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Big Ideas

Triangles occur in nature and everyday Not all of the mathematical principles Mathematical principles involving triangles

life. are necessary if we solve problems in are the cornerstone of architectural design.

alternate ways.

Enduring Outcomes

(What will students need to recall,know or do to demonstrate understanding of the Big Idea?

Creative & Practical Outcomes Include a connected set of Analytical, Creative & Practical Outcomes

for this Big Idea Creative & Practical Outcomes for this Big Idea

for this Big Idea

Students will analyze different triangles and Students will know when they could use

know which principle can be applied. Students will create 3 different methods for triangle solving principles in their life.

(Memory, analytical) solving a single problem. (Analytical, creative) (Practical)

Imagine places in nature, architecture, and art Compare and contrast two methods of solving Students will create a situation where they

that you see triangles. (Creative) to decide which is best in the situation. would need to use trigonometry. (Creative)

(Analytical, practical)

Students will use triangle principles to

complete measurements in architectural

design. (analytical)

Evidence of Enduring Outcomes

What Evidence will show that each of What Evidence will show that each What Evidence will show that each of these

these outcomes has been achieved and of these outcomes has been achieved outcomes has been achieved and what kinds

what kinds of tasks will be necessary to of tasks will be necessary to generate this

and what kinds of tasks will be evidence?

generate this evidence?

necessary to generate this evidence?

Evidence: Explain a situation that might

Evidence: Completion of solving for

happen in your life where you would need

variables in different triangles (right and

Evidence: Solving a single problem trigonometry

non-right) using trigonometry,

using 3 different methods. Decide

Pythagorean Theorem, and special right Task: Journal entry- 2 situations

triangles

which method you prefer.

Evidence: Using trigonometry to solve a real

Task: Diagnostic: Pythag. Theorem quiz Task: Solve a problem using 3 world problem

Formative: Homework, quizzes different methods. Show each

Task: Project: Create a real world problem

Summative: Test method clearly with all steps and the

where you need to use trigonometry. Explain

final solution. Explain the pros and the situation and use trigonometry to solve

Evidence: Find triangles in nature, cons of each method. Determine the problem.

architecture, and art

which method you prefer and explain

Evidence: using trigonometry to solve for

Task: Create a poster showing at least 2 why.

measurements in a bridge

examples of triangles in each category

(nature, architecture, and art) and explain Task: Find all the lengths of sides and angles

why you would need to know the length in a trapezoidal bride using trigonometry and

of one side or angle in 2 of the 6 pictures. the Pythagorean Theorem. Create a bridge

company and make a proposal to build the

bridge. Build a scale model of the bridge.

Essential Questions

What Essential Question is What Essential Question lies at the heart What Essential Question raises more

What Essential Question raises

of the subject and helps provide purpose questions – provoking and sustaining

arguable - and important to argue important conceptual or

for learning? engaged inquiry?

about? philosophical issues?

What situations in life would What are the strengths and

Is there more than one way Can we design and build

require the use of weaknesses of the law of sines

to correctly solve a math trigonometry? and law of cosines? architecture without math?

problem?

Is

Instructional Blueprint

Topics Standards Learning Objectives Differentiation (Include a balance of match objectives

(What should students analytical, creative, and practical activities)

know, understand and/or

be able to do?)

1

Preview unit Geometry 15.0 Students will be able to No instruction. Completion of homework Homework assignment

exam/review

complete problems involving assignment following the test and at home.

Pythagorean

Theorem the Pythagorean Theorem to

solve for unknown sides.

Discussion next class on

Students will recognize when when we can use the

they can and cannot used the Pythagorean Theorem

Pythagorean Theorem.

2

Sine, Cosine and Geometry 18.0, 19.0 Students will be able to (Explore, Extend, Evaluate) DQ

Tangent

determine which of the trig

functions to use on a set of 1. Daily Quiz(diagnostic): Solve a Pythagorean Group results of ratios

problems. Theorem problem. Discuss use of PT with discusstion

Students will be able to solve 2. Collaborative Learning: Look for relationship in White Board

problems involving the 3 trig similar triangles between ratios of sides. Discuss as

functions to find unknown a class Homework practice

sides. problems

3. Cornell Notes: Vocabulary, Sine, Cosine and

Tangent ration based on group work.

problems. Using examples during practice, identify

misconceptions about non-right triangles

3

Inverse Geometry 18.0, 19.0 Students will be able to solve (Engage, Explain, Evaluate) DQ

Trigonometry

trig problems using the 3 trig

functions to find an unknown 1. Daily Quiz: solve a sine problem Pair-Share

angle.

