Dian Tang Teach Ed143b Math 2023

2023-24 Secondary Math Methods Field Teaching Report
MATH Field Teaching Plan and Report
INSTRUCTION
● Part I AND Part II research writing are due Week 3; lesson design is due 14 days before your lesson is
taught. (On Canvas and share your Google Doc)
● Part III (the completed and revised lesson plan) is due 7 days your lesson is taught to your mentor teacher and
supervisor in addition to your instructor. (On Canvas and share your Google Doc)
Notes in gray boxes are advice on writing the lesson plan.

Type your responses in white boxes
Your plan is designed to be completed in sections and continually revised as you move through each section.
Please use the following color code when you make revisions!
Strikethrough- Something that has been deleted
Blue - Changed that were made as part of the rough draft in response to Master Teacher or peer feedback (before
teaching the lesson).
Green - Added spontaneously while teaching the lesson (After the lesson).
Red - Did not do while teaching the lesson (After the lesson, as part of revision/reflection).
Pink - Would do differently next time if I were to do this lesson again (After the lesson).
Note: Titles and parts written in plain text are meant to be included in your final report. Notes in blue italics (including
this one) are advice on writing the report that you can erase from the final version.
● Your plans turned in before the lesson should include Parts I-III.
● Your report turned in after the lesson should include revisions in Parts I-III and IV.
Name: Dian Tang Mentor Teacher: Ms. Ann Nguyen
Course: Enhanced Math II School: Northwood High School
Google Slide: https://docs.google.com/presentation/d/1i_uvmz8WDu5W9gm9AlXil95cu4GDal-7NwIgG-

0Dca8/edit#slide=id.g291d6db357d_0_531
● Day 1 Worksheet: https://docs.google.com/document/d/10qEz3J08sdTpBYaILRZEv9MLmnLzITh-
dPocepjukIE/edit
● Day 1 Worksheet (Mandarin version):
https://docs.google.com/document/d/1l0wOWRywttaxfQVqdMo8stMgZYbm1k0T-VzB76rVyCA/edit
● Day 2 Worksheet: https://docs.google.com/document/d/1MaAkEKdnqu4OT1BOw3w1vwGYQ6-
VDOa8Olm94KxDplY/edit
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Adapted from H.Kang
https://docs.google.com/document/d/1QrlJ1tPJdJD9bPvg451Mll2wJ0g5-qI1Nw_qnkMsKME/edit
● Day 1 Exit ticket:
https://docs.google.com/document/d/1DLkfxPlX8acBZV7Rd1S5l9jGoPUGc0Y6UTjPwhhhZOs/edit
● Day 1 Exit ticket (Mandarin version):
https://docs.google.com/document/d/1nieHJY13kg_IRIjvR_mkhKyGFNfxyJsGpbl9mbes2fA/edit
https://docs.google.com/document/d/13jfjEPysh6PeCX_MBsw1NK8vctr8T8nH8dTdiCzdvyg/edit
https://docs.google.com/document/d/1bM0FLeafxw3b-4yitc91JmH8bpGJgJBsoHfZrVG0M9w/edit
Part I: Information about the Lesson or Unit

● Research due in Week 3
● Part I & II Lesson Details Due 14 Days Before Teach Date
Describe the unit topic in which your lesson fits (e.g. functions, one-variable statistics), and the lesson topic (e.g.
Interpreting Function Notation, Standard Deviation)
Unit: Trigonometry
Topic: Trigonometry Ratios and their Inverses (Finding Missing Side Lengths or Angles of Right Triangles Under Real
Life Application).
Type of Class: Enhanced Math II
Choose the appropriate descriptors from the lists or substitute your own descriptions.
● Grade level(s): 6 7 8 9 10 11 12 High school basic elective/high track advanced (e.g., AP)
● Type of school: Urban Suburban Rural
● Tracking level: Untracked Lower track College bound Inclusion
Language Proficiency Level (# of students at each level):
Emerging: ____2_____ Expanding: _____1_____ Bridging: _____0_____ RFEP: _____15_____
Student Context (tell us a little about this class and the students in this period):
Since this is an enhanced-level math class, students in this class typically consist of ones who have demonstrated
proficiency in mathematics and are prepared for a more challenging curriculum. Instead of just following the CPM
curriculum for integrated Math II, students in this class have constantly been exposed to Delta math as well. Most of
them are identified as gifted in mathematics and have excelled in previous math courses, where all of the students got
higher than 85% for their previous middle school math classes, and all of them are 9th graders. This class's students are
enthusiastic, curious, and confident in their mathematical abilities, enjoy solving complex problems, and have a strong
interest in this subject. Many of these students receive support for math at home, including their own
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Adapted from H.Kang
parents/guardians, who are knowledgeable about mathematics and can assist if their child needs it. Some students
have access to math-related resources, such as Khan Academia, books, and online tutorials, or go to a tutoring center
on a weekly basis.
The students in this class have a solid understanding of geometry, especially the properties of triangles, and are
familiar with naming where the “hypotenuse,” “adjacent side,” and “opposite side” are to an angle in a right triangle
and have already been introduced to basic trigonometric concepts, especially on finding the missing side on a right
opp
triangle using trigonometric ratios of tan θ = , and finding the missing angles on a right triangle using inverse
adj
−1 opp
trigonometric ratios of θ = ta n ( ) , but students have not been introduced to the trigonometric properties of cos
adj
adj opp −1 adj −1 opp
θ= , sin θ = , and their inverses of θ = co s ( ), θ = sin ( ). Besides, students have also been
hyp hyp hyp hyp
experienced and introduced to using basic measuring tools such as using a protractor for measuring angles and
measuring tape for finding lengths. Students also gained prior knowledge, such as two shapes that are similar have
characteristics of congruent corresponding angle measurements, and corresponding side lengths are in the same
proportion, which will help make sense of this phenomenon-based lesson on creating math models such as graphs, real
measurements (experimental), and exact calculations (theoretical) that simulating a kite flying in a classroom setting.
Since the real height of a flying kite to the ground might be hard to present in a classroom, students will use scaling
skills to simulate this scenario (i.e., if a kite is 10 meters high, in a classroom, students will use the scaling of 1 meter in
the classroom = 10 meter outside to simulate this scenario by holding a real kite and measuring). Besides, students also
learned properties such as AA (Angle-Angle) similarity, which can be used to prove two triangles are similar, and
understand how to use the Pythagorean theorem to find unknown side lengths of a right triangle if the other two side
lengths are provided. While the lesson focuses on practical applications of trigonometry, most of the students feel
comfortable with basic algebraic operations, where they will need to rearrange trigonometric equations to solve for
the missing angles or sides. However, some of the students in this class currently need help with basic operations such
as cross-multiplication and simplifying fractions. In addition, there are 3 ELL students (2 emerging and 1 expanding)
who are new immigrants who just moved from China with the native language of Mandarin.
This lesson focused on engaging students in accessing mathematical knowledge through multiple ways, including
context understanding of a flying kite, visualizations of creating diagrams (i.e., right triangle model) that simulate the
kite flying, experimental verification (i.e., using measuring tools to measure missing side lengths or angles), symbolic
representation and theoretical verification (i.e., using trigonometric ratios to solve missing side lengths or angles), and
verbal explanation (i.e., through explaining real phenomena translating into math language of expressing trigonometric
relationships on a right triangle).
Students with Specific Learning Needs

IEP/504 Plans: Number of Students Supports, Accommodations, Modifications,
Classifications/Needs Pertinent IEP Goals
Example: Visual Processing 2 Close monitoring, translating information in word
problems into sketches
N/A N/A N/A
Students with Specific Language Number of Students Supports, Accommodations, Modifications

Needs
Example: English Language 2 Pre-teach key words and phrases through
Learners with only a few words of examples and graphic organizers (e.g. word
English cluster, manipulatives, visuals)
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Adapted from H.Kang
Example: Students who speak a 5 MLR2-Collect & Display: Elicit & record student
variety of English other than that language, then build from that to layer on
used in the textbooks targeted academic language.
Emerging English Language 2 ● Provide a vocabulary list with Mandarin
Learners who speak Mandarin definitions for students to get a preview
only know a few words in of key math vocabulary for Enhanced
English. Math II.
● Have a vocabulary list with translated
Mandarin definitions on the worksheet
that covers all the key math vocabulary
this lesson will cover for students to start
learning and using during class discussion
and independent working time (i.e., both
verbally and in written form).
● Have flexible seats for those students by
allowing one reclassified student who can
speak Mandarin and English to join their
group, helping make sense of the course
material in their home language.
● Provide translated instructions in
Mandarin during independent working
time.
Expanding English Language 1 ● Provide visual aids such as pictures,
Learners who have developed diagrams, and explicit examples to help
some proficiency in listening, ELL students better understand academic
speaking, reading, and writing in English vocabulary by providing visual
simple format of English but still context. For example, some math
need additional support to fully vocabularies we will cover during this
participate in more academic lesson are “hypotenuse,” “adjacent side,”
based English-language
and “opposite side,” which I can
instruction and content areas.
demonstrate by modeling in front of the
whole classroom with a real kite to let
students make sense that the string of
the kite can be seen as the “hypotenuse,”
the height from the kite to the ground
(vertical) is the opposite side to the angle
made by the string connecting the kite to
the ground, and the distance (horizontal)
made by the bottom of the string
between the kite is the adjacent side of a
right triangle. The Powerpoint slides
provide extra color coding of different
sides on a right triangle.
● Engaging ELL students in interactive
activities that use academic proper nouns
can be helpful. I can assign at least one
reclassified student who can speak both
Mandarin and English and at least one
native speaker in this student’s group and
encourage this student to start using the
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Adapted from H.Kang
math vocabulary during group
discussions. After presenting a concept or
problem, I can ask students to think
individually. Then, pair them up to discuss
their ideas with a partner/or entire group.
Finally, I will invite students to share their
discussion with the class. This process
encourages students to process
information, articulate their thoughts,
and learn from their peers, but it also
helps ELL students to improve their
language proficiency.
Other Learning Needs Number of Students Supports, Accommodations, Modifications

Example: Struggling Readers 5 -Provide oral explanations for directions. Invite
students to re-voice instructions and directions.
-Use MLR6- Three Reads
English Language Development 3 ● Notice and Wonder: After presenting the
scenarios related to the lesson. I will ask
students to observe and share what they
noticed and wonder about the situation
and any quantitative relationships they
can find. For example, I can ask, “What
does the string of the kite represent in a
right triangle model?” and “How many
pieces of information at least do you
think you might need in order to find a
missing length or angle in a right
triangle?”
● Turn and talk: I can pose questions
related to the lesson and instruct
students to discuss it with a partner,
where students will engage in
conversation with their assigned partner
and use math language to express their
ideas and reasoning. For example, I can
ask, “Discuss with your table mates which
way you prefer the most when finding a
missing side length or angle of a right
triangle. By measuring or by calculation of
using the trigonometric ratios?”
CONNECTING THEORIES TO PRACTICES (supporting readings at end of document)
Learning from students (between 150 and 250 words):

Think about the information you have gathered from Understanding your Teaching Context, school report, community
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Adapted from H.Kang
walks, interviews, phone calls to students’ families, etc.
● How does learning about your students’ personal, cultural, and community assets guide your lesson plan
design or help you adapt the learning tasks? Provide specific information you learned from your students.
(Paragraph 1)
● How are you leveraging students’ funds of knowledge and/or care for family/community to help you select a
lesson phenomenon? (Paragraph 2)
Paragraph 1: Understanding and incorporating students’ personal, cultural, and community helped me create an
inclusive lesson plan. The paper titled “Building an Inclusive Classroom” by Marsha R. Penner defined an inclusive class
as “a structured class: both course design and the classroom environment can (and should) be structured to promote
an inclusive learning experience that can be accessed by all students in the class, regardless of prior learning history”
(Penner). One way to approach it is through connecting the mathematical concepts to their cross-cultural and lived
experiences. The cultural diversity and the common hobby of loving outdoor activities in the classroom offer a
valuable opportunity for me to make connections between mathematics and students’ backgrounds. By observing
there are many Asian populations in my mentor teacher’s classroom and by recognizing that many Asian cultures
share a rich tradition of kite-making and flying, I strive to create a bridge between the lesson’s mathematical concepts
of trigonometric ratios and students’ cultural experiences, where I will bring a real kite into the classroom for students
to simulate with different scenarios, and using mathematical language such as graphing measuring, and calculating to
explain the phenomenal relations between the height of the kite (opposite side), the angle of the kite made with the
ground, the length of the string (hypotenuse), and even the distance between the bottom of the string to the kite
(adjacent side) modeling using right triangles, allowing students to engage with familiar objects, making the lesson
more relatable and exciting.
Paragraph 2: The presence of ELL students underscores the importance of using tangible visual aids such as the real
kite for real measuring, manipulating, and observing trigonometric features under a real-life context. According to
Burton, “Visual aids are those sensory objects or images which initiate or stimulate and support learning” (Journal of
Education and Practice). Visual aids can transcend language barriers, making complex mathematical concepts more
accessible to all learners and further promoting student engagement and comprehension, as manipulating real objects
requires a highly cooperative spirit among students for undertaking different roles of plotting, measuring, calculating,
and facilitating discussion. Furthermore, I choose to highlight the comparison between experimental and theoretical
results by letting students compare results from measurement and calculation to encourage students to apply critical
thinking and problem-solving skills while also aligning with real-life scenarios and allowing free space for students to
choose more efficient methods strategically when explaining a phenomenon using the scientific approach. This
approach is inclusive because it taps students’ innate curiosity and their capacity to understand the world around
them, regardless of their cultural or linguistic background.
ABSTRACT (~50-100 words per question)
What is the overarching learning goal and/or essential questions for the instructional sequence?
The overarching learning goal for this lesson on trigonometric ratios and kite-flying is to enable students to apply
mathematical concepts to real-world scenarios, deepen their conceptual understanding by extending their knowledge
on deriving the rest two trigonometric properties of sine and cosine as well as their inverses of finding missing lengths
or angles, and develop problem-solving and data analysis skills. Students will engage in hands-on experimentation,
measurement, and mathematical modeling, such as making assumptions, plotting, algebraic calculation, and
comparing experimental and theoretical results, focusing on applying trigonometric ratios and their inverse. This
lesson aims to empower students to use mathematics to solve practical problems.
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Adapted from H.Kang
What is the observable event/phenomenon or real world mathematical context related to students’ funds of
knowledge or lived experiences?
The observable phenomenon related to students’ prior knowledge and lived experiences in this lesson is kite flying.
Regardless of their cultural background, many students had some exposure to or experience with flying kites. It
leverages students’ funds of knowledge by drawing their understanding of how kites work, the practical aspects of
handling strings, and the physical aspects of flying kites, such as how the height of the kite relates to the angle made
by the string or the distance between the person holding the bottom of the string and the kite.
What questions will you use to surface students’ initial thinking about the phenomenon?
● Have you ever flown a kite or made a kite by yourself? If so, when did you fly a kite? With whom?
● What is a kite made of? What are the features a kite has?
● If you flew a kite before, what strategies did you use to ensure that your kite can fly higher? If you have not
flown a kite, guess how you can make sure the kite can fly higher.
How does the lesson align to the CA Common Core Standards?
● G-SRT.7: Explain and use the relationship between the sine and cosine of complementary angles.
○ Students will use trigonometric ratios and their inverse to finding missing side lengths or angles of
right triangles.
● G-SRT.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
○ Students will be solving the essential question of how does the length of string, distance between the
person holding the string and the kite, and the angle made by the string affect the height of a flying
kite by using trigonometric understanding and critical reasoning such as measuring and calculating.
Which and how will the student have opportunities to engage in the Standards for Mathematical Practice as they
make sense of the content? (Choose 1-2 to focus on)
● SMP 4: Model with Mathematics.

○ Students will engage in this practice as they apply trigonometric concepts (sine, cosine, and tangent
ratios) to model and solve real-world problems related to kite-flying. They will use their understanding
of these mathematical tools to calculate real-life features such as the length of the string, the distance
between the person holding the string and the kite, and the angles involved.
● SMP 2: Reason Abstractly and Quantitatively.

○ Students will engage with this mathematical practice as they work with the mathematical abstractions
related to trigonometric ratios and right triangles. They will be translating real-world information,
such as the length of the string, the height of the kite, the distance between the person and the kite,
and the angle created by the string, into mathematical representations (i.e., plotting in right triangles).
By reasoning abstractly, students will develop a deeper understanding of how these mathematical
concepts apply to real-life scenarios, such as choosing different trigonometric ratios to find missing
lengths and using inverse trigonometric ratios to find missing angles.
What will the students do to help them figure out the phenomenon (activities)?
This lesson will begin by introducing the concept of kite-flying, showing students a real kite and discussing its
components, including the string, height, distance between the person holding the string and kite, and angles.
Measuring tools such as protractors and measuring tape will be provided to measure the missing lengths or angles,
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Adapted from H.Kang
make sense of the phenomenon directly, and then calculate the missing information to promote theoretical
understanding.
Why does this matter to my students; how does it connect to funds of knowledge and their lives?
Kite-flying is a familiar and enjoyable activity for many students. By applying trigonometric ratios to calculate the key
features of a kite, such as its height to the ground, students can see the practical relevance of mathematics in their
everyday lives. Besides, this lesson also provides a hands-on, experiential approach to learning. Students get to
manipulate and measure real objects, such as kite strings, which can be particularly appealing to kinesthetic learners,
promoting students’ curiosity and exploration of their surrounding objects.
What is the overall flow and structure of the lesson sequence (in a few sentences)
This lesson will start by introducing the concept of kite-flying and its cultural and practical significance. Then, students
will be provided with measuring tools to measure the missing information for key features of a flying kite, find
quantitative patterns that appeared, and use trigonometric ratios to prove their findings theoretically. Finally,
students will be able to perform an outdoor application of flying a kite by themselves and calculating elements such as
the heights of the kites or angles made by the string using real data measured by each group with their own kite.
Throughout the lesson, students will work collaboratively with their table mates to solve real-life problems using math
as a useful tool.
Part II: Clarifying Your Goals for the Topic

(Due 14 days prior to teaching)
KNOWLEDGE: Big Ideas
Describe the most important mathematical understandings and how they are related to overarching mathematical
concepts for this topic. Think of big ideas as what you would like your students to be able to tell you after the unit or
lesson is over. Use the language and ideas that you would like students in your class to be able to use.
Big ideas are rarely confined to an individual lesson. If you are writing plans for a single lesson, you may need to
include ideas from other lessons to write a coherent statement of the big ideas you want your students to understand.
Checklist for Big Ideas. Check to see if your big ideas meet the criteria below. Erase this section if you feel that you
have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your
difficulties.
□ Do you have a coherent summary of the most important patterns, models, and principles for your topic? Big
ideas should express the key patterns and explanations in student language, not just name them.
□ Have you used important disciplinary ideas from the California Content Standards or Progressions
Documents?
□ Is the language (e.g., vocabulary level) appropriate for students in your class? Big ideas don’t include every
vocabulary word in the unit (though they should include the most important ones), and they don’t have many
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Adapted from H.Kang
specific examples. The language you use in your summary of big ideas should be the language you would
like your students to use.
□ The word “students” does NOT belong in your statement of big ideas. Think of big ideas as what you would
like your students to be able to tell you after the unit or lesson is over.
□ Does the big idea address the cultural and linguistic diversity of your students? How?
My Lesson Topic Is: The lesson demonstrates that trigonometric ratios, such as sine, cosine, tangent, and their
inverses, can be applied to solve practical, real-life ratios and explain real phenomena such as kite flying. The lesson
highlights the connections between geometry and trigonometry, specifically by using right triangles to understand and
calculate side lengths and angle measurements, which can be represented as the string lengths and heights of the
kite, the distance between the person holding the kite with the kite, and the angle made by the string with the ground
(or parallel lines to the ground based on the position of the bottom end of the string) under a context of kite flying.
This emphasizes that different mathematical branches are interconnected.
which is connected to the BIG IDEAS by: The big idea for this lesson is that mathematics has tangible and meaningful
applications beyond the classroom. By incorporating a culturally relevant and universally engaging activity like kite
flying, the lesson promotes inclusivity and recognizes the importance of students’ diverse backgrounds and
experiences, which further underscores the principle that math is a universal language with applications in various
cultural contexts. The lesson emphasizes the importance of collecting data accurately and analyzing it by comparing it
with theoretical results of calculation to draw meaningful conclusions about how different features such as the angle
made by the string, length of the string, and the distance between the person holding the string and the kite can
influence the height of the flying kite, demonstrating that mathematics is not just about calculations but also about
interpreting data and drawing connections between different variables.
By the end of the lesson, students should understand that trigonometric ratios, such as sine, cosine, and tangent, can
be used to solve practical problems involving right triangles under real-life scenarios such as kite flying. Students will
conceptually understand that the sine ratio is used for finding the missing opposite side or hypotenuse length, the
cosine ratio is used for finding the missing adjacent side or hypotenuse length, and the tangent ratio is used for finding
the missing opposite or adjacent side length on a right triangle. Students will also learn to calculate trigonometric
ratios by showing accurate steps involving rearranging terms.
In addition, students will also be able to apply inverse trigonometric ratios, such as sin−1, co s−1, and ta n−1 to solve
real-world problems involving right triangles. They will comprehend how to use these inverse ratios to find missing
angles such that sin−1 is used for finding missing angles when the opposite side and hypotenuse lengths are known,
−1 −1
co s is used for finding missing angles when the adjacent side and hypotenuse lengths are known, ta n is used for
finding missing angles when the adjacent side and opposite side lengths are known and performing the calculation
accurately by showing their problem-solving skills correctly.
The Common Core State Standards

Identify and list the relevant CCSS standards
● G-SRT.7: Explain and use the relationship between the sine and cosine of complementary angles.
● G-SRT.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Lesson situated within a unit:

□ What did students learn prior to this lesson sequence?
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Adapted from H.Kang
□ What should students know, or would need to know prior to this lesson?
□ What lesson is expected to follow this lesson sequence?
What students already/need to know prior to this lesson:

● Students are familiar with naming the terms “hypotenuse,” “adjacent side,” and “opposite side” of a given
angle on a right triangle.
● Students have already been introduced to and conceptually understand basic trigonometric concepts,
opp
especially on finding the missing side on a right triangle using trigonometric ratios of tan θ = , and finding
adj
−1 opp
the missing angles on a right triangle using inverse trigonometric ratios of θ = ta n ( ).
adj
● Students have been exposed to basic measuring tools, such as using a protractor to measure angles and
measuring tape to find lengths.
● Other geometric prior knowledge that may help make sense of this lesson and phenomenon is that students
understand two similar shapes with characteristics of congruent corresponding angle measurements and
corresponding side lengths in the same proportion. Students also learned properties such as AA similarity,
which can be used to prove two triangles are similar.
● Students are familiar with using scalings when creating models or plotting when the real object is too big or
high for measuring.
● Students understand how to use the Pythagorean theorem when finding an unknown side length for a right
triangle if the other two side lengths are provided.
● Most students feel comfortable with basic algebraic operations, where they will need to rearrange
trigonometric equations to solve for the missing angles or sides, but a few of them still need help.
What students will learn:

adj opp
● Students will keep learning and deriving more trigonometric properties involving cos θ = , sin θ = ,
hyp hyp
−1 adj −1 opp
and their inverses of θ = co s ( ), θ = sin ( ).
hyp hyp
● Students will keep learning how to use tools such as a scientific calculator strategically to find the missing
angle using the trigonometric ratios and their inverses, especially when meeting the cases when rearranging
terms is required.
● The lesson will connect geometry and trigonometry, delving deeper into geometric concepts and properties,
such as similarity, congruence, and more advanced theorems, such as the length of the side opposite to the
larger angle will be greater than the length of the side opposite to the smaller angle.
● Students will build on the idea of applying mathematics to real-world scenarios and can explore additional
practical applications of mathematics in various fields.
What lesson is expected to follow this lesson sequence:
● After mastering the basics of trigonometric ratios, students could progress to advanced topics, such as the law
of cosine and sine, trigonometric identities, solving non-right triangles, and exploring the unit circle.
Learning Objectives
Checklist for Objectives for Student Learning. Check to see if the objectives meet the criteria below. Erase this
section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this
section to explain your difficulties.
● Does each objective describe student learning—something that your students will be able to do after the
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Adapted from H.Kang
class is over—not just a teaching activity to be completed in class? It should be observable and measurable,
therefore guide your instruction and assessment. Include WHAT, HOW, and HOW STUDENTS WILL
DEMONSTRATE UNDERSTANDINGS
o For example, “Sketch graphs showing key features of functions by hand and using technology,” is a
good learning activity, but not a good objective. It doesn’t say what students will learn to do as a
result of engaging in the learning experience, how they are learning it and how they will
demonstrate their learning.
● Does each objective incorporate aspects of the Standards for Mathematical Practice (SMP)? In what ways does
a focus on a key SMP support students in developing targeted understandings?
● Are your objectives connected with your Big Ideas? Does each objective describe the type of mathematical
work and thinking expected of students? What mathematical thinking, reasoning, and sense making is
required of students in this lesson?
● Do you have a small number of objectives (1-2) that describe significant learning? Do not write too many small
objectives. Even a unit that is several weeks long should be organized around a small number of significant
objectives.
● Students should comprehend the definition of sine, cosine, and tangent ratios, their inverse, and their
application in solving right triangles.
● Students should be able to identify and solve practical problems involving right triangles and trigonometric
ratios under a real-life scenario of kite-flying.
● Students should demonstrate proficiency in using measuring tools, such as protractors and measuring tape, to
collect precise data related to angles (made by the string), heights (of the kite), and side lengths (distance
between the person and the kite) of right triangles.
● Students should be able to compare theoretical calculations based on trigonometry with experimental
measurements and understand the significance of the similarities or differences under different scenarios (i.e.,
different string lengths, angles, distance between the person and the kite, and the kite's height).
● Students should effectively communicate their findings in written format and during class discussions using
precise mathematical language and notations.
● Students should appreciate that mathematics has real-life and cultural significance while studying the real-life
phenomenon of kite-flying.
● Students will be able to understand the application of trigonometric ratios and inverse trigonometric ratios in
real-world scenarios, specifically in the content of kite-flying. They will demonstrate this understanding by
creating geometric models, and labeling the known information and unknown information (with variable) on a
right triangle, calculating missing angles and side lengths, making real measurements, and revising kite-flying
models using actual data to optimize the kite’s height.
Identifying Real World and Mathematical Connections

In order to engage students in sense-making and elicit their ideas, you should have at least one real world or
mathematical connection relevant to the topic of this lesson (observation, event, lab, example, experience, etc.) What
would that be?
● The real-world connection is the activity of kite-flying itself. Students engage in the studying of trigonometry
in classroom activities involving real kites that are not only enjoyable but also culturally and recreationally
significant. This connection allows them to see that mathematics is not just an abstract concept but has
practical applications in their everyday lives.
● The lesson requires students to use measuring tools, such as protractors and tape measures, to gather data
accurately while manipulating a real kite to simulate the given scenario and find the missing data. These
11
Adapted from H.Kang
measurement skills are valuable in various real-life situations, but not just limited to flying kites.
● The lesson emphasizes problem-solving skills as students figure out how to apply trigonometric ratios to find
data, such as kite height, and learn to think critically like mathematicians.
Essential Questions
State one or two overarching questions addressed in this lesson
Checklist for essential questions
☐ Is it rich in mathematical applications and relevance? (Major work of the course)
☐ If using a real world context, is the context not offensive, friendly and accessible to both male and female students
in your classroom given their ethnic, cultural, linguistic, socioeconomic, and family backgrounds?
☐ Is it comprehensible for students and possibly related to students’ lived experiences? (Does it have anything to do
with the local community or issues that matter to students?)
☐ Is it contextualized in specific time and place (possibly at a local community)?
● How can we use trigonometric ratios to solve real-world problems using the context of kite flying to
demonstrate the relevance of mathematics in everyday situations?
● What is the relationship between geometry and trigonometry, and how do they apply to right triangles?
Student Prior Knowledge

