Teaching Coach: Mrs.

Judy Oakleaf EDUC 485B-001 Student Teacher: Wesley Pace

Mentor Teacher: Mr. Austin Kolm

TORSH Lesson #3

Lesson Plan: Clinometer Activity Lesson Title: Measuring Objects with Trigonometry
Lesson Date: Friday, April 2nd, 2021 (04.02.21) School: Thompson Valley High School
Student Teacher: Mr. Wesley Pace Cooperating Teacher: Mr. Austin Kolm
Content Area: High School Mathematics (Geometry) Grade(s): 9 – 11th

Measuring Objects with Trigonometry

Lesson Topic and Rational/Relevance: High school geometry not only marries spatial understanding to the development of
mathematical literacy, but also introduces students to the fundamentals of trigonometry. This allows learners to develop necessary
background knowledge that can be applied to their future study of pre-calculus and/or calculus. The clinometry lesson is a hands-on
activity that encourages students to become active learners in the process of acquiring a basic understanding of trigonometric
functions (i.e., the sine, cosine, & tangent functions). Prior to the activity students are introduced to trigonometric ratios and how to
find side lengths and angles of right triangles. After the preliminary preparation is complete, it is fitting to converge the math thesis
with practical application. Thus, students are provided the opportunity to test their acumen of finding heights of tall objects around
the school by using homemade clinometers and a basic understanding of trigonometry.

Content Standards Addressed

CCSS.MATH. CONTENT. HS. G-SRT.D. Similarity, Right Triangles, and Trigonometry: Apply trigonometry to general
triangles. [Words in bold indicate featured parts of the clinometer lesson.]
Academic Context and Connections (Math Practices): 1. This expectation represents advanced (+) work of high school.
2. In high school, students develop understanding of right triangle
trigonometry through similarity. In advanced courses, students
prove trigonometric identities using relationships between sine and
cosine.
Teaching Practices Highlighted in Lesson: 1. Establish mathematics goals to focus learning (i.e., provide
clear procedures so that learners can make accurate calculations).

2. Implement tasks that promote reasoning and problem solving

(i.e., students must use mathematical reasoning to determine the
distances between the model boats).

3. Use and connect mathematical representations (i.e.,

demonstrate how whiteboard representations match to real-life
application).
4. Facilitate meaningful mathematical discourse (i.e., discuss the
reasonableness of a mathematical conclusion).

5. Pose purposeful questions (i.e., make sure students choose the

correct trigonometric functions when doing calculations).
8. Elicit and use evidence of student thinking (i.e., qualify student
calculations as an (un)reasonable outcome).

