Contemporary Teacher Leadership | Ben Morgan 16565832

Contemporary Teacher Leadership

102098

Assignment 1

Abstract:

The following report provides several recommendations to improve the Stage

5.2, Year 9, Mathematics Unit: “Right-Angled Triangles.” This unit was designed
for the year 9 (Stage 5.2) classes at Campbelltown Performing Arts High School
located in Sydney’s South-West. The unit has been reconstructed using the
Understanding by Design framework and the recommendations in this report
hope to increase literacy and numeracy skills, improve critical and creative
thinking and social capabilities, support learning for Aboriginal and Torres
Strait Islander students and create a more student-led learning experience.
This can be achieved as one strategy will improve many of these points
simultaneously.

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Table of Contents

Executive Summary ........................................................................................... 3

School Context ................................................................................................ 3

Goals ............................................................................................................... 3

Recommendations .......................................................................................... 4

Comparative Table ............................................................................................ 6

Report of Recommendations ............................................................................ 7

Redesigned Program ....................................................................................... 12

Scope and Sequence ..................................................................................... 12

Concept Map ................................................................................................ 13

Assessment Task ........................................................................................... 14

Marking Rubric ............................................................................................. 15

Unit Outline .................................................................................................. 16

Appendices ...................................................................................................... 21

Original Unit Outline ..................................................................................... 21

References....................................................................................................... 25

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School Context
Campbelltown Performing Arts High School (CPAHS) is a performing arts high
school in Sydney’s South-West. CPAHS enrols 1100 students, of which 40% are
enrolled through open audition in the areas of dance, drama, music and circus
programs (My school, n.d.). 10% of the students enrolled are of Aboriginal and
Torres Strait Islander decent. CPAHS has implemented STEM education for the
year 7 classes, which integrates science, technology, engineering, and maths
into one long lesson – a double period. Due to this change for year 7 CPAHS
now conducts all classes as double periods. So, all other years are seen for
longer periods of time, but less often. This can be a problem for maths as
children forget information between classes with nothing to keep their mind
on the subject.
CPAHS provided only a unit outline with no assessments or marking rubrics
attached. However, it did include a list of concepts, which has been adapted
into a map for this report, and the curriculum outcomes for the unit.
Assessments seem to be almost an afterthought, as they were prepared only a
week or 2 prior to the assessment being undertaken and consisted of the
content covered. The unit would be improved by following the Understanding
by Design framework, by preparing an assessment based on the content and
structuring the unit around that.

Goals
This report aims to:
- Increase literacy and numeracy skills
- Improve critical and creative thinking
- Increase social capabilities
- Support learning for Aboriginal and Torres Strait Islander students
- Create a more student-led learning experience

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Recommendations
- Increase literacy skills by introducing Newman’s Error Analysis (NEA) into
the classroom. NEA is a simple diagnostic procedure consisting of 5
prompts relating to reading, understanding, and answering mathematics
word problems. NEA can be implemented by having these prompts
displayed in the classroom and having all students work through them
individually or as a group. This enables the teacher to probe responses,
provide assistance, and help recognize where some might be struggling
(White, 2010). This also provides an opportunity for peer tutoring which
has been shown to improve student performance (Galia, 2015). Improve
numeracy skill by implementing something like QuickSmart in the
classroom. QuickSmart is a program designed to improve basic
mathematical skills and increase confidence to work on more difficult
mathematics (SiMERR National Research Centre, n.d.).

- Improve critical and creative thinking by encouraging students to come

up with their own strategies to remember the basic concepts (i.e. songs,
drawing, stories) and share them to the group. Teachers should also
provide more kinaesthetic and outdoor activities that can be used to
display relevance to learning, links to the real world, and increase
student engagement (Clark, 2015).

- Increase social capabilities by including more group work, games, and

peer tutoring. Implementing group work effectively can improve student
achievement and positive attitudes toward mathematics by making
students interdependent and needing to communicate and collaborate
effectively together (Hossain, 2018). Peer tutoring has a positive effect
on students’ achievement and a high influence on their communicative
capabilities (Ansuategui & Miravet, 2017).

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- Support learning for Aboriginal and Torres Strait Islander students by

using 8 ways pedagogy, specifically: Using the land,
deconstruct/reconstruct, story sharing (through yarning circles), and
learning maps. It is important to include these things in the classroom as
knowledge of land and place, use of stories, breaking down topics, and a
learning map are all central to Indigenous ways of knowing (Yunkaporta,
2009). ACARA has made histories and cultures of Aboriginal and Torres
Strait Islander people a cross curriculum priority but has failed this goal
in mathematics (Lowe & Yunkaporta, 2011), so it is a good idea to try
and include Aboriginal perspectives where applicable.

