AB and point B. c. Go to the TRANSFORM tab, click ROTATE for 90 degrees. d. Mark point F (reference the diagram below) the center point. e. Highlight line AF and point A only. f. Go to the TRANSFORM tab, click ROTATE for 90 degrees. g. Then connect the last line segment GB through the CONSTRUCT tab. h. Repeat for the squares off of lines BC and AC. 3. Extend the altitude through the square on the hypotenuse and label respective to the diagram.

a. b. c. d.

Highlight point B and line AC or line ED. Go to the CONSTRUCT tab, click create perpendicular line. Highlight line AC and the newly constructed altitude from (3b). Go to the CONSTRUCT tab, click intersection (this should create point K) i. Repeat to find point J. e. [Optional] Highlight points B and J only and create a line segment. Click on the altitude above the right triangle (outside of the figure). Go to the DISPLAY tab, click hide. (This will insure your figure looks exactly like the diagram instead of the line BJ extending past the diagram on both top and bottom.) 4. This altitude (constructed in (3b)) divides the square DEAC into two uneven rectangles.

5. The altitude also divides the original triangle into _____ _________(angle) ____________ [The (angle) refers to what type of triangles the original triangle is divided into i.e. obtuse, acute, or right] 6. Using the labels from the diagram, what type of polygon is EABJ? ________(angle: obtuse, acute, or right) 7. Construct the longer diagonal of this figure, polygon EABJ from step 6 with line BE. 8. What polygon have we now formed with ABE? ____________(angle: obtuse, acute, or right) ___________________ 9. In regards to the smaller rectangle off of the hypotenuse that we have been focusing on, polygon EAKJ, what is the area of the polygon ABE? In other words, denote the area of EAKJ = t, what does the area of ABE equal in terms of t? [Hint: What is the area formula for polygons such as ABE? It may also help to physically measure the area on your diagram.] ________________

10. Now construct a line FC.

11. Measure the area of polygon FCA and polygon ABE. a. Highlight the three points F, A, C only. b. Press command P. 12. The area of FCA is equal to the area of ABE. Why? Explain. [Hint: Use congruency theorems. Notice angle BAC is shared by both obtuse triangles.]

13. If we were to slide point C down to point B (this keeps the area of triangle FAC unchanged because sliding the point down a parallel line to the other leg doesnt change the height of the triangle), we will notice that the area of FAC is equal to exactly half of square AFGB. Knowing this, how are the square AFGB and the smaller rectangle EAKJ related?

14. Construct line AI. This creates another obtuse triangle. What is the area of this triangle ICA equal to in regards to the square constructed off of leg b, square BHIC? [Hint: Think of what the height is of

obtuse triangle ICA. Still having trouble, think of what we did in step 13.]

15. Construct line BD. What can we say about the areas of the two newly constructed obtuse triangles ICA and DBC?

16. Explain, what you found out in step 15, how triangles ICA and DBC are related, in the same way we did for triangles EAB and FCA in step 12. [Hint: Notice that angle ACB is shared by both obtuse triangles.]

17. By applying what we learned in step 13, what can we say about the areas of square HICB and rectangle DJKC?

18. Write a formula for square DEAC in respect to squares AFGB and HICB. DEAC = 19. Lets define the squares AFGB = a2, HICB = b2, and DEAC = c2. How can we obtain c2? Write a formula to obtain c2. Does this look similar to something we did yesterday? c2 = 20. Reflect on the formula you just wrote for c2. Now, compare the formula you wrote in step 18 to the formula in step 19. How does it all relate to the diagram on the third page (or the one you just created)? Why does this formula make sense? Write a paragraph for your reflection.

Transition: Good morning class. I just wanted to thank you for how well behaved you all were yesterday when we were working with the laptops. Today we will be going over what you learned yesterday and extending the concepts to applications.

VI.

Lesson Procedure for day 2 1. Have the class take out their Geometers Sketchpad worksheet that was completed the previous day. Ask the class what their findings were. Lead the class to have a short discussion on their conjectures of the relationships between side lengths and the length of the hypotenuse for right triangles 2. Explain to the class that their conjecture on the relationships between the legs of the triangle and the hypotenuse is a well-known right triangle relationship called the Pythagorean theorem. This theorem is named for Pythagoras, a Greek mathematician who lived in the sixth century B.C. 3. Pass out the note sheet to each student. Figure 1 4. Write the Pythagorean theorem on the Smart Board: In a right triangle, the sum of the squares of the lengths of the legs is equal to the square of the length of the hypotenuse and draw this picture on the smart board. So this theorem only works for if the triangle is a right triangle 5. Ask the class: In this picture, what would be considered the legs of the triangle, and what letter would be considered the hypotenuse of this triangle? What does that little box that connects the segment a and segment b together mean? (Remind the class that little box means that the angle is a right angle or 90 degrees if needed.) 6. Have a student come to the board and label the legs of the triangle in Figure 2 figure 1. 7. Start off with example two on page 418. Ask the class, i. What are we looking for? Is our unknown a leg or a hypotenuse? ii. Is our triangle a right triangle? iii. Label the triangle; what is your A, B, and C? 8. Explain to the class that when we are solving these problems, we should always ask ourselves these two questions. 9. Since A and B are the legs of our triangle, A = 20, B=21 and since x is our hypotenuse, we are looking for C. 10. Complete the steps in solving the problem, ask the class to repeat the Pythagorean theorem: i. A2 + B2 = C2

