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UMF Secondary Education Lesson Plan/Learning Event Template

Name: Aurora Turmelle Program: Secondary Course: Practicum (EDU 222,


Education EDU 223, SED 220)

Lesson Topic / Title: Triangles: Sine, Cosine, and Pythagorean Theorem

Lesson Date: Lesson Length: Grade/Grade Range:


(Lesson # in your unit sequence) 2.5 BLOCKS; 180 Minutes High School Geometry Students
2 of 3 LE GREEN HIGHLIGHTED AREA

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning


(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you
observable and age/content appropriate. They may be from Stage 1 chose these objectives. How are they content, age
and/or they may be more detailed ones specific to this lesson. They and lesson topic appropriate?)
must align with targeted standards and conceptual understandings. If
you have any additional objectives for particular students related to IEP
goals, you can include those here too.)

The agenda for the day will be posted on the board for Having the agendra present throughout the
students to have access to throughout the lesson. lesson lets students know where they are
going during the day’s learning event.

Students will be able to understand process for This is a skill that students will need as
determining angles and leg lengths of triangles when only they further in their mathematics career,
given specific components. being able to understand how to solve for
specific components when given only a
few pieces of information.

Students will be able to use the Law of Sines and Law of This is a device that students will continue
Cosines to solve for missing angles and leg lengths when to see as they move forward in their
given specific components. mathematics classes, students must be
able to understand how the specific pieces
of information that they have been given
relate to the LS and LC, and how to use
their pieces of information in order to solve
for the entirety of the triangle.
Students will be able to explain their application of the By being able to explain how they are able
Law of Sines and Law of Cosines to solve for missing to solve for the missing variable on a
angles and leg lengths of a triangle to their peers. triangle by using the LS and LC equations,
students will demonstrate
complete-knowledge acquisition of the LC
and LS. Further, by being able to explain
its applications, it allows students to fully
develop their understanding, as well as
cementing their understanding of it, as
teaching is the best way to learn a subject.

Content Standard(s) Instructional Decisions / Reasoning


(Identify the relevant content standards (CCSS, MLR, ISTE, other) and (In bulleted form, why did you choose these
discipline specific standards (mathematical practice, ELA literacy, standards?)
anchor, cross-cutting, other). Align objectives with content- and
discipline-specific standards.)

Define trigonometric ratios and solve problems involving B1 ​As trigonometry will continue to be
right triangles
CCSS.MATH.CONTENT.HSG.SRT.C.7 built on as they continue with their
B1 ​Explain and use the relationship between the sine and mathematics educations, students
cosine of complementary angles. need to understand how sine and
cosine relate to angles in order so
CCSS.MATH.CONTENT.HSG.SRT.C.8
B2 ​Use trigonometric ratios and the Pythagorean Theorem to solve for specific components of said
solve right triangles in applied problems.* angles (x value, y value, etc)

Apply trigonometry to general triangle B2 ​Students will be learning the


CCSS.MATH.CONTENT.HSG.SRT.D.10
C1 ​Prove the Laws of Sines and Cosines and use them to solve Pythagorean Theorem, and will be
problems. using it to solve for missing side
lengths for triangles in the real world
CCSS.MATH.CONTENT.HSG.SRT.D.11
C2​​ Understand and apply the Law of Sines and the Law of
Cosines to find unknown measurements in right and non-right C1 ​The Law of Sines and Law of
triangles (e.g., surveying problems, resultant forces). Cosines are necessary for students
understanding, and required for solving
Craft and Structure: triangles when only given one
CCSS.ELA-LITERACY.RST.9-10.4
E1 ​Determine the meaning of symbols, key terms, and other leg-length and two angles. Further as
domain-specific words and phrases as they are used in a this is a property that will continue to
specific scientific or technical context relevant to ​grades 9-10 pop up later in their mathematics
texts and topics​.
career, students must be familiar with
this a=b=c kind of problem set up.

C2 ​Building off of ​C1​​, students will


need to understand how to specific
components of triangles are related,
and how they can be used to solve for
missing components of a triangle.

