Lesson Title: Similar Triangles Outdoors Lesson # 3 Date: 2017

Name: Aaron Halsall, Ricky Carr, Elizabeth Mei Subject: Math Grade(s): 10

Rationale:

Triangles are a very important part of mathematics. Learning similar triangles and basic trigonometry early on will help many
students understand further math courses. It is also a good reason to get outside and see how triangles would be applied to life.
This lesson will demonstrate a connection between similar triangles and trigonometry in an enjoyable way.

Curriculum Connections:

Big Ideas:
Proportional comparisons can be made among right triangles, using trigonometry.

Curricular Competency:
-use logic and patterns to solve puzzles
-use tools and technology to explore and create patterns and relationships
-apply multiple strategies to solve problems
-connect mathematical concepts to each other and personal interests

Content:
-Pythagorean Theorem
-Primary trigonometric ratios
-numerical proportional reasoning (rates, ratios, proportions, percents)

Learning Intentions Activity Assessment

I can demonstrate knowledge of similar
triangle relationships and ratios,
Pythagorean theorem, and trigonometric
functions.
A short worksheet will be given to Students will complete worksheet. Then
students in pairs. It will cover Similar we will go over it briefly as a class to
triangles and Pythagorean theorem as a correct mistakes.
review from previous years, and a review
from recent lessons on trigonometric
functions.

I can determine the height of a tree using
its shadow with two different methods.
In groups the students will use their Students will record the heights they
odometers and measure the shadow and calculated on the board in a table so we
length of a fence pole. Then measure the can compare and average the heights.
length of a tree shadow. Make similar Without calling wrong students out, it
triangles and determine the height of the would be nice to know where some
tree. AND measure the angle from the students went wrong to get their answer.
ground to the top of the tree and use trig
to determine the height.

I can connect trigonometric functions to

real life uses and make Indigenous Student-led discussion and/or brainstorm Students may chose to share their ideas
Connections on how these concepts could be used in with the class or write them down in a
Indigenous cultures. suggestion box anonymously..

Prerequisite Concepts and Skill:

-students will need to understand how to use their odometers made at the start of the measurement unit
-students will need to know how to do basic trigonometry functions (SOHCAHTOA and Pythagoras)
-students will need to understand ratios and the relationships between similar triangles
Materials and Resources with References/Sources:
For Teacher For Students
Premade triangles worksheet Odometer
Large protractors and meter sticks/pointer sticks Calculator with trigonometry functions
Whiteboard chart to fill in tree heights Notebook for writing outside while holding

Differentiated Instruction (DI):

The trigonometry functions may be too advanced for some students so they could do the first part with the similar triangles again
using a different post or even a classmate. If students are struggling to complete the triangle handouts, group them up with
students who understand well.

Organizational/Management Strategies:
Start out the day in pairs, if a pair is struggling, put them with another group. If a pair is disruptive, split them and add each to a
different group.

Possible Aboriginal Connections / First Peoples Principles of Learning

Explain how Aboriginals would need long trees to make totem poles, kayaks, canoes, etc. or other structures so maybe they used
techniques like the first to estimate the tree height.

Lesson Activities:
Teacher Activities Student Activities Classroom Management pacing
Introduction
(hook/motivation/overview)
Do attendance and welcome students Students will be in regular seats Students need to be in regular seats 1 min
listening to shape of the class so attendance can be done quickly
and efficiently

Students are excited they get to go

Inform them of the plan for the day outside in the middle of the day for 2 min
math!

Body (lesson flow / management)

Get students into pairs. They should

already be sitting with their partners.

Pick groups based on comfortability

Handout worksheet with review on
trigonometric functions learned
previous day and a review of similar
triangles.
Teacher will verbally, or on board if
necessary, remind students of the
required formulas and relationships.
Teacher can also remind students of
resources previously given. Teacher
will circulate to help with worksheet
completion.
Students do worksheet in pairs. Allow
students to work in groups of four if
they are struggling.
Students will complete worksheet
in subject area. Pair students with
less understanding with students
with more understanding. Or if all
group demonstrates good
understanding, pair with popsicle
sticks. 25 min
Teacher circulates room to allow for
a small check-in with each student's
progress.Remind students that they
can go outside when completed will
encourage them to work hard. Can
say that if a student isnt remaining
on task, they wont be allowed
outside.

Now the sheet is done. Get students Students get their odometers,
ready to go outside. Remind them calculator, and a notebook ready. 2 min
again what they are to do when
outside.
Teacher will manage behaviours and
give guidance by circulating outside.
Allow students to dawdle a little, to
allow them to be outside on a nice day.
Pairs will measure height, shadow, Inform students that going outside is
and angle one of the angles other than a fun little privilege, and can be
90, of a fence or sign pole. Then will taken away. Also, be specific about
then measure the shadow length of a which area of the school grounds 25 min
tree. Record values and use they are allowed to be in. Ideally,
calculations to find required have area within sight of the
information. (can use building height if classroom
there are no trees)
[use sin to calc. with angle or use
similar triangle ratios to calc.]

Have table drawn on whiteboard for Students will fill in the height they Ask for information group by group 10 min
students information and results calculated for the tree or building. to avoid traffic jams at front.

Have a discussion about relationships

noticed, and if any values seem Dont single out students who got a 5 min
incorrect, work through process with wrong height.
whole group to see where things went
wrong, use as learning tool.

Closure ( connections within lesson or

between lessons, sharing successes,
summaries)

Discuss and/or brainstorm about how

trigonometry could have been used in Be sure to get ideas from as many 10 min
Indigenous cultures, kayaks, etc. with students as possible.
emphasis on how they wouldnt want to
take more than they would need.

Introduce the inquiry project that begins

this week. Tell kids they will be learning
all about trees and how people could
use them.

Reflections: to be completed after lesson