ii. 212 + 202 = C2 We just substituted our values for A, B, and we are looking our the value of our hypotenuse. iii. 441 + 400 = C2 iv. 841 = C2 We combined like terms in this step getting a very simple equation that we can now easily solve. v. We want to solve for C, the operation that undoes an exponent is take the square root, and remember, whatever we do on the right hand side of the equation, must be done on the left hand side also. Figure 3 vi. This will be our value for the hypotenuse for figure 2. 11. Complete another example i. Ask the class: What are we looking for? Is our X unknown a leg or a hypotenuse? 3 cm ii. Is our triangle a right triangle? iii. Now label your side lengths, what is A, what is B, what is C? 4 cm 12. Have the students complete this problem on their own first, give about 2 minutes for completion. Walk around the room as the students complete the problem to assess if there are any issues. i. Explain to the class that it doesnt matter which value (3cm or 4cm) you choose for A and B, just as long the values for A and B represent the legs of your triangle. 13. Invite one student to come to the board and solve the problem. Ask various questions like: Why did you combine 9 and 16? Why did you take the square root of 25? Make sure the student remembers to add the units to the Figure 4 final answer. 14. Complete another problem with a little variation. Ask the 10 cm following questions: X i. What are we looking for? Is our unknown a leg or a hypotenuse? ii. Is our triangle a right triangle? iii. Now label your side lengths, what is A, what is B, what is 8 cm C? 15. So in this problem, our unknown side length is a leg, and we know the lengths of one leg and the hypotenuse. So as I said earlier, it doesnt matter whether we choose A = 8 and B as our unknown or A as our unknown and B = 8cm. For this problem, I will choose B = 8cm and we will find the measure of length A. So lets set up this problem by first stating and writing down the Pythagorean theorem. i. A2 + B2 = C2 ii. A2 + 82 = 102 We just substituted our values for B, C, and we are looking our the value of leg A. iii. A2 + 64 = 100 We just evaluated 82 and 102

iv. A2 = 36 We subtracted 64 from both sides to get A2 by itself v. A = We took the square root of both sides to get A by itself vi. A = 6 cm This will be the measure for leg A in figure 4. 16. In the beginning of class I mentioned that the Pythagorean theorem only works for a right triangle. We can use the converse of this theorem: If the Figure 5 square of the length of one side of a triangle is equal to the sum of the squares of the lengths of the other two sides, then the triangle is a right triangle. So lets do an example to determine if a given triangle is a 85 cm right triangle 13 cm 17. Is this triangle a right triangle? 2 2 2 i. A + B = C ii. 132 + 842 ?= 852 * You will always substitute the greatest 84 cm length for C iii. 169 + 7056 ?= 7225 We just simplified iv. 7225 = 7225 Since we have a true statement, this triangle is indeed a right triangle. 18. Lets do another example. A triangle has sides of lengths, 16,48, and 50. Is this triangle a right triangle? (Have the students work on their own first) Tell the students if they get stuck, drawing a diagram could help visualize the problem. Walk around the room to see if the students are drawing the triangle correctly and assess their knowledge on this problem. 19. Invite a student to come to the board and show that this triangle is not a right triangle because the sum of the squares of the legs does not equal the square of the hypotenuse. 20. Explain to the class that you cannot assume that a triangle is indeed a right triangle just because the picture looks like it is a 90-degree angle. The only way to 100% know that the angle is a right angle if it has that little box like explained earlier. 21. You can also use the squares of the lengths of the sides of a triangle to find whether the triangle is acute or obtuse. i. If C2 > A2 + B2 then the triangle is obtuse ii. If C2 < A2 + B2 then the triangle is acute 22. So for the last problem, the sum of the squares of the legs = 2560, and the sum of the square of the hypotenuse = 2500 i. 2500 < 2560, since C2 < A2 + B2 then the triangle is acute 23. Classify the triangle whose side lengths are 6, 11, 14 as acute, obtuse or right. i. 142 ?= 62 + 112 Compare C2 to A2 + B2. Substitute the greatest length for C ii. 196 ?= 36 + 121 iii. 196 > 157 Since C2 > A2 + B2 then the triangle is obtuse iv. Explain to the class that when you are testing to see if the triangle is a right triangle, you must put a question mark either next to the equal sign or above the equal sign of your equation because we are testing to see if that equation is a true statement.

24. Complete one more example: A triangle has sides of lengths 7, 8, and 9. Classify the triangle by its angles. Have the students work individually on this problem first. Walk around to assess if the students understanding of this concept. Invite a student to come to the board and show their work. 25. Ask the following questions to the student who comes to the board: Why did you substitute 9 for C? Why did you put a question mark above the equal sign? What is the criterion for a triangle to be acute? VII. Closure o So we started the class by just having a conjecture about the relationship between the lengths of legs and the length of the hypotenuse for a right triangle. We then found out that your conjecture is called the Pythagorean theorem and it is only valid for right triangles. We went through various cases for solving either A, B or C, when C was always our hypotenuse with applying the Pythagorean theorem. Then we used the converse of this theorem to test whether or not the given lengths for a triangle was a right triangle. Finally, we learned how to classify a triangle by its angles by given its lengths of each side. Extension o If time permits after step 25, have the students complete the real world application problem on page 418, example 3. I think that it is always a great idea to intertwine a real world example into math sections just so the students can get a look of how they could possible use Pythagoreans theorem outside of the classroom. Have the students draw a diagram to explain what the question is asking. Also, have the class answer the critical thinking question once the problem is completed. Assessment o Assessment in this lesson takes place in four different forms. First, I asked various questions to the class like, In this picture, what would be considered the legs of the triangle, and what letter would be considered the hypotenuse of this triangle? to assess if they knew the difference between a leg of a triangle and the hypotenuse (Step 5). Another question I asked to the classwas, What are we looking for? Is our unknown a leg or a hypotenuse? to assess if the students know what they are exactly looking for (Step 11). Another form of assessment was when I decided to have the students complete the problem on their own first while I walked around to see their work (Step 12). I also invited a couple of students up to show their work on the Smart board like in steps 19 and 24. Finally, I asked various questions when the students were up at the board explaining their work like in steps 13 and 25. Also, homework will be assigned at the end of class. The homework will be page 420, 1-26 evens and will be collected the following day. NCTM Process Standards o During day 1 of this lesson, I used the NCTM process standard of reasoning and proof. The Geometers Sketchpad activity allowed the students to make and investigate mathematical conjectures about the Pythagorean theorem. Also,

VIII.

IX.

X.

throughout my day 2 lesson, I constantly asked my students to explain their reasoning when they showed their work. o During day 2 of my lesson, I used the NCTM process standard of connections. During my extension, I had the students complete a real world application of when they would actually use the Pythagorean theorem outside of the classroom. Also, in the homework I assigned, there was another real world application that the students needed to complete.

