Title of Unit

Curriculum Area
Developed By

Pythagoras and Trigonometry

Mathematics
Sarah Kershaw

Stage
Time Frame

Stage 1 Mathematics
6 week unit

Overview
This 6-week unit plan has been constructed for a Year 11 Mathematics Pathways, class located in a low SES
Northern suburbs state school. The class consists of 12 students who all speak English as their first language,
with a 7:5 boy to girl ratio. Student ability ranges from low to good; however all students are eager to learn and
achieve their best. Most students are enrolled in out of school VET programs, which requires them to miss at least
lesson a week. A majority of the class will not be continuing with any Mathematics in Year 12. Students have not
been provided with a school laptop; however, a set of portable laptops is available to borrow if the teacher
requires. There are 4 three lessons a week: one double and three singles, consisting of 90 and 45 minutes,
respectively. This unit will take place in the second term of the school year, with students having completed one
skills and application task already. The unit will also contain the first and only folio task students will have to
complete in the year. Students should be comfortable with the expectations of Year 11 tests; however, the folio
task will require extra scaffolding, as many students may have never completed an investigative task before.

Identify Desired Results (Stage 1)

Learning Requirements
This unit will address the following four Stage 1 Mathematics learning requirements:
demonstrate an understanding of mathematical concepts and relationships, making use of electronic
technology where appropriate to aid and enhance understanding
identify, collect, and organise mathematical information relevant to investigating and finding solutions to
questions/problems
recognise and apply the mathematical techniques needed when analysing and finding a solution to a
question/problem in context
interpret results, draw conclusions, and reflect on the reasonableness of these in the context of the
question/problem

Assessment Design Criteria

Mathematical Knowledge and Skills and Their Application
MKSA1
Knowledge of content and understanding of mathematical concepts and relationships.
MKSA2
Use of mathematical algorithms and techniques (implemented electronically where appropriate)
to find solutions to routine and complex questions.
MKSA3
Application of knowledge and skills to answer questions set in applied and theoretical contexts.
Mathematical Modelling and Problem-solving
MMP1
Application of mathematical models.
MMP2
Development of solutions to mathematical problems set in applied and theoretical contexts.
MMP3
Interpretation of the mathematical results in the context of the problem.
MMP4
Understanding of the reasonableness and possible limitations of the interpreted results, and
recognition of assumptions made.
Communication of Mathematical Information
CMI2
Use of appropriate mathematical notation, representations, and terminology.

Understandings

Essential Questions

Overarching Understanding

Overarching

Topical

Students will understand that

Pythagoras theorem needs to be rearranged if
the hypotenuse is not the unknown.
trigonometric ratios apply similarity to all rightangled triangles and connect sides and angles
to solve for unknowns.
Related Misconceptions

How can Mathematical

concepts be applied to
ever day, real world
situations?

How can you use

Pythagoras and
Trigonometry in every
day life?

Why are Pythagoras ideas

still considered important?

Students may approach this unit with the mindset that

what they learn in the classroom will never be applicable
outside of it and in their daily lives. However, the
practical applications of this unit should rectify this.

How do we use angles

to understand
measurement?

How do angles shape our

life?

Knowledge

Skills

Students will know

the Pythagorean formula.
the mnemonic SOHCAHTOA and the equations
it stands for.
how to use the trigonometric functions on their
calculators.
how to work out the inverse of the trigonometric
functions.
how trigonometry can be applied to real life
situations.

Students will be able to

apply the Pythagorean formula to answer
questions.
rearrange the Pythagorean formula to suit the
question.
apply and use SOHCAHTOA .
solve for all sides and angles of right-angled
triangles.
rearrange and solve for unknowns using the
inverse functions.
work independently and ask for help when
required.
use technology to aid in problem solving.

Assessment Evidence (Stage 2)

