DIRECT INSTRUCTION LESSON PLAN TEMPLATE

Teachers: Benjamin Bray and Victoria Reyes Subject: Mathematics and Geometry

Common Core State Standards:

Math:
● G.G-SRT.C Define trigonometric ratios and solve problems involving right triangles.

History:
● Geography: G1: The use of geographic representations and tools helps individuals
understand their world.

Objective (Explicit):
Students will be able to use trigonometric ratios to solve for a side of a triangle. Students will also
know the geographical location of Egypt to put math problems in context.
Evidence of Mastery (Measurable):

Students will complete the real world application problem of the Pyramid of Khufu. Here is a
screenshot of the problem they will complete for mastery.

Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:

Students will be able to...
● Calculate the length of a hypotenuse or a leg
of a right triangle using forms of the
Pythagorean Theorem
Self reporting assessment:
Fingers up to show level of
understanding/mastery so far, this can be done
during the lesson or after the lesson. Using 1,
 ● Calculate side lengths of each side of the 2, 3, 4, or 5 fingers held up with 1 meaning "I
triangle using trigonometric relationships need a lot of help" and 5 meaning "I really get
this."
(SOHCATOA).
● Use reference angles to solve word problems
● Reflect on their learning at the end of each
day by writing in a Google Form
● Respond to learned ideas by writing
thoughts, applications, and questions about
what the students have learned.
● Analyze videos and answer questions on
Google Forms.
● Use Prior Knowledge to read and annotate
articles.
● Submit facts/findings on Padlet
● Create their own triangles and measure sides
and angles.
● Draw visual representations to solve
problems

Students will be able to conceptualize that the hypotenuse is the largest leg of the triangle.
Students will be able to geographically show where Italy and Egypt are compared to the rest of
Europe. This lesson is applicable because there are a lot of real world applications with
trigonometry, and students will learn that it is useful.

Key vocabulary: Materials:

Trigonometry Paper and pencil
Side length Worksheet of problems
Angle Video about Pythagorean Theorem
Pythagorean Theorem
Location
Pyramids of Giza

Opening (state objectives, connect to previous learning, and make relevant to real life)

Teacher Script (not exact, but ideas)

“Hey guys! What we are learning today is applicable in many ways, and I will show you real life
examples. We just finished a unit on triangles, and now we are going to take the next step in
building our knowledge. We are going to dive deep into what the Pythagorean Theorem is”
 Intro - Teacher
t

p
Intro - Student
n

t
Teacher Will: Student Will:
s

● I will use three students to ● Students will not take notes, but observe
demonstrate a triangle. One student the class demonstration. Maybe
will be laying on the ground, the other volunteer!
student will be at their heels (making ● Students will answer questions when the
a right angle) and the third will have teacher poses them. Be ready to share
to lean from the student and be held their reasoning.
by the one standing up.
● The trick here is to grab two students
of equal height, and then one taller
student to actually make a triangle.
● I can keep doing examples with
different heights of students to prove
my point.
Questions:
● Class, when we compare heights of
these students, which “leg” is the
largest?
● Does the hypotenuse have to be the
largest leg of the triangle? Why or
why not?
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

If there is another teacher, then I will use the “One teach, one observe” technique. It will help if
students are not understanding my demonstration.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Since this is just the intro into the lesson with some discussion questions, there is not going to
be a lot of differentiation. However, I can write the questions on the board if student learn
better that way (and I don’t have to repeat it). I can also keep redoing the demonstration with
multiple students of varying heights to prove my point.

I
 How will you ensure that all students have multiple opportunities How will students practice all knowledge/skills required of the
e

t
to practice new content and skills? objective, with your support, such that they continue to internalize
c What types of questions can you ask students as you the sub objectives?
a
are observing them practice? How will students be engaged?
How/when will you check for understanding? How will you elicit student-to-student interaction?
r

How will you provide guidance to all students as they practice?

P

How are students practicing in ways that align to independent practice?

How will you explain and model behavioral expectations? Is
d

there enough detail in this section so that another person could

e

facilitate this practice?

u

Teacher Will: Student Will:

● Show video of the pythagorean ● Watch videos and take notes

theorem ● Students will be volunteer answers with
○ https://youtu.be/YompsDlEdtc the map of Italy, because we are doing a
● I will show them the graph of Europe problem about the Leaning Tower of Pisa
and ask questions about where Italy ● Students will be engaged in teacher
and Egypt are. demonstration of the Leaning Tower of
Pisa
Example Student responses:
● The side length we are finding is the
hypotenuse, so I expect it to be bigger
than the other legs
● This is so cool that we are doing an
applicable real world problem!
● I think we should use the tangent
● trigonometric function. “Sine is opposite
● I will go over the trigonometry ratios, over hypotenuse”.
which include sine, cosine, and
tangent. SOHCAHTOA will be
addressed after we unpacked it a
little. Students should be familiar with
this before I teach it.
● I will demonstrate this problem on the
board while calling on students to
give me calculations or the next
step(s).
 ●
Questions:
● Which trigonometry ratio should I use
for this problem?
● What leg am I trying to find?
● Is the hypotenuse larger than the two
sides? If so, that answer is plausible!
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

If there is another teacher, then I will use the “One teach, one observe” technique. It will help if
students are not understanding my demonstration.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

The following differentiation strategies will be used:

● Subtitles on the video being presented
● Guided notes for the video
● SOHCAHTOA already typed out and easily accessible in large fonts

How will you plan to coach and correct during this practice? How will students independently practice the knowledge and
e

t
How will you provide opportunities for remediation and skills required by the objective?
c extension? How will you clearly state and model academic and How will students be engaged?
a
behavioral expectations? How are students practicing in ways that align to assessment?
Did you provide enough detail so that another person How are students using self-assessment to guide their own
r

could facilitate the practice? learning? How are you supporting students giving feedback to
P
t

one another?
n

d Teacher Will: Student Will:

n

This section is all about helping them ● Students will respond to the geographical
e

d
understand the material. Before the map of Europe
n

application problem, I will quiz them on ● Students will choose three problems (out
where Egypt is on this map: of 6) on the trigonometry worksheet
● This is meant to be differentiated, but
students will hit at least one of every
trigonometry function (sine, cosine,
tangent)
● Students will complete the application
problem of Egypt
○ This is their “exit ticket” in which I
will see if they understand the
Pythagorean Theorem as well as
some trigonometry functions.

● This is the time where I can be

walking around and helping them with
other trigonometric problems.
● Students will be given a worksheet of
6 problems (and they get to do 3 of
their choosing).
● After the worksheet they will do the
Egypt problem

●
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

In this case, any co-teachers can help walk around the room and help students individually.
Co- teachers may use fillable notes and guided question on worksheets
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

It has already been talked about in the above section, but students will be able to choose any
3 problems out of the 6 on the Trigonometry Worksheet (to whatever floats their boat).

Student who need more assistive technology to better understand material are welcomed to
use tablets or laptops
 Closing/Student Reflection/Real-life connections:
I

How will students summarize and state the significance of what they learned?
Why will students be engaged?

As a teacher, I will recap why the Pythagorean Theorem is important (and its trigonometry
properties). I will end the lesson by asking the class to give examples of what other things require
the Pythagorean Theorem (or uses trigonometry). I will thank the students for participating and
doing good work! NO HOMEWORK.