☐ Is it contextualized in specific time and place (possibly at a local community)?
☐ What ways of thinking and doing are mathematical in nature?
● Students should have a foundational understanding of geometry, particularly in the context of right triangles,
and should be familiar with the properties of right triangles, including a right triangle containing 1 right angle
and 2 acute angles, and basic concepts of identifying “hypotenuse,” “adjacent side,” and “opposite side” to a
given angle.
● Students should already have gained basic knowledge of trigonometric concepts, including concepts such as
“cosine,” “sine,” and “tangent,” and their inverses, where the former is used for finding missing side lengths,
and the latter is used for finding missing angles.
● Students already had experience with measuring tools like protractors and measuring tape, as they will use
these tools to collect data.
● The context relates to the outdoor activity that is commonly seen and cross-culturally associated with
students’ daily lives.
The students in this class have a solid understanding of geometry, especially the properties of triangles, and are
familiar with naming where the “hypotenuse,” “adjacent side,” and “opposite side” are to an angle in a right triangle
and have already been introduced to basic trigonometric concepts, especially on finding the missing side on a right
triangle using trigonometric ratios of tan
opp −1 opp
θ= , and finding the missing angles on a right triangle using inverse trigonometric ratios of θ = ta n ( ) , but
adj adj
students have not been introduced to the trigonometric properties of cos
adj opp −1 adj −1 opp
θ= , sin θ = , and their inverses of θ = co s ( ), θ = sin ( ). Besides, students have also been
hyp hyp hyp hyp
experienced and introduced to using basic measuring tools such as using a protractor for measuring angles and
measuring tape for finding lengths. Students also gained prior knowledge, such as two shapes that are similar have
characteristics of congruent corresponding angle measurements, and corresponding side lengths are in the same
proportion, which will help make sense of this phenomenon-based lesson on creating math models such as graphs,
real measurements (experimental), and exact calculations (theoretical) that simulating a kite flying in a classroom
setting. Since the real height of a flying kite to the ground might be hard to present in a classroom, students will use
scaling skills to simulate this scenario (i.e., if a kite is 10 meters high, in a classroom, students will use the scaling of 1
12
Adapted from H.Kang
meter in the classroom = 10 meter outside to simulate this scenario by holding a real kite and measuring). Besides,
students also learned properties such as AA (Angle-Angle) similarity, which can be used to prove two triangles are
similar, and understand how to use the Pythagorean theorem to find unknown side lengths of a right triangle if the
other two side lengths are provided. While the lesson focuses on practical applications of trigonometry, most of the
students feel comfortable with basic algebraic operations, where they will need to rearrange trigonometric equations
to solve for the missing angles or sides. However, some of the students in this class currently need help with basic
operations such as cross-multiplication and simplifying fractions. In addition, there are 3 ELL students (2 emerging and
1 expanding) who are new immigrants who just moved from China with the native language of Mandarin.
This lesson focused on engaging students in accessing mathematical knowledge through multiple ways, including
context understanding of a flying kite, visualizations of creating diagrams (i.e., right triangle model) that simulate the
kite flying, experimental verification (i.e., using measuring tools to measure missing side lengths or angles), symbolic
representation and theoretical verification (i.e., using trigonometric ratios to solve missing side lengths or angles), and
verbal explanation (i.e., through explaining real phenomena translating into math language of expressing
trigonometric relationships on a right triangle).
CONNECTING THEORIES TO PRACTICES

Supporting Students’ Learning:
Think about the readings from ED143AW, ED148, Motivated, These Kids Are Out of Control, course lecture
and discussion, Universal Design for Learning, or other readings.
● What instructional strategies or support can you provide for the whole class? Use evidence from the
reading (cite) to justify why these learning strategies can support the students.
● What instructional strategies or support can you provide for the individuals and groups of students
with specific learning needs based on your students’ everyday experiences, language
backgrounds, and interests? Use evidence from the reading (cite) to justify why these learning
strategies can support the students.
Complete and reference one prior reading or source and one additional reading on evidence of learning.
Paragraph for Whole Class: (between 150 and 200 words)

In the context of my lesson on “Trigonometric Ratios in Kite-Flying,” employing universal design for
learning is fatal crucial to ensuring that all students, regardless of their diverse learning needs and
abilities, can engage and thrive. The book titled Antiracism and Universal Design for Learners
introduced one way of engaging all learners with different needs in the lesson is to provide multiple
approaches for the knowledge by “customizing the display of information attracts students to the
learning so that they can choose what works best for them” (Fritzgerald). To cater to different
learning styles and abilities, first, I can provide multiple means of mathematical representations,
such as visual aids, hands-on materials, and multimedia can all be utilized. In this lesson, I will be
using diagrams (modeled using right triangles) and pictures (of each scenario) on a PowerPoint,
and physically simulating and taking measurements of the given scenario using real kites can help
students grasp trigonometric concepts both visually and kinesthetically. Furthermore, offering
concise explanations in both written (on guiding worksheets) and spoken formats (by teacher’s
instructions and peers’ discussions) ensures that auditory and reading learners are accommodated.
Paragraph for Individuals/groups of students with specific learning needs: (between 150 and
200 words)
In a diverse classroom, inclusive instructional strategies are also essential to meet the unique
13
Adapted from H.Kang
needs of individual students, including English Language Learners. As suggested by the book
Antiracism and Universal Design for Learners, “what is best for culturally and linguistically diverse
students is encompassed in what is best for all students who are at risk of being marginalized and
excluded by the curriculum” (Fritzgerald). For ELL students, especially the ones at emerging levels,
it is fundamental to provide multiple means of representation, besides providing representations
such as visual aids or multimedia resources such as allowing translators in their Chrome book to
reinforce understanding through both visual and auditory means. Scaffolding the lesson content is
equally important, including breaking down complex mathematical language into simplified terms
and offering bilingual glossaries and translated materials, such as the guiding worksheets that
contain all the questions listed on the PowerPoint that are breaking into smaller and more
manageable pieces, can aid ELL students in grasping the key concepts. Using sentence frames
and providing opportunities when introducing new terminologies and formal definitions for language
practice within group discussions and activities supporting language development can also be a
crucial practice for creating the universal design for learning.
CONNECTING THEORIES TO PRACTICES

Evidence of Learning - Consider the following reading:
● Sorry, I think the links for the readings didn’t show up on my document.
●
Paragraph 1 (between 150 and 200 words)

Reflect on the assessment work analysis you did in ED148 and multiple ways that you will assess students
through the lesson.
● What informal assessments will you collect to help you adjust instruction at the moment? Describe
what it looks like and sounds like during the instruction.
● How and where would you integrate the five practices to monitor student understanding and facilitate
productive discourse?
Paragraph 2 (between 150 and 200 words)

● What formal assessment will you design to determine students' developing knowledge and skills
toward the learning objective? Provide specific prompts and examples.
● Think of your students with special needs.
○ How are you building in assessment components that give all students an opportunity to
demonstrate what they know using? Consider the key aspects of UDL Framework.
○ How are you providing scaffolds for complex tasks to help students demonstrate their
understanding?
Complete and reference one additional reading on evidence of learning.
Paragraph 1:
Informal assessments are crucial in measuring students’ understanding and adjusting instruction in real time.
One effective method, suggested by the UDL framework, is to “vary the methods for response and
navigation” (CAST). When posing simple conceptual understanding questions or calculations, I can instruct
students to write down their answers on the little whiteboards provided in the classroom and raise the
whiteboards up to show their responses. This not only allows students to engage with the material actively
but also allows me to assess their understanding through the diversity of responses; then, I can quickly scan
the room to monitor and note any patterns or misconceptions in the students’ responses. For instance, when
14
Adapted from H.Kang
I checking for students’ relational knowledge of whether they think using measurement or trigonometric ratios
and their inverses to find missing angle or side is more efficient or practical under specific context (i.e., when
the missing side or angle is too long for measuring), I can let students write their responses on the
whiteboard, then raise them up for me to assess their strategic choices of different math tools, then I can let
students start a quick group discussion to discuss their reasoning of their choices. Whenever I see valuable,
conceptually precise responses, I can always select students to be peer teachers and walk the whole class
through their thoughts to get inspiration and self-evaluate their own works. Whenever I see a few valuable
responses, I can always use sequencing and connecting to select the responses and sequence them in an
order when students are sharing. For instance, when asking to solve for a missing angle of a right triangle
relating to the real-life phenomenon of kite flying, I can let students who use different approaches share,
whereas I can let the students who solved this problem graphically by plotting out the right triangles share
first to construct a visualization that explains the overall intention for the problem, and students who used
different calculation steps (i.e., one may use inverse tangent, and one may use inverse cosine to solve the
problem) share next for explaining the problem-solving procedures.
Paragraph 2:
Additionally, a worksheet that captures all the essential questions and descriptions for each scenario listed in
the PowerPoint presentation will be provided for each student to refer to while working independently or with
their groups. As suggested in the UDL framework, “learners vary not only in their skills and abilities but also
in the kinds of challenges that motivate them to do their best work” (CAST). Based on anticipation, different
students with different conceptual fluency will have different paces. The pacing of the lesson overall might be
too slow or fast for gifted students or the struggling ones. The worksheet provides a structured way for
students to work at their own pace, either looking back for previous unfinished tasks during independent
work time or looking ahead to get a preview of what will be learned next, providing students with the
opportunity to demonstrate their comprehension of trigonometry concepts and their ability to apply them in
the context of kite-flying. As students work independently or in groups, I can circulate around the classroom,
providing extra support and scaffolding where students face obstacles or misconceptions they cannot solve
by themselves. At the end of day 1’s lesson, students will be designing their own model to “optimize” a kite’s
height by choosing a presupposed angle, string length (hypotenuse) and the distance from the bottom of the
string to the kite (adjacent side) given the maximum string length is 50 meters, then use trigonometric ratios
to calculate the estimated height, which checked students’ relational understanding of whether they can
show accurate conceptual understanding by calculating the opposite side’s length. This also checked
students’ prior geometric knowledge on triangle inequalities, where they need to choose appropriate side
lengths that are satisfiable to construct a triangle (i.e., the summation of 2 side lengths should be greater or
equal to the third one). On the day’s lesson, students will test out their model, then revise their model using
real measurements of the string length and the distance from the string to the kite, and then find the real
angle measurement, which assesses their understanding of how to apply inverse trigonometric ratios and
use the calculated angle and measured side length to find the kite’s height (opposite side), which assessed
what they learned from day 1’s lesson.
EVIDENCE OF STUDENT UNDERSTANDING
● What type of assessments do you plan to use to support student learning? How will you know if they
learned or not?
● Identify at least one in-the-moment, check for understanding type of assessment you plan to use
during this lesson (ie. asking students (MORE THAN ONE) to verbally share one thing they know
about a concept). See end of this doc for ideas.
● Identify at least one end of lesson type assessment you plan to use to see what students have
learned (ie. an exit ticket, or end of day reflection).
Restate your Learning Objective(s) and Essential Questions Here (copy directly from above):
15
Adapted from H.Kang
What students will learn:
adj opp
● Students will keep learning and deriving more trigonometric properties involving cos θ = , sin θ = ,
hyp hyp
−1 adj −1 opp
and their inverses of θ = co s ( ), θ = sin ( ).
hyp hyp
● Students will keep learning how to use tools such as a scientific calculator strategically to find the missing
angle using the trigonometric ratios and their inverses, especially when meeting the cases when rearranging
terms is required.
● The lesson will connect geometry and trigonometry, delving deeper into geometric concepts and properties,
such as similarity, congruence, the Pythagorean theorem, and more advanced theorems, such as the length of
the side opposite to the larger angle will be greater than the length of the side opposite to the smaller angle.
● Students will build on the idea of applying mathematics to real-world scenarios and can explore additional
practical applications of mathematics in various fields.
Essential questions:
● How can we use trigonometric ratios to solve real-world problems using the context of kite flying to
demonstrate the relevance of mathematics in everyday situations?
● What is the relationship between geometry and trigonometry, and how do they apply to right triangles?
Learning Objectives:
● Students should comprehend the definition of sine, cosine, and tangent ratios, their inverse, and their
application in solving right triangles.
● Students should be able to identify and solve practical problems involving right triangles and trigonometric
ratios under a real-life scenario of kite-flying.
● Students should demonstrate proficiency in using measuring tools, such as protractors and measuring tape, to
collect precise data related to angles (made by the string), heights (of the kite), and side lengths (distance
between the person and the kite) of right triangles.
● Students should be able to compare theoretical calculations based on trigonometry with experimental
measurements and understand the significance of the similarities or differences under different scenarios (i.e.,
different string lengths, angles, distance between the person and the kite, and the kite's height).
● Students should effectively communicate their findings in written format and during class discussions using
precise mathematical language and notations.
● Students should appreciate that mathematics has real-life and cultural significance while studying the real-life
phenomenon of kite-flying.
● Students will be able to understand the application of trigonometric ratios and inverse trigonometric ratios in
real-world scenarios, specifically in the content of kite-flying. They will demonstrate this understanding by
creating geometric models, and labeling the known information and unknown information (with variable) on a
right triangle, calculating missing angles and side lengths, making real measurements, and revising kite-flying
models using actual data to optimize the kite’s height.
What assessments are planned during the lesson to ensure students are progressing towards the learning
objective(s)? When will they happen?
● Day 1
○ Worksheet: During day 1’s lesson, students will work on a worksheet that contains questions
related to deriving formulas for cosine and sine and finding missing side lengths in right
triangles. This allows them to apply trigonometric ratios in a structured format. I will stop after
each sub-segments shown on the PowerPoint and check for students’ understanding:
■ Modeling and Labeling: I will assess students as they create geometric models drawn
in right triangles and label them with the given and unknown information. I will be
looking for their ability to set up the right triangles accurately, label the sides and
angles correctly, and use variables to represent the unknowns we are trying to solve. I
will also be looking at whether students can identify the meaning of features on a right
16
Adapted from H.Kang
triangle under the context of kite-flying, such that the hypotenuse stands for the string
length, the opposite side stands for the kite’s height, the adjacent side stands for the
distance from the string to the kite, the given acute angle is the angle made by the
string to the ground.
■ Simulating and Measuring: When students simulate the scenarios with real kites and
measure angles and distances, I will observe their practical application of trigonometric
concepts and ensure they use the measuring tools accurately.
■ Comparing experimental and theoretical results: As students compare real
measurements with theoretical calculations, I will check their ability to conclude the
relationships between string length, kite height, and distance. I will also evaluate their
mathematical reasoning and understanding of trigonometric concepts and why they
chose a specific trigonometric ratio to solve each scenario.
■ Making Conclusion: When students compare their completed geometric models for
both scenarios, I will stop by and observe whether students can observe the difference
and similarity between the two scenarios (i.e., where the corresponding angles of two
triangles are congruent, then all the corresponding side lengths are in a proportional
relationship).
○ Small Whiteboards for each student: The use of small whiteboards allows students to actively
engage with the content, where I can pose conceptual questions relating to the contents, such
as calculating missing side lengths using trigonometric ratios of cosine, sine, and tangent, and
students will write their responses on the whiteboards, raising them up for me to assess their
understanding as a whole class. This will happen when students are guessing for the sine and
cosine ratios, jotting down their measurements, deriving the actual sine and cosine ratios, and
comparing different math approaches using measurements and trigonometric ratios.
● Day 2
○ Worksheet: During day 2’s lesson, students will work on a worksheet that contains questions
related to deriving formulas for inverses of cosine and sine and finding missing angles in right
triangles.
○ Small Whiteboards for each student: The use of small whiteboards allows students to actively
engage with the content, where I can pose conceptual questions relating to the contents, such
as calculating missing angles using inverse trigonometric ratios of cosine, sine, and tangent,
and students will write their responses on the whiteboards, raising them up for me to assess
their understanding as a whole class.
● Day 3: No day 3.
What assessment will you provide at the end of the learning segment?
● Day 1
○ Exit ticket: At the end of day 1, students will complete an exit ticket with their group mates,
which focuses on their ability to create right triangle models for the kite flying scenario and
define the angles of the kite with the ground, and the distance between the person holding the
string and the kite with the given information of the maximum length of the string so that the
model can maximize the height of the kite. Students will try out the model they created on day
1 by doing the outdoor activity of flying their kite at the end of day 2’s lesson.
● Day 2
○ Exit ticket and kite flying activity: On day 2, the primary assessment involves the practical
application of the concepts learned. Students will go outside to fly a kite using the model they
designed on day 1. Following the kite flying activity, students will measure the real string
length they used when flying their kite as well as the distance between the person and kite
and use this information to find the angle made by the kite with the ground using the inverse
of trigonometric ratios, and then use the angle they calculated to find the height of the kite
using the trigonometric ratios. Each student will be using different trigonometric ratios to solve
17
Adapted from H.Kang
for the missing side lengths, and compare their answers with every other group mate to make
sure the answer matches each other.
How will these assessments support student learning? How will they demonstrate students meeting the
learning objective(s) and being able to answer your identified essential questions?
● Worksheet: The worksheet helps students practice and apply trigonometric ratios to find missing side
lengths or angles (i.e., conceptual understanding and skills on performing accurate
measurements/calculations) and serves as a lecture notes of the formulas (i.e., understanding
mathematical facts) students will be deriving during the class for future references. By successfully
completing the worksheet, students will demonstrate their ability to use trigonometric concepts in a
problem-solving scenario, which aligns with the learning objective of understanding trigonometric
ratios and their practical application.
● On the modeling and labeling problem: Students will demonstrate their ability to create, measure, and
label a geometric model drawn in right triangles. Students will identify which missing information they
are solving for and label them using variables.
● On the simulating and measuring problem: Students will be simulating the scenarios with real kites by
taking measurements, which shows their ability to solve real-life problems using various math tools
(i.e., protractor and measuring tape) collaboratively, where one student will use the measuring tape,
one student will use the protractor to monitor the angle, and one student will be holding the kite to
create side lengths or angles satisfy each scenario, and the rest student will be recording the
measurements on both their whiteboard and worksheet.
● Comparing experimental and theoretical results: In this part, students will be choosing the appropriate
trig ratio or inverse trig ratio, calculate missing angles or side lengths with accurate steps, and
compare their theoretical results to the real measurements, which checks their conceptual accuracy
when they compare to see whether the two answers match each other.
● Making Conclusion: This part checks students’ critical thinking on whether they can use prior
knowledge, such similarity for finding patterns exists among the scenarios.
● Small whiteboards: The use of small whiteboards during conceptual questions allows for immediate
feedback. It encourages active participation and helps students clarify their understanding. By raising
their whiteboards with correct responses, students demonstrate their understanding of trigonometric
concepts, supporting their progress toward the learning objectives. Suppose I saw students get
different responses for open-ended questions, such as comparing which method is more efficient
(i.e., measurement or calculation). In that case, I can ask them to explain their reasoning to their table
mates first, then choose volunteers with different thoughts to share with the whole class.
● Exit ticket and outdoor activity: The day 1 exit ticket requires students to draw a diagram and find
ways of defining angles and side lengths to maximize the kite’s height, whereas, on day 2’s outdoor
activity and exit ticket, students will apply their knowledge under a real-life setting by finding the real
angle and side lengths reached by their kite, and the real height of their kite. These assessments
meet the criterion that aligns with the learning objective of applying trigonometric ratios to solve
practical problems and relational understanding.
INCORPORATING ACADEMIC LANGUAGE

