Unit Plan Assignment Lucia

ED 3601 – Curriculum and Instruction for Subject Area Math
Grade Level 20-1

Majors: Mathematics Topic Trigonometry
Unit Plan Template Length of Unit (days) 10 days

Rationale

This trigonometry unit has been directly based off of the program of studies and the order of
the specific outcomes. The outcomes are listed in progressing order, meaning it is helpful and
sometimes necessary to know the previous outcomes before moving onto the next ones. The order
of the lessons has been scaffolded in this same way to ensure students have the building blocks of
the unit before moving onto the next step.

Incorporation of mathematical process is essential to ensuring students have a well-rounded
understanding of mathematics. Communication [C] is included throughout the unit in a variety of
ways. Whether it is between teacher and students, students and students, students and other
people, there is lots of learning taking place through communicating with others. Connections [CN]
to prior knowledge and situations in the “real world” are being made throughout the unit in certain
lessons. Examples include discussing with students the applications of trigonometry in a variety of
professions, and integrating Pythagorean Theorem with SOH CAH TOA. Mental Mathematics and
Estimation [ME] is used in a few lessons in this unit. Students have to estimate the length of sides on
certain triangles in lesson seven, and in lesson one, students are approximating angles physically
with their bodies and pictorially on their mini whiteboards. Problem solving [PS] skills are
developed through much of the computational problems that are given for students to complete in
certain lessons. They will have a variety of word problems, symbolic problems, and problems that
arise in their experience during activities. Reasoning [R] is developed through the knowledge of
what sorts of results make sense in the context of trigonometry. Students will learn what kinds of
numbers and angles make sense in the context and which ones do not. This allows them to use their
reasoning when completing questions to assess whether or not their findings are reasonable in
relation to the context. This unit uses mostly a deductive reasoning approach (Sousa, p. 134). An
example of this is when students learn about special triangles in quadrant one and then it is proved
that these same properties hold for the same triangles in the other quadrants. Technology [T] is
incorporated into a few lessons with the use of videos for students to visualize certain concepts.
Lesson five also involves the use of a computer program where students get to individually
experience the concepts being taught in a technological setting. Visualization [V] is constantly being
used in this unit. It is the being shown through diagrams, such as the unit circle and the CAST
diagram, and visuals of many triangular shapes.

An aspect I tried to incorporate a lot of in this unit was movement and group work. I believe
that students are sitting in desks far too often in school. I believe it is incredibly important to have
them up and moving as often as possible. It assists in keeping students engaged and makes school
more enjoyable. I have learned the importance and effectiveness of including this through the
activities that we have participated in during our C&I classes. Students also have lots of opportunity
to work collaboratively throughout this unit. Working in pairs or groups allows for weaker students
to have someone else help them in activities. It also allows for students to have social interaction
and build social skills which are fundamental in life. People need to learn how to work with others
as it is something that cannot be avoided. There is also some individual work included for those
learners who prefer to complete tasks on their own without the distraction of others. A
combination of verbal and written communication is also used, which allows for both those types of
Spring 2017: Marynowski
Adapted from Wiggins and McTighe (2005)
Grade Level 20-1

learners to have the opportunity to respond to questions and assignments in a format which they
prefer. Lessons have also been designed to ensure students are constantly being asked to
participate in different types of learning activities. Sousa (p. 130) emphasizes how students search
for novelty; by doing something new and different as often as possible, students remain more
engaged. The lessons have also been designed with the primacy-recency effect (Sousa, p. 57) where
the teacher gives the students a brief lesson on the new content at the beginning of class during
prime-time-1. Then, the students do an activity or two during the downtown in hopes that the
activity will be more engaging than direct teaching and they will retain more information during the
downtown. Lastly, a discussion about the new content and findings at the end occur during prime-
time-2 to help students wrap their thoughts around the information.

The majority of this unit is based off of formative assessment for a number of reasons. One
reason is that it is very important for students to receive lots of feedback in order to broaden their
knowledge and understanding. With the collection of students work, and observations and
conversations throughout class activities, the teacher can give students a variety of feedback to help
them improve and do well on their summative assessments later on in the unit. Another reason is
that if summative assessment is done early on, students have not had much of a chance to delve into
the material of the unit and make connections to everything that is being taught. It would not be a
fair or reliable assessment of students’ knowledge. There are two summative assessment pieces in
this unit and they are both near the end of the unit. This was intentionally done so that students
have lots of time to get a grasp on the content of the unit and use their feedback from formative
assessment to advance their understandings.

