Ms.

Paige Milot
EDSC 330 Strategy Lesson

Names: Student X Subject Area(s): Math

Lesson Topic: Tangent, Sine, Cosine Ratios Grade Level(s): High School Geometry

Standards
Literacy Standard(s):
R.1: promote careful reading and rereading of an author's message
R.9: Comparing and contrasting with other sources of knowledge
SL.1, SL.2, SL.4: the collaborative conversations develop expressing and offending thinking using visual displays
L.4: Vocabulary development includes determining and clarifying key vocabulary
W.2 summarizing and explaining

Content Area Standard(s):

CCSS.MATH.CONTENT.HSG.SRT.C.7
Explain and use the relationship between the sine and cosine of complementary angles.
CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.*

English Language Development (ELD) Standard(s):

SL.9-10.1,6 - Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics.
SL.9-10.1,3,6 - Listening actively to spoken English in a range of social and academic contexts
Lesson Objectives & Supports
Content objectives:
Students will be able to use the tangent, sine, and cosine ratios to find leg lengths, tangent of angles, sine of angles, and the
cosine of angles.
Literacy objectives:
Students will be able to go through the lesson and make sure they understand what they are learning . Students will be able to
navigate the unique features of complex mathematical concepts.

Academic vocabulary:
Tier II (General)
Theorem
Ratios
Tier III (Domain specific)
Trigonometric ratio
Tangent
Sine
Cosine

Assessment: How will you know if students met your objectives?

 To assess the understanding that the students have of this key concept I will give the students example of triangles. For an exit
ticket, I will have them write down how they would find each ratio: sine, cosine, and tangent. I am going to put these type of
questions on homework, quizzes, and exams to test for understanding.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
I will first go over an example of what a math reading key
is. We will be using this to help the students understanding Students will familiarize themselves with math reading keys
5 min
the material better. I will introduce the word SOH CAH and ask if they have any questions before they get started.
TOA and explain the meaning behind it
Lesson Body
Time Teacher Does Student Does
45 min The first ratio we will be learning is the tangent ratio. Students will take notes and make sure they are writing
down the examples that I am going over.
I will be introducing that a ratio of the links of two sides in
a right triangle is known as a trigonometric ratio. After the lesson, the students will complete the math reading
key.
I'll explain that all right triangles with a given acute angle
are similar by that AA similarity theorem.
I will then go into the core concept which are the tangent
ratio, the sine ratio, and the cosine ratio and how each of
these ratios are used to find leg lengths of a right triangle.
I will give examples (about two or three of each type of
ratio) so that they get practice. You can also find the sine
and cosine in special right triangles. I will go over a couple
 problems on how to do this as well.

Lesson Closure
Time Teacher Does Student Does
I will put 1 real- life problem about this concept on the Students will answer this question and turn it in as they walk
5-8 min
board. They have to answer and turn it in as an exit ticket. out the door.

Instructional Materials, Equipment & Multimedia

For this lesson, the teacher will need either a smart classroom or an overhead projector to show the notes and the graphic organizer to
the students. There will be a handout given to each student that is 2 pages long. They will need a Calculator as well. A highlighter
would also be beneficial.
References
Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed.). Stenhouse Publishers.

Larson, R., & Boswell, L. (2016). Right Triangles and Trigonometry. In Big Ideas Math: Integrated Mathematics II (pp. 541-560).
Erie, PA: Big Ideas Learning.

Differentiation:

English learners: I could hand out a small “cheat sheet” with translations of the main topics and words that I will be going
through during the lesson. I will encourage them to listen to the lesson and take notes while highlighting what they do not
understand so I could go back and give them translations of some of the key words that I did not provide.
Striving readers: For striving students, I would have them focus more on the lesson and writing down one or two words that
will help them remember what they are not understanding so they could refer back and ask.
Students with special needs: I would have students with special needs pair up with a classmate to help them identify what they
are doing right and to get some guidance from their peers. For some of these students I would show them more of what I am
looking for with an example of a graphic organizer that is filled out so that they have some type of reference.
Advanced students: For advanced students I would encourage them to fill out the graphic organizer as we go through the
lesson. While the rest of the class is finishing up the graphic organizer, I do like to end my lesson with a bonus question that
relates to the real world. I would have these students go ahead and start working on this question and see if they could figure it
out before I go over it with the rest of the class .