Name(s): Micah Ward (Ashley Lupo, Makenzie Reardon and Steven Keller) Date: 5/7/11 (Day 3) Grade Level: 10 Course: Geometry Time Allotted: 50 min Number of Students: 24

I. Goal(s): To derive, understand and apply formulas relating to special right triangles (Common Core Standards G-SRT.4: Prove theorems about triangles and GSRT.5: Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.) II. Objective(s): The student will derive the formula for finding the sides of a triangle with angle measures of 45, 45 and 90. The student will apply the formula for triangles of angle measures of 45, 45 and 90 to find the lengths of missing sides. The student will derive the formula for finding the sides of a triangle with angle measures of 30, 60 and 90 The student will apply the formula for triangles of angle measures of 30, 60 and 90 to find the lengths of missing sides. III. Materials and Resources: Each student will need paper and pencil. The teacher will need a SMART Board. IV. Motivation 1. Tell students, So far, weve dealt with finding the third side of right triangles, given two of the sides. Today were going to start working with finding two sides of triangles, given one of the sides and knowing something about the triangles angles. 2. On the SMART Board is one such triangle and, believe it or not, you do have the tools to find the lengths of all of the sides and the measures of all of the angles. 3. The problem will be a triangle with one angle labeled as a right angle, the other two angles marked as congruent and the hypotenuse labeled as having a length of 1.
Transition: Work in groups at your table to come up with the measures of those other two angles and the lengths of the other two sides.

V. Lesson Procedure

4. It is likely that most groups will be able to figure out that both of the other angle measures are 45, but students will likely struggle with finding both of the other sides. As students come up with the other angle measures, have someone solve for those angle measures on the SMART Board. 5. As students work toward finding the other two side lengths, ask leading questions like, Does the fact that two of the angles are congruent tell us anything about the sides? and, Knowing that two of the sides are congruent and knowing what we learned yesterday (Pythagorean Theorem), can you think of a way to find the other two sides? and, Try assigning a variable to the two unknown sides and setting up an equation. 6. As all of the groups are able to solve the problem, have one student solve the problem up on the SMART Board and explain the solution. 7. Present the formula for the sides of a 45/45/90 triangle both as having side lengths 2/2, 2/2, 1 and 1, 1, 2 and talk about how the second one looks nicer and is a little bit simpler, but describing these triangles as having a hypotenuse of 1 is much more useful when it comes to something called the unit circle which will be used all of the time in Trigonometry. 8. If time doesnt seem to be an issue, have students solve 2 practice problems on the SMART Board to check for comprehension.
Transition: 45/45/90 triangles are one type of Special right triangles that we are learning about today. The other special angle measures that we will learn about are 30/60/90 triangles.

9. Finding the side lengths of these triangles is a little bit trickier because none of the side lengths are the same, but it can be done in a way similar to how we did the 45/45/90 triangles, using an equilateral triangle. 10. Present 30/60/90 triangle/equilateral triangle problem to students and have them work in groups. 11. As students are working on finding the side lengths of one half of the equilateral triangle, depending on time, have students come up at different times to put up parts of the problem: (1) The shorter leg is the hypotenuse and why, and (2) Assigning a variable and setting up an equation for finding the other leg of the triangle. 12. As groups are completing the problem, have a student go up to the SMART Board and finish the solutions to the problem. 13. If time allows, show students the two practice problems on the SMART Board to check for comprehension. VI. Closure 14. Talk about how these ratios hold true for every triangle with angle measures of 45/45/90 and 30/60/90 and if students forget the values, they can always rederive it in the way that we just did and/or double check their values with the

Pythagorean Theorem if they arent completely sure. Then, assign homework: pg. 428 #1-6, 9-14, pg. 429 #17-22. VII. Extension As groups are finishing early deriving the ratios for side lengths for 45/45/90 triangles have them relate those ratios to a square and ask them what they can say about the diagonals of a square. As students are finishing deriving the ratios for 30/60/90 triangles, have them relate those triangles back to equilateral triangles and ask them what they can say about the height of all equilateral triangles and then, consequently, the area. VIII. Assessment If time is available for it, students understanding of each kind of special right triangle will be assessed after the ratio of each is derived via 2 questions on the SMART Board. Individual groups progress will also be assessed as the teacher walks around and monitors their progress on deriving the side ratios. IX. NCTM Process Standards Through presenting the formulas for special right triangles as a problem, this uses NCTMs Process Standard of Problem Solving: Build new mathematical knowledge through problem solving. Students had to come up with the ratios on their own, using tools they already had, but applied in new ways Although it is a simple proof, in deriving the ratios for special right triangles, students are proving the ratios existence: NCTM Process Standard of Reasoning and Proof: Develop and evaluate mathematical arguments and proofs.

Day #: 4

Lesson Title: Mini Review of the Pythagorean theorem and its converse and special right triangles. The goal of day 4 is to review sections 8-1, 8-2 (the Pythagorean theorem and its converse and special right triangles)

Goal:

Objectives:

The objectives of day 4: The students will be able to state the Pythagorean theorem The students will be able to find the length of a missing side of a leg by using the Pythagorean theorem given a right triangle The students will be able to determine if the given triangle is a right triangle by testing if it satisfies the Pythagorean theorem. The students will be able to classify the triangle if the triangle is acute or obtuse. The students will be able to determine the missing side lengths when given either a 30-60-90 triangle or a 45-45-90 triangle. The students will be able to find the missing variable (either an angle or side length) when given either an angle or any side length. This lesson for day 4 is a mini review of section 8-1, and 8-2 to prepare for the quiz for the following day. We will first start off by stating the Pythagorean theorem and completing some examples that apply this theorem on the Smart board. We will go over various examples of either finding the missing side length or the hypotenuse of a right triangle. We will then go through some examples of classifying whether the triangle is a right, acute, or obtuse triangle using the converse of the Pythagorean Theorem (page 419 example 5). We will then move to section 8-2, special right triangles. Start off by reviewing 4545-90 and 30-60-90 triangles and their properties. Compete example 2 on page 426 and example 4 on page 427. If time permits, have students work in groups to complete example 5 on page 427.

Lesson Summary (one paragraph maximum)

HW

Assign book homework page 461-462: 1-13

Day #: 5

Lesson Title: Half day QUIZ over sections 8.1 and 8.2.