Adaptations to this unit would be very dependent on the group of students who are in your
class. If the class was very noisy, rambunctious, and goofed off fairly often, an accommodation that
could be made would be to keep the activities within the classroom. Some of the activities allow for
students to work in the hallway or all over the school; with a disruptive group of students, keeping
them in the classroom for these activities would reduce the chance of disrupting other classes in the
school and from students getting too excited and off topic by giving them the freedom to roam.
There are some accommodations listed on the given lesson plans, such as the accommodation for
lesson plan 3 – activity #2, which makes students who struggle with movement more able to
participate. Many of the activities throughout the unit could be accommodate to do this. For
example, to ensure that movement is still used in lessons for the rest of the class who needs
movement in order to remain engaged, a buddy system would be a good aspect to incorporate for a
student in a wheelchair. Have students switch partners each day or each activity and ensure that
the student in the wheelchair is able to participate fully with the help of their buddy.


Grade Level 20-1

Monday Tuesday Wednesday Thursday Friday

Pre-assessment SLO 1: Angles in SLO 2: Trig. ratios SLO 2: Special angles SLO 3: Sine law
Students will participate standard position Students will complete Students will learn the Teach students the
in various activities that Students will be taught an activity where they special angles (0, 30, 45, sine law and the
will allow them to important terminology must apply their 60, 90) and their sine, required info needed.
demonstrate their which they will use knowledge and solve cosine, and tangent Use a computer activity
understandings of prior throughout the entire problems using values. This will be involving sine law for
knowledge. They will unit. They will engage SOHCAHTOA. They will with the unit circle since students to work
participate in activities in two activities which also learn the CAST rule it was introduced in the through and solve some
involving approximation will help them better and briefly be previous lesson. They problems on their own.
of angles in degrees, understand the new introduced to the unit will be able to identify There will be an exit
and what SOHCAHTOA information and circle. sine, cosine, & tangent slip where students
is and how to use it. remember the new values of any angles have to solve for one
vocabulary. Formative assessment: that have reference angle and one side
Formative assessment: observation, angles of 0, 30, 45, 60, using sine law.
observation, Formative assessment: conversation, maze and 90 degrees.
conversation observation, worksheet Formative assessment:
conversation, anecdotal Formative assessment: observation,
notes observation, conversation, exit slip
conversation, anecdotal
notes
Monday Tuesday Wednesday Thursday Friday

SLO 3: Cosine law SLO 3: Ambiguous case SLO 1, 2, 3: Bring it all Review Summative Exam
Discuss examples Students will learn and together The first half of the Students will complete
where we cannot use understand that some This lesson will provide class will be the teacher a final written exam
sine law that was problems will have students with examples reviewing all the big which will test their
learned last class b/c 1 solution, 2 solutions, where trig. ratios, sine ideas on the board. knowledge of the
we don’t have the or no solutions. Once law, cosine law, and The second half of the outcomes from the
proper info needed for the material is covered, ambiguous cases are class will be a PofS which have been
sine law. So then students will participate found together in scavenger hunt activity covered during class
introduce cosine law in an activity where questions requiring that the students will time.
and its formula and they have to find problem solving. complete in pairs
required information different triangles Students will then which covers all of the Summative assessment:
to try and solve other around the school and receive a small main content they have exam
problems. try to measure angles assignment project learned in this unit.
There will be an exit and sides, and solve for to work through in pairs
slip where students certain angles and sides. which will be used for Formative assessment:
have to solve for one summative assessment. observation,
angle and one side Formative assessment: conversation, the
using cosine law. observation, Formative assessment: activity worksheet will
conversation, the sheet observation, be handed in to look at
Formative assessment: from the activity will be conversation; anecdotal
observation, handed in to look at notes
conversation, exit slip Summative assessment:
assignment project

Grade Level 20-1

Lesson Plan 1
Stage 1: Desired Results

Math 10C - Develop and apply the primary trigonometric ratios (sine, cosine,
Learning
tangent) to solve problems that involve right triangles. [C, CN, PS, R, T, V]
Outcome(s)

Students will:
Learning • demonstrate their understanding of angles on a Cartesian plane
Objectives • demonstrate their understanding of the primary trigonometric ratios

Stage 2: Assessment Evidence
Summative Formative • Pre-assessment
• None
Assessment Assessment • Observation, questioning

Stage 3: Learning Experience
Tech • Resources
Pull up YouTube • Graph paper in protector
•
to Do videos to Bring sheets + markers + erasers
Time Content/Description Notes

