Lesson Plan

Candidate:
Mirella Perez

Subject(s):
Math

Grade level(s):
10th -12th

Standard(s):

CCSS.Math.Content.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to
solve right triangles in applied problems.

Date:
06/21/16
Single/Multi-Day
Lesson:

1 Day

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

-

Students will develop understanding of the measurements of angles by means of

technology.

II. LEARNING OUTCOME (Objective):

-

Students will be able to use clinometers (ilevel application on cellphones) to determine

the measurement of angles in right triangles.

III. ESSENTIAL QUESTION:

- How can we measure an angle?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):

Students are playing the role of crime investigators who are trying to determine who
stole six laptops from their school site. This will be the first lesson, they will be
introduced to the evidence and will be asked to brainstorm about possible suspects
based on the evidence provided. The perpetrators used paintball guns to disable two
cameras. Their job is to evaluate angle measurements and incorporate trigonometric
functions to triangles formed by pieces of evidence to figure out the height of the
suspects.

IV. INSTRUCTION
A ENGAGEMENT (Motivational Activity):

Students will be presented with an image of the crime scene on the teachers launch.
The teacher will proceed to describe in detail all the evidence the forensics were able to
acquire from this particular site. The teacher will then ask students, how can we use
math to examine the evidence from the crime scene? The class will hold a discussion
in which the teacher will be the facilitator, she will write on the board any relevant
connections made by the students.

B INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Teacher displays the image of the crime scene and asks students to describe any
connections they are able to see between the map of the teachers launch and the
narrative they read about the story. She will point out the relevance of the shooting of
the cameras and the geometrical shape (right triangle) this particular piece of evidence
left behind.
The teacher will then go over the importance of angles and asks about the different

tools students might know about to measure angles. The instructor will then introduce
the digital tool students will be working with.
Asks students to download the application. Once everyone has access to it, she
demonstrates how to use it and describes all the features students will use.
Teacher describes the activity they will be working on.
Students will walk around the room looking for angles to measure. They will
draw a sketch of the object on their notebook and label the angle.
Teacher will be circulating the room answering any questions students might
have about the application or the activity.
Teacher will hold class discussion about final thoughts, questions, concern or
clarifications.

C APPLICATION ACTIVITY (Practice and/or Reflection):

- Students will be assigned to groups in which they will identify and discuss different

angle measurements and their relevance to right triangles.

D MATERIALS & RESOURCES:
- Application ilevel, paper, pencil, and calculator.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
-

Teacher will circulate while students work on assignment and listen to their conversations.
Students will be asked questions checking for understanding throughout the different activities.

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,

PRACTICE):
VII. HOMEWORK (IF APPROPRIATE):
-

N/A