E1 ​Students will able to recognize


math-specific symbols (such as the
angle symbol, the parallel symbol,
degree, etc), key terms, and other
content-specific words and apply them
to solve problems. Students will need
to understand these because these
mathematics symbols will follow them
into later math classes (both in high
school and in college).

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning


● In bulleted form, list at least one assessment for each instructional ● In bulleted form that aligns with assessments on
objective. the left, state whether the assessment is formative
● At least one of these assessments should come from your Stage 2. or summative and what type of assessment it is:
● Put brief description of each formative and summative assessment pre-, self-, peer- or teacher-.
for this lesson here; full description in teaching & learning sequence. ● What are the differentiated ways students can
demonstrate their understanding of the learning
objectives?
● What accommodations, modifications, or
extensions in assessment are you using?
● What data will be gathered (prior knowledge, skill
level, potential misconception,...) and how will it
be used to give feedback to students and make
decisions about further teaching?)

Snowball - FORMATIVE ASSESSMENT This activity will give opportunity for the
See description for activity in Teaching and Learning instructor to gauge where the class is as a
Sequence whole, and their general ability to work
through the steps for solving the
Pythagorean Theorem.

Further, by having students evaluate the


work of their peers without knowing who’s
work it is, it gives student to opportunity to
practice their ability to recognize mistakes
within the work of others, as well as their
own work.

This activity will help guide


teacher-instruction, meaning the teacher
can use this activity to determine if they
need to spend more time on the material,
and to provide further
practice/individualized instruction.
● In the instant that a student would
physically would be unable to
participate in the activity (throwing
the paper across the room), a

Class Discussion - FORMATIVE ASSESSMENT Small group work allows for students to
After the snowball activity, the students will be prompted work with their prefered peers to work
with the question of “how do you go about solving for the through material that challenges them to
triangle when you’re missing a components?” creatively think of ways to approach a new
type of problem that they have no
Students break into small groups to discuss how they experience with. Further, as this activity is
may attempt solving a triangle when they’re given only a discussion based around new material,
one leg length instead of two, and when they’re given this is a kind of formative assessment that
angles of the triangle instead of leg lengths. allows the teacher to see who in the class
At this time the teacher will be walking around the room, has had experience with the LS and LC,
listening to what the students are coming up with. and who does not. Further, this activity will
shape the instructional method for the
After about three minutes, give the class a hint about upcoming lesson.
sine, cosine, and tangent, and SOH CAH TOA

After another three minutes, each group will share out


about their thoughts on how they could solve for the
components they’re missing.

Class Review- Group Work on specific problem Collaborating with their peers to solve a
Students will spend 20 minutes going over their problem gives opportunity for the students
homework, making corrections to their work. After going to take their understanding of the other
through and correcting their work, the group will choose problems to work through a problem that
one problem that they all (or the majority of the group got they all struggled with. Further, the group
wrong), and work as a group to collaborate on to solve. work allows students to work through their
This will be a ​FORMATIVE ASSESSMENT. (20 thinking in a situation where they can
minutes) collaborate and give each other feedback.
Lastly, as group work gives an opportunity
for students understanding the material to
take on the role of teacher, and to explain
it to their struggling peers,which allows
both students to having a better
understanding of the material.

Kahoot Quiz - FORMATIVE ASSESSMENT Kahoot is a low-risk way for students to


study for an assessment in a fun and
competitive manner. Further, as you
are able to view the results, Kahoot
can act as a formative assessment to
see where you get an idea of where
the students are, as well as what
material that future students will need
further practice with before the end of
the unit.
Quiz over LS, LC and Pythagorean Theorem - The quiz is a summative​ ​way to
SUMMATIVE QUIZ cement where students are with the
material, and gives you a clear idea
how each student is doing with the
new material. The quiz can also guide
instructional practice; do students need
more time on the material? A specific
section? etc.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, and Instructional Decisions / Reasoning


/ or Technology (In bulleted form, describe how these materials,
(What teacher and student materials are necessary for this lesson to be resources, and technology are relevant, accurate,
implementation ready? In bulleted form, list handouts, types of appropriate and accessible to the learners. Include
manipulatives, varied texts, models etc. Describe how technology how you addressed students with disabilities,
augments learning or assists in planning this lesson and what specific language needs or giftedness.)
technology is necessary for this lesson, when applicable.)

