TGC Fellow Unit Template *

School/Location: Central High School, Phoenix, Arizona

Unit Title: Trigonometry
Time Needed: 28 one hour class periods

Prepared by: Dawn Maxwell

Subject:
Geometry
Grade: 9-10
Unit Summary:
This unit is on the use and understanding of trigonometry in geometry. This unit will cover the three basic trigonometric ratios, the Pythagorean
Theorem, bearings, sine and cosine rules, drawing sine and cosine graphs 0 to 180 degrees, and using each method in solving real world
problems.
Stage 1 Desired Results
Established Goals
Transfer
Use trigonometric ratios and Pythagorean Theorem to collaborate and Students will be able to independently use their learning to(real
solve right triangles in applied probl-ems and demonstrate creative,
world purpose)
complex thinking and problem solving skills to produce correct
Design a globe that can be used during flights that wont be dropped in
solutions.
the aircraft during flights. Students will design a truncated sphere that
will sit safely and snugly in the cup holder of the pull-down try.
Prove the Laws of Sines and Cosines by engaging in mathematical
Students will create a presentation that will cover the cost-effective
discourse, justifying conjectures, conclusions and critiquing the
design one that uses a minimum amount of material. Students will
reasoning of others and communicate their ideas effectively with
provide and justify diagrams and formulas so the design can be
diverse audiences and use them to solve problems.
implemented for any flight path.
Understand and apply the Law of Sines and Law of Cosines to find
unknown measurements in right and non-right triangles (e.g.,
Meaning
surveying problems, resistant forces). Explain how the development of
the Laws of Sines and Cosines can be used to make contributions to
UNDERSTANDINGS
ESSENTIAL QUESTIONS
different cultures and influence society and cultures.
Students will understand that
How do ships know how far to
bearings are used to describe
turn when navigating at sea?
Verify and justify the basis for the trigonometric ratios by applying
directions.
properties of similar triangles and use the results to find inaccessible
they can use sine, cosine and
What is the best way to
heights and distances. Using the ratios of similar triangles to find
tangent to find missing side lengths or calculate the height of a large
unknown side lengths and angle measures, construct a physical model angle measures.
building?
that illustrates the use of a scale drawing in a real-world situation.
trigonometry and Pythagorean
Theorem can be used to solve real
What is the best way to
Apply the Pythagorean Theorem and its converse to solve real-world
world application problems.
calculate the area of a triangle
problems and derive the special right triangle relationships. Student
trigonometry can be used to solve
without using the standard
recognizes information needed for problem solving, can efficiently
practical problems in 3-D.
equation for area of a
browse, search and navigate online to access relevant information,
they can use angle of elevation and
triangle?
evaluates information based on credibility, social, economic, political
depression to solve real world
problems.

and/or ethical issues, and presents findings clearly and persuasively

using a range of technology tools and media.

they can draw the sine and cosine

graphs to 0-180 degrees.
they can solve trigonometric
Student makes informed choices among available advanced technology equations using symmetry properties
systems, resources and services (e.g., global positioning software,
of sine and cosine.
graphing calculators, personal digital assistants, web casting, online
they can derive the formula A =
collaboration tools) for completing curriculum assignments and
sin(c).
projects and for managing and communicating personal/professional
they can calculate the area of a
information.
triangle in real world problems using A
= ab sin(c).
Student visualizes the connection between seemingly unrelated ideas
they can solve real world problems
and independently produces solutions that are fresh, unique, original
using the sine and cosine rule.
and well developed. Student shows capacity for originality,
concentration, commitment to completion, and persistence to develop
unique and cogent products.
Student collaborates with peers, experts and others to contribute to a
content-related knowledge base by using technology to compile,
synthesize, produce, and disseminate information, models, and other
creative works.
http://asiasociety.org/files/book-globalcompetence.pdf
http://asiasociety.org/files/gps/math-10-rubric.pdf
Arizona College and Career Readiness Standards
HS.G-SRT.C.6. Understand that by similarity, side ratios in right
triangles are properties of angles in the triangle, leading to definitions
of trigonometric rations for acute angles.
HS.G-SRT.C.7. Explain and use the relationship between the sine and
cosine of complementary angles.
HS.G-SRT.C.8. Use trigonometric ratios and Pythagorean Theorem to
solve right triangles in applied problems.
HS.G-SRT.D.9. Derive the formula A = ab sin(c) for the area of a
triangle by drawing an auxiliary line from a vertex perpendicular to the
opposite side.

How might a ship avoid an

obstacle in the water (island
or iceberg)?
What right triangle property
should you use to most
accurately fine the distance
from the trunk of the tree and
the spot where the wire will
be staked to the ground?
What is the vertical height
from the roof to your eye
level?
What is the best way of
proving the Law of sines and
cosines?

What is the best way to derive

the formula A = ab sin(c)?
Acquisition
Students will know (Content)
Students will be able to
(Skills)
how to use bearings to describe
use bearings to describe
direction
direction, and know which
direction to have a ship
move to avoid an iceberg or
other obstacle at sea.
find the side lengths and
how to use tangent, sine and cosine
angle measures of triangles
ratios to find side lengths and angle
using sine, cosine or
measures.
tangent ratios, to find the
height of an object or angle
of elevation or depression.

HS.G-SRT.D.10. Prove the Laws of Sines and Cosines and use them to
solve problems.
HS.G-SRT.D.11. Understand and apply the Law of Sines and the Law of
Cosines to find unknown measurements in right and non-right triangles
(e.g., surveying problems, resultant forces).
Mathematical Practice:
HS.MP.1. Make sense of problems and persevere in solving them.
HS.MP.3. Construct viable arguments and critique the reasoning of
others.
HS.MP.4. Model with mathematics.
HS.MP.5. Use appropriate tools strategically.
HS.MP.6. Attend to precision.
HS.MP.7. Look for and make use of structure
HS.MP.8. Look for and express regularity in repeated reasoning.

how to apply trigonometry ratios to

solve application problems.
how to use trigonometry and
Pythagoreans Theorem to solve
practical problems.

solve application
problems using
trigonometry ratios.
solve practical problems
using trigonometry and
Pythagoreans Theorem, by
testing to see if a corner
makes a 90 degree angle or
not.

how to use trigonometry to solve three solve three dimensional

dimensional problems.
problems using
trigonometry, to figure out
the length of segments in a
cuboid or pyramid.
GLOBAL COMPETENCY:
how to use angle of elevation and
use the angle of elevation
MATH9-10.INV1.MODEL. Develops a comprehensive mathematical
depression to solve real world problems. and depression to solve real
model using all relevant information to describe a situation or to
world problems, calculating
diagram a problem, reflects on the process and considers possible
the height of a balloon in
revisions, or adapts a previous model to be applicable to a new
how to draw the sine and cosine
the air.
situation or problem.
graphs from 0 180 degrees.
draw the sine and cosine
MATH9-10.INV2.RLTNS. Distinguishes how the mathematical
how to solve trigonometric equations
graphs from 0 180
relationships in a model reflect a situation or the elements of a
using the symmetry properties of the
degrees.
problem and analyzes the parameters of the problem or situation for
sine and cosine curves.
solve trigonometric
possible limitations of the model.
equations using the
MATH9-10.INV3.RPRSN. Effectively employs appropriate mathematical
symmetry properties of the
tools, procedures, or representations to explore the given issue,
sine and cosine curves. To
situation, or event.
see the rhythm of a guitar
MATH9-10.INV4.SELEC. Formulates multiple appropriate solution
string or the movement of a
strategies and evaluates how one or more will represent a correct
how to calculate the area of a triangle bridge or building after an
approach and solve the problem.
using A = ab sin(c).
earthquake.
MATH9-10.INV5.STRTG. Generates multiple appropriate strategies to
how to derive the formula A = ab
calculate the area of a
verify the solution with respect to the mathematics and the given
sin(c).
triangle using A = ab
context, and justifies the selection of a particular strategy using precise how to use the sine and cosine rules to sin(c).
mathematical terminology.
find the lengths and angles that are not
derive the formula A =
right angled.
ab sin(c).

