Lesson/Unit of Study Planning & Reflection Guide

Lesson/Unit Title: A Triangle with Altitude

Content Area(s): Mathematics - Geometry
Grade Level(s):
th
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th
#egin/$nd %ates: &e'ruary ()"*
Teacher +ame: ,illiam Glass
Learner Outcomes
At the end o- this lesson/unit. what did you e/0ect your students to 1now. understand. and/or 'e a'le to do2
3lease align this learning to your current district curriculum standards and common core where a00lica'le4
5tudents will 'e a'le to determine the height o- an o'6ect relative to the ground4
Common Core ! 75G-58T4A4(. 75G-58T4#4*. 75G-58T4C49. 75G-58T4C4:. 75G-58T4C4;
5tudents will 'e a'le to incor0orate an online technology to 0rovide estimates. evidence o- measurement.
calculations. and conclusions using right triangles and trigonometry4

,ith A4* we can show the two triangles in the mirror solution are similar 'ecause each has a right angle
and each has one o- the angles o- incidence and re-lection -or the mirror4 Using A4<. similar triangles
0ro0ortions allow -or -inding a missing measure -or two triangles having two congruent angles4 =ou need
two corres0onding length measures -or each triangle where one o- those measures is the un1nown4
Goal A4( involves similarity -or two right triangles which leads to a 0ro0ortion a'out their side lengths4
50eci-ically this a00lies the idea o- Geometric Mean4
Core goals C49. C4:. and C4; relate to trigonometric ratios in right triangles4 The clinometer 0rovides the
angle o- elevation to the to0 o- the tree4 The students will have to measure the eye height o- the viewer and
the distance to the tree along the ground to -ind the missing height4
,hich levels o- #loom>s Ta/onomy will 'e addressed ! identi-y the level and the related learning4 (=ou
may use the original or the revised -ramewor14)
8emem'ering ! 5tudents will use the language o- mathematics (as it a00lies to a real-world situation) to
identi-y im0ortant measurements and e/0lain as a team how their in-ormation is incor0orated into their
conclusions4
Understanding ! 5tudents will demonstrate their understanding 'y inter0reting a real-li-e situation as it
a00lies to theoretical mathematics4
Analy?ing ! 5tudents will integrate their understanding a right triangles with measuring devices to
determine actual measurements which would 'e very di--icult to otherwise o'tain4
$valuating ! 5tudents will com0are an estimated answer (hy0othesis) to a mathematically calculated
answer4
Creating ! 5tudents will 0resent their conclusions in their own creation with a video (,ideo/=ouTu'e) or a
we'site (,ee'ly) or a 'log (Glogster)4
Teacher Technology Use
,hat delivery strategies will 'e utili?ed 'y the teacher during instruction2
5tudents will 'e shown a video e/0laining the a00lications o- Geometric Mean or Trigonometry to solving
triangles (-inding missing 0arts)4 5tudents will use a modeling com0uter a00lication such as GeoGe'ra or
Geometer>s 51etch0ad to e/0eriment with right triangles4 @n 0articular they will com0are triangle altitude to
leg and hy0otenuse lengths and the relationshi0 o- right triangle side lengths to the acute angle measures4
,hat technology will 'e utili?ed 'y the teacher during the delivery o- instruction2 ,hy2
@ will use Chrome'oo1s with a lin1 to the relevant videos so students can watch the videos at their 0ace4 @
will use a 0ro6ector and the Geometry modeling so-tware to demonstrate the use o- the modeling tools
'e-ore the students wor1 inde0endently4
,hich +$T5-T will 'e met 'y the e--ective a00lication o- this technology2
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,hat. i- any. s0ecial arrangements will need to 'e made -or this technology to 'e readily availa'le2
Lin1s to the online Geometry so-tware and lin1s to the relevant videos will 'e 0osted to my class we'site so