Worksheets with triangles missing one leg length for Worksheets are needed in order to perform
Snowball activity​. the ​Snowball​​ activity
Expo markers Whiteboard/markers for lesson
White Board

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning


● Describe the plan and sequence of your lesson that is connected to the (In bulleted form, provide any additional information
objectives. pertaining to your teaching and learning sequence
● Clearly identify timeframe.
including details such as specific strategies or
● Describe the introduction (and hook) and closure of the lesson.
● What homework, if any, will students have following this lesson? instructional formats used, instructional dialogue and
● Describe student groupings and room arrangement. potential teacher and student questions.)
● Show where in the sequence technology is used to engage learners in
meeting learning objectives when appropriate.
● The sequence should include processes for monitoring student progress.

Snowball project - FORMATIVE ASSESSMENT - Though the work will be anonymous,


HOOK students can use this time to develop their
Class 1 - 15 minutes critical thinking skills, as they will only be
Students will walk in to class and sit down at a seat able to use the information from the
where there is a piece of paper with a triangle. The
person’s work before them to complete
triangle will have two leg length provided, and students
will be required to solve for the third leg length. their step of the problem. Further, by
practicing individual steps versus entire
HOWEVER, STUDENTS WILL ONLY BE ABLE TO DO problems, students will be skilled at
ONE STEP OF THE PROBLEM! recognizing different types of problems, as
well as recognizing what steps they need
Students will only be able to complete the first step of the to perform in order to solve the problem.
solving process, before crumpling the paper up (like a
snowball) and throwing it to someone else across the
Given that the work is anonymous, the
room who is also ready to move on to the next step.
This process will be repeated until all of the problems are Snowball project will act as a formative
solved for. assessment for the teacher to see where
Problem Solving steps: the students are in their understand, and
1. Students will be given a triangle that has two of will be used to inform instructional
the three leg lengths labeled. practices.
Students will have to draw the squares that
accompany each side of the triangle Taking time to go over incorrect work will
(so if the side length is 3, it will be a 3x3 square
clarify any misconceptions that students
for that leg)
2. Students will write the accompanying equation for may have about the solving process, and
the triangle (ex 3-4-c triangle, they’ll write will also help student be able to recognize
3^2 + 4^2 =c^2) when they have done a step incorrectly,
3. Students will expand the written equation that which will aid them in their
they are given (3^2 + 4^2 =c^2 → 9+16=c^2), personal-correction/study skills.
then solve for the appropriate side.
(9+16=c^2 → 25 = c^2)
4. Students will perform the square root to solve for
the missing side length
(√25 = √c^2 → 5=c) B2, E1

After this activity, the teacher will ask if anyone is able to


tell if their end answer is wrong, and how they know, then
go over said problem(s).

Class Discussion - FORMATIVE ASSESSMENT A1, B1, B2, C1, C2


Class 1 - 20 minutes
After the snowball activity, the students will be prompted Small group work allows for students to
with the question of “how do you go about solving for the work with their prefered peers to work
triangle when you’re missing a components?” through material that challenges them to
creatively think of ways to approach a new
Students break into small groups to discuss how they type of problem that they have no
may attempt solving a triangle when they’re given only experience with. Further, as this activity is
one leg length instead of two, and when they’re given a discussion based around new material,
angles of the triangle instead of leg lengths. this is a kind of formative assessment that
At this time the teacher will be walking around the room, allows the teacher to see who in the class
listening to what the students are coming up with. has had experience with the LS and LC,
and who does not. Further, this activity will
After about three minutes, give the class a hint about shape the instructional method for the
sine, cosine, and tangent, and SOH CAH TOA upcoming lesson.

After another three minutes, each group will share out


about their thoughts on how they could solve for the
components they’re missing.
Law of Sines and Law of Cosines Lecture Students need to learn/understand the LS
Class 1 - 40 minutes and LC in order to progress in their
After all groups have shared their ideas about solving for geometry unit/future math courses.
missing components, the instructor will begin a lesson
over the Law of Sines and Law of Cosines (LS and LC
respectively) in a lecture style format while students take
notes over the material.