Student Learning: MP1. Make sense of problems and persevere in solving them.
Students will learn to apply trigonometry to real-life problems in
order to make sense of how this type of math is applied.
MP3. Construct viable arguments and critique the reasoning of
others. Learners will gauge whether their calculations are
reasonable (i.e., that the measured pine tree is more than 10 feet tall)
and whether the use of trigonometry is an effective method to
determine angles and/or distances/heights of objects.
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Teaching Coach: Mrs. Judy Oakleaf
Mentor Teacher: Mr. Austin Kolm
Inquiry Questions & Evidence Outcomes
Inquiry Questions
Evidence Outcomes
(Learning Targets & Success Criteria)
Relevant CDE Outcomes
Assessments for Lesson 3
Lesson Plan: The clinometer lesson is an excellent way to introduce students to the applications of trigonometry. After learners
build a fundamental understanding of basic trig functions, they will be given the opportunity to use their newfound knowledge in the
practical application of calculating object-heights around the school premises. This praxis will enable learners to develop a greater
appreciation for the application of math in real life. Moreover, they will build relationships with their peers and learn how to think
EDUC 485B-001 Student Teacher: Wesley Pace
1. How does one determine which trigonometric function (i.e., sine, cosine, etc.) is
appropriate for a specific question?
2. What happens when one is not working with a right triangle? That is, can the basic
trigonometric functions be applied as usual? If not, what helpful math tools help us answer
questions of this sort?
3. What is an angle elevation? What is an angle of depression? How do they help us solve
real-life problems?
4. When making clinometer measurements at one’s eye height, what adjustment(s) must be
made to accurately calculate the height of an object?
5. What benefits are there to the process of taking multiple measurements and obtaining an
average? What about the inverse of this statement?
6. Why do the trigonometric functions yield accurate results?
7. How do you know that your answers are reasonable?
▪ Learning Targets: Students can use angles of elevation/depression with right
triangle trigonometry to accurately determine heights and distances of objects.
▪ I can accurately use trigonometric functions to determine the height of hard to
measure objects (e.g., flagpoles, trees, etc.).
▪ I can support reasonable conclusions with mathematical evidence.
o This means that students will have a basic understanding of trig ratios
and their use in mathematics. It will provide them with at basis for their
continuation in mathematics (i.e., pre-calculus & calculus).
▪ Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems. ★ (CCSS: HS. G-SRT.C.8)
Assessment
1. Assessments: (Please see the documents listed in blue in the TORSH platform
uploads.)
2. TORSH Lesson 3 is a student-led trigonometric investigation. Learners are tasked
with finding the height of various objects around the TVHS premises. I will be
personally overseeing the activity and checking in with student groups so that I
have a better perspective on their understanding of mathematics (Formative)
3. Students will be prepared for this activity with a lesson on angles of elevation
and angles of depression. This includes a homework assignment (HW6).
4. To prepare students for the activity I will be doing two in-class angles of
elevation/depression examples. Participation will be assessed during this mini
lesson. (Formative)
5. Students will be provided with a clinometer activity worksheet and rubric. Their
submission of this document will account for 50 test points. (Summative)
6. Learners will have the last 25-minutes to ask questions and receive help from me
or Mr. Kolm before turning in their worksheet. I will assess understanding during
this Q&A period. (Formative)
7. Students will be assessed on their understanding of angles of elevation/depression
on this semester’s first test (Summative)
Lesson Plan/Overview - Lesson #3
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Teaching Coach: Mrs. Judy Oakleaf EDUC 485B-001 Student Teacher: Wesley Pace
Mentor Teacher: Mr. Austin Kolm

about mathematics in a collaborative way. Additionally, they will strengthen their ability to make reasonable mathematical
arguments and how to support their conclusions based on the evidence they have collected.

