L5+Stevens+Newcomb

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9 Topic: Applications of Trigonometry in the real world.**

 * =**Objectives**:= ||
 * Student will understand that they can integrate all of their Trigonometric knowledge ||
 * Student will know how they can use trigonometry ||
 * Student will be able to do consider the real world uses of trigonometry. ||

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 learn how to recognize uses of trigonometry**.** Students will use a web to brainstorm ideas. Students will share thier findings in groups. || Students will blog about how they can actually use Trigonometry. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = History: Students will examine their journal and their blog entries and see how they have developed Science: Students will be working with physics in particular. These real world applications are very much related to physics. ||
 * =**Integration**= ||
 * Type II and English: students shall blog about the material in the current lesson.


 * =**Groupings**= ||
 * I will group students according to their intelligences this time: this assumption will be based off of the assignments they have done so far during the MI section. The students will be in groups of four and, depending upon the intelligences they have, they will either further develope their preferred intelligence and possibly lead the group while the other students, within the group, will develope another intellignece. ||

(spatial) Students will look at the problems in relation to space. (linguistic) Students will write a poem about the trigonometry of the house. (logical) Students will set up steps of proper home construction. (naturalist) Students will brainstorm ideas about how trigonometry can help someone interact with their environment in the home. (interpersonal) Students will ask others about why they think trigonometry is important to construction. (musical) Students will write a song about a house and its trigonometry. All of these activities will be presented during the following class. || IEP's, 504s or ELLIDEPs and make appropriate accomidations ans modifications. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Absent students will be responsible for obtaining lesson notes from a friend and student will be given an extra day to complete homework they missed. For extra work, students will be given an extra math worksheet that will count for a small amount of extra credit. An extended lesson would be a more in depth discussion of the material: this extension would include The inverse functions of Trigonometry. ||

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

http://www.homeconstructionimprovement.com/2007/11/building-staircase.html http://www.saybuild.com/ ||
 * =Source for Lesson Plan and Research= ||
 * [|www.engineersedge.com]


 * =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:** Students will look at the problems in relation to space. Students will write a poem about the trigonometry of the house. Students will set up steps of proper home construction. Students will brainstorm ideas about how trigonometry can help someone interact with their environment in the home. Students will ask others about why they think trigonometry is important to construction. Students will write a song about a house and its trigonometry. All of these activities will be presented the following class. ||
 * __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. ||

20-40 min. I will present some of the real world applications of trigonometry: especially in the physics world. Students will ponder some other real world uses. Students will now present their homework. Evaluate the assignment by writing down things that "went well" and "things to think about" on the MI feedback sheet that the students and I will fill out. Homework is only to be checked and not graded. while the students are presenting their homework to the class, the teacher will be making these evaluations. After each presentation, the teacher will hand back each evaluation. After all of the presentations are done, today's lesson will begin: refer to the notes. I will use the staircase example in the notes to get the students thinking. I will then split the students up into groups of three and they will brainstorm how to actually use Trigonometry.
 * =Teaching and Learning Sequence:= ||
 * 5 min. I will great the students as they come in. ||
 * 5 min. I will great the students as they come in. ||
 * 5 min. I will great the students as they come in. ||
 * 5 min. I will great the students as they come in. ||
 * 30-remainder. Students will use this time to work on the MI activities. I will work with students one on one and answer what ever questions they have. try to keep the students on task by asking them how their projects are coming. I will have written the MI activities on the board and I will remind the students to blog about any ideas they have about real trigonometry. ||

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