1. Restate the cognitive task(s) (learning objectives!) related to the learning outcome:
Describe the cognitively demanding task students will be engaged in.
● Students will engage in the cognitive task of comprehending the fundamental trigonometric ratios (sine,
cosine, tangent) and understanding how these ratios are defined in the context of right triangles.
● Students will be involved in applying these trigonometric concepts to practical scenarios of kite flying. They
18
Adapted from H.Kang
will calculate missing side length angles for features such as the string length, the distance between the
people holding the string and the kite, the height of the kite, and the angle made by the kite and the ground.
● In the kite-flying activity, students will interpret and apply real-world data, measuring string lengths,
distances, and angles and using this information to find the height of the kite.
● Students will engage in the cognitive task of recognizing and explaining the connection between geometry and
trigonometry, particularly in the context of right triangles.
● The lesson encourages students to think critically, solve problems related to right triangles, angles, and side
lengths, and apply mathematical principles to analyze and address real-world challenges in the context, such
as kite flying.
2. Language Objective: What is/are the language objectives for your lesson? How are the students going to
communicate their learning. (The students will (Function) (Language related to content) (syntax and/or discourse).
For example: The students will compare different types of parallelograms using transition words such as similarly,
different from or by contrast.
● Explain trigonometric concepts:

○ Function: Students will explain the definitions and applications of trigonometric ratios and their
inverses.
○ Language related to content: Students will use terms like “sine,” “cosine,” “tangent,” “inverse,”
“hypotenuse,” “opposite side,” “adjacent side,” “right triangle,” “side length,” and “angle” to
articulate their understanding.
○ Syntax and/or discourse: Students will construct sentences and explanations using appropriate
mathematical terminology to describe trigonometric concepts. Students will complete sentence
frames when deriving formal definitions/formulas.
Students will effectively communicate their understanding by creating geometric models, using correct vocabulary
such as “hypotenuse,” “opposite side,” and “adjacent side” to describe each side of a right triangle of a given acute
angle, then connecting trigonometry with the geometry of using words such as trigonometric ratios when calculating
side lengths, and inverse trigonometric ratios when calculating missing angles, then making conclusions of
relationships among side lengths or angles by connecting to ideas such as similarity.
● Discuss real-world application:

○ Function: Students will discuss how trigonometric ratios and their inverses can be applied in real-life
situations, particularly in kite flying.
○ Language related to content: Students will use words and phrases like “string length,” “height of the
kite,” “distance between the person and the kite,” and “angle made by the kite and the ground.”
○ Syntax and/or discourse: Students will engage in discussions and group activities where they express
their thoughts on the application of trigonometric concepts in the context of kite flying.
● Present findings and conclusions:
○ Function: Students will present their findings and conclusions about the relationships between angles,
sides, and heights in right triangles.
○ Language related to content: Students will use language related to comparison, such as “greater
than,” “less than,” and “similar to.”
○ Syntax and/or discourse: Students will construct sentences and explanations to present their
mathematical conclusions in verbal and written format, including comparing different scenarios and
mathematical results.
3. Language Functions: How will students be communicating in relation to the content in the cognitive task(s)?
Identify the specific purpose/genre/function you want to systematically address in your lesson plan that will scaffold
students to stronger disciplinary discourse. PICK ONE
19
Adapted from H.Kang
Some examples are: describe, identify, explain, justify, interpret, analyze, construct, argue.
Analyze Explain Interpret Justify with Other: Construct

Evidence Mathematical
Arguments
Description of Students will Students will be During the kite When solving When comparing
the focused analyze the required to flying activity, practical theoretical and
function relationships explain students will problems related experimental
between angles, trigonometric interpret real- to kite flying, results, students
sides, and heights concepts of sine, world data, such students will will construct
in right triangles. cosine, tangent, as measurements need to justify mathematical
They will analyze and their of string lengths their problem- arguments to
how changes in inverses. For and angles. They solving explain
one variable, example, will explain the approaches. For similarities or
such as the angle students will significance of example, they differences and
or side lengths, explain how the these will justify using use evidence
impact the other, sine of an angle is measurements the inverse sine from their
such as the defined as the and how they ratio to find the calculations and
height, and ratio of the relate to the angle made by measurements to
clearly identify opposite side's kite's height. the string and the support their
various length to the ground in a claims.
mathematical hypotenuse's particular
relationships. length. scenario and use
mathematical
reasoning to
explain their
choices.
4. Language Demands: Looking at the specific function your students will be using, what are the language demands
that you systematically want to address in this lesson?
Vocabulary:
● New to this lesson:
○ Trigonometric ratios.
○ Sine
○ Cosine
○ Inverse sine
○ Inverse cosine.
● Previously taught but need continued support:
○ Right triangle
○ Similarity
○ Hypotenuse
○ Adjacent side
○ Opposite side
● Previously learned:
○ Geometry on triangles (i.e., similarity, and the Pythagorean theorem).
○ Measurement
○ Calculation
20
Adapted from H.Kang
○ Height
○ Angle
Syntax: Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases,
and clauses
The lesson encourages students to use a variety of sentence types to clarify their mathematical explanations. During
and after this lesson, students should be able to construct sentences that convey precise mathematical relationships,
such as “the sine of an angle is equal to the opposite side divided by the hypotenuse.” Using varied sentence
structures also helps students articulate mathematical ideas clearly. This also includes students showing accurate
steps of setting up trigonometric or inverse trigonometric ratios for solving specific scenarios, in which students will
also recognize trigonometric ratios are used when solving for missing side lengths and inverse trigonometric ratios are
used when solving for missing angles.
OR
Discourse: Discourse includes the structures of written and oral language, as well as how member of the discipline
talk, write, and participate in knowledge construction
Students’ discourse will refer to how they communicate their mathematical reasonings and understandings to others
involving both their peers and instructor. It involves discussing and presenting their findings, justifications, and
interpretations of trigonometric concepts and their applications. Students will participate in mathematical discourse
by engaging in discussions, group activities, and presentations (i.e., diagrams they created or solving procedures they
followed) and effectively conveying their understanding and conclusion.
5. Support: Describe the instructional strategies you will use to support the development of academic language
skills (related to the identified language demand above). See skills and support document
1) Vocabulary development through visual aids and manipulations:

a) Introduce and explicitly teach new vocabulary related to trigonometric ratios and geometry while
using visual aids, such as diagrams and features on kites, to illustrate the meaning of terms like “sine,”
“cosine,” “tangent,” “hypotenuse,” “opposite side,” “adjacent side,” and “angles.”
2) Contextual usage:
a) Encourage students to use new vocabulary and previously taught terms in context, and provide
opportunities for students to write and speak about trigonometric concepts within the kite flying
scenarios. For example, I can have students explain how the angle created by the string with the
ground affects the height of the kite using the newly introduced vocabulary.
3) Explicitly instruction:
a) Offer explicit instruction on the precise use of mathematical terminology, explain the significance and
application of these terms in trigonometry, and encourage students to use them accurately when
discussing mathematical concepts.
b) Clearly define and explain key trigonometric terms such as “sine,” “cosine,” “tangent,” “hypotenuse,”
“opposite side,” “adjacent side,” “angle,” and “right triangle,” providing definitions and displaying
them on graphically meaning for each term.
c) Teach students the mathematical notation associated with trigonometric ratios. For example, I will
explain that “sin θ ” represents the sine of an angle θ , where sin is the abbreviated term for sine, and
emphasize the appropriate use of symbols in calculations.
4) Structured discourse:
21
Adapted from H.Kang
a) Incorporate structured discussions and peer interactions by encouraging students to engage in
mathematical discourse, explaining their reasoning, and using newly acquired vocabulary, and also
provide sentence frames or starters to support students in constructing coherent explanations.
5) Feedback and revision:
a) Provide constructive feedback on students’ use of academic language and encourage them to revise
their explanations to incorporate precise mathematical terminology.
6. Describe additional strategies you will use to meet the needs of students with varying levels of language
proficiency. (Use the CA ELD standards as a resource.)
o Emerging:
● Provide a vocabulary list with Mandarin definitions for students to get a preview of key math vocabulary for
Enhanced Math II.
● Have a vocabulary list with translated Mandarin definitions on the worksheet that covers all the key math
vocabulary this lesson will cover for students to start learning and using during class discussion and
independent working time (i.e., both verbally and in written form).
● Have flexible seats for those students by allowing one reclassified student who can speak Mandarin and
English to join their group, helping make sense of the course material in their home language.
● Provide translated instructions in Mandarin during independent working time.
o Expanding:
● Engaging ELL students in interactive activities that involve using academic proper nouns can be helpful. I can
assign at least one reclassified student who can speak both Mandarin and English and at least one native
speaker in this student’s group and encourage this student to start using the math vocabulary during group
discussions. After presenting a concept or problem, I can ask students to think individually about it first. Then,
pair them up to discuss their ideas with a partner/or entire group. Finally, I will invite students to share their
discussion with the class. This process encourages students to process information, articulate their thoughts,
and learn from their peers, but it also helps ELL students to improve their language proficiency.
o Bridging: No bridging students.
Part III: Classroom Activities

