Trigonometry Unit Plan

Trigonometry Grade 11
Title of Unit Grade Level
Math 20-2 5 Days
Subject Time Frame
Mr. Izyk
Developed By

Learning Outcomes

GLO’s SLO’s Possible Achievement Indicators

Geometry 3. Solve problems that involve the cosine law and the sine 3.1 draw a diagram to represent a problem that involves the
Develop Spatial law, excluding the ambiguous case. cosine law or sine law.
Sense [CN, PS, R]
3.2 Explain the steps in a given proof of the sine law or cosine
law

3.3 Solve contextual problems that requires the use of the sine
law or cosine law, and explain the reasoning

3.4 solve a contextual problem that involves more than one

triangle

Big Mathematical Ideas

Shapes and Solids:

 Triangles can be described, categorized and named based on the relative lengths of their sides and angles

Orientation and Location

 The orientation of an object does not change the other attributes of the object

Transformations
 Shapes can be transformed to similar shapes (larger or smaller) with proportional corresponding sides and congruent corresponding angles

Measurement
 Some attributes of objects are measurable and can be quantifies using unit amounts. Measurement involves a selected attribute of an object
(length, area, mass, volume, capacity) and a comparison of the object being measured against a unit of the same attributes
Inquiry/Essential Question(s)

Main Question Sub Question(s)

 How can trigonometry be used to measure unknown heights and  How can you visualize the primary trigonometric ratios?
distances which cannot easily be measured?  How are the trigonometric ratios useful?
 How is it that sin can be used in triangles that are not right
angle?
 What can sine law be used for and why is it useful in real
life context?
 Where does cosine law come from?
 How can you determine which law to use to solve for an
unknown?

Prior Knowledge/Skills

From previous learning students might…

 know the procedure for using the primary trigonometric ratios and Pythagoras theorem for solving unknown angles and sides in a right-angle
triangle.
 know, conceptually, that the trigonometric ratios are a comparison of lengths of sides of a triangle. That the changing size of a triangle changes
each length, but not the ratio, or comparison of the sides to each other. That similar triangles will have equivalent trigonometric ratios.
 be able to identify the hypotenuse of a right-angle triangle, and the opposite and adjacent sides of a given angle.
New Knowledge New Skills

Students will know... Students will be able to…

length of opposite side  Use the sine law to determine side lengths and angle
 The ratio of are equivalent for all three side-angle measures in acute triangles
sin ( angle )
 Use the cosine law to determine side lengths and angle
pairs in an acute triangle
measures in acute triangles
 The sine law and cosine law can be used to determine unknown side
 Solve problems that can be modelled using acute
lengths or angle measures in acute triangles
triangles, by using sine law, cosine law, the primary
 That real world situations can be modeled using acute triangles
trigonometric ratios, and the sum of angles.
 Which trigonometric tool can/should be used is solving problems modelled
 Explain the steps in a given proof of the sine or cosine
by acute triangles?
law
 Draw a diagram to represent a problem that involves the
cosine or sine law

Unit Rational/Goal

In this unit I want to emphasize to students the importance and usefulness of the trigonometric ratios. Triangles can be manipulated, transformed, and
rotated, and they have attributes which can be measured to create advantageous results, like measuring difficult/challenging distances. I also want to
stimulate curiosity, engagement, and interest in the usefulness of trigonometry. I will be showing students a real-world example of how sine law was
used to map the entirety of France and India. Additionally, I am hoping visualization of the primary trigonometric ratios and visualization of sine law will
aid in helping students to develop conceptual understandings of the sine and cosine law.
In using technology, I am trying to make math and geometry less static and more dynamic. This is a good unit for students to start building
some problem-solving skills. Sine and cosine law require procedural and conceptual understanding to use properly. I want students to solve problems
which will involve more than just the application of the formulas. Students will be asked to think about the problem-solving process by engaging with
novel questions which require application of knowledge, not just replication or mimicking.
Resources

Learning Resources

- Nelson Principle of Mathematics 11

- https://practical.engineering/blog/2018/7/10/how-does-land-surveying-work (Land Surveying Trigonometry)
- https://schooltutoring.com/help/math-review-of-trigonometry-and-navigation/ (GPS)
- https://www.storyofmathematics.com/law-of-cosines

Teaching Resources

- https://www.youtube.com/watch?v=CAkMUdeB06o (Pythagorean Theorem Visualization)

- Triangulation Map of France for notice wonder activity
- https://wncpactivemath.wordpress.com/math-30-3/math-30-3-trigonometry/ (speed dating activity /row game)
- https://practical.engineering/blog/2018/7/10/how-does-land-surveying-work (Land surveying)
- https://danpearcymaths.wordpress.com/2013/04/17/introducing-trigonometry-taking-a-digital-leaf-out-of-fawn-nyugens-book/ (Primary Trig
Ratio Exploration activity)
- https://betterlesson.com/lesson/520659/law-of-sines-introduction (introduction to sine law)
- https://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/9-12/LawCosines-AS-Discover.pdf

Activities/Apps

- https://www.geogebra.org/m/UD2HFF9y (Sine Law Visualization)

- https://www.geogebra.org/m/UUrFubnN (Primary Trig Ratio Concept)
Timeline

Day Lesson Concep Indicators Activities Assessment

Title t S – summative
F - formative
1 Trigonometry G3 - Overview:
Review In the first lesson my focus is to understand and assess students current
working understanding of trigonometric ratios and the Pythagorean F: Row Game
Primary Trig theorem. This lesson will focus on building and reviewing the conceptual F: Exit Slip for
Ratios, understanding of the primary trig ratios, in addition to visualizing the ratios practice
Pythagorean and the Pythagorean theorem.
Theorem,
Interior Key Question(s):
- How can you visualize the primary trigonometric ratios?
- Why do similar triangles have equivalent trigonometric
ratios?

Teaching and/or Learning Strategies:

- CRA (Concrete-Representational-Abstract)
- Visualization
- Build Conceptual Understanding
- Technology

Sequence
1. Lesson hook asking students to determine or estimate the height of
the bow tower in Calgary
2. Activity exploring similar triangles and ratio’s of pairs of sides, giving
students a chance to explore the fact that similar triangles will
produce the same ratio for the same pair of sides, regardless of
triangles side length.
3. Students will use knowledge from the previous activity to now try
and determine the height of the bow tower after being given the
angle and distance from the base of the tower. Students will also be
asked if they remember how to calculate the hypotenuse using
Pythagorean theorem.
4. Show a quick video with a visualization of the Pythagorean theorem
5. Practice trig solving questions with a row game activity
6. Respond to and submit an exit slip to the bolded key question
above.

Resources:
- Nelson Principle of Mathematics 11
- https://www.youtube.com/watch?v=CAkMUdeB06o (Pythagorean
Theorem Visualization)
 - https://www.geogebra.org/m/UUrFubnN (Primary Trig Ratio
Concept)
- https://danpearcymaths.wordpress.com/2013/04/17/introducing-
trigonometry-taking-a-digital-leaf-out-of-fawn-nyugens-book/

Overview
Students will be introduced to sine law in this lesson. The visualization will F: Fist to five for
demonstrate to students that regardless of the shape, size and orientation understanding
of a triangle, the ratio of the side length to the sine of the corresponding F: Exit Slip for
angle will all be the same. Students will practice problems requiring the use reflection
of sine law.

Key Question(s):
- How is it that sin can be used in triangles that are not right angle?
- What can sine law be used for and why is it useful in real life
context?

Teaching and/or Learning Strategies

- What do you notice, what do you wonder (curiosity/engagement)
- Technology (GeoGebra)
- Visualization
- Conceptual Understanding

Sequence
Sine Law 3.1
2 G3 1. Learning goals for the day
3.3
2. Fun Fact
3. Start lesson with Notice, Wonder Activity
4. Discovery of sine law worksheet
5. Teacher directed Consolidation of what sine law is
6. Student practice problems
7. Exit Slip for reflection

Resources:
- https://www.geogebra.org/m/UD2HFF9y (Sine Law Visualization)
- Triangulation Map of France for notice wonder activity
- Nelson Principle of Mathematics 11
- https://practical.engineering/blog/2018/7/10/how-does-land-
surveying-work (Land Surveying Trigonometry)
- https://schooltutoring.com/help/math-review-of-trigonometry-and-
navigation/ (GPS)
Note
- Calculator in degree mode
- Arcsine calculator

3 Cosine Law G3 3.2 Overview:

3.3 Introduction to the cosine law. Students will practice problems requiring the F: open middle
 use of cosine law. The teacher will demonstrate the proof of the cosine law question sine law to
to highlight where the law comes from. The teacher will start the lesson start the day
with a formative review question, in the form of an open middle problem, F: Entry Question
where students must solve an unknown using sine law. The Teacher will F: Exit Slip for
then demonstrate to students that sine law will not always work for finding practice
an unknown side or angle in a triangle.

Key Question(s):
- Where does cosine law come from?

Teaching and/or Learning Strategies:

- Speed dating or row game (teacher observe conversation)
- Direct Instruction
- Number Sense Routine
- Challenge Problem
- Cooperative practice

Sequence:
1. Start the lesson with an open middle with blanks where students
need to use sine law to solve, they are given autonomy over what
values to use.
2. Give students fun math fact for the day
3. Tell students the learning goal for the day
4. The teacher will show the cosine law and the proof for the law.
5. Teacher modelling, I do, you do how to solve problems using the
cosine law
6. Students practice questions using the cosine law, questions from
textbook
7. Exit slip, construct a scenario (triangle) where you could use either
sine, or cosine law to find a single unknown for a created triangle.
Explain which rule you would use and why.

Resources:
- https://wncpactivemath.wordpress.com/math-30-3/math-30-3-
trigonometry/
- Nelson Principle of Mathematics 11

Notes:
- Show students how to use arccos button
- Ant Question as a challenge problem
- Make sure calculator is in degree mode

4 Which Law G3 3.1 Overview:

should you 3.4 Problem solving with sin and cosine law, which do you use, in which F: Entry Question
use? circumstances can they be applied. Students will be given a hand in Open middle
 assignment where they can work in groups. The assignment will be graded sine/cosine question
for marks summatively. F: Exit Slip for
practice
Key Question(s): S: Hand in
- How can you determine which law to use to solve for an unknown? assignment (50%)

Teaching and/or Learning Strategies:

- Direct instruction
- Number sense routine

Sequence
1. Start lesson with a number sense routine, the open middle. And
Setup the question so students can solve the triangle using
either sine law or cosine law. This can be the Segway to
discussion that sine and cosine law can be used only in certain
circumstances.

3.1 F: Questions before

Quiz 3.2 the quiz
5 G3
3.3 S: Quiz (50%)
3.4

Specific Assessments
Learning Feedback based
Entry Exit Slips for Exit Slips for Hand in
Outcome Title Cumulative Exam Unit Quiz
Questions Reflection Practice Assignment
Unit 1,2,3
3. Solve Type Formative Formative Formative Formative Summative Summative
problems that
involve the
cosine law and
the sine law, Weighting - - - - 50% 50%
excluding the
ambiguous case.
[CN, PS, R]

3.1 draw a diagram to represent a

problem that involves the cosine law ✔︎ ✔︎ ✔︎ ✔︎ ✔︎
or sine law.

3.2 Explain the steps in a given

proof of the sine law or cosine law ✔︎ ✔︎ ✔︎

3.3 Solve contextual problems that ✔︎ ✔︎ ✔︎ ✔︎

requires the use of the sine law or
cosine law, and explain the
reasoning
3.4 solve a contextual problem that
✔︎ ✔︎ ✔︎ ✔︎
involves more than one triangle

Assessment Tool Overview

Assessment Brief Description Assessment Assessmen Assessment
Tool FOR t AS OF
learning Learning Learning
Entry Questions To start each day, I will give students an entry question to work on right away before class
even begins. I will use this time to take attendance and ensure students start working
right away as they come into the classroom. These questions will always be a review type
✔︎
question from the previous day. I will use a variety of entry type question formats which
include open middle framed questions, number talks, and procedural type solving
problems.
Exit Slips for Students reflect on the day’s lesson and write down how it went for them. The teacher can
✔︎
Reflection use his feedback to adjust instruction.
Exit Slips for Students are given an exit slip near the end of class with question(s) based on the days
Practice lesson. Based on student responses the teacher can tell how the lesson went for the class, ✔︎
and adjust instruction accordingly.
Feedback I want students to practice writing cumulative exams throughout the semester, but I do
based not want the high stakes pressure of examination that comes with high stakes weighted
cumulative tests. I also really value the feedback only formative-based test. These cumulative exams
Exam Unit will be done twice more throughout the semester. The exams will not be assigned any
1,2,3 grade value. I will assess the exams by giving students feedback based on work. These
exams should give students a clear idea of “where they are now”. I will give students
✔︎ ✔︎
feedback to inform them of where their learning is at the time and help inform them of
where they need to go, and how they can improve, how they can get there. I will give
feedback on conceptual understandings as well as procedural knowledge and ability.
Students will be given a chance to practice and review for this cumulative exam the lesson
before. Students will write the exam after completion of unit 3. These can be used as a
study guide before the final cumulative exam.
Hand-In Students will be giving an in-class assignment. Students will be given the opportunity and
Assignment choice to work in pairs, groups or individually. This will be an opportunity for students to
work on all types of problems for the trigonometry unit. Students will be asked to review
their current confidence and understandings following the assignment. This is an
✔︎ ✔︎
opportunity for students to determine what understandings they have, and what
understandings they may need to work on. The teacher will be available to help move
learning forward as students are stuck. The teacher will use observation and conversation
as a means to understand common strengths and weaknesses.
Unit Quiz Students will be given an opportunity to ask any questions before the teacher distributes ✔︎
 the test. This is a final opportunity for students to refine and clarify and misunderstandings
before writing their summative. The unit quiz will be given a final summative grade, and
the teacher will provide written feedback based on the performance for the quiz.

Pedagogical Rational
Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance assessment As a main point of planning I have tried to follow the UBD model, beginning with the
and learning experiences? end in mind. Deciding on what I want my students to be able to do, before
constructing the learning experiences, so as to be able to create experiences that will
aim students in the direction I want them to go.

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum content I have included a day at the beginning of this unit to take a deep dive into the
(not outcomes), instructional practices, and/or the learning previous learning of the primary trigonometric ratios. The primary trig ratios are very
environment to meet the learning needs of all my students? important and foundational for this unit of study, and so I wanted to ensure students
have a strong conceptual understanding of them before moving on.

I have begun PD about concept-based learning in mathematics. I have started trying

to implement and prioritize concept-based understandings as well as procedural
understandings in this unit. I have tried to construct inductive experiences that allow
students to work from the mathematical facts, and build up to the concepts in order
to create their own understandings and generalizations, as opposed to following a
deductive approach which starts with the generalizations and ask students to verify
the generalizations using the facts. I am working on building my personal
understanding of Concept based design, with the goal of building to student learning
for transfer.

Instructional Approaches:
Do I use a variety of teacher directed and student-centered
instructional approaches? I have a variety of exploratory activities, as well as teacher directed, teacher led
instructional time. I strongly believe in collaborative work, and I am using visibly
random grouping to ensure students are working in a collaborative environment. The
aspect of making the random groupings visible to the students is important, because
it ensures students do not feel like the “strong” or “weak” link. When grouping is not
done visibly, students might feel like the teacher has placed stronger students with
weaker students. This way, the students know grouping is randomized and for the
benefit of all. The goal is to work collaboratively will all members in the class, and to
 value everyones voice and thinkin.

FNMI Content and Perspectives/Gender

Equity/Multicultural Education: I have not addressed this consideration for this unit.
Have I nurtured and promoted diversity while honoring each
child’s identity?

Post Unit Reflection