- Create a more student-led learning experience by conducting flipped

classrooms. Research has shown that mathematical knowledge and
engagement is increased, by having students watch a short video on the
topic prior to attending class (Kirvan, Rakes & Zamora, 2015; Clark,
2015). This also allows students to learn at their own pace and allows
the teacher to use class time more effectively (Bhagat, Chang & Chang,
2015; Katsa, Sergis & Sampson, 2016).

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Area of Strengths of the area Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration of consideration consideration concerns suggested.

Literacy is stated as a While it is stated as a focus, Introduce Newman’s Error This enables the teacher to probe
clear focus of the unit. there is not explicit direction Analysis (NEA) into the classroom responses, provide assistance, and
Literacy given in the unit outline. help recognize where some might
be struggling (White, 2010). This
also provides an opportunity for
peer tutoring which has been
shown to improve student
performance (Galia, 2015)
Strong focus on No focus on Indigenous Implement 8Ways Pedagogy and Knowledge of land and place, use
numeracy. perspectives or implementation create activities around of stories, breaking down topics,
Numeracy of the 8Ways pedagogy. QuickSmart to improve numeracy. and a learning map are all central
Numeracy could be improved. to Indigenous ways of knowing
(Yunkaporta, 2009) and can
improve student engagement.
QuickSmart has been shown to
have a positive effect on academic
achievement as well as a
substantial improvement for
Indigenous students (The SiMERR
National Research Centre, 2016).
Decent amount of Little creative thinking was Could be improved by Engaging in hands-on activities
Critical and investigation implemented. incorporating activities such as and working on real world
Creative activities. Students were disengaged, not music, dance, stories. applications can increase
Thinking understanding why they needed Kinaesthetic and outdoor students’ understanding (Clarke,
learn this. activities can be used to display 2015). Bachman et al. (2016)
relevance. found that incorporating dance
and mathematics improved
student performance and
attitudes towards mathematics.

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Group work is Minimal group work Implementing more group work. Implementing group work
Personal and included. encouraged. Allow students to work in pairs or effectively can improve student
Social groups and encourage students to achievement and positive
Capabilities help their fellow students if attitudes toward mathematics by
anyone might be struggling. making students interdependent
and needing to communicate and
collaborate effectively together
(Hossain, 2018). Peer tutoring has
a positive effect on students’
achievement and a high influence
on their communicative
capabilities (Ansuategui &
Miravet, 2017; Galia, 2015).
Assessments are created after Create an assessment task based The UBD framework consists of
the fact, based on where the on curriculum outcomes and plan backward designing units improve
Understanding class is up to. the unit backward from there. student learning, by giving a clear
by Design direction towards the assessment.
(McTighe & Wiggins, 2012)

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Report of Recommendations
The unit out line for Right-angled triangles in stage 5, year 9, was very well
constructed. It outlined the key concepts, explained why this unit matters,
what this topic was building on, types of formative assessment that can be
used, ideas for differentiation within each topic, and lesson ideas for each
topic. However, no complete assessment was prepared and was only adjusted
and updated a week prior to the assessment date. While many ideas for
differentiation were included, not much thought was put in for students
needing support. The unit outline explicitly states a focus on literacy and
numeracy, and critical and creative thinking while providing only limited
strategies throughout the unit. Personal and social capabilities are also
important skills that are not addressed in this outline but are quite easy to
incorporate. Finally, there is almost no focus on Aboriginal and Torres Strait
Islander students or their culture, despite trigonometry being quite an easy
subject to adapt to the outdoors and provide hands-on activities.
The allocation of 17 lessons makes no sense as the school has restricted the
way its lessons are set. This unit outline has not been restructured for the
change to double periods. 9 lessons will be more than enough, especially with
the introduction of the flipped classroom approach. There is no need to
reduce this number as this will provide lesson for revision and full lessons with
hands on activities to gain a complete understanding of the topic rather than
just the knowledge of some points. Having a complete understanding of the
topic helps students adapt to new tasks easily, makes the content easier to
remember, and helps students relate the big ideas to each other (Sahin,
Yenmez & Erbas, 2014; Skemp, 1976).
The Understanding by Design (UBD) framework has been used in this report to
not only improve student learning, but also give students an understanding of
why they need to learn the specific topic in class (McTighe & Wiggins, 2012;
Florian & Zimmerman, 2015). Each class should begin with specific learning
intentions and outcomes to outline exactly what they are going to do, where
they’re headed, and what they are expected to achieve (aitsl, QT). As the
outline has been planned out with an assessment task already written,
teachers will know exactly where they are and what they are expected to

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teach. Making sure all the content is addressed in class will be helped greatly
with the introduction of the flipped classroom.
The biggest change made to this unit is the introduction of flipped classrooms.
Flipped classrooms are structured in a way that the content that is usually
taught during class is done at home, and what once used to be sent home as
homework is now completed in class (Bergmann & Sams, 2012). Flipping the
classroom provides students with the flexibility to learn at their own pace,
catch up on missed work, and work on the content in school where there is
teacher present to help you when needed (Bergmann & Sams, 2012; Clark,
2015; Lo & Hew, 2017). At CPAHS, many of the classes were weeks behind
schedule and I noticed this being caused by lack of student engagement and
teachers having to continuously repeat themselves. Too much time was spent
on instruction that students never had the chance to work on examples and
gain a proper understanding of the topic forcing the teacher to revisit the topic
next lesson. In the flipped classroom model students would be required to
watch a 5-10 minute video constructed by the teacher explaining the main
points. This may seem too short, however, while doing this, teachers discover
that they spend more time on instruction than they originally intend (Kirvan,
Rakes & Zamora, 2015). Doing this cuts down instruction time significantly
leaving more than 70 minutes on students doing the work and discussing
strategies (Bergmann & Sams, 2012). A flipped classroom adheres to one of the
key tenets of the Understanding by Design Framework – that teachers are
there to coach, not just to give them the content knowledge (McTighe &
Wiggins, 2012). With less time spent on instruction, teachers will have more
time to focus on the concepts and provide students with a deep
understanding.
It was clear that many students at CPAHS lacked basic mathematical
knowledge hampering their ability to participate effectively in the mathematics
classroom. The new unit outline intends to address this problem by
implementing lesson starters similar to that of QuickSmart. QuickSmart is a
program that uses flash cards and times speed sheets to develop automatic
recall (SiMERR National Research Centre, n.d.). With the implementation of the
flipped classroom students will have plenty of time conduct it amongst
themselves in small groups for the opening 5-10 minutes of a few lessons

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where they can also discuss strategies to calculate simple operations.

QuickSmart has been shown to have a positive effect on academic
achievement as well as a substantial improvement for Indigenous students
(The SiMERR National Research Centre, 2016). This will start students off with
easy questions to boost their confidence and have them engaged from the
outset.
Where this unit really failed was the exclusion of creative or performing arts in
a performing arts high school. The implementation of creative and performing
arts could be included into classes in order to improve students’ mathematical
skills and attitudes and increase student engagement (Bachman et al., 2016).
Have one lesson set aside where students are to work in groups to create a
real-world scenario that they will display an understanding of trigonometry
and finding angles and sides of a right-angled triangle. This can be set a few
weeks prior to the final assessment and to be displayed to the class during a
revision lesson. They can choose to create an art piece depicting a scenario,
singing a song to remember the concepts, creating a dance associated with
trigonometry, or anything they might come up with. This gives students the
opportunity to work in groups and have fun with mathematics at the same
time.
Group work provides students with opportunities for peer tutoring. While
working on worksheets or activities in groups, picked by the teacher, there will
be students with differing levels of ability. When low ability students lag
behind or just require assistance there will be a higher ability student there to
help them along. Peer tutoring, in this manner, provides students with another
form of resource – each other. Peer tutoring also has a positive effect on
students’ achievement and a high influence on their social capabilities
(Ansuategui & Miravet, 2017; Galia, 2015). This strategy has a positive
influence on cultural minority students who, not only enjoy the experience, but
show an improvement in academic achievement (Gahlia, 2015).
While peer tutoring is one strategy that could be implemented to engage
Indigenous students, the 8Ways pedagogy is one that has been overlooked by
this unit outline. This is not only a fault of this unit as Lowe and Yunkaporta
(2013), admitted that mathematics is the most restricted in what content can
address Aboriginal perspective, with only 2 tags appearing in the secondary

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curriculum. However, “Right-Angled Triangles” is a perfect opportunity to

implement some of the 8Ways pedagogy. There are many real-life applications
of Pythagoras’ Theorem that can be explored and investigated outside the
classroom that relate to the land links way of knowing. UBD framework is
similar to that of one of the 8 ways: “Deconstruct/Reconstruct.” This explains
how the Aboriginal way of learning can be done by back-tracking showing the
whole topic as a whole and then breaking it down in to pieces and then put
back together so that students can see how it all fits together (Yunkaporta,
2009). It would be best to begin the topic by showing what is being learned
and how the unit will be structured over the coming weeks.
Finally, while this unit has literacy written as a focus, there is no clear point
where this is addressed, nor is there any strategy described to improve literacy
in this unit. Mathematics is more than just numbers, especially in this topic.
“Right-angled triangles” is a perfect topic to focus on literacy as there as
several lessons will focus solely on real life applications and worded problems.
While answering a mathematics worded-problems, students must overcome a
series of hurdles, several of which are literacy hurdles (White, 2010).
Newman’s Error Analysis consists of a series of questions to determine where a
student has made an error. This can be implemented into the classroom by
having teachers getting students to read out questions (1st prompt), get
students to discuss what the question is asking them to do (2nd prompt), ask
random students how they might find the answer (3rd prompt), have students
come and show their working out on the board (4th prompt), the n have all
students answer the question in their books. Doing this enables the teacher to
probe responses, provide assistance, and help recognize where some might be
struggling. After going through this process students can work in pairs and go
through the same process – another opportunity for peer tutoring.