Goal:

The goal of day 5, May 9th, is to have the students complete a quiz over sections 8.1-8.2 of the textbook and the material covered in class day 1 day 4.

Objectives:

The student will be able to state the formula of the Pythagorean Theorem.
Given two side lengths the student will be able to calculate the third side length. The student will be able to classify a triangle as acute, right, or obtuse based off of three given side lengths.

The student will apply the formula for triangles of angle measures of 45, 45 and 90 to find the lengths of missing sides. The student will apply the formula for triangles of angle measures of 30, 60 and 90 to find the lengths of missing sides.
Lesson Summary (one paragraph maximum) Since this day is a half day, only five minutes will be given at the beginning of the class period to allow for review before the quiz is handed out. The review will be silent self-student-motivated. After five minutes are up the quiz will be handed out. The quiz will cover the objectives listed above and consist mainly of calculation problems, one or two real-life example problems, and a problem stating the formula for the Pythagorean Theorem. The students will be notified that once they complete the quiz they are to turn it in and quietly work on something at their desk until everyone is done or the bell rings, whichever comes first. If everyone finishes before the bell the teacher will go over the quiz with the class as a discussion asking them which ones they had troubles with. The teacher will not reveal any answers (in case someone was absent or the teacher has a duplicated class later in the day) but rather just discuss what the students thought of the problems and possibly give a few similar examples if time allows.

HW

This is a Friday before a long weekend. The teacher will give the students the weekend off and not assign any homework other than suggesting looking over the next section 8.3.

Day #: 6

Lesson Title: The tangent ratio

Goal:

The goal of this lesson is to use the tangent ratios to determine side lengths in triangles.

Objectives:

Objectives for this lesson: Given two side lengths of legs for a right triangle, the student will be able to solve for the length of the hypotenuse by using the tangent ratio. Given a right triangle with one unknown angle, and the length of any side, the students will be able solve for all unknowns angles and length using the tangent ratio for the triangle.

Lesson Summary (one paragraph maximum)

Start the day off with a short warm-up that includes two problems from section 8-2, special triangles (page 428, 17-18). Hand out notes to students that have been partially filled out for them to complete. Start by explaining what the tangent ratio is which it is the length of the leg that is opposite of the angle divided by the length of the leg that is adjacent to that same angle. Put up an example of a 3-4-5 triangle and have the students find what the tangent ratio is for that triangle. Do another example of finding the tangent ratio-page 433, example 1. Do an example that involves an unknown side length and the students need to use the tangent ratio to solve for that side length, page 433, example 2 (do a couple examples of this page 434). Complete example 3 on page 434 to show how to use the inverse tangent to find the measure of the missing angle. Complete examples 11,13,16 on page 435. Assign homework

HW

Book homework: page 434:1-10 all, page 435: 11-22, only evens

Name: Steve Keller Date: Day 7 Course: Tenth Grade Geometry Time Allotted: 50 minutes Number of Students: 24

I.

Goals:

To develop an understanding of the relationship that the functions sine and cosine have with triangles.
(CC.9-12.G.SRT.6) Define trigonometric ratios and solve problems involving right triangles. (CC.9-12.G.SRT.7) Define trigonometric ratios and solve problems involving right triangles. Explain and use the relationship between the sine and cosine of complementary angles. (CC.9-12.G.SRT.8) Define trigonometric ratios and solve problems involving right triangles. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

II.

Objectives: The student will be able to determine the measure of an angle given any two side lengths. The student will be able to determine a side length given an angle measure and a side length. The student will be able to find the sine ratio. The student will be able to find the cosine ratio. The student will recall how to find the tangent ratio.

III.

Materials and Resources: Elmo White Board/Chalk Board Calculators for individual students Bongo

IV.

Motivation 1) Put up the first problem under the Elmo, this problem would have all three side lengths labeled while enticing the students use the tangent ratio to solve for the missing angle. Now, do you guys remember from yesterday how to solve this problem? Allow time for them to figure out how to solve the problem. Once someone answers how to solve the problem ask, But, what if I took away this side length? How are you going to find the measure of this angle knowing the length of the hypotenuse and the length of one of the legs? Practice some wait time to see if anyone has an idea. After no one shouts out a right idea say, Well

today we are going find out. In order to find the missing angle without both legs we use different trigonometric functions. [If one of them guesses that we use different trigonometric functions improvise and go with it. Possibly ask if he/she knows what trigonometric functions to use.] V. Lesson Procedure: 2) 3) 4) 5) 6) Ask the students to take out their notebooks for note taking. Be ready to silence groans from the crowd. Go to the white/caulk board and draw a right triangle on the board. Label one of the inside angles theta. Label the corresponding sides: leg adjacent, leg opposite, and hypotenuse.

Transition: Now, for the tangent ratio it was leg opposite over leg adjacent. To find the sine ratio we use leg opposite over hypotenuse and to find the cosine ratio we use leg adjacent over hypotenuse.

7) Write on the board: Tan (theta) = leg opposite/leg adjacent Sin (theta) = leg opposite/hypotenuse Cos (theta) = leg adjacent/hypotenuse 8) Have the students grab a calculator. 9) Do an example on the board of how to find the missing angle using all three ways. [You will be showing that you receive the same answer no matter whether you use the tangent ratio, sine ratio, or cosine ratio.] Example: 3, 4, 5 triangle. 10) Ask the students to find theta using all three different ways. 11) After the students are given some time to work on the problem have three students come to the board and show their work for the three different ratios to find the missing angle, theta.
Transition: So, we have three different ways to find a missing angle of a right triangle. But how are you going to remember which ratio goes with which trig function? Im not going to allow you to have a cheat sheet when it comes to the test, so you are going to have to remember it somehow. Of course, you are allowed to remember it anyway you want, but here is how I remembered was taught it when I was in school. This mnemonic expression worked so well that I know people that havent taken a math class since high school and they still remember it.

12) Bring a bongo out to the front of the classroom and as you pound on the drum chant SOH CAH TOA, SOH CAH TOA. 13) Write on the board SOH CAH TOA. This is how I always remembered which trig function to use.