(Due 7 days before you TEACH)
D1: Eliciting Students’ Ideas
Eliciting Student Ideas
22
Adapted from H.Kang
Goal: Making students’ thinking visible
The purpose of this assignment is providing opportunities for you to practice one core practice presented in
our methods course, that is eliciting students’ ideas. Describe how you are going to elicit students’ ideas in
this lesson.
Designing task, tools, and talk

Principle: Make students’ ideas, languages and relevant experiences visible and public to be recognized and
used by both all the learners and a teacher in a classroom learning community
Strategies:
● Multiple ways of expressing ideas (drawing, speaking, writing)
● Providing scaffolding to express ideas
● Not using any academic languages at this stage
● Make sure that there is no “single pathway to the right answer.” You
can also engage students in mathematical modeling that has no “the
right answer.”
Task
Describe an instructional task that you are going to use to elicit students’ ideas. Think of the following question to
design your task:
a. What am I going to ask students to do? What will be produced upon completion of the task?
b. How do my students do this work? What procedure do they follow? Are they working individually or as a
group?
c. What resources would be useful to complete this task, and how can I make it accessible to my students?
Talk
Prepare your back-pocket questions using D1 primer (see the D1 primer on the website)
a. What questions do I ask when I launch the task and when students implement the task?
b. What discourse moves am I going to use to elicit students’ ideas?
Tools or scaffolds
It is highly likely that some students in your classroom have some difficulties in completing the task as expected,
especially when the task is high cognitive demand (such as making sense of real world phenomena). What support
would you provide to make sure that everyone in your classroom successfully completes the task? Tools are
something that you can use over and over, across topic or unit. It always serves the same function. A good example of
tool is the framework of “Before/during/after.” It always presses students to think about the mechanism or process.
In contrast, scaffold is temporary support to assist the work usually for novice. When they become proficient, the
scaffold will be removed. Fading is the key feature of scaffolds. In a real instructional context, it is less important to
distinguish tools from scaffolds. We only need to make sure that every student in our classroom can be successful—
completing intellectually challenging tasks with high quality. Consider the following:
a. What goes on in completing the task that you propose?
b. Who may have difficulties and why?
c. What support would be necessary to assist those students? How am I going to provide that support?
Use the space below to summarize the lesson before you go to the details of the daily lesson plan. Be sure
to describe how activities are low floor and high ceiling, allowing different students an entry point and access
to the curriculum in a meaningful way
Over the course of two days, students engage in a comprehensive lesson on trigonometry with a real-world
23
Adapted from H.Kang
twist under kite-flying scenarios.
Day 1’s lesson mainly focused on introducing students to the 2 new trigonometric ratios, sine and cosine,
involving step-by-step geometric modeling and labeling process where students will be creating right triangle
diagrams to represent specific scenarios with various variables of string length, kite’s height and the distance
between the bottom of the string and the kite, which can be geometrically represented using the hypotenuse,
opposite side and adjacent side accordingly associated with a given provided acute angle that is the angle
created by the string to the ground under this scenario. This visual approach provideds a tangible entry point
for all students with different needs, such as kinesthetic learners, visual learners, and ELL students.
Students will practice applying basic trigonometric ratios to calculate missing side lengths in these triangles,
from simple approaches to measuring to a deeper understanding of math on calculating using trigonometric
ratios, making the content accessible to learners at various levels. Under studying different scenarios of a
flying kite, students will be able to observe that when the angle made by the string to the ground remained
the same, but the string length increaseds or decreaseds, both the kite’s height and the distance between
the string and the kite also increaseds or decreasds with the same proportion. This observation alloweds for
advanced discussions on geometric similarity and mathematical reasoning, such as since the angle sum of
all triangles is equal to 180 degrees, then the remaining angles (i.e., third angles) must be congruent, and
this allows students to apply the Angle-Angle similarity theorem to explain the phenomenon.
Day 2’s lesson took students deeper into trigonometry by introducing them to inverse trigonometric ratios
and their application in the kite-flying context, involving the same approach of modeling the scenarios using
right triangles diagrams and labeling process as day 1’s lesson, but with a shift to finding missing angles as
well as finding missing side lengths. Students will start by simulating scenarios with real kites, collecting
measurements, and making sense of the problem through visualizations. Under studying different scenarios,
students will be able to observe the pattern that the side opposite to larger angles has greater
measurements and vice versa.
There will be one ending task for each day’s lesson, where the first one lets students make a rough draft by
creating a geometric model to “optimize” the kite’s height, whereas the second one lets students make
revisions on their geometric models with real data measured from the outdoor activity of flying a real kite on
day 2’s lesson. The culminating exit ticket challenged students to synthesize what they learned from the two-
day lesson by applying both trigonometric ratios and their inverses for practical uses.
OVERVIEW OF ACTIVITIES SEQUENCES FOR 3 DAYS
● You can plan for more or less than 3 days if necessary (at least 2)
● You should use the Monitoring Tool at least twice during the lesson to orchestrate discourse and attach
copies at the end of the document.
● Be sure to identify and name the types of activities and actions you will use to:
○ Greet students, welcome students into your classroom
○ Get students’ attention
○ Call on students to share with the whole class
○ Affirm students for their responses
○ Ensure students are engage in science and engineering practices
DAY 1
Learning activities ● Vocabulary Recall:

○ Students will be asked to recall and name the sides of a right triangle
24
Adapted from H.Kang
(hypotenuse, opposite side, adjacent side) associated with a given
acute angle.
○ Students recall what is the general formula for the tangent of an angle
(tan θ), which will serve as a reference later when students are
deriving formulas for sine and cosine.
○ Students will share what they know about the properties of similar
triangles and the theorems that can be used to prove two triangles are
similar.
● Case study 1: Sine ratio
○ Students will be presented with a scenario involving a kite, a string
length of 1 meter, and an angle of 30° made by the string with the
ground, and we are interested in finding the kite’s height (opposite
side).
○ Students will create a right triangle diagram of the scenario, draw out
the kite's height, label all the given information, and label the unknown
information we are trying to solve using a variable.
○ In groups, students will discuss whether they can use tangent (i.e., the
only 1 trig ratio they learned before) to calculate the kite's height and
brainstorm alternative methods, such as taking real measurements.
○ Following this, students will simulate the scenario with a real kite and
measure the height.
● Deriving the formula for Sine Ratio:
○ Students will be introduced to the definition of the sine ratio, the ratio
between the opposite side, and the hypotenuse in a right triangle.
○ Then, students will make a guess about what the sine ratio formula
might look like by referring to the tangent ratio formula they learned
before.
○ Students will first use their guessed formula and calculate sin(30°)
based on the measurements they took during the kite simulation.
○ Students will then use a scientific calculator to find the real sin(30°)
○ Students will compare the real answer (i.e., calculated using scientific
calculator) with the guessed one to derive the correct formula for the
sine ratio.
● Case Study 2: Cosine Ratio
○ A new scenario will be introduced, involving a kite, a string length of 1
meter, and an angle made by the string to the ground at 60°, and we
are interested in finding the distance between the bottom of the string
and the kite (adjacent side).
○ Students will create a geometric model to help solve the problem while
also labeling their diagram.
○ Students will discuss using tangent or sine to calculate the missing
adjacent side length.
● Deriving the formula for Cosine Ratio:
○ Students will be introduced to the definition of the Cosine Ratio, which
is about the ratio between the adjacent side and the hypotenuse in a
right triangle.
○ They will first guess what the Cosine ratio formula might look like.
○ Students then will use their guessed formula to calculate cos(60°)
○ Students will then use a scientific calculator to find the real cos(60°)
and compare it to their guess to derive the correct formula for the
25
Adapted from H.Kang
cosine ratio.
● Case Study 3-1 and 3-2: Trig Applications.
○ In scenario 3-1, students will be involved in finding the kite’s height and
the distance from the bottom of the string to the kite.
○ They will create a geometric model, label the information, and use
different variables to represent the unknowns.
○ The class will discuss whether it is possible to simulate this scenario
with a real kite in the classroom setting and brainstorm solutions if it’s
not possible (i.e., using scaling).
○ Students will perform real measurements and calculations to compare
experimental and theoretical results.
○ Under scenario 3-2, with assumptions of what will happen to the kite’s
height and distance between the bottom of the string and the kite if the
angles remain unchanged, but the string length (hypotenuse) is
extended, taking measurements and making calculations, students will
follow a similar pattern of activities and analysis.
● Making comparison and conclusion:
○ Students will compare scenarios 3-1 and 3-2 and identify patterns.
○ Students will discuss what remains the same and what differs in the
right triangle models.
○ Students will identify a mathematical theorem (i.e., similarity) that can
explain this phenomenon.
○ Students will complete sentence frames related to the proportionality of
sides.
○ The class will then explore the concept of the converse (i.e., if the
triangle’s legs are extended and angles remain unchanged, what will
be happening to the hypotenuse) of the statement and its implication
on the decreasing case (i.e. if the triangle’s side is shortened instead of
extended).
● Exit ticket:
○ Students will use what they have learned so far to create a rough draft
of a geometric diagram and calculations that can optimize the kite’s
height and will revise it after day 2’s lesson and test their models
during a real kite-flying activity.
Learning objectives ● Students will understand the fundamental trigonometric ratios, including the
definitions of sine, cosine, and tangent, and how they apply to right triangles to
find missing side lengths of right triangles.
● Students will be able to model and label a right triangle scenario related to
kite-flying, specifically drawing right triangles to represent each quantitative
relationship appeared in the scenario of kite-flying (i.e., string length can be
shown as hypotenuse, kite’s height can be shown as opposite side, the
distance between the bottom of the string and the kite can be shown as
adjacent side, and the angle made by the string to the ground is the given
acute angle), and label the unknowns using variables.
● Students will explore the concept of the sine ratio, understanding that it
involves the ratio between the opposite side and the hypotenuse in a right
triangle. Students will also explore the concept of cosine ratio, understanding
that it involves the ratio between the adjacent side and the hypotenuse in a
right triangle.
● Students will perform real measurements under a kite-flying scenario of the
missing side on a right triangle and compare it to the theoretical calculation
26
Adapted from H.Kang
results to examine whether the reality matches the theories.
● Students will use precise mathematical language to explain their reasoning
and mathematical concepts accurately, involving the correct usage of the
terminologies including “sine,” “cosine,” “tangent,” “hypotenuse,“ “opposite
side,” and “adjacent side.”
● Students will be able to conclude the scenario by studying that if the angles of
two triangles are the same, then by AA similarity, their corresponding side
lengths will be in the same proportion.
What students will ● Students will observe that the lesson is grounded in a real-life context of kite-
see/observe/notice flying and notice the relevance of trigonometric concepts in solving practical
problems.
● Students will encounter and use math terminologies related to right triangles
and trigonometric ratios, such as “sine,” “cosine,” ‘hypotenuse,“ “opposite
side,” and “adjacent side,” and define their meaning both under the given
context and formally in math language such as deriving the formula.
● Students will engage in geometric modeling by drawing diagrams that
represent different features on a kite-flying scenario, such as string length can
be shown as hypotenuse, the kite’s height can be shown as opposite side,
which is perpendicular to the adjacent side, the distance between the bottom
of the string and the kite can be shown as adjacent side, and the angle made
by the string to the ground is the given acute angle, and observe the visual
representation of the problem.
● Students will formulate hypotheses based on their mathematical
understanding and predictions about what will happen in different kite-flying
scenarios.
● Students will observe that they can measure real-world quantities, such as
string lengths and angles, when flying a kite and apply trigonometric
calculations to find other measurements, like the kite’s height.
● Students will notice the importance of comparing their real measurements with
theoretical calculations. They will observe the value of mathematical modeling
in solving practical problems (i.e., when the kite’s height is too high to
measure, calculating it theoretically by applying trigonometric properties will be
more efficient).
● Students will notice patterns related to right triangles and trigonometric ratios
when comparing different scenarios and observe how changing one variable
affects others in a proportional manner relating to the prior knowledge of
similarities (i.e., the angles in the right triangles remain unchanged).
● Students will see the use of mathematical language and notation in explaining
and justifying their findings in writing and verbal discussions.
What students will The main math concepts that will be uncovered during day 1’s lesson are:
learn ● Students will understand the definition of sine ratio, which involves the ratio of
the length of the opposite side to the length of the hypotenuse in a right
triangle.
● Students will understand the definition of cosine ratio, which describes the
ratio of the length of the adjacent side to the length of the hypotenuse in a
right triangle.
● Students will dig into the application of the 2 new trigonometric ratios, sine
ratio and cosine ratio, they learned from this lesson and use them to solve
real-world scenarios of kite-flying by calculating missing lengths such as the
height of a kite and observe patterns such as how changing one variable
27
Adapted from H.Kang
proportionally affects others.
Connection to ● The anchoring phenomenon is kite-flying, a common and relatable activity for
anchoring all students, and provides a practical context where trigonometric concepts
phenomenon/big can be applied to solve real-world problems.
ideas/previous ● The lesson leverages the experience of flying a kite and measuring related
lessons quantities, such as string length and angles, to create mathematical models
and conduct experiments.
● The big ideas in this lesson revolve around trigonometric ratios, right triangles,
and proportional relationships. Specifically, the lesson emphasizes that
trigonometric ratios, such as sine and cosine, are fundamental tools for solving
real-world problems, aligning with the big idea that mathematics is a tool for
practical problem-solving.
● The lesson builds on students’ prior knowledge of geometry, right triangles,
and the terminologies for defining each side of a right triangle and the
properties of similar triangles.
● Students will apply what they’ve learned about right triangles (i.e., it contains 1
right angle and 2 acute angles, etc.) and measurements in the previous lesson
to create mathematical models and conduct experiments in the context of kite-
flying.
Assessment tasks ● During the lesson, students will be provided a guiding worksheet (formative
(how do you know assessment) containing all instructional questions and tasks I will be asking.
whether students ○ I will have an informal assessment to check students’ recall of
accomplish the mathematical vocabulary and facts related to right triangles and
learning objectives trigonometric ratios they learned before, which will be done through
or not?) BOTH class discussion and student volunteers’ sharing.
during and at the ○ I will assess students’ ability to create geometric models and label
end of the lesson. them correctly based on given information and by choosing variables
(See your notes to label the unknown information we are trying to solve, which will be
above) done during group work and whole class discussions.
○ I will assess students’ critical thinking and ability to formulate
hypotheses about the relationships between angles and sides in right
triangles, which will be done through class discussions and written
format.
○ I will observe students’ measurement and calculation for height while
circulating the room and check how they simulate each scenario with a
real kite and their calculation steps of using correct trigonometric ratios
to solve the missing side lengths for each scenario, avoiding
misconceptions. Student volunteers or random polling will be selected
to share their group’s results.
○ I will assess students’ understanding by observing their ability to
compare real-world measurements with theoretical calculations and
their decision-making on choosing appropriate techniques (i.e., by
measurements or calculations) in specific situations (i.e., when the
height of the kite is too high to measure, it is more efficient to calculate
using trigonometric ratios). This will happen during the end of the
lesson before the exit ticket of using the format of think-pair-share,
where after students have learned and applied all the trigonometric
ratios, they will first discuss with their table mates their preferred
methods (i.e., by measurements or calculation), and discuss their
reasoning (i.e., limitations of specific method).
28
Adapted from H.Kang
● During the lesson's end, students will work with their group mates
collaboratively on the exit ticket to design a kite-flying model using a right
triangle diagram to generate a situation where they can "optimize" their kite's
height. This serves as a summative assessment of students' understanding of
the concepts covered in the lesson.
○ Students will draw a geometric diagram representing their proposed
kite-flying model, which includes inspecting the diagram's accuracy
and whether it is labeled correctly.
○ Students will make informed choices for the angle made by the string
to the ground and the distance between the person holding the string
and the kite, which assesses their ability to apply trigonometric
concepts to find the pattern of how angles or side lengths can impact
the kite's height (i.e., students may want to generate situation when the
string length (hypotenuse) as long as possible, the angle made by the
string to the ground (given acute angle) as big as possible (but less
than 90 degrees) while the distance between the person holding the
kite as short as possible (adjacent side) to make the kite seemingly
flying perpendicular to the ground, where we assume the kite will not
fly perfectly perpendicular to the ground, so the height (opposite side)
can be "optimized."
○ Students may also want to follow the triangle inequality theorem to
make sure the 3 side lengths do form a triangle, and this assesses
students' prior knowledge of the triangle inequality theorem that the
sum of any two sides of a triangle is greater than or equal to the third
side.
DAY 2
Learning activities ● Vocabulary Recall:

