Rationale for Unit of Work

Outline of school and class context

The unit of work is written for a year 10 class in Lismore High School (a rural school). There
are 12 students in the class who come from a diverse range of backgrounds and abilities
including students who are mathematically talented, have learning difficulties in mathematics,
have low-literacy ability along with some students who identify as Aboriginal and/or Torres
Strait Islander.

What you want students to learn

Throughout 12 lessons, I want my students to have a strong grasp of right-angled trigonometry.
This involves students using correct terminology and notation (MA5.1-1WM) for various
trigonometric ratios in order to communicate mathematically (MA5.2-1WM). I also want my
students to be able to learn trigonometry strategies, and to then be able to carefully select
appropriate strategies (MA5.1-2WM) (MA5.2-2WM) to solve and justify solutions (MA5.1-
3WM) for trigonometry problems (with or without a diagram). This includes problems
involving angles of elevation and depression (MA5.1-10MG), and bearings (MA5.2-13MG)
(NESA, 2012).

Why it is important
A solid understanding of right-angled trigonometry is particularly nesscary for students
considering Mathematics Advanced or higher for Stage 6. For example, the calculus topics
(NESA, 2012). Furthermore, trigonometry has various current day applications in a number of
fields such as physics, digital design and navigation.

How Trigonometry will be adapted to suit the need and abilities of my class
Mathematically talented students
I will seek to extend and challenge these students as they learn trigonometry and not provide
repetitious tasks (Goos, et al., 2017, p. 364). Opportunities to collaborate with other
mathematically talent students (e.g. Lesson 3 group activity) along with progressing them
towards completing higher-order-thinking tasks (e.g. generalising trigonometric ratios in the
ICT task for Lesson 1 and 2) will be provided (Cavanagh & Prescott, 2015, pp. 164-165).

1
Students with learning difficulties in mathematics
Literature suggests that these students learn best through “explicit teaching and inquiry
approaches” (Goos, et al., 2017, p. 356). As a result, trigonometric ratios are introduced through
investigation of side length ratios in similar right-angled triangles in Lesson 1 and 2 as opposed
to rote learning. Further, explicit teaching is used throughout. For example, a think-aloud is
used in Lesson 3 to model how to deconstruct and solve word-based problems.

Students with low-literacy and/or EAL/D

Trigonometry introduces a plethora of new terms, definitions and notations. A visual
glossary/dictionary is therefore provided at the end of lesson 2 to assist these students in
understanding and learning them (Windle & Miller, 2012, p. 328). Furthermore, a different set
of questions are provided in the group activity for Lesson 3 that uses simple sentence structures
to introduce word problems in trigonometry. They also provide concrete diagrams to match up
with the problems asked (Cavanagh & Prescott, 2015, p. 155).

Indigenous students
Many of these students come from a LBOTE, hence similar adjustments are made as above
(Cavanagh & Prescott, 2015, p. 161). Additionally, many (not all) prefer to learn through
observation, trial-and-error, and hands-on/real-life situations (Cavanagh & Prescott, 2015, p.
162). This is catered for by using an inquiry-based approach to learning trigonometry and with
various outdoor activities in Lessons 4 and 5 where students solve real-life problems.
Furthermore, storytelling is used as a pedagogical tool to introduce these activities (Garvis &
Pramling, 2017, pp. 45-58).

Teaching Strategies that will be used

Differentiation
In order to keep students motivated as they learn trigonometry, I will provide work at an
appropriate level for each student by differentiating the content (Cavanagh & Prescott, 2015,
p. 150). Parallel tasks are hence used where the outcome of the task is the same for all, yet the
difficulty of the tasks vary (Student Success Implementation Branch, 2015, p. 4). Examples of
this include the ICT task in lesson 2 where lower ability students are scaffolded through a
separate worksheet with more questions and the Lesson 3 group activity, where higher ability
students receive challenging textbook questions whilst other students have minor adjustments

2
and extra parts for these questions. Inquiry and problem-based learning through open-ended
tasks and teacher questions are also used that invite correct responses at different levels (Goos,
et al., 2017, pp. 346-349). The outdoor activities in Lesson 4 and 5 are examples of this.

Use of prior knowledge

Before beginning this unit on trigonometry, students already have knowledge about ratios,
similar triangles and basic algebra (NESA, 2012). After, informally assessing and correcting
understanding of these concepts in Lesson 1 through a pre-test and classroom discussion, these
concepts are used as a springboard to introduce trigonometry. This is achieved by drawing
students’ attention to how ratios of sides are consistent in similar right-angled triangles in
Lesson 1 and 2, which paves the way to the introduction of the vocabulary for trigonometry at
the end of Lesson 2 (Department of Education, 2018, p. 5).

