Lesson Plan Format

Trainer: Dc. Chakib Baroudy. Date: 1-2-2018

Instructor: Sarah Al Jamal Lebanese Faculty of Pedagogy.
Section:65 (Mathematics English)

Subject : Chapter: 7 Grade level : Duration : 50min

Trigonometric Functions. First secondary(B&E) Session:1

Unit: 7 P:73 Specific topic : Main ideas: Prerequisites :

● Degree ● Definition of a ▪ Theorems of Thales and

and radian. Pythagoras.
Radians. ∝° β ▪ Coordinates of a point.
● = rad.
180° π ▪ Measure of an angle in
● Length of an degrees.
arc. ▪ Expressions of sinx, cosx, tanx
in a right triangle.
▪ Circumference

Specific learning outcomes [LO] – Students should be able to:

I- Calculate the length of arc.

II- Define and use the radian.

The strategies are: Brain storming, Observation, presentation, Deduction, cooperative learning
and performing steps.

Instructional - learning Procedure

Phase : Durati Teacher’s role Students’ role # LO Resources &
on addressed materials
Pre . needed:
requisites. Examples from
Introduces the Memorize rules to
lesson (by using a discover the Memorize real life
real life activity. solution of the trigonometric Extra activity.
15min problem in pairs. of grade nine.
(Role: instructor (socio
collects answers constructive
and chooses the activity)
correct one. )

1
 o The objective of this Activity is to revise the rules:
opp
sin sin θ= ;
hyp
adj
cos cos θ= ;
hyp
opp
tan tan θ= ;
adj
o Strategy: brain storming. (Pair work then Class work).
o General objectives: communication, real life problem, reasoning...

1- Obeying constructions I.
Ask the student Activity: 1
to solve activity: Calculate the
2-Observing
1(Newborn) length of arc. P:73 from the
page: 73, after 3-Cooperate to Book.
l
discussing the solve the Activity.. (Behaviourism)
perimeter of a
circle 4-Write answers

25 min (circumference) on their copies

, relation and derive rule.
Calculatio
between the length of arc
n
measure of an π
arc and central l=∝ R.
180
angle.
5-Write rules on
their copies. And
distinguish
6-Apply the rule. between
measure of an
arc and it’s
length

o The objective of this Activity is to revise the rules:

circumference=2 πR;

α° l
= ;
360° 2 πR

2
 o Strategy: brain storming.
o General objectives: reasoning...
o Pair works.

Ask students to The student have Extra Activity?

to link the
Solve the (Own
question with
question : Define and use Knowledge).
previous rule l=
the radian.
How many radii π
∝ R , use
Definition 180
do we need to
given and deduce
10 min cover the
R= l.
circumference?
Find
Role: Instructor,
gives feedback, 180
1 rad =
and control the π
work, writes def.
Copy the rule.

o The objective of this Activity is to define the radian.:

o Strategy: brain storming if possible if not clear lecture.
o General objectives: communication...
o Pair works or class work upon strategies.
o Write the definition on the board :

Radian: is the measure of a central angle of a circle that intercepts an arc of length equal to the
radius.

o Always check students’ copies.

Contingency plan - plan B

First: if there is a problem in prerequisites: I will try to review to him as possible and to
give feedback, or I will use scaffolding method.

Second: Give the groups who finish first: Ask them to help me and support their
classmates with suitable feedback.

3
 Homework

Study well the rules.

Assessment:
Instrument/tool Duration Brief description LO addressed

1. Revise
Figure representing a Palm and its
rules of grade
shadow and α =40° .
Extra activity 15 min nine to
Find the length of the palm using tanα . introduce the
lesson.

2. Find the
Use it to find length of arc with a
Activity one length of an
25 min given angle.
P:73 arc.

Activity depends on previous one to 3. Define rad.

Extra Activity
10 min define rad.

References
(References – if any – used to prepare the lesson or any part of it)

Extra activity, Book and some ideas from my experience.

Warning: tell the student not to confuse between measure and length of an arc.

And to differentiate between radian and degree as 2 units of measure of angle.

Done by teacher: Sarah Al Jamal.

Trainer: Dc. Chakib Baroudy. Date: 5-2-2018

Instructor: Sarah Al Jamal Section:65 (Mathematics English)

4
Subject : Chapter: 7 Grade level : Duration : 100 min
Trigonometric Functions. First secondary Session:2,3

Unit: 7 P:73 Specific topic : Main ideas: Prerequisites :

Location of a ● Convert from ▪ Find fourth term of equal
point. radian to fractions..
degree and ▪ Use protractor to draw angles
vice versa. and locate points on it..
● Trigonometric ▪ Circumference
circle.
● The point on
a
trigonometric
circle.
● Principal
angle.

Specific learning outcomes [LO] – Students should be able to:

III- Master the conversion of measurements between radians and degrees.

