Graduate Difficulty Lesson Plan Candidate Name:__Pierre Ruth

Strategy (circle one): Graduate Difficulty

Unit Name
Trigonometry of General Triangles

Lesson Name Time Needed (Hours/Days)

Law of Sines 1 Day (90 minutes)

Grade Subject Course

11 th Mathematics Accelerated Pre Calculus
GA Standards of Excellence & TAG Standards
Please include both GSE & TAG Standards
GA Standards of Excellence Standards
.
MGSE9-12.G.SRT.11 Understand and apply the Law of Sines and the Law of Cosines to find unknown
measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
TAG Standards
Higher Order Critical Thinking Skills (HO/CTS)

3. The student conducts comparisons using criteria.

4. The student makes and evaluates decisions using criteria.

5. The student predicts probable consequences of decisions

Creative Thinking & Problem Solving Skills Standard:

10. The student monitors and reflects on the creative process of problem solving for future
applications.

Essential Question(s)
What should students know when lesson is completed?

How can you solve non-right triangles? How can we apply Law of Sines to real- world applications?

Students should know

1) when to use the Law of Sines
2) how to find angles by using the inverse sine
3) how to find the number of triangles if any are formed when given the ambiguous case SSA

Students should be able to

1) Apply the Law of Sines when given two angles and a side of an oblique (non-right) triangle
(AAS).
2) Apply the Law of Sines when given two angles and an included side of an oblique triangle.
(ASA)
3) Apply the Law of Sines when given two sides and non-included angle of an oblique triangle.
(SSA)
4) Use the Law of Sines in real-world and applied problems.
Teacher Lesson Preparation
1) Teacher completed an inquiry based lesson on developing the Law of Sines and
powerpoint on the ambiguous case of the Law of Sines previous class.
2) Teacher will develop three different levels on the Law of Sines with ambiguous case with
answer key

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

1) Warm- up: Students will complete the warm up based on previous lesson and homework
See attachment
2) Hook: Students will watch the video clip with sailboats and answer the question and discuss
with elbow partner
a) What do you notice in the video?
b) What do you think the video has to do with pre-calculus and what we are working on in class?
https://www.youtube.com/watch?v=nDToL593cmU
3) Acquiring Content
a) What types of triangles are solved using the Law of Sines?
b) What test do you used when you have a SSA?
c) Why is it important to test?

Instructional Sequence and Activities including use of technology

Decide Practice and Decide (Document attached)
I will go over the DECIDE document with the students.
4) You will now be given the opportunity to practice what you have learned. Everyone learns at a
different pace so you get to decide which level will be appropriate for you. I will provide a few
questions that will help you make the best selection.
5) Student aid will pass out the DECIDE document and three levels. Student will examine the three
levels and determine which is appropriate for them.
6) Students will complete the problem set of their choice and check their work. Students who
quickly and accurately complete their selected set should try the next level. Studenst who quickly
and accurately comple Level C should create a more difficult Level D with a corresponding answer
sheet. They can trade problem sets with other Level D students.
7) When all students have had an opportunity to complete and check at least one problem set, lead
the students in a discussion to identify the criteria they used to make their choice, determine if the
first choice was the best choice, and determine the knowledge/skills needed to move to the next level.
8) Each student will establish a learning goal to improve their own achievement related to
understanding and using the order of operations.

Assessment Strategies
Self- assessment- The student will examine the various problems and choose the one that is most suited to
his/her current level of understanding

Self-assessment - Students will self-assess their work from the confirmation stations. These stations are
posted around the room or via QR code reader. Depending on the students self-assessment of their work
 students will go to the next level or use the DECIDE model to decide which level to go to next. Students will
be made aware that they are going to need to check their work themselves and be sure it is correct and well-
understood before progressing to the next level. Students will rate how well they are understanding through
recap

Reflecting on what was done, post-task. Students will complete a recap ( a video that students will record
using the cellular device) explaining how ( or whether ) the day's lesson provided opportunity to strengthen
their understanding of the Law of Sines. What do I need to do more to achieve my goal of mastery of this
topic? We will share the videos next class.