• The classroom will already be set up with desks in pairs.
The homemade whiteboards + markers + erasers will
already be on the desks ready for each group before the
students enter the classroom. - Have the video already open in
• When students are settled in their desks and ready for different tabs ready at the time they
class, play this YouTube video are supposed to start watching from.
- https://www.youtube.com/watch?v=eZSJOd7-jMk
- Show starting at 3:55
• ASK: How many degrees was he trying to turn? How
many degrees do you think he turned?
TOTAL: • Now show this video
50 min lesson - https://www.youtube.com/watch?v=YykoZL1XwLM
- Show starting at 00:10
Intro • ASK: How many degrees did this soccer player turn?
~ 5 mins • SAY: Now everybody, stand up and face the front of the
room. I want everyone to show me what a 360 degree
turn looks like.
• SAY: Now, I want you to try and show me a 720 degree
turn. Even if you don’t make it quite the full 720 degree,
I want you to stay facing the direction you landed in.
• ASK: Approximately how many degrees do you think
you turned? - Let a few students answer
• SAY: Now show me a 270 degree turn.
• SAY: Great job everyone! Go ahead and have a seat back
in your desks.

Grade Level 20-1

ACTIVITY #1 (~10 mins)
• SAY: With your desk partner, you will be answering
the questions on your graph sheets together. Make
sure you are taking turns who is writing on the
sheet and who is holding up the answer when you
are finished.
• SAY: Draw a Cartesian plane on your sheet. So put
an x-axis and a y-axis on your sheet. You should
have four different quadrants on your sheets now. - As students hold up their answers, the
• QUESTIONS: On your sheet, draw what you think teacher will be formatively assessing
approximately their knowledge and accuracy.
- 45 degrees looks like (Q1)
• SAY: Now, draw me approximately 130 degrees.
• ASK: What kind of an angle is this? PAUSE. If no - The answer is obtuse
reply, ASK: Is this an acute, obtuse, or right angle? - Testing for prior understandings of
• ASK: What would an acute angle look like? Draw me acute, obtuse, right angles
an example on your sheet.
• SAY: Now, draw me what a right angle looks like?

• SAY: Alright, so you guys would have learned about
SOH CAH TOA back in grade 9.
Body • ASK: Who can tell me what:
~ 35 mins - SOH stands for?
- CAH stands for?
- TOA stands for?
• Review briefly how to solve problems using SOH
CAH TOA so that students have it correct and fresh
in their heads so that they practice is correctly in
the following activity.
• SAY: Get into groups of 3. Find a space in the
classroom or hallway where you guys have a little
bit of room to move around. As a group, you will - Heel – to – toe steps is where the back
choose a point on the floor that will be your initial of your heel touch the front of your toe
vertex of a triangle. The first person will start at the (very tiny steps). This allows for more
vertex and take between 2 and 12 steps in a straight accuracy as everyone’s normal steps are
line which will create one of the sides of your different strides.
triangle. The second person will then begin at the - There will be a little bit of error since
initial vertex and also walk between 2 and 12 steps not everyone’s feet and shoes are the
in a straight line to create the second side of the same size.
triangle. The third person will then walk from
person one to person two in a straight line and
count how many steps it takes them. This will create
the third side of the triangle. Make sure that the - The teacher will be circulating and
steps you are taking are heel – to – toe. Now, using observing students as they work
what you know with SOH CAH TOA, determine what through this activity. This will allow the
sine, cosine, and tangent are of your triangle that teacher to see how students do with
you just made. Record your findings in your their prior knowledge of SOH CAH TOA.
notebook by drawing an approximate picture of

Grade Level 20-1

your triangle, labelling the length of the sides, and
writing down the value of sine, cosine, and tangent.
Do this about 4 times with different triangles every
time. If you finish 4 before I come ask you guys to
return to the classroom, do another on. Go ahead
and start!

• Bring the classes focus back to the front and discuss
their findings and experience during the previous
activity.
• ASK: How did everybody feel while doing this activity?
- Did it help you remember how to solve problems using
SOH CAH TOA? How to use SOH CAH TOA?

- What was one helpful aspect of this activity? One

aspect you found difficult?

- What would you have done differently if you knew

what the angle of each corner was?

• Discuss with the class the importance and meaning
behind trigonometry. A few careers which use them are: ACCOMMODATION: This lesson is a
- music with computers pre-assessment of what students know
Closure - astronomy (satellites) from previous grades. If students’
~ 10 mins - oceanography knowledge is lacking in the content
- architecture from this lesson, the teacher will
- computer generating ensure that she covers this material
- medicine (sine and cosine in CAT and MRI scans) more thoroughly until students
- any construction jobs understand these concepts. This is a
- environmental scientists, geologists (measure size of priority. Once students understand
mountains) these basic concepts, the teacher can
- cartography (maps, directions) move onto the next lesson.
- enhances problem solving skills and critical thinking
* These are only a few of many areas where
trigonometry from very basic to very advanced
knowledge is used. It is needed for many fields of work
that are very different from each other.