IV- Define the trigonometric or unit circle.
V- Define the algebraic measure of an arc and its principal measure.
.

The strategies are: Brain storming, Observation, presentation, Deduction, cooperative learning
and performing steps.

Instructional - learning Procedure

5
Phase : Durati Teacher’s role Students’ role # LO Resources &
on addressed materials
Ask the students Share in a needed:
to perform a controlled way. III-Master the Official book
relation between conversion of and Extra
degree and radian Find the relation: Exercise
measurements
by asking them presented by
20 min some questions to between
table containing
Calculatio make a link radians and
∝° β
n between degree, = , degrees.
180° π
radian, 2 π and
360˚. Then apply on it.
Locate some Know n angles.
known angles on
the circle in
degree and radian.

6
 Ask students to Solve Ex:1,2P:82 III-Master the Official Book.
solve individually conversion of
Ex: 1,2 P:82 Individually, measurements
correct it in turn between
And try to correct on the board with
Applicatio radians and
10 min individually. the help of
n degrees.
teacher, help their
Watch their work classmates if
and give feedback possible.
+ some help and
instructions.

. IV-Define the Drawing

trigonometric trigonometric
Control brain Share, pay
or unit circle circle on the
storm strategies attention and board with
10 min and
Definition and asking small Copy the figure colours. Or use
orientation
questions to and rule. L.C.D to show
. that pictures if
introduce unit
possible.
circle such as 1-
What is the Book
meaning of unit?
2-What can we
call the circle of
radius= 1 unit
length?

3- Is it correct to
say that arcs AM
and MA have the
same
orientation(sense
)?

o The objective of this discussion is to define trigonometric circle.

o Orientation (positive and negative orientation).
A trigonometric circle (unit circle, R=1) is a circle with radius 1, on which we fix a point A
called origin and an orientation counter clock wise
called positive orientation.
o Give Examples on the figure -30˚ and 30˚.

o Strategy: brain storming. (Class work).

7
 o General objectives: communication...

IV-
Ask the student
1-Trying. Activity: 2
to solve Extra Define the
activity after 2-Cooperate to P:73
algebraic (Behaviourism)
writing it on the solve the Activity.. measure of an
board: We can change
3- Deduce the arc .
Locate: relation. it by
constructive
1- ^
AOM =30˚ 4-Write answers Extra Activity.
2- ^
AON =390˚ on their copies and consider it
Constructi ^ and derive rule. as application
3- AOT
ng. or plan B.
=3630˚. 5-Write rules on
20 min
Then ask the to apply their copies.
rule on Activity:2
(Rock ‘n’ Roll ) 6-Apply the rule
P:74 to be sure using activity:2 P:
that they got the 74.
idea.

o The objective of this Activity is to locate a point on the circle, define the algebraic
measure of an arc and extract the revolutions from the measure to draw angle .
⮚ If M ia a point of a trigonometric circle and β the measure in rad. Of a
directed arc AM then the measure of the other arcs of origin A and
endpoint M arc of the β +2 kπ where k is an integer.
o Strategy: individual work (discovering).
o General objectives: reasoning....

Ask students to Solve Ex:4P:82 Define the Book

solve individually
Individually, algebraic
Ex: 4 P:82
Applicatio correct it in turn measure of an
n And try to correct on the board with arc and its
15 min individually. principal
the help of
Watch their work teacher, help their measure.
and give feedback classmates if
+ some help and possible.
instructions.

8
 Put Extra Observe the figures, find Book, L.C.D.
activity on the the shorten way,
board by using Giving real
deduce the examples from
L.C.D contains
definition of real life
many Pictures
about principal principal angle constructions of
angle and to and construct a arc (protractor
discuss the definition. Define the that her max
minor or principal measure is 180).
Definition 10 min
shorten arc to measure. Give real life
locate a point Activity about a
and define the race of circular
principal angle trajectory, and
at last. a target must
be reached by
the shorten
way.

o The objective of this Activity is to locate construct a def. by students and apply on
it from exercises.
−π ≤ principal angle ( ¿ rad ) ≤ π

−180 ° ≤ principal angle (¿ degree)≤ 180 °

o Strategy: (discovering).
o General objectives: reasoning, communicating with figures, real life problem
(race)....

Ask students to Solve Ex:3P:82 Book

solve individually
Ex: 3 P:82 Individually, Define the
Applicatio correct it in turn principal
n And try to correct on the board with
individually. measure.
10 min the help of
Watch their work teacher, help their
and give feedback classmates if
+ some help and possible.
instructions.

Note: to gain time choose some parts not all for weak students.

9
Contingency plan - plan B

First: if there is a problem in understanding: I will try to review to him as possible and
give feedback, or use scaffolding method.

Second: Give the groups who finish first: Ask them to help me and support their
classmates with suitable feedback or give them exercises from self evaluation to solve it.

