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Quarter 1 Module 1.1 Real Number System Measurement Scientific Notation Module 1.2 Integers Module 1.3 Ordering Integers Module 1.4 Properties of Addition Module 1.5 Addition and Subtraction of Integers Module 1.6 Multiplication of Integers Module 1.7 Division of Integers Module 1.8 Rational and Irrational Numbers Quarter 1.9 Measurement Quarter 1.10 Scientific Notation Quarter 2 Module 2.1 Algebraic Expressions and First-Degree Equations and Inequalities in One Variable Module 2.2 Laws of Exponents and Simplifying Algebraic Expressions Module 2.3 Polynomials Module 2.4 Special Products and Factoring Module 2.5 First-Degree Equations and Inequalities in One Variable Module 2.6 Solving First-Degree Equations and Inequalities in One Variable Quarter 3 Module 3.1 Rational Algebraic Expressions in Simplest Form Module 3.2 Operations on Rational Algebraic Expressions Module 3.3 Applications of Rational Algebraic Expressions Module 3.4 Graphs of Linear Equations in Two Variables Module 3.5 Equation of a Linear Equation in Two Variables Module 3.6 Applications of Linear Equations in Two Variables Module 3.7 Graphs of Linear Inequalities in Two Variables Quarter 3 Module 4.1 Kinds of Systems of Linear Equations Module 4.2 Solving Systems of Linear Equations by Graphing Module 4.3 Solving Systems of Linear Equations by Elimination Module 4.4 Solving Systems of Linear Equations by Substitution Module 4.5 Problems Involving Systems of Linear Equations Module 4.6 Problems Involving Systems of Linear Equations Module 4.7 Systems of Linear Inequalities

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// SECOND YEAR 2010 SEC CURRICULUM GUIDE

and Eq.. .Sequences and Series. Back to Contents // THIRD YEAR 2010 SEC CURRICULUM GUIDE Mathematics 3 Curriculum Guide Back to Contents // FOURTH YEAR 2010 SEC Content is not yet available.Variations... Guide Application Application of Rational Exp. Evaluation of Expressions ERE written in Radical Forms Simplification of Expressions Solution of Radical Equations Solutions of Rational Algebraic Equations Quarter III . Quarter IV .Mathematics Curriculum Guide Back to Contents TEACHING GUIDE Quarter I: Special Products and Factors and Quadratic Equations Factoring Guide Application Rules on Special Products Quadratic Equations Application Sum and Product of Roots Quarter II: Rational Algebraic Equations and Expressions with Rational Exponents Applications of Radical Exp.

Law of Cosines Brett Tyrrell Tyler Rational Unit Plan Dr. This unit plan will be implemented in three separate class all of 19 to 23 students. Only a couple of students have seen trigonometry outside/prior to this unit. Law of Sines. p. or maybe business cycles. and every geometrical problem we deal with is not so kind to give us a ninety degree angle with every triangle the Law of Cosines can be used to generalize to non-right triangles. Wyoming Materials Required: Discovrying Geometry Textbook: Key Curriculum Press Activity Time: This unitis designed to take 2 weeks Concepts Taught: Trigonometric Ratios. Students can use trigonometry to enrich their mind and expand there thinking. I looked at the Common Core Standards to make sure I was aligning with them. cosine. 2012 The general topic of this unit plan is going to be about trigonometric ratios and problem solving with trigonometry. There is a high amount of academic rigor stressed in the community. and ratios and proportions. stock market trends. Since the Pythagorean Theorem can only be used with right triangles. this includes the students who found out from self-interest or parental involvement. The community is in Laramie. Tyler talks about the importance of more than one “appraisal” so that you are able to identify . All three of the previously mentioned topics will be necessary to have success with trigonometry. Furthermore. but the Laramie Junior High School has more junior high students than the other three schools combined. one of the few college towns in Wyoming. The definitions of sine. similarity and congruency conjectures. level: Senior Posted Sun Apr 1 21:35:53 PDT 2012 by Brett Tyrrell (Brett Tyrrell). These students are eighth and ninth grade students in an advance geometry course at Laramie Junior High School which is part of Albany County School District #1.#4589. Learning experiences are the interactions between the learner and external conditions that can be interacted with (Tyler. Janak March 26. these laws yield two possible solutions in the ambiguous case. these are fundamental in many real-world and theoretical problem situations. Tyler also stresses that learning takes place through the active behavior of the student. 62). There are three other junior high level schools in Laramie. While planning the lessons. it is what the student does that is learned. but more practically trigonometry can be used in surveying.. Albany County School District #1. heights of building or trees. illustrating that Side-Side-Angle is not a congruence criterion. I used Tyler’s example (p. rather than just giving myself a script or notes I included what the students should be doing during the lesson. engineering problems. Laramie. the parents of many of these “advanced” students. in particular. To create this unit I start by making a two-dimensional graph with behavior and content objectives. and tangent for acute angles are found on right triangles and similarity. Partnered with the Law of Sines. I also focused on learning experiences within each lesson plan. This is the last unit in the geometry course prior to taking a final exam.. Wyoming. By completely solving triangles I mean find every angle and side length. Trigonometry Unit Plan Mathematics. in conjunction with the Pythagorean Theorem.50) as a reference for this unit plan. Prior to teaching the trigonometry unit the students have utilized Pythagorean Theorem.not the teacher. the Law of Cosines embodies the triangle congruence criteria for the cases where three pieces of information suffice to completely solve a triangle.