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Redesigned Program

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Concept Map

Cosine Sine Tangent

Unknown Angles
Trigonometric Ratios

Similar Triangles

Right-angled Triangle
Pythagoras’ Theorem

Unknown sides
𝑎2 + 𝑏 2 = 𝑐 2

Triangles
Hypotenuse Opposite
Adjacent 13
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Year 9 Assessment Task

Task: In this task you are to try and find places where trigonometry might be used
in real-world applications. Your task is to take 5 photos in different scenarios and
use the measurements you know to solve for the unknown, whether it be the
angle or a length.
Example: What length branch will fit in my snake’s new tank?

Date given: Week 2 Date due: Last lesson in week 4

Weighting: 20% Total marks: /25

Outcomes Assessed:
MA5.1-1WM uses appropriate terminology, diagrams and symbols in
mathematical contexts
MA5.1-2WM selects and uses appropriate strategies to solve problems
MA5.1-3WM provides reasoning to support conclusions that are appropriate to
the context
MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including
problems involving angles of elevation and depression
MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled
triangles, and solves related problems
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Marking Rubric
Score
Requirement 0 1-5 6-10 11-15 16-20 20-25
Photos/Context No attempt has been Photos have been Photos have been Photos have been Photos have been Photos have been
made to take included with no provided with some provided with provided with provided with
pictures or provide context. context. relevant context. relevant context relevant context and
any context. using correct using correct
terminology. terminology.
Photos display a wide
range of scenarios
and finding different
unknowns.
Diagrams No attempt has been An attempt has been Diagrams have been Diagrams have been Detailed diagrams Detailed diagrams
made to provide any made to included correctly included correctly included have been correctly have been correctly
kind of diagram. diagrams with with associated with associated included with included with
associated pictures. pictures. pictures with an associated pictures associated pictures.
attempt to use with an attempt to Diagram is
symbols. use symbols. completely labelled
with appropriate
symbols used
correctly.
Calculations No attempt has been Minimal attempt Selects strategy but Selects strategies to Selects strategies to Selects appropriate
made to make any made to answer the does not attempt to solve the problem. solve the problem. strategies to solve
kind of calculation. question. answer. Work towards an Applies trigonometry the problem.
No reasoning to answer. to work towards an Applies trigonometry
support conclusions. No reasoning to answer. to find the correct
support conclusions. Provides some answer.
reasoning to support Provides good
conclusions. reasoning to support
conclusions.

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Unit Outline
Right-angled Triangles | Stage 5 | Mathematics

Summary Duration
In this unit, students work with right angled triangles. Pythagoras' theorem is reviewed, and basic Term 2
trigonometry is introduced. Students solve problems involving angles of elevation and depression, but 4 weeks 2 days
not bearings. Detail: 9 lessons at 104 minutes each

Key concepts Why does this learning matter?

The key concepts that students should learn are that: Trigonometry, or the study of the relationship between the sides and angles in triangles, has been
 Missing sides in right-angled triangles can be found using Pythagoras' theorem (review) essential to calculations in engineering, architecture, navigation and science since ancient times.

 The sine, cosine and tangent ratios can be explored using similarity in right angled triangles Trigonometry allows us to easily find angles and distances which cannot be measured directly.

 Trigonometry can be used to find missing sides and angles in right-angled triangles Key inquiry question
How can I find missing sides and angles in right-angled triangles without measuring them?
 Problems involving angles of elevation and depression can be solved using trigonometry

Outcomes Building the Field Assessment overview

Mathematics K-10
› MA5.1-1WM uses appropriate terminology, diagrams and
symbols in mathematical contexts
› MA5.1-2WM selects and uses appropriate strategies to solve
problems
› MA5.1-3WM provides reasoning to support conclusions that are
appropriate to the context
› MA5.1-10MG applies trigonometry, given diagrams, to solve
problems, including problems involving angles of elevation and
depression
› MA4-16MG applies Pythagoras’ theorem to calculate side lengths
in right-angled triangles, and solves related problems
 This unit builds on stage 4 work with Pythagoras' theorem
 This unit is a pre-requisite for further study of trigonometry,
including bearings and degrees and minutes in year 10, and in
Stage 6
 This unit applies to a range of real life applications that require
missing measurements to be calculated. Trigonometry is used in
the building and surveying fields
Summative Assessment
 Completion of section of semester exam relating to this topic (see
attached document)
 Final completion of investigative task (see attached documents)
Formative Assessment
 Initial completion of the topic portfolio task returned with
feedback
 Creative arts group homework in revision lesson.
 Completion of exit questions throughout topic to be marked by the
teacher and immediate feedback given
 Answering class questions, participation in class discussions,
completion of reflection questions, self- assessment of set
questions using given answers, peer assessment, and regular
overview with explicit and comprehensive feedback of written
solutions by the teacher.
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Literacy and Numeracy General Cap. / CC priorites 21st Century Skills