2. Pair-Share: Discuss with your partner the Roaming for discussion

Students will explain the meaning of inverse and when you need to use it during the game

meaning of an inverse during trig.

function. Homework Practice

3. Inverse match game (in the style of memory, ex- Problems

match + with – and tan with tan-1)

would need to know an angle. Notes on how to

solve for an angle.

between a regular trig problem and an inverse trig

problem.

Topics Standards Learning Objectives Differentiation (Include a balance of match objectives

(What should students analytical, creative, and practical activities)

know, understand and/or

be able to do?)

4

Law of Sines Geometry 18.0, 19.0 Students will be able to solve (Engage, Explore, Explain, Evaluate) DQ

Law of Cosines

for an unknown variable on a

non-right triangle using the 1. DQ: Solve an inverse trig problem and a cosine Group Solution

law of sines. problem

In class practice

Students will be able to solve 2. Group: Groups will be given a picture of a non

for an unknown variable on a right triangle and will need to come up with an Journal

non-right triangle using the explanation (real word example) that explains the

law of cosines. picture. Then they will solve for all sides, angles,

and anything else that makes sense in their story. Homework solution

Students will be able to

determine which method to 3. Given a triangle and law of sine and law of cosine

use based on a given triangle. problems worked out, come up with a formula

from the pattern. This will create a shortcut of

what you had to do above.

easier and build upon each other.

you have learned and are able to do so far this unit.

What do you need more help with? How are you

going to get that help?

Prepare to discuss these differences with your

group by listing the pros and cons of each method.

5

Trig Applications Geometry 18.0, 19.0 Students will identify triangles (Engage, Explore, Explain, Extend, Evaluate) DQ

1

and demonstrate a need for 1. DQ: Solve a law of cosine problem

trig in real life situations 2. Discussion of pros and cons from homework Discussion

3. Journal of your choice of “favorite method”

4. Examples of triangles in art, architecture, and Journal

nature.

Poster

5. Cornell Notes: Ladder problems

6. Computer lab explorations to search for triangle

examples

Homework Practice

Homework: create a poster showing 2 examples of Problems

triangles in each category: architecture, art, nature.

Explain why you would need to use trig to solve for

an unknown side in at least 2 of the 6 examples

6 (Engage, Explore, Extend, Evaluate)

Trig Applications Geometry 18.0, 19.0 Students will create and solve 1. DQ: ladder trig app problem DQ

2

problems involving real-life 2. Discuss and Assign bridge project. Due 2 weeks

situations. after end of unit. Clinometer solutions

3. Airborne problems, clinometer

4. Build and use clinometer to find the height of “Real-life” solutions

objects around the school

would need to use trigonometry and solve the

problem. You may or may not use your clinometer.

Write a journal entry on 2 more situations that you

do not need to solve.

7 (Explore, Explain, Extend, Evaluate)

Special Right Geometry 20.0 Students will be able to solve Poster presentation of

Triangles

special right triangles. 1. Poster Presentations (from 2 lessons ago) real world triangles

2. Group Discussion: Real life problem

Students will explain why they 3. Group Activity: Find ratios using Pythagorean Group presentation of

need special triangles vs. using Theorem on multiple triangles to discover the real life problem

trig. pattern.

4. Cornell Notes: Special Right Triangles Worksheet

5. In class practice problems, scaffold difficulty

Journal and discussion

6. Journal: What are the reasons for and against

using special right triangles? Discuss as a class

Homework practice

problems

Homework: Practice problems

8 (Engage, Explore, Explain, Extend, Evaluate)

The Triangle Geometry 15.0, 17.0, Students will solve for all Group project: Create a poster showing all of the Group poster of solution

Problem 18.0, 19.0, 20.0 sides, angles, area, and solutions (sides, angles, area, perimeter) for a

perimeter of a non-right triangle with vertices at (-2, 5), (6, 12), and (9, -7). Presentation of solution

triangle on a coordinate plane. You may use any of the methods that you have

learned this unit. Discussion of

differences

Your entire group will present the poster.

Journal

Journal: Identify at least 2 places where you could

have solved for a part of the triangle in a different

way and why your group chose to do it the way you

did.

9

Unit Exam Geometry 15.0, 17.0, N/A N/A Summative Exam

18.0, 19.0, 20.0

Attachments

Attachment 1: Context form that addresses the “context” prompts.

Attachment 2: Standards (state and/or national content standards) this unit will address.

Attachment 3: One detailed assessment related to a single lesson selected from the instructional blueprint. This should include any

instructions or prompts you will provide to the students. Also include a rubric and/or other applicable evaluation

criteria used to assess levels of mastery related to quality, proficiency, performance, and/or understanding.

Attachment 4: A 2 to 3 page, double-spaced reflective analysis that address the “reflective analysis” prompts.

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