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Lesson Plan Design

Subject: Integrated Math 2 College Prep Grade: 10-11 Lesson Topic:


Trigonometry Ratios
Candidate’s Name: Danielle May ID # 024019705
Site Supervisor: Robert (Bob) Sisler NU Supervisor: Kathy McLaren
Date: ___02/20/2018___
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
• Content Standards: Rationale:
G.SRT.6 Understand that by similarity, side ratios • The purpose for this lesson is to
in right triangles are properties of the angles in the introduce the students to
triangle, leading to definitions of trigonometric trigonometric ratios associated
ratios for acute angles. with right triangles based on their
G.SRT.8 Use trigonometric ratios and the previous knowledge of similar
Pythagorean Theorem to solve right triangles in figures and Pythagorean Theorem.
applied problems.
• Focus learner: There is a student with an IEP that
has extreme difficulty staying seated and focused
for long periods of time. After we introduce the new
topic, it would be advantageous to provide time
where this student can interact with his peers and
stand up as needed.
• When introducing the new topic of trigonometric
ratios, it will be critical to discuss the students
previous knowledge of similar triangles to ensure
they grasp the idea that similar figures (right
triangles) should be proportional by finding ratios of
sides.
• Behaviorally, I expect the students to avoid talking
to their peers during instructional time and to work
appropriately with their partners during group work
time.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Rationale:
• Students will understand that side ratios in right • I will assess their mastery of these
triangles are properties of the angles in the triangle. outcomes through practice
• Students will be able to find the trigonometric ratios exercises and questioning
of given angles by using ratios and Pythagorean strategies throughout the lesson.
Theorem. • The students will also be assessed
on their understanding of the
objectives through their
homework and future
assessments.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

Rationale:
• The students will begin the class with warm-up • The warm-up activity is a great
exercises that assess their knowledge of previous opportunity for me to assess
topics such as similar triangles and proportions. individual students progress on
• The students were introduced to a new topic in the the content.
last few minutes of the previous class, so I want to • This activity also reiterates
ensure they grasped those ideas and determine if students understanding of ratios of
more practice or direct modeling is needed. triangles which is important for
the upcoming new content.
• The time spent on the warm-up
also allows me to assess students’
physical and emotional health
status.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify


Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

Rationale:
• If students are struggling with specific concepts in • It is critical that a majority of the
the warm-up, then I want to implement more class is ready to move on to the
practice examples of those tasks to ensure the next topic by assessing their
majority of the class is ready to move on in this progress on the warm-up activity.
module. • Low-achieving students, ELL, and
• When introducing the new topic of trigonometric special needs students may need
ratios, there are many new vocabulary words that I more direct modeling on certain
want to ensure all types of learners grasp. I will be aspects of the warm-up.
explaining each word verbally and visually. • It is important to explain
• High-achieving students can help low-achieving vocabulary words associated to
students grasp the new material during the partner trigonometry in more than one
activity. way such that all students are able
to understand the new content.
• High-achieving students improve
their ability on the topic by
tutoring other students.
• Low-achieving students improve
their understanding of the topic
through peer tutoring
opportunities and from direct
modeling.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

• The students will be given the warm-up worksheet Rationale:


that includes problems of similarity, ratios, and • The warm-up worksheet is a great
Pythagorean Theorem. way to assess students
• Last class, the students were assessed on their understanding of previous topics
knowledge of similar figures, so this material should in order to ensure they are ready
be moderate/easy for most students. to move on or whether certain
• There are also problems that begin to prepare ideas need to be further practiced.
students to build ratios based on side lengths. • In previous classes, some students
• Additionally, the last problem is based on the struggled staying focused during
content introduced last class that many students instructional time or would get
struggled on. This problem will be quite challenging off-topic talking to their peers, so
for many students. I want to work on keeping a good
• The instructional activity will involve students pace and interactive attitude
taking notes in their notebooks. At this time it is during this time.
important every student is writing down the notes • The practice problems worksheet
and participating in discussion. is a great opportunity for students
• After the students take notes, I have pre-printed to work through problems
practice problems for students to work on with their cooperatively and for me to assess
partners. their grasp of the new topic.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
• Students work through the warm-up worksheet, Rationale:
while I walk around the room assessing individual • During the warm-up, I will be
student progress and answer questions as needed. walking around the room
• I will go through their homework assignment, assessing students’ progress and
answering questions as needed. modeling as needed.
• I will ask the students to take out their notebooks for • When going over the homework,
notes on trigonometric ratios. this provides more opportunities
• I will give students a 5-minute break. to help students with their
misconceptions and model
Check for Understanding: solutions as needed.
• I will be assessing student understanding while • The notes will be an opportunity
students are working through the warm-up for me to demonstrate the new
• During the notes, I will be using questioning idea of trigonometry and for
strategies to have students participate in the answers students to explore ratios of right
and to help keep the class engaged. triangles.
• The 5-minute break allows many
students the necessary time to
stand up and converse with their
peers.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Rationale:
• Students will work through the practice problems
• The students will work with their
handout with their partners, where they will solve
partners to complete the trigonometry
various problems involving right triangles and
trigonometry ratios. practice problems. This is the time I
• If time permits, the students can begin their can assess student understanding of
homework that further helps them understand this the new material and model examples
new topic. as needed.
• If time permits, we have the
Check for Understanding: homework assignment prepared for
them to begin. This also allows me
• While the students work with their partners on the
the opportunity to check for student
practice problems, I can assess their progress or ask
understanding.
further questions for high-achieving students. In
addition, if many students are struggling or asking
for direct instruction, then I will re-teach and model
another example.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

Rationale:
• The students work individually on the warm-up, • The warm-up allows the students
unless they need assistance from their peers. The to assess their understanding of
first few problems should be assessable for all the content and to ask questions as
students because they were just tested on those needed. The warm-up supports the
topics. student-learning outcome of
• The students also work individually on their understanding similarity.
homework assignment at the end of class. This • The homework assessment allows
provides ample time for students to self assess their students the opportunity to
knowledge of the topic. determine what they are
struggling on and to ask questions
Check for Understanding: as needed. The homework is
• This individual time allows me to assess student directly related to the learning
progress of the learning outcomes. In addition, I can outcomes of understanding
determine if more instruction/modeling is needed trigonometry ratios and solving
before students work individually on these concepts. right triangles.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

• The warm-up will provide the opportunity to assess Rationale:


students’ previous knowledge. • Ensuring students grasp the previous
• The trigonometry practice worksheet will allow me concepts of similarity and ratios is
to assess students’ progress on understanding and critical before moving onto the next
solving trigonometry problems. In addition, I will topic.
be walking around assessing any common student • While the students work with their
misconceptions that should be addressed to the partners, I will be walking around the
whole class. Additionally, I can assess what room assessing the students
differentiated teaching strategies will be best for understanding and progress.
low-achieving students, ELL, and special needs • Continually assessing student
students who are struggling. Also, I will be utilizing understanding and providing
questioning strategies to assess high-achieving differentiated teaching strategies is
students knowledge of the topic and provide more critical for the success of all types of
challenging conceptual ideas. learners.
• The students’ ability to complete the homework
problems on their own will allow me to evaluate
students learning.

10. Closure: (Describe how students will reflect on what they have learned.)

Rationale:
• The warm-up and homework assessment allows the • It is important to provide students
students to reflect on their understanding of the the opportunity to assess their
content and their progress of the learning outcomes. understanding of the content in
order to resolve their
misconceptions or lack of
progress.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

TBD

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