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Objective 2: Use the trigonometric ratios of sine, cosine, and tangent to represent and solve for missing parts of triangles
Find the angle measure in degrees when given the trigonometric ratio
Find the trigonometric ratio given the angle measure in degrees, using a calculator
Find unknown measures of right triangles using sine, cosine, and tangent functions and inverse trigonometric functions
Standard IV: Students will use algebraic, spatial, and logical reasoning to solve measurement problems
Objective 2: Solve real-world problems using visualization and spatial reasoning
Solve problems involving geometric probability
NCTM Standards
Geometry
analyze properties and determine attributes of two- and three-dimensional objects
explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects,
make and test conjectures about them, and solve problems involving them
establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others
use trigonometric relationships to determine lengths and angle measures
use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric
situations
investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian
coordinates
understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates,
vectors, function notation, and matrices
use various representations to help understand the effects of simple transformations and their compositions
draw and construct representations of two- and three-dimensional geometric objects using a variety of tools
use geometric models to gain insights into, and answer questions in, other areas of mathematics
use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and
architecture
Time
Formative
Assessment
Day 1
About 15-35
minutes
m DMem CD+m EC
m DMe+m EBurning tent
Burning tent
= 5.35 cm
Me
= -121.94 cm
m MeCD = 35.16
m Burning tentCE = 48.31
Review on
Pythagorean
theorem
Students are
able to write a
correct
expression of the
Pythagorean
theorem on the
board.
C
D
E
d-x
Pythagorean
Theorem
Students are
able to set up
the equation as
a2 + b2 = c2.
Students should
be able to
restate the
equations in
their own words.
Students will
indicate any
confusion about
the task, and the
worksheet by
asking questions
regarding what
is expected.
Students may
ask questions
about how to set
up the equation,
and how to do
the home
assignment.
Day 1
About 2040 minutes
Strategies shared by
students will determine
the direction of the
discussion. NCTM
Communication
Standard.)
Strategies that is
incorrect or rudimentary.
Some of the students will
be confused about the
two special triangles and
their properties of their
respective sides.
Indicators that students
are beginning to build an
understanding of
Pythagorean theorem
and the special triangles:
More advanced
strategies that involved
mathematics in some
ways to correctly make
the connection between
the Pythagorean theorem
problem?
Whats the next step?
Will these relationships
be the same for all
triangles?
Day 1 and
2, 30-40
minutes
Homework
or quiz for
next day,
or Day 3.
5-20
minutes
Assessment
1.
45
x
2.
12
45
3.
45
x
50
4.
45
x
y
5.
40
60
y
6.
10
x
30
y
60
7.
2 3
60
y
8.
5 3
45
y
9.
9 2
10.
x
30
y
11.
x
8
30
y
12.
45
RUBRIC
Special Triangles
Summative Assessment Grading Rubric
Problem/ pts
possible
Accomplishe
d
Complete
evidence
with
extensions
Proficient
Complete
evidence
Satisfactory
Some
evidence
Apprentice
Some
evidence
Novice
No evidence
Problems are
all 7 points
possible
7 pts.
Student gives
the correct
answer and a
mathematical
argument to
demonstrate
their complete
understanding
5-6 pts.
Student gives
the correct
answer and
demonstrates
their
understanding.
Or student
demonstrates
complete
understanding
with a minor
error in
computation.
3-4 pts.
Partial response
or correct
answer without
supporting
mathematical
arguments.
1-2 pts.
Incomplete
response,
minimal
understanding
0 pts.
No response or
completely
incorrect
response.
I expected students to be able to do the entire problem on the task with ease using the Special Triangles table above. Since students have not learnt how to
rationalize the denominator, they can have square roots as the denominator as their answers.