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Dr. Smith’s Classroom Interactions T-Th 12:30-2 Jeremiah Lucas & Philip Flip Kromer

Objectives:

Our objectives are to review some basic trigonometric functions of sine, cosine, and tangent. Review the use of Law of Sines, and introduce the Law of Cosines. Gain applicable experience for the Law of Sines and Cosines.

TEKS:

(c)(3)(C): The student uses functions and their properties to model and solve real-life problems (c)(3)(D): Solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas

Prior Knowledge:

Students should be able to • Determine sin(θ), cos(θ), and tan(θ) • Utilize the Pythagorean Theorem • Perform basic operations using a graphing calculator

Materials:

TI-83 Graphing calculators (1 for each student) Surveying device (provided by Jeremiah and Flip) Tape measure (checked out from Uteach)

**Procedure of 3 day lesson: Day 1
**

Pass out handouts to the students with some word problems on them. The questions will be to utilize their ability to use the Pythagorean Theorem in one, two, or three steps for each problem. Allow them to work in groups? Part 1: Guided exploration of law of cosines. The first problem will be a simple right triangle problem. For convenience in the discussion, let's label the sides a, b, and c and the opposite angles A, B, and C – side a is opposite angle A and so on. Now if one of the angles is a right angle, we know an awful lot about the triangle. For instance, if angle C is a right angle then we can 1) express a, b, and c in terms of each other: (students point out the pythagorean theorem) 2) express angle A in terms of sides a, b, and c:

perhaps. we will choose the one that intersects side b) Now ask “What relationships can we find?” Interior leg triangle: ( x = c cos(A) h = c sin(A) h +x =c ( 2 2 2 (b-x) = a cos(C) h = a sin(C) h2 + (b-x)2 = a2 cos(A) = b / (c+x) ) ) Exterior leg triangle: tan(A) = h/b b2 + (c+x)2 = h2 “Which one looks better to work with?” (The interior leg triangle). For instance. the relationships above don't hold true anymore.(students point out trig identities) Part 2: More difficult triangle problem? But it should be obvious that most triangles are not right triangles. . we will choose the one that intersects side b) Exterior leg triangles: (there are several versions. Equations are smashed together to simplify. Can we. if we take the right triangle above and change the angle C to be acute. use what we already know about the special case to find patterns in the general problem? Ask students to construct right triangles from given triangles: Interior leg triangles: (there are several versions. Using the interior leg triangle.

The guide wires are 75 ft up hill from the tower and 75 ft down from the tower. Part 2: Finding dimensions of acute and obtuse triangles In same groups. Day 2 Part 1: Discussion of Homework Review homework problems. students work the following problem. Students will work on 3 more similar problems in their small groups. They will need to find a way to create right triangles in this problem. b. After some time to work on these problems. then we will discuss the results as a class. How long is each guide wire? The students will have to use their problem solving skills. Part 7: Homework Pass out homework consisting of some similar problems. and ASA) Review the Law of Sines. and c on LHS) . then use a combination of their trig skills with the Pythagorean Theorem.Part 5: Summary of law of cosines Give out and discuss a handout with the different forms for the laws of cosines (with a. The hill has a slope of 6°. A fire tower is built on the side of a hill. Ex. SAS. we will discuss the results as a class. Part 3: Bringing the Law of Sines and Cosines together Review the ways to determine congruent triangles from Geometry (SSS. Part 6: Drill problems and Homework Students are given a worksheet with straightforward applications of the law of cosines. .

b.B Approriate Law Law of Cosines Law of Cosines Law of Sines Law of Sines Finally.b. As such.b. and tools to find distances and angles. Students solve each problem and indicate the Day 3: Part 1: Review the Homework Go over the homework as a class Part 2: Surveying Time The class will be divided into 5 groups (of 4-5 students).A a. At each stage we ask students to explain and discuss their results. the students have to choose the right method. each with a different surveying challenge.a sin A b sin B c sin C Students work in groups to fill out this table. Measure the distance form the doorknob to the overhead. it is broken down into a series of problems that build on each other. Part 3: Homework Pass out a few simple problems where they have to determine which Law to use and properly apply the Law.c a. we give out a worksheet with problems to solve. We will set up 5 stations around the room. scenario from this table appropriate for that problem. Each group will be given 3 stations to go to. Some of the stations will need to use the Law of Sines. Using Law of Cosines find the distance between the doorknob to the Einstein poster. Part 3: Go over the Surveying results as a class Assessment This lesson is structured in a Problem-based format. Arrang ement SSS SAS SSA ASA Variabl es a. Ex. showing which rule to use in a given scenario. take their measurements. Given Information Three sides Two sides and included angle Two sides and an angle opposite one side One side and two angles We discuss the results as a class. and solve for the answer. Measure the distance from the overhead to the Einstein Poster.C a.A. They will be given certain measurements to find in the room. Using the angle finding tool we created find the inclusive angle. and ask .

In addition. Bibliography . We plan to ask questions at a variety of cognitive levels in order to informally assess student’s understanding and progress.guiding questions to suggest the next line of inquiry. we will use the homework assignments given above as formal assessment.

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