HSOE Lesson Plan Template

Social Cognitive Theory Lesson Plan

Proving Trig Identities

GRADE 10th -12th

SUBJECT Mathematics, Trigonometry, Trigonometric Identities

Students will be able to use known trigonometric identities to prove other trigonometric identities.
LESSON SUMMARY
The lesson will be broken into the steps of proving the identities. In each step of the lesson I will
use the “Say,See, Do” strategy suggested by Fred Jones (2007).
As discussed by Bandura (1988), three factors can play a role in the development of a student:
“Modeling”, “self-efficacy”, and “motivation through goal systems.” Modeling suggests that
students will imitate the actions of a role model the students can relate with, self-efficacy
suggests that a student’s confidence in their abilities to perform a task strongly suggests the
performance of the student, and modeling through goal systems suggests that setting
challenging, yet achievable, goals will help to motivate the student to complete a task. I will use
How is Theory applied the strategy of “Say, See, Do” to instruct this lesson. First, I will break down the task of proving
in this lesson? trig identities into three steps to set achievable goals. The three steps will be “make both sides
have the same trig functions”, “rearrange and change one side”, and “make them the same”. I
will explain the steps in more detail throughout the lesson plan. I will use “Say and see” in the
introduction of new materials section and “do’” in the guided practice section. In the “say and
see” portion, I will “model” the correct process for each step, and in the “do” portion, the students
will be able to achieve the goal of completing each step for themselves. Student success will
help build their perceived self-efficacy.
OBJECTIVE.
What will your students be able to do?

Students will be able to use known trig identities to prove other trig identities. The lesson will be broken into the steps “make
both sides have the same trig functions”, “rearrange and change one side”, and “make them the same”. Each student will be
able to complete each of these steps, which will successfully prove the trig identity.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Through guided practice I will be able to informally assess student progress by seeing if students are successful in each step.
Mastery will be assessed in the Unit exam at the end of the unit. A trig identity proof will be on the exam.

COMMON CORE
How will you address Common Core standards?
CCSS.MATH.CONTENT.HSF.TF.C.8
Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or
tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.

CCSS.MATH.CONTENT.HSF.TF.C.9
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to
solve problems.

The formulas discussed in Standard 8 and 9 will be addressed in the previous lesson. This lesson will be concerned with
using those formulas to solve problems, the problems being: proving other trig identities.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?

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How will you address your English Learners?
List the specific strategies you will use.
In the Say and See sections I will provide multiple prospectives and visuals to help SN and ELL students understand the
steps. The lesson will be broken down into steps to help all students understand the process. In the Do section, ELL and SN
students will be able to pair with the gifted students to receive additional help. Trigonometric identities provide a lot of
opportunities for expansion. I will have extra credit questions to challenge the gifted students.

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
Individual whiteboards
5min I will have students use individual whiteboards. I will Students will write their
ask them to write down the trig identity I say. They answers on their whiteboard
will have learned these trig identities from previous and show me. I believe this
lessons. This will be good to review for this this will be a great way to engage
lesson since these identities will be used throughout the students from the start.
the class.

5min I will briefly explain that will be using these identities

to prove more identities, and that these identities
can be used in solving equations and solving
applied problems.

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

“Say and See” Section The practice problem of the

Worksheet. I will provide the
demonstrations on a
5min Make both sides have the same trig functions: I will provide the students projector sceen.
I will explain that the first step in proving trig with a worksheet that
identities is by making both sides have the same trig includes the practice problem
functions, I will then demonstrate with using the trig and additional guided
identities we learned from previous lessons. I will go practice problems. Each
through a practice problem. This will provide the problem will be broken to
students with a good model in the first step. sections to complete each
step
After the practice problem we will move to guided
practice on this step. Students will go through the
first step of the practice
problem with me.

5min Rearrange and change one side:

I will explain and demonstrate how to change one Students will go through the
side of the equation using identities to make next step of the problem with
progress towards proving the identity. I will use the me.
same practice problem and move through this step

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5min Make them the same: Students finish the proof with
I will finalize the problem and discuss strategies to me.
finishing the proof. I will demonstrate completing the
practice problem.

Each step provides modeling for the students to

imitate in their guided practice.

I believe that since the task broken down into small

steps, each student should be able to grasp each
step then combine them to complete the proof.
Immediately when I am done demonstrating,
students will begin working their own problems, this
will keep the students engaged and active in
learning. I believe misunderstanding will come in the
2nd and 3rd steps, because choosing the correct
identity is important to completing the proof. With
practice, the students understand which identities to
use. Guided practice will give the students time to
work out their misunderstandings.

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

“Do” Section
Utilize other problems on
the worksheet
5min Make both sides have the same trig functions: Students will work on the
I will give students time to practice the first step on steps for each problem. They
other problems from the worksheet. will be allowed to work
together, especially ELL, SN,
and gifted students, to
5min Rearrange and change one side: complete each step.
I will give students time to practice the second step
on other problems from the worksheet. I will make sure that students
are respectful to the rest of
the class as they work. The
5min Make them the same: worksheet will allow for each
I will give students time to practice finishing the student to practice multiple
proofs of other problems from the worksheet. problems and will be outlined
by steps. The problems will
By breaking this process into steps, students will be become more challenging
motivated to complete a much larger task. Seeing throughout the worksheet.
success within the steps can boost the confidence in The challenging problems will
each students’ skills, which Bandura (1988) require the use of more
describes as being very important to the identities and more steps
performance of a student. within each section.

I will be walking around to monitor student

performance and provide constructive feedback as

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 Fred Jones (2007) suggests in chapter 6 & 8. Gifted
students will also be able to help their fellow
classmates in guided practice.

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

25min I will allow students to work together but to follow the I believe students will attempt Last page of the worksheet
classroom rules. On the last page of the worksheet, to demonstrate mastery by E.C. problem
provided will be problems to complete. I will reiterate showing the steps they use,
that they should follow the steps to complete the just as they did in guided
problems, to break the task into smaller goals. practice. Students will try to
At the end, there will be a challenge question for complete the E.C. problem.
extra credit, which requires many steps to complete.
I believe this problem will
engage students, Students
will want to challenge
themselves and receive extra
credit. They will want to
practice on the other
problems first.
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

TIME TEACHER STUDENTS

Half sheet of paper to write
5min Before leaving class I will ask students to write what Students will write down their down their thoughts.
they think is most useful in solving these problems thoughts and turn this paper
and to explain. Finally I will ask them to write down in. Students will be able to
How they believe knowing these proofs can be demonstrate mastery through
useful for us later. their homework and on the
unit exam.
I will use these ideas to shape my lessons in the
future and to have a better understanding of my
students.
HOMEWORK (if appropriate). How will students practice what they learned?

I will give the students two problems to work out. I will ask them to not only complete the proof, but to also write what steps
they used.

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Resources

Bandura, A. (1988). Organisational Applications of Social Cognitive Theory. Australian Journal of

Management (University of New South Wales), 13(2), 275. https://doi.org/10.1177/031289628801300210

Jones, F. (2007). Tools for Teaching (2nd ed.). Santa Cruz, CA: Frederic H. Jones and Associates, Inc.

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