Performance Task Description
Summative Task 1: Skills and Application Task due in the double lesson of week 5
Students will complete a test on the content they have covered in the past five weeks: Pythagoras and
trigonometry. The task will be completed in the double lesson (90 minutes) of week five; students are to work on
their own, but will be allowed to use their calculators. Desks need to be separated, ensuring no students are
sitting next to each other. In preparation for the test, students should prepare a single sided A4 piece of paper as
a cheat sheet. The test has been designed so that it gets progressively harder as the students progress through,
whilst containing enough C grade questions that students who struggle with Mathematics will still be able to
achieve a passing grade. To accommodate for those students who particularly struggle, at the teachers
discretion, those students may be given extra time or teacher aid. Both the task and marking rubric are attached
as an appendix. This task will be assessed using the following design criteria: MKSA1, MKSA2, MKSA3, MMP2,
CMI2.
Summative Task 2: Folio due end of week 6
In accordance with the SACE requirements for Stage 1 Mathematics Pathways, students must complete one
investigative folio task: this task will be completed in conjunction with this unit of work, as students will have learnt
the necessary skills required to complete it. Students will conduct an investigation in satellites you can see from
earth, using their knowledge of both trigonometry and the speed/distance/time formula to solve a series of
questions. The latter has not explicitly been taught within the Mathematics Pathways framework and may require
some scaffolding; however, many of students should have worked with the formula within their Physics classes or
earlier Mathematics courses. As it is an investigative task, and depending on the cohort of students, the teacher
may decide to only tell the students the general area of Mathematics they need to look into to complete the task,
thus allowing the students to be more self directed in their discovery of the formula. This task is to be completed
in class time (the entirety of week 6 will be devoted to it), and as such students will not be allowed to take it home.
They can, however, work together to collaborate, but each student will need to hand up an individual piece of
work. As the task is to be completed in class, all students will hand write and there will be less of a focus on an
introduction and method. Students should instead focus on interpreting and justifying their results, drawing
conclusions and using the correct and appropriate terminology. Both the task and marking rubric are attached as
an appendix. This task will be assed using the following design criteria: MSKA1, MSKA2, MSKA3, MMP1, MMP2,
MMP3, CM2.

Other Evidence
Formative Assessments:
Students will complete a pre-assessment quiz at the beginning of the first lesson as a means for the teacher to
gauge what prior knowledge, if any, students have on the content. The quiz will be short and should be completed
in about 15 minutes. It is imperative for student morale that the teacher preface to students that if they do not
know the answers to any of the questions, that is fine: it is merely a tool to show the teacher exactly what they
need to teach and not waste time on content students already know and understand. The quiz can be done again
at the end of the unit, as a form of exit card, to check what students have learnt over the topic. Quiz is attached in
the appendix.
The teacher will also spend time wandering around the classroom, engaging with individual students and
observing their progress throughout the unit. This will also allow the teacher to work more one-on-one with
students identified as struggling, while the more competent students continue to work at their own pace.
In the lesson before their test, students will be given time to create their cheat sheet. The decision to include this
in an actual lesson, and not for homework, is twofold: one, to ensure all students actually make one, and two, to
allow the teacher to check what has been included. This technique is another useful way to monitor what students
have and have not understood, and the things they struggle with will be a lot more prominent on the page.
Moreover, it gives the teacher time to inform the students on what areas they may have missed on their cheat
sheets and might want to include.

Learning Plan (Stage 3)

Week 1
The unit will begin with an introductory quiz on Pythagoras, which will help the teacher gage student
ability. More information available in Stage 2 of this unit.
2
2
2
Introduce the rule of Pythagoras and the formula, a + b = c . Give the definition that for any right-angled
triangle; the square of the hypotenuses is equal to the sum of the squares on the other two sides. This
proof might be hard for students to grasp; therefore, it may be beneficial to show the following video that
offers a good visual representation and may help with overall understandings.
https://www.youtube.com/watch?v=CAkMUdeB06o
The teacher will then run through some examples finding side lengths using Pythagoras theorem, which
will help cement students understanding. Examples should include questions where the hypotenuse is the
unknown as well as questions other sides are unknown. The latter is important because some students
may struggle/find it hard to get their head around, rearranging the formula when the hypotenuse is known.

Students will spend two lessons working through textbook (students have access to Year 10 Haese &
Harris textbook) questions 5A, questions 1 7, skipping every second question if they feel confident with
the content.
Part of one lesson should be focused the converse of Pythagoras rule; this should be left to a more
student directed learning task, whereby students read through the explanation in the textbook and
attempt questions 5B on their own. The teacher will be available to help those students that are stuck and
require a more teacher-orientated explanation.
There will be a missing lesson every Thursday, where most of the class is out for VET and no new
content can be taught in this lesson. The remaining students can use time to catch up.

Week 2
Begin the week by having students play games of Pythagoras Jeopardy; this will help to solidify students
understanding of the topic. The game requires the teacher to connect their computer to a projector/smart
board; students will split into 4 groups of 3, with each group having a piece of working out paper and a
pencil. The game follows the same rules as the television show, whereby there are three categories (find
the hypotenuse, find the unknown side, Pythagorean theorem converse) and questions worth different
number of points. The team who rolls the highest number on the dice gets to select the first category, and
then students have 99 seconds to work with their team to solve the question that appears on the screen.
The team who finishes first raises their hand/makes their designated buzzer sound, and then gets answer
the question. If they are right, they win the points, if not, no one does. The team who won will get to
choose the next category; the game continues like this until there is a winner. Several rounds of this
game would be beneficial to ensure all students get the most out of it.
http://www.math-play.com/Pythagorean-Theorem-Jeopardy/Pythagorean-Theorem-Jeopardy.html

