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Rationale: Subject Area Grade Level Topic Length of Unit (Days)
Rationale: Subject Area Grade Level Topic Length of Unit (Days)
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Rationale
This unit of a very brief unit because it is so closely tied to their previous years in
mathematics in both content and timing. Therefore, there will be a less weight imposed
upon this unit. This unit will also focus more heavily on the application of these idea and
examples where trigonometry is used regularly.
In this unit, students will learn more about the trigonometry in 2D and 3D scenarios.
This unit is intended to build off of those things learnt in the several previous years and
especially in 10-3 which many of the students will be coming from. In turn, the things learnt
in this unit will be helpful with some topics which will be faced in grade 12 math. The
greatest use will come from the applications which occur outside of mathematics in school.
Nevertheless, the topics which are learnt here in this first unit of the year can, and will, be
applied in other units in this course such as similar representations, and the graphing unit.
Making sure that students make and will make connections in the future is a key principle
which will kept in mind throughout this units vision and individual lesson plans.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Assessment in this unit is in line with good assessment practices. Learning will
heavily be assessed formatively. Out of class assignments/prep work will be periodically
given on an as-needed basis and are intended to maximize the time we have in class to
learn. There will be several summative assessments which will ultimately make up the
students final mark in this unit. These assessments will be based on individual
achievement with the exception of the project which will be done in partners. Nevertheless,
the assessment mark will be given with consideration to the individual and not on the basis
of how well they worked with their partner nor what their partner did or learnt through the
processes taken to complete it.
Differentiation will occur in every lesson to reach the learning needs of each student.
The sequence of this unit allows for the use of natural progression and building upon
previous material to develop their understanding. Ultimately, all scaffolding will be
provided and achieved through superior teaching strategies, mindfulness, and
resourcefulness on the part of the teacher. Differentiation will also occur through the types
of work which a student will complete as well as how they complete it. There are many
different strategies which may be used to find and apply the topics in this unit and they will
all be supported by the teacher.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Established Goals:
GLO:
Mathematics 20-3: Develop spatial sense
Understandings:
Essential Questions:
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Resources Needed:
Teacher
Alberta Education Program of Studies
Alberta Education Achievement Indicators
Learn Everywhere 20: Trigonometry
Math Works 20 Teachers Resource
Youtube
Learn Alberta
Student
Math Works 11
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Materials
Pens, Markers, Protractor, Paper, Grid Paper, Projector, Pencils, Poster Paper, and Computers.
Assessment
Learnin
g
Outcom
es
Title
Type
(Format
ive/Sum
mative)
Weig
ht
1. Solve problems
that involve two
and three right
triangles.
[CN, PS, T, V]
[ICT: C64.1]
Observation
Conversation
Quiz
Quiz
Trade
Quiz
Workshe
et/
Assignm
ents
Project /
SelfAssessmen
t
Test
F/S
F/S
10
20
30
40
Exit
Ticket
or Slip
Checkli
st
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Outcomes
Brief Description
SLO 1
SLO 1
SLO 1
Exit slips and exit tickets are forms of assessing students as they
finish or begin a class (entrance slips). The exit slip typically contai
a single question which students answer before leaving the class an
can be assessed after class for learning. The exit ticket is a little
more immediate. The ticket contains a question which students nee
to respond to correctly in order to be done work for the class. This
formative strategy will happen a couple of times a week in order to
keep me involved in their learning. An example of this would be
asking students to identify the similar figures on in the PowerPoint
presentation.
SLO 1
While students are working on specific tasks (like quiz quiz trade an
their projects) I will have simple checklists which address students
understanding, engagement, and learning. This is meant to inform
my future practice, lesson planning, and student formative
assessment. Some examples of categories are are on topic and
engaged and making connections between complex polygons and
triangles.
Quiz
SLO 1
There will be one mid-unit quiz which will take about a half hour to
complete. The quiz will involve T/F, MC, and short answer response
in order or to assess the students before we close out the unit.
Assignment /
Worksheet
SLO 1
Observation
Conversation
Checklist
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Project / SelfAssessment
Test
SLO 1
SLO 1
The unit exam will assess all of the required concepts and SLO #3 in
order to keep students accountable of their learning. This format w
be done on paper and through two modes (MC, Short response).
Their grade will be calculated based on their responses and will
account for the greatest single summative percent in this unit.
Geometry
General Outcome Specific Outcomes
It is expected that students will:
Develop spatial sense
Lesson and
Topic
Curriculum Key
Concepts
CrossOutcomes Curricul
ar
Assessment
Textbook,
Homework
Relevant
Questions
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
1
Solving for
angles
G1
Introduction to unit
Presentation of the unit project
Solving for unknown angles
Observation
Conversation
Preassessment
Pg. 166-184
2
Solving for
unknown
lengths
G1
Assignment
Observation
Conversation
Checklist
Pg. 166-184
3
Solving for
angles and
lengths
G1
Assignment
Observation
Pg. 166-184
4
Complex
Problems
G1
Checklist
Observation
5
Complex
Problems
G1
Investigating engineers
working with the clinometers
Assignment
Conversation
Pg. 185-207
Where can I
apply my
knowledge of
trigonometry
solve problem
Pg. 185-207
How do
engineers use
trigonometry?
6-F
Complex
Problems
G1
Checklist
Observation
7
Unit Project
G1
Project report
Checklist
8
Review
G1
Review sheets
Class questioning and answers
Observation
Conversation
Checklist
Pg. 185-207
Where can I
apply my
knowledge of
trigonometry
solve problem
Homework Complete Pro
Subject Area
Grade Level
Topic
Length of Unit
(days)
9
Unit Test
G1
Test
Mathematics
20-3
Trigonometry
9
Test