 Explicit instruction of vocabulary related to trigonometry, focusing
on the meaning and spelling of these words.
 Explicit instruction of comprehension strategies for written
problems
 Introduce Newman’s Error Analysis into the classroom when
worded problems are introduced to see where students are
needing help in the solving process and encourage peer tutoring.
Aboriginal and Torres Strait Islanders: The focus of this unit is the use
 Begin the topic by showing students what they’ll be expected to have achieved at the and of of ICT for learning.
the topic. From this break down the concepts by drawing up a learning map showing the This topic will be taught as a
process from lesson 1 to the final lesson (8Ways – Learning maps). This will break it down to flipped classroom. Students will
show the relevance of each lesson. be required to watch online
 Take the students outside after working on word problems. Have students pace out a distance lessons prior to attending class.
from a tree, measure the angle from that point to the top and have them estimate the height of These videos will be no more
the tree (Land Links). Have students come up with ideas for other examples. than 10 minutes and explain the
 Mathematics lends itself to the one of the 8 Ways of Aboriginal learning: concept that they will then be
Deconstruct/Reconstruct. Always provide several examples to break down then scaffold the working on in class.
process for the students to show them how to put it back together.
The focus of this unit is literacy and critical and creative thinking
 Engaging in hands-on activities and working on real world applications can increase students’
understanding (Clarke, 2015).
 Incorporate creative arts by asking students to create an art piece depicting a scenario,
singing a song to remember the concepts, creating a dance associated with trigonometry, or
anything they might come up with. This gives students the opportunity to work in groups and
have fun with mathematics.

Strategies to support learning for Aboriginal and/or Torres Strait Islander students
- Improve numeracy skill by implementing something like QuickSmart in the classroom. QuickSmart is a program designed to improve basic mathematical skills and increase confidence to work on more
difficult mathematics (SiMERR National Research Centre, n.d.). QuickSmart has been shown to have a positive effect on academic achievement as well as a substantial improvement for Indigenous
students. These session can last between 5-10 minutes and will boost their confidence for the following lesson.
- Implement 8Ways pedagogy as a framework to help Indigenous students. This consists of knowledge of land and place, use of stories, breaking down topics, and using a learning map which are all
central to Indigenous ways of knowing (Yunkaporta, 2009)
- Beginning each lesson with learning intentions and success criteria will help students, especially Indigenous (learning maps), see how the content of the lesson fits into the topic as a whole.