MATH9-10.PERS1.ARGUE. Presents a viable conjecture or conclusion

and generates a convincing argument that is supported by the
mathematical data and some analysis.
MATH9-10.PERS2.VRIFY. Collaborates and seeks external verification
or validation of the appropriateness of their model, tools, procedures,
solutions, analyses, conclusions, arguments, or decisions, and considers
possible revisions based external critique.
MATH9-10.PERS3.IMPLC. Evaluates some implications of the
conjecture, conclusion, decision, or arguments in the context of a
wider range of reference, including national and global scales.
MATH9-10.PERS4.PERSP. Recognizes, articulates, and addresses
different perspectives by revising original ideas, using precise
mathematical language when appropriate.
MATH9-10.PERS5.POSTN. Engages in mathematical discourse justifying
conjectures, conclusions, and procedures, critiquing the reasoning of
others, and uses external critique to analyze, review, and begin to
revise conjecture, conclusion, or procedure.
MATH9-10.COMM1.COMM. Explains and justifies complex
mathematical reasoning, concepts, procedures, and relationships using
precise mathematical language in an organized and sequenced way,
referencing visual representations.
MATH9-10.COMM2.DEFNS. Defends a complex conclusion, conjecture,
decision, or argument with relevant and accurate concepts,
procedures, or data from the model using precise mathematical
language.
MATH9-10.COMM3.SYMBL. Decontextualizes a mathematical idea
correctly using precise mathematical terms, symbols, and conventions,
and contextualizes by evaluation of the process using precise
mathematical terminology and symbols.
MATH9-10.COMM4.GRAMM. Engages in clear oral and written
mathematical discourse that is free of mathematical misconception
and errors in grammar, usage, and mechanics.
MATH9-10.COMM5.MEDIA. Selects appropriate media and uses them
efficiently to communicate and evaluate mathematical ideas.

how to use the sine and cosine rules to

solve real world problems.

use the sine and cosine

rules to find the lengths and
angles that are not right
angled, by finding the
distance between three
cities.
solve real world problems
using the sine and cosine
rules, calculate how long a
bridge needs to be to clear
the river.

MATH9-10.ACT1.ADVCT. Advocates for multiple possible course of

action that are plausible, responsible, and supported by mathematics.
MATH9-10.ACT2.ACTN. Develops and implements a plan of action
supported by the mathematics that is viable, manageable, and/ or
responsible that is primarily consistent with the argument, conclusion,
or decision.
MATH9-10.ACT3.IMPRT. Articulates the importance of the plan(s) of
action within the context of the global community and identifies the
limitations and potential improvements, supported by the data or
conclusions.
Version
RESOURCES:
http://www.azed.gov/azccrs/files/2014/04/azccrs_hs_math_finalstd_r
ev_04_2014.pdf
http://asiasociety.org/files/gps/math-10-outcomes.pdf

Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation,
SWBAT:
draft, rehearsal)
1. Explain how bearings are used to describe directions from one
1. Students will be able to explain in groups of four how to
place to another place.
describe the bearings of Dubai from Doha, Doha from Kuwait
2. Interpret information from a sine or cosine graph of 0-180
City, Shiraz from Doha and Kuwait City from Dubai.
degrees.
2. Students will be given trigonometric equations and will graph
3. Apply the trigonometric ratios to solve real world problems.
them from 0 to 180 degrees. They will then look at
4. Apply the sine and cosine rules to real world problems.
seismographs of earth quakes around the world and interpret
5. Explain how the formula A = ab sin(c) is derived.
the graphs to identify if they are cosine or sine graphs.
6. Apply using bearings and trigonometry in real world problems.
3. Students will apply trigonometric ratios to calculate the height
7. Apply the Pythagorean Theorem and trigonometry to areal
of the antenna on top of the Petronas Towers. They will also
world problem.
calculate the angle of elevation from the center of the bridge of
8. Explain using mathematical discourse the proof of the Law of
the Petronas Tower to the top of the antenna. Students will
Sines and Cosines.
look up other facts about the Petronas Towers to get the
9. Apply the Law of Sines and Cosines to solve surveying problems
information needed to make the calculations.
and explain how the Laws can influence society and cultures.