14) Start beating on the drum again and have the students do the chant with you to help the students remember the mnemonic. 15) Have students raise their hands and say again what the mnemonics stand for. 16) Remind students to take notes in their notebooks. 17) Write on the board an 8, 15, 17 right triangle with T and G being the non-right angles of the triangle. 18) Have the students find all three trig ratios for each angle T and G. 19) Have a student come to the board and write one answer. Do this for all six. 20) Have students explain their work one by one. 21) Ask if there are any discrepancies. Address any accordingly.
Transition: Just like the tangent ratio, sine and cosine also have an inverse function.

22) Place page 440 of the textbook underneath the Elmo. Have the students look at example 3: Using the Inverse of Cosine and Sine. 23) Walk the students through the example. 24) Write problems 5, 7, and 9 from page 441 in the textbook on the board. Do number 5 as a class and then tell the students to work on the other two on their own. [DO NOT tell the students that these are problems from their book because they can look up the answers in the back of the book. If anyone brings this to the attention of the class tell the students that you wish for them to answer the questions anyway because the back of the book does not give reasoning for the answer nor does it show work. Explain that the selected answers in the back of the book are there to be reference to check if your answer is right, not to be used to copy down answers to get out of doing work.] 25) After the majority of the class has finished the problem call on one student at a time to come up to the board to show the class how to solve each problem. VI. Closure: 26) If it seems like the student have a feel for the lesson let the students move on to their homework assignment. If the students dont seem to know when to use each of trig functions go over a few more examples stressing the SOH CAH TOA mnemonic. 27) Ask the class, So what was the chant we learned today? Start beating on the drum and have the class chant it together.

28) Call on three different students to recall what the three words stand for. [Make sure the mnemonic has been erased from the board so that the students arent simply reading the answer to the question off of the board.] 29) Assign questions 1-16 even as well as 17-26 all and 28, 31, 32, and 35 for homework. VII. Extension: As an extension the teacher will draw out several of the triangles from the odd problems in the book. If more time allows, also go over problem 19 from the homework assignment. Number 19 is sin(x)=(cos(x))(tan(x)). By going over this problem the students will be able to get an idea of where some of the trig identities come from as well as how to solve problems 18 and 20 from the homework assignment because they are similar. VIII. Assessment:
Teacher will have students come up to the board to solve problems. Teacher will walk around the classroom to check student understanding while the students are working on problems on their own. Teacher will ask questions to assess understanding. Teacher will assign homework to be graded.

IX.

NCTM Process Standards: Reasoning and Proof:

Some of the problems in the homework ask the students to make mathematical conjectures such as in problem number 28.

Communication:
Students are asked throughout the lesson to come to the board and represent their work on the board. While at the board they are to explain to the students what they are doing.

Connections:
The teacher connects this sine and cosine lesson with the tangent lesson the day before.

Name: Makenzie Reardon Date: Day 8 (May 14) Grade Level: 10 Course: Geometry Time Allotted: 50 minutes Number of students: 24 I. Goals: Common Core State Standards for Mathematics: (http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf): Unit 2: Similarity, Proof, and Trigonometry: Define trigonometric ratios and solve problems involving right triangles. o G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. o The main focus of this lesson is to use the three trigonometric ratios the students have already learned and apply them to use angles of elevation and depression to solve real-life problems. II. Objectives: The students will be able to distinguish the difference between an angle of elevation and angle of depression by using a horizontal line of sight. Given an angle of depression from one object to another, the students will be able to provide the angle of elevation because of congruency of alternate interior angles. Given an angle of elevation from one object to another, the students will be able to provide the angle of depression because of congruency of alternate interior angles. The students will be able to interpret a diagram into words using angles of elevation/depression and distances between objects. After reading a word problem, the students will be able to draw a detailed diagram to help visualize the given information. The students will be able to use the tangent ratio to solve for unknown distances when given one distance and the angle of elevation or angle of depression. The students will be able to solve for an angle of elevation or depression using the three inverse trig ratios when given two distances. Materials and Resources: o Yard stick for every student (24) o Activity sheet for every student (24) o Calculators for every student (24) o Wrap-up sheet for every student (24)

III.

IV.

Motivation: (5 minutes) 1. Suppose you are vacationing in downtown Chicago and you are on the same street as the tallest building in North America, Willis Tower. Because the building is so tall, you know you can see it from really far away, so how far you are from the tower can appear a lot closer than what it actually is. You can see the tower and want to go inside, but you are trying to decide if it is too far to walk and if you should hop on the bus. How far would you be willing to walk, a mile? (wait for students to respond) Lets agree that if you are less than a mile away, you will walk, but if you more than a mile away, you will take the bus. Willis Tower is 1483 feet tall. (draw a picture of the building on the board and label it as 1483 feet). We dont know how far away you are, so lets draw you down the street about right here (draw a person and a straight line as the street), and we will label the street as x because that is the distance we are trying to find. Someone saw you looking at the building, and told you that the angle from where you are standing to the top of the building is 20 degrees. a. I will ask students where they think the 20 degree angle will go. So far on the board I have drawn the adjacent and opposite sides of the triangle, and if students do not realize where the 20 degrees should go, I will draw the hypotenuse connecting the top of the building to the person. If the students say that the 20 degree angle should go at the top of the building, I will remind them that they were told the angle was from where they were standing. 2. Does this diagram remind you of anything we have learned this week? a. I will wait for students to respond and expect them to say something about trig ratios or right triangles, but not necessarily specify that it is the tangent ratio. I will then ask them to tell me the three trig ratios they have learned and write them on the board. 3. Who has an idea of what trig ratio we should use to find the distance? a. If it seems that the students quickly recognize it is tangent, I will ask them to take a minute to find the distance. b. If the students do not seem to agree it is tangent, I will ask them to tell me the parts of the triangle we have and I will write them on the board. After we write that the opposite is the tower which is 1483 and the adjacent is x which is the distance on the street, they should quickly recognize they have enough information to set up a tangent ratio. I will then have the students use their calculators to find the distance and will ask for answers. c. After giving students time to find the distance, I will ask for answers and work through the steps on the board. I will set up the ratio on the board, tan 20=1483/x and then show the step x=1483/tan 20 and x=4075 feet so that the steps are clear to everyone and it makes it easier for the two English Language Learners to follow along. 4. So what is our conclusion? Do we walk or take the bus? a. I will remind students that a mile is 5280 feet if necessary, and we will all conclude that we will walk because we are less than a mile away.