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Content
Stage 4 - Right-Angled Triangles (Pythagoras)
Students:
 use Pythagoras' theorem to find the length of an unknown
side in a right-angled triangle
Stage 5.1 - Right-Angled Triangles (Trigonometry)
Students:
Use similarity to investigate the constancy of the sine, cosine and
tangent ratios for a given angle in right-angled triangles
(ACMMG223)
 identify the hypotenuse, adjacent sides and opposite sides
with respect to a given angle in a right-angled triangle in any
orientation
 label sides of right-angled triangles in different
orientations in relation to a given angle (Communicating)
 label the side lengths of a right-angled triangle in relation to
a given angle, eg side c is opposite angle C
 define the sine, cosine and tangent ratios for angles in right-
angled triangles
 use similar triangles to investigate the constancy of the sine,
cosine and tangent ratios for a given angle in right-angled
triangles
 use trigonometric notation, eg
 use a calculator to find approximations of the trigonometric
ratios for a given angle measured in degrees
 use a calculator to find an angle correct to the nearest
degree, given one of the trigonometric ratios for the angle
Apply trigonometry to solve right-angled triangle problems
(ACMMG224)
 select and use appropriate trigonometric ratios in right-
angled triangles to find unknown sides, including the
hypotenuse
 select and use appropriate trigonometric ratios in right-
angled triangles to find unknown angles correct to the
nearest degree
Contemporary Teacher Leadership | Ben Morgan 16565832
Learning Experiences
Differentiation
Open ended questions should be used where possible to allow students to access concepts and demonstrate achievement at their level of
readiness
# indicates modification for students needing support
* indicates modification for students needing extension
Formative Assessment
All questions, problems and tasks that students complete should be used for formative assessment. Teachers should monitor student
understanding by checking work and ensuring all work has been marked (by the students, peers or the teacher as appropriate) and give
feedback that indicates explicitly how students are to improve their performance. Examples of typical exit questions to check each learning
intention; give immediate, appropriate feedback; and adjust teaching appropriately are given below
Learning Intentions
The learning intention of each concept is give in italics
 Review Pythagoras’ theorem and find the length of the hypotenuse Students complete a short pre test to establish the starting point
of learning. Under teacher direction: students investigate the theorem via concrete materials or a widget; and work through examples
finding the hypotenuse and determining if triangles are right-angled. Students work individually, in pairs or in groups to complete related
problems
# Students use scaffolds
* Students use two applications of Pyhtagoras' theorem to find missing measurements
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: Find the length of the diagonal steel brace required to support a wall of length 3.5 m and height 2.6 m. Give your answer
correct to one decimal place
 Find the lengths of the shorter sides Under teacher direction students work through examples finding the shorter sides. Students work
individually to complete related problems
# Students use scaffolds
* Students use two applications of Pythagoras' theorem to find missing measurements
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: If a television has a screen size of 63 cm, it means that the diagonal length of the screen is 63 cm. If the vertical height of a 63
cm screen is 39 cm, find how wide the screen is to the nearest centimetre.
 Solve problems using Pythagoras' theorem Students work in small groups on a practical problem to be solved using Pythagoras'
theorem, and present their solutions to the class. Class discussion refines strategies for solving worded problems, with focus on creating
and using diagrams. Students work individually, in pairs or in groups on related problems
# Students use scaffolds
* Students use two applications of Pythagoras' theorem to find missing measurements
#/* Students work in pairs or small groups to encourage peer tutoring.
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Content
Solve right-angled triangle problems, including those involving
angles of elevation and depression (ACMMG245)
Contemporary Teacher Leadership | Ben Morgan 16565832
Learning Experiences
Exit Question: Two skyscrapers are located 25 m apart and a cable of length 62.3 m links the tops of the two buildings. If the taller building
is 200 metres tall, what is the height of the shorter building?
 Investigate the trigonometric ratios using similar triangles Under teacher direction, students label the sides of a right angled triangle
with respect to a particular angle, and define the ratios for sine, cosine and tangent. Students work in pairs to use geogebra to generate a
series of similar triangles and calculate the trig ratios, determining that they are constant for the same angle. Under teacher direction,
students work through examples finding trig ratios given the sides. Students work individually, in pairs or in groups on related problems
# Students use scaffolds
* Students investigate the relationship between sive and cosine for complemetary angles
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: Give a triangle with an angle θ that has tanθ = 6/17
 Find an unknown side when it is the numerator in a trig ratio Under teacher direction, students work through examples finding an
unkown side, including first identifying which trig ratio is to be used. Students work individually, in pairs or in groups on related problems
# Students use scaffolds
* Students investigate the relationship between sine and cosine for complemetary angles
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: A pole is supported by a 12 m cable that makes a 60° angle with the ground. How tall is the pole, correct to two decimal
places? (give diagram)
 Find an unknown side when it is the denominator in a trig ratio Under teacher direction, students work through examples finding an
unkown side, including first identifying which trig ratio is to be used. Students are taken outside and asked to figure out the height of a
tree. Question what strategies we might use. Students work individually, in pairs or in groups to find more examples outside.
# Students use scaffolds
* Students use trigonometry to find the perimeter of shapes with triangles
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: A kite is flying at a height of 27 m above the anchor point. If the string is inclined at 42° to the horizontal, find the length of
the string (give diagram)
 Finding unknown angles Under teacher direction, students work through examples finding an unkown angle, including using the correct
calculator procedure and identifying which trig ratio is to be used. Students work individually, in pairs or in groups on related problems.
Students work in small groups to calculate the slope some of the streets claiming to be the world's steepest, with measurements obtained
from Google Earth. Class disscussion refines strategies and resolves which is the steepest street
# Students use scaffolds
* Students use percentage slope to find an angle
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: A road rises at a grade of 3 in 10. Find the angle (to the nearestdegree) the road makes with the horizontal.
 Use trigonometry to solve problems, including angles of elevation and depression Under teacher direction, students work through
examples using or finding angles of elevation and depression, including defining terms; and creating and using clear diagrams. Students
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 Contemporary Teacher Leadership | Ben Morgan 16565832

Content Learning Experiences

work individually on related problems. Students work in small groups on a practical problem (eg use Google earth to get elevations and
measurements from a sloping site and determine the angle of elevation ) and present their solution to the class, and receive peer feedback
on the clarity of their diagrams and explanation
# Students use scaffolds
* Students solve problems when measurements are taken from a plane
#/* Students work in pairs or small groups to encourage peer tutoring.
Exit Question: A power line is stretched from a pole to the top of a house. The house is 4.1 m high and the power pole is 6.2 m high. The
horizontal distance between the house and the power pole is 12 m. Find the angle of elevation of the top of the power pole from the top of
the house, to the nearest degree.