4. Students will apply the sine or cosine rule to solve the problem
with the golf ball in teams of four using their large white
boards. A golfer hits his ball a distance of 170 m towards a hole
which measures 195 m from the tee to the green. If his shot is
directed 10 degrees away from the true line to the hole, find
the distance between his ball and the hole.
5. Students in pairs will explain to one another how to derive the
formula A = ab sin(c).
6. Students in groups of four will apply properties of bearings and
trigonometry to solve the following problem on their white
boards. From a light house in Skerryvor Scotland and aircraft
carrier is 15 KM away on a bearing of 112 degrees and a
submarine is 26 km away on a bearing of 200 degrees. Find the
distance between the aircraft and the submarine and find the
bearing of the aircraft from the submarine.
7. Group activity where students will solve problems using
trigonometry and Pythagoreans Theorem to calculate the
distance to the watering holes the tribe members need to travel
and the angle of depression to the watering hole. This is a
formative assessment to see if students are able to
demonstrate creative, complex thinking and problem solving
skill to produce the correct solution using trigonometry and
Pythagoreans Theorem.
8. Group activity where students will discuss solutions to prove
the Law of Sines and Cosines then present their conclusions to
the class. Students will use mathematical discourse, justifying
conjectures, conclusions and critique other groups solutions
when they prove and share their solutions for the proof of the
Law of Sines and Cosines.
9. Students will understand and apply the Law of Sines and
Cosines to solve surveying problems to calculate where the
water tank needs to be put to best service the water needs of
the local tribe in Ethiopia. Students will write a paragraph
explaining how the Law of Sines and Cosines can be used to
make contributions to different cultures and influence society
and cultures.

Assessment OF Learning: (ex: performance task, project, final paper)

Pre-test
Post test
Exit Tickets
Quizzes
Homework assignments
Group activities that are turned in.
Project Scenario Presentation with Rubric
Pythagorean Theorem Application with Rubric
Clinometer Activity with Rubric
Sample Truncated Globes with Rubric

Explain, interpret and Apply properties of trigonometry, Sine and

Cosine rules and bearings.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Day 1-2: Bearings
Objective: I can measure and plot Bearings.
Warm up: As a warm up activity students will discuss with their table partners how they think a ship at sea navigates their ship from one
location to another. After a short discussion students will watch a short video about bearings. http://www.youtube.com/watch?v=N2-yy8BLRs&feature=related
Activity:
Students will have direct instruction on the properties of bearings and how to read bearings.
Students will practice reading bearings and discussing their results with their table partner.
Students in groups of four will be given a map of the Indonesia and they will have to navigate using protractors and rulers a route to Palu
from Jakarta, to Manado from Palu, to Ternate from Manado, and to Jakarta from Ternate. Their navigation needs to contain the bearing the
ship will travel and has to avoid all islands.
Students will report to the whole class what route they took and why they chose that route.
Assessment:
Share google map island with your group and give each other feedback.
A ticket to leave with a few problems to workout showing understanding of how to read bearings and a quick reflection on why it is
important for someone navigating a boat to know how to read bearings.

Homework assignment with practice navigation problems using and reading bearings.

Day 3: Tangent Ratios solving side and angle

Objective: I can use tangent ratios to find side lengths and angle measures.
Warm up: Activity where students will work in groups of four to identify opposite sides, and adjacent sides of a given angle and identify the
hypotenuse of a right triangle. Then student will be given triangles with given side lengths. They will be asked to identify the ratio of side
opposite over hypotenuse, side adjacent over hypotenuse and side opposite over adjacent of a given angle.
Activity:
Students will have direct instruction on the tangent ratio.
Students will practice on white boards writing the tangent ratio.
Students will have direct instruction on solving for angles and sides using tangent ratios.
Students in groups of four will be given a set of real world problems to solve for missing angles and sides using tangent ratios. Each table
group will be given a different set of three problems to solve .After about 3-5 minutes students will pair up with someone from another table
and explain how they solved the problems.
Assessment:
Ticket out where students will solve tangent problems involving solving problems for missing sides and angles.
Homework using tangent ratios to solve real world problems.
Day 4: Sine and Cosine Ratios solving side and angle
Objective: I can use sine and cosine ratios to find side lengths and angle measures.
Warm up: Activity where students will work in groups of four to identify opposite sides, and adjacent sides of a given angle and identify the
hypotenuse of a right triangle. Then student will be given triangles with given side lengths. They will be asked to identify the ratio of side
opposite over hypotenuse, side adjacent over hypotenuse and side opposite over adjacent of a given angle.
Activity:
Students will have direct instruction on the sine and cosine ratios.
Students on white boards will practice writing the sine and cosine ratios.
Students will have direct instruction on solving for angles and sides using sine and cosine ratios.
Students in groups of four will be given a set of real world problems to solve for missing angles and sides using sine and cosine ratios. Each
table group will be given a different set of three problems to solve. After about 3-5 minutes students will pair up with someone from another
table and explain how they solved the problems.