Homework

Study well the rules and resolve 2 parts at least from each ex.

Assessment: mentioned above .

References
(References – if any – used to prepare the lesson or any part of it)

Extra activity, Book and some ideas from my experience and real life problem.

Note : 5 min break between two sessions.

Done by teacher: Sarah Al Jamal.

Trainer: Dc. Chakib Baroudy. Date: 1-2-2018

Instructor: Sarah Al Jamal Lebanese Faculty of Pedagogy.
Section:65 (Mathematics English)

Subject : Chapter: 7 Grade level : Duration : 50min

Trigonometric Functions. First secondary(B&E) Session:4

Unit: 7 P:73 Specific topic : Main ideas: Prerequisites :

Trigonometric ● Definition and ▪ Theorems of Pythagoras.

function. notations. ▪ Coordinates of a point.
● Coordinate ▪ Coordinate system and
system. quadrants.
● Tangent and ▪ Measure of an angle in
degrees.

10
 cotangent ▪ Expressions of sinx, cosx, tanx
functions. in a right triangle.
● Sign of sine and
cosine.

Specific learning outcomes [LO] – Students should be able to:

VI- Define trigonometric functions, and co-functions of sign and cosine. .

VII- Determine the sign of circular functions.

The strategies are: Brain storming, Observation, presentation, Deduction, cooperative learning
and performing steps.

Instructional - learning Procedure

Phase : Durati Teacher’s role Students’ role # LO Resources &
on addressed materials
Definition . needed:
and IV-Define
Display a right Memorize rules, Book,
notation. trigonometric
triangle of hyp =1 share with teacher trigonometric
functions and
in discussion and figures and
10mi co-functions of
Ask the students take notes. Solve Activity :3 P:74.
sign and
to find sinα , cosα Activity:3 P: 74
n cosine. .
and link it with on the board with
orthogonal teacher.
system in which
cosine for x- axis
and sine for y-axis
in a unit circle,
discuss the
coordinate of
intercepts of axis
with circles and
any point on it
and deduce the
boundaries of it.

11
 o The objective of this Activity is to revise the rules of sine , cosine ,tangent,
coordinate system and sign of its components.
o sin sin θ2 +cos cos θ2=1 (Using pythagorus theorem)
o −1 ≤ sinθ ≤ 1∧−1 ≤ cosθ ≤ 1.
o Strategy: brain storming. (Pair work then Class work).
o General objectives: communication with figures...

Determine the
Determina The studentFilling the table Book , pictures
tion here display the individually. sign of circular from Ahlia
figures using functions. Book, LCD.
LCD and put a
15 min table of sign for
trigonometric

12
 functions in
which students
fill it depending
on the figures
individually,
with instruction
from the
teacher.

The objective of this Activity is to find

the sign of sine , cosine ,tangent using
coordinate system and sign of its
components.
o Strategy: brain
storming. (Individual
work then Class
work).
o General objectives:
communication with figures...

π π 3π 3π
[0 , ] [ , π] [π , ] [ ,2π]
2 2 2 2

sine + + - -

cosine + - - +

13
 tangent + - + -

Copy the table on their copies.

Ask the student Copy table P:78 Book P:78

to copy table P:78 on their copies
Calculate sine
and filling it by and cosine of
With some help.
Calculatio revising how to some Known
n Discuss cos( find sides of semi angles.
25 min α ± 2 kπ )= cos(α ). equilateral and
right isosceles Discuss some
sin(α ± 2 kπ )= sin( and unit circle. fundamental

o Strategy: brain storming (individually if possible).

14
cos(α ± 2 kπ )= cos(α ).

sin(α ± 2 kπ )= sin(α ).

tan(α ± kπ )= tan(α ).
Application: extra exercise.

Contingency plan - plan B

First: if there is a problem in prerequisites: I will try to review to him as possible and to
give feedback, or I will use individual work and examples.

Second: Give the students who finish first: Ask them to help me and support their
classmates with suitable feedback.

Homework

Study well the rules and Ex:5 P:82.

Assessment:

References
(References – if any – used to prepare the lesson or any part of it)

Extra activity, Official Book, Ahlia Book and some ideas from my experience.

Done by teacher: Sarah Al Jamal.

15
Trainer: Dc. Chakib Baroudy. Date: 6-2-2018
Instructor: Sarah Al Jamal Lebanese Faculty of Pedagogy.
Section:65 (Mathematics English)

Subject : Chapter: 7 Grade level : Duration : 100min

Trigonometric Functions. First Session:4,5
secondary(B&E)

Unit: 7 Specific topic : Main ideas: Prerequisites :

P:73
● Fundamental ● Associated ▪ Orientation.
relation ships. arcs ▪ Coordinate system of
trigonometric.
▪ Sign of sine and cosine.