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 Contemporary Teacher Leadership | Ben Morgan 16565832

Appendix - Original Unit Outline

Right-angled Triangles | Stage 5 | Mathematics

Summary Duration
In this unit, students work with right angled triangles. Pythagoras' theroem is reviewed, and basic Term 2
trigonometry is introduced. Students solve problems involving angles of elevation and depression, but 4 weeks 2 days
not bearings.
Detail: 17 lessons at 52 minutes each

Key concepts Why does this learning matter?

The key concepts that students should learn are that:
 Missing sides in right-angled triangles can be found using Pythagoras' theorem (review)
 The sine, cosine and tangent ratios can be explored using similarity in right angled triangles
 Trigonometry can be used to find missing sides and angles in right-angled triangles
Trigonometry, or the study of the relationship between the sides and angles in triangles, has been
essential to calulations in engineering, architecture, navigation and science since ancient times.
Trigonometry allows us to easily find angles and distances which cannot be measured directly.
Key inquiry question

 Problems involving angles of elevation and depression can be solved using trigonometry How can I find missing sides and angles in right-angled triangles without measuring them?

Outcomes Building the Field Assessment overview

Mathematics K-10
› MA5.1-1WM uses appropriate terminology, diagrams and
symbols in mathematical contexts
› MA5.1-2WM selects and uses appropriate strategies to solve
problems
› MA5.1-3WM provides reasoning to support conclusions that are
appropriate to the context
› MA5.1-10MG applies trigonometry, given diagrams, to solve
problems, including problems involving angles of elevation and
depression
› MA4-16MG applies Pythagoras’ theorem to calculate side lengths
in right-angled triangles, and solves related problems
 This unit builds on stage 4 work with Pythagoras' theorem
 This unit is a pre-requisite for further study of trigonometry,
including bearings and degrees and minutes in year 10, and in
Stage 6
 This unit applies to a range of real life applications that require
missing measurements to be calculated. Trigonometry is used in
the building and surveyng fields
Summative Assessment
 Completion of section of semester exam relating to this topic (see
attached document)
 Final completion of the topic portfolio task after receiving
feedback (see attached documents)
Formative Assessment
 Initial completion of the topic portfolio task, returned with
feedback
 Completion of exit questions throughout topic to be marked by the
teacher and immediate feedback given
 Answering class questions, participation in class discussions,
completion of reflection questions, self- assessment of set
questions using given answers, peer assessment, and regular
overview with explicit and comprehensive feedback of written
solutions by the teacher.

21

Literacy and Numeracy
 Explicit instruction of vocabulary related to trigonometry, focusing
on the meaning and spelling of these words.
 Explicit instruction of comprehension strategies for written
problems
Content
Stage 4 - Right-Angled Triangles (Pythagoras)
Students:
 use Pythagoras' theorem to find the length of an unknown
side in a right-angled triangle
Stage 5.1 - Right-Angled Triangles (Trigonometry)
Students:
Use similarity to investigate the constancy of the sine, cosine and
tangent ratios for a given angle in right-angled triangles
(ACMMG223)
 identify the hypotenuse, adjacent sides and opposite sides
with respect to a given angle in a right-angled triangle in any
orientation
 label sides of right-angled triangles in different
orientations in relation to a given angle (Communicating)
 label the side lengths of a right-angled triangle in relation to
a given angle, eg side c is opposite angle C
 define the sine, cosine and tangent ratios for angles in right-
angled triangles
 use similar triangles to investigate the constancy of the sine,
cosine and tangent ratios for a given angle in right-angled
triangles
 use trigonometric notation, eg
 use a calculator to find approximations of the trigonometric
ratios for a given angle measured in degrees
 use a calculator to find an angle correct to the nearest
degree, given one of the trigonometric ratios for the angle
Contemporary Teacher Leadership | Ben Morgan 16565832
General Cap. / CC priorites 21st Century Skills
Refer to the icons relating to the general capabilities and the cross curricular priorities in the content The focus of this unit is the use
from the syllabus. of ICT for learning
The focus of this unit is literacy and critical and creative thinking
Learning Experiences Lit, 21C, 8 ways, QT
Differentiation
Open ended questions should be used where possible to allow students to access concepts and
demonstrate achievement at their level of readiness
# indicates modification for students needing support
* indicates modification for students needing extension
Formative Assessment
All questions, problems and tasks that students complete should be used for formative assessment.
Teachers should monitor student understanding by checking work and ensuring all work has been
marked (by the students, peers or the teacher as appropriate) and give feedback that indicates explicitly
how students are to improve their performance. Examples of typical exit questions to check each
learning intention; give immediate, appropriate feedback; and adjust teaching appropriately are given
below
Learning Intentions
The learning intention of each concept is give in italics
 Review Pythagoras’ theorem and find the length of the hypotenuse Students complete a short pre
test to establish the starting point of learning. Under teacher direction: students investigate the
theorem via concrete materials or a widget; and work through examples finding the hypotenuse and
determining if triangles are right-angled. Students work individually to complete related problems
# Students use scaffolds
* Students use two applications of Pyhtagoras' theorem to find missing measurements
Exit Question: Find the length of the diagonal steel brace required to support a wall of length 3.5 m and
height 2.6 m. Give your answer correct to one decimal place
 Find the lengths of the shorter sides Under teacher direction students work through examples
finding the shorter sides. Students work individually to complete related problems
# Students use scaffolds
* Students use two applications of Pythagoras' theorem to find missing measurements
Exit Question: If a television has a screen size of 63 cm, it means that the diagonal length of the screen
is 63 cm. If the vertical height of a 63 cm screen is 39 cm, find how wide the screen is to the nearest
centimetre. 22