Grade Level 20-1

Lesson Plan 2

SLO 1: Demonstrate an understanding of angles in standard position [0° to
Learning
360°]. [R, V]
Outcome(s)

Students will:
Learning • Be able to identify parts of an angle, coterminal angles, angles in standard position
Objectives • Understand and be able to find reference angles

Summative Formative • Observation
• None
Assessment Assessment • Anecdotal notes

Tech Resources
• Put up dabbing pic • Activity #2 papers (RAFT) • Activity #4 papers
to Do to Bring
• Show students photo of soccer player “dabbing”.
TOTAL:
50 min lesson

Intro/Hook • SAY: There is science behind perfecting the dab. If you
~ 2 mins guys want to have the best dab, you have to know your
trigonometry.

• The teacher will directly teach the students the definitions
of the parts of an angle in standard position and the
necessary information using diagrams and pictures on the
whiteboard
- Initial arm: lies on x-axis (typically)
- Terminal arm: the arm that rotates around vertex
- Vertex: where initial and terminal arm meet (the point
Body (0,0))
~ 43 mins - Rotation angle: angle between initial and terminal arm
- Positive angle: counter clockwise
- Negative angle: clockwise
- Standard position: when initial arm always starts on x-
axis and rotate from there
- Coterminal angles: angles with the same terminal arm
(ex. 270 degrees and -90 degrees)
- Principle angle: smallest positive rotation angle (ex. with
the above two angles, 270 is the principle angle)
Grade Level 20-1

- Definitions will remain on the board
ACTIVITY #2 (~18 mins) in case students do not remember
• RAFT activity (role, audience, format, topic). - We are assuming here that students
• Students will get into partners and each pair will receive a have done RAFT activities before, so
slip of paper. On the paper, there will be one of the little instruction is needed on how to
definitions we just covered, the audience which they have do the activity.
to present their definition to, the format of which their ACCOMMODATION: If students receive
definition must be explained in (ex. poem, song, letter, a format they are not happy with and
etc.), and the topic or situation they are describing that the have a different idea of a format, then
definition is involved in. the teacher can allow them to do this.
ex. If the students receives the format
ACTIVITY #3 (~7 mins) to be a poem, but the students wants to
• Discuss reference angles do an artistic representation, then the
• Reference angle: acute angle formed between terminal arm students can have to freedom to do that
of rotation angle and the x-axis once they have discussed this with the
• Show examples on the board teacher.
- angle = 150, ref. angle = 30
• Q1 = same angle
• Q2 = 180 – angle
• Q3 = angle – 180
• Q4 = 360 – angle

• Show example of angles that have the same reference

angle (ex. 30, 150, 210, 330)

• Show with points P(x, y).

- if P(5,8) has angle 58, what other 3 points have the same

reference angle?

- ANS: P(-5, 8), P(-5, -8), P(5, -8)


• Each student will receive a slip of paper with a few
- Depending on how many students are
different angles written on it. The students will begin with
in the class, the number of people that
the first angle listed. They must find 3 other students in
each group needs to find may vary (ex.
the room whose first angle listed has the same reference
one group may only have 3 people at
angle as theirs. The original angles cannot be the same and
the end). Be sure to count the number
there must be one angle from each quadrant. The whole
of students before beginning and giving
class has found their group of 4 people; they will then look
instructions accordingly.
at the second angle listed and do the same thing. We will

do this at least 3 times – maybe 4 if time allows.

ACCOMMODATIONS: The terminology
• Discuss the importance of knowing standard
portion of this lesson is not as crucial
position and terminology learned in today’s class.
as the information of reference angles.
• Different questions and problems will require you
If students are struggling with the
to know what the terminology means and the
Closure concept of reference angles, the teacher
differences between them.
~ 5 mins can spend more time on this. The
• ASK: What are some situations where we might
following lesson can shorten the
need to use the info from today? (ex. ref angles)
activity with the CAST rule since this is
- Reference angles used in construction, building,
fairly easy to grasp and can be done
design
quickly.