Assessment:
Ticket out where students will solve sine and cosine problems involving solving problems for missing sides and angles.
Homework using sine and cosine ratios to solve real world problems.

Day 5: Sine, Cosine, Tangent and Pythagorean Theorem Application

Objective: I can use trigonometry to solve the build a porch ramp and the school vegetable garden problems.
Warm up: Using the Active Expression clickers students will answer questions on finding angles and sides of triangles using sine, cosine or
tangent ratios.
Activity: Station activity where students will be in groups of four. The following problems will be on the stations. Allow approximately 10-15
minutes per station.
Problem 1:
Aye Meh is building a ramp to reach the front porch of the community center. The ramp will rise from the flat ground to the top of the porch.
The porch is 2 feet tall. The ram will rise at a 10 degree angle from the ground. How long does the ramp need to be? What is the sine of 10
degrees?
1. Create a drawing of the problem.
2. Is there a triangle in the problem?
3. Do you have enough information to draw a similar triangle to the drawing?
4. Can you make a precise drawing to scale that shows the known length and angles?
5. Is your small triangle similar to the large scale of the ramp?
6. What is the scale factor between the height of the porch in your drawing and the porchs actual height?
7. Which length in your drawing corresponds to the ram length?
8. How do you use the length in the drawing and the scale factor to find the length of the ramp?
9. What is the ratio for the sine of 10 degrees?
Problem 2: A high school biology class is planning a vegetable garden for their sister school in Santa Cruz, Costa Rica. The garden will be on the
west side of the school building. The students are concerned that the garden will not get enough direct sunlight in the morning if the buildings
shadow shades the garden too much. Staring May 1, the garden needs direct sunlight by 10 AM at the latest. The school building is 8 meters
high. The garden is 6 meters from the building. The students find on the Internet that the angle of the suns rays at 10 AM on May 1 will be 60
degrees above the horizon. How long will the buildings shadow be? Is the chosen location a good spot for the garden? What are the sine of 30
degrees and the cosine of 60 degrees?
1. Draw a picture of the diagram.
2. What are the measures of the angles in the drawings triangle?
3. What is the ratio between the shortest side length and the hypotenuse in the triangle?
4. What is the length of the hypotenuse if the shortest side length of this triangle is 1 inch?
5. Find the length of the longer side by using the Pythagorean Theorem.
6. What are the basic side lengths of such a triangle if the shortest side length is 1 unit?
7. What is the scale factor of the triangle in the drawing?
8. How can you use the scale factor to find the length of the buildings shadow?
9. Is the chosen location a good spot for the garden? Explain.
10. What are the sine of 30 degrees and cosine of 60 degrees?

Problem 3:
The environmental club at your school has taken on the task of planting a garden to provide fresh fruit, herbs, and vegetables to the school
cafeteria. The approved area has several trees that need to be removed and replanted so that you can use the garden space more efficiently.
A building supply company donates several pieces of wire, each 13 feet in length, to help brace the replanted trees.
As `the president of the environmental club, you must provide the specifications to the club members and volunteers before they can begin
the replanting process. At most, the ladders you have can reach 11 feet 3 inches up the trunk of ha tree. Given this information, what angle
should the wires make with the ground and at what horizontal distance from the tree trunk should the wires be staked to the ground?
1. What is the maximum height, in inches, each wire can be secured to a tree?
2. What is the length of each wire in inches?
3. Based on the given information, which trigonometric function is required to find the angle at which each wire should be staked to the
ground? What is the angle measure?
4. What right triangle property should you use to most accurately find the distance from the trunk of the tree to the spot where the wire
will be staked to the ground?
5. What is the distance, in inches, from the trunk of the tree to the spot where the wire will be staked to the ground?
Assessment:
Homework assignment solving practical real world problems using sine, cosine and tangent ratios.
Day 6: Angle elevation and depression
Objective: I can use angle of elevation and depression to solve real world problems.
Warm up: Pair-share activity to solve real world trigonometry problems using sine, cosine or tangent ratios.
Activity:
Direct instruction on terminology of angle of elevation and angle of depression.
On white boards students will identify if a diagram is an angle of elevation or angle of depression.
Direct instruction on the set up and solving angle of elevation and angle of depression problems.
Guided practice on real world problems using angle of elevation and angle of depression. Working in pairs and using white boards.
1. Students will find the height of a hot air balloon over Kamloops, BC,
2. Students will calculate the distance between two boats of the coast of New England.
3. Students will calculate the top of the Petronus Towers, calculate the height of Burj Khalifa tower in Dubai.
4. Students will determine the height of a cell phone tower on top of South Mountain.
Assessment:
Ticket out door with angle of elevation and angle of depression problems.
Homework assignment with angle of elevation and depression problems.
Day 7: 3D trigonometry
Objective: I can use sine, cosine and tangent to calculate the angles in three-dimensional trigonometry.
Warm up: Review problems on finding angles using sine, cosine and tangent ratios.