Group Practice / Homework This will give students the opportunity to


Class 1 - Remainder of class (roughly 5 minutes) begin their independent practice in an
After lecture have students break into their original environment where they have access to
groups to begin work on their homework assignment that the the instructor, as well as their peers
is going to be formatted much like this ​LS and LC
whom they can collaborate with to solve
worksheet
their work.

Homework Review and Class Review Homework review gives opportunity for
Class 2 - 30 minutes students to ask questions about problems
Begin class by going over the homework assignment that they did not understand while doing
from the previous night their HW assignment, and to get
clarification from the instructor.
Students will break into small groups to go over the
homework for corrections. The teacher will provide Small groups gives opportunity to
students with a sheet of answers to the homework, but collaborate with their preferred peers in a
will not provide any work. ​(10 minutes) low-risk setting that allows them to work
through the material. Further working in
Students will spend 20 minutes going over their small groups gives opportunities for
homework, making corrections to their work. After going students understanding the material to
through and correcting their work, the group will choose explain the concept to students who are
one problem that they all (or the majority of the group got struggling. It also gives students the
wrong), and work as a group to collaborate on to solve. opportunity to get feedback from
This will be a ​FORMATIVE ASSESSMENT. (20 classmates about their
minutes) understanding/work.

Collaborating with their peers to solve a


problem gives opportunity for the students
to take their understanding of the other
problems to work through a problem that
they all struggled with. Further, the group
work allows students to work through their
thinking in a situation where they can
collaborate and give each other feedback.
Lastly, as group work gives an opportunity
for students understanding the material to
take on the role of teacher, and to explain
it to their struggling peers,which allows
both students to having a better
understanding of the material.
Class Review Class review gives students the
Class 2 - 20 minutes opportunity to ask clarifying questions
After groups have a chance to go through, correct their about any of the material that they are still
work, and have completed their group problem, the class struggling with. Further, this activity will act
will come back together and ask any questions they may as a study-session for the class, and will
have over the material, as the following class they will be guide them in their individual studying.
having a quiz.

During this time, students will be able to ask clarification


about any questions they still have about the homework
assignment about the night before.

Kahoot Quiz A1, B1, B2, C1, C2, E1


Class 2 - 30 minutes Kahoot is a low-risk way for students to
After addressing all questions, load up a Kahoot for quiz study for an assessment in a fun and
review
competitive manner. Further, as you
are able to view the results, Kahoot
can act as a formative assessment to
see where you get an idea of where
the students are, as well as what
material that future students will need
further practice with before the end of
the unit.

Quiz - SUMMATIVE ASSESSMENT B1, C1, C2, E1


Class 3 - 30 minutes The quiz is a summative​ ​way to
Begin class with a quiz over the laws of sine and law of cement where students are with the
cosine, ​with some review over​​ and the pythagorean
material, and gives you a clear idea
theorem.
how each student is doing with the
new material. The quiz can also guide
instructional practice; do students need
more time on the material? A specific
section? etc.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning


modifications, accommodations) ● In bulleted form, discuss your reasoning for
● Describe how you met the needs of students who were missing prior including specific activities or strategies.
knowledge needed for success in this lesson. ● Identify any misconceptions and how you are
● Describe the adaptation/ scaffolding/ enriching/ extended learning providing scaffolds and differentiated instruction.
needs of a specific student based on their profile. Describe aspects ● Describe how your lesson shows implementation
of your lesson that accommodated the needs of this student. of Universal Design for Learning. How did you

● Engage a range of learner preferences and


Alana abilities
● Plan for learner choice/ interest that results
in variation of pace, process, product
and/or environment
● Challenge students
● Incorporate Multiple Means of
Representation (Strategies to Deliver
Content)
● Incorporate Multiple Means of Engagement
(Strategies to Facilitate the Process of
Learning)
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical
environment (i.e. room arrangement,
positive/humanistic behavior supports, use
of space, facilitation of peer interaction)

Field Courses Only – Post lesson

Reflection

Teaching Standards and Rationale