includes a heavy portion on applied problems.” (p. similarity. and Similarity. however. this will prepare them for the Advance Placement Prep course all of these students will be taking next year or the year following. as most of my other units. The cross-curricular integration opportunities are limited within the junior high setting. business. I would then cross reference the two-dimensional chart. My students in the classroom should be engaged with some type of math problem for the duration of class. Though this is the last unit in my geometry course. This unit builds on three previously done units: Pythagorean Theorem. These units have proved a background and a base to launch off of into trigonometry. and science enthusiasts are able to include trigonometry within a unit. However music. and discovery. 112). Triangle Congruency. and Trigonometry G-STR . As a final goal for this trigonometric unit students will be able to apply the Law of Sines and the Law of Cosines in real and theoretical problems. Right Triangles. Perhaps the most important goal that will be included in this unit is for students to be able to apply trigonometric ratios and the Pythagorean Theorem to solve problems both theoretical and applicable. sixth. possibly as late as 12th grade non-math teachers shy away from getting into many units that could include trigonometry. and the assessments (both formative and summative). Students will be provided learning experiences to understand similarity and side ratios in right triangles leading to definitions of trigonometric ratios for acute angles. Many of the students have seen topics such as rations. to implement this I have created two quizzes to take after some of the material has been covered. In essence the students are doing in my classroom rather than just listening. These assessments were made towards the end of the planning stage. To create the quiz and test I referred to the two dimensional chart (included later in this write-up).progress or changes. He goes on to say that the evaluation should “observe the degree to which the objectives are actually being realized. Discovering Geometry while others were utilized to meet specific objectives stated within the lesson plans.” (p. Common Core Standards for Mathematics Similarity. 110). Tyler states that “…the two-dimensional analysis which served as a basis for planning the learning experiences also serves as the basis for planning the evaluation procedures. This AP Prep course will delve deeper into trigonometry while my unit is giving an overview and some particulars that apply directly to previous units. the lesson objectives. and even Pythagorean Theorem in fifth. I do include theoretical problems in addition to real-life problem situations. talking. Note: some questions on the test came from the textbook. However. Though I find theoretical math exciting and captivating. I know my students have seen this before because we have a vertical meeting for mathematics once a year as well as heavy collaboration at the 7-9 levels in the junior high school. Goal two is for the students to be able to explain and use the relationship between the sine and cosine of complementary angles. This unit. This unit reflects my teaching philosophy in the sense that I have the students exploring. since most of the junior high students will not see this material until 10th grade. working. The broad goals of my unit had influence from the Common Core Standards. and/or seventh grade. I realize not all fourteen year olds feel the same way. I finished the unit by working on the unit test. proportions.