students can 0roceed on their own com0uters at home4 A -unctional 0ro6ector and connected Chrome'oo1s
are necessary -or students to a00ly the technology4 5tudents may access the Chrome'oo1s 'e-ore school.
during class. and a-ter school4
Student Technology Use
,hat 0roduct(s) will students 0roduce to demonstrate their learning2
5tudents will create a video or 'log or we'site e/0laining their measurement 0rocesses. calculations. and
conclusions4 Their 0roduct should ma1e a com0arison o- their initial estimate to their calculated results4
,hat technology will 'e utili?ed 'y students throughout their learning2 (%uring research. 1nowledge
construction. 0roduct develo0ment. assessment) ,hy2
The students will use 0hotos or videos on a device such as a Chrome'oo14 The 0hotos and/or videos will 'e
so-tware-edited -or the 0ur0oses o- their -inal 0roduct4 Additionally. they will record measurements with
'asic or advanced measurement devices such as a laser sight4 A Geometry modeling so-tware will allow -or
detailed illustration o- the real-world situation4
,hich +$T5-5 will 'e met 'y the e--ective a00lication o- this technology2
"a. "'. "c. (a. ('. (d. <c. <d. Aa. A'. Ac. Ad. *a. *'. *c. 9a. 9'. 9c. 9d
,hat. i- any. s0ecial arrangements will need to 'e made -or this technology to 'e readily availa'le2
A classroom set o- Chrome'oo1s is availa'le -or my use4 5tudents will use the Chrome'oo1 cameras or
their own devices to record their 0rogress4
Ethical/Responsible/Legal Use of Technology
,hich digital citi?enshi0 +$T5-5 and +$T5-T are relevant to this lesson/unit o- study2
+$T5-5 *a. *'. *c
+$T5-T Aa. A'. Ac
7ow will these standards 'e modeled2
@ will model a00ro0riate co0yright use 'y using my own illustrations and 0hotos4 Credits will 'e 0rovided
-or the videos shown4
,hat instruction will 'e 0rovided -or these standards2
@ will show a video a'out a00ro0riate in-ormation use 0rovided 'y our high school media s0ecialist4 7e will
also serve as a resource in veri-ying ethical and res0onsi'le use o- in-ormation4
ssessment
,hat criteria will 'e used to measure the success o- student achievement in the content standards2 @denti-y
any strategies and tools to 'e used4
@ will assess the accuracy o- their measurement results4 To ease this 0rocess @ will steer the students toward
measuring items @ can measure in multi0le ways to com0are results4 Additionally. students will 'e a'le to
com0are their wor1 to students in other classes as the -inal 0roducts will 'e availa'le online4
7ow will the e--ectiveness o- the student use o- technology 'e assessed2 (Tools. 0rocesses. B)
A ru'ric is develo0ed to determine that the student use o- technology was e--ective and a00ro0riate4
Reflection
@denti-y the successes o- this lesson/unit o- study2 ,hat went well2
This unit went well 'ecause the students were a'le to see the a00lication o- content learned in a Geometry
class4 3utting their results into a -inal 0roduct made availa'le -or others to view resulted in im0roved e--ort4
@t is re-reshing to ta1e the class away -rom a white'oard lecture4
,hat were the challenges o- this lesson/unit o- study2 ,hat did not go so well2
The ma6or challenge is monitoring the student grou0s as they move to the areas where the measurements
will ta1e 0lace4 There is only one o- me and there are several grou0s4 Another challenge is allocating
enough class time to show the students their o0tions -or 0resenting their -indings4
,hat advice would you give yoursel- or others to im0rove this lesson/unit o- study2
To im0rove -uture im0lementation. show success-ul and unsuccess-ul -inal 0roducts4 7ave enough tools on
hand4 @t>s 'etter to have too many mirrors and ta0e measures rather than wanting more4 Ta1e a day a wee1
'e-ore the 0ro6ect to have students ma1e clinometers and 0ractice using them4