V.

Lesson Procedure (38 minutes) 5. To begin the lesson, I am going to pass out the activity sheet (please see the next page for a copy of the worksheet which I adapted from an activity from the NCTM illuminations website) and group the class into six pre-assigned groups of four students each. I will make sure the English Language Learners are with two other English-speaking students so the other students can help them if they do not understand. 6. Today we will be doing an activity outside. You should make sure you have the warm up written down and take it outside with you as a guide. We will spend 15 minutes outside so you need to stay focused to make sure you get done in time. Im here to help so let me know if you have a question. 7. We will spend the next 15 minutes outside and the students should have plenty of time to get the measurements down. I only gave the students 15 minutes outside to make sure they stay focused and not have time to get wound up. 8. As the students are completing the activity sheet, I will be walking around and checking their work. If the students are all stuck on how to find the angle from the ground to the sun, I will call them back together and lead them in the right direction by comparing it to the warm-up problem. I will tell the students that I am more concerned with them getting all the measurements taken while they are outside, and if they cant complete everything, we will have a couple minutes when we get back inside to work together. 9. When we get back inside, I will ask what everyone got for the angle from the ground to the sun to be, and take a class poll and have students raise their hand for yes or no if they think everyone should have gotten about the same angle. I will have someone explain why we should have gotten the same angle and why they should be different. a. Students who say they should be the same will recognize that the angle from the ground to the sun will not change for different people unless they took their measurements at different times of the day. b. Students who say they should change may have a misconception that it will change with a persons height and I will briefly explain that if a person is shorter than another, they will have a shorter shadow so they should get the same angle as a taller person with a longer shadow. 10. For Part C of the activity, I will have one member from each group come to the board and draw their diagram and what they chose to measure for their object and write their work and final answer on the board. 11. As a class, we will go through each diagram to see if their work, diagrams, and predictions are correct. 12. Introducing the idea of angles of elevation and depression should not take a long time because the students have already had a lot of practice completing right triangles using the three trig functions and their inverses. 13. The activity we did today is a new section we are going to learn about that uses something called the angles of elevation and depression. Angles of elevation and depression are real-world applications to find the trig ratios we have been doing this week. In the activity we just did, the angle from the ground to the sun is called the angle of elevation. If you look at the diagram you drew for the warm-

up earlier, you can see that the angle of elevation is the angle made from the street to the top of the tower. However if someone was standing on the top of the tower and looking to where you originally were standing, it would be called the angle of depression and would be 20 degrees as well. (I will draw these on the board and use a different color marker to illustrate the angle of elevation and depression). I am going to have you all open your book to page 445 because your book has a diagram that does a good job of illustrating this idea. The angle of elevation and angle of depression are congruent because they are alternate interior angles (referring the hot air balloon diagram on page 445). 14. Because the students have their books open, I will go through the example 2 on page 446 to save time because the problem is already worked, but I will reproduce the steps on the board. 15. Next, we are going to do two examples as a class which are the quickchecks 2 and 3 in the book on page 446. a. Quickcheck 2: You sight a rock climber at a 32 degree angle of elevation. The horizontal ground distance to the cliff is 1000 feet. Find the line-of-sight distance to the rock climber. b. Quickcheck 3: An airplane pilot sights a life raft at a 26 degree angle of depression. The airplanes altitude is 3 km. What is the airplanes distance from the raft? i. For each problem, I am going to give the class a little bit of time to draw the diagram and have a volunteer come to the board to draw the diagram and ask for another volunteer to come to the board to write the trig ratio and solve the problem. The students can work individually or with the people next to them. Everyone will be responsible for drawing the diagram and calculating the answer before the volunteers do it on the board. 1. Possible student errors: when the students draw their diagram, they may misread the information and place angles and distances at the wrong places. After the volunteers draw their diagrams on the board, either I or the volunteer will carefully go through why they labeled each length/angle where they did.

What can I learn from my

Materials: You will need to take a calculator and yard stick outside with you. Work with the members of your group to complete all three parts of the activity.

Part A: Recall what you have learned about trig ratios.

1. The three trig ratios are sine, cosine, and tangent and they can be written as Sin = __________ 2. Find x in each ratio. Tan 45=x 75 x=_____ Tan x=12 40 x=_______ Cos = __________ Tan = __________

Part B: Measure the height of one person in your group and then measure the length of that persons shadow. Please measure in terms of INCHES.
3. Use your yard stick to measure how tall a group member is. Height = _________ inches. 4. Use your yard stick to measure the length of that same group members shadow. Shadow = _______inches. 5. Using the warm-up as a guide, draw a right triangle that uses your group members height and shadow. The height of the group member is the ___________ of the triangle. The shadow of the group member is the __________ of the triangle. Use the appropriate trig ratio to find the angle from the ground to the sun. (hint: where should the sun go in your diagram?)

Part C: Measuring an object. Please measure in terms of INCHES.

6. Use your yard stick to measure the length of the shadow of an object Shadow = ________ inches. 7. Without measuring the object, find the height of it using a trig ratio. It may be helpful to draw a picture. (hint: you will use the same angle you used in part B, why?)

Height = ______inches.

8. Is the height you found a realistic approximation for the height of the object? .

VI.

Closure (5 minutes) I will end the lesson by recapping the new ideas we did today by passing out the wrap-up sheet (please see the following page). I will ask volunteers to help complete the handout and will write the answers on the board to make sure the ELL students understood what was said. If time allows, I will have a few students come draw the scenarios they drew on the handout on the board. Extension (2 minutes) As an extension, I will have each student draw a situation (which can be the one they used for the wrap-up sheet) and that uses either an angle of elevation or angle of depression switch with their neighbor to work each others problem. Assessment Each student will be held accountable to participate in the activity and the groups are to work together to discover the answers. Groups will be responsible for sharing with the class what they discovered during the activity. While I am teaching the lesson, students will be given wait time to work the problems individually or with their neighbors, and a few students will come to the front of the class to explain their work. Every student will complete a wrap-up sheet in addition to the activity sheet. Lastly, there will be a homework assignment (page 447, 1-18 evens) from the textbook that is due the next class period.