Apply trigonometry to solve right-angled triangle problems
(ACMMG224)
 select and use appropriate trigonometric ratios in right-
angled triangles to find unknown sides, including the
hypotenuse
 select and use appropriate trigonometric ratios in right-
angled triangles to find unknown angles correct to the
nearest degree
Solve right-angled triangle problems, including those involving
angles of elevation and depression (ACMMG245)
Contemporary Teacher Leadership | Ben Morgan 16565832
Solve problems using Pythagoras' theorem Students work in small groups on a practical problem to
be solved using Pythagoras' theorem, and present their solutions to the class. Class discussion refines
strategies for solving worded problems, with focus on creating and using diagrams. Students work
individually on related problems
# Students use scaffolds
* Students use two applications of Pythagoras' theorem to find missing measurements
Exit Question: Two skyscrapers are located 25 m apart and a cable of length 62.3 m links the tops of the
two buildings. If the taller building is 200 metres tall, what is the height of the shorter building?
 Investigate the trigonometric ratios using similar triangles Under teacher direction, students label
the sides of a right angled triangle with respect to a particular angle, and define the ratios for sine,
cosine and tangent. Students work in pairs to use geogebra to generate a series of similar triangles
and calculate the trig ratios, determining that they are constant for the same angle. Under teacher
direction, students work through examples finding trig ratios given the sides. Students work
individually on related problems
# Students use scaffolds
* Students investigate the relationship between sive and cosine for complemetary angles
Exit Question: Give a triangle with an angle θ that has tanθ = 6/17
 Find an unknown side when it is the numerator in a trig ratio Under teacher direction, students
work through examples finding an unkown side, including first identifying which trig ratio is to be
used. Students work individually on related problems
# Students use scaffolds
* Students investigate the relationship between sine and cosine for complemetary angles
Exit Question: A pole is supported by a 12 m cable that makes a 60° angle with the ground. How tall is
the pole, correct to two decimal places? (give diagram)
 Find an unknown side when it is the denominator in a trig ratio Under teacher direction, students
work through examples finding an unkown side, including first identifying which trig ratio is to be
used. Students work individually on related problems
# Students use scaffolds
* Students use trigonometry to find the perimeter of shapes with triangles
Exit Question: A kite is flying at a height of 27 m above the anchor point. If the string is inclined at 42°
to the horizontal, find the length of the string (give diagram)
 Finding unknown angles Under teacher direction, students work through examples finding an
unkown angle, including using the correct calculator procedure and identifying which trig ratio is to be
used. Students work individually on related problems. Students work in small groups to calculate the
slope some of the streets claiming to be the world's steepest, with measurements obtained from
Google Earth. Class disscussion refines strategies and resolves which is the steepest street
# Students use scaffolds 23
 Contemporary Teacher Leadership | Ben Morgan 16565832

* Students use percentage slope to find an angle

Exit Question: A road rises at a grade of 3 in 10. Find the angle (to the nearestdegree) the road makes
with the horizontal.
 Use trigonometry to solve problems, including angles of elevation and depression Under teacher
direction, students work through examples using or finding angles of elevation and depression,
including defining terms; and creating and using clear diagrams. Students work individually on related
problems. Students work in small groups on a practical problem (eg use Google earth to get
elevations and measurements from a sloping site and determine the angle of elevation ) and present
their solution to the class, and receive peer feedback on the clarity of their diagrams and explanation
# Students use scaffolds
* Students solve problems when measurements are taken from a plane
Exit Question: A power line is stretched from a pole to the top of a house. The house is 4.1 m high and
the power pole is 6.2 m high. The horizontal distance between the house and the power pole is 12 m.
Find the angle of elevation of the top of the power pole from the top of the house, to the nearest degree.

24
 Contemporary Teacher Leadership | Ben Morgan 16565832

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