each objective is written . B.. resultant forces). leading to definitions of trigonometric ratios for acute angles. MA: Pearson Serra. Explain and use the relationship between the sine and cosine of complementary angles. Kennedy.. Chicago. 8. W.g. Boston. Angles of depression and elevation X X X X 3. 2003) as well as some supplemented pages from Geometry Common Core (Randall et al. Tangent X X X X 2. Sine X X X X b. Cosine X X X X c. These are included to give a better understanding to the types of problems and homework the students will be expected to understand.). Law of Cosines X X X X References Common Core State Standards for Mathematics. Understand that by similarity. 7. 10. Retrieved March 26. Geometry Common Core. Ability to apply principles Develop cooperative behavior/attitudes 1. (2003). 2012. I. The objectives within the unit are broken down within each lesson plan. M. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.Trigonometric Ratios X X X X a. Law of Sines X X X X 4.org/standards Randall.corestandards. (+) Prove the Laws of Sines and Cosines and use them to solve problems. (Original work published 1949) Organization of content/Instructional plan This section will give a detailed description of each lesson with in the trigonometry unit. Behavior Aspect of the Objectives Content Aspect of the Objectives 1. 11. Understand the Important facts and principles 2. Ability to interpret data 3. from http://www..Define trigonometric ratios and solve problems involving right triangles 6. R. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e. Apply trigonometry to general triangles 9. CA: Key Curriculum Press. after each lesson plan there is the included pages from Discovery Geometry (Serra. Common Core State Standards. side ratios in right triangles are properties of the angles in the triangle. (2011). Discovering Geometry: An Investigative Approach. surveying problems. D. In total there are five lesson plans. (2012). Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. Emeryville. Tyler. 2012). C. Hall. Basic Principles of Curriculum and Instruction (Paperback ed.. (1969). IL: The University of Chicago Press.

prior to being able to have a second chance they will have to come in for remediation type instruction on their own time. Tyler (1949) reasons that we must give students an opportunity to show they have acquired a behavior. The students will not receive any handouts or worksheets during this unit unless they are absent. One class prior to taking the unit test will be devoted to a class review. making it easier to target areas of struggle and gives the students a verbal way to show they have meet the objectives. and planning periods (if it coincides with their study hall). This serves two purposes: 1) It allows the students to see what type of work is expected of them from the homework problems 2) It will be used as the answer key to go over the homework the following class period. and an entire section devoted to problem solving skills. lunch. and homework I will be monitoring each student’s progress towards successful completion. As the teacher I will be monitoring these discussion. namely. 110). “The process of evaluation begins with the objectives of the educational program. investigation. listening for misconceptions and understanding of the material. At any time I deem necessary I will bring individual students or groups of two to four in for extra help. p. A focal point of the unit is problem-solving thus application problems are included in the introduction. each of these are included at the end of the document.” The Laws of Sines and Cosines must build upon an understanding of the trigonometric ratios. p. Another formal assessment for this unit is the Geometry of Baseball project. The questioning techniques and discussions utilized within the everyday classroom provide the basis for my formative assessments.” (Tyler.as illustrated in Tyler’s (1969) Basic Principles of Curriculum and Instruction. in which case they will be given a copy of the notes. each lesson. also included below. The order of my lessons are important because Tyler (1949. after school. The times will include before school. One quiz and one unit test will be given as formal assessments. Laramie Junior High School Weekly Instruction Plan Teacher’s Name: Brett Tyrrell Nature of Lesson: Trigonometric Ratios Standards Being Addressed: Define trigonometric ratios and solve problems involving right triangles . Assessment/Evaluation Plan Within all my unit plans certain types of formative assessment will be included. The cooperative learning environment will require and encourage students to communicate their mathematic learning knowledge. By bringing each student in that did not meet the requirements the first time it allows a one-on-one correspondence. For those students that do not meet the objectives and standards on the unit test I will offer a retake. 1949. However. while work on homework problems and problems done on white boards will add to the formative assessment during the unit. 85) states that “Sequence as a criterion emphasizes the importance of having each successive experience build upon the preceding one but to go more broadly and deeply into the matters involved. Each homework assignment is included below. The review will include teacher and students discussing questions and practicing questions by means of individual white board practice. I also will only give up to an 82 percent on a retake. sine and cosine. During each lesson.

and tangent.Objective: 1. During the PowerPoint presentation the students will be taking notes and asking questions. Quiz. Test Correctives to be used: Help students’ correct mistakes in class while working on homework Content to do in class: Teacher: Introduction to Trigonometry…pose the Leaning Tower of Pisa problem on document camera and ask. To interpret data using sine. 3. Students will then do the Investigation: Trigonometric Tables with the objective of understanding sine. cosine. Homework p. To understand the usefulness of trigonometry and develop cooperative behavior. and tangent. cosine. To discover important facts and principles with trigonometric ratios. Assessments to be used: Allow students to work in groups or pairs on problems in class with teacher guidance Listen to student questions Homework. and tangent. including sine. cosine. “If you were to drop an object from the top of the Leaning Tower of Pisa how far away from the base would it land?” PowerPoint (slides attached) Monitor Investigation Students (experiences the teacher is expecting the students to be having): Discuss Leaning Tower of Pisa problem including what information they need to begin and what mathematical properties are capable of solving such a problem. 2. 624 #1-13 odds and 14-20 Laramie Junior High School Weekly Instruction Plan Teacher’s Name: Brett Tyrrell Nature of Lesson: Trigonometric Ratios Standards Being Addressed: Define trigonometric ratios and solve problems involving right triangles .

