L1+Stevens+Newcomb

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: 9**

 * =**Objectives**:= ||
 * Student will understand that Trigonometry solves missing lengths in right triangles by using trigonometric ratios and functions. ||
 * Student will know critical details: values of trigonometric ratios at certain angles, values of trigonometric ratios ||
 * Student will be able to interpret the missing angles or lengths of right triangles using trigonometry. Student will be able to calculate the length of an unkown side using a given angle and another side. ||

Geometric Figures Grades 9-Diploma 3. Students understand and use basic ideas of trigonometry. b.Use Trigonometric functions to solve for missing lengths in right triangles. ||
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results//: Mathematics D. Algebra

Students will use a web that helps them recognize which Trigonometric functions to use and how to use them after they have learned how trigonometric functions work. || Students will write a blog about what they learned in class. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English- blog entries allow students to write about math. Science- angles can help in physics: a shallow ramp angle reduces force needed to move an object. ||
 * =**Integration**= ||
 * Technology


 * =**Groupings**= ||
 * mini seminar (group disscusions). I will count the students off into groups. ||

.(spatial) students shall draw out Trigonometry problems. (logical and interpersonal) students shall communicate how they solved each problem with each other step by step. (kinesthetic) students, collectively, shall move into a position of a right triangle, counting will be involved. (Intrapersonal) students will solve problems on their own. (linguisitc) students will be involved in class discussion involving the process and concepts of trigonometry. || IEP's, 504s or ELLIDEPs and make appropriate accomidations ans modifications. || (extended lesson) Student will be responsible for obtaining lesson notes from a friend and student will be given an extra day to complete homework they missed. Students are to complete an MI activity for homework that allows them to express themselves. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Pencils pen paper scientific calculator notebook ||
 * =Materials, Resources and Technology= ||
 * Computer (laptop)

http://edhelper.com/trigonometry.htm __www.blogger.com __ ||
 * =Source for Lesson Plan and Research= ||
 * Students will need to know how to use a computer or laptop.


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** Students will use their calculators to graph the Trigonometry functions they are given. Students wil also work ingroups with each other in order to socialize. The classroom that I have established is one that is encouraging: I will often help students 1 on 1. In order to provide an encouraging environment, I will not leave the student's desk until they have shown signs of understanding. I will also offer encouraging words to my students when working with them: this will include focusing on their skills positively. Students will use an abstract organizer in order to organize their notes: this will be how their notes are intended. While I am working with students individually, students will be doing their homework. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students will explain and find the value of trigonometric ratios for angles in right triangles. Students will interpret the missing angles or lengths of right triangles using trigonometry. Students will use trigonometric functions to solve for missing lengths in right triangles.Students will compare angles and right triangles using trigonometric functions. Students will consider the real world uses of trigonometry. Students will be aware of which trigonometric functions to use in a given situation. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** the lesson will contain visual and audio components including lecture and drawings of problems: (spatial) students shall draw out Trigonometry problems. (logical and interpersonal) students shall communicate how they solved each problem with each other step by step. (kinesthetic) students, collectively, shall move into a position of a right triangle, counting will be involved. (Intrapersonal) Students will solve problems on their own. (linguisitc) students will be involved in class discussion involving the process and concepts of trigonometry ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will be given a pre-test on the entire unit in order to show the current understanding of the current topic. Students will be given a short quiz the next day upon this lesson: this quiz will be no longer than three problems that are crucial to the lesson. The blog entries will let me know where the student is in the lesson and also how comfortable they are with math in general. The video project I have my students do will asses how they can apply Trigonometry to the real world: one of my main goals. I will get a more personal approach by working with students 1 on 1. ||

lesson will begin. I will ask one student to sketch out their route to school from any location. ||
 * =Teaching and Learning Sequence:= ||
 * (1-5min) Students will sit down, I will ask how they are doing as they enter the room.
 * (15-20 min) After the sketch has been drawn, I will draw a right angle on the board from start to end. I will then use a trigonometric ratio and go through step by step about how I am solving the problem. while the students are watching how the problem is solved, I will tell the students that they could save time by taking this route. I will then explain that this is why air travel is often faster than driving across the country and why flying machines are needed. I will repeat the process of drawing random maps on the board and I will ask students what they would do in each scenario. I will do 3 of these while using some trigonometric ratios and then transition to the next part of the lesson. ||
 * (20-30) In this part of the lesson, I will present them with SOHCATOAH, and explain how sides can be solved using Trigonometry. I will draw out all of the functions in relation to the triangle I will draw on the board. I will transition into the homework which will involve using unorthidox methods in order to demonstrate mastery. I will tell them about the activities they can do and I will give them the problems to do. ||
 * (15-25 min) I will present the MI activities and they will have the rest of the class to comlete the assignments. I will give them the math problems that they will solve using these activities. The students will have the rest of the period to work on their homework and I will walk around and help them with their work if they need it. I will give them a tutorial on how to set up a blog and I will require them to record how they feel they are doing. I will explain to the students to just write out what they feel. ||

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