ICT
Often, an over-emphasis is placed on rote-learning trigonometry which leads to numerous
misconceptions in the long-term, including misconceptions about trigonometric ratios and side
names (Gür, 2009, p. 68). As a result, ICT is used, particularly in Lesson 1 and 2, in order for
students to observe and visualise the patterns of what happens to the ratios of side lengths for
right-angled triangles when the dimensions are changed. This inquiry-based approach fosters
a rigorous understanding (Goos, et al., 2017, pp. 78-90).

Formative Assessment
Various types of formative assessment are used to “advance students’ learning and [inform my]
instructional decisions” (Goos, et al., 2017, p. 139). Through this, I can identify where each
student is at and hence, effectively pace the unit of work to meet the needs of my students. This
is done through various informal methods such as exit tickets, “do-now” activities, think-pair-
shares and teacher questioning (Goos, et al., 2017, p. 147). Furthermore, a rich assessment will
be used at the end of Lesson 5 following the “height of a flag pole” activity (Goos, et al., 2017,
p. 150).

3
Classroom discussion
Classroom discussions are used as an opportunity to summarise new ideas along with involving
members of the class by giving students an opportunity to share their problem-solving
strategies with each other such as the Trig River activity in Lesson 4 (Cavanagh & Prescott,
2015, p. 106).

4
 )

Right-Angled Triangles (Trigonometry) | Stage 5 | Year 10

Summary Duration
In this unit, students will use their knowledge of ratios and similar triangles to observe the 5 weeks
consistency of side/side ratios of similar right-angled triangles. This will be used to introduce Twelve 50-minute lessons
trigonometric ratios, and students will be able to use this knowledge to solve a wide range of
problems including practical problems such as finding the height of objects and using compass
bearings to find the distance of a journey.

Unit overview
Lesson 1: Identifying sides of a right-angled triangle and investigating consistency of side/side ratios of similar right-angled triangle
Lesson 2: Introducing trigonometric notation and linking to side/side ratios of similar right-angled triangles
Lesson 3: Finding unknown sides of a right-angled triangle
Lesson 4: Finding the distance across a river using trigonometry
Lesson 5: Finding the height of a flag pole using trigonometry
Lesson 6-7: Angles of depression/elevation and finding angles
Lesson 8-9: Using degrees and minutes
Lesson 10-12: Understanding and solving problems involving bearings

Outcomes Assessment overview

Mathematics K-10 Formative Assessment:
› MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts › Initial pre-test of prior knowledge of students
› Exit cards
› MA5.1-2WM selects and uses appropriate strategies to solve problems › Teacher Questioning
› MA5.1-3WM provides reasoning to support conclusions that are appropriate to the context › “Do now” Activities
› Finding height of a flag pole activity/task
› MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems › Mid-unit project
involving angles of elevation and depression › Think-pair-share

› MA5.2-1WM selects appropriate notations and conventions to communicate mathematical Summative Assessment:
ideas and solutions › Mid-unit project
› MA5.2-2WM interprets mathematical or real-life situations, systematically applying appropriate › End of unit test
strategies to solve problems
› MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings

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 Content Teaching, learning and assessment Resources
Use similarity to investigate the constancy of Lesson 1 intentions Revision Activity Questions
the sine, cosine and tangent ratios for a given angle in right-angled Student will be able to:
triangles (ACMMG223)
› Recall knowledge about ratios and similar triangles
› identify the hypotenuse, adjacent sides and opposite sides with 1. For the following triangle, the ratio of the base to the
› Identify and label the hypotenuse, adjacent and opposite side of a
respect to a given angle in a right-angled triangle in any right-angled triangle for a given angle height is 2: 1. What is the height of the triangle?

orientation › Identify the consistency of side/side ratios for similar right-angled

triangles
› label sides of right-angled triangles in different orientations in relation Teaching Strategies: Height = ?
to a given angle (Communicating) › Inquiry based learning/Use of geometric software
Base = 10cm
› use similar triangles to investigate the constancy of the sine, cosine › Classroom discussion/Questioning
and tangent ratios for a given angle in right-angled triangles › Open-ended questions
2. If the side lengths of the following triangle are doubled,
› Exit card
what are the new side lengths?
› Think-pair-share
Lesson Outline
Revision Activity [10 mins]: Write up the Revision Activity Questions. x2

3cm
Students to work independently. C

Afterwards, discuss answers to questions by asking for student 4cm

contributions. Draw attention to how Q2 and Q3 are basically the same. B
Make the link explicit between ratios and similar triangles.
(Bonus Q: Do the internal angles change?)
Independent ICT Activity [25mins]: Introduce that we will be learning a
new topic, trigonometry. Although, this will be done through us 3. The following two triangles are similar. Find the value of
investigating various relationships and building up our own knowledge.
A and B. Are the internal angles the same?
Ask students to take out their laptops/devices and then download the
investigation task worksheet. Open up the first link and explain how
they need to answer the relevant questions using the app. Circulate the
classroom and help students using guidelines below.

6cm
Students with learning difficulties in mathematics:

3cm
▪ When labelling sides, help them break down the process. First find
the hypotenuse. Then the side opposite of angle and finally, the
4cm B
side adjacent of angle
Low-literacy and EAL/D students:
4. Using the above question, what does it mean for two
▪ Ensure they have understanding of key words: hypotenuse, side
opposite of angle and side adjacent to angle triangles to be similar.
▪ Help with understanding Task 2, repeat what they have to do with
this task
Mathematically talented students:
Introduction to Trigonometry ICT Investigation Task
▪ Ask questions such as: “How can you be sure you are right?”
▪ Extend and challenge them using Task 3.

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 Classroom Discussion [10 mins]: Afterwards, have discussion based on
the questions below in relation to the activity. Pause briefly after each
question, and then ask students to answer. If needed, use think-pair-
share. Write up keywords of each question on board.
▪ Draw a right-angled triangle on the board, label one of the
angles. Ask them to identify and label the hypotenuse, side
opposite of angle and side adjacent to angle .
▪ [open the Task 2 app]: “What did we notice about the values
when the angle of the right-angled triangle was kept the Task 2 App: https://www.geogebra.org/m/cf2uj3ac
same?”
o “What can we say about the triangles when the
dimensions are changed, but the angles are kept Exit Card
the same?” → Link to similar triangles
▪ “What happens when we change the angle of the triangles?”
→ Draw attention to triangles not being similar Label the sides of this right-angled triangle:
Work towards the following conclusion: For similar triangles, the ratio
between side lengths is always the same.

Exit Card [5mins]: Before students leave, get them to fill a card asking to
label the sides of a right-angle triangle given a specific angle. Use this
to check for understanding.

Use similarity to investigate the constancy of Lesson 2 Intentions Initial problem-solving activity:
the sine, cosine and tangent ratios for a given angle in right-angled Students will be able to:
triangles (ACMMG223)
› Define sine, cosine and tangent ratios for right-angled triangles
› label the side lengths of a right-angled triangle in relation to a › Use a calculator to approximate trigonometric ratios for a given Find the height of the building:
given angle, eg side c is opposite angle C angle
› define the sine, cosine and tangent ratios for angles in right- › Begin solving right-angled triangle problems to find unknown
angled triangles sides when given a diagram
› Begin to use trigonometric notation
› use trigonometric notation, eg sinC

Height = ?
Teaching strategies:
› use a calculator to find approximations of the trigonometric-
ratios for a given angle measured in degrees
› Use of geometric software
› Open-ended questions
Apply trigonometry to solve right-angled triangle problems
› Differentiated worksheets
› Building on prior knowledge

8m
(ACMMG224)
› › Think aloud
select and use appropriate trigonometric ratios in right-angled 𝜃
triangles to find unknown sides, including the hypotenuse › Glossary
20m 10m
Lesson Outline
Initial Problem-solving Activity [10mins]: Give students 10 minutes to
solve the problem on the board written below. They can work with their
shoulder partner. Provide scaffolding for students who need it.
Examples are:
▪ What is the question asking us to do?
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 ▪ How can we use similar triangles to solve this problem?

Discuss solutions and approaches to this problem. Lead again to the

idea of similar triangles and how the ratios of side/side remain the
same.

Investigation task [20mins]: Explain how we are now going to further

explore this relationship between sides for a given angle in a right- Sine, Cosine and Tangent Investigation Task
angled triangle.
Sine, Cosine and Tangent Investigation Extension Task
Introduce keywords: sine, cosine and tangent. Write on board along
with abbreviations mathematicians use sin, cos and tan.

Ask students to get their calculators out, and show them the sin, cos
and tan buttons. Find sin(30o), cos(60o) and tan (45o) to check students
can use their calculators and that they are all in degrees mode. Prepare
them for the investigation task by discussing how we are going to
explore what these functions represent. Hand out worksheet and ask
students to get their laptops out and work through the sheet. For those
who attempted Task 3 in the previous lesson, hand out 2nd
differentiated worksheet instead as shown in resources.
Again, use scaffolding questions if needed.

Classroom discussion [10mins]: Discuss what students discovered

during the investigation task. For those who completed the 1st
worksheet, ask them for the relationship between the last two columns
to show that the sin, cos and tan of an angle is just the ratio between
two sides. Getting them to see that is equal Then ask those who
completed the 2nd worksheet, what this relationship explicitly is.
Reinforce on the white board by writing:

𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃

sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 Trigonometry Glossary

𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃

cos 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃

tan 𝜃 =
𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃

Get students to copy this down. And provide the glossary of key terms
for student (focus on EAL/D and low literacy students). Emphasise the
importance of knowing what this actually means and tell students this
is why we spent the last two lessons investigating these relationships
without the names.
Worked Example [10mins]: Get the class thinking about how they can
use this new knowledge to solve problems. Put the following question
up on the board. Allow students to use glossary.:

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 Use trigonometric ratios to find the value of 𝑏, to 2 decimal places.

Exit Card

Write an equation for sin 𝜃, cos 𝜃 𝑎𝑛𝑑 tan 𝜃 in terms of the

2
sides of the following right-angled triangle.
𝑏

40𝑜

Side
opposite
Provide hints and scaffolding such as: angle 𝜃
▪ Have you tried labelling the sides?
▪ What trig ratio has this angle and these given sides? 𝜃
▪ How can you rearrange this equation to solve for ?
Side adjacent to angle 𝜃
Afterwards, discuss the answer to the above question using a think- sin 𝜃 =
aloud and introduce the following process for finding an unknown side:
▪ Redraw the triangle
▪ Find the position and value of the given angle cos 𝜃 =
▪ Label the sides of the right-angle triangle based off the angle
▪ Identify which trig. ratio to use based off the unknown and
the known sides. Write this down tan 𝜃 =
▪ Rearrange the equation to solve for the unknown

Exit Card [5mins]: Again, get students to fill out the following exit class Do these values change for similar triangles? Explain.
before leaving for formative assessment. Shows understanding of
trigonometric ratios, and how it is fixed for similar right-angled
triangles when considering the same angle.

› solve a variety of practical problems, including those involving Lesson 3 Intentions

Students will be able to:
angles of elevation and depression, when given a diagram
› Use trig ratios to find unknown sides
› Deconstruct and solve word problems requiring their current
knowledge of trigonometry
Teaching strategies:
› Differentiated group activities
› Explicit teaching for solving word problems
› Explicit teaching/think-alouds
› Scaffolding complex problems

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 Lesson outline Revision Activity
Revision Activity [15mins]: Give students 10 minutes to do the following
questions on the board. Then spend 5 minutes discussing answers. Get 1. Label the sides of this right-angled triangle.
students to come out to the front to solve. Use as an opportunity to
correct any misconceptions/reinforce how to find unknown side.
“What method did you use to solve this problem?”
Use this as an opportunity to introduce SOC-CAH-TOA, yet emphasise
the importance of students understanding what the trigonometric
ratios are. Hence, students need to use the full words, e.g. “opposite to
angle 𝜃” as opposed to just “opposite”. 𝜃

Explicit Teaching [10mins]: Open up the applications of trigonometry

weblink and spend 3 minutes discussing the vast amount of 2. Write equations for sin 𝜃, cos 𝜃 𝑎𝑛𝑑 tan 𝜃 using side lengths of
applications trigonometry has in various different fields. Further, discuss
the history of trigonometry to show that people all throughout the a right-angled triangle.
world including China and India also investigated trigonometry.

Lead this into discussing how trigonometry can be used to solve 3. Find 𝑦 correct to 2 decimal places.
practical problems for 7 minutes. Put up the following question on the
board. “How do we go about solving such a problem?”

[p.429, see thing above]

𝑦
𝑜
70

4. Find 𝑎 correct to 2 decimal places.

𝑎
Using a think-aloud, model the following steps necessary to solve a
word problem:
35𝑜
▪ Reading the problem and finding key words. Then translating
the description of the question into a diagram … in this case 7
a triangle.
▪ Labelling what the question is asking us to find. “What is the 5. BONUS: Find the length of XY correct to 1 decimal place.
problem asking me to do?”
▪ Solve for these variables using the skills we know [p.430, Cambridge university press, David Greenwood, 2014]
▪ Use this to answer the question. “Does my answer make
sense?”

Group Problem-solving Activity [25mins]: For the final 25 minutes, split

up the classroom into groups of four. Plan this prior to the lesson, and
place mathematically talented students together. Hand out
differentiated word problems to each group. There are three problems
in total (starting with above problem), and groups can move up to the
more challenging questions if they desire/are ahead of time. If groups
finish early, they are to write their own word problems that use

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 trigonometry, and then solve each other’s problems. The non- Applications of Trigonometry: https://www.embibe.com/exams/real-life-
challenging problems are designed to be easier to comprehend for low
literacy students whilst providing sufficient visual stimulus to solve the applications-of-trigonometry/
problem.

Ask the following questions as you assist students: Group Literacy Problem Solving Activity
▪ What strategy is your group using to solve this problem?
▪ Can you describe how this diagram relates to the problem?
▪ Is your answer reasonable? Is there a way to check it?

› solve a variety of practical problems, including those involving Lesson Intentions

Students will be able to:
angles of elevation and depression, when given a diagram
› Use protractors to estimate angles, and trundle wheels to
measure distances
› Use trigonometry to solve a real-life problem

Teaching strategies:
› Open-ended problem-solving tasks
› Storytelling
› Scaffolding
› Demonstration

Lesson Outline
Group Problem-solving Activity [10mins]: Give students 10 minutes at Group Literacy Problem Solving Activity
the start to finish off the group problem-solving activity from the
previous lesson. Continue asking them questions listed in last lesson
outline. For those who have finished, ask them to continue writing each
other word problems to solve.

Classroom Discussion [10mins]: Spend 10 minutes having a classroom

discussion. Initially, discuss answers to the problems. Ask students how
they approached these problems, how their diagrams related to the
problem and how they knew their answer was reasonable.

Then introduce the next activity as being scenario as we’re a town who
want to build a bridge over the river, and the town is trying to figure
out how long to make this bridge which requires knowledge of the
distance across the river. Communicate that this can be done using
trigonometry, and that we are going to solve this problem using a
protractor and a trundle wheel. Remind students how to use these tools
through an up-the-front demonstration.

Group Incursion Activity [30mins]: Split class into mixed-ability groups Trig River Group Incursion Activity Worksheet
of 3 (done previously). One person from each group to collect a
protractor, trundle wheel and initial problem sheet. Get a student to
read out the intro paragraph on the problem sheet.

For the remainder of the 30 minutes, students go outside together to

the main courtyard where a ‘river’ has been made (example shown
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 below). Make the distance at least 10 metres. Students are only allowed
on one side of this river. Each group starts at a different taped area (as
indicated) to not cause crowding issues.
Reference
Point

Trig River

Reference
Starting points
Point

Initially, besides providing clarification, do not give hints. However, as

time progresses, scaffold groups towards finding an answer. E.g.
▪ Using the two reference points and your starting point, how
could we use trigonometry?
▪ Trundle wheels measure length. Could we possible construct
a right-angled triangle and measure a side?
▪ How could we use the protractor to approximate an angle?

For groups who bring an answer to you, ask following questions to the
group:
▪ How did your group reach this solution?
▪ How do you know your answer is reasonable?
Head back to the classroom with 5 minutes to spare. Get a group who
were on the right track to present their solution. Give a small prize to
the group that was closest to the solution. Afterward, discuss how next
lesson we’ll be doing a similar activity with a short-written task
afterwards.
› use a calculator to find an angle correct to the nearest degree, Lesson 5 Intentions
Students will be able to:
given one of the trigonometric ratios for the angle
▪ Use clinometers, trundle wheels and trigonometry to find the
height of a flag pole
▪ Have an attempt at communicating, reasoning and justifying their
problem-solving strategies

Teaching strategies:
› Rich assessment task
› Open-ended measuring and problem-solving task
› Scaffolding
› Demonstration

Lesson Outline
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 Explanation of Task [5 mins]: Explain how similar to the last lesson, we’ll
be solving a practical problem outside using trigonometry in the same
groups of 3. The first 20 minutes will be having time to do
measurements and the next 25 minutes will be doing calculations
individually. Inform that I will collect these and look over them in the
future to determine where everyone is at with their learning. Do not
reveal the problem, but rather discuss that the groups will need to
decipher the problem by themselves.

Through a demonstration, remind students how to also use a

clinometer.

Outside Measurement [20 mins]: Get students to gather into pre-

“How High is That Pole?” – Measurement Worksheet
determined groups. An individual to come collect measurement
worksheets for each member and one trundle wheel, tape measure and
clinometer.

Collectively move students to the flag pole on school property. Monitor

and answer clarification/comprehension questions. Avoid providing
methods on solving the problem. Allow students to make
measurements.

Rich Formative Assessment Task [25 mins]: Gather everyone back to the
class. Hand out the task. To be worked on individually by students in “How High is That Pole?” – Formative Assessment Task
silence. Encourage students to answer the 1st optional question if they
get stuck with the other questions in the task, as it will help scaffold
them. Provide dummy results if a student asks for them during the task,
take record of this.

Assessment used to check for understanding of:

▪ Trigonometric ratios (Q1)
▪ Finding unknown sides using trigonometry (Q2 and 3)
▪ Method required to find the height of the flag pole (Q3)
▪ Relationship between trigonometric ratios and similar
triangles (Q4)

› select and use appropriate trigonometric ratios in right-angled Lessons 6-7 Using trigonometry to find angles:

triangles to find unknown angles correct to the nearest degree › https://www.geogebra.org/m/G9xhX6wk [various questions]
Solve right-angled triangle problems, including those involving angles-
of-elevation-and-depression (ACMMG245) Angles of elevation and depression:

› identify angles of elevation and depression › https://www.geogebra.org/m/fzsysw45 [shows the relationship

o interpret diagrams in questions involving angles of between the two with a dynamic triangle]

elevation and depression (Reasoning) › https://1.cdn.edl.io/LPorhCNBHCST9RkZjm4dlaoI1YqhTc1WTNIC

o connect the alternate angles formed when parallel lines qMkf5ZRmzchN.pdf [angle of elevation and depression

are cut by a transversal with angles of elevation and worksheet]

depression (Reasoning)

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 STAGE 5.2 Lessons 8-9 › http://accelerate.edu.au/Docs/MathsWorkSheets/Trig6WS.pdf
Apply trigonometry to solve right-angled triangle problems [worksheet for degrees, minutes and seconds … will need to be

(ACMMG224) adapted to remove seconds]

› use a calculator to find the values of the trigonometric-ratios, › https://1.cdn.edl.io/LPorhCNBHCST9RkZjm4dlaoI1YqhTc1WTNIC

qMkf5ZRmzchN.pdf [angle of elevation and depression
given angles measured in degrees and minutes
worksheet]
› use a calculator to find the size in degrees and minutes of an
angle, given a trigonometric ratio for the angle
› find the lengths of unknown sides in right-angled triangles where
the given angle is measured in degrees and minutes
› find the size in degrees and minutes of unknown angles in right-
angled triangles

Solve right-angled triangle problems, including those involving direction

and angles-of-elevation-and-depression (ACMMG245)
› solve a variety of practical problems involving angles of elevation
and depression, including problems for which a diagram is not
provided
o draw diagrams to assist in solving practical problems
involving angles of elevation and depression

(Communicating, Problem Solving)

› interpret three-figure bearings (eg 035°, 225°) and compass Lesson 10 - 12 › Bearing partner exercise [Where am I?]:
bearings (eg SSW) https://www.tes.com/teaching-resource/where-am-i-11417302
o interpret directions given as bearings and represent
them in diagrammatic form (Communicating, › Making a compass:

Reasoning) https://www.scientificamerican.com/article/steering-science-make-
› solve a variety of practical problems involving bearings, including a-homemade-compass/
problems for which a diagram is not provided › Finding the bearing game:
o draw diagrams to assist in solving practical problems
involving bearings (Communicating, Problem http://www.scootle.edu.au/ec/viewing/L10094/index.html
Solving)
o check the reasonableness of solutions to problems
involving bearings (Problem Solving)

NSW Education Standards Authority – Program Builder – pb.nesa.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 10
LESSON 1 RESOURCES [Self-made resource]

Introduction to Trigonometry ICT Investigation Task

Task 1: Watch this video: https://www.youtube.com/watch?v=1ALLrv2dQxc

a) Now, label the sides of right-angle triangle below. Label the hypotenuse first.

Word Bank:
𝜃 ▪ Hypotenuse
▪ side opposite angle 𝜃
▪ side adjacent to angle 𝜃

b) Complete this activity until you get 10 marks:

https://www.geogebra.org/m/gs2mfwss

Task 2: Open: https://www.geogebra.org/m/cf2uj3ac

𝑜𝑝𝑝
a) Move the white dots. What do you notice about the value of ? How is this
ℎ𝑦𝑝
related to ratios?

𝑜𝑝𝑝
b) What happens to the value of when you move the blue slider and change
ℎ𝑦𝑝
the angle?

c) Click the other two “Look at this …” boxes and repeat the above questions.
What do you notice?

Task 3 [for early finishers]: Keep the above link open and open this link as well:
https://www.geogebra.org/m/dejgfjpb
a) Change the sliders on both apps such that the angle is the same in both
triangles. Compare the output ratios of both apps. What can you say about
sin 𝜃, cos 𝜃and tan 𝜃?

1
LESSON 2 RESOURCES [Self-made resource]

Investigation of Sine, Cosine and Tangent

Open: https://www.geogebra.org/m/cf2uj3ac

Use the link above to create right-angled triangles with different angles and
fill out the table below. Give all answers to 2 decimal places.

Q1: Fill out the following table.

Angle Side opposite Hypotenuse 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃 sin(𝐴𝑛𝑔𝑙𝑒)
(𝜃) angle 𝜃 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝜃 = 28𝑜 4.76 10.15 4.76 sin(28𝑜 ) = 0.47
= 0.47
10.15

Q2: Fill out the following table.

Angle Side adjacent Hypotenuse 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃 cos(𝐴𝑛𝑔𝑙𝑒)
(𝜃) to angle 𝜃 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

Q3: Fill out the following table.

Angle Side opposite Side adjacent 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃 tan(𝐴𝑛𝑔𝑙𝑒)
(𝜃) angle 𝜃 to angle 𝜃 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃

Q4: What do you notice about the last two columns for each question?

1
LESSON 2 RESOURCES [Self-made resource]
Investigation of Sine, Cosine and Tangent
Open: https://www.geogebra.org/m/cf2uj3ac

Use the link above to create right-angled triangles with different angles and fill out the table below. Give all answers to 2 decimal places.

Q1: Fill out the following table.

Angle (𝜃) Side Side Hypotenuse 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃 sin 𝜃 cos 𝜃 tan 𝜃
opposite adjacent ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃
angle 𝜃 to angle 𝜃

𝜃 = 28𝑜

Q2: Using the above table, write an equation for sin 𝜃, cos 𝜃 𝑎𝑛𝑑 tan 𝜃 in terms of the sides of a right-angled triangle

sin 𝜃 = cos 𝜃 = tan 𝜃 =

Q3: Hence, find the value of sin α, cos 𝛼 𝑎𝑛𝑑 tan 𝛼 for the right-angled triangle below.

𝛼 Alan
Ben

1
Charlotte
LESSON 2 RESOURCES [Self-made resource]
Trigonometry Glossary

Name Diagram/Equation Description

Hypotenuse The hypotenuse is the longest side of a right-
angled triangle. It is directly opposite the right-
𝜃 angle.
Side opposite This is the side directly opposite the angle .
angle
𝜃

Side adjacent The leftover side after labelling the hypotenuse

angle and opposite sides. It is the side next to the
𝜃 angle that is not the hypotenuse.
Pronounced “sine theta”.
sin 𝜃 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃 This is the ratio of the side opposite angle 𝜃
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 and the hypotenuse.

This is the ratio of the side adjacent angle 𝜃

cos 𝜃 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃 and the hypotenuse.
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

This is the ratio of the side opposite angle 𝜃

tan 𝜃 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝜃 and the side adjacent angle 𝜃.
𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 𝑎𝑛𝑔𝑙𝑒 𝜃

1
LESSON 3 RESOURCES [Adapted from (Palmer, Greenwood, Woolley, Goodman, & Vaughan, 2018)]

Group Literacy Problem-Solving Trigonometry Activity

Problem 1:

A car climbs a 350m slope at an angle of

21𝑜 . This is shown in the diagram below:

a) Label the sides of the right-angled triangle (hypotenuse, opposite and adjacent to angle 21𝑜 )

b) Which side is the vertical distance travelled? Which side is the horizontal distance travelled?

c) Using trigonometric ratios, find the vertical distance travelled to the nearest metre.

d) Using trigonometric ratios, find the horizontal distance travelled to the nearest metre.

Problem 1 (Challenging):

1
LESSON 3 RESOURCES [Adapted from (Palmer, Greenwood, Woolley, Goodman, & Vaughan, 2018)]

Problem 2: [adapted from https://www.onlinemathlearning.com/trigonometry-applications.html]

A 5-metre-long ladder is leaning against a vertical wall. It makes an angle of 65𝑜 with the ground.
This is shown in the diagram below:
Angle
with wall

Height
up wall

65𝑜

Distance from the wall

a) Label the sides of the diagram with hypotenuse, adjacent and opposite to angle 65𝑜 .

b) How high up the wall does the ladder reach? Answer to 2 decimal places.

c) How far is the bottom of the ladder from the wall? Answer to 2 decimal places.

d) What angle does the ladder make with the wall?

Problem 2 (Challenging):

A 5m long ladder, leaning against a vertical wall makes an angle of 65𝑜 with the ground.

a) Draw and label a diagram of this problem.

b) How high up the wall does the ladder reach? Answer to 2 decimal places.

c) How far is the foot of the ladder from the wall? Answer to 2 decimal places.

d) What angle does the ladder make with the wall?

2
LESSON 3 RESOURCES [Adapted from (Palmer, Greenwood, Woolley, Goodman, & Vaughan, 2018)]

Problem 3:

A 5-metre-long ladder is leaning against a vertical wall. It makes an angle of 30𝑜 with the wall. This
is shown in the diagram below:

30𝑜 Wall

Ground
a) Label the sides of the diagram with hypotenuse, adjacent and opposite to angle 30𝑜 .

b) How high up the wall does the ladder reach? Answer to 2 decimal places.

c) How far is the bottom of the ladder from the wall? Answer to 2 decimal places.

d) What angle does the ladder make with the ground?

Problem 3 (Challenging): [taken from p.430]

HINT: Draw a diagram!

3
LESSON 4 RESOURCES [Self-made/Adapted from (TeachEngineering, 2019)]

Trig River Group Incursion Activity

Problem: You are part of a village trying to create bridge to get across the Trig River.
Although, you don’t know how long to make your bridge. Without crossing the river,
find the length across Trig River using only a protractor, trundle wheel, a calculator
and your brains. For the group that produces the closest answer wins a prize!

Diagram:
Reference Point

Find
this
distance

Reference Point

Starting Points

Working:

1
LESSON 5 RESOURCES [Self-made]

“How High is that Pole?” – Measurement Worksheet

Problem: Your group has been hired by the Department of Education to measure the
height of your school’s flag pole. Using a clinometer, trundle wheel, measuring tape
and a little bit of trigonometry, find the height of the flag pole as indicated below in
the diagram.

Label any measurements you take on the diagram.

HINT: The right-angled triangle constructed below may help.

Diagram:

Find this
height

Ground

1
LESSON 5 RESOURCES [Self-made]

“How High Is That Pole?” – Formative Assessment Task

Question 1 [OPTIONAL]
a) Label the sides of the following right-angled triangle using the word bank.

Word Bank:

▪ Hypotenuse
▪ Side Opposite Angle 𝜃
𝜃 ▪ Side Adjacent to Angle 𝜃

b) Using SOH-CAH-TOA, or other methods, write an equation for

sin 𝜃, cos 𝜃 𝑎𝑛𝑑 tan 𝜃 for the above triangle.

Question 2: A student in another school also tried to measure the height of their
school’s flag pole. Their measurements are shown in the diagram below:

Height of
flag pole

50𝑜

10 metres

a) On the diagram, label the hypotenuse, side opposite angle 50o and side
adjacent to angle 50o.

b) Using trigonometry, find the height of the flag pole, to the nearest metre

2
LESSON 5 RESOURCES [Self-made]

Question 3: Re-label the measurements you took on the diagram below.

[Raise your hand if the measurements you took were inadequate. Extra
measurements will be provided]

Find this
height

Ground

a) Describe the strategy your group used for finding the height of the flag pole.

b) Use trigonometry to find the height of the flag pole. HINT: Question 2 may
assist you.

3
LESSON 5 RESOURCES [Self-made]

c) Why did we need to measure the height of the student who used the
clinometer?

Question 4: We are told that a height of a flag pole is 10 metres. Currently we are 10
metres from the base of the flag pole. We are asked to find the angle (𝜃) as shown in
the diagram below:

Find
10

this metres
angle
𝜃

10 metres

a) Write a trigonometric ratio that includes the angle and the two side lengths
above.

b) Using your calculator and trial-and-error, find 𝜃 to the nearest degree.

c) For the following flagpole. Is the value of the angle 𝛼 the same as angle 𝜃?
Why/why not?

2
metres
𝛼

2 metres
4
References
Cavanagh, M., & Prescott, A. (2015). Your professional experience handbook: A guide for preservice
teachers (1st ed.). Melbourne: Pearson Australia.
Department of Education. (2018). Cognitive load theory in practice: Examples for the classroom.
Retrieved May 4, 2019, from Centre for Education Statistics and Evaluation:
https://www.cese.nsw.gov.au//images/stories/PDF/Cognitive_load_theory_practice_guide_AA.
pdf
Gür, H. (2009). Trigonometry Learning. New Horizons in Education, 57(1), 67-80.
Garvis, S., & Pramling, N. (2017). Narratives in Early Childhood Education: Communication, Sense
Making and Lived Experience (1st ed.). New York: Routledge.
Goos, M., Vale, C., Stillmann, G., Makar, K., Herbert, S., & Geiger, V. (2017). Teaching secondary
school mathematics: Research and practice for the 21st century (2nd ed.). Sydney: Allen &
Unwin.
NESA. (2012). NSW Syllabus for the Australian Curriculum: Mathematics K-10 Syllabus. Retrieved
May 1, 2019, from Mathematics K–10 Syllabus (2012):
https://educationstandards.nsw.edu.au/wps/wcm/connect/2e4e2801-eef8-4a9f-bd43-
5cc3e9487f19/mathematics-k10-syllabus.pdf?MOD=AJPERES&CVID=
Palmer, S., Greenwood, D., Woolley, S., Goodman, J., & Vaughan, J. (2018). CambridgeMATHS
NSW Year 10 5.1/5.2/5.3 Second Edition (2nd ed.). Port Melbourne, VIC: Cambridge
University Press.
Student Success Implementation Branch. (2015). Knowing and Responding to Learners in
Mathematics. Retrieved May 4, 2019, from EduGains:
http://www.edugains.ca/resourcesDI/SchoolLeadership/Improving/KnowingandRespondingtoL
earnersMath.pdf
TeachEngineering. (2019). Hands-on Activity: Trig River. Retrieved May 3, 2019, from Teach
Engineering:
https://www.teachengineering.org/activities/view/cub_navigation_lesson03_activity2
Windle, J., & Miller, J. (2012). Approaches to teaching low literacy refugee-background students.
Australian Journal of Language and Literacy, 35 (3), 317-333.