○ Students will be asked to recall the definitions/formulas for sine,
cosine, and tangent associated with a given acute angle on a right
triangle.
○ Students will recall the general formula for calculating missing angles
using inverse tangents, which will serve as a reference later when
students are deriving formulas for inverse sine and cosine.
○ Students will share their prior knowledge on defining the Pythagorean
theorem (both in theorem statements and in formulas), which will serve
as an alternative method for calculating missing side lengths under the
situation where the other 2 side lengths are provided. Students will
later compare the two methods of calculating missing side lengths
using the Pythagorean theorem or trigonometric ratios.
● Case study 1: Inverse Sine Ratio.
○ Students will be presented with a scenario involving a kite, a string
length of 12 meters, and a kite's height of 10 meters. We are interested
in finding the angle made by the string to the ground and the distance
between the bottom of the string and the kite (adjacent side).
○ Students will create a right triangle diagram of the scenario, draw out
the distance between the bottom of the string and the kite and the
angle made by the string to the ground, then label all the given
information and also label the unknown information we are trying to
solve using a variable.
○ In groups, students will first discuss potential ways to calculate the
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Adapted from H.Kang
distance between the bottom of the string and the kite without the
angle measurement before learning to use the inverse sine ratio to find
the angle first (i.e., students can use the Pythagorean theorem to find
the missing third side since the other two side lengths are already
provided, and this is a right triangle).
○ Following this, students will simulate the scenario with a real kite and
measure the missing angle and distance for experimental results.
○ After getting the experimental results, students will solve the missing
information with theoretical calculations by first deriving the formula for
inverse sine and cosine by referring to the inverse tangent and
trigonometric ratios (sine, cosine, tangent) they learned before, then
choose the appropriate inverse trigonometric ratios and trigonometric
ratios to solve for the missing angle and side length, then compare
their theoretical results with experimental results.
● Case Study 2: Inverse Cosine Ratio.
○ A new scenario will be introduced involving a kite, a string length of 12
meters, and the distance between the bottom of the string and the kite
11 meters. We are interested in finding the kites’ height (opposite side)
and the angle made by the string to the ground.
○ Students will create a geometric model to help solve the problem while
labeling their diagram.
○ Students will predict the extent to which the distance from the bottom
of the string to the kite affects the kite's height.
○ Students will first make experimental measurements and then choose
the appropriate inverse trigonometric or trigonometric ratio for finding
the missing angle and side lengths. Students will compare their
theoretical results with experimental results.
● Making comparison and conclusion:
○ Students will compare scenarios 1 and 2 and identify patterns.
○ Students will discuss what remains the same and what differs in the
right triangle models.
○ Students will complete sentence frames related to the relationships
among side lengths and angle measurements, where the sides
opposite to larger angles have larger measurements and vice versa..
● Outdoor kite-flying activity, and exit ticket:
○ Students will go outside and take real measurements by flying a real
kite and use the actual data to revise their rough draft on the right
triangle model they created from the last lesson on poster paper.
Students will measure the real string length and the distance between
the bottom of the string and the kite, then use the measurement to
calculate the angle made by the string to the ground and the kite’s
height using inverse trigonometric and trigonometric ratios. Then,
students will return to the classroom and have a gallery walk to
determine which group’s model and kite reached the highest height
(i.e., this group will be invited to interpret their models and approaches
in front of the whole class).
Learning objectives ● Students will understand the fundamental inverse trigonometric ratios,
including the definitions of inverse sine, inverse cosine, and inverse tangent,
and how they apply to right triangles in order to find missing angles.
● Students will be able to model and label a right triangle scenario related to
kite-flying, specifically drawing right triangles to represent each quantitative
30
Adapted from H.Kang
relationship appeared in the scenario of kite-flying (i.e., string length can be
shown as hypotenuse, kite’s height can be shown as opposite side, the
distance between the bottom of the string and the kite can be shown as
adjacent side, and the angle made by the string to the ground is the given
acute angle), and label the unknowns using variables.
● Students will explore the concept of the inverse sine ratio, understanding that
it involves the ratio between the opposite side and the hypotenuse in a right
triangle in order to find the missing angle. Students will also explore the
concept of inverse cosine ratio, understanding that it involves the ratio
between the adjacent side and the hypotenuse in a right triangle in order to
find the missing angle.
● Students will perform real measurements under a kite-flying scenario of the
missing side on a right triangle and compare it to the theoretical calculation
results to examine whether the reality matches the theories.
● Students will use precise mathematical language to explain their reasoning
and mathematical concepts accurately, involving the correct usage of the
terminologies including “inverse sine,” “inverse cosine,” “inverse tangent,”
“hypotenuse,“ “opposite side,” and “adjacent side.”
● Students will use the conclusions they reached on the scenario studying to
derive the math theorem of the side opposite to an angle in a triangle having a
larger length and vice versa.
What students will ● Students will engage in creating geometric models on their worksheets. They
see/observe/notice will see diagrams and shapes representing the kite-flying situation, including
the kite, the string, the ground, and the angles they need to find.
● Students will learn about and apply inverse trigonometric ratios, such as
inverse sine, inverse cosine, and inverse tangent, to find missing angles. They
will notice that these ratios are used in reverse to solve for angles, whereas, in
day 1’s lesson, they use normal trigonometric ratios to solve for side lengths.
● Students will be asked to compare scenarios 1 and 2. They will observe
patterns and differences in the geometric models and the relationships
between angles and distances.
● Students will compare experimental results (by measuring) and theoretical
results (by calculating) to confirm that their theoretical calculations match
reality, emphasizing the importance of theoretical accuracy.
● Students will observe the general mathematical relationships between the
lengths of sides in a right triangle and the angles involved. They will make
observations about how these relationships change in different scenarios.
What students will The main math concepts that will be uncovered during day 2’s lesson are:
learn ● Students will understand the definition of inverse sine ratio, which involves the
ratio of the opposite side and hypotenuse and produces angle θ in a right
triangle.
● Students will understand the definition of inverse cosine ratio, which involves
the ratio of the adjacent side and hypotenuse and produces angle θ in a right
triangle.
● Students will dig into the application of the 2 new trigonometric ratios, sine
ratio and cosine ratio, they learned from this lesson and used them to solve
real-world scenarios of kite-flying by calculating missing lengths such as the
height of a kite and observe patterns such as how changing one variable
proportionally affects others.
31
Adapted from H.Kang
Connection to ● The anchoring phenomenon is kite-flying, a common and relatable activity for
anchoring all students, which provides a practical context where both inverse
phenomenon/big trigonometric and trigonometric concepts can be applied to solve real-world
ideas/previous problems.
lessons ● The lesson leverages the experience of flying a kite and measuring related
quantities, such as string length and angles, to create mathematical models
and conduct experiments.
● The big ideas in this lesson revolve around trigonometric ratios and their
inverses and patterns that occur among the angle and side measurements on
triangles. In specific, the lesson emphasizes that trigonometric ratios, such as
sine, cosine, and tangent, as well as inverse trigonometric ratios, such as
inverse sine, inverse cosine, and inverse tangent, are fundamental tools for
solving real-world problems, aligning with the big idea that mathematics is a
tool for practical and problem-solving.
● The lesson builds on students’ prior knowledge of geometry, right triangles,
the terminologies for defining each side of a right triangle, and the
Pythagorean theorem.
● Students will apply what they’ve learned about right triangles (i.e., it contains 1
right angle and 2 acute angles, etc.) and measurements in the previous lesson
to create mathematical models and conduct experiments in the context of kite-
flying.
Assessment tasks ● The guiding worksheet serves as a formative assessment:

(how do you know ○ Throughout the lesson, students create geometric models and label
whether students them with missing angles and distances. This formative task assesses
accomplish the their ability to visually represent the problem and its components
learning objectives accurately, such as labeling unknown information using variables.
or not?)BOTH ○ Students will simulate the scenarios with real kites and measure the
during and at the angles and distances to show their ability to use measuring tools for
end of the lesson. solving math problems experimentally.
(See your notes ○ Students will compare real measurements with theoretical calculations
above) involving trigonometric ratios and their inverses, where the results
should match each other, which helps confirm their understanding of
the conceptual understanding of how to use trigonometry to solve
unknown angles or side lengths.
● The exit ticket serves as a summative assessment:
○ Students are asked to revise their rough drafts of the kite-flying model
with real measurements, which checks their ability to flexibly apply
what they learned using real data and under real-life situations.
○ Students will create a geometric diagram that reflects the actual
measurements from their kite-flying experience, which assesses their
ability to create accurate math models and visual representations of
real-world situations.
○ Students will calculate the actual angle made by the string to the
ground and the actual height of the kite using the measured data,
which evaluates their application of inverse trigonometric radius.
○ Students will self-generate scenarios where they “optimize” the kite’s
height, assessing their ability to make strategic decisions and use math
reasoning based on the collected data.
DAY 3
Learning activities There’s no day 3 for this lesson.