Activity:
Students in groups of 4 will be given boxes of different shapes. Students will measure the side lengths, height, width and length. They will
calculate the diagonal of each of the faces of the box and the angles made by the diagonal. Then they will find the diagonal from bottom right
corner to top right corner, calculate its length using trigonometry ratios and also calculate the angles formed by that diagonal.
Assessment:
Ticket out on 3-D trigonometry.
Homework assignment on 3-D trigonometry.
Day 8: Sine and Cosine ratios up to 180 degrees
Objective: I can draw the sine and cosine graphs from 0 to 180 degrees and solve trigonometric equations using the symmetry properties of the
sine and cosine curves.
Warm up: Watch video of Tacoma Narrows Bridge https://archive.org/details/SF121
Activity:
Students will make a table for sine of multiples of 30 to 180 and cosine multiples of 30 to 180.
Students will graph both the cosine and sine graphs.
Students will in groups of four solve equations using sine and cosine graphs.
Students in groups of four will solve trigonometric equations using the symmetry properties of the sine and cosine curves. To see the rhythm
of a guitar string and the movement of a bridge or building after an earthquake.
Assessment:
Ticket out the door on solving equations using sine and cosine graphs.
Homework assignment on solving equations using sine and cosine graphs.
Day 9: Area of triangle A = ab sin(c)
Objective: I can derive the formula A = ab sin(c) and calculate the area of a triangle using the formula.
Warm up: Students will find the area of triangle using A = bh.
Activity:
Students will derive the formula A = ab sin (c ) in groups of four. Then share their proofs to the class.
Direct instruction on the use of the formula A = ab sin(c).
Students will work out guided practice problems on white boards using the formula A = ab sin(c).
Students will be given a series of real world problems where they have to use the formula A = ab sin(c).
Assessment:
Ticket out where students do a couple of problems involving calculating area of triangles using A = ab sin(c).
Homework problems where student calculate the area of triangles using A = ab sin(c).
Day 11: Law of Sine
Objective: I can use the Law of Sine to find side lengths and angle measures in non-right triangles.

Warm up: Using an acute triangle with a given height h, find the ratio for sin A and sin B.
Activity:
Taking the sin A and sin B from the warm up. Derive the Law of Sine with whole class instruction.
Direct instruction on how to find side lengths and angle measures using Law of Sine.
Guided practice on white boards students will find side lengths and angle measures using the Law of Sine.
Students in groups of four will use the Law of Sine to find the lengths and angles that are not right angled, by finding the distance
between three cities.
Students in groups of four will solve real world problems using the Law of Sine to calculate how long a bridge needs to be to clear the
river.
Assessment:
Ticket out calculating side lengths and angle measures of non-right triangles using the Law of Sine.
Homework calculating side lengths and angle measures of real world not right triangle problems using the Law of Sine.
Day 12: Law of Cosine
Objective: I can use the Law of Cosine to find side lengths and angle measures in non-right triangles.
Warm up: Using an acute triangle with a given height h, using Pythagoreans Theorem calculate the height of triangle BCY and triangle AYB.
Activity:
Taking the two formulas from the warm up. Derive the Law of Cosine with whole class instruction.
Direct instruction on how to find side lengths and angle measures using Law of Cosine.
Guided practice on white boards students will find side lengths and angle measures using the Law of Cosine.
Students in groups of four will use the Law of Cosine to find the lengths and angles that are not right angled, by finding the distance
between three cities.
Students in groups of four will solve real world problems using the Law of Cosine to calculate how long a bridge needs to be to clear the
river.
Assessment:
Ticket out calculating side lengths and angle measures of non-right triangles using the Law of Cosine.
Homework calculating side lengths and angle measures of real world not right triangle problems using the Law of Cosine.
Day 13 - 23: Law of Sine and Cosine Application
Objective: I can recognize a real world situation that can be modeled by a triangle, choose the appropriate method to solve the given triangle,
make drawings to represent the situation, use trigonometric functions, the Law of Sines or Law of Cosines to investigate a real world situation
involving triangle and prepare a presentation to justify the results.
Activity:
Project Scenario: The Director of Marketing and Director of Manufacturing have approached your team of structural engineers with a crisis
situation. A highly profitable sales tool is in danger of being banned from aircraft. In previous years, members of tour groups became
confused with the logic of flight paths that were depicted on the two-dimensional maps distributed by the tour leaders of Transatlantic