VII.

VIII.

NCTM Process Standards: (http://www.nctm.org/standards/content.aspx?id=322) o Recognize and use connections among mathematical ideas This lesson meets this Connections NCTM process standard because the students will connect what they already know about using trig to solve for unknowns in a right triangle to solve for unknowns in a real-life situation that involves a right triangle. o Recognize and apply mathematics in contexts outside of mathematics This lesson meets this Connections NCTM process standard because the students will draw detailed diagrams to help visualize given information in real-life word problems and the students must apply what they know about trig ratios while doing the activity outside. Almost every problem in this lesson is a real-life problem and the students have to label real-life diagrams as the opposite, adjacent, and hypotenuse sides of a triangle. o Build new mathematical knowledge through problem solving This lesson meets this Problem Solving NCTM process standard because the students will actually complete an activity using an angle of elevation before learning about angles of elevation and depression. The students will have to rely on what they already know about trig ratios to discover a new idea.

What Have I Learned Today?

We can use trig ratios in real life scenarios to find the height of objects, length of distances, and angles of elevation and depression. Angles of elevation and depression are formed by the _____________ line between a persons line of sight and the object they are looking at. An angle of elevation is used when a person is looking ___________. An angle of depression is used when a person is looking __________.

Draw an example of a scenario where we use an angle of elevation.

Draw an example of a scenario where we use an angle of depression.

Day #: 9

Lesson Title: Review of the Tangent, Sine, and Cosine ratios and Angles

of Elevation and Depression

Goal:

The goal of this lesson is to review sections 8-3, 8-4, and 8-5 (the three trig ratios and angles of elevation and depression.)

Objectives:

The students will be able to state the three trig ratios using the names of the sides of right triangles (SOHCAHTOA). The students will be able to identify the adjacent, opposite, and hypotenuse sides of a triangle. Given a right triangle with the measures of at least two sides, the students will be able to give the other two angle measures by using inverse trig functions. Given one angle measure and one side length of a right triangle, the students will be able to give all side lengths and all angle measures using the appropriate trig ratio. The students will be able to distinguish the difference between an angle of elevation and angle of depression by using the horizontal line of sight. The students will be able to interpret a diagram using angles of elevation/depression and distances between objects. After reading a word problem, the students will be able to draw a detailed diagram to help visualize the given information. The students will be able to use trig functions to solve for unknown distances when given one distance and the angle of elevation or angle of depression. The students will be able to solve for an angle of elevation or depression using inverse trig ratios when given distances in problems.

Lesson Summary (one paragraph maximum)

Todays lesson is a review for the quiz that the students have tomorrow that will cover 8-3, 8-4, and 8-5. Every student will have a handout on the review that they need to fill out throughout the lesson. The handout should help the English Language Learners follow along. We will complete the handout as a class but the students will be responsible for volunteering answers and coming to the board to show examples. The handout will have students write the three trig ratios. The handout will have students complete 6 trianglesone using each trig function and its

inverse. The handout will also have two word problems that have the students find the distance between to objectsone using an angle of depression and one using an angle of elevation. As a class, we will finish completing the handout during class so the students can use it to study for the quiz.

HW

The homework for the day will be studying for the quiz and numbers 1430 on page 462-463.

Day #: 10

Lesson Title: Quiz on the Tangent, Sine, and Cosine ratios and Angles of

Elevation and Depression.

Goal:

The goal of this lesson is to assess students understanding of sections 83, 8-4, and 8-5 (the three trig ratios and angles of elevation and depression.)

Objectives:

The students will be able to state the three trig ratios using the names of the sides of right triangles (SOHCAHTOA). Given a right triangle with one side and one angle measure, the students will be able to complete the triangle using the appropriate trig ratio (sine/cosine/tangent). Given a right triangle with two sides, the students will be able to use the inverse trig ratios to solve for all angle measures. The students will be able to distinguish the difference between an angle of elevation and angle of depression by using the horizontal line of sight. After reading a word problem, the students will be able to draw a detailed diagram to help visualize the given information. The students will be able to use trig functions to solve for unknown distances when given one distance and the angle of elevation or angle of depression. The students will be able to solve for an angle of elevation or depression using inverse trig ratios when given distances in problems.

Lesson Summary (one paragraph maximum)

The second quiz of the unit will be given today. The quiz will have the students state the sine, cosine, and tangent ratios, solve for unknowns in triangles using trig ratios, and diagram/word problems on the angles of elevation and depression. The students will have 30 minutes to complete the quiz and they should not be pressed for time. If the English Language Learners have a hard time with the vocabulary, they will have the option to come in and get help during the teachers plan period and their study hall. After the students are done with the quiz, everyone in the class will get a printed grade report that shows their missing assignments. They will have the remaining class time to work on missing assignments which need to be turned in the following week before the unit test if they want to receive credit for them. Students who complete their missing assignments during class or do not have missing

assignments will grab a laptop and play Vector Investigation: Boat to Island on the NCTM illuminations website. Vectors will be taught the next class period so this game will introduce the idea, but students do not need to have prior knowledge of vectors to be able to do the online activity.
HW

There will be no homework other than completing missing assignments as shown on their grade reports.

Day # 11 Goal:

Objectives:

Lesson Summary

HW

8-6: Vectors Day 2 Students will have an understanding of vectors, vector properties and vector addition: Common Core N-VM.2: Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point - Students will describe vectors as ordered pairs <x,y> - Students will describe vectors as a magnitude, pointing at an angle from an axis Begin by using a Nerf gun to describe vectors conceptually. After doing so, use the SMART Board to initiate activities/examples to talk about how to describe vectors. First, talk about vectors as <x,y> coordinates and then as pointing at an angle from an axis. Relate <x,y> labeling of vectors to the Pythagorean Theorem and angle/magnitude labeling of vectors to sines, cosines and tangents. Also, show how to convert back and forth between the two using tangents. Pgs. 455-456 #1-16

Day #: 12 Goal:

Objective(s):

Lesson Summary:

HW:

8-6: Vectors Day 2 Students will have an understanding of vector addition: Common Core NVM.4a: Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes. - Students will add vectors visually using tip to tail and parallelogram methods. - Students will add vectors represented both in <x,y> form and in the form of a magnitude pointing at an angle from an axis. - Students will solve problems using vector addition. Begin with the Nerf gun again, talking about the initial vector of the dart and the gravity vector affecting it. Also, have a discussion about why the dart begins to go downward (gravity), why it slows down (air resistance) and why the tip begins to point more downward (the tip is heavier than the rest of it). Then, using the SMART Board, describe vector addition using the tip to tail method, as well as adding corresponding coordinates. Then talk about adding vectors that are described as a magnitude pointing at an angle from an axis as adding sines and cosines of the magnitudes respectively and how that relates to <x,y> coordinates. Pg. 456 #17-27

Day #: 13 May 22

Lesson Title: Chapter 8 Review Game. Jeopardy!