Grade Level 20-1

Lesson Plan 3

SLO 2: Solve problems, using the three primary trigonometric ratios for angles
Learning
from 0° to 360° in standard position. [C, ME, PS, R, T, V] [ICT: C6–4.1]
Outcome(s)

Students will:
Learning • Be able to apply SOH CAH TOA to solve problems
Objectives • Understand and apply the CAST rule

Summative Formative • Maze worksheet
• None
Assessment Assessment • Observation

• Have video ready to
Tech Resources
show • Maze worksheets •
to Do • to Bring
Unit circle picture
• Show students this video when they come to class
to get them prepared for what today’s lesson will
involve (i.e. SOH CAH TOA)
https://www.youtube.com/watch?v=t2uPYYLH4Zo
• ASK: What was one type of problem mentioned in
the video that you use trigonometry?
Intro/Hook - ex. finding angle, finding side length

~ 10 mins • Remind students briefly about SOH CAH TOA. Think
back to lesson 1 where you walked the shape of
triangles and had to find sine, cosine, and tangent
using the side lengths that you had.
• Discuss how else you can find an angle
- if you know 2 out of 3, then 180 minus the other 2

ACTIVITY#1 (~15 mins) ACCOMMODATION: If students are
• Maze worksheet (example of a worksheet at end of stronger in one aspect of the unit,
lesson. Can alter it to cater to what the students create the maze to incorporate a good
know/need). number of those concepts so that
• Explain how to complete the worksheet students do not struggle too much and
- Begin in the box where it says START. get frustrated.
Activity
- Solve for the unknown side length or angle. MODIFICATION: If a student struggles
~ 30 mins
- Once you have the correct answer, follow the path with very basic math concepts that do
using the answer you got. not relate to this trigonometry unit,
- Complete all the squares until you get to the create a maze that tailors the skill level
FINISH. of that student and helps them build
- Keep track of your path by either colouring it in their math foundations before moving
lightly, make a mark in the arrow and box that you onto solving problems in this unit.
Grade Level 20-1

have reached, etc. Anything so that I can see the ex. student does not understand
final PATH when you guys finish. Pythagorean theorem (grade 8). Do this
• Give students each a maze worksheet to work out instead.
themselves.
• They will have 10-15 mins to finish. The teacher will - Time is flexible with this – can give
circulate and assist students as needed. more or less depending on how class it
• Collect worksheets afterwards for formative doing as a whole. Don’t want to send
assessment this home for homework, so let them
finish it in class.
• Discuss the CAST rule
- Cosine is positive in Q4
- All are positive in Q1
- Sine is positive in Q2
- Tangent is positive in Q3
• Show diagram on board of Cartesian plane with
CAST written in the correct quadrants.
• Play two corners (like four corners, but only with
two) to learn CAST rule
- Teacher will read out a trigonometric ratio and a

quadrant to begin. Students will go to one corner if
they think it is positive in that quadrant and another
corner if they think it is negative in that quadrant.
- Cosine Q4 (positive) ACCOMMODATION: If there is a
- Cosine, Q2 (negative) student who struggles with movement,
- Sine Q4 (negative) have students stay at their desks and
- Tangent, Q3 (positive) hold up either a green card to
- Sine Q3 (negative) represent positive, and a red card to
- Then, teacher will start saying a trigonometric represent negative. Students could also
ratio and an angle, with the angles getting close their eyes so that they choose
increasingly difficult. exactly what they think is the correct
- sin150 (positive) answer and not being able to see what
- sin260 (negative) everyone else answers. This would give
- tan92 (negative) a more accurate representation of
- cos300 (positive) students’ knowledge and
- tan45 (positive) understanding.
- sin180 (negative) *tricky b/c between Q2 & Q3*
• Leads into discussing unit circle

• Introduce class to the unit circle briefly
• Show picture on SmartBoard and describe what
everything means
- In (x, y), x = cosine value, y = sine value for that
angle
- Value on hypotenuse line is the tangent value for
Closure
that angle
~ 10 mins
- Discuss how we see the CAST rule shows where
everything is positive and negative
- Discuss how when you are in between quadrants,
it follows the pattern of how the numbers go around
the edge of the circle. - Don’t need to know it in 20-1; won’t
- Explain that this is a really important diagram and be summatively assessed on unit circle

Grade Level 20-1

idea to know. It becomes very helpful to just have - Is an outcome in 30-1; necessary!
these values memorized when solving problems.

Example of maze worksheet on left and answer key on right.
The actual problems in each box can be adjusted or made up by the teacher for what fits the class'
needs. The answer key will obviously change accordingly.


Unit Plan Assignment Lucia

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Unit Plan Assignment Lucia

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ED 3601 – Curriculum and Instruction for Subject Area Math

Grade Level 20-1

Spring 2017: Marynowski

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Spring 2017: Marynowski

Stage 1: Desired Results

Time Content/Description Notes

Spring 2017: Marynowski

Spring 2017: Marynowski

Spring 2017: Marynowski

Stage 1: Desired Results

Spring 2017: Marynowski

Stage 1: Desired Results

Spring 2017: Marynowski

Spring 2017: Marynowski

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