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Melissa Griggs

Subject/Topic: Geometry / Trigonometric Functions and Ratios of Right Triangles

I. Content: Students should be able to solve trigonometric ratios of right triangles using all possible tools
that are available to them. This includes but is not limited to calculators, cell phones, tablets, and
computers. The students will also apply this lesson by creating a video, flashcards, or anything else using
II. Prerequisites/Background: Students have learned how to solve ratios in science and other math
classes. We will be building on that knowledge to find a specific answer. They already know that triangles
measure 180 degrees and that in right triangles, one angle is 90 degrees and the other two have to add up
to 90 degrees.
III. Instructional Objective: The students will be able to solve trigonometric ratios using sine, cosine,
and tangent with 80% accuracy.
G-SRT.C.6: Understand that by similarity, side ratios in right triangles are properties of the
angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G-SRT.C.7: Explain and use the relationship between the sine and cosine of complementary
G-SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems.
IV. Instructional Procedures:
Introduction: Before I start the lesson, the students will have time in the library to use the
computers to research trig functions. They will be able to find examples of trig ratios and how
they are used. The students will have to provide at least one example of how a trig ratio is used
outside of the classroom. We will then come back together as a class to discuss what the students
found and to see if anyone can make a connection to prior knowledge.
I will introduce the lesson by stating the objective for the lesson. I will explain how this
lesson will be useful in finding the side lengths of right triangles when we cannot use the
Pythagorean Theorem to find the missing side lengths. I will also explain how we use
trigonometric functions to solve real world problems.
Instructional strategies:
Input: Key vocabulary that students should know is sine, cosine, tangent, and ratio.
Modeling and guided practice: As I am going over the presentation of the lesson, there
will be examples where I will show them how to work the example then they will tell me
how to work the second example. The third example will be reserved for a volunteer to
work. This is the method of I DO, WE DO, YOU DO.

Melissa Griggs
Check for understanding: I will be asking questions throughout the lesson as well as
monitoring how the students work the examples. I will randomly ask students to go to the
board and solve the problems to see what they are learning.
Independent Practice: As a group, students will work on a practice worksheet. They will
be able to work with a partner. During this time, students will also be allowed to use
educreations, show me, flashcard exchange, or any other app that will help them create
something to share with their classmates as well as with other classes. I will be able to
also check for understanding as they are creating these things.
Closure: I will do a quick recap of what was covered today as well as hit on key
vocabulary that the students should be learning.

V. Materials/Equipment:
Paper, pencil, calculator, textbook, worksheet, phone/tablet/computer
VI. Assessment/Evaluation: Students will have an informal assessment as I walk around the room and
observe how they are working the problems as well as when they work examples on the board. The
worksheet that the students will do in class will be counted as a daily grade. The students will also have
an exit ticket so that I can check their understanding at the end of the lesson. Since they will be creating a
video or digital flashcards, I will also be able to evaluate their understanding as well as assess how they
have mastered the lesson.
VII. Modifications/Plans for Diverse Learners: Since most of the students learn by being able to apply
what they are learning, there will be plenty of examples for students to work. Students will work with one
another to further their understanding of the lesson. They will also be given an opportunity to google and
research before I teach the lesson.
VIII. Follow up Activities/Extensions: The students will continue to put the lesson in use by creating
something using technology for others in their class or even other classes to use to help them understand
how to solve trig ratio questions.
IX. Reflection: