UWP Lesson Plan Template

Teacher Name: Briant Francies/Mr. Ekstrom Grade Level: High School AP Geometry

Target Content/Lesson Topic: Mathematics/ Laws of Trigonometric Ratios Date: 4/5/2023

This lesson is for a(n) __X___ whole class _____ small group _____ individual

Planning
Essential Question How does learning the laws of trigonometric ratios benefit you?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing This lesson is a end of unit discussion to show the benefits of learning the laws of trigonometric ratios. After
- How does this lesson fit into the learning about each of the trigonometric ratios, they will be given support and proof on why its beneficial to
larger unit of study? know and understand.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards M.G.SRT.D.1 1 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown
List the complete, relevant grade- measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
level standard(s).
Learning Target(s) and Learning LT: I can use the law of sine and cosine to solve for unknown side lengths and angles in non-right triangles
Objective(s) with accuracy and precision and understand the beneficial side of learning.
- Choose your learning target(s) and LO: Students will be able to use the law of sine and cosine to solve for unknown side lengths and angles in
objective(s) based on the relevant non-right triangles with accuracy and precision and understand the beneficial side of learning.
state learning standard(s).
- Write focused targets and
objectives that describe the specific
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 learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping  Independent Practice: Students will read material.
Describe how and why students are  Group Practice: Students will gather with a student next to them and discuss the material.
grouped based on  Presentations: Teacher will be in front of the classroom going through the material and at times
- homogeneous, heterogeneous, students will gather with a partner to discuss the material.
randomized
 Wrap-Up: Whole class
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy This lesson will be taught by using the strategy of one teach, one observes. I will be teaching the class as the
Does this lesson involve co- mentor teacher will be observing.
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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 Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
Content: Provide students with reading materials that vary in difficulty or that focus on different aspects of the
law of sine and cosine.
Process: Provide students with the flexibility to work at their own pace, allowing students who need more time
to work through discussion and do so without feeling rushed or left behind.
Product: Design performance tasks that require students to apply their understanding of the law of sine and
cosine in real-world contexts.

Environment: Teachers can provide a space with comfortable seating and tools for collaboration, such as
whiteboards or shared digital documents.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

N/A

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

N/A

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

N/A

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Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
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Assessment
At the end of a class period or lesson, I will ask students to complete a short exit ticket that assesses the
understanding of the benefits of learning the trigonometric ratios. By using these formative assessment strategy,
Students will gain insight into the understanding of trigonometric benefits.
The criteria for the law of cosines should focus on assessing student understanding and application of the
concept. The criteria would be using:
Understanding of Trigonometric Functions: Students should have a solid understanding of trigonometric
functions, including sine, cosine, and tangent, and be able to use them in conjunction with the law of cosines.
Based off of the knowledge they know… what additional jobs could they use this information in?
Since this one lesson is part of a bigger unit. The summative will be taught at the end, which I will create an
exam that includes problems that require students to use the Law of Sine and Law of Cosine to solve for
missing sides or angles in triangles. The exam will include a mix of multiple choice, short answer, and problem-
solving questions. It would also include solving real-world problems, such as calculating the height of a building
or distance between two points.
Students will have to show mastery in the following areas:
Understanding: Students demonstrate a deep understanding of the concepts and principles underlying the Law
of Sine and Law of Cosine, and accurately apply the Law of Sine and Law of Cosine to solve for missing sides
or angles in triangles.
Problem-solving: Students apply the Law of Sine and Law of Cosine to real-world problems and explain their
solutions, and demonstrate critical thinking skills, such as analyzing and evaluating different approaches to
solving a problem.
Procedures
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 Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other
learning methods. Please write what
you are looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
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 (HOOK)… Start with a joke about how rough the past few weeks have been learning the new
trigonometric ratios.
 Give each student a handout to use.
 Explain that there is a reason behind learning the material that will benefit now and later in life.
 Have students write down on the left side their responses.
 Play both Youtube videos
-(31) 4.1 Trigonometry History & Importance | The Trigonometry Series - YouTube
-(31) Trigonometry Real Life Application - YouTube
 After video, go over the 3 main ratios that are being learned, reminding what they are.
-Sine
-Cosine
-Tangent
 Now explain that we are going to look into an article and work with a partner discussing the article.
Using Partner Reading strategy
 Have students pull out labtops and click on link to pull up in front of them.
-Applications of Trigonometry in Real Life (Uses & Examples) (byjusfutureschool.com)
 I begin by reading the first paragraph of the article and “The History of Trigonometry.”
-I would begin by reading it aloud
 Afterwards I will give my thoughts about the section.
 Then have students read the next section “Applications of Trigonometry in Real-Life” and the first 3
applications.
 After reading, begin by asking questions and get their thoughts of the section as well.
 Ask if anyone has been interested in any careers that might use those.
 Once students provide feedback, have students read the remainder of the article.
 After everyone has completed reading, have them turn to their partner and discuss those applications
and if they want careers in those line of work.
 Allow students about roughly 5 minutes to collaborate with one another, and after time has passed, ask
for volunteers to share what they discussed with their partner.
 Once several groups shared what they discussed, let them know that the information being taught to
them can benefit them in future careers and even in everyday life.
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 and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension  Wrapping up… ask students to raise hands about if one of their career paths would have to deal with
End the lesson with a final review of trigonometry?
key ideas and knowledge. This is  Ask students if they see the benefits of just trigonometry… do they think there are benefits of just
where you have students talk about learning the basics of algebra and geometry?
their thinking and share strategies  Allow students to raise hands and share if they want.
with the whole class. It’s important
 Explain that learning math sure makes us smart and adept at solving tricky situations. From tacking
to name strategies and use academic
brainteasers and jigsaws to the more complex crises, the application of basic laws of math and geometry
vocabulary here, extending the lesson
are many. Not only does math provide a strong basis for resolving everyday issues, but it also
to broader ideas.
undoubtedly helps handle situations with a positive approach.
● Promote a community of
learners.  Ask if there are any questions about the article.
● Listen actively and probe  Before ending class, without looking…. Have each group finish filling out the right side of the handout.
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.

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 Curricular and Instructional (31) 4.1 Trigonometry History & Importance | The Trigonometry Series - YouTube
Resources or Materials
- List and provide a brief rationale (31) Trigonometry Real Life Application - YouTube
for all necessary lesson resources and
materials. If not original, cite the Applications of Trigonometry in Real Life (Uses & Examples) (byjusfutureschool.com)
source.
- Attach/link a copy of all materials Class Participation Handout
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and  White board w/ dry erase markers to write down answers on the board.
Technology  Notebook to take notes with.
- List all other supplies that need to  Teacher notes to keep class running smooth.
be available.
 Timer (Wall clock)

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Classroom Handout

BEFORE AFTER CLASS

What kind of jobs/applications use trigonometry? What kind of jobs/applications use trigonometry?

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