Specific learning outcomes [LO] – Students should be able to:

I- Obtain the relations between the trigonometric functions of arcs:

π π
α , -α , - α , + α , π −α , π +α .
2 2

The strategies are: Observation, Deduction, cooperative learning and performing steps.

Instructional - learning Procedure

Phase : Durati Teacher’s role Students’ role # LO addressed Resources &
on materials
. . needed:
Figures from
Display the Share and Differentiate book on the
trigonometric circle discuss. between board
10min and discuss the quadrants of the
Discussion regions of trigonometric
axes.
α , -α π −α , π−α .

16
 .

o Strategy: Displaying and discussion.

o General objectives: communication with
figures, reasoning...

Obtain the
Distribute an Extra
1- Obeying Activity: 1
sheet for students constructions relations between
solve first by 2-Observing the trigonometric P:73 from
discussion with functions of arcs: the Book.
students and 3-Cooperate to π (Behaviouri
second pair works solve the α , -α , -
2 sm)
properties other individually. Activity.. π
The teacher must α , + α , π −α , π +α .
2
control the work 4-Write
30 min
and give feedback answers and
and notes during derive rule.
observation

o Th
e

objective of this Activity is to find some fundamental relations:

17
 o
o Strategy: perform steps.
o General objectives: reasoning, communication with figures...
o Class work then Pair works the individually.(scaffolding)

Applicatio Reduce
n using
15min Ask students to The student fundament Extra Application .
have to link al relations
Solve the Extra Simplify:
the question
application.try to
with
correct some 1)cos(5π − x).
fundamental
individually and
relations and 2)cos(−11π − x.)
some on the board
reduce.
3)sin(−3π − x).
4)sin(13π − x ) .

5) tan(13π − x)

6)cot(13π − x )

3π
7)cos( + x)
2

18
 13 π
8)cot( + x)
2

3π
9) sin( + x)
2

a) Simplify:(15 min)

( )
7π 17 π
A= cos cos ( 5 π −x ) (15 π + x)+ cos cos 2 −x −¿ cos cos ( 2 −x ).

B= sin sin ( 3 π −x ) (25 π + x )+cos cos ( 2 −x )−¿ sin sin( 2 −x)..

9π 7π

Another application written by the teacher on the board and individual work by
students to be shure that they can work alone.

Then correct it by students on the board.(10 min)

Then start by Exercise 6 P:82 on the board by students (15 min)

Contingency plan - plan B

First: if there is a problem in prerequisites: I will try to review to him as possible and to
give feedback, or I will use scaffolding method.

Second: Give the groups who finish first: Ask them to help me and support their
classmates with suitable feedback.

Homework

The remaining parts of exercise:6 P:82..

Assessment:
Grade 10 ( ) Math
Department
Name:_______________ Date:

Gibran Andrews Townie Official High School

Chapter (7) – Trigonometric Functions
Activity:Identify the sign of any trigonometric function by locating
the position in one of the quadrants

19
 I. In the adjacent trigonometric circle:
Consider point M' such that AM '=−α
a) Find the coordinate of M'
………………………………………
b) Complete (in terms of α ):
cos(- α )=………………………….
sin(- α )=…………………………

II) In the adjacent trigonometric circle:

Consider point M” such that AM ''=π−α

a) Find the coordinate of M”

………………………………….
b) Complete (in terms of α ):
π −α
cos( )=……………………..

sin( π −α )=……………………..

III) In the adjacent trigonometric

circle:

Consider point M”’ such that AM '''=π−α

a) Find the coordinate of M”’

……………………………….
b) Complete (in terms of α ):
π+α
cos( )= ……………………..

sin( π + α )=……………………..

IV) In the adjacent trigonometric circle:

π
AM '= −α
Consider point M' such that 2

a) Find the coordinate of M’

…………………………………
b) Complete (in terms of α ):

20
 π
−α
2
cos( )=……………………..
π
−α
sin( 2 )=……………………..

π
AM '= +α
V) Consider point M' such that 2

a) Find the coordinate of M”

……………………………….
b) Complete (in terms of α ):
π
+α
cos( 2 )=……………………..
π
+α
sin( 2 )=……………………..

Summary: Complete this table

π π
-α π-α π+α 2
−α
2
+α

cos cos (-α) = cos (α)

sin

tan

cot

References
(References – if any – used to prepare the lesson or any part of it)

Extra activity, Book and some ideas from my experience, Extra sheet ,Extra exercises
and applications from ahlia. Figures from ahlia book.

Done by teacher: Sarah Al Jamal.

21
Note:

Those plans primarily are that exist in the content of the official book but during solving
Exercises we will take some stations and take notes especially in simplification, solving
equations of trigonometric functions, reduce.

We mainly will solve the Exercises of the book and some extra one as sheet or on the board
and that depends on action of students and their understanding.

22