The rest of the week should be devoted to the introduction of Trigonometry, and should start with how to
label triangles. The teacher will draw a right-angled triangle on the board; students should already be able
to name the hypotenuse after their work with Pythagoras, however will need the adjacent and opposite
sides explained to them. This will also involve a discussion of the given angle , as the opposite and
adjacent angles depend up it. Depending on student response, the teacher will judge whether they need
to work through the examples within the textbook, or working a few examples on the board will be
sufficient.
Trigonometric ratios are the next topic, and this will require students to understand SOHCAHTOA. In an
effort to help students remember what the acronym stands for, a short YouTube video will be shown.
https://www.youtube.com/watch?v=t2uPYYLH4Zo
The teacher will run through examples of how to find the ratios, using both known and unknown sides.
For example:

Students will send the rest of the week working through 9D.2 at their own pace (students who complete
earlier will be instructed to look at 9D.3). 9D.2 consists of using the trigonometric functions to solve
unknown sides. The teacher will be in the room, wandering around and offering support/help to those
students who require it.

Week 3
As a clarifying activity for the content covered in week 2, students will create a clinometer to find the angle
of elevation of an object such as a building or a tree, and then solve for the unknown side (generally the
height). The clinometer will be made from a drinking straw, a protractor, some adhesive, a small weight
and a piece of string. There will be a handout with instructions for students to follow (in the appendix);
however, it may be beneficial to get the class to watch a tutorial on how to construct the clinometer.
https://www.youtube.com/watch?v=35pQn2gpLaM
After creating their clinometers, students will go outside and find the angels of two separate objects,
drawing a diagram to help them. (This will most likely simply look like a right-angled triangle with a known
angle and adjacent side. Students will return to the classroom and use the data they have collected to
solve the unknown sides, thus solidifying the previous weeks content in their minds.
The remainder of the week will be spent on how to find unknown angles in right-angle triangles. This will
involve students knowledge of the trigonometric ratios being secure, and thus it might be worthwhile
quickly going over SOHCAHTOA at the beginning of the first lesson. Students will need to be shown how
to find the inverse of a trigonometric ratio on their calculator. The teacher will need to show a step-by-step
example, explaining each calculator step to ensure all students understand the process. An explanation
using the logic or reversing orders of operations, (divide reverses multiple, etc) will be helpful in aiding
student understanding as to why finding an unknown angle uses a slightly different method than an
unknown side.
Teacher will go through an example on the board, and then students will work through 9D.3 at their own
pace. Questions include:

Week 4
Students will spend a short period of time looking into trigonometric problem solving (worded questions),
as their test consists of only one worded question. They will need to understand the language of angle of
elevations and angle of depressions, as well as be able to correctly draw a diagram from the written
instruction. The teacher will run through the following example on the board, and then students will be
given the rest of the lesson to work questions 2-8 of 9E.1.

Students will have a catch up lesson, whereby they can catch up on any content they may have fallen
behind on, as there will be no more new content taught. This will give students the opportunity to have
one-on-one time with the teacher and ask for any further explanations on areas that they are finding
difficult.
In the double lesson, students will compete in a virtual knockout mini-golf tournament, for which the
teacher will be required to borrow enough laptops for every student. Starting in groups of two, students
will race against each other to see who can get a hole in one first; this requires students to answer a
number of different questions using their knowledge of trigonometry. The winner of the pair will play the
winner of the pair closest to them, and this will continue until there is only one winner. To ensure that
there are not students sitting around once they get out, a second competition between the runner ups will
be created. This game requires students to understand trigonometric terminology (reference angle, etc),
how trigonometric ratios are made up (SOHCAHTOA) and then how to apply the ratios to solve. There
will be prizes at the end for the winners of each group. The teacher should wander around the classroom,
ensuring that all students are participating in the activity.
http://www.learnalberta.ca/content/mejhm/index.html
Students will be reminded that their test for the topic is next week in the double, and they may want to
begin revising at home.

Week 5
Students will be given on in-class lesson to revise the content covered in the topic; the teacher will put up
a summary of what students should focus on. This will be the students final opportunity to ask any
pressing/important questions they have and clear up any misconceptions/doubts with the teacher.
Students will have a 45-minute lesson devoted to writing up their cheat sheets. Students should work
individually, and present their cheat sheet to the teacher when they think it is completed. This gives the
teacher the opportunity to pick on any missing information that might be relevant to the test.
The full double lesson (90 minutes) will be taken up by the test. More information is available in Stage 2
of this unit plan.
Students will be notified of the in-class folio task to be completed in the upcoming week.
Week 6
This week will consist purely of students completing the Summative Folio task. The teacher will be
available in the room to answer any questions, but students should guide their own learning. More
information available in Stage 2 of this unit plan.
The folio task will need to be handed up in the final lesson of the 6 weeks.