32
Adapted from H.Kang
Learning objectives
What students will

see/observe/notice
What students will

learn
Connection to
anchoring
phenomenon/big
ideas/previous
lessons
Assessment tasks
(how do you know
whether students
accomplish the
learning objectives
or not?) BOTH
during and at the
end of the lesson.
(See your notes
above)
DETAILED LESSON PLAN FOR 2 DAYS
● You can plan for more or less than 3 days if necessary (at least 2)
● You should use the Monitoring Tool at least twice during the lesson to orchestrate discourse and attach
copies at the end of the document.
● Be sure to include which, where, and how you will:
○ Greet students (i.e. at the door as they enter)
○ How you will share the learning objective and agenda
○ How you will call on students to ensure all have opportunities to show learning
○ How you will get students’ attention
○ How will you acknowledge and affirm students’ knowledge, ideas, and learning
● Highlight in blue where you will use formative assessments to determine student progress towards
the learning objectives.
● Highlight in yellow where you are implementing the Five Practices for Orchestrating Discourse.
○ Link a separate document to this section with your Task/Questions and Anticipated Student
Responses.
● Highlight backpocket questions in green.
○ Activate relevant prior knowledge
○ Uncover student thinking
○ Help student get started or back on track
○ Help students make connections to concepts and big ideas
33
Adapted from H.Kang
Sequence/Activities/Grouping Teacher Actions/Questions Student actions/possible

Short description of each activity What are the teachers thinking/assessment
and how it is organized. doing/saying? What are the students
doing/saying?
Making thinking visible: Describe
How will you: how you are going to launch a task;
● greet students, welcome ● How would you like to open the
them to class conversation? What question
● share the learning objective would you pose?
and agenda ● How would you help students to
● get students’ attention understand the goals of this
● acknowledge and affirm activity (why are we doing this?)
students’ knowledge, ideas ● How would you help students to
and learning see the connection of this task to
the prior lessons?
● What resources would be useful
to complete this task, and how
can I make them accessible to my
students?
● What additional support would
you provide to make sure that all
students can successfully
complete this task?
●
Introduction (__15_ minutes) Day 1: Day 1:

Day 1: 1. I will begin this lesson by 1. Students will practice the
introducing classroom routines classroom routines of
1. Introducing classroom and expectations.
routines (2 min). getting attention with me
● Ways of grabbing students' together, such as when I
2. Intriguing questions (5 attention: I will be using hand
min) give them the signal of “clap
clappings to get students'
3. Recalling prior your hands once if you can
attention, where I will give
hear me,” then students will all
knowledge (8 min) students signals by saying,
clap their hands once.
"clap your hands once if you
Day 2: 2. Students’ possible responses:
can hear me." If I still cannot
1. Introducing classroom get all students' attention, we 1) Students might answer that
routines (2 min). will continue this process by they had a past experience of
saying, "Clap your hands twice flying a kite with their parents
2. Intriguing questions (5
if I can get your attention." in their childhood.
min) 2) Students will be observing the
3. Recalling prior ● Expectations: I will explain that
whenever students want to real kite on each of their tables
knowledge (8 min) and say something like, “A kite
share their thoughts, they can
raise their hands so I can know is made by string, the kite
who is talking and avoid itself, and the kite skeleton.”
chaos, such as several 3) “You can extend the string
students speaking length and the elevation angle
simultaneously. Students of the kite to make it fly
should not break materials higher.”
because they will use the 3. Students will be engaged in recalling
same materials throughout the prior knowledge. While student
two-day lesson (i.e., the kites, volunteers are sharing, the rest should
protractors, and measuring actively listen, take notes, make
tapes). After class, students suggestions, or provide comments.
34
Adapted from H.Kang
will clean their seats as usual. ● Possible responses:
2. Students will be engaged in
answering intriguing questions
about their experience with the
focal phenomenon of kite-
flying. Student volunteers will
be chosen to answer those
questions while the rest will 1)
actively listen and make add- 2) “tan θ = opp/adj.”
on thoughts. 3) “Similar triangles with
● Questions to ask: corresponding angles are
1) Have you ever flown a kite congruent, and their
before, and if so, when and corresponding side lengths are
with whom? in the same proportion.”
2) What is a kite made of? What 4) “AA or SAS, SSS, or
are the features a kite has? hypotenuse-leg for right
3) If you have flown a kite, what triangles.”
strategies do you use to make Day 2:
your kite fly higher? If you
haven’t flown a kite, guess 2. Possible responses:
what can make a kite fly 1) “Sine and cosine ratios, where
higher? sine relates to the opposite
3. Students will be engaged in some side and the hypotenuse while
simple recall questions to connect to cosine relates to the adjacent
their prior knowledge, where student side and the hypotenuse.”
volunteers will be chosen to share their 2) “Scaling. Making the angles
thoughts by writing while interpreting made by the string length
on my Surface Pro. Their responses stays unchanged, but extend
will be projected onto the screen. the string length, so the kite’s
● Questions to ask: height will be increased with
1) Name the sides of the right the same proportion as the
triangle with a given acute string lengths.”
angle by choosing the correct 3. Possible responses:
terminologies below: a)
1) “sin θ = opp/hyp, cos θ =
hypotenuse, b) opposite side,
adj/hyp, tan θ = opp/adj.”
c) adjacent side.
2) “θ = tan-1 (opp/adj)”
3) Students will be answering this
question in both theorem
statement and formula format.
“The square of the hypotenuse
equals the summation of the
2) What is the formula for squares of the two legs of a
tangent? right triangle.”
3) What are the properties of
“a2 + b2 = c2.”
similar triangles?
4) What theorems can we use to
prove 2 triangles are similar?
Day 2:
1. Review the classroom
routines and expectations
that are the same as day
1’s.
2. Same teaching move will be
applied here.
● Questions to ask:
1) What are the 2 methods we
35
Adapted from H.Kang
learned for finding missing
lengths of right triangles?
2) What are the strategies we
learned from last lesson
that can make a kite fly
higher?
3. Same teaching move will be
applied here as day 1’s.
● Questions to ask:
1) What is the formula for sine,
cosine, and tangent? (i.e.,
students have learned
trigonometric ratios for day
1’s lesson and will learn the
other two inverse
trigonometric ratios for day
2’s lesson).
2) What is the formula for
calculating the missing
angle using inverse
tangent?
3) What is the Pythagorean
theorem?

Short description of each activity What are the teachers thinking/assessment
and how it is organized. doing/saying? What are the students
doing/saying?
Describe instructional task, tools
This is the phase of “Task (scaffolds), and talk moves that you
Implementation.” Describe the are going to use in each or across Describe (a) learning artifacts that will
sequence of teaching episodes here teaching episodes. Think of the be produced, (b) expected students’
(e.g., whole group discussion, data following question: responses (talk or performance), (c)
collection activity, small group a. What questions do I ask when anticipating difficulties
discussion, individual seat work, students implement the task?
making public representation, think- b. What goes on in completing the
pair-share, sharing out, gallery work task that you propose?
etc.) c. Who may have difficulties in
completing this task and why?
d. What support would be necessary
to assist those students? How am
I going to provide that support?
e. What back pocket questions will
you have?
Body of the Lesson (__60___ Day 1: 1. Student volunteers will be

minutes) 1. Present the Scenario: I will invited to read this scenario
Day 1: introduce scenario 1 about to the whole class, while the
Ms. Nguyen's daughter rest of the students will
1. Scenario 1: Deriving listen while looking at the
formula for sine ratio (15 flying a kite with a string
length (i.e., hypotenuse) of descriptions on their
min). worksheets.
2. Scenario 2: Deriving 1 meter, and the angle (i.e.,
● Modeling and labeling:
36
Adapted from H.Kang
formula for cosine ratio the given acute angle) the Students will be working on
(15 min). string makes to the ground creating the geometric
3. Scenario 3-1 and 3-2: is 30 degrees. In this representation of this
Application of the scenario, students will find scenario as a right triangle
trigonometric ratios on the missing information of as a group and set up for
scaling (30 min). the kite's height. Students the known information and
Day 2: who volunteer will be invited unknown information by
to read the scenario to the labeling. After group
Body of the Lesson (__30___ whole class loudly while I discussion, student
minutes) actively listen and give volunteers will be invited to
1. Scenario 1: Deriving reminders to the students present their discussion
formula for inverse sine who may need to pay more results on the screen by
ratio (15 min). attention while their writing their data table on
2. Scenario 2: Deriving classmate is reading. my Surface Pro while
formula for inverse Questions to ask: explaining their thinking
cosine ratio (15 min). “What does this scenario present process. While the student
the known information?” volunteer is describing, the
● Modeling and labeling: I will rest of the students should
guide students to create a pay close attention to post
right triangle model for this further questions,
scenario by drawing the comments, and corrections
height, labeling all the given after the students finish
information, and labeling sharing.
the unknown side length Possible responses:
with a variable. During
students’ independent
working time, I will circulate
the room to observe what
students put on their
worksheets to help students
eliminate 1)
misunderstandings and help “The shape is a right
with any potential questions triangle.”
students have. Students 2) “The hypotenuse is the
who volunteer will be invited string length, the adjacent
to write down their side is the distance from the
discussion results on my bottom of the string to the
Surface Pro while kite, and the opposite side
explaining their thinking is the kite’s height.”
process to the whole class. 3) “No, because tangents
After students share, I will require us to know the side
provide feedback.. length for the adjacent side
Questions to ask: to calculate the opposite
1) Where is the height of the side. We can use direct
kite? Draw it out. What measuring.”
shape appeared? ● Simulating and Measuring:
2) What do the hypotenuse, Possible responses:
adjacent side, opposite 1) “0.5 meters is the kite’s
side, and given angle mean height.”
under this scenario? ● Deriving the formula for sine
3) Can we use tangent to ratio:
calculate the height of the Possible responses:
37
Adapted from H.Kang
kite? Why? If not, what 1) Students might guess the
other ways can we use to formula looks like sin θ =
find the height? opp/hyp, which will lead to a
● Simulating and Measuring: I calculation of sin (30°) =
will guide students to 0.5/1 = 0.5 or sin θ =
simulate the scenario with a hyp/opp, which will lead to a
real kite, where one student calculation of sin (30°) =
will hold the kite, another 1/0.5 = 2. By using a
student will measure the calculator, students will find
angle made by the string to out sin (30°) = 2, so the
the ground to form a 30- correct formula is sin θ =
degree angle, and then the opp/hyp.
third student will measure 2. Students will first measure the
the kite’s height. Then, the distance between the bottom of the
fourth student will record string and the kite is 0.5 meters,
the measurements on the then use this information to
small whiteboard from each calculate cos (60°). Students may
table. After recording the initially guess the formula of cos θ
measurements and coming = adj/hyp or cos θ = hyp/adj. But by
back as a whole class, I will using a scientific calculator,
ask students to raise their students will be able to find cos
whiteboards so I can quickly (60°) = 0.5/1 = 0.5, then the correct
scan what measurements formula for cosine ratio is cos θ =
each table has. adj/hyp.
Questions to ask: 3. Student volunteers will be invited
1) Simulate the scenario with a to read this scenario to the whole
real kite, then measure for class, while the rest of the students
the height. will listen while looking at the
● Deriving the formula for sine descriptions on their worksheets.
ratio: Students will first ● Modeling and labeling:
predict what a sine ratio’s Possible responses:
formula looks like by 1)
referring to the tangent ratio
they learned before, where I
would only tell them a sine
ratio is about the opposite
side and hypotenuse of a
right triangle. Then,
students will use their
guessed formula to
calculate sin (30°). Students ● Simulating and Measuring:
will also use a scientific Possible responses:
calculator to find sin (30°), 1) “It’s impossible because the
and finally, derive the provided string length is too
correct formula for the sine long, but we can use the
ratio. Students will record scale of converting 10
their responses on a small meters outside equal to 1
whiteboard and then raise meter in the classroom to
them for me to check during make the simulating
the class discussion. process possible.”
Questions to ask: ● Experimental results v.s.
1) With your table, guess what theoretical results:
38
Adapted from H.Kang
the sine ratio looks like, Possible responses:
then use your guessed 1) “The height of the kite is
formula to calculate sin measured 0.77 meters.
(30°). When we convert the scale
2. Deriving the cosine ratio follows back, it becomes 7.7
a similar process as scenario 1. meters, where the
But, this time, the scenario gives calculation results lead us
the string length (hypotenuse) 1 with sin(50°) = x/10. This
meter, but the angle made by the shows x = 10sin(50°) = 7.66
string to the ground is 60 degrees. meters. The distance from
This time, students will be finding the bottom of the string to
the distance from the bottom of the the kite is measured 0.64
string to the kite instead. meters. When we convert
Similar questions will be asked. the scale back, it becomes
3. Present the Scenario: I will 6.4 meters, where the
introduce scenario 3-1 about Ms. calculation results lead us
Nguyen's daughter flying a kite with with cos (50°) = y/10. This
a string length (i.e., hypotenuse) of shows y = 10 cos(50°) =
10 meters and the angle (i.e., the 6.43 meters. The answers
given acute angle) the string makes match with each other.”
to the ground is 50 degrees. In this Students may also choose
scenario, students will find the the approach of calculating
missing information about the kite's one missing side, then use
height and the distance from the tangent to find the other
bottom of the string to the kite. one.
Students who volunteer will be ● Scenario 3-2:
invited to read the scenario to the
whole class loudly while I actively
listen and give reminders to the
students who may need to pay
more attention while their
classmate is reading.
● Modeling and labeling:
Students will also create a
right triangle diagram to
visualize this scenario, label
the known information, and
label the unknown
“The height of the kite is measured
information using different
1.5 meters. When we convert the
variables. After recording
scale back, it becomes 15 meters,
the measurements and
where the calculation results lead
coming back as a whole
us with sin(50°) = x/20. This shows
class, I will ask students to
x = 20sin(50°) = 15.32 meters. The
raise their whiteboards so I
distance from the bottom of the
can quickly scan what
string to the kite is measured 1.3
measurements each table
meters. When we convert the scale
has.
back, it becomes 13 meters, where
Questions to ask:
the calculation results lead us with
1) Create a geometric model
cos (50°) = y/20. This shows y = 20
that can be used to solve
cos(50°) = 12.86 meters. The
this problem, label all the
answers match with each other.”
given info, and label the
Students may also choose the
39
Adapted from H.Kang
unknown info using different approach of calculating one
variables. missing side, then use tangent to
● Simulating and Measuring: find the other one.
Students will first think ● Making conclusion under
about whether they can still context and math language:
simulate this scenario with a Possible responses:
real kite and take 1. Since the given acute angle
measurements in a is 50 degrees, and this is a
classroom setting where the right triangle, students may
given length is large. calculate the third angle by
Students will then be asked subtracting the angle
to brainstorm solutions to summation of 180 degrees
what we can do to make the with 50 and 90 degrees as
simulation process possible. 40 degrees. Then, by
Questions to ask: Angle-Angle, students may
1) Is it possible if we want to conclude those two
take real measurements by triangles are similar.
simulating this scenario in Sentence frame 1 (making
our classroom? Why? If not, a conclusion using the
what tricks can we use to context): “When the angle
make the simulation made by the string to the
process possible? Hint: ground stays the same, but
Think about the “George the string length increases,
Washington’s nose” the kite’s height and the
question (i.e., this question distance from the bottom of
asked students to use the string to the kite will
similarity to solve). increase with the same
● Experimental results v.s. proportion.”
theoretical results: Students Sentence frame 2 (making
will first take real a conclusion using math
measurements using language): “When the
scaling for the missing side corresponding angles on
lengths, then choose right triangles are
appropriate trigonometric congruent, but the length of
ratios to solve them the hypotenuse increases,
algebraically, and then then the lengths of legs of
compare whether their adjacent and opposite sides
theoretical calculation will also increase with the
matches the experimental same proportion.”
measurements. Students 1) “The converse statement is
will be asked to leave their still true. Since in similar
calculated results to the triangles (right triangle in
nearest hundredth. And this case), if the legs’
students will be converting lengths are increased, then
their scale back after the hypotenuse length will
measuring. also increase with the same
● Scenario 3-2 will have a proportion.”
similar process as 3-1, but 2) “The decreasing pattern will
this time the string length have the decreasing trend,
becomes 20 meters. where all the corresponding
● Making conclusion under sides’ lengths will decrease
context and math language: with the same proportion
40
Adapted from H.Kang
Students will compare scenarios 3- due to similarity.”
1 and 3-2, to find patterns by Day 2:
observing the same (i.e., angle ● Modeling and labeling:
measurements) and different Possible responses:
features (i.e., different side lengths) 1)
on the two right triangle models
and complete sentence frames to
describe the pattern in both using
the context and math language by
using similarity.
Questions to ask:
1) Complete 2 sentence
frames by choosing the
correct terminologies.
2) Do we think the converse of
this statement is also true?
3) What will happen if we have
the decreasing case (the
string length is shortened)? 2) “We can use the Pythagorean
Explain your reasoning. theorem because we already have
Day 2: the length for the hypotenuse and
one leg. Then, we can write x^2 =
1. Present Scenario 1: I will 12^2 - 10^2, then x = 7 meters.”
introduce scenario 1 about ● Simulating and Measuring
Ms. Nguyen's daughter Possible responses:
flying a kite with a string 1) Students might get a
length (i.e., hypotenuse) of measurement for the angle
12 meters, and the kite's made by the string to the
height is 10 meters. In this ground as 56 degrees and
scenario, students will find the distance from the
the missing information bottom of the string to the
about the string's angle to kite as 7 meters.
the ground. Students who ● Experimental results v.s.
volunteer will be invited to theoretical results:
read the scenario to the Possible responses:
whole class loudly while I 1) “Inverse trig ratios.”
actively listen and give −1 adj
reminders to the students 2) “θ = co s ( ), θ =
hyp
who may need to pay more
attention while their −1 opp
sin ( ) , we use the
classmate is reading. hyp
● Modeling and labeling: inverse sine ratio.” Since
Questions to ask: students have already
1) Students will create a right learned the formula for
triangle model to visualize inverse tangent and the
the scenario, and label their trigonometric ratios for sine
diagram. and cosine, they will be
2) Without the measurement referring to the inverse
for the angle, how will you tangent’s formula and
calculate the distance completing the other two
between the bottom of the inverse trigonometric ratios
string and the kite? Leave for inverse sine and cosine.
your answer as an integer. 3) “θ = sin−1 (10/12)=56°.”
41
Adapted from H.Kang
● Simulating and Measuring: 4) “cos (56°) = x/12. Then x =
Questions to ask: 12cos (56°) = 7 meters.”
1) Students will simulate the Students can also use
scenario in the classroom tangents for this problem.
and measure for the 5) “Yes.”
missing angle and side 2. The only difference in this
length. scenario is students will be using
● Experimental results v.s. an inverse cosine to find the
theoretical results: Students missing angle.
will use inverse
trigonometric ratios to find
missing angles and use
trigonometric ratios to find
missing side lengths, then
compare their calculations
with the measurements, but
students will derive the 2
new inverse trigonometric “θ = co s−1 (11/12)=24 °.”
ratios first by referring to Then, students can use
inverse tangents that they trigonometric ratio and the angle
learned before. they calculated to find the kite’s
Questions to ask: height.
1) What trigonometric property “sin (24°) = x/12. Then x = 12 sin
do we use to find the angle (24°) = 5 meters.”
of the string made with the ● Making conclusion under
ground? Trig ratio or context and math language:
inverse trig ratio? Possible responses:
2) Write out the formula for the 1) Students will first conclude
other 2 inverse trig ratios. using the context, “When
Which formula can we use the angles made by the
to find the angle made by string to the ground
the string to the ground? increases, but the string
3) Use a calculator to find the length stays the same, the
missing angle by inverse kite’s height will decrease,
trig ratio. and the distance from the
4) Use a calculator to find the bottom of the string to the
missing distance by trig kite will increase.”
ratio. 2) Students will then make a
5) Does the calculated answer conclusion using math
match the measurements language, “the length of the
and the side lengths side opposite to the larger
calculated using the angle will be greater than
Pythagorean theorem the length of the side
before? opposite to the smaller
2. Scenario 2 is similar to scenario angle.”
1, but the distance from the bottom
of the string to the kite is extended
to 11 meters. Students will first
make assumptions of what will
influence the angle of the string
and the kite’s height, then take
measurements, calculate, and then
42
Adapted from H.Kang
compare experimental and
theoretical results. Students will
use an inverse cosine to find the
missing angle this time.
● Making conclusion under
context and math language:
Questions to ask:
1) Students will complete a 2
sentence frame to conclude
the pattern they found by
comparing scenario 1 and
scenario 2.

