Lesson Plan 2 Full Lesson in 60

Minutes
by Fan Li
Day: Thursday Date: 19-Feb-15 Time: 12:05-13:05 Year:
11 ATAR Method
Learning Area: Mathematics Topic: Trigonometry/ Sine
Rule and Cosine Rule
Curriculum content description: (from ACARA)

Review sine, cosine and tangent as ratios of side lengths in right triangles
(ACMMM028).
Understand sine and cosine rules and apply them to solve the triangle.
Six planned examples: 2 for sine rule; 2 for cosine rule; 1 for combined rules; 1
for bearing sine rule.

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have prior experience in elementary geometry such as the

knowledge of line, ray, line segment, angle, triangle, Pythagorean Theorem,
circle and;
Students have basic algebra experience in ratios, proportional analysis,
arithmetic of real numbers, factorization and expanding of simple
polynomials.
Learning purpose: To provide students with the sine and cosine rules and
proofs. To make students form the judgment as to when and where to employ sine,
cosine or combined rules. To get students familiar with the sine and cosines rules
through examples.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
Understand trigonometry is the

ratios of side lengths in right

triangles.
State and prove sine rule and give
examples.
State and prove cosine rule and
give examples.
Discuss whether in my proofs of
the sine rule and cosine rule only
acute triangles are sufficient?
Why?

(a) Could students understand that

trigonometric functions are the ratios
of side lengths in right triangles?
o How many types of
trigonometric functions can we
have given a right triangle has
3 sides? (Permutation)
o Will the ratio change if
adjusting the two side lengths
proportionally?
(b) Could students write down the
formulae of sine rule and cosine rule?
o Request students to observe
the denotation of the symbols
in each formula and encourage
them to discuss the disciplines
contained in each formula that

helps them to memorise the

formulae.
Ask challenging questions
whether my proofs of sine and
cosine rules are sufficient?
Why? Assignment to provide
additional proofs with the
same approach.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
Australian curriculum Senior Mathematics Method Topic 2 Trigonometric

Functions
Mathematics Methods by A.J. Sadler published by Nelson Cengage Learning
Ch1. Pg19 - 28
Documentation Centre of Mathematica www.demonstrations.wolfram.com
Handouts were given to all students with clear instruction regarding to the
lesson structure, notes and examples.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

Timi
ng:

No specific diversity is required in this classroom based on the information

provided by the buddy teacher:
o Six male students selected Year 11 Maths Methods ATAR with potential
to study maths related subjects at tertiary level.
o All students demonstrated the understanding of the preliminary
knowledge through a quiz session prior to and in the middle of the
lesson.
o All students presented very good manner and discipline.
o Silence dominated the classroom atmosphere. Interaction with
students was quite weak compared with junior high school students.
o The direct teaching method with explicit instruction on whiteboard is
favoured facilitated by the inquiry-based teaching method.

Learning Experiences:
1. Introduction: (How will I engage the learners?)
12:05 12:10 (5 mins).
Engage the students Apologise for having such intense
content yesterday and assure students that in todays
lecture we will only focus on sine and cosine rules and their
application with examples.
A quick review of definition of trigonometric functions in unit
circle and the formula A = bc Sin A; a = c Sin A; b = c Cos
A.
2. Sequence of learning experiences: (What will you do to help
the students achieve the learning objectives? What tasks and
activities will the students be involved in to help achieve the
learning objectives?)

12:11-12:20 (10 mins) Review the definition of

trigonometric functions in a right triangle
Reinforce that what matters in the measurement and
assessment of an angle is the ratios of side lengths of
triangles.
Review the definition of sine, cosine and tangent in a right
triangle by restricting the angle to the narrowly defined
angle ((0O <<180O).
Ask questions about how many types of trigonometric
functions can we have given a right triangle has 3 sides?
Then give the answer that 6 basic trigonometric functions
exist by the permutation rule.
Ask for the ratio of sine, cosine and tangent in a right
triangle.
Introduction to the labeling techniques in geometry with very
clear instruction.
12:21-13:00 (40 mins) Sine rule, cosine rule, proofs,
examples
Ask how many types of triangles in a plane? Three: Acute,
Obtuse and Right.
Clearly state the sine rule for any triangle: a/(Sin A)=b/(Sin
B)=c/(Sin C).
Then provide the proof only in an acute triangle by apply the
labeling techniques explained earlier so the logic flows with
accurate symbols in the right syntax (mathematical
grammar training).
Ask students if my proof was sufficient and why?
Give clear answers to my question after discussion that my
proof of the sine rule in an acute triangle is not sufficient. To
be sufficient, proofs of the sine rule in both acute
(demonstrated) right and obtuse triangles are required. The
same principal applies to prove the cosine rule later on.
2 examples are given to apply sine rules to solve the
triangle.
Same approach (statement, proof, 2 examples) to introduce
cosine rules that states that for any triangle:
o c^2 = a^2+ b^2- 2 ab Cos C
o a^2 = b^2+ c^2- 2 bc Cos A
o b^2 = a^2+ c^2- 2 ac Cos B
Discussion of when and where to apply sine rule, cosine rule
or the combined rules.
Then give clear conclusion that:
o Sine rule applies: when we know 2 angles and 1 side;
or when we know 1 angle and its opposite side and
another side
o Cosine rule applies when know 1 angle with two
adjacent sides
Give 1 example to demonstrate the situation when both
rules are employed.
Give 1 example of bearings in navigation by applying the
sine rule or cosine rule.

3. Lesson conclusion: (How will you summarise the learning and

relate it to the lesson objectives?)
13:01 13:05 (5 mins)
Summarise the definition of sine, cosine and tangent in right
triangles.
Recoup sine and cosine rules.
Review when and where to apply these rules (judgment call).
Give assignment to prove sine rule and cosine rule in obtuse
and right triangles using accurate labeling, symbols and
syntax.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change?
Why?
What didnt work so well:
Students still felt my content was too much to digest in one session
compared with their previous learning experience: less than 20 mins lesson
and then self-practice of the listed questions from the textbook.
Students complained of insufficient time for self-practice in the class.
Students have never been exposed to any mathematical proofs hence they
felt they were struggling a little bit to follow the logical and reasoning
process of the symbolic computation.
What did work so well:
Clear explanation of each concept.
Clear statement of each theorem, formulae and their conditions and
limitations.
Students acknowledged and appreciated the importance of the proof to the
mathematical theorem. They felt their understanding of the formula was
enhanced.
What would you change? Why?
Further reduction of the content density and intensity.
Continue to emphasise the importance of how to label and use the accurate
mathematical symbols in mathematical proof and logical reasoning.
Continue to increase demonstrated examples in the classroom.
Try to give additional time for self-practice.
Try to convince my buddy teacher that students from the digital era engage
better if the content can be delivered via the help of multimedia technology:
projection, dynamic graphing with parameter manipulations, etc.
My beliefs and philosophy in teaching mathematics remain the same:
Clear definition and statement of each concept, axiom and theorem.

All theorems have to be provided with the mathematical proofs.

All formulae have to be explicitly explained and well derived.

Clear and explicit instructions in all learning activities.

Gradually influence and change their belief of mathematics from a mere

focus on plugin and checkout type of questions to a focus on critical thinking
and problem solving skills.

These critical skills in mathematics mean students can use accurate

symbols, give clear denotations, use correct syntax, employ the related
formulas and theorems, build up mathematical formulae and are able to
interpret the results.