L3+Stevens+Newcomb

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: inverse Trigonometry**

 * =**Objectives**:= ||
 * Student will understand that inverse Trigonometric functions are used to solve for angles and sides in right triangles ||
 * Student will know how inverse Trigonometric functions are used ||
 * Student will be able to apply inverse Trigonometric functions are used ||

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


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * 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: they will do this in groups. ||
 * **Summative** (Assessment of Learning)
 * Students shall reflect upon the lesson in a journal. they will also keep track of this lesson in their blogs.Students shall also complete their MI activites that allow them to demonstrate knowledge in their own way. ||

= = History- The students have developed some of their blogs and journals at this point. They should notice some patterns in their learnig so far. Science- as usual, trigonometry is useful in finding out the proper ways of distributing stress onto beams: the inverse functions will give them an advantage in finding certain measurements. This is quite important in the realm of physics. ||
 * =**Integration**= ||
 * Type II (also english)- students will post blog enteries about what they learned.


 * =**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) draw out trigonometric problems and show the advantages of inversing: they will present their work to the class and play teacher. (Musical) write a song about inverse trigonometric functions. (intrapersonal) work through prblems that involve inverse functions: they will play teacher by presenting their insights about the problems. (interpersonal) students will work together and come up with a consensus about how to solve each problem. The students will then present their solutions to the class. (logical) students will come up with a step by step process about how to solve the homework problems: this will involve some intrapersonal components as well and they will present their method to the class. (linguistic) students will write out the answers in poetry form. They will read their poem to the class. || students will be required to ask a fellow student for the workl that they missed. If the student wishes to learn more with this lesson, I will give them more challanging problems for a small amount of extra credit (I will think them up personally). I will encourage all of my students to reap the rewards of challanging one's self. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * IEP's, 504s or ELLIDEPs and make appropriate accomidations ans modifications. ||
 * **Extensions**

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

http://edhelper.com/trigonometry.htm ||
 * =Source for Lesson Plan and Research= ||
 * Students will need a laoptop.


 * =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 using the inverse functions. Students will interpret the missing angles or lengths of right triangles using inverse trigonometry. Students will use inverse trigonometric functions to solve for missing lengths in right triangles.Students will compare angles and right triangles using inverse 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:** (spatial) draw out trigonometric problems and show the advantages of inversing: they will present their work to the class and play teacher. (Musical) write a song about inverse trigonometric functions. (intrapersonal) work through prblems that involve inverse functions: they will play teacher by presenting their insights about the problems. (interpersonal) students will work together and come up with a consensus about how to solve each problem. The students will then present their solutions to the class. (logical) students will come up with a step by step process about how to solve the homework problems: this will involve some intrapersonal components as well and they will present their method to the class. (linguistic) students will write out the answers in poetry form. They will read their poem to the 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 have gone over the previous homework that involved the last lesson. They will present their homework depending upon what homework they chose. I will then have them try to solve some problems that require some inverse Trigonometry. I will then present the lesson. ||


 * =Teaching and Learning Sequence:= ||
 * 5 min. I will great the students as they come in. I will ask them how they feel about today. ||
 * 20-30 min. the students will present their homework based upon the MI activities they chose. This will encourage volunteers to go first. I will remind students to write at least one positive piece of feedback. As all of the students are presenting, the rest of the class and myself are peer reviewing and writing our feedback on the feedback forms. This should be a routine now. In order to transition to the next half of the lesson, I will split the students up into groups of three based upon the past MI activities they have done. The students will be with like intelligences. ||
 * 10-20 min. I will present the next material about inverse trigonometry. I will make them write a T-chart that has the three functions that they have been working with (sine, cosine, and tangent) on one side and have them put the inverse function on the otherside. I will then work through three problems on the worksheet while in front of the class. I will require the groups to solve the final one and even a fourth. The rest of the problems will be for their MI activities. ||
 * 20-remainder. Students will work on the MI activities as their homework. Because these students will need ot work in groups, I will give them the extra class time. I will also work with some student groups if they are confused. ||

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