Goal:

The goal for today is to have fun! and to review Chapter 8.

Objectives:

The student will be able to state the Pythagorean Theorem.

The student will be able to state the formula for the Pythagorean Theorem. The student will calculate the missing leg of a right triangle given the other two. The student will determine if a triangle is acute, right, or obtuse give three side lengths. The student will apply the formula for triangles of angle measures of 45, 45 and 90 to find the lengths of missing sides. The student will apply the formula for triangles of angle measures of 30, 60 and 90 to find the lengths of missing sides.

The student will be able to determine the measure of an angle given any two side lengths. The student will be able to determine a side length given an angle measure and a side length using trigonometric ratios. The student will be able to find the trigonometric ratios given a right
triangle.

Given a right triangle with the measures of at least two sides, the students will be able to give the other two angle measures by using inverse trig functions. The students will be able to distinguish the difference between an angle of elevation and angle of depression by using the horizontal line of sight. The students will be able to interpret a diagram using angles of
elevation/depression and distances between objects. The students will be able to use trig functions to solve for unknown distances when given one distance and the angle of elevation or angle of depression.

The students will be able to solve for an angle of elevation or depression using inverse trig ratios when given distances in problems. Students will describe vectors as ordered pairs <x,y>.
Students will describe vectors as a magnitude, pointing at an angle from an axis.

Students will solve problems using vector addition.

Lesson Summary (one paragraph maximum)

The teacher will ask if there are any questions regarding the homework from the night before or anything covered in the chapter. When questions are asked the teacher will address them accordingly. Once the questions are addressed the class will play a review game, Jeopardy! The teacher will have the class divide into 6 teams of 4 and explain to the class that the review game will be played as a combination between scholar bowl and a standard game of Jeopardy!, there will be 30 questions each getting increasingly harder as the points get larger with a few daily doubles here and there. The categories will be as follows: Pythagoras, Special Right Triangles, Trigonometry, Angles of Elevation/Depression, Vectors, and Grab Bag. The teacher will prepare two rounds of 60 questions to be placed in their respective categories covering a review of the chapter. The game will be prepared on the SMART Board so that when a box is selected the question will appear on the board. The students will then be given time to answer the question as a group and the first group to ring their bell gets to answer. If correct that group will receive the points, if not, that group will lose the respective amount of points and another team will be given a chance to answer. If nobody gets a question right the teacher will walk the students through the question. The game will be played until the end of the period and the winning team will receive 3 bonus points on the test. STUDY!

HW

Day #: 14

Lesson Title: Unit Exam

Goal:

The goal of day 14 is to formally assess the students knowledge on all of the section in chapter 8.

Objectives:

The objectives for day 14 are the following The students will be able to find the length of a missing side of a leg by using the Pythagorean theorem given a right triangle o The students will be able to determine if the given triangle is a right triangle by testing if it satisfies the Pythagorean theorem. o The students will be able to classify the triangle if the triangle is acute or obtuse. o The students will be able to determine the missing side lengths when given either a 30-60-90 triangle or a 45-45-90 triangle. o The students will be able to find the missing variable (either an angle or side length) when given either an angle or any side length. o The students will be able to write the sine, cosine, and tangent ratios for a given triangle. o The students will be able to solve for all unknowns for a given triangle by using the SOH-CAH-TOA relationship. o The students will know the difference between an angle of depression and an angle of elevation. o The students will be able to solve for all unknowns for a given triangle by using the properties of angles of depression and elevation. o The students will be able to describe the difference between a terminal and initial point in a vector. o The students will be able to correctly draw a vector on the Cartesian plane. Then by using SOH-CAH-TOA, the students will be able to solve for the missing coordinates. o The students will know how to add, subtract, and multiple vectors. The entire class period will be devoted for the unit exam. It will cover sections 8.1-8.6. The class will have exactly 50 minutes to complete the exam. This exam is a closed book and an individual exam. o

Lesson Summary (one paragraph maximum)

HW

There will be no homework assigned for day 14.

# 1

Learning Objective Given a right triangle with one side and one angle measure, the students will be able to complete the triangle using the appropriate trig ratio (sine/cosine/tangent).

Assessment Item

Complete the right triangle by finding every side length and every angle measure of the given triangle. A captain of a sailboat sights the top of a lighthouse at a 17 degree angle of elevation. A navigation chart shows the height of the lighthouse to be 120 m tall. How far is the sailboat from the lighthouse? (page 450, #8) Youre locked out of your house and the only open window is on the second floor, 25 feet above ground. You need to borrow a ladder from one of your neighbors. Theres a bush along the edge of the house, so youll have to place the ladder 10 feet from the house. What length of ladder do you need to reach the window? (from http://blossoms.mit.edu/video/pythagorean/pythagorean-overview.pdf)

The students will be able to use the tangent ratio to solve for an unknown distance when given the height of an object and the angle of elevation to that object. The students will be able to find the length of a missing leg of a right triangle by using the Pythagorean Theorem in a real life situation.

Students will solve problems using vector addition.

The speed of a powerboat in still water is 35 mi/hr. It is traveling on a river that flows directly south at 8mi/hr. The boat heads directly west across the river. What are the resulting speed and direction of the boat? Round your answers to the nearest tenth. (page 456, #26)

Students will apply the formula for triangles of angle measures of 45,45,90 to find the lengths of missing sides.

A square has a 40-cm diagonal. How long is each side of the square? Round your answer to the nearest tenth of a centimeter. (page 430, #10)