“Lunch Bunch” Content to do in class: Teacher: Introduce angles of elevation and depression with the theatre problem. Have the students stand-up. Test Correctives to be used: Help students’ correct mistakes in class while working on homework.2 from the text book (included below). Homework p. and kinesthetic. To develop cooperative behavior and problem-solving skills Assessments to be used: Allow students to work in groups on problems in class with teacher guidance Listen to student questions Homework. Quiz.Objective: 1. The students will then be engage in communicating their understanding in groups of two-three. In the second part of the lesson the students will be asked to read the first page of section 12. 628 #2-4. To be able to apply principles to problems involving trigonometric ratios 2. visual. The students will be seeing theatre lights as well as other visual models of the two types of angles being discussed. Questions will include: “Who will have to have an angle of elevation between a short student and tall student?” “Which students will have the most extreme angles of elevation and depression in the class?” “How does the distance between the two people affect the angles?” Students: The learning opportunities for students to have in this lesson will include audio. Prior to beginning to work on the application problems involving trigonometric ratios the students will be able to demonstrate an angle of depression and angle of elevation while moving about the classroom. 8 Laramie Junior High School Weekly Instruction Plan Teacher’s Name: Brett Tyrrell Nature of Lesson: Law of Sines . Instruct the students to read page 627 in their textbook and discuss their understanding with a partner. stress that these two angles are alternate interior angles and will therefore be congruent. find a partner and demonstrate each angle with multiple partners by making eye contact with other students. Include a drawing on the board when differing between the angle of elevation and depression. To interpret data involving angles of depression and elevation 3.

Standards Being Addressed: Geometry. Problem Solving Objective: 1. Reasoning. b. Communication. Reasoning. To use the Law of Cosines to solve practical problems. Question to ask: “How do you find the area of a triangle?” “Are there any patterns or relationships that are appearing?” Instruct the students to do Investigation 2: The Law of Sines Steps 1-7 “When can you use the Law of Sines?” (ASA or AAS) Students: Participate in the investigation with one other person. where a and b are the lengths of two sides and C is the angle between them. step 2. Representation. Homework p. Connections. Connections. Assessments to be used: Allow students to work in groups on problems in class with teacher guidance Listen to student questions Homework. Measurement. Help students’ correct mistakes in class while working on homework. Measurement. To interpret data using the Law of Cosines 3. 5-11 Laramie Junior High School Weekly Instruction Plan Teacher’s Name: Brett Tyrrell Nature of Lesson: Law of Cosines Standards Being Addressed: Geometry. Test Correctives to be used: Help the students through the investigations. Problem Solving Objective: 1. 637 #1. b is opposite B. Algebra. B. To interpret data using the Law of Sines 3. concluding with the SAS Triangle Area Conjecture. To use the Law of Sines to solve practical problems. and c is opposite C). sin A/a=sinB/b=sinC/c The homework problems will include application and theorectical problems involving the Law of Sines. Representation.For a triangle with angles A. Quiz. and c (a is opposite A. 2. To understand the important facts and principles involving the Law of Sines 2.The area of a triangle is given by the formula A = ½ ab sinC. Content to do in class: Teacher: Instruct the student to do the Investigation 1: Area of a Triangle step 1 (a and b). and C and side lengths of a. . Algebra. Communication. The will then actively take part in the second investigation with the intent of finding: Law of Sines. Monitor the students so they are on the correct track of coming up with the SAS Triangle Conjecture. To understand the important facts and principles involving the Law of Cosines 2.