Planned Lesson Activities

Lesson Title & Purpose TORSH Lesson #3: Measuring Objects with Trigonometry — Allow students the opportunity
to apply newly acquired mathematical skills (i.e., trigonometry) to real-life scenarios.
Timeline ▪Time: 97-minute class period
▪Opening → 22-minutes of in-class preparation & examples.
▪Activity → 50-minutes for indoor/outdoor clinometer activity.
▪Closing → return to class for 25 minutes of final trigonometry calculations.
Materials ▪Writing instruments (e.g., pencil, pen, markers, etc.)
▪Clinometer worksheet with rubric (paper & digital copies made available)
▪1 clipboard per person (i.e., to write on when outside)
▪1 clinometer per group (i.e., for measuring angles of elevation/depression)
▪1 tape measure per group (i.e., for measuring distances to objects)
▪1 calculator per person (i.e., for calculating distances with trigonometry)
▪Optional: Jacket and/or outdoor attire.
Anticipatory Set ▪Right triangle trigonometry is related to the Pythagorean Theorem, which is a prior
knowledge base for learners. Using this background will allow us to engage the new
trigonometry relationships in a creative way.
▪ Students will be tasked with objective making four different measurements around the
school premises. I will model two of these before we begin the activity so that learners
have a better idea of what they need to do.
▪ To add a little extra encouragement for accurate calculations I will be giving away two
small prizes to the students that most accurately calculate the distance between boats.
Student Engagement Strategies ▪ Teach lesson on angles of elevation/depression prior to clinometer activity.
▪ Model in-class examples before gradual release into the clinometer activity.
▪ Field questions before beginning the activity.
▪ Direct clinometer activity and oversee student procedures during measurements.
▪ Engage students with inquiry questions during activity.
▪ Manage students by helping grouped learners work cohesively.
▪ Students will be assessed on accuracy of their measurements and care of materials.
▪ Extra time permitted for those that need more time to complete calculations.
Lesson Procedure TEACHER ACTIONS:
• The first 20+ minutes of class will be used to define expectations, go over
measurement procedures, and model examples. A mini lesson will be given so that
students know exactly what is expected of them and what they will be doing during the
activity.
• This will be followed by the clinometer activity, which takes place in the gymnasium
and on the outdoor premises of the high school. Students will be allowed 12-minutes
to complete three measurements at each activity station (i.e., four stations in total).
During the outdoor activity I will accompany and assist students.
• The final 25-minutes of class will be set aside for students to calculate their object
measurements. During this period, I will make sure that students are completing the
mathematical calculations correctly.
STUDENT ACTIONS:
▪ Students will learn the expectations and procedures for the activity during the first 20+
minutes. They are encouraged to take notes on the in-class examples and agree to the
expectations during the clinometer activity (e.g., actively participating, making precise
measurements, not disturbing/disrupting other classes, not using cell phones,
respecting the math departments materials, etc.).
▪ Students will have approximately 50 minutes (i.e., ~12 minutes at each of the four
stations) to make three accurate measurements in order to calculate an average.
Learners are grouped together to encourage mathematical communication amongst
peers and reduce the chance of mismeasurement.
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Teaching Coach: Mrs. Judy Oakleaf EDUC 485B-001 Student Teacher: Wesley Pace
Mentor Teacher: Mr. Austin Kolm

▪ The last 25-minutes will be allotted for students to ask questions and complete the
trigonometric calculations associated with their measurements. This will take place in
the classroom.
Student Engagement ▪ Learners will engage with one another as they complete the activities. It will be their
duty to divvy out responsibilities evenly amongst their teammates.
▪ Every student will have opportunity to ask their peers for assistance. This will allow
advancing students a tutoring moment and give struggling students a chance to learn
from their fellows.
▪ Students will be responsible for using the clinometer and measuring instruments
properly. This will require student-led investigation and give them the opportunity to
make the learning their own.
▪ Participation will be assessed during the indoor and outdoor activities.
Closure ▪ Individual/group questions will be answered.
▪ Students will finish their final measurements and return all their materials to their
proper locations.
▪ Students will turn in the clinometer activity worksheets, which will be graded as an
academic activity (i.e., test point value).
End of Lesson Engagement ▪ Students will finish their calculations and I will be available to help in any way
needed.
▪ To end the lesson, I will award the students with the most accurate calculations with a
small prize.
Differentiation ▪ Learners have been given advance notice of the option to choose their teammates.
▪ To challenge advancing learners, I incorporated in-class examples that expanded on
using angles of depression. This should prepare them to see the endless possibilities of
using this math.
▪ Students needing extra time and support will be given the opportunity to do so during
lunch and/or 4th period.
Assessment Reflection ▪ Students were well prepared for the activity by the lesson on angles of elevation and
angles of elevation.
▪ It was great to see learners take an active role in their learning. They developed
reasonable arguments about the height/distance of objects and utilized the trig
functions properly.
▪ Each group of students actively participated in the measurement portion of the lesson.
▪ Many of the groups hit the good or perfect mark on some of their calculations!
▪ I am hopeful that this activity has better prepared learners for the upcoming test.