Tours. In response, a highly successful three-dimensional globe was designed that allowed tour participants to understand and follow the
flight path of their tours. Currently Transatlantic Tours has been receiving complaints from airlines regarding globes being dropped in the
aircraft during the flights and the resulting safety concerns. Your team has been charged with redesigning the souvenir to remedy this
situation in order to prevent a profitable sales tool from being banned by the airplanes. The marketing director suggests a truncated sphere
that will sit safely and snugly in the cup holder of the pull-down tray. Create a presentation of your plans for a replacement souvenir to the
marketing and manufacturing departments. As always, the manufacturing department requires a cost-effective design, i.e., one that
requires a minimum amount of material. Provide and justify diagrams and formulas so that the manufacturing department can implement
the design for any flight path.
Assessment:
Daily self-evaluations
Daily team evaluations
Final project and presentation
Day 24 26: Presentations of projects
Day 27: Review
Day 28: Unit exam

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title:

Bearings Subject:

Geometry

Prepared by: Dawn Maxwell

Materials Needed: Power Point on bearings, video http://www.youtube.com/watch?v=N2-y-y8BLRs&feature=related , white boards, dry erase
markers, worksheets, Google maps of Indonesia, Google maps of neighborhood.
Global Competency: Collaborate, Communication, Application, Interpret
Where is the lesson going?
(Learning Target or SWBAT)
Hook:

I can measure and plot bearings.

As a warm up activity students will discuss with their table

partners how they think a ship at sea navigates their ship from
one location to another. After a short discussion students will
watch a short video about bearings.
http://www.youtube.com/watch?v=N2-yy8BLRs&feature=related
Equip:

Students will have direct instruction on the properties of

bearings and how to read bearings.
Students will practice reading bearings and discussing their
results with their table partner.
Students in groups of four will be given a map of the
Indonesia and they will have to navigate using protractors
and rulers a route to Palu from Jakarta, to Manado from
Palu, to Ternate from Manado, and to Jakarta from
Ternate. Their navigation needs to contain the bearing the
ship will travel and has to avoid all islands.
Students will report to the whole class what route they
took and why they chose that route.

Tailored Differentiation:

Closed notes and handout power point.

Have students navigate through an easier set of islands with fewer
obstacles to navigate around.
Have students navigate through a fictional island with given locations to
navigate to and from.

Rethink and revise:

Students will make a google map island of their

neighborhood of five places that they travel to frequently.
Example home, school, work, church, mall or where ever
they go. They will place each location on the google map
island and then they will map the bearings from home to
each of the other locations. They will also pick one
location other than home and map the bearings from that
new location to all the other locations.
Evaluate:
Share google map island with your group and give each
other feedback.
A ticket to leave with a few problems to workout showing
understanding of how to read bearings and a quick
reflection on why it is important for someone navigating a
boat to know how to read bearings.
Homework assignment with practice navigation problems
using and reading bearings.
Notes:
Lesson will cover two days.

Organization:
Have maps of Indonesia ready and blown up.
Have students bring in a google map of their neighborhood.
Have computers handy to print google maps of students neighborhoods for
those who didnt bring in their map.
Have homework pre-printed and ready to hand out.
Have tables in groups of four with white boards and markers ready for use.