For any triangle with sides of lengths a.” “What are the ratios for sin A and cos A? a/c and b/c?” “What does the Pythagorean Theorem tell us?” Then (sin A)2 + (cos A)2 = (a/c)2 + (b/c)2 (a2 +b2)/c2 is equal to 1. Test Correctives to be used: Help students’ correct mistakes in class while working on homework Content for the teacher to do in class: Teacher: Draw a right triangle ABC. To apply prinicples of trigonometric ratios. b. Algebra. and c. c2 = a2 + b2 – 2ab cos(C) “When can use the Law of Cosines?” (SSS and SAS). Reasoning. and Law of Cosines to solve application problems 3. Law of Sines. where C is the 90 degree angle. To develop cooperative behavior and problem-solving skills Assessments to be used: Allow students to work in groups on problems in class with teacher guidance . 643 #1-9 Laramie Junior High School Weekly Instruction Plan Teacher’s Name: Brett Tyrrell Nature of Lesson: Application Problems and Baseball Project Standards Being Addressed: Geometry. Then (a2 +b2) = c2 Law of Cosines. Pick any measure for angle A and find (sin A)2 + (cos A)2 = . The students will be asked to give their thoughts while the teacher is doing the problem at the board and the students are doing the problem at the desks. and with C the angle opposite the side with length c. Measurement. Problem Solving Objective: 1. Quiz. Communication. and Law of Cosines 2. Representation. “Compare your answer to those around you. Law of Sines. (It will be 1 every time). Homework p. Connections. To interpret data using trigonometric ratios. Students: The students will be writing in their notes while the teacher is giving them the problem situation and they will be expected to participate in the discussion.Assessments to be used: Allow students to work in groups on problems in class with teacher guidance Listen to student questions Homework.

Listen to student questions Homework. and interpreting data. 12 m n 40̊ B Area of triangle ABC = Angel A = 70̊ AB is congruent to BC . AC 17 cm 10 mm x 15 cm x= . They will be paired up and expected to explain their thinking to others (including the teacher). Quiz. Test Correctives to be used: Help students’ correct mistakes in class while working on homework Content to do in class: The students will begin class with The Geometry of Baseball Project: in groups of three or four. sin Q = 24 cos Q = tan Q = Q 30 R In problems 2-5. 648 #1-8 Chapter 12 Quiz Name: Date: Period: P Angle P is 90 degrees. they will be discussing. analyzing. Homework: p. The students will be working on application problems for the duration of the class. round your answers to the nearest tenth.

how far away is Romeo from the base of her balcony? #2029. data and to chat with their partners using meaningful and respectful dialogue. level: Middle Posted Fri Sep 23 08:34:29 PDT 2011 by Joyce Fisher (Joyce Fisher).School/State/Province/City/ Country Step2 After project acceptance email arrives you will be required to register yourself and have your students register at Kidlink. Median. Sweden Materials Required: Computers Activity Time: PBL 3 days Concepts Taught: Mean. Stats for Cool Math Cats Kidlink. questions.This will allow each paired class will be able to have time to network and syncronize their times. It is important that the students answer their registration questions respectfully. Click on the link at the bottom of the page on.Mode. Be sure you right down their assigned nick name and pass word to log on throughout the project. Step 4 . you and your students will receive a nick name login and password. The link can be found below to register at kidlink Once questions are answered and approved. Stats for Cool Math Cats Mathematics. They will use to post comments.Number and age of students .Teacher's name . She uses her angle measuring device and finds his position is 3̊ from the horizontal. graphing STEP 1 HOW TO JOIN THE PROJECT: You must first register to show interest in the project itself by following the registration instructions below.com or skype.As Juliet stands 15 feet off the ground on her balcony. via email obxdreamn7@gmail. To the nearest foot.<--Click for supportive ideas.Skpe name is helpful . Send the following information to the project moderator: Joyce Fisher at obxdreamn7@gmail. thoughtfully. The registration deadline is useful for pairing of schools. The coordinator will be always ready to help.Teacher's email . and sincerely in order to be granted acceptance into the project. she spots Romeo in the distance. Register at Kidlink The fixed times are just as an indication. standing on the ground. My Skype name obxdreamn under Joyce L Fisher Step3 All participating students and teachers must answer the four Kidlink registration questions.com .

country origin on their Math Cool Cats Class Page introduction/2011. This is where the data will be uploaded. each group will be paired with their students groups. and logged in and on this current page. This page will promote collaboration with in small groups. From this current page scroll to the bottom click on create your Math Cool Cats Class page you are on the Stats for Cool Math Cats project registration page Contributor: a-JoyceF (United States) .Once approved for the project teachers wll create a page including the school name . student Kidlink nick names.student stat group numbers. To create this page you must first be approved. When the classrooms are paired.

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