Differentiation
Scaffolds/ Interventions/Extensions/Enrichment
Scaffolds:
(bottom)Level A- Students are given various problems to establish the type of triangle and if and how many
triangles can or cannot be formed

(higher) Level B- Students are given various problems and asked to solve the triangle for all missing sides
and angles

(still higher) Level C Students are given various problems and asked to solve the triangle if it exists. These
are the ambiguous case.

(highest) Level D Students will create 8 different problems that are more difficult than Level C with an
answer key and switch with other Level D students.

Extensions: Students are given various word problems dealing with applications of Law of Sines.

Students will self-assess their work from the confirmation stations. These stations are posted around the
room. Depending on the students self-assessment of their work students will go to the next level or use the
DECIDE model to decide which level to go to next.

Interventions:
Level A- 1) student will watch a video 2) teacher or student aid will assist students
Level B- 1) student will watch video 2) ask a classmate 3) teacher or student aid will assist students
Level C 1) ask a classmate 2) teacher or student aid will assist students
Level D- 1) ask a classmate

Materials/Links/Text References/Resources
Hook Video: https://www.youtube.com/watch?v=nDToL593cmU
Intervention Video link for all Levels: https://goo.gl/dGL48m
Warm-up and Hook questions- attached
Decide Document- link
Level A- handout
Level B- handout
Level C- handout
Level D- handout
Extension - handout
Answer key for all levels
Hook: https://www.youtube.com/watch?v=nDToL593cmU
Watch the video clip while completing the warm-up and answer the question and discuss with elbow partner

1) What do you notice in the video?

2) What are we working on in class and what do you think the video has to do with pre-calculus?
Level A Need help: https://goo.gl/dGL48m

mA 58
6. a 13
b 18
Level B Need help: https://goo.gl/dGL48m
Level C Need help: https://goo.gl/dGL48m
Sketch each triangle and list the given information. Solve the triangles, if solvable, showing
all work. Round to two decimal places where needed.

mA 110
10. a 14
b9

mA 57
11. a 58
b 64

mB 110
12. b 42
c 64
Level D Create 8 problems that are more difficult than Level C with solutions
and switch with other Level D students.
Extension:
Complete each problem below.
1. Joe wants to measure the height of a tree. He walks exactly 100 feet from the base of the tree and looks up.
The angle from the ground to the top of the tree is 33. This particular tree grows towards him at an angle of
83 with respect to the ground. How tall is the tree?

2. The course for a bike race follows a triangular shaped trail. The first leg is a straight 6 kilometer ride. After
that, the biker must turn 283 to the left and follow the trail to the next turn. Turning 269 again to the left
will take the biker to the finish line, which is exactly where he started. How long is the entire race, in
kilometers?

3. Two people are walking toward each other on a path through the park. The path runs east and west. A hot
air balloon is directly above the path between them. One of the walkers, a female, sees the balloon when
looking east at an angle of elevation of 46. The other walker, a male, sees the balloon looking west at an
angle of elevation of 72. If the walkers are 55 yards apart, how far is the balloon from the male observer?

4. A group of forest rangers were hiking through Denali National Park towards Mt. McKinley, the tallest
mountain in North America. From their campsite, they can see the peak of Mt. McKinley at an angle of
elevation of 21. They know that the slope of the mountain forms an 127 angle with the ground and that the
vertical height of Mt. McKinley is 20, 320 feet. How far away is their campsite from the base of the
mountain? If they can hike an average of 2.9 miles per hour, how long will it take them to get to the base?
Answer Key:
Hook: https://www.youtube.com/watch?v=nDToL593cmU
Watch the video clip while completing the warm-up and answer the question and
discuss with elbow partner
1) What do you notice in the video?
Sailboats with various types of triangles

2) What are we working on in class and what do you think the video has to do
with pre-calculus?
Law of Sines and oblique triangles; shows how various size of triangles are used
on sailboats and how some make them go faster, tip over and just sail smoothly

1) B 2) A 3)C
Answers to all Levels
Extension Key