Post Lesson Reflection:

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)
This lesson put students in the driver's seat of mathematical exploration and brought attention to the relevance of applied
mathematics. It allowed them to put their newly acquired trigonometry skills to the test. To validate their achievements students were
assessed according to how close their measurements matched actual object heights/distances (e.g., a grade of A = less than 2 feet off
mark, etc.). Students were provided with a rubric so that they knew the margin of error that would place them at a specific level of
accuracy. To compensate for test heavy assessments this activity provided an alternative way for learners to earn academic points
through practical application of math.
For the most part, students successfully used appropriate trig functions to estimate the height of a tree, an exhaust fan, and a
flagpole. The rubric was designed to give learners a reasonable margin of error since the clinometers are homemade and student
measurements are prone to error. It was pleasing to see students work well with each other and cooperate during each part of the
lesson. During the instruction I had the advantage of asking student groups inquiry questions. This allowed me to check whether
learners were making correct calculations and understood what they were doing. Additionally, it permitted me to interact with
individuals and clarify misunderstandings. Overall, this was a successful lesson and learning experience for the students.

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Teaching Coach: Mrs. Judy Oakleaf EDUC 485B-001 Student Teacher: Wesley Pace
Mentor Teacher: Mr. Austin Kolm

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

There are a few modifications worthy of consideration, if I were given the chance to teach this lesson again. First, I would
ask each group of students to select one member of their team to operate the clinometer and take an eye height measurement before
beginning the activity. This would alleviate the mix-up of measurements and make student calculations more accurate. Second, I
would not only model a whiteboard example in the classroom but also demonstrate how to complete one of the activities on the school
premises. Doing so would give students a general standard and better idea of their objective. Lastly, I might consider the possibility of
selecting the groups so that struggling learners could be paired with excelling students. This would encourage peer-to-peer mentoring
and likely increase understanding across the board.
Additionally, it would be a pleasure to update the clinometers so that they were more accurate. The instruments functioned
fine, yet the wear and tear over time has made some of them less conducive to accurate measurements. Of course, I took this into
account when grading student work.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

My next lesson is related to the clinometer activity since both teachings involve right triangle trigonometry. The title of the lesson is
Trig Treasure Hunt. As you can imagine students will be on a quest to find a hidden treasure (i.e., a piece of candy) at the end of their
math journey. This lesson will reinforce an understanding of basic trigonometry and promote perseverance in solving math problems.
It is a continuation of the clinometer activity except that they will be using all three basic trig functions and their inverses to find
distances and angles. I am excited to instruct this lesson since I was granted the opportunity to help Mr. Kolm teach it last semester.
To make it more charming I have designed a short lesson that will incorporate a mapped example and made treasure-themed lesson
slides. We have been granted permission to allow students to complete the trig treasure hunt on the school premises instead of being
limited to the classroom! I look forward to seeing students develop their problem-solving skills and increase their mastery of solving
right triangles.

4. A Short Overview of My Class Culture and IEPs (Individualized Education Program).

This lesson gave me a better opportunity to give specialized attention to my IEP and ELL students because the activities were
designed for students to take initiative in their learning. That is, the advanced students were able to successfully finish each activity on
their own, and I was freed to aid those who needed help (i.e., the IEP & ELL learners). The one-on-one attention I was able to give
these learners helped them gain a better understanding of the math. By no means did this bridge the learning gap between what is
expected of them and what they know, but it did lay the groundwork for building better relationships with each of them.
Throughout this semester I have continued to make time for all students that desire extra help. In fact, I have had the great
privilege of working with one of my IEP students on a consistent basis. Their effort to get extra help has made them one of the most
successful learners in the class.
The TVHS math department has instituted a policy that any student that is unsatisfied with their prior semester’s grade can
sign an agreement that enables them to improve their past grade. There have been at least five learners that have agreed to this
contract. They are obligated to come in for help once a week, be present for almost every class, and not disrupt the learning process in
any way. If they successfully complete the course with a grade higher than last semester, their old marks are replaced with a grade one
level down from their current semester’s grade. I look forward to working with these students over the next few weeks and will make
every effort to give them the support they deserve.

Lesson Discussion with Mentor Teacher (takeaways):

☺ My mentor teacher found students to be engaged and respectful during the lesson.
☺ The boat props and prize (i.e., a chocolate bar) made for an engaging activity and enjoyable lesson for the students.
 Mr. Kolm was apologetic for his in-class camera not being charged when I taught the introductory mini lesson.