What are the teachers thinking/assessment
Part 1: Closure doing/saying?
Describe how you are going to allow What are student expected
What questions will you ask that ask responses? How will students be able
students to analyze and make
students to demonstrate different to demonstrate learning using multiple
sense of what they learned today.
levels of knowledge around the representations?
phenomena and lesson objective?
Part 2: Assessment
How will EACH student provide
tangible evidence of demonstrating
understandings or
misunderstandings related to the
daily essential question(s) and
overall lesson objective?
Closing (__15___ minutes) Day 1: Day 1:

Day 1: 1. Students will be comparing 1. Possible responses:
1. Comparing Strategies (3 two methods of finding “I think calculating using
min). missing lengths of a right trigonometric ratios can be
2. Exit ticket: design a triangle: by measuring or by more practical. Because
rough draft on flying kites calculation using when the missing side is too
(12 min). trigonometric ratios. long, it is impossible to
Closing (__45___ minutes) Students will first discuss measure.”
this question with their 2. Model varies. Students may
Day 2: elbow partners, then want to generate a situation
1. Exit ticket: revise the volunteers will be chosen to when the string length
model using real data. share. (hypotenuse) is as long as
2. Gallery walk on choosing 2. Students will design a rough possible, the angle made by
the best model. draft of how they will fly the string to the ground
their kite to “optimize” the (given acute angle) as big
kite’s height with restrictions as possible (less than 90
such as the kite has a max degrees), but the distance
string length of 50 meters between the person holding
but will not fly perfectly the kite as short as possible
perpendicular to the ground. (adjacent side) to make the
kite seemingly flying
43
Adapted from H.Kang
Questions to ask: perpendicular to the ground,
When we fly a kite outside, we so the height (opposite
usually won’t tie the string to the side) can be “optimized.”
ground. Instead, we will hold the Possible responses:
string in our hand. How will you "The kite's height now becomes the
express the height of the kite now? sum of the height from the kite to
Day 2: the person's hand holding the string
1. Students will first watch a with the height from the person's
video on kite flying while hand to the ground."
decorating their kites and Day 2:
decide who will be flying the 1 and 2: Students will measure the
kite on their table. real data of the string length and
Students will revise their distance from the bottom of the
model created from the last string to the kite, then use an
class with real data they inverse trigonometric ratio to solve
measured from the outdoor the angle made by the string to the
kite flying activity. ground. Students will use the
calculated angle and trigonometric
ratio to find the kite's height.
Attachments
If you have electronic files (slides, worksheet, or tools) you are using with your lesson, please link them here.
● Lesson Slides (Day 1 + Day 2):
https://docs.google.com/presentation/d/1i_uvmz8WDu5W9gm9AlXil95cu4GDal-7NwIgG-0Dca8/
edit#slide=id.g258719f2195_0_17
● Day 1 Worksheet: https://docs.google.com/document/d/10qEz3J08sdTpBYaILRZEv9MLmnLzITh-
dPocepjukIE/edit
https://docs.google.com/document/d/1l0wOWRywttaxfQVqdMo8stMgZYbm1k0T-VzB76rVyCA/edit
● Day 2 Worksheet: https://docs.google.com/document/d/1MaAkEKdnqu4OT1BOw3w1vwGYQ6-
VDOa8Olm94KxDplY/edit
https://docs.google.com/document/d/1QrlJ1tPJdJD9bPvg451Mll2wJ0g5-qI1Nw_qnkMsKME/edit
https://docs.google.com/document/d/1DLkfxPlX8acBZV7Rd1S5l9jGoPUGc0Y6UTjPwhhhZOs/edit
https://docs.google.com/document/d/1nieHJY13kg_IRIjvR_mkhKyGFNfxyJsGpbl9mbes2fA/edit
https://docs.google.com/document/d/13jfjEPysh6PeCX_MBsw1NK8vctr8T8nH8dTdiCzdvyg/edit
https://docs.google.com/document/d/1bM0FLeafxw3b-4yitc91JmH8bpGJgJBsoHfZrVG0M9w/edit
Supporting Readings
44
Adapted from H.Kang
Students with Special Needs
Developing meaningful mathematics goals for IEPs
Rachel Lambert IEP goals as a barrier to inclusion
Insider accounts of dyslexia from research mathematicians
Student Funds of Knowledge, identity, and inclusion/participation in instruction
Beyond “misconceptions”: How to recognize and build on facets of student thinking (STEM Teaching
tool)
Building a thinking classroom in math
Creating safe spaces for students in the classroom
Designing for a Rightful Presence as a Lens for Science Teacher Education Research
Strategies and resources for contextualizing the curriculum based on the funds of knowledge
approach: a literature review
Re-Engaging Students in Science: Issues of Assessment, Funds of Knowledge and Sites for Learning
Teaching Science With a Commitment to Community
Developing high quality learning objectives and aligning instruction
Developing meaningful mathematics goals for IEPs or watch video: Rachel Lambert IEP goals as a
barrier to inclusion
Developing learning objectives (University of Wisconsin)
Developing learning outcomes (Stanford University)
A simple tool for aligning instruction and assessment
Evidence of Learning
7 smart, fast ways, to do formative assessment
14 examples of formative assessment

45
Adapted from H.Kang
Five Evidence Gathering Routines Reading
The Informal Formative Assessment Cycle as a Model for Teacher Practice
Formative Assessment for Equitable Learning - Leveraging Student Voice Through Practical
Measures
46
Adapted from H.Kang

Dian Tang Teach Ed143b Math 2023

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2023-24 Secondary Math Methods Field Teaching Report

MATH Field Teaching Plan and Report

Notes in gray boxes are advice on writing the lesson plan.

Course: Enhanced Math II School: Northwood High School

Google Slide: https://docs.google.com/presentation/d/1i_uvmz8WDu5W9gm9AlXil95cu4GDal-7NwIgG-

Part I: Information about the Lesson or Unit

● Type of school: Urban Suburban Rural

● Tracking level: Untracked Lower track College bound Inclusion

Language Proficiency Level (# of students at each level):

Emerging: ____2_____ Expanding: _____1_____ Bridging: _____0_____ RFEP: _____15_____

Students with Specific Learning Needs

Students with Specific Language Number of Students Supports, Accommodations, Modifications

Other Learning Needs Number of Students Supports, Accommodations, Modifications

CONNECTING THEORIES TO PRACTICES (supporting readings at end of document)

Learning from students (between 150 and 250 words):

ABSTRACT (~50-100 words per question)

How does the lesson align to the CA Common Core Standards?

● SMP 4: Model with Mathematics.

● SMP 2: Reason Abstractly and Quantitatively.

Part II: Clarifying Your Goals for the Topic

KNOWLEDGE: Big Ideas

The Common Core State Standards

Lesson situated within a unit:

□ What lesson is expected to follow this lesson sequence?

What students already/need to know prior to this lesson:

What students will learn:

Identifying Real World and Mathematical Connections

Student Prior Knowledge

CONNECTING THEORIES TO PRACTICES

Paragraph for Whole Class: (between 150 and 200 words)

CONNECTING THEORIES TO PRACTICES

Paragraph 1 (between 150 and 200 words)

Paragraph 2 (between 150 and 200 words)

Complete and reference one additional reading on evidence of learning.

EVIDENCE OF STUDENT UNDERSTANDING

INCORPORATING ACADEMIC LANGUAGE

● Explain trigonometric concepts:

● Discuss real-world application:

Analyze Explain Interpret Justify with Other: Construct

1) Vocabulary development through visual aids and manipulations:

Part III: Classroom Activities

Eliciting Student Ideas

Designing task, tools, and talk

● Providing scaffolding to express ideas

● Not using any academic languages at this stage

OVERVIEW OF ACTIVITIES SEQUENCES FOR 3 DAYS

Learning activities ● Vocabulary Recall:

Learning activities ● Vocabulary Recall:

Assessment tasks ● The guiding worksheet serves as a formative assessment:

Learning activities There’s no day 3 for this lesson.

What students will

What students will

DETAILED LESSON PLAN FOR 2 DAYS

Sequence/Activities/Grouping Teacher Actions/Questions Student actions/possible

Introduction (__15_ minutes) Day 1: Day 1:

Sequence/Activities/Grouping Teacher Actions/Questions Student actions/possible

Body of the Lesson (__60___ Day 1: 1. Student volunteers will be

Sequence/Activities/Grouping Teacher Actions/Questions Student actions/possible

Closing (__15___ minutes) Day 1: Day 1:

Developing meaningful mathematics goals for IEPs

Rachel Lambert IEP goals as a barrier to inclusion

Insider accounts of dyslexia from research mathematicians

Student Funds of Knowledge, identity, and inclusion/participation in instruction

Emerging: __2_ Expanding: _1_ Bridging: _0_ RFEP: _15___

Body of the Lesson (60_ Day 1: 1. Student volunteers will be